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…  See more details below

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.

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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

Preface
Ch. 1A Folkloric and Historical Views of Giftedness in Language-Minority Children1
Ch. 2An Integrative Analysis of the Cognitive Development of Bilingual and Bicultural Children and Adults19
Ch. 3Construction of a Phonological Development Test for Monolingual Spanish Preschoolers Learning English as a Second Language56
Ch. 4Models for the Relationship Among Language, Relative Degree of Bilingualism, Phonological Strategies, and Reading Readiness in Bilingual Spanish/English Children80
Ch. 5Why Is It Una Persona and Not Un Persona? Influence of Linguistic and Cultural Variables on Conceptual Learning in Second Language Situations104
Ch. 6Conceptualizations of Ser and Estar by College Students Learning Spanish as a Second Language and Adult Spanish Native Speakers156
Ch. 7Alternative Assessment Models of Language-Minority Children: Is There a Match with Teachers' Attitudes and Instruction?190
Ch. 8Standardized and Alternative Assessments: Diagnosis Accuracy in Minority Children Referred for Special Education Assessment227
Ch. 9Influence of Evaluators' Beliefs and Personal Backgrounds on Their Diagnostic and Placement Decisions269
Ch. 10The Impact of Paradigmatic Shifts on Second Language Research: Patterns and Conclusions298
Index303

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