How does bilingual instruction enhance english achievement? a mixed-methods study of cantonese-speaking and spanish-speaking bilingual classrooms

Bilingual Research Journal

Volumn 33, Issue 3, 2010, Pages 364-385

  Uchikoshi, Yuuko ^a   Maniates, Helen ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF SAN FRANCISCO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960641955     PISSN: 15235882     EISSN: 15235890     Source Type: Journal    
DOI: 10.1080/15235882.2010.525294     Document Type: Article

References (37)

1. Abedi, J., Lord, C., Hostetter, C., & Baker, E. (2000). Impact of accommodation strategies on English language learners' test performance. Educational Measurements: Issues and Practice, 19(3), 16-26.
2. August, D., Carlo, M., Dressler, C., & Snow, C. E. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20(1), 50-57.
3. August, D., & Hakuta, K. (Eds.) (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
4. August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
5. Carlo, M., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D., et al. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.
6. Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2, 132-149.
7. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-III. Circle Pines, MN: American Guidance Service.
8. Dunn, L. M., Padilla, E. R., Lugo, D. E., & Dunn, L. M. (1986). Test de Vocabulario en Imágenes Peabody [Peabody Picture Vocabulary Test]. Circle Pines, MN: American Guidance Service.
9. Francis, D. J., Lesaux, N. K., & August, D. (2006). Language of instruction. 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. 365-414). Mahwah, NJ: Erlbaum.
10. García, G. E. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26(4), 371-392.
11. Genesee, F. (1999). Program alternatives for linguistically diverse students. Educational Practice Report #1. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence.
12. Goldenberg, C., Rueda, R. S., & August, D. (2006a). 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: Erlbaum.
13. Goldenberg, C., Rueda, R. S., & August, D. (2006b). Synthesis: Sociocultural contexts and Literacy development. 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. 249-268). Mahwah, NJ: Erlbaum.
14. Gottardo, A., Yan, B., Siegel, L., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530-542.
15. Greene, J. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21, 103-122.
16. Hancin-Bhatt, B., & Nagy, W. (1994) Lexical transfer and second language morphological development. Applied Psycholinguistics, 15(3), 289-310.
17. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
18. Moje, E. B., & Martínez, M. (2007). The role of peers, families, and ethnic-identity enactments in educational persistence and achievement of Latino and Latina youths. In A. J. Fuligni (Ed.), Contesting stereotypes and creating identities: Social categories, social identities, and educational participation (pp. 209-238). New York, NY: Russell Sage Foundation.
19. Nagy, W., García, G. E., Durgunoglu, A. Y., & Hancin-Bhatt, B. (1993). Spanish-English bilingual students' use of cognates in English reading. Journal of Reading Behavior, 25, 241-259.
20. National Center for Educational Statistics. (2006). The condition of education. Washington, DC: U.S. Department of Education.
21. Ordóñez, C. L., Carlo, M. S., Snow, C. E., & McLaughlin, B. (2002). Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? Journal of Educational Psychology, 94(4), 719-728.
22. Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000) Longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Journal, 37(3), 633-662.
23. Riches, C., & Genesee, F. (2006). Literacy: Crosslinguistic and crossmodal issues. In F. Genesee, K. Lindholm-Leary, W. M. Saunders, & D. Christian. (Eds.), Educating English language learners: A synthesis of research evidence (pp. 64-108). New York, NY: Cambridge University Press.
24. Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247-284.
25. Smith, M. W., Dickinson, D. K., Sangeorge, A., & Anastasopoulous, L. (2002). Early language and literacy classroom observation. Newton, MA: Paul H. Brookes Publishing.
26. Snow, C. E. (2006). Cross-cutting themes and future research directions. 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. 631-651). Mahwah, NJ: Erlbaum.
27. Snow, C., Burns, M., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
28. So, D., & Siegel, L. S. (1997). Learning to read Chinese: Semantic, syntax, phonological and working memory skills in normally achieving and poor Chinese readers. Reading and Writing: An Interdisciplinary Journal, 9, 1-21.
29. Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
30. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz.
31. Uchikoshi, Y. (2005). Narrative development in bilingual kindergarteners: Can Arthur help? Developmental Psychology, 41(3), 464-478.
32. Uchikoshi, Y. (2006a). Early reading in bilingual kindergarteners: Can educational television help? Scientific Studies of Reading, 10(1), 89-120.
33. Uchikoshi, Y. (2006b). English vocabulary development in bilingual kindergartners: What are the best predictors? Bilingualism: Language and Cognition, 9(1), 33-49.
34. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York.
35. Willig, A. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55(3), 269-317.
36. Woodcock, R. W. (1991). Woodcock Language Proficiency Battery-Revised. Itasca, IL: Riverside Publishing Company.
37. Woodcock, R. W., & Muñoz-Sandoval, A. F. (1995). Woodcock-Language Proficiency Battery-Revised, Spanish Form. Itasca, IL: Riverside.