Language and Cognitive Development in Second Language Learning: Educational Implications for Children and Adults / Edition 1by Virginia Gonzalez, Gonzalez
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… See more details below
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.
- Allyn & Bacon, Inc.
- Publication date:
- Product dimensions:
- 6.90(w) x 9.10(h) x 0.60(d)
Table of Contents
|Ch. 1||A Folkloric and Historical Views of Giftedness in Language-Minority Children||1|
|Ch. 2||An Integrative Analysis of the Cognitive Development of Bilingual and Bicultural Children and Adults||19|
|Ch. 3||Construction of a Phonological Development Test for Monolingual Spanish Preschoolers Learning English as a Second Language||56|
|Ch. 4||Models for the Relationship Among Language, Relative Degree of Bilingualism, Phonological Strategies, and Reading Readiness in Bilingual Spanish/English Children||80|
|Ch. 5||Why Is It Una Persona and Not Un Persona? Influence of Linguistic and Cultural Variables on Conceptual Learning in Second Language Situations||104|
|Ch. 6||Conceptualizations of Ser and Estar by College Students Learning Spanish as a Second Language and Adult Spanish Native Speakers||156|
|Ch. 7||Alternative Assessment Models of Language-Minority Children: Is There a Match with Teachers' Attitudes and Instruction?||190|
|Ch. 8||Standardized and Alternative Assessments: Diagnosis Accuracy in Minority Children Referred for Special Education Assessment||227|
|Ch. 9||Influence of Evaluators' Beliefs and Personal Backgrounds on Their Diagnostic and Placement Decisions||269|
|Ch. 10||The Impact of Paradigmatic Shifts on Second Language Research: Patterns and Conclusions||298|
and post it to your social network
Most Helpful Customer Reviews
See all customer reviews >