839
Views
4
CrossRef citations to date
0
Altmetric
Feature Articles

Finding Diego: A Bilingual Student Integrates School, Language, and Identity

&

References

  • Apraiz Jaio, M. V., Pérez Gómez, M., & Ruiz Pérez, T. (2012). La enseñanza integrada de las lenguas en la escuela plurilingüe [The integrated teaching of languages in plurilingual schools]. Revista Iberoamericana de Educación, 59, 119–137.
  • Bailey, A. L. (2006). Introduction: Teaching and assessing students learning English in School. In A. L. Bailey (Ed.), The language demands of school: Putting academic English to the test (pp. 1–26). New Haven, CT: Yale University Press.
  • Bailey, A. L. (2010). Implications for assessment and instruction. In M. Shatz & L. C. Wilkinson (Eds.), The education of English language learners: Research to practice (pp. 222–247). New York, NY: Guilford Press.
  • Barletta, L. M., Klingner, J. K., & Orosco, M. J. (2011). Writing acquisition among English language learners in U.S. schools. In A. Y. Durgunoglu & C. Goldenberg (Eds.), Language and literacy development in bilingual settings (pp. 210–241). New York, NY: Guilford Press.
  • Berman, R. A. (2007). Developing linguistic knowledge and language use across adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 347–367). Malden, MA: Blackwell.
  • Bernard, H. R. (2006). Research methods in anthropology: Qualitative and quantitative Approaches (4th ed.). Lanham, MD: AltaMira Press.
  • Bhabha, H. K. (1994). The location of culture. New York, NY: Routledge.
  • Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Oxford, UK: Routledge.
  • Carhill, A., Suárez-Orozco, C., & Páez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45, 1155–1179.
  • Chang, P., & Schleppegrell, M. (2011). Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers. Journal of English for Academic Purposes, 10, 140–151. doi:10.1016/j.jeap.2011.05.005
  • Christian, B., & Bloome, D. (2004). Learning to read is who you are. Reading & Writing Quarterly, 20, 365–384. doi:10.1080/10573560490489847
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Danzak, R. L. (2009). Exploring writing of English language learners in middle school: A mixed methods study (Doctoral dissertation). Retrieved from ProQuest (14745).
  • Danzak, R. L. (2011a). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187–196.
  • Danzak, R. L. (2011b). The interface of language proficiency and identity: A profile analysis of bilingual adolescents and their writing. Language, Speech, and Hearing Services in Schools, 42, 506–519.
  • Danzak, R. L. (2011c). The integration of lexical, syntactic, and discourse features in bilingual adolescents’ writing: An exploratory approach. Language, Speech, and Hearing Services in Schools, 42, 491–505.
  • Danzak, R. L., & Silliman, E. R. (2005). Does my identity speak English? A pragmatic approach to the social world of an English language learner. Seminars in Speech and Language, 26, 1–15.
  • Danzak, R. L., & Silliman, E. R. (2014). Writing development of Spanish-English bilingual students with language learning disabilities: New directions in constructing individual profiles. In B. Arfé, J. Dockrell, and V. Berninger (Eds.), Writing development and instruction in children with hearing, speech and oral language difficulties (pp. 158–175). New York, NY: Oxford University Press.
  • Eisenberg, S. L., Ukrainetz, T. A., Hsu, J. R., Kaderavek, J. N., Justice, L. M., & Gillam, R. B. (2008). Noun phrase elaboration in children’s spoken stories. Language, Speech, and Hearing Services in Schools, 39, 145–157. doi:10.1044/0161-1461(2008/014)
  • Grbich, C. (2007). Qualitative data analysis: An introduction. Thousand Oaks, CA: Sage.
  • Horner, B., Lu, M.-Z., Jones Royster, J., & Trimbur, J. (2011). Opinion: Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321.
  • Iannacci, L. (2008). Beyond the pragmatic and the liminal: Culturally and linguistically diverse students code-switching in early-years classrooms. TESL Canada Journal/Revue ESTL Du Canada, 25, 103–123.
