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Descriptors:
Student Attitudes; Latin Americans; Socialization; Language Planning; Participant Observation; Language Attitudes; Secondary School Students; Interviews; Teacher Role; Correlation; Romance Languages; Immigrants; Academic Aspiration; Spanish Speaking

Abstract:
This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of "Reception Classes" (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students' attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Participation; Recruitment; African Americans; Immigration; Counties; Patient Education; Focus Groups; Diseases; Hispanic Americans; Barriers; Classification; Costs; Coding; Safety; Trust (Psychology); Reading Materials; Literacy; Spanish Speaking; Advocacy; Cultural Background; Intervention; Scientific Research

Abstract:
African Americans and Latinos are underrepresented in clinical trials. The purpose of this study was to elicit solutions to participation barriers from African Americans and Latinos. Fifty-seven adults (32 African Americans, 25 Latinos) ages 50 years and older participated. The Institute of Medicine's "Unequal Treatment" conceptual framework was used. Six racially/ethnically homogenous focus groups were conducted at five sites in three counties. Themes within groups and cross-cutting themes were identified. The NVIVO program was used for data classification. The data were reviewed for final coding and consensus. Shared solutions included addressing costs, recruiting in community contexts, conducting community and individualized patient education, and sharing patient safety information. Participants were unanimously in favor of clinical trials navigation recruitment interventions. Solutions specific to African Americans included diversifying research teams, recognizing past research abuses, and increasing community trust. Solutions specific to Latinos included providing low-literacy materials, providing Spanish-speaking clinicians and advocates, and clarifying that immigration status would neither be documented nor prevent participation. Solutions from African Americans and Latinos reflect their cultural backgrounds and historical experiences. The results suggest the importance of developing a tailored, barriers-focused navigation intervention to improve participation among diverse racial and ethnic populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Socialization; Social Networks; Community Centers; Access to Computers; Information Technology; Technological Literacy; Adults; Correlation; Community Programs; Spanish Speaking; Cooperation; English (Second Language); Second Language Learning

Abstract:
Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as "resources" that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this study, I draw on the concepts of simultaneity and transnational social fields (Levitt & Glick Schiller, 2004) to analyze the relation between local and remote networks and the use of technology by immigrant learners. The findings reveal the configuration and exchange of resources across nation states, facilitated by family networks and by a local community center with the support of a Mexican institution. The findings also demonstrate the ways in which digital literacy practices were adopted by participants to maintain these transnational connections and to build new networks with local institutions. Implications for community-based technology programs for learners with transnational ties are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Education; English (Second Language); Speech Communication; Language Usage; Oral Language; Spanish Speaking; Second Language Learning; Preschool Children; Surveys; Family Influence; Cultural Influences; Preschool Teachers; Nonverbal Communication; Verbal Communication

Abstract:
The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Capital; Communities of Practice; Expertise; Immigrants; Self Concept; Empowerment; Mexican Americans; Females; Needle Trades; Guidelines; Correlation; Sewing Instruction; Clothing; Spanish Speaking

Abstract:
This article demonstrates how one woman's identity changed as she was empowered through her participation in a sewing cooperative community of practice. A community of practice framework allows examination of participation in ongoing negotiated interactions in which people construct expert and novice identities as they work together. Identity, as we define it here, is not static, but a constantly shifting set of identities, or aspects of identity, that are constructed in ongoing interaction. What this study adds to such an understanding of identity is that particular aspects of identity are also not static but show shifts over time as people negotiate place and gain the social capital associated with skills, expertise, and competencies. In the case of the woman, Diana, considered here, the multiple aspects of identity under negotiation shift as she becomes a more experienced, expert member of the sewing cooperative, and these shifts are illuminated in discourse. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vowels; Invented Spelling; Bilingual Students; Kindergarten; Young Children; Spanish Speaking; English (Second Language); Phonics; Comparative Analysis; Monolingualism

Abstract:
The study compared the invented spelling of vowels in kindergarten native Spanish speaking children with that of English monolinguals. It examined whether, after receiving phonics instruction for short vowels, the spelling of native Spanish-speaking kindergartners would contain phonological errors that were influenced by their first language. Results showed no differences between the two groups on the number of correct short vowel spellings, even though the sounds for four of the five English short vowels do not exist in Spanish. By contrast, differences were observed in the representation of long vowels with a higher rate of error among ELLs. The students had not received explicit instruction in long vowels. ELLs appeared to be trying to represent the diphthongized nature of some English long vowels by spelling long vowels with more than one vowel. The results support the authors' hypothesis that kindergarten phonics instruction had an impact on the invented spellings of new second language vowel phonemes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Response to Intervention; English Language Learners; Kindergarten; Young Children; Spanish Speaking; Phonological Awareness; Phonics; Methods; Benchmarking; Pretests Posttests; English (Second Language); Second Language Learning; Progress Monitoring

