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

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1998 Trade paperback New. No dust jacket as issued. Trade paperback (US). Glued binding. 310 p. Audience: General/trade.

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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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Editorial Reviews

Booknews
Ten contributors from Arizona and Texas address a paradigm shift in bilingual education: research studies since the 1980s applying cognitive psychology to bilingual issues, which serve as a more solid foundation for second language instruction, assessment, and placement decisions. Themes across chapters include the need to understand that language development occurs within a particular sociocultural environment and to take into account that cultural system and the evaluator's in developing assessment instruments. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780205261703
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 6/12/1998
  • Edition number: 1
  • Pages: 310
  • Product dimensions: 6.90 (w) x 9.10 (h) x 0.60 (d)

Table of Contents

Preface
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
Index 303
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