Relevant bibliographies by topics / Emergent bilingual

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emergent bilingual'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Emergent bilingual"

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Crosson, Amy C., Margaret G. McKeown, Kelly P. Robbins, and Kathleen J. Brown. "Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 493–505. http://dx.doi.org/10.1044/2019_lshss-voia-18-0127.

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Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169
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Sayer, Peter. "Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular." TESOL Quarterly 47, no. 1 (September 18, 2012): 63–88. http://dx.doi.org/10.1002/tesq.53.

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García, Georgia Earnest, and Heriberto Godina. "A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals." Journal of Literacy Research 49, no. 2 (April 20, 2017): 273–301. http://dx.doi.org/10.1177/1086296x17703727.

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A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. Their reading profiles in the two languages were similar, suggesting cross-linguistic transfer, although the think-aloud procedures could not determine strategy transference. The findings supported a translanguaging interpretation of their bilingual reading practices. Future research on how emergent bilingual children of different ages develop translanguaging and use it to comprehend texts was recommended.
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Babino, Alexandra, and Ricardo González-Carriedo. "Striving Toward Equitable Biliteracy Assessments in Hegemonic School Contexts." Association of Mexican American Educators Journal 11, no. 1 (May 31, 2017): 54. http://dx.doi.org/10.24974/amae.11.328.

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American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students’ literacy growth as they develop proficiency in two languages. In this theoretical article, the authors explore how three complex characteristics of emergent biliteracy development interact: bilingual language proficiency, domains of language use, and language dominance. Then, they describe how teachers and school district leaders can begin to create more equitable assessment practices that are more closely aligned with the unique characteristics of biliteracy development admist largely hegemonic, monolingual school systems.
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Olmedo, Irma M. "Language Mediation among Emergent Bilingual Children." Linguistics and Education 14, no. 2 (June 2003): 143–62. http://dx.doi.org/10.1016/s0898-5898(03)00033-0.

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REYES, ILIANA, and ARTURO E. HERNÁNDEZ. "Sentence interpretation strategies in emergent bilingual children and adults." Bilingualism: Language and Cognition 9, no. 1 (February 27, 2006): 51–69. http://dx.doi.org/10.1017/s1366728905002373.

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This study examined sentence processing in emergent bilingual children and young adults in both English (second language – L2) and Spanish (first language – L1). One hundred participants from five different age groups (5;4–7;11, 8;0–10;11, 11;2–13;11, 14;0–16;8 years, and college-age adults) participated in this study. An online sentence interpretation paradigm was used to explore participants' processing patterns. Results of both choice and reaction time experiments provide new information about consolidation and “in between” strategies for Spanish–English bilinguals; on the use of the distribution of local vs. topological cues (namely early reliance on word order in both languages, followed by an integration of late-emerging subject-verb agreement cues from 11 to 13 years of age). The nature of these syntactic strategies and their implications for developmental theories of bilingualism are discussed.
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Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi, and Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew." Journal of Speech, Language, and Hearing Research 59, no. 4 (August 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.

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Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
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Schissel, Jamie L., and Martha Reyes. "Preparing to teach emergent bilinguals." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 290–312. http://dx.doi.org/10.1558/jmtp.17669.

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Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers’ ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices along continua of heteroglossic and monoglossic language ideologies and the importance of defining concrete practices that value bilingual community knowledge.
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Burke, April M., Trish Morita-Mullaney, and Malkeet Singh. "Indiana Emergent Bilingual Student Time to Reclassification." American Educational Research Journal 53, no. 5 (October 2016): 1310–42. http://dx.doi.org/10.3102/0002831216667481.

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Maschler, Yael. "Emergent bilingual grammar: The case of contrast." Journal of Pragmatics 28, no. 3 (September 1997): 279–313. http://dx.doi.org/10.1016/s0378-2166(96)00085-9.

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Dissertations / Theses on the topic "Emergent bilingual"

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Lawrence, Alice. "The development and use of code switching in emergent bilingual children." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251193.

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Hutchinson, Jane Margaret. "The developmental progression of cognitive-linguistic skills in emergent bilingual children." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1743/.

