717
Views
0
CrossRef citations to date
0
Altmetric
Articles

Placement of former english language learners in middle schools: general education or dual language?

&
Pages 569-576 | Received 25 Jan 2018, Accepted 06 Jun 2018, Published online: 14 Jul 2018

References

  • August, D., and T. Shanahan, eds. 2006. Developing Literacy in Second Language Learners: Report of the National Literacy Panel on Language- Minority Children and Youth. Mahwah, NJ: Erlbaum.
  • Berger, N., and J. Archer. 2016. “School Socio-Economic Status and Student Socio- Academic Achievement Goals in Upper Secondary Contexts.” Social Psychology of Education 19 (1): 175–194.
  • Berkowitz, R., H. Moore, R. A. Astor, and R. Benbenishty. 2017. “A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement.” Review of Educational Research 87 (2): 425–469.
  • Collier, V. 1992. “A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement.” Bilingual Research Journal 16 (1 and 2): 187–212.
  • Collier, V. P., and W. P. Thomas. 1999. “Making U.S. Schools Effective for English Language Learners, Part 2.” TESOL Matters 9 (5): 1–6.
  • Crawford, J. 1992. “What’s Behind Official English?” In Language Loyalties: A Source Book on the Official English Controversy, edited by J. Crawford, 171–177. Chicago: University of Chicago Press.
  • Crawford, J. (2000). At war with Diversity: U.S. Language Policy in an age of Anxiety. Clevedon: Multilingual Matters.
  • Cuero, K. K., J. E. Dworin, R. Lowery, and L. S. Fink. 2007. “Lessons From Jenifer: Addressing Common Assumptions Regarding “Former” English Language Learners.” Voices From the Middle 14 (4): 15–25.
  • Cummins, J. 1978. “Cognitive Factors Associated with Attainment of Intermediate Levels of Bilingual Skills.” The Modern Language Journal 31 (l-2): 3–12.
  • 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, edited by California State Department of Education, 3–49. Los Angeles, CA: California State University, Los Angeles, Evaluation, Dissemination and Assessment Center.
  • Cummins, J. 1984. Bilingualism and Special Education: Issues in Assessment and Pedagogy. San Diego, CA: College Hill Press.
  • Cummins, J. 2001. Negotiating Identities: Education for an Empowerment in a Diverse Society. 2nd ed.Los Angeles, CA: California Association for Bilingual Education.
  • Cummins, J., and S. Schecter. 2003. Multilingual Education in Practice. Portsmouth, NH: Heinemann.
  • Dejong, E. J. 2002. “Effective Bilingual Education: From Theory to Academic Achievement in a two-way Bilingual Program.” Bilingual Research Journal 26 (1): 65–84.
  • DeJong, E. J. 2004. “After Exit: Academic Achievement Patterns of Former English Language Learners.” Education Policy Analysis Archives 12 (50): 1–20.
  • DeJong, E. J. 2012. “What Should Happen to English Language Learners After They Leave the Bilingual/English as a Second Language Program Designed for Them?” In English Language Learners at School. 2nd ed., edited by E. Hamayan, and R. F. Field, 125–127. Philadelphia, PA: Caslon Publishing.
  • De la Rosa, D., and C. Maw. 1990. Latino Education: A Statistical Portrait. Washington, DC: National Council of La Raza.
  • Dixon, L. Q., and S. Wu. 2014. “Home Language and Literacy Practices among Immigrant Second-Language Learners.” Language Teaching 47 (4): 414–449.
  • Djigunovic, J. M. 2010. “Starting age and L1 and L2 Interaction.” International Journal of Bilingualism 14 (3): 303–314.
  • Eamon, M. K. 2002. “Effects of Poverty on Mathematics and Reading Achievement of Young Adolescents.” The Journal of Early Adolescence 22 (1): 49–74.
  • Fitzgerald, J. 1995. “English-as-a-second-language Learners” Cognitive Reading Processes: A Review of Research in the United States.” Review of Educational Research 65 (2): 145–190.
  • Flohm, A. 2013. “ESL Provision at Risk.” Education 94 (12): 4.
  • Gerstein, R. 1996. “Literacy Instruction for Language-Minority Students: The Transition Years.” The Elementary School Journal 96 (3): 227–244.
  • Gerstein, R., and J. Woodward. 1990. “Rethinking the Regular Education Initiative: Focus on the Classroom Teacher.” Remedial and Special Education 11: 7–16.
  • Gibbons, P. 1991. Learning to Learn in a Second Language. Portsmouth, NH: Heinemann.
  • Gottardo, A. 2002. “The Relationship Between Language and Reading Skills in Bilingual Spanish-English Speakers.” Topics in Language Disorders 22 (5): 46–70.
  • Gu, L. 2015. “Language Ability of Young English Language Learners: Definition, Configuration, and Implications.” Language Testing 32 (1): 21–38.
  • Hall, G., and G. Cook. 2012. “Own-language use in Language Teaching and Learning.” Language Teaching 45 (3): 271–308.
  • Heng, T. T. 2011. “Sociocultural Misalignments Faced by Preschool Chinese Emergent Bilinguals: A Case Study.” Early Childhood Education Journal 39 (1): 61–69.
  • Hoff, E. 2013. “Interpreting the Early Language Trajectories of Children From low-SES and Language Minority Homes: Implications for Closing Achievement Gaps.” Developmental Psychology 49 (1): 4–14.
  • Hoover, J. J. 2012. “Reducing Unnecessary Referrals.” Teaching Exceptional Children 44 (4): 38–47.
  • Hoy, W. 2012. “School Characteristics That Make a Difference for the Achievement of all Students.” Journal of Educational Administration 50 (1): 76–97.
