Multilingual Students and Language-as-a-Problem Oriented Educational Policies: A Study of Haitian-American Generation 1.5 Students’ School Language Experiences

References

• Buchanan, A. B., Albert, N. G., & Beaulieu, D. (2010). The population with Haitian ancestry in the United States: 2009. (Report No. ACSBR-9-18). Retrieved from U.S. Census Bureau website: http://www.census.gov/prod/2010pubs/acsbr09-18.pdf
   Google Scholar
• Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 305–328.
   Google Scholar
• Center for Public Education. (2007). What NCLB says about ELLs students. Retrieved from Center for Public Education website: http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-research-says-about-English-language-learners-At-a-glance/What-NCLB-says-about-ELL-students.html
   Google Scholar
• Charmaz, K. (2014). Constructing grounded theory. London, UK: Sage.
   Google Scholar
• Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London, UK: Sage.
   Google Scholar
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.
   Google Scholar
• Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE Journal, 4(3), 25–59.
   Google Scholar
• DeGraff, M. (2005). Linguists’ most dangerous myth: The fallacy of Creole exceptionalism. Language and Society, 34(4), 533–591.
   Google Scholar
• Dejean, Y. (2010). Creole and education in Haiti. In A. K. Spears & C. A. Berotte Joseph (Eds.), The Haitian Creole language: History, structure, use and education (pp. 199–216). Lanham, MD: Lexington Books.
   Google Scholar
• Evans, B. A., & Hornberger, N. H. (2005). No child left behind: Repealing and unpeeling federal language education policy in the United States. Language Policy, 4(1), 87–106.
   Google Scholar
• Garcia, O., Kliefgen, J., & Falchi, L. (2008). From English language learners to emergent bilinguals. (Equality Matters: Research Review No. 1). Retrieved from Campaign for Educational Equity website: http://www.equitycampaign.org/i/a/document/6532_Ofelia_ELL__Final.pdf
   Google Scholar
• González, N., & Moll, L. C. (2002). Cruzando el puente: Building bridges to funds of knowledge. Educational Policy, 23, 623-641.
   Google Scholar
• Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.
   Google Scholar
• Greenman, E., & Hall, M. (2013). Legal Status and Educational Transitions for Mexican and Central American Immigrant Youth. Social Forces, 91(4), 1475–1498.
   Google Scholar
• Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3–15.
   Google Scholar
• Hadjadj, B. (2000). Education for all in Haiti over the last 20 years: Assessment and perspectives. [Monograph]. Retrieved from http://unesdoc.unesco.org/images/0013/001363/136393e.pdf
   Google Scholar
• Hamers, J.F., & Blanc, M. (1982). Bilinguality and bilingualism. New York, NY: Cambridge University Press.
   Google Scholar
• Hamers, J.F., & Blanc, M. (2000). Towards a social-psychological model of bilingual development. Journal of Language and Social Psychology, 1(1), 29–49.
   Google Scholar
• Harklau, L. (1994). Tracking and linguistic minority students: Consequences of ability grouping for second language learners. Linguistics and Education, 6(3), 217–244.
   Google Scholar
• Harklau, L. (2001). From high school to college: Student perspectives on literacy practices. Journal of Literacy Research, 33(1), 33–70.
   Google Scholar
• Hebblethwaite, B. (2012). French and underdevelopment, Haitian Creole and development: Educational language policy problems and solutions in Haiti. Journal of Pidgin and Creole Languages, (27)2, 255–302.
   Google Scholar
• Lau v. Nichols, 414 U.S. 563 (1974).
   Google Scholar
• Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. New York, NY: Routledge.
   Google Scholar
• Lin, A., & Martin, P. W. (Eds.). (2005). Decolonisation, globalisation: Language-in-education policy and practice. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Locher, U. (2010). Education in Haiti. In A. K. Spears & C. A. Berotte Joseph (Eds.), The Haitian Creole language: History, structure, use and education (pp. 177–198). Lanham, MD: Lexington Books.
   Google Scholar
• Louie, V. (2005). Immigrant newcomer populations, ESEA, and the pipeline to college: Current considerations and future lines of inquiry. Review of Research in Education, 29, 69–105.
   Google Scholar
• Louie, V. (2007). Who makes the transition to college? Why we should care, what we know, what we need to do. Teachers College Record, 109(10), 2222–2251.
   Google Scholar
• Menken, K. (2008). English learners left behind: Standardized testing as language policy. Celvedon, UK: Multilingual Matters.
   Google Scholar
• Moore, R., & Christiansen, L. (2005). Academic behaviors and performances of generation 1.5 students who succeed in college science classes. The Learning Assistance Review, 10(2), 17–29.
   Google Scholar
• Murie, R., & Fitzpatrick, R. (2009). Situating generation 1.5 in the academy: Models for building academic literacy and acculturation. In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL (pp. 153-169). New York, NY: Routledge.
   Google Scholar
• National Association of Bilingual Education. (2015). No Child Left Behind Act. Retrieved from NABE website: http://nabe.org/NCLB
   Google Scholar
• National Center for Educational Statistics. (2015). Number and percentage of public school students participating in programs for English language learners, by state: Selected years, 2002-03 through 2012-13. Retrieved from Institute of Educational Sciences website: https://nces.ed.gov/programs/digest/d14/tables/dt14_204.20.asp
   Google Scholar
• Rendon, L. I. (2002). Community college puente: A validating model of education. Educational Policy, 16, 642–667.
   Google Scholar
• Riciento, T. K. & Hornberger, N.H. (1996). Unpeeling the onion: Language planning policy and the ELT profession. TESOL Quarterly 30(3), 401-427.
   Google Scholar
• Roberge, M. (2009). A teacher’s perspective on generation 1.5. In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL (pp. 3-24). New York, NY: Routledge.
   Google Scholar
• Roberge M., Siegal M., & Harklau, L. (Eds.). (2009). Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL. New York, NY: Routledge.
   Google Scholar
• Rodriguez, G., & Cruz, L. (2009). The transition to college of English learner and undocumented immigrant students: Resource and policy implications. The Teachers College Record, 111(10), 2385–2418.
   Google Scholar
• Ruiz, R. (1984). Orientations in language planning. NABE journal, 8(2), 15–34.
   Google Scholar
• Shohamy, E. G. (2006). Language policy: Hidden agendas and new approaches. London, UK: Psychology Press.
   Google Scholar
• Spolsky, B. (Ed.). (2012). The Cambridge handbook of language policy. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Stepick, A. (1998). Pride against prejudice: Haitians in the United States. Boston, MA: Allyn Bacon.
   Google Scholar
• Tollefson, J. W., & Tsui, A. B. (Eds.). (2003). Medium of instruction policies: Which agenda? Whose agenda? New York, NY: Routledge.
   Google Scholar
• Trouillot-Lévy, J. (2010). Creole in education in Haiti: A case study. In A. K. Spears & C. A. Berotte Joseph (Eds.), The Haitian Creole language: History, structure, use and education (pp. 217-228). Lanham, MD: Lexington Books.
   Google Scholar
• Wells, R. (2010). Children of Immigrants and Educational Expectations: The Roles of School Composition. Teachers College Record, 112(6), 1679-1704.
   Google Scholar
• Zehr, M. A. (2007, August 31). Language provision in NCLB draft plan criticized. Education Week. Retrieved from http://www.edweek.org/ew/articles/2007/09/05/02miller-ell.h27.html
   Google Scholar
• Zéphir, F. (2004). The Haitian-Americans. Westport, CT: Greenwood Publishing Group.
   Google Scholar