Academic literature on the topic 'Language acquisition. Mexican American children'

Mexican Americans and language: Del dicho al hecho. University of Arizona Press, 2006.

R, Risley Todd, ed. Meaningful differences in the everyday experience of young American children. P.H. Brookes, 1995.

Fairclough, Marta Ana. Spanish and heritage language education in the United States: Struggling with hypotheticals. Iberoamericana, 2005.

Pease-Alvarez, Lucinda. Moving in and out of bilingualism: Investigating native language maintenance and shift in Mexican-descent children. National Center for Research on Cultural Diversity and Second Language Learning, University of California, 1993.

Losey, Kay M. Listen to the silences: Mexican American interaction in the composition classroom and community. Ablex Pub., 1997.

I am my language: Discourses of women & children in the borderlands. University of Arizona Press, 2001.

American Sign Language and early literacy: A model parent-child program. Gallaudet University Press, 2012.

Cronin, Sharon. Soy bilingüe: Language, culture & young Latino children. Center for Linguistic and Cultural Democracy, 2003.

Baby sign language basics: Early communication for hearing babies and toddlers. Hay House, 2009.

H, Garcia Erminda, ed. Understanding the language development and early education of Hispanic children. Teachers College Press, 2012.

"Language and Literacy Education of Mexican-Origin and Mexican American Children." In Becoming Biliterate. Routledge, 2003. http://dx.doi.org/10.4324/9781410609335-8.

Andersen, Elaine S. "The acquisition of register variation by Anglo-American children." In Language Socialization across Cultures. Cambridge University Press, 1987. http://dx.doi.org/10.1017/cbo9780511620898.007.

Harpaz, Yossi. "Mexico." In Citizenship 2.0. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691194066.003.0004.

Almaguer, Isela. "Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch016.

Bonvillian, John D., Nicole Kissane Lee, Tracy T. Dooley, and Filip T. Loncke. "3. Deaf Persons and Sign Languages." In Simplified Signs. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0205.03.

"that both Syrians and Americans are more likely to either accept or mitigate the force of the compliment than to reject it. Both groups employed similar response types (e.g. agreeing utterances, compliment returns, and deflecting or qualifying comments); however, they also differed in their responses. US recipients were much more likely than the Syrians to use appreciation tokens and a preferred Syrian response, acceptance + formula, does not appear in the US data at all. Recently, in a conversation with an American who had taught EFL in Damascus for two years, one of the researchers mentioned that she was investigating the strategies Syrians use in responding to compliments. The teacher looked surprised and asked, ‘What’s there to study? Syrians just say Shukran (“thank you”). When I’m complimented in Arabic, that’s what I say – Shukran.’ This teacher was apply-ing a rule from his L1 speech community to an L2 speech community. The rule he was transferring is one that American parents teach their children and one that is taught in etiquette books: ‘When you are complimented, the only response nec-essary is “Thank you” ’ (Johnson 1979: 43). Compliment responses in Syrian Arabic, as shall become clear later, are much more complex than saying Shukran when praised. In this paper, we report on a study of Syrian Arabic speakers’ and American English speakers’ verbal responses to compliments. The purpose of the study is to better understand the strategies used by Syrians and Americans in responding to compliments, to discover similarities and differences between the two groups, and to relate the findings to second language acquisition and second language teaching." In Pragmatics and Discourse. Routledge, 2005. http://dx.doi.org/10.4324/9780203994597-39.