Language and Cognitive Development in Second Language Learning: Educational Implications for Children and Adults / Edition 1

Language and Cognitive Development in Second Language Learning: Educational Implications for Children and Adults / Edition 1

by Virginia Gonzalez, Gonzalez
     
 

ISBN-10: 0205261701

ISBN-13: 9780205261703

Pub. Date: 06/12/1998

Publisher: Allyn & Bacon, Inc.

Major problems exist of differently diagnosing language-minority children who are in the process of learning English as a second language, and even sometimes show low levels of language proficiency. These children are often over-represented in special education classes when, in fact, they are normal children or even superior in the process of learning English as a

Overview

Major problems exist of differently diagnosing language-minority children who are in the process of learning English as a second language, and even sometimes show low levels of language proficiency. These children are often over-represented in special education classes when, in fact, they are normal children or even superior in the process of learning English as a second language. These children are also under-represented in gifted classes due to inappropriate tests and models used, as well as negative attitudes and lack of knowledge on the part of the teachers and evaluators. This edited volume seeks to increase the availability of research-derived knowledge and educational applications in the field of second-language learning. Virginia Gonzalez offers a rare and highly creative approach to second language acquisition research by applying contemporary cognitive psychology theory as a framework for investigating bilingual issues. The book offers a coherent and unified philosophy and context, presenting original research studies that provide a multidimensional socioeducational view to second-language learning and instruction in children and adults. Gonzalez and her colleagues assume the identity of the "Ethnic-Researcher," thereby emphasizing the need to include cultural and linguistic factors when studying, assessing, and instructing second-language learners. School psychologists, therapists, social workers.

Product Details

ISBN-13:
9780205261703
Publisher:
Allyn & Bacon, Inc.
Publication date:
06/12/1998
Pages:
310
Product dimensions:
6.90(w) x 9.10(h) x 0.60(d)

Table of Contents

Chapters conclude with “References.”

I.
PHILOSOPHICAL AND THEORETICAL MODELS.

1.Folkloric and Historical Views of Giftedness in Language-Minority Children, Virginia Gonzalez, Ph. D., and Ellen Riojas-Clark.
A Brief Overview of Folkloric and Historic Giftedness.
A Folkloric View of Giftedness in Language-Minority Children.
Historical View of Giftedness.
Educational Implications.

2.An Integrative Analysis of the Cognitive Development of Bilingual and Bicultural Children and Adults, Virginia Gonzalez, and Diane L. Schallert.
Issues in the Study of Cognitive and Language Development in Bilinguals.
The Proposed Triple-Interactional Model of Cognitive, Linguistic, and Cultural Variables.
Conclusions.

II.COGNITIVE AND LANGUAGE DEVELOPMENT IN BILINGUAL CHILDREN AND ADULTS.

3.Construction of a Phonological Development Test for Monolingual Spanish Preschoolers Learning English as a Second Language, Virginia Gonzalez.
Review of the Literature.
Hypotheses.
Method.
Results and Discussion.
Other Administrations of the Phonological Development Test Constructed.
Diagnostic Categories.
Conclusions.

4.Models for the Relationship among Language, Relative Degree of Bilingualism, Phonological Strategies, and Reading Readiness in Bilingual Spanish/English Children, Virginia Gonzalez.
The Assessment of Cognitive and Language Development in Bilingual Children.
Method.
Results and Discussion.
Conclusions.

5.Why is It“Una Persona” and Not “Un Persona?” Influence of Linguistic and Cultural Variables on Conceptual Learning in Second Language Situations, Virginia Gonzalez, Diane L. Schallert, Sonia de Rivera, Martha Flores, and Lorri Perrodin.
Concept Construction and Strategy Use in Second Language Learning.
Methodological Problems.
The Proposed Multidimensional Model.
Method.
Results and Discussion.
Conclusions.
Appendix A: Semantic Categories for Gender.

6.Conceptualizations of “Ser” and “Estar” by College Students Learning Spanish as a Second Language and Adult Spanish Native Speakers, Virginia Gonzalez, and Sonia de Rivera.
Literature Review.
Method.
Results and Discussion.
Conclusions.
Appendix A: Sentence Pairs Using Ser and Estar.

III.ALTERNATIVE ASSESSMENT OF LANGUAGE-MINORITY CHILDREN.

7.Alternative Assessment Models of Language-Minority Children: Is There a Match with Teachers' Attitudes and Instruction? Maria Felix-Holt, and Virginia Gonzalez.
Study Overview.
Statement of the Problem.
Theoretical Framework.
Literature Review.
Method.
Results and Discussion.
Conclusions.
Appendix A: Teachers' Interview Questions.
Appendix B: Categories for Coding Teachers' Responses to Interview Questions.
Appendix C: Summaries of Findings for Different Subjects.

8.Standardized and Alternative Assessments: Diagnosis Accuracy in Minority Children Referred for Special Education Assessment, M. Dynah Oviedo and Virginia Gonzalez.
Study Overview.
Statement of the Problem.
Assessment Model.
Literature Review.
Method.
Case Studies for Research Question 1.
Case Studies for Research Question 2.
Conclusions.

9.Influence of Evaluators' Beliefs and Personal Backgrounds on Their Diagnostic and Placement Decisions, Virginia Gonzalez, Patricia Bauerle, Wendy Black, and Maria Felix-Holt.
Literature Review.
Research Questions.
Method.
Results.
Discussion.
Conclusions.
Appendix A: Interview Questions.
Appendix B: Categories for Analyzing the Evaluators' Responses to the Interview.

IV.CONCLUSIONS.

10.The Impact of Paradigmatic Shifts on Second Language Research: Patterns and Conclusions, Virginia Gonzalez.

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