Download or read book Evaluation of a Language Development Program for Primary Bilingual Mexican American Children written by Marie Frances Damore and published by . This book was released on 1970 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Development Resources for Bilingual Bicultural Education written by University of Arizona. College of Education. Experienced Teacher Fellowship Program and published by . This book was released on 1975 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Mexican American Child written by Eugene E. García and published by . This book was released on 1983 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nine articles are divided into three general topics: language, cognition, and social development. Eduardo Hernandez-Chavez discusses strategies in early second language acquisition and their implications for bilingual instruction. Eugene E. Garcia, Lento Maez, and Gustavo Gonzales examine the incidence of language switching in Spanish/English bilingual children of the United States. Arnulfo G. Ramirez reviews the assessment of the bilingual proficiency of Mexican American pupils. Edward A. De Avila, Sharon E. Duncan, Daniel M. Ulibarri, and James S. Fleming examine the issues related to predicting the academic success of language minority students from developmental, cognitive style, linguistic and teacher perception measures. Olivia N. Saracho discusses the relationship of teachers' cognitive styles and ethnicity to predictions of academic success and achievement of Mexican American and Anglo American students. The cognitive correlates of bicultural achievement motivation are discussed by Tracy C. Gray. Evie McClintock, Mariluise Prieto Bayard, and Charles G. McClintock examine the socialization of social motivation in Mexican American families. Spencer Kagan discusses social orientation among Mexican American children which provides a challenge to traditional classroom structures. The monograph concludes with a discussion by Rosita Daskal Albert of a study of Mexican American children's and teachers' perceptions and interpretations of behavior. (NQA)
Download or read book Promising School Practices for Mexican Americans written by George W. Smith and published by . This book was released on 1972 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Development Resources for Bilingual bicultural Education written by University of Arizona. Experienced Teacher Fellowship Program and published by . This book was released on 1969 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Problems and Strategies in Teaching the Language Arts to Spanish speaking Mexican American Children written by Carl L. Rosen and published by . This book was released on 1969 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bilingual Language Development Disorders in Spanish English Speakers written by Brian Goldstein and published by Paul H Brookes Publishing. This book was released on 2022 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This fully revised, comprehensive graduate-level text and reference offers the most current information on language development and disorders of Spanish-English bilingual children"--
Download or read book English Reading and the Mexican American Child in a Second Grade Bilingual Program written by Ricardo Romeo Chapa and published by . This book was released on 1975 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Experimental Study of Bilingual affective Education for Mexican American Children in Grades K and 1 written by and published by . This book was released on 1970 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mexican American Children and Families written by Yvonne M. Caldera and published by Routledge. This book was released on 2014-11-27 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering insight on Mexican American culture, families, and children, this book provides an interdisciplinary examination of this growing population. Leaders from psychology, education, health, and social policy review recent research and provide policy implications of their findings. Both quantitative and qualitative literature is summarized. Using current theories, the handbook reviews the cultural, social, and inter- and intra-personal experiences that contribute to the well-being of Mexican Americans. Each chapter follows the same format to make comparisons easier. Researchers and students from various disciplines interested in Mexican Americans will appreciate this accessible book.
Download or read book The Development of a Rationale for a Program to Prepare Teachers for Spanish speaking Children in the Bilingual bicultural Elementary School written by Marie Andre Walsh and published by San Francisco : R and E Research Associates. This book was released on 1976 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers and Counselors for Mexican American Children written by Charles Leonard Ainsworth and published by . This book was released on 1969 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Characteristics of Mexican American Children written by Joseph H. Matluck and published by . This book was released on 1977 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Agency Identity and Power written by Cheryl A. Forbes and published by . This book was released on 2008 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do bilingual Mexican American children make sense of their school experiences in the context of restrictive language policies such as California's Proposition 227? The primary goal of this study was to better understand relationships among agency, power, and identity through an examination of participants' views, or ideologies, about language. Data were collected at an urban public school near the U.S.-Mexico border, through group and individual interviews as well as through participant observation in a bilingual third-grade and a mainstream English fourth-grade classroom. Four research questions guided the study: What views about language were held by the teachers? What views about language were held by the children? How were these views enacted within and shaped by classroom language practices? How did these views and practices contribute to the construction of children's identities at school? Overall findings suggest that children explicitly valued bilingualism but were beginning to enact the hegemony of English in keeping with the institutional structure of the transitional bilingual program. However, when teachers challenged theories of linguistic expertise and authority embedded within the policy context, children were able to exercise agency in constructing more positive academic identities. The third-grade teacher helped students understand a developmental perspective on second language acquisition. The fourth-grade teacher drew children's attention to multiple textual voices within academic discourse. Thus, children were provided multiple opportunities to be recognized as "good students." Previous and contemporary literature on student accommodation and resistance (e.g., Carter, 2005; Foley, 1990; Willis, 1977) has largely overlooked elementary school children. Studying children allows for an examination of identity construction within schools not only as a situated enactment or performance (Bucholz, 2004), but also as an aspect of social, emotional, cognitive, and physical maturation (e.g., Cole & Cole, 2001). The findings of the present study highlight possibilities for agency on the part of children and teachers through explicit attention to language use, informed by a theory of educational practice as struggle (Freire, 1970; Remillard & Cahnmann, 2005) within restrictive contexts.
Download or read book Language Development and Disorders in Spanish speaking Children written by Alejandra Auza Benavides and published by Springer. This book was released on 2017-06-13 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.
Download or read book Resources in Education written by and published by . This book was released on 1993-07 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
