Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study

Autor/inn/en	Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita
Titel	Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study
Quelle	In: International Multilingual Research Journal, 8 (2014) 2, S.104-123 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2013.875812
Schlagwörter	Emergent Literacy; Bilingualism; Reading Fluency; English (Second Language); Second Language Learning; Vocabulary Development; Spanish; Language Skills; English Only Movement; Educational Policy; Teaching Methods; Immersion Programs; Phonemic Awareness; Second Language Instruction; Longitudinal Studies; Academic Achievement; Elementary School Students; Statistical Analysis; Arizona; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; TerraNova Multiple Assessments + Suchen Sie Ihr Suchwort? Frühleseunterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Spanisch; Language skill; Sprachkompetenz; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Statistische Analyse
Abstract	This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under its English-only law, the state-mandated classroom instruction is only in English through a structured English immersion model (SEI) using state-regulated and supervised four-hour English language development blocks for these children. Using secondary analysis of existing data, children's English vocabulary, phonemic awareness, word-reading fluency scores, as well as their English reading and language achievement scores were examined for four years with two separate cohorts of children, beginning with their entry into kindergarten and ending at third grade (K-3rd). Analyses indicated that English-only SEI instruction for children did not result in age- or grade-level-appropriate development or achievement for all children. In fact, less than one-half met age- or grade-level performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10