Abstract:
Using extant data, the purpose of this study is to examine methods for determining response to intervention (RTI) in a sample of kindergarten English Learners (ELs). Three commonly used methods for determining RTI--(a) benchmark criteria, (b) slope discrepancy, and (c) dual discrepancy--are investigated. Participants included 117 ELs. Students were administered pretests and then provided intervention in phonological awareness and phonics in small groups. Progress was monitored weekly on two Dynamic Indicators of Basic Early Literacy Skills measures, Phoneme Segmentation Fluency and Nonsense Word Fluency. Results indicate that there is very little overlap across the three methods and across the two measures in determining response and nonresponse for kindergarten ELs. The results of the study have implications for continued research regarding response of ELs as well as practical implications regarding which methods and measures should be used to determine response. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Kindergarten; Preschool Education; Mathematics Skills; Family Income; Child Behavior; Outcomes of Education; Educational Quality; Language Skills; Sampling; Prediction; Spanish Speaking; English (Second Language); Child Development; Observation; Educational Assessment

Abstract:
Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000 different children throughout the year in a variety of settings across the state, including local school systems, private settings, and blended Head Start/Georgia's Pre-K classrooms. The 2011-2012 evaluation study included observations of classroom quality in a random sample of 100 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavioral skills of a sample of 509 children attending these classrooms over the pre-k program year. The primary evaluation questions include: (1) What are the outcomes for children attending Georgia's Pre-K Program?; (2) What factors predict better outcomes for children?; and (3) What is the quality of Georgia's Pre-K classrooms? Key findings of this study include: (1) Children exhibited significant growth during their pre-k year across all domains of learning, including language and literacy skills, math skills, general knowledge, and behavioral skills; and (2) Children who were Spanish-speaking dual language learners showed growth in skills in both English and Spanish, although their growth tended to be greater in English. (Contains 11 figures, 12 tables, 2 footnotes, and 22 endnotes.) [For "Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study Executive Summary," see ED541940.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Kindergarten; Preschool Education; Mathematics Skills; Disadvantaged Youth; Family Income; Child Behavior; Outcomes of Education; Educational Quality; Language Skills; Sampling; Prediction; Spanish Speaking; English (Second Language); Child Development; Observation; Educational Assessment

Abstract:
Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000 different children throughout the year in a variety of settings across the state, including local school systems, private settings, and blended Head Start/Georgia's Pre-K classrooms. The 2011-2012 evaluation study included observations of classroom quality in a random sample of 100 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavioral skills of a sample of 509 children attending these classrooms over the pre-k program year. The primary evaluation questions included: (1) What are the outcomes for children attending Georgia's Pre-K Program?; (2) What factors predict better outcomes for children?; and (3) What is the quality of Georgia's Pre-K classrooms? Key findings of this study include: (1) Children exhibited significant growth during their pre-k year across all domains of learning, including language and literacy skills, math skills, general knowledge, and behavioral skills; and (2) Children who were Spanish-speaking dual language learners showed growth in skills in both English and Spanish, although their growth tended to be greater in English. (Contains 1 footnote.) [For the full report, "Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study," see ED541933.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (591K)

Descriptors:
Foreign Countries; Psychometrics; Spanish Speaking; Preschool Children; Predictive Validity; Young Children; Early Childhood Education; Validity; Nonverbal Communication; Individual Differences; Psychology

Abstract:
The Emotion Matching Task (EMT; Izard, Haskins, Schultz, Trentacosta, & King, 2003) was developed to assess emotion knowledge in preschoolers and was demonstrated to show adequate convergent and predictive validity in an American sample (Morgan, Izard, & King, 2010). In light of the need for valid measures for assessing emotion knowledge in Spanish-speaking children, we adapted the EMT for preschoolers in Spain and conducted a psychometric validation with 110 Spanish children, aged 3 to 6. The EMT Spanish version showed good internal consistency and demonstrated expected concurrent validity with externalizing problems and adaptive abilities. Therefore the current study indicates that the adapted EMT is a valid tool to assess preschool children's emotion knowledge in Spain. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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