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Category: Language

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    Language (Policy) Matters!

    1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU

    Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn. Language (Policy) Matters! includes information and resources about: * School policies and practices that support language access * Research on best practices for students who are English...

  • Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

    1/1/09 - Turney, Kristin, Kao, Grace

    Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to...

  • Between Two Worlds: How Young Latinos Come of Age in America

    1/1/09 - Pew Hispanic Center Staff

    A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.

  • Evidence of a differential effect of ability grouping on the reading achievement growth of language-minority Hispanics

    1/1/08 - Robinson, Joseph P.

    Ability grouping is sometimes thought to exacerbate inequality by increasing achievement gaps; however, ability grouping may in fact benefit a fast growing and often marginalized student population: children from non-English-speaking home environments. The level-appropriate, small-group instruction received in reading ability groups may be particularly beneficial to these language-minority children, who are not regularly exposed to English at home. Focusing on Hispanics, who make up the...

  • Impact of attitudes of peers on language achievement: Gender differences

    1/1/07 - Van de Gaer, Eva, Pustjens, Heidi, Van Damme, Jan, De Munter, Agnes

    The authors examined whether gender differences in language achievement were related not only to gender differences in attitudes toward schooling but also to the attitudes toward schooling of peers (i.e., peers in classes and in schools). The authors used multilevel analysis on data compiled from a longitudinal research project in secondary education. The primary results revealed that all boys who had negative school-related attitudes were underachievers in language. Furthermore, boys were...

  • Meeting the needs of English learners through a multitiered instructural Framework

    1/1/14 - Project ELITE, Project ESTRE2LLA, & Project REME, U.S. Office of Special Education Programs, U.S. Office of Special Education Programs, U.S. Office of Special Education Programs

    Providing effective instruction for English learners and making informed decisions regarding their language and literacy needs continue to be goals for educators across the nation.

  • Review of Language and Literacy in Bilingual Children

    1/1/04 - Cummins, Jim

    This reviewed volume reports the results of a large-scale study of bilingual education conducted in the mid- to late-1990s in Miami, Florida, under a grant from the National Institutes of Child Health and Human Development (NICHD). Oiler & Eilers (and their colleagues who contributed to individual chapters) have made a very substantial contribution to the research literature on bilingual education and bilingual development generally. Their quasi-experimental study is exemplary from a design...

  • Standardized Achievement Tests and English Language Learners: Psychometrics Issues

    1/1/02 - Abedi, Jamal

    Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover...

  • The gender gap in language achievement: The role of school-related attitudes of class groups

    1/1/06 - Van de Gaer, Eva, Pustjens, Heidi, Van Damme, Jan, De Munter, Agnes

    The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used. The results showed that the attitudes of the class groups, and, more specifically, the attitudes of same-sex classmates, had a stronger impact on the language achievement of boys than on the language achievement of girls. No gender differences...

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    Understanding the Impact of Language Differences on Classroom Behavior

    1/18/09 - R. M. Santos , M. M. Ostrosky

    This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.

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