Explaining english language proficiency among adolescent immigrant students

American Educational Research Journal

Volumn 45, Issue 4, 2008, Pages 1155-1179

  Carhill, Avary ^a   Suárez Orozco, Carola ^a   Páez, Mariela ^b  

^a NEW YORK UNIVERSITY   (United States)

^b BOSTON COLLEGE   (United States)

Author keywords

Achievement; Adolescence; Immigration; Language learning; Social context

Indexed keywords

EID: 68049122902     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831208321443     Document Type: Article

References (53)

1. Abedi, J., & Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219-234.
2. August, D., & Hakuta, K. (2005). Bilingualism and second-language learning. In M. M. Suárez-Orozco, C. Suárez-Orozco, & D. B. Qin (Eds.), The new immigration: An interdisciplinary reader (pp. 233-248). New York: Brunner-Routledge.
3. August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum.
4. Bailey, A. L., & Butler, F. A. (2003). An evidentiary framework for operationalizing academic language for broad application to K-12 education: A design document. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.
5. Brisk, M. (2006). Bilingual education: From compensatory to quality schooling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
6. Bronfenbrenner, U. (1977). Towards an experimental ecology of human development. American Psychologist, 32, 513-531.
7. Butler, F. A., & Castellon-Wellington, M. (2000). Students' concurrent performance on tests of English language proficiency and academic achievement. In J. Abedi, A. Bailey, & F. Butler (Eds.), The validity of administering large-scale content assessments to English language learners: An investigation from three perspectives (pp. 51-83). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.
8. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
9. Collier, V. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21(4), 617-641.
10. Collier, V. (1995). Acquiring a second language for school (Directions in language and education, Vol. 1, no. 4). Washington, DC: National Clearinghouse for Bilingual Education.
11. Cummins, J. (1991). Language development and academic learning. In L. M. Malavé & G. Duquette (Eds.), Language, culture, & cognition (pp. 161-175). Clevedon, UK: Multilingual Matters.
12. Cummins, J. (2000). Language, power, & pedagogy. Clevedon, UK: Multilingual Matters.
13. Delgado-Gaitan, C. (1990). Literacy for empowerment: The role of parents in children's education. New York: Falmer.
14. Dickinson, D., & Tabors, P. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brookes.
15. Entwisle, D. R., & Anstone, N. M. (1994). Some practical guidelines for measuring youth's race/ethnicity and socioeconomic status. Child Development, 65(6), 1521-1540.
16. Faltis, C. J. (1999). Creating a new history. In C. J. Faltis & P. M. Wolfe (Eds.), So much to say: Adolescents, bilingualism, and ESL in secondary schools (pp. 1-9). New York: Teachers College Press.
17. Fry, R. (2005). The high schools Hispanics attend: Size and other key characteristics (Pew Research Center report). Washington, DC: Pew Hispanic Center.
18. Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory text (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
19. Gibbons, P. (1998). Classroom talk and the learning of new registers in a second language. Language and Education, 12(2), 99-118.
20. Goldenberg, C., Rueda, R., & August, D. (2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 269-318). Mahwah, NJ: Lawrence Erlbaum.
21. Hakuta, K., Butler, Y. G., & Witt, D. (2000). How long does it take English learners to attain proficiency? (University of California Linguistic Minority Research Institute Policy Report 2000-1). Retrieved May 25, 2002, from http://www.cde.ca.gov/el/hakuta2.pdf
22. Harley, B., & Wang, W. (1997). The critical period hypothesis: Where are we now? In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 1-50). Hillsdale, NJ: Lawrence Erlbaum.
23. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
24. Hernandez, D. J., Denton, N. A., & Macartney, S. E. (2007). Children in immigrant families-The U.S. and 50 states: National origins, language, and early education (Research Brief Series 2007-11). Albany: State University of New York, Child Trends Center for Social and Demographic Analysis.
25. Hughes, D., Seidman, E., & Edwards, D. (1993). Cultural phenomena and the research enterprise: Toward a culturally anchored methodology. American Journal of Community Psychology, 21(6), 1-170.
26. Jia, G., & Aaronson, D. (2003). A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics, 24, 131-161.
27. Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge, UK: Cambridge University Press.
28. Li, J., Holloway, S., Bempechat, J., & Loh, E. (in press). Building and using a social network: Nurture for low-income Chinese American adolescents' learning. New Directions in Child and Adolescent Development.
29. Lightbown, P., & Spada, N. (2006). How languages are learned. Cambridge, UK: Cambridge University Press.
30. 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. 329-340). Oxford, UK: Blackwell.
31. Marinova-Todd, S., Marshall, B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9-34.
32. McLoyd, V., & Steinberg, L. (Eds.). (1998). Studying minority adolescents: Conceptual, methodological, and theoretical issues. Mahwah, NJ: Lawrence Erlbaum.
33. Menken, K. (2008). English language learners left behind: Standardized testing as language policy. Clevedon, UK: Multilingual Matters.
34. Muñoz-Sandoval, A. F., Cummins, J., Alvarado, C. G., & Ruef, M. L. (1998). Bilingual verbal ability tests: Comprehensive manual. Itasca, IL: Riverside.
35. National Center for Educational Statistics. (2004). The condition of education, 2004. Washington, DC: U.S. Department of Education. Retrieved July 16, 2004, from http://nces.ed.gov/programs/coe
36. Nippold, M. A. (1998). Later language development: The school-age and adolescent years. Austin, TX: Pro-Ed.
37. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: New Press.
38. Orfield, G., & Lee, C. (2006). Racial transformation and the changing nature of segregation. Cambridge, MA: Harvard University, Civil Rights Project.
39. Orfield, G., & Yun, J. T. (1999). Resegregation in American schools. Cambridge, MA: Harvard University, Civil Rights Project.
40. Páez, M. (2001). Language and the immigrant child: Predicting English language proficiency for Chinese, Dominican, and Haitian students. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
41. Portes, A., & Hao, L. (1998). E pluribus unum: Bilingualism and loss in the second generation. Sociology of Education, 71(11), 269-294.
42. Ruiz-de-Velasco, J., & Fix, M. (2000). Overlooked and underserved: Immigrant students in U.S. secondary schools. Washington, DC: Urban Institute.
43. Saunders, W. M., & O'Brien, G. (2006). Oral language. In F. Genesee, K. Lindholm Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 14-63). Cambridge, UK: Cambridge University Press.
44. Schleppegrell, M. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12, 431-459.
45. Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Washington, DC: Alliance for Excellent Education.
46. Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417-453.
47. Snow, C. E., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press.
48. Stiefel, L., Schwartz, A. E., & Ellen, I. G. (2006). Disentangling the racial test score gap: Probing the evidence in a large urban school district. Journal of Policy Management and Analysis, 26(1), 7-30.
49. Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
50. Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press.
51. Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Berkeley, CA: Center for Research on Education, Diversity & Excellence.
52. Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
53. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca, IL: Riverside.