Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners

Autor/inn/en	Lapayese, Yvette; Huchting, Karen; Grimalt, Olga
Titel	Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners
Quelle	In: Journal of Latinos and Education, 13 (2014) 2, S.152-160 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2013.821067
Schlagwörter	Bilingualism; Gender Differences; Academic Achievement; Urban Schools; School Districts; Statistical Analysis; English (Second Language); Second Language Learning; Literacy; Native Language; Correlation; Spanish; Bilingual Education; Hispanic American Students; Benchmarking; Fiction; Elementary School Students; Scores; Language Arts; Nonfiction; Reading Tests; California + Suchen Sie Ihr Suchwort? Bilingualismus; Geschlechterkonflikt; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Spanisch; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Fiktion; Sprachkultur; Non-fiction; Nichtfiktionaler Text; Lesetest; Kalifornien
Abstract	Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least examined and reported for English language learners in the United States. This exploratory quantitative study investigates the interplay between gender and biliteracy in a diverse urban school district. The quantitative data demonstrate gender variations across all years and grade levels and on both English and Spanish assessments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10