  • Instituto Nacional de Lenguas Indígenas. (2009). Catálogo de las lenguas indígenas nacionales: Variantes lingüísticas de México con sus autodenominaciones y referencias geoestadísticas [Catalogue of national indigenous languages: Linguistic varieties of Mexico with their self-designations and geostatistical references]. Retrieved from http://site.inali.gob.mx/pdf/catalogo_lenguas_indigenas.pdf
  • Jiménez, R. T. (2000). Literacy and the identity development of Latina/o students. American Educational Research Journal, 37, 971–1000. doi:10.3102/00028312037004971
  • Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438–476. doi:10.1017/S0261444813000281
  • Miles, M. B., & Huberman, A. L. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teachers: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132–141. doi:10.1080/00405849209543534
  • Nieto, S. (2010). Language, culture, and teaching: Critical perspectives (2nd ed.). New York, NY: Routledge.
  • Nippold, M. A., Mansfield, T. C., Billow, J. L., & Tomblin, J. B. (2008). Expository discourse in adolescents with language impairments: Examining syntactic development. American Journal of Speech-Language Pathology, 17, 356–366. doi:10.1044/1058-0360(2008/07-0049)
  • Norton-Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9–31. doi:10.2307/3587803
  • Ravid, D., & Berman, R. A. (2010). Developing noun phrase complexity at school age: A text-embedded cross-linguistic analysis. First Language, 30, 3–26. doi:10.1177/0142723709350531
  • Reyes, I., & Ervin-Tripp, S. (2011). Language choice and competence: Code switching and issues of social identity in young bilingual children. In M. Shatz & L. C. Wilkinson (Eds.), The education of English language learners: Research to practice (pp. 67–86). New York, NY: Guilford Press.
  • Sarroub, L. K. (2002). In-betweenness: Religion and conflicting visions of literacy. Reading Research Quarterly, 37(2), 130–148.
  • Schleppegrell, M. (2007). The linguistic challenges of mathematics teaching and learning. Reading & Writing Quarterly, 23, 139–159. doi:10.1080/10573560601158461
  • Scott, C. M., & Balthazar, C. H. (2010). The grammar of information: Challenges for older students with language impairments. Topics in Language Disorders, 30, 288–307. doi:10.1097/TLD.0b013e3181f90878
  • Short, D. J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
  • Silliman, E. R., & Wilkinson, L. C. (2015). Two challenges of the academic language register for students with language learning disabilities. In R. H. Bahr & E. R. Silliman (Eds.), Routledge handbook of communication disorders (pp. 291–302). New York, NY: Routledge.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • Street, B. (2003). What’s “new” in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage.
  • Toohey, K. (2000). Learning English at school: Identity, social relations and classroom practice. Clevedon, UK: Multilingual Matters.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.
  • Velasco, P., & Garcia, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6–23. doi:10.1080/15235882.2014.893270
  • Wilkinson, L. C., & Silliman, E. R. (2008). Academic language proficiency and literacy instruction. In L. C. Wilkinson, L. M. Morrow, & V. Chou (Eds.), Improving literacy achievement in urban settings: Critical elements in teacher preparation (pp. 121–142). Newark, DL: International Reading Association.
  • Wilkinson, L. C., & Silliman, E. R. (2010). Language proficiency. In C. S. Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology (pp. 573–576). New York, NY: Springer.
  • Wilkinson, L. C., & Silliman, E. R. (2012). Academic language. In J. Arthur & A. Peterson (Eds.), Routledge companion of education (pp. 125–135). London, UK: Routledge/Taylor & Francis.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
  • Yore, L. D., Hand, B., Goldman, S. R., Hildebrand, G. M., Osborne, J. F., Treagust, D. F., & Wallace, C. S. (2004). New directions in language and science education research. Reading Research Quarterly, 39, 347–352. doi:10.1598/RRQ.39.3.8

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.