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While there exists an extensive research literature that focuses upon literacy development in monolingual, English speaking children, very little research has been conducted regarding the problems encountered by children learning English as an additional language (EAL). Recent political and educational concerns have been the educational under-achievement of minority ethnic children and their underrepresentation in those identified as having specific learning difficulties. This thesis aims to further our understanding of factors underlying literacy development in both monolingual and EAL children to produce evidence to inform policy and practice in addressing these concerns. A three-year longitudinal study is reported together with a series of experimental studies. The longitudinal study examines the developmental pattern of the processes underlying literacy development in children learning EAL and also their monolingual peers. Forty-three children learning EAL and forty-three monolingual (English speaking) children were assessed on a range of cognitive-linguistic measures in School Year 2. Testing was repeated in School Years 3 and 4. The experimental studies explored in more detail the comprehension-related difficulties identified in the EAL children in the first year of the longitudinal study. Given that boys' underachievement in literacy is a general concern in the monolingual population, gender differences within both the monolingual and EAL children are also examined in the longitudinal study. Children learning EAL and their monolingual peers achieved similar levels of success on reading accuracy-related measures and made similar progress over the three years. For the EAL children there was no evidence of gender differences whilst for the monolingual children there were lower scores for the boys. On comprehension-related measures, although both groups of children made a similar level of progress at each point in time, children learning EAL experienced more difficulty than their monolingual peers. Gender differences in comprehension were, in general, not found for either group of children. The findings are discussed in terms of theoretical and practical implications for addressing the educational underachievement of ethnic minority children and the identification of specific learning difficulties in these children.
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Di, Stefano Marialuisa. "Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.

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The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process emphasize the sense of belonging and language practices as main components of students’ hybrid and fluid identities. This research contributes to the field of identity development and DLI studies in terms of knowledge, policy, and practices. In particular, the findings of this study: (a) increase our knowledge of students’ multiple identities development in DLI settings; (b) impact policy implementation in elementary schools; and (c) reveal classroom strategies and successful instructions in elementary education.
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Buckwalter, Jan K. "Emergent biscriptal biliteracy bilingual preschoolers hypothesize about writing in Chinese and English /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?urlv_er=Z39.88-2004&rftv_alf_mt=info:ofi/fmt:kev:mtx:dissertation&resd_at=xri:pqdiss&rftd_at=xri:pqdiss:3215285.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1192. Advisers: Larry Mikulecky; Jerome Harste. "Title from dissertation home page (viewed March 22, 2007)."
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Herbold, Jennifer. "Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196038.

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The research is clear; given the opportunity to do so, children begin transacting with print at very young ages (Ferreiro & Teberosky, 1982). Deaf children with full access to language from birth frequently experience higher success rates in literacy acquisition (Kuntze, 1998). However, there remains a paucity of studies on how young Deaf children whose success with literacy development can be reasonably predicted, begin their journeys toward literacy. With the understanding that early literacy experiences significantly impact all children's literacy development (Bus, Van Ijzendoorn, & Pelligrini, 1995), it is important to have a clearer understanding of how Deaf children develop emergent literacy skills.This dissertation presents a year-long case study on four young Deaf children from native-ASL families who were immersed in literacy-rich environments and how they developed literacy skills in school and at home. In order to provide the fullest possible picture, parents, teachers and children were interviewed and observed. As literacy development does not happen in isolation; this dissertation provides information about the children's sociocultural context that included the literacy experiences and beliefs of the adult participants and the children's own experiences at home and in school. Artifacts including writing samples and data from an early literacy checklist were also collected to provide information about each child's individual written language development.The data were organized and analyzed based on salient themes and framed by socio-psycholinguistic studies on hearing children by researchers such as Dyson (1993), Ferreiro & Teberosky (1982), and Goodman (1996). Results show that with full access to language and opportunities to develop reading and writing abilities, Deaf children's emergent literacy development is highly similar to that of monolingual and bilingual hearing children with some characteristics unique to Deaf ASL-English bilinguals. The results of this dissertation study adds to the general body of knowledge of how children develop literacy abilities even when they do not have face-to-face communication in their literate language. The results also inform current practices in Deaf education and provide researchers, educators, and parents with a framework for understanding the critical role that language and communication play on Deaf children's literacy development.
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Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.

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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.
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ALWEHAIBI, HALAH S. "Emergent Writing by Bilingual Kindergartners in an Islamic School in The United States." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159538785167387.

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Mastrota, Antonietta. "Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7338.

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The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development. Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers. There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading. Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children. Results from the Linguistic and Cultural Background Survey indicated that all participants used the dialect consistent with Central America, and six additionally used lexical features of dialects outside of Central America. Consequently, children were categorized into either a Central group or a Central Plus group. The Central group indicated the use of words specific to the Central American dialect of Spanish. The Central Plus group indicated use of Central American dialect specific words, as well as words specific to Standard and Caribbean dialects of Spanish. These two groups were compared on the assessments of phonological awareness and early literacy. The results indicated that there were no statistically significant differences on any of the assessments between the dialect groups. Although the comparisons on the measures of Letter Word Identification Subtest and Letter Name Letter Sound subtest demonstrated medium effect sizes in favor of the Central plus another dialect group, and Rapid Automatic Naming demonstrated a medium effect in favor of the Central only group. Further investigation is needed to demonstrate these medium effects to a greater extent.
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Wyman, Chin Kelsey R. "Validity of a Dynamic Spanish Assessment of Phonological Awareness in Emergent Bilingual Children." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7384.