  • Huang, Q. 2016. “Learners” Perceptions of Blended Learning and the Roles and Interaction of f2f and Online Learning.” ORTESOL Journal 33: 14–33.
  • Jao, L. 2012. “The Multicultural Mathematics Classroom.” Multicultural Education 19 (3): 2–10.
  • Kibler, A. K., and D. Roman. 2013. “Insights Into Professional Development for Teachers of English Language Learners: A Focus on Using Students” Native Languages in the Classroom.” Bilingual Research Journal 36 (2): 187–207.
  • Kieffer, M. J. 2008. “Catching up or Falling Behind? Initial English Proficiency, Concentrated Poverty, and the Reading Growth of Language Minority Learners in the United States.” Journal of Educational Psychology 100 (4): 851–868.
  • Kim, J., H. Park, M. Jang, and H. Nam. 2017. “Exploring Flipped Classroom Effects on Second Language Learners” Cognitive Processing.” Foreign Language Annals 50 (2): 260–284.
  • Kim, J. S., and G. L. Sunderman. 2005. “Measuring Academic Proficiency Under the no Child Left Behind act: Implications for Educational Equity.” Educational Researcher 34 (8): 3–13.
  • Koda, K. 1994. “Second Language Reading Research: Problems and Possibilities.” Applied Psycholinguistics 15: 1–28.
  • Lauchlan, F., M. Parisi, and R. Fadda. 2013. “Bilingualism in Sardinia and Scotland: Exploring the Cognitive Benefits of Speaking a “Minority” Language.” International Journal of Bilingualism 17 (1): 43–56.
  • Laurent, A., and C. Martinot. 2010. “Bilingualism and Phonological Awareness: The Case of Bilingual (French-Occitan) Children.” Reading and Writing 23 (3-4): 435–452.
  • Leikin, M. 2013. “The Effect of Bilingualism on Creativity: Developmental and Educational Perspectives.” International Journal of Bilingualism 17 (4): 431–447.
  • Lesaux, N. K., A. Rupp, and L. S. Siegel. 2007. “Growth in Reading Skills of Children From Diverse Linguistic Backgrounds: Findings From a 5-Year Longitudinal Study.” Journal of Educational Psychology 99: 821–834.
  • McEneaney, E. H., F. López, and M. Nieswandt. 2014. “Instructional Models for the Acquisition of English as Bridges Into School Science: Effects on the Science Achievement of U.S. Hispanic English Language Learners.” Learning Environments Research 17 (3): 305–318.
  • McKinney, S. E., S. Chappell, R. Q. Berry, and B. T. Hickman. 2009. “An Examination of the Instructional Practices of Mathematics Teachers in Urban Schools.” Preventing School Failure: Alternative Education for Children and Youth 53 (4): 278–284.
  • Mgijima, V. D., and L. Makalela. 2016. “The Effects of Translanguaging on the bi-Literate Inferencing Strategies of Fourth Grade Learners.” Perspectives in Education 34 (3): 86–97.
  • MyersJr., S. L., H. Kim, and C. Mandala. 2004. “The Effect of School Poverty on Racial Gaps in Test Scores: The Case of the Minnesota Basic Standards Tests.” The Journal of Negro Education 73 (1): 81–98.
  • Nakamoto, J., K. A. Lindsey, and F. R. Manis. 2012. “Development of Reading Skills From K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction.” Reading and Writing 25 (2): 537–567.
  • Ovando, C. J., M. C. Combs, and V. P. Collier. 2006. Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. Boston: McGraw-Hill.
  • Padilla, A. M., and R. Gonzalez. 2001. “Academic Performance of Immigrant and U.S.- Born Mexican Heritage Students: Effects of Schooling in Mexico and Bilingual/English Language Instruction.” American Educational Research Journal 38 (3): 727–742.
  • Ramirez, J. D. 1992. “Executive Summary: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children.” Bilingual Research Journal 16: 1–62.
  • Sparks, R. L., J. Patton, L. Ganschow, and N. Humbach. 2009. “Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect, and Later Second Language Proficiency.” Applied Psycholinguistics 30 (4): 725–755.
  • Thomas, W. P., and V. Colllier. 1997. School Effectiveness for Language Minority Children. Washington, DC: National Clearinghouse for Bilingual Education.
  • Toohey, K., and T. M. Derwing. 2008. “Hidden Losses: How Demographics can Encourage Incorrect Assumptions About ESL High School Students” Success.” Alberta Journal of Educational Research 54 (2): 178–193.
  • Varela, E. 2010. “Mainstreaming ELLs Into Grade-Level Classes.” The Education Digest 76 (2): 39–43.
  • Veliyeva, M. 2015. “Bilingualism in Education.” Theory and Practice in Language Studies 5 (12): 2448–2452.
  • Villegas, A. M., K. Saiz de LaMora, A. D. Martin, and T. Mills. 2018. “Preparing Future Mainstream Teachers to Teach English Language Learners: A Review of the Empirical Literature.” The Educational Forum 82 (2): 138–155.
  • Wakabayashi, T. 2002. “Bilingualism as a Future Investment: The Case of Japanese High School Students at an International School in Japan.” Bilingual Research Journal 26 (3): 631–658.
  • Yamashita, J. 2002. “Mutual Compensation Between L1 Reading Ability and L2 Language Proficiency in L2 Reading Comprehension.” Journal of Research in Reading 25 (1): 81–95.
  • Youngquist, J., B. Martínez-Griego, C. Fuentes, and B. Guillen. 2009. “Learning in English, Learning in Spanish.” YC Young Children 64 (4): 92–94. 96–99.
  • Zhang, J., R. C. Anderson, H. Li, Q. Dong, X. Wu, and Y. Zhang. 2010. “Cross-language Transfer of Insight Into the Structure of Compound Words.” Reading and Writing 23 (3-4): 311–336.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.