Literacy and the identity development of Latina/o students

American Educational Research Journal

Volumn 37, Issue 4, 2000, Pages 971-1000

  Jiménez, Robert T ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034555374     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312037004971     Document Type: Article

References (68)

1. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D. Pearson (Eds.), Handbook of reading research (pp. 255-292). New York: Longman.
2. Au, K. H. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich.
3. August, D., & Hakuta, K. (1997). Improving schooling for language minority children: A research agenda. Washington DC: National Academy Press, New York: Longman.
4. Berman, P., Chambers, J., Gandara, P., McLaughlin, B., Minicucci, C., Nelson, B., Olson, L., & Parrish, T. (1992). Meeting the challenge of language diversity: Volume I, Executive summary. Berkeley, CA: BW Associates.
5. Brodkey, L. (1992). Articulating poststructural theoiy in research on literacy. In R. Beach, J. L. Green, M. L. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 293-318). Urbana, IL: National Conference on Research in English/National Council of Teachers of English.
6. Carger, C. L. (1996). Of borders and dreams. New York: Teachers College Press.
7. Carter, T. P., & Chatfield, M. L. (1986). Effective bilingual schools: Implications for policy and practice. American Journal of Education, 95 (1), 200-232.
8. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56 (1), 18-36.
9. de la Rosa, D., Maw, C. E., & Yzaguirre, R. (1990). Hispanic education: A statistical portrait 1990. Washington DC: National Council of La Raza.
10. de Paola, T. (1980). Nuestra Señora de Guadalupe (Our Lady of Guadalupe). New York: Holiday House.
11. Erickson, F. (1984). School literacy, reasoning, and civility: An anthropologist's perspective. Review of Educational Research, 54 (4), 525-546.
12. Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
13. Ernst-Slavit, G. (1997). Different words, different worlds: Language use, power, and authorized language in a bilingual classroom. Linguistics and Education, 9, 25-48.
14. Farr, M., & Guerra, J. (1995). Literacy in the community: A study of Mexicano families in Chicago. Discourse Processes, 19 (7), 7-19.
15. Ferdman, B. (1990). Literacy and cultural identity. Harvard Educational Review, 60 (2), 181-204.
16. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA: Bergin and Garvey.
17. García, E. (1997). Effective instruction for language minority students: The teacher. In Latinos and education (pp. 362-372). New York: Routledge.
18. García, G. E. (2000). Bilingual children's reading. In Kamil, M. L., Mosenthal, P., Pearson, P. D., & Barr, R. (Eds.), Handbook of reading research (Vol. III) (pp. 813-834). Mahwah, NJ: Erlbaum.
19. García, G. E., Pearson, P. D., & Jiménez, R. T. (1994). The at-risk situation: A synthesis of the reading literature (Special Report). No. University of Illinois Center for the Study of Reading.
20. Gay, G. (1993). Ethnic minorities and educational quality. In J. A. Banks & C. A. Banks (Eds.), Multicultural education (pp. 171-194). Boston: Allyn and Bacon.
21. Gersten, R. M., & Jiménez, R. T. (1994). A delicate balance: Enhancing literacy instruction for students of English as a second language. The Reading Teacher, 47 (6), 438-449.
22. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers. White Plains, NY: Longman.
23. Goldenberg, C. (1996). The education of language-minority students: Where are we, and where do we need to go. Elementary School Journal, 96 (3), 353-361.
24. Gregory, E. (1996). Making sense of a new world. London: Paul Chapman.
25. Guerra, J. C. (1998). Close to home: Oral and literate practices in a transnational Mexicano community. New York: Teachers College Press.
26. Hakuta, K. (1986). Mirror of language. New York: Basic Books.
27. Harris, V. J. (1993). Teaching multicultural literature. Norwood, MA: Cristopher-Gordon.
28. Jacob, E. (1992). Culture, context, and cognition. In M. D. Lecompte, W. L. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 293-335). San Diego: Academic Press.
29. Jiménez, R. T. (1997). The strategic reading abilities and potential of five low-literacy Latina/o readers in middle school. Reading Research Quarterly, 32 (3), 224-243.
30. Jiménez, R. T., & Barrera, R. B. (1999). Review of close to home: Oral and literate practices in a transnational Mexicano community, by Juan Guerra. Journal of Literacy Research, 31 (4), 483-490.
31. Jiménez, R. T., & Gersten, R. M. (1999). Lessons and dilemmas derived from the literacy instruction of two Latina/o teachers. American Educational Research Journal, 36 (2), 265-301.
32. Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31 (1), 90-112.
33. Jiménez, R. T., Gersten, R., & Rivera, A. (1996). Conversations with a Chicana teacher: Transition from native-to English-language instruction. Elementary School Journal, 96 (3), 333-341.
34. Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass.
