Perspectives on Struggling English Language Learners: Case Studies of Two Chinese-Canadian Children

Journal of Literacy Research

Volumn 36, Issue 1, 2004, Pages 31-72

  Li, Guofang ^a  

^a UNIVERSITY AT BUFFALO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84990380963     PISSN: 1086296X     EISSN: 15548430     Source Type: Journal    
DOI: 10.1207/s15548430jlr3601_3     Document Type: Article

References (78)

1. Anderson J. (1995). Listening to parents' voices: Cross-cultural perceptions of learning to read and write. Reading Horizons, 35, 394–413.
2. Anderson J. Gunderson L. (1997). Literacy from a multicultural perspective. The Reading Teacher, 50, 514–516.
3. Allington R. L. McGill-Franzen A. (1989). Different programs, indifferent instruction. In Lipsky D. K. Gartner A. (Eds.), Beyond separate education: Quality education for all (pp. 75–98). Baltimore: Paul H. Brooks.
4. Ashworth M. (2001). ESL in British Columbia. In Mohan B. Leung C. Davison C. (Eds.), English as a second language in the mainstream: Teaching, learning, and identity (pp. 93–106). New York: Longman.
5. Au K. H. (1998). Socioconstructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297–319.
6. Auerbach E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9–32.
7. Bakhtin M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin, TX: University of Texas Press.
8. Block C. C. Pressley M. (Eds.). (2002). Comprehension instruction: Research-based best practices. New York: Guilford.
9. Brittain C. (2002). Transnational messages: Experiences of Chinese and Mexican immigrants in American schools. New York: LFB Scholarly Publishing LLC.
10. Chao R. K. (1996). Chinese and European American mothers' beliefs about the role of parenting in children's school success. Journal of Cross-Cultural Psychology, 27, 403–423.
11. Chen C. Stevenson H. W. (1989). Homework: A cross-cultural examination. Child Development, 60, 551–561.
12. Creswell J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
13. Cummins J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.
14. Cummins J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.
15. Dahl R. Blake Q. (1991). George's marvelous medicine. New York: Puffin.
16. Dahl R. Blake Q. (1995). The magic finger. New York: Viking.
17. Day R. Bamford J. (1998). Extensive reading in the second language classroom. Cambridge, England: Cambridge University Press.
18. Delpit L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
19. Edwards P. A. Pleasants H. M. Franklin S. H. (1999). A path to follow: Learning to listen to parents. Portsmouth, NH: Heinemen.
20. Eisenhart M. (2001). Educational ethnography past, present, and future: Ideas to think with. Educational Researcher, 30(8), 16–27.
21. Epstein J. L. Dauber S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91, 289–305.
22. Fowler J. Hooper H. R. (1998). ESL learners with special needs in British Columbia: Identification, assessment and programming. Victoria, BC: The British Columbia Ministry for Education, Skills, and Training.
23. Freeman Y. S. Freeman D. E. (1992). Whole language for second language learners. Portsmouth, NH: Heinemann.
24. Gall M. D. Borg W. R. Gall J. P. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman.
25. Gambrell L. B. Mazzoni S. A. (1999). Principles of best practices: Finding the common ground. In Gambrell L. B. Morrow L. M. Neuman S. B. Pressley M. (Eds.), Best practices in literacy instruction (pp. 11–21). New York: Guilford.
26. Garcia G. E. Pearson P. D. Jimenez R. T. (1994). The at-risk situation: A synthesis of reading research. Champaign: IL: Center for the Study of Reading.
27. Gee J. P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor & Francis.
28. Goetz J. P. LeCompte M. D. (1984). Ethnography and qualitative design in educational research. New York: Academic Press.
29. Green J. Bloome D. (1997). Ethnography and ethnographers of and in education: A situated perspective. In Flood J. Heath S. B. Lapp D. (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 181–202). New York: Macmillan.
30. Heath S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
31. Irving J. C. York D. E. (1995). Learning styles and culturally diverse students: A literature review. In Banks J. A. Banks C. M. (Eds.), Handbook of research on multicultural education (pp. 484–759). New York: Macmillan.
32. Ivey G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34, 172–192.
33. Ivey G. (2002). Building comprehension when they're still learning to read the words. In Block C. C. Pressley M. (Eds.), Comprehension instruction: Research-based best practices (pp. 234–246). New York: Guilford.
34. Juel C. (1988). Learning to reading and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437–447.
35. Knapp N. F. (2002). Tom and Joshua: Perceptions, conceptions and progress in meaning-based reading instruction. Journal of Literacy Research, 34, 59–98.
36. Lazar A. M. Weisberg R. (1996). Inviting parents' perspectives: Building home-school partnerships to support children who struggle with literacy. The Reading Teacher, 50, 228–237.
37. Lee S. J. (1996). Unravelling the “model minority” stereotype: Listening to Asian American youth. New York: Teachers College Press.
38. Li G. (2002). “East is east, west is west”? Home literacy, culture, and schooling. New York: Peter Lang.
