Bilingual Metacognitive Development

References

• Allington , R. L. 1991 . How policy and regulations influence instruction for at-risk learners, or why poor readers rarely comprehend well and probably never will. In Educational values and cognitive instruction: Implications for reform , ed. L. Idol and B. F. Jones . Hillsdale , N. J. : L. Erlbaum .
   Google Scholar
• Bartolome , L. 1992 . Effective transitioning strategies: Are we asking the right questions? In The power of two languages , ed. J. V. Tinajero and A. Flor Ada, 209 – 19 New York : Macmillan/McGraw Hill .
   Google Scholar
• California State Department of Education. 1981 . Schooling and language minority students: A theoretical framework. Los Angeles : Evaluation, Dissemination, and Assessment Center, California State University—Los Angeles .
   Google Scholar
• Chamot , A. 1993 . Instructional practices enhance student achievement. NCBE Forum: Newsletter of the National Clearinghouse for Bilingual Education 16 ( 4 ): 1 , 4 , 5 .
   Google Scholar
• Cohen , E. G. 1986 . Designing groupwork: Strategies for the heterogeneous classroom. New York : Teachers College Press .
   Google Scholar
• Cortes , C. 1986 . The education of language minority students: A contextual interaction model. In Beyond language: Social and cultural factors in schooling language minority students , ed. California State Department of Education , 3 – 33 Los Angeles : Evaluation, Dissemination, and Assessment Center, California State University—Los Angeles .
   Google Scholar
• Cummins , J. 1981 . The role of primary language development in promoting educational success for language minority students. In Schooling and Language Minority Students: A Theoretical Framework , ed. California State Department of Education, 3–49 . Los Angeles : Evaluation, Dissemination, and Assessment Center, California State University—Los Angeles .
   Google Scholar
• Cummins , J. 1989 . Empowering minority students. Sacramento : California Association for Bilingual Education .
   Google Scholar
• Diaz , E. , and B. Flores . 1990 . The sociocultural construction of literacy: Teacher as cultural mediator . Paper presented at the Claremont Reading Conference, March, Claremont, Calif.
   Google Scholar
• The Editors. 1993 . NCBE responds to frequently asked questions. NCBE Forum: Newsletter of the National Clearinghouse for Bilingual Education 16 ( 3 ): 1 , 4 , 5 .
   Google Scholar
• Flores , B. , P. Tefft-Cousin , and E. Diaz . 1991 . Transforming deficit myths about learning, language, and culture. Language Arts 68 ( September ): 369 – 79
   Google Scholar
• Hernández , J. S. 1991a . Getting to higher ground: The development of thinking skills for Spanish background students. In Language in school and society: Policy and pedagogy , ed. M. McGroarty and C. Faltis , 317 – 34 Berlin : Mouton de Gruyter .
   Google Scholar
• Hernández , J. S. 1991b . Assisted performance in reading comprehension strategies with non-English proficient students , Journal of Educational Issues of Language Minority Students 8 : 91 – 112
   Google Scholar
• Krashen , S. 1981 . Bilingual education and second language acquisition theory. In Schooling and Language Minority Students: A Theoretical Framework , ed. California State Department of Education, 51–79 . Los Angeles : Evaluation, Dissemination, and Assessment Center, California State University—Los Angeles .
   Google Scholar
• Krashen , S. , and D. Biber . 1988 . On course: Bilingual education's success in California. Sacramento : California Association for Bilingual Education .
   Google Scholar
• Luriia , A. R. 1976 . Cognitive development: Its cultural and social foundations. Cambridge , Mass. : Harvard University Press .
   Google Scholar
• Merl , J. 1991 . Latinos lagging on every school level, study shows Los Angeles Times 25 January : A1 , A30 .
   Google Scholar
• Moll , L. C. 1990 . Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge , England : Cambridge University Press .
   Google Scholar
• Moll , L. , and E. Diaz . 1985 . Ethnographic pedagogy: Promoting effective bilingual instruction. In Advances in bilingual education research , ed. E. Garcia and R. Padilla , 127 – 49 Tucson : University of Arizona Press .
   Google Scholar
• Paris , S. G. , and P. Winograd . 1990 . How metacognition can promote academic learning and instruction. In Dimensions of thinking and cognitive instruction , ed. B. F. Jones and L. Idol , 15 – 51 Hillsdale , N. J. : L. Erlbaum .
   Google Scholar
• Tefft-Cousin , P. 1991 . The role of reflection and self evaluation in the learning process: Implications for classroom practice . Unpublished manuscript. California State University—San Bernadino.
   Google Scholar
• Tinajero , J. , M. Calderon , and R. Hertz-Lazarowitz . 1992 . Cooperative learning strategies: Bilingual classroom applications. In The power of two languages , ed. J. V. Tinajero and A. Flor Ada, 241 – 53 New York : Macmillan/McGraw Hill .
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in society: The dei'elopment of higher psychological processes. ed. and trans. M. Cole , V. John -Steiner, S. Scribner , and E. Souberman . Cambridge , Mass. : Harvard University Press .
   Google Scholar
• Vygotsky , L. S. 1986 . Thought and language. ed. and trans. A. Kozulin . Cambridge , Mass. : Massachusetts Institute of Technology Press .
   Google Scholar
• Wertsch , J. V. 1978 . Adult-child interaction and the roots of metacognition. Quarterly Newsletter of the Institute for Comparative Human Cognition. 2 ( 1 ): 15 – 18
   Google Scholar
• Wertsch , J. V. , ed. 1981 . The concept of activity in Soviet psychology. White Plains , N.Y. : M. E. Sharpe .
   Google Scholar