(1987). Navajo Adolescents Scores on a Primary Language Questionnaire, the Raven Standard Progressive Matrices (RSPM) and the Comprehensive Test of Basic Skills (CTBS): A Correlational Study. Educational and Psychological Measurement, v47 n3 p703-09 Fall. Bilingual Navajo adolescents aged 14-16 were administered the Raven Standard Progressive Matrices (RSPM) and Comprehensive Tests of Basic Skills (CTBS). Correlations were moderate and were higher for females than for males. Norms were established for adolescent Navajos on the RSPM, a nonverbal test of intelligence and visual reasoning. (Author/GDC)…
(1983). The Effects of Word Frequency and Contextual Richness on ESL Students' Word Identification Abilities. Journal of Research in Reading, v6 n2 p119-28 Sep. Concludes that a significantly higher proportion of a word was needed by all adult ESL students to identify low-frequency words than high-frequency words, and a significant difference existed in the proportion of a word needed by all subjects for identification in poor, moderate, and rich contexts. (FL)…
(2004). Teaching English Language Arts to Francophone Program Students: Grades 3 to 9: Pedagogical Considerations. Online Submission This document provides a new perspective on teaching English language arts in a francophone school, a perspective that takes into account the aspirations of the francophone community within the following contexts: the federal and provincial legal provisions governing French first-language education in Alberta, the linguistic reality of Alberta's francophone students and lastly, our current knowledge regarding language learning in a minority milieu. This document is a part of a series entitled Teaching English Language Arts to Francophone Program Students (Grades 3 to 9). Two documents from this series have already been published: A Guide to Transfers and Interference (Alberta Learning, 2001) (ED456639) and Bridging the Francais and English Language Arts Programs of Study (Alberta Learning, 2001) (ED471059) Teaching English Language Arts to Francophone Program Students: Pedagogical Considerations is the third and last document of this series…. [PDF]
(2004). A Synthesis of Research on Language of Reading Instruction for English Language Learners. Success for All Foundation This paper reviews experimental studies of reading programs for English language learners, focusing on comparisons of various bilingual and English-only programs. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 18 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.52 (based on 8 studies with sufficient data for computation of ES). Two of three studies of heritage languages (French, Choctaw, and Cherokee) and two secondary studies favored bilingual approaches. The review concludes that while the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach… [PDF] [Direct]
(1973). Children's Learning of a Second Language: Another View. Modern Language Journal, 57, 5-6, 254-9, Sep-Oct 73. Critical review and discussion of John Macnamara's \Nurseries, Streets and Classrooms,\ Modern Language Journal, v57 n5-6 p250-4 Sep-Oct 1973. (RL)…
(1973). A Mini-Course in Black English, Part Two: Implications for Reading and Language Arts Instruction. Education for the Disadvantaged Child, 1, 3, 24-28, Sum 73. Deals with some of the difficult questions that arise when one attempts to handle Black English in the context of helping children learn to read and write. (Author/JM)…
(1972). Some Sociological Factors in Bilingual Schooling. TESOL Quarterly, 6, 3, 255-261, Sep 72. Paper presented at the TESOL Convention, March 1, 1972, in Washington, D.C. (VM)…
(1970). The Mexican-American School Child. Illinois Schools Journal, 50, 2, 103-113, Sum '70. …
(1981). America's Non-English Heritage. Society, v19 n1 p37-44 Nov-Dec. Traces the historical development of state and federal law, policy, and practice concerning language. Suggests that, in the future, languages other than English may play prominent roles in American culture and government. (MJL)…
(1979). A Developmental Study of Spanish-English Production in Bilingual Children. Journal of Educational Psychology, v71 n2 p161-68 Apr. Spanish-English bilingual and English monolingual children imitated Spanish and English lexical and syntactic constructions. Lexical items contained \high risks\ phonemes. Sentence constructions emphasized plurality, possessiveness, and adjective-noun word order. Monolingual and bilingual children did not differ on English imitations; bilinguals scored higher than monolinguals on all Spanish tasks. (Author/RD)…
(1980). Pratiques langagieres et bilinguisme des Chicanos de Californie (Language Usage and Bilingualism of the Chicanos in California). Etudes de Linguistique Appliquee, n37 p118-24 Jan-Mar. An element seen to be lacking in the development of bilingual programs in California is a sensitivity to the sociolinguistic and psychological influences in Chicano language usage. These include the mixing in of American slang. (MSE)…
(1980). Performance of Bilingual Mexican-American Children on Spanish and English Versions of the Peabody Picture Vocabulary Test. Journal of Consulting and Clinical Psychology, v48 n6 p782-84 Dec. Performance was better for children above six years of age and better in Spanish than English. It is suggested that the Peabody Picture Vocabulary Test never be used to assess the general intelligence of Mexican American children, because it likely underestimates their ability. (Author)…
(1978). Some Psychological Aspects of Multilingual Education. International Review of Education, v24 n3 p283-93. This paper presents a summary of recent investigations on cognitive development through the first and second language in a bilingual program. The "Glossodynamic Model" of language learning is presented as a basis for explaining how the child's cognitive and affective development are enhanced by bilingual stimulation. (Author/SJL)…
(1996). The Influence of English-Korean Bilingualism in Solving Mathematics Word Problems. Educational Studies in Mathematics, v30 n3 p289-312 Apr. Purposeful sampling was used to select six English-Korean bilingual students to investigate language difficulties and cognitive processes in solving mathematics word problems. These six case studies revealed distinct patterns of difficulties in solving problems written in English and Korean, especially for students in transition stage. (Author/KMC)…
(1996). Change in the Educational Life of Chicano Families across Three Generations. Education and Urban Society, v29 n1 p13-34 Nov. Presents research on seven Chicano families who have experienced cultural and academic success, to determine successive generational influence on child development and academic success. Findings reveal the importance of cultural traditions, generational support and communication, and parents as mediators in guiding their children to higher education. Educational implications involving the Latino community are addressed. (GR)…