An Analysis of the Research Methodology of the Ramirez Study

Thomas, Wayne P.

doi:10.1080/15235882.1992.10162634

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…Research syntheses from other countries on the importance of bilingual schooling for LM groups include, for example, Baker (2011); Baker and Prys-Jones (1998); Christian and Genesee (2001); Cummins (2000); Cummins and Hornberger (2008); Dutcher (2001); Garcίa, Skuttnabb-Kangas, and Torres-Guzmán (2006); Hélot and de Mejίa (2008); May and Hill (2005); Skuttnabb-Kangas, Phillipson, Mohanty, and Panda (2009); and Tucker (1999). Meta-analyses and research syntheses of U.S. studies examining long-term English learner achievement in bilingual schooling and the importance of L1 development for success in L2 are summarized and/or analyzed in Collier (1992b); Dolson (1985); Greene (1998); Krashen and Biber (1988); Lindholm-Leary (2001); Lindholm-Leary and Borsato (2006); Lindholm-Leary and Genesee (2010); Lindholm-Leary and Howard (2008); Ramίrez (1992); Rolstad, Mahoney, and Glass (2005); Thomas (1992); Troike (1978); and Willig (1985).…”

Section: Introductionmentioning

confidence: 99%

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Collier¹,

Thomas²

2017

Ann Rev Appl Linguist

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185

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This chapter summarizes the findings of 32 years of research from all of our longitudinal studies to date, conducted in 36 school districts in 16 U.S. states, more than 7.5 million student records analyzed, following English learners (of all language backgrounds) as far as Grades K–12. These studies are very generalizable to all regions and contexts of the United States and have been replicated in other countries, answering questions regarding program effectiveness for policymakers in education. We have shown that English-only and transitional bilingual programs of short duration only close about half of the achievement gap between English learners and native English speakers, while high-quality, long-term bilingual programs close all of the gap after 5–6 years of schooling through the students’ first and second languages (L1 and L2). In addition, our studies answer the linguistic question of how long it takes student groups to reach grade-level achievement in their L2, and we have developed and refined our theoretical Prism model by collecting and analyzing program effectiveness data, basing the Prism model on our empirical findings.

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Section: Introductionmentioning

confidence: 99%

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Collier¹,

Thomas²

2017

Ann Rev Appl Linguist

Self Cite

185

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“…Another difference is that linguistic accuracy and proficiency is emphasized from the beginning stages ofL2 instruction as a way to develop second language skills. Thomas (1992) argued that the goal of proficiency for nonnative speakers is equal to a native speaker in a moving target. Besides, the socio-cultural context where learners are studying is also important for their long-period success in the target language.…”

Section: Proficiency-related Studiesmentioning

confidence: 99%

“…Stem stated that one of the problems of language teaching is how to establish a way to assist the language learner to achieve an apt level of proficiency which is serviceable based on the learner's estimation and to make him get away from being arrested under an unserviceable low level (1997). Thomas (1992) claimed that during the past ten years, researchers have tried to find the length of time the students need school to acquire proficiency in second language in order to equally compete with the native speakers of the same language they are practicing. Cummins (1979Cummins ( & 1980 discusses proficiency at two levels: CALP -a cognitive/academic language proficiencyand BICS -basic interpersonal and communicative skills.…”

Section: Proficiency-related Studiesmentioning

confidence: 99%

Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Gharbavi¹,

Mousavi²

2012

ELT

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The primary focus of research on employment of language learning strategies has been on identification of adoption of different learning strategies. However, the relationship between language learning strategies and proficiency levels was ignored in previous research. The present study was undertaken to find out whether there are any relationship between the employment of different strategies and learners' levels of language proficiency. To this end, initially, a simulated TOEFL test (Bailey, R. F., Seetharaman, S., Gavin, C. A., Shukla, N., Penfield, J., and Subramanian, R., 1993) was administered to classify the learners into three classes of proficiency levels: beginning, intermediate, and advanced. Then, Oxford's Strategy Inventory, SILL, (Oxford, 1990b) was used to determine the frequency of the language learning strategies applied by learners. The results indicated that there is a direct relationship between employment of different strategies and proficiency levels. Therefore, the findings, in general, seem convincing enough to enable one to claim that there is a correspondence between the employment of different strategies and proficiency levels. The results of the present study are by no means complete. More research is needed to substantiate the outcome of the current study. One pedagogical implication of the study is that language instructors and syllabus designers should be advised to inform language learners about language learning strategies. Other implications have been discussed.

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“…The qualitative information collected was used to document group comparability rather than to achieve an anthropological understanding of the phenomena observed. (Thomas, 1992) La implementación de programas eficaces en dos lenguas…”

Section: The Implementation and Evaluation Of Dual-language Educationmentioning

confidence: 99%

The implementation of effective dual-language programs

Muszyńska

Parra²

2015

LFE 21.2

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This research investigates the ways of implementing dual-language programs and the schools' internal procedures of evaluating them. Previous studies have examined the effectiveness of bilingual programs (Genovesee et al. 2005; Howard et al. 2005; Krashen 2004). However, there is little still known about schools' procedures that systematize the organizational aspect of such programs. The Mixed Methods Research (MMR) approach was applied in this study to analyze data collected through questionnaires, interviews, and case studies. The results of the study were combined and interpreted together. They bore out that the schools that have not introduced an effective internal evaluation system need institutional support in the form of practical publications / guides, referring to the organization of such programs, as well as in-house teacher and management training. There are often no forms of such training or resources available. This calls for improvement.

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An Analysis of the Research Methodology of the Ramirez Study

Cited by 12 publications

References 5 publications

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

The implementation of effective dual-language programs

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