From Test Scores to Language Use: Emergent Bilinguals Using English to Accomplish Academic Tasks

References

• Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic English: Implications for K–12 English language learners. Retrieved from http://www.ceee.gwu.edu/
   Google Scholar
• Aukerman, M. (2007). A culpable CALP: Rethinking the conversational/academic language proficiency distinction in early literacy instruction. The Reading Teacher, 60(7), 626–635. doi:10.1598/RT.60.7.3
   Web of Science ®Google Scholar
• Austin, J. L. (1975). How to do things with words (2nd ed.). Cambridge, MA: Harvard University Press.
   Google Scholar
• Bachman, L. (1990). Fundamental considerations in language testing. Oxford, UK: Oxford University Press.
   Google Scholar
• Bailey, A. L. (2007). The language demands of school: Putting academic language to the test. New Haven, CT: Yale University Press.
   Google Scholar
• Benjamin, R. (1996). The functions of Spanish in the school lives of Mexicano bilingual children. Bilingual Research Journal, 20(1), 135–164. doi:10.1080/15235882.1996.10668624
   Google Scholar
• Bunch, G. C. (2014). The language of ideas and the language of display: Reconceptualizing “academic language” in linguistically diverse classrooms. International Multilingual Research Journal, 8(1), 70–86. doi:10.1080/19313152.2014.852431
   Google Scholar
• California Department of Education. (2014). California English language development standards: Kindergarten through grade 12. Sacramento, CA: Author.
   Google Scholar
• Common Core State Standards Initiative. (2017). About the Standards. Retrieved from http://www.corestandards.org/about-the-standards/
   Google Scholar
• Crystal, D. (2009). Dictionary of linguistics and phonetics (6th ed.). Hoboken, NJ: Wiley.
   Google Scholar
• Cummins, J. (1980). The construct of language proficiency in bilingual education. In J. E. Alatis (Ed.), Current issues in bilingual education (pp. 81–103). Washington, DC: Georgetown University Press.
   Google Scholar
• Dore, J. (1977). “Oh them sheriff”: A pragmatic analysis of children’s responses to questions. In S. Ervin-Tripp & C. Mitchell-Kernan (Eds.), Child discourse (pp. 139–163). New York, NY: Academic Press.
   Google Scholar
• Edelsky, C., Hudelson, S., Flores, B., Barkin, F., Altweger, B., & Kristina, J. (1983). Semilinguallism and language deficit. Applied Linguistics, 4(1), 3–22. doi:10.1093/applin/4.1.1
   Web of Science ®Google Scholar
• Flowerdew, J. (2013). Discourse in English language education. New York, NY: Routledge.
   Google Scholar
• García, O. (2009). Emergent bilinguals and TESOL: What’s in a name? Tesol Quarterly, 43(2), 322–326. doi:10.1002/j.1545-7249.2009.tb00172.x
   Web of Science ®Google Scholar
• Gee, J. P. (2005). Language in the science classroom: Academic social languages as the heart of school-based literacy. In R. K. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research (pp. 19–37). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Gee, J. P. (2014). Decontextualized language: A problem, not a solution. International Multilingual Research Journal, 8(1), 9–23. doi:10.1080/19313152.2014.852424
   Google Scholar
• Hepburn, A., & Bolden, G. B. (2013). The conversation analytic approach to transcription. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 57–76). Chichester, UK: Wiley-Blackwell.
   Google Scholar
• MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling and social class: Rethinking our conception of language proficiency in language minority education. In C. B. Paulston & R. Tucker (Eds.), Sociolinguistics: The essential readings (pp. 329–341). Oxford, UK: Blackwell.
   Google Scholar
• Martin-Jones, M., & Romaine, S. (1986). Semilingualism: A half-baked theory of communicative competence. Applied Linguistics, 7(1), 26–38. doi:10.1093/applin/7.1.26
   Web of Science ®Google Scholar
• Rolstad, K. (2017). Second language instructional competence. International Journal of Bilingual Education and Bilingualism, 20(5), 487–509. doi:10.1080/13670050.2015.1057101
   Web of Science ®Google Scholar
• Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. New York, NY: Routledge.
   Google Scholar
• Searle, J. R. (1976). Classification of illocutionary acts. Language in Society, 5(1), 1–23. doi:10.1017/S0047404500006837
   Web of Science ®Google Scholar
• Valdés, G., Capitelli, S., & Álvarez, L. (2010). Latino children learning English: Steps in the journey. New York, NY: Teachers College Press.
   Google Scholar
• Van Lier, L., & Walqui, A. (2012). Language and the Common Core State Standards. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/04-Van Lier Walqui Language and CCSS FINAL.pdf
   Google Scholar
• Verplaetse, L. S. (2014). Using big questions to apprentice students into language-rich classroom practices. TESOL Quarterly, 48(3), 632–641. doi:10.1002/tesq.179
   Web of Science ®Google Scholar
• Wiley, T. G., & Rolstad, K. (2014). The Common Core State Standards and the Great Divide. International Multilingual Research Journal, 8(1), 38–55. doi:10.1080/19313152.2014.852428
   Google Scholar
• Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass Teacher.
   Google Scholar