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Showing 1 to 15 of 66 results Save | Export
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Román, Diego; Pastor, Alberto; Basaraba, Deni – Bilingual Research Journal, 2019
This study examined the presence of internal linguistic discrimination--i.e., the negative reaction of Spanish speakers towards the varieties of Spanish spoken by heritage speakers--among bilingual teachers in a school district in Texas. To this end, we conducted a study that analyzed the responses of 84 bilingual teachers to audio utterances…
Descriptors: Bilingual Teachers, Spanish Speaking, Spanish, Language Variation
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Hernando-Lloréns, Belén; Blair, Alissa – Bilingual Research Journal, 2017
Through two qualitative case studies conducted over two years, this research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a Midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about…
Descriptors: Qualitative Research, Case Studies, Mexican Americans, Inclusion
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Mackinney, Erin – Bilingual Research Journal, 2017
This article explores how middle school Latina/o youth articulate their intersecting language identities as part of larger institutional and transnational experiences. Students navigated the multiple labels ascribed to them as members of the English for Speakers of Other Languages (ESOL) program as they shaped perspectives of their bilingual…
Descriptors: Spanish Speaking, Bilingualism, Educational Policy, Language of Instruction
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Quan, Tracy – Bilingual Research Journal, 2017
"Diálogos" is an English/Spanish parent group at a bilingual school in California that offers language classes to parents of varying socioeconomic and cultural backgrounds. Situated within Yosso's (2005) model of community cultural wealth, this case study argues that parents positively evaluate "Diálogos" as a space that builds…
Descriptors: Bilingual Education, English (Second Language), Spanish Speaking, Case Studies
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Turner, Alison M. – Bilingual Research Journal, 2016
Two-way immersion schools are growing in popularity throughout the United States. An emerging issue is to what extent these schools are able to connect with parents from multiple communities. This article describes an effort to connect parents with the school and one another through parent language classes at a Spanish/English two-way immersion…
Descriptors: Immersion Programs, Elementary School Students, Spanish, English (Second Language)
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Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene – Bilingual Research Journal, 2016
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…
Descriptors: Preschool Teachers, Culturally Relevant Education, Educational Practices, Bilingual Students
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Neugebauer, Sabina R.; Howard, Elizabeth R. – Bilingual Research Journal, 2015
The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English…
Descriptors: Correlation, Self Concept, Writing Skills, Spanish Speaking
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Mangual Figueroa, Ariana; Baquedano-López, Patricia; Leyva-Cutler, Beatriz – Bilingual Research Journal, 2014
This article examines the culminating activity--"la cosecha" or the harvest--in a yearlong project in which teachers at a bilingual afterschool program and staff from a citywide environmental advocacy group taught students to plant, harvest, and sell produce grown at the school site. The authors show how students are socialized to become…
Descriptors: Bilingual Education Programs, After School Programs, Social Justice, School Community Relationship
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Howard, Elizabeth R.; Páez, Mariela M.; August, Diane L.; Barr, Christopher D.; Kenyon, Dorry; Malabonga, Valerie – Bilingual Research Journal, 2014
This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different…
Descriptors: Bilingualism, Family Environment, Socioeconomic Status, Literacy
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Celedon-Pattichis, Sylvia; Turner, Erin E. – Bilingual Research Journal, 2012
This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the…
Descriptors: Mathematics Education, Kindergarten, Word Problems (Mathematics), Spanish Speaking
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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda – Bilingual Research Journal, 2012
Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…
Descriptors: Curriculum Implementation, Cues, Reading Aloud to Others, Vocabulary
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Rodriguez-Valls, Fernando – Bilingual Research Journal, 2011
This article presents the outcomes of a biliteracy project designed, following an action-learning methodology, to supplement the district-mandated literacy programs with afterschool reading cooperatives where 100 families whose children were enrolled in an elementary school located in the Imperial Valley, California, and teachers dialogically read…
Descriptors: Childrens Literature, Literacy, Teaching Methods, Bilingualism
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Portes, Pedro R.; Salas, Spencer – Bilingual Research Journal, 2010
In this article, we draw from cultural historical theory to examine the assimilationist forces embodied by English as a Second Language (ESOL) identification and programming practices in and outside of Georgia. We argue that the categorization of Spanish-speaking schoolchildren as Limited English Proficient is an extension of historical…
Descriptors: Speech Communication, Spanish Speaking, Limited English Speaking, Bilingualism
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Uchikoshi, Yuuko; Maniates, Helen – Bilingual Research Journal, 2010
When literacy instruction is integrated and contextualized in a child's background knowledge and daily experiences, learning is increased. This mixed-methods study describes effective bilingual instruction in second-grade classrooms in the United States where teachers utilize students' linguistic capital and foster home-school connections, two…
Descriptors: Neighborhoods, Reading Comprehension, Bilingualism, Bilingual Education
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Palmer, Deborah K. – Bilingual Research Journal, 2009
Code-switching is a natural part of being bilingual. Yet two-way immersion programs are known to insist upon separation of languages, discouraging both teachers and students from drawing on both linguistic codes at once. Drawing on Bourdieu's concept of symbolic power, I examine one second-grade classroom in which the teacher instituted a…
Descriptors: Immersion Programs, Code Switching (Language), Monolingualism, Power Structure
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