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Designing and Facilitating Language Interpretation Experiences with 2nd and 3rd Grade Bilingual Learners: Learning from Teachers' Experiences
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Hopewell, Susan; Escamilla, Kathy; Ruíz-Martínez, María; Zamorano, Katia – Bilingual Research Journal, 2022
The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional…
Descriptors: Elementary School Students, Bilingual Students, Spanish, English
Linguistic Interdependence between Spanish Language and English Language and Reading: A Longitudinal Exploration from Second through Fifth Grade
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Proctor, C. Patrick; Harring, Jeffrey R.; Silverman, Rebecca D. – Bilingual Research Journal, 2017
This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using…
Descriptors: Spanish, English (Second Language), Second Language Learning, Second Language Instruction
Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners
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Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren – Bilingual Research Journal, 2014
This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…
Descriptors: Language of Instruction, Reading Comprehension, Spanish, Bilingual Education
Predictors of English-Language Proficiency among Immigrant Youth
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Paez, Mariela – Bilingual Research Journal, 2009
This article describes the language skills and factors that predict English-language proficiency for a sample of 209 students ages 10 to 16 from three immigrant groups--Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students'…
Descriptors: Scoring, Language Skills, Immigrants, English (Second Language)
Differential Outcomes of Two Bilingual Education Programs on English Language Learners
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Lopez, Maria G.; Tashakkori, Abbas – Bilingual Research Journal, 2006
This study investigated the effects of two types of bilingual programs (two-way and transitional) on the academic performance and attitudes of fifth-grade students who entered kindergarten or first grade with different levels of English proficiency. A mixed methods design with both quantitative and qualitative data collection and analyses phases…
Descriptors: Second Language Learning, Grade 5, Oral Language, Bilingual Students
A Study of Teacher Efficacy of Special Education Teachers of English Language Learners with Disabilities
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Paneque, Oneyda M.; Barbetta, Patricia M. – Bilingual Research Journal, 2006
This study examined the teacher efficacy of special education teachers of English language learners (ELLs) with disabilities by surveying 202 elementary special education teachers. Overall participant teacher efficacy scores were high. No statistically significant differences in efficacy scores were found for levels of teacher preparation, number…
Descriptors: Teacher Effectiveness, Special Education Teachers, Elementary School Teachers, English (Second Language)
The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English
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Laija-Rodriguez, Wilda; Ochoa, Salvador Hector; Parker, Richard – Bilingual Research Journal, 2006
The Office of Civil Rights (2001) and the No Child Left Behind Act of 2001 (Antunez, 2003) mandate that language proficiency and academic achievement be measured in order to provide equal educational opportunities to English language learners and have an accountability system for their language and academic growth. The Cognitive Academic Language…
Descriptors: Language Proficiency, Spanish, English (Second Language), Academic Achievement