35. Lambert, W. E., & Tucker, G. R. (1972). Bilingual education of children: The St. Lambert experiment. Rowley, MA: Newbury House.
36. Lipka, J. (1991). Toward a culturally-based pedagogy: A case study of one Yup'ik Eskimo teacher. Anthropology and Education Quarterly, 22, 203-223.
37. Lipson, M. Y., & Wixson, K. K. (1991). Assessment and instruction of reading disability: An interactive approach. New York: HarperCollins.
38. Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority students: An exploratory study of six high schools. Harvard Educational Review, 60 (3), 315-340.
39. Luke, A. (1995-1996). Text and discourse in education: An introduction to critical discourse analysis. In M. Apple (Eds.), Review of research in education (pp. 3-48). Washington DC: American Educational Research Association.
40. Macedo, D. (1994). Literacies of power. Boulder, CO: Westview.
41. McCarty, T. L., Wallace, S., Lynch, R. H., & Benally, A. (1991). Classroom inquiry and Navajo learning styles: A call for reassessment. Anthropology and Education Quarterly, 22, 42-59.
42. McClure, E. (1977). Aspects of code-switching in the discourse of bilingual Mexican-American children. In M. Saville-Troike (Eds.), Linguistics and anthropology: Georgetown University Roundtable on languages and linguistics, 1977 (pp. 93-115). Washington DC: Georgetown University Press.
43. McCurdy, J. (1987, May 27). Teacher-education reforms move ahead, but movement faces skeptics and problems. The Chronicle of Higher Education, p. 23.
44. McQuillan, J., & Tse, L. (1995). Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition, and literacy. Language and Education, 9 (3), 195-215.
45. McKay, S. L., & Wong, S.-L. C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66 (3), 577-608.
46. Moll, L. C. (1988). Some key issues in teaching Latino students. Language Arts, 65 (5), 465-472.
47. Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31 (1), 132-141.
48. Moll, L. C., Estrada, E., Díaz, E., & Lopes, L. M. (1980). The organization of bilingual lessons: Implications for schooling. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2 (3), 53-58.
49. Moll, L., Velez-Ibaǹez, C., Greenberg, J., & Rivera, C. (1990). Community knowledge and classroom practice: Combining resources for literacy instruction. Arlington, VA: Development Associates.
50. Montero-Seiburth, M., & Perez, M. (1987). Echar Pa'lante, moving onward: The dilemmas and strategies of a bilingual teacher. Anthropology and Education, 18 (3), 180-189.
51. National Center for Education Statistics. (1998a). Report in brief. NAEP 1996 trends in academic progress. Washington, DC: U.S. Department of Education.
52. National Center for Education Statistics. (1998b). Mini-digest of education statistics 1997. U.S. Department of Education.
53. National Education Association. (1990). Federal education funding: The cost of excellence. Washington, DC: National Education Association.
54. Ogbu, J. G. (1992). Understanding cultural diversity and learning. Educational Researcher, 21 (8), 5-14.
55. Ogbu, J., & Matute-Bianchi, M. E. (1986). Understanding sociocultural factors: Knowledge, identity, and school adjustment. In Beyond language: Social and cultural factors in schooling language minority students (pp. 73-142). Los Angeles: California State Department of Education.
56. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park: Sage.
57. Reinking, D., & Watkins, J. (1997, December). Balancing change and understanding in literacy research through formative experiments. Paper presented at the National Reading Conference, Scottsdale, AZ.
58. Rosaldo, R. (1989). Culture and truth. Boston: Beacon Press.
59. Secada, W. G., Chavez-Chavez, R., García, E., Muñoz, C., Oakes, J., Santiago-Santiago, I., & Slavin, R. (1998). No more excuses: The final report of the Hispanic dropout project. Washington DC: U.S. Senate (http://www.senate.gov/ ~bingaman/hdprept.pdf).
60. Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties. Washington, DC: National Academy Press.
61. Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. New York: John Wiley & Sons.
62. Valencia, R. R. (1991). Chicano school failure and success: Research and policy agendas for the 1990s. New York: Falmer Press.
63. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
64. Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43 (7), 442-453.
65. Weber, R. M. (1991). Linguistic diversity and reading in American society. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 97-119). New York: Longman.
66. Zentella, A. C. (1997). Returned migration, language, and identity: Puerto Rican bilinguals in dos worlds/two mundos. In A. Darder, R. D. Torres, & H. Gutiérrez (Eds.), Latinos and education. New York: Routledge.
67. Zimpher, N. L. (1989). The RATE Project: A profile of teacher education students. Journal of Teacher Education, 40 (6), 27-30.
68. Zimpher, N. L., & Yessayan, S. (1987). Recruitment and selection of minority populations into teaching. Metropolitan Education, 5, 57-71.