39. Li G. (2003). Literacy, culture, and politics of schooling: Counternarratives of a Chinese Canadian family. Anthropology & Education Quarterly, 34, 184–206.
40. Lopez M. E. (1999). When discourses collide: An ethnography of migrant children at home and in school. New York: Peter Lang.
41. 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, 315–340.
42. McCarthey S. J. (1997). Connecting home and school literacy practices in classrooms with diverse populations. Journal of Literacy Research, 29, 145–182.
43. McDermott R. Varenne H. (1995). Culture as disability. Anthropology & Education Quarterly, 26, 324–348.
44. Merriam S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
45. Moll L. C. (1994). Literacy research in community and classroom: A sociocultural approach. In Ruddell R. B. Ruddell M. R. Singer H. (Eds.), Theoretical models and processes of reading (pp. 179–207). Newark, DE: International Reading Association.
46. Moll L. C. Diaz S. (1993). Change as the goal of educational research. In Jacob E. Jordan C. (Eds.), Minority education: Anthropological perspectives (pp. 67–82). Norwood, NJ: Ablex.
47. Nakanishi D. T. Nishida T. Y. (Eds.). (1990). The Asian American educational experience: A source book for teachers and students. New York: Routledge.
48. Ogbu J. U. (1982). Cultural discontinuities and schooling. Anthropology & Education Quarterly, 13, 290–307.
49. Olsen L. (1997). An invisible crisis: The educational needs of Asian Pacific American youth. New York: Asian American/Pacific Islanders in Philanthropy.
50. Oppel K. (1999). Silverwing. New York: Topaz.
51. Padak N. D. Vacca R. T. Stuart D. (1993). Rethinking reading for children at risk. Reading and Writing Quarterly: Overcoming Learning Difficulties, 9, 361–368.
52. Pai Y. (1990). Cultural foundations of education. New York: Merrill.
53. Pallas A. M. Natriello G. McDill E. L. (1989). The changing nature of the disadvantaged population: Current dimensions and future trends. Educational Researcher, 18, 16–22.
54. Pallas A. M. Entwisle D. R. Alexander K. L. Stluka M. F. (1994). Ability-group effects: instructional, social, or institutional?. Sociology of Education, 67, 27–46.
55. Pang V. O. (1990). Asian American children: A diverse population. Educational Forum, 55, 49–66.
56. Peng S. S. Wright D. (1994). Explanation of academic achievement of Asian American students. The Journal of Educational Research, 87, 346–352.
57. Phillipson R. (1988). Linguicism: Structures and ideologies in linguistic imperialism. In Skutnabb-Kangas T. Cummins J. (Eds.), Minority education: From shame to struggle (pp. 339–358). Clevedon, England: Multilingual Matters.
58. Portes A. (1996). Immigrant America: A portrait. Berkeley: University of California Press.
59. Reynolds J. (1980). Stone fox. New York: Crowell.
60. Siu S. F. (1994). Taking no chances: A profile of a Chinese-American family's support for school success. Equity and Choice, 10, 23–32.
61. Skutnabb-Kangas T. (1983). Bilingualism or not: The education of minorities. Clevedon, England: Multilingual Matters.
62. Snow C. Burns S. Griffin P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
63. Spindler G. Spindler L. (1982). Doing the ethnography of schooling: Educational anthropology in action. Berkeley: University of California Press.
64. Spindler G. Spindler L. (1994). Introduction. In Spindler G. Spindler L. (Eds.), Pathways to cultural awareness: Cultural therapy with teachers and students (pp. xiv–xxi). Thousand Oaks, CA: Corwin.
65. Stanovich K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.
66. Stevenson H. W. Stigler J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. Toronto: Summit Books.
67. Sung B. L. (1987). The adjustment experience of Chinese immigrant children in New York City. New York: Center for Migration Studies.
68. Taylor B. M. Pressley M. Pearson P. D. (2002). Research-supported characteristics of teachers and schools that promote reading achievement. In Taylor B. M. Pearson P. D. (Eds.), Teaching reading: Effective schools, accomplished teachers (pp. 361–374). Mahwah, NJ: Erlbaum.
69. Weinberg M. (1997). Asian-American education: Historical background and current realities. Mahwah, NJ: Erlbaum.
70. Wollman-Bonilla J. E. (1994). Why don't they “just speak?” Attempting literature discussion with more and less able readers. Research in the Teaching of English, 28, 231–258.
71. Wong-Fillmore L. (1982). Language minority students and school participation: What kind of English is needed?. Journal of Education, 164, 143–156.
72. Wolcott H. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
73. Valdés G. (1998). The world outside and inside schools: Language and immigrant children. Educational Researcher, 27(6), 4–18.
74. Vygotsky L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
75. Xu H. (1999). Young Chinese ESL children's home literacy experiences. Reading Horizons, 40, 47–64.
76. Yao E. L. (1985). Adjustment needs of Asian immigrant children. Elementary School Guidance and Counseling, 19, 222–227.
77. Zhang C. Ollila L. O. Harvey C. B. (1998). Chinese parents' perceptions of their children's literacy and schooling in Canada. Canadian Journal of Education, 23, 182–190.
78. Zhang S. Y. Carrasquillo A. (1995). Chinese parents' influence on academic performance. New York State Association for Bilingual Education Journal, 10, 46–53.