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Within the current decade, the number of Hispanic students has doubled so that about 16% of the total student population within the United States are Spanish-speakers (U.S. Census Bureau, 2017). With this growing population comes a responsibility to understand and implement best practices for educating these students. Because literacy is a building-block for learning, one integral part of this responsibility consists of developing valid and reliable means of assessing pre-reading skills that are predictive of later reading abilities (Lonigan, Burgess, & Anthony, 2000; Wagner, Torgesen, & Rashotte, 1994). English-language learning children are being identified for having reading difficulties and disabilities two to three years later than their English-proficient peers (Chu & Flores, 2011). As a population, they are also overly misidentified as having reading difficulties/disabilities and being unnecessarily placed into a special education system (McCardle, Mele-McCarthy, Cutting, Leos, & D’Emilio, 2005b; Sanatullova Allison & Robinson-Young, 2016). Per a nationwide survey of Speech-Language Pathologists, one large contributing factor for this dilemma is the lack of appropriate assessment instruments (Roseberry-McKibbin, Brice, & O’Hanlon, 2005). Phonological awareness is the ability to focus on and manipulate units of spoken language (words, syllables, onsets, rimes, and/or phonemes). It is one of the most significant predictors of later reading abilities. A large body of evidence provides support for this within the English language but also within other alphabetic languages, such as Spanish (e.g. Carillo, 1994; Durgunoglu, Nagy, Hancin-Bhatt, 1993; Schneider, Kuspert, Roth, Vise, & Marx, 1997). Thus, assessments of phonological awareness have been shown to be reliable measures that predict later reading abilities in Spanish-speaking children and English-proficient children alike (Farver, Nakamoto, & Lonigan, 2007). There are many standardized assessments available to test phonological awareness as an emergent literacy skill in English. In congruence with the previously mentioned nationwide survey, Spanish assessments of phonological awareness are less abundant. Additionally, these tests tend to be expensive, time-consuming to give, and require training of the administrator. These tests are static in nature and regularly require the child to comprehend complex administrative instructions which is often problematic for children with limited language skills in Spanish and/or English (Barker, Bridges, & Saunders, 2014). The current study aims to build upon existing data regarding development of the DAPA-S by evaluating the validity of a shorter version of the DAPA-S (the DAPA-S Short Form) with children from Spanish-speaking backgrounds. The DAPA-S Short form was designed with the purpose of retaining all the test items of the full version but with an altered structure which allows for significantly shorter administration time. The DAPA-S and the shorter version were both designed as Spanish dynamic assessments of phonological awareness which are computerized, have simple instructions, provide information about a child’s ability to learn from instruction, and do not require speech responses. The twelve participants that were involved in this study were given the DAPA-S Short Form as well as other assessments related to phonological awareness or emergent reading. Three of those participants did not complete the study due to poor attendance or behavioral challenges. Therefore, this study reports on nine participants who completed the full assessment battery. To investigate concurrent validity, correlational analysis was performed with the DAPA-S Short Form scores and scores from a measure of phonological awareness, the Test of Phonological Sensitivity in Spanish (TOPSS; Brea, Silliman, Bahr, & Bryant, 2003). The Elision, Rapid Automatic Naming, and Letter Name/ Letter Sound subtests from the TOPSS were administered. No significant correlations were observed between either subtest from the DAPA-S Short Form and any of the subtests from the TOPSS (r = .49 for Elision, r = .36 for RAN, r = .43 for Letter Name/Letter Sound subtests). Therefore, concurrent validity was not established as measured in this study. To investigate convergent validity, correlational analysis was performed with the DAPA-S Short Form subtests and the scores from a measure of Spanish emergent reading skills, the Letter-word Identification (LWID) subtest from the Woodcock-Muñoz Language Survey – Revised (WMLS-R; Woodcock, Muñoz – Sandoval, Ruef, & Alvarado, 2005). Significant correlation was observed between the First Syllable subtest of the DAPA-S Short Form and the test of emergent literacy (r = .87, p < .01); no significant correlation was observed for the Last Syllable subtest of the DAPA-S Short Form (r = .44) and the test of emergent literacy. Therefore, the First Syllable subtest from the DAPA-S Short Form demonstrates good convergent validity, while the Last Syllable subtest did not. Data suggests that the DAPA-S Short Form demonstrates excellent internal reliability (Cronbach’s alpha = .99 for both subtests) but requires modifications and further testing with a larger sample size in order to be considered as a valid measure of phonological awareness. If developed through further research, the DAPA-S Short Form as well as the full version of the assessment could prove to be invaluable tools in educational and clinical settings.
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Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.
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Books on the topic "Emergent bilingual"

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Berriz, Berta Rosa, Amanda Claudia Wager, and Vivian Maria Poey, eds. Art as a Way of Talking for Emergent Bilingual Youth. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351204231.

