The technique called Sheltered Instruction (SI) is designed to help the monolingual English-speaking science teacher with students who understand little English. Describes the technique which can help students understand science concepts and acquire English at the same time, with a goal of mainstreaming into regular English-speaking classes. (LZ)

Addresses native monolingual U.S. and Chinese incipiently bilingual children's ability to detect and identify inter- and intraword boundaries. Young children demonstrate similar patterns in their segmentation behavior and there is a developmental progression in this behavior. Mandarin Chinese subjects learning to read Chinese and English…

Hispanic first graders who spoke only Spanish at home (OSH) and those who spoke English and Spanish at home (ESH) performed near the mean on a Spanish adaptation of the Peabody Picture Vocabulary Test (PPVT-R). The ESH children scored higher than OSH children on the PPVT-R. (BC)

Bilingual education research methods should incorporate a multilevel model of pupils, classrooms, and schools and consider various cognitive and noncognitive outcome variables focusing on progress rather than attainment to determine not whether bilingual education is more effective than monolingual instruction but which aspects of bilingual…

In this study, 36 Serbian/English bilinguals and 42 English monolinguals (aged 5-8 years) received a successive name training assessment of 2heuristics: criterial use of highlighted features and preservation of mutual exclusivity. Results support the view that monolingual and bilingual acquisition fosters the development of different word learning…

Explores the effects of the relationship between exposure to two languages in childhood and metalinguistic abilities. Arabic-speaking children who had been exposed to both spoken and literary Arabic were compared to Russian-Hebrew bilinguals and Hebrew monolinguals. Subjects were kindergarten students; they were tested on language arbitrariness,…

Tip-of-the-tongue states (TOTs) in proficient Hebrew-English bilinguals were compared to those of age-matched monolinguals. Monolinguals retrieved words in English, and bilinguals retrieved words from both languages. Results showed an increased TOT rate in bilinguals. (Author/VWL)

The overarching question in this article is: What contextual and individual-level factors influence the decision to maintain Spanish, or see to it that one's children learn and maintain it? I first model the configuration of area-specific circumstances that influence the degree to which Spanish-English bilingualism (as opposed to English…

This paper focused on the assessment of phonological skills amongst children with developmental dyslexia. Findings from assessments of English and Hungarian monolingual children with and without literacy deficits and bilingual Filipino children with and without literacy deficits in English indicated that performance on phonological-based tasks…

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning…

This study compared monosyllabic word recognition in quiet, noise, and noise with reverberation for 15 monolingual American English speakers and 12 Spanish-English bilinguals who had learned English prior to 6 years of age and spoke English without a noticeable foreign accent. Significantly poorer word recognition scores were obtained for the…

In this article, the authors draw attention to the need for ethnolinguistic democracy at a time when linguistic and cultural issues are significantly impacting how schools, educators, students, and curriculum are perceived. The authors delineate the manifold acts of imperialism associated with the colonizing of young minds and bodies as culture…

This study investigated acoustic-phonetics of coronal stop production by adult simultaneous bilingual and monolingual speakers of Canadian English (CE) and Canadian French (CF). Differences in the phonetics of CF and CE include voicing and place of articulation distinctions. CE has a two-way voicing distinction (in syllable initial position)…

At present, numbers of students from diverse cultural and linguistic backgrounds in U. S. schools continue to increase exponentially. While the numbers of students from diverse backgrounds are increasing, the U.S. teaching force consists primarily of monolingual middle- to lower-middle class European American women who may lack the requisite…

Children raised in the home as English or Welsh monolinguals or English-Welsh bilinguals were tested on untrained word form recognition using both behavioral and neurophysiological procedures. Behavioral measures confirmed the onset of a familiarity effect at 11 months in English but failed to identify it in monolingual Welsh infants between 9 and…