Language and Literacy Development in Bilingual Settings. Challenges in Language and Literacy Series

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Sonst. Personen	Durgunoglu, Aydin Yucesan (Hrsg.); Goldenberg, Claude (Hrsg.)
Titel	Language and Literacy Development in Bilingual Settings. Challenges in Language and Literacy Series
Quelle	(2010), (363 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-6062-3954-4
Schlagwörter	Oral Language; Literacy; English (Second Language); Second Language Learning; Bilingualism; Native Language; Repetition; Vocabulary Development; Peer Influence; Monolingualism; Language Proficiency; Phonological Awareness; Reading; Asians; Word Recognition; Spelling; Ideography; Writing (Composition); Cognitive Processes; Language Processing; Spanish Speaking; Reading Difficulties; Evaluation; Models; Policy; Educational Research; Transfer of Training; Language Role; Disability Identification; Children + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Wiederholung; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Leseprozess; Lesen; Asian; Asiat; Asiatin; Asiaten; Asiate; Worterkennung; Schreibweise; Schreibübung; Cognitive process; Kognitiver Prozess; Sprachverarbeitung; Reading difficulty; Leseschwierigkeit; Evaluierung; Analogiemodell; Politik; Bildungsforschung; Pädagogische Forschung; Training; Transfer; Ausbildung; Child; Kind; Kinder
Abstract	Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout. This book contains five parts. Part I, "Introduction", contains: (1) Contexts for Language and Literacy Development among Dual-Language Learners (Claude Goldenberg, Leslie Reese, and Ali Rezaei). Part II, "Oral Language and Dual-Language Learners", contains: (2) The Role of First Language on Oral Language Development in English: The Case of Both Alphabetic and Nonalphabetic Languages (Stefka H. Marinova-Todd and Yuuko Uchikoshi); (3) Tuning in to Language-Specific Patterns: Nonword Repetition and the Big Picture of Bilingual Vocabulary Learning (Maria R. Brea-Spahn and Elaine R. Silliman); (4) Rapid Spoken Language Shift in Early Second Language Learning: The Role of Peers and Effects on the First Language (D. Kimbrough Oller, Linda Jarmulowicz, Barbara Z. Pearson, and Alan B. Cobo-Lewis); and (5) Language Proficiency and Its Implications for Monolingual and Bilingual Children (Ellen Bialystok and Xiaojia Feng). Part III, "Literacy and Dual-Language Learners", contains: (6) Factors Affecting the Relative Relationships between First- and Second-Language Phonological Awareness and Second Language Reading (Alexandra Gottardo, Yan Gu, Julie Mueller, Iuliana Baciu, and Ana Laura Pauchulo); (7) Learning a Nonalphabetic Script and Its Impact on Later Development of English as a Second Language (Him Cheung, Catherine McBride-Chang, and Xiuli Tong); (8) Chinese Language Learners of English Use More Orthographic-Lexical Than Phonological Strategies in English Word Recognition and Spelling (Che Kan Leong); and (9) Writing Acquisition among English Language Learners in U.S. Schools (Laura Mendez Barletta, Janette K. Klingner, and Michael J. Orosco). Part IV, "Assessment and Diagnosis", contains: (10) Linguistic and Cognitive Processes in the Development of Spelling in English Language Learners: First-Language Transfer, Language Proficiency, or Cognitive Processes? (Esther Geva and Adele Lafrance); (11) Cognitive and Oral Language Contributors to Reading Disabilities in Spanish-English Bilinguals (Franklin R. Manis and Kim A. Lindsey); and (12) Assessment of Literacy Problems among English Language Learners Based on the Component Model (R. Malatesha Joshi and P. G. Aaron). Part V, "Conclusion", includes: (13) The Policy Context of Research on Basic Processes in Bilingual Children in the United States (Kenji Hakuta). (ERIC).
Anmerkungen	Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10