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Anne, Kleifgen Jo, ed. Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York: Teachers College Press, 2010.

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Profiles in emergent biliteracy: Children making meaning in a Chicano community. New York: P. Lang, 2011.

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Jaime, Lucero, ed. 25 bilingual mini-books: Easy-to-make books for emergent readers, in English and Spanish. New York: Scholastic Professional Books, 1994.

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Hancox, Susan Anne. Making meanings: A study of a reading programme for failing emergent bilingual readers in year three. Birmingham: University of Birmingham, 1998.

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Clarke, Beth Marie. How can primary schools best support emergent bilingual parents with the facilitation of their children's english literacy develpoment at home?. Birmingham: University of Central England in Birmingham, 2003.

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I, Ji Yeong, Hyewon Chang, and Ji-Won Son. Rethinking the Teaching Mathematics for Emergent Bilinguals. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0966-7.

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Emerging bilingual speech: From monolingualism to code-copying. London: Continuum, 2008.

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Wootton, Marian. Contexts of language learning at home and school: A study of Pathan children as emergent bilinguals. Birmingham: University of Central England in Birmingham, 1999.

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Randolph, Joanne. Emergency helicopters = Helicópteros de emergencia. New York: PowerKids Press & Editorial Buenas Letras, 2008.

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Book chapters on the topic "Emergent bilingual"

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Arizpe, Evelyn, and Jane Blatt. "14. How responses to picturebooks reflect and support the emotional development of young bilingual children." In Emergent Literacy, 245–64. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.17ari.

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Viera, Julian. "Emergent Bilinguals Self-affecting Their Self-efficacy Through Bilingual Digital Environments." In Learning, Design, and Technology, 1–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-17727-4_145-1.

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Alfaro, Cristina, Karen Cadiero-Kaplan, and Alberto M. Ochoa. "Teacher Education and Latino Emergent Bilinguals." In Learning From Emergent Bilingual Latinx Learners in K–12, 15–39. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-2.

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Souto-Manning, Mariana, and Jessica Martell. "Inclusive Teaching for Bilingual and Multilingual Learners." In Art as a Way of Talking for Emergent Bilingual Youth, 60–69. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351204231-5.

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Ramirez, Pablo C., Chris J. Faltis, and Ester J. de Jong. "Critical Teacher Education." In Learning From Emergent Bilingual Latinx Learners in K–12, 3–14. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-1.

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Cueponcaxochitl, D. Moreno Sandoval. "Exploring Computer Science for Bi/Multilingual Learners." In Learning From Emergent Bilingual Latinx Learners in K–12, 177–200. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-10.

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Escamilla, Kathy, Susan Hopewell, and Sandra Butvilofsky. "Exacerbating Inequities for Bilingual Teachers and Students Through the Enactment of the CCSS." In Learning From Emergent Bilingual Latinx Learners in K–12, 41–60. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-3.

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Prieto, Linda. "Conciencia con Compromiso." In Learning From Emergent Bilingual Latinx Learners in K–12, 61–76. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-4.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. "The Preparation of Latino/a Teachers." In Learning From Emergent Bilingual Latinx Learners in K–12, 79–101. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-5.

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Reyes, Reynaldo. "Humanization Through Presence, Proximity, and Problematizing Latino/a ELLs in Teacher Education." In Learning From Emergent Bilingual Latinx Learners in K–12, 103–21. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-6.

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Conference papers on the topic "Emergent bilingual"

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Philip, Bindu, and R. D. Sudhaker Samuel. "A Novel Bilingual OCR System Based on Column-Stochastic Features and SVM Classifier for the Specially Enabled." In 2009 2nd International Conference on Emerging Trends in Engineering and Technology (ICETET 2009). IEEE, 2009. http://dx.doi.org/10.1109/icetet.2009.14.

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Reports on the topic "Emergent bilingual"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Dibblee, Ivonne. Dual Immersion Leadership: A Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6274.

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