ESL Methodology and Student Language Learning in Bilingual Elementary Schools

Ramirez, Arnulfo G.; Stromquist, Nelly P.

doi:10.2307/3586206

Cited by 38 publications

(37 citation statements)

References 4 publications

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“…It is the kind of access ELs have to high-status knowledge and the quality of instructional interactions in dual language programs that defines educational quality and promotes greater equity. This is possible because effective dual language classrooms promote a high degree of student involvement (A. G. Ramirez & Stromquist, 1978;Strong, 1983), contextualize classroom discourse (Wong Fillmore & Valadez, 1986), and value students' cultural and linguistic backgrounds (García, 2005). This situation empowers native Spanish and native English speakers by promoting native Spanish and English language development as well as academic progress, and it nurtures a strong sense of self-identity (Christian, 1999;Thomas & Collier, 1999).…”

Section: Resultsmentioning

confidence: 94%

Sustaining a Dual Language Immersion Program: Features of Success

Alanís

Rodríguez

2008

Journal of Latinos and Education

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The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form. This research looks at one elementary campus that has implemented a 2-way dual language program for more than a decade. Findings indicate that pedagogical equity, qualified bilingual teachers, active parent-home collaboration, and knowledgeable leadership contributed to the program's success. Key words: dual language education, leadership in bilingual programs, successful factors in bilingual educationThe continued growth in the number of speakers of languages other than English is reflected in the rapidly increasing number of students in U.S. schools for whom English is a second language. Data from the National Center for Education Statistics (2005) show that the number of school-age children who spoke a language other than English reached almost 10 million in 2004. Such a dramatic increase continually challenges educators to provide effective language programs with JOURNAL

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Section: Resultsmentioning

confidence: 94%

Sustaining a Dual Language Immersion Program: Features of Success

Alanís

Rodríguez

2008

Journal of Latinos and Education

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“…He found that teacher corrections worked best when they clearly indicated to the student the locus of the error, for example, with prosodic and/or intonational cues (cf. Ramirez & Stromquist, 1979). Although two major reviews of the literature conclude that error correction probably has important beneficial effects on student learning (Hendrickson, 1978;Herron, 1981), there is in fact little empirical research to support these claims.…”

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confidence: 95%

Down the Garden Path: Inducing and correcting overgeneralization errors in the foreign language classroom

Tomasello

Herron

1988

Applied Psycholinguistics

110

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In this study we compared two methods for teaching grammatical exceptions in the foreign language classroom. Thirty-nine students in two sections of an introductory college French course served as subjects. Eight target structures, exemplifying "exceptions to a rule," were randomly assigned to one of two teaching conditions for a section taught in the spring; each structure was assigned to the opposite teaching condition for a section taught the following fall. In one condition we simply taught the students the exception as an exception. In the other -what we called the Garden Path conditionwe presented canonical exemplars encouraging students to induce the rule; we then asked them to generate the form (which we knew to be an exception) and then corrected their resulting overgeneralization error. Analysis of subsequent formal testing showed that students learned the exception better in the Garden Path condition and that this advantage persisted throughout the semesterlong course. We hypothesized that this technique helped students to focus attention both on the rule and on the features of the particular structure that marked it as an exception.

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“…In the second phase, teacher-student interaction in the class room was observed and teacher behavior and knowledge was analyzed and measured to determine their relationship to student achievement in Spanish reading, and English as a second language (see Ramirez, 1978;Ramirez & Stromquist, 1978, for reports on the second phase). In the third and final phase, teachers were trained through inservice workshops in those skills pinpointed by the re search of the previous phases as skills likely to maximize the teachers' effectiveness and improve their students' achievement.…”

Section: History Of the Testmentioning

confidence: 99%

The Relationship of Teachers’ Spanish Proficiency to Pupils’ Achievement

1979

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To explore the relationship between teachers' proficiency in Spanish and their pupils' achievement, a test designed to measure the teachers' proficiency in Spanish was developed as part of a battery of tests for teachers in bilingual education programs -the CE RAS Teacher Tests for Spanish/English Bilingual Education. [Center for Educational Research at Stanford University -in addition to the Spanish proficiency test, the test battery includes tests on methods of teaching English and Spanish as a second language, methods of teaching reading in Spanish, and knowledge of southwest Spanish.]The report which follows summarizes efforts to establish the reli ability and validity of the Spanish Proficiency Test. The relationship of pupils' performances on standardized and criterion-referenced tests to their teachers' proficiency in Spanish was explored. Based on two independent studies, it appears that the relationship between pupils' achievement in Spanish and English and their teachers' Spanish proficiency is a strong one.In outlining recommendations for teacher training and the certifi cation of bilingual teachers, private and state agencies have suggested that potential teachers demonstrate their proficiency in the target language (see, for example, California State Department of Educa tion, 1974; Center for Applied Linguistics, 1974). The belief that teachers cannot teach what they do not know makes common sense. However, few attempts have been made to validate this view. This report will outline a systematic effort to establish the relationship between teachers' proficiency in the second language -Spanish in this case -and their pupils' achievement.

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ESL Methodology and Student Language Learning in Bilingual Elementary Schools

Cited by 38 publications

References 4 publications

Sustaining a Dual Language Immersion Program: Features of Success

Sustaining a Dual Language Immersion Program: Features of Success

Down the Garden Path: Inducing and correcting overgeneralization errors in the foreign language classroom

The Relationship of Teachers’ Spanish Proficiency to Pupils’ Achievement

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