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Border Crossings and Border Exclusions: Academic and Social Experiences of a Second-Grade Child of Indigenous Descent in a Dual Language School
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Lang, María G.; García, Georgia Earnest – Bilingual Research Journal, 2022
In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders…
Descriptors: Grade 2, Indigenous Populations, Elementary School Students, Bilingual Education
A Teacher's Facilitation of Mexican Immigrant Students' Border Crossings in a Dual-Language Classroom
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María G. Lang; Georgia Earnest García – International Journal of Bilingual Education and Bilingualism, 2024
This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking,…
Descriptors: Immigrants, Ethnography, Bilingual Education Programs, English
Language Growth Trajectories: Does Immigrant Generation Status Moderate Linguistic Interdependence?
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Leider, Christine M.; Proctor, C. Patrick; Silverman, Rebecca D. – International Journal of Bilingual Education and Bilingualism, 2021
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement,…
Descriptors: Longitudinal Studies, Immigrants, Spanish, English (Second Language)
Instructional Delivery Models Available for English Language Learners with Learning Disabilities from Latin America: A Qualitative Case Study
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St. Clair, Carolyne Francis – ProQuest LLC, 2019
There have been numerous studies about the instructional delivery models utilized for meeting the needs of ELLs, and particularly for ELLs with LD, but no specific studies were discovered that identify the instructional delivery models available for ELLs with LD from Latin America. Therefore, the problem that was addressed in this study was to…
Descriptors: Foreign Countries, Teaching Methods, English Language Learners, Learning Disabilities
Assessment, Literacy, and Identity in the New Latino Diaspora
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Clay McConnochie, Meredith – ProQuest LLC, 2017
This dissertation project represents a 2.5-year ethnographic study in a second-grade bilingual classroom and the homes of seven emergent bilingual children of Mexican-origin. This study examines how educational assessment policies shape the ways in which emergent bilingual children are socialized to express social and academic identities during…
Descriptors: Literacy, Ethnography, Grade 2, Elementary School Students
Peer Tutoring and Response Groups. What Works Clearinghouse Intervention Report
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What Works Clearinghouse, 2007
"Peer Tutoring and Response Groups" aims to improve the language and achievement of English language learners by pairing or grouping students to work on a task. The students may be grouped by age or ability (English-only, bilingual, or limited English proficient) or the groups may be mixed. Both peer tutoring pairs and peer response…
Descriptors: Intervention, Reading Achievement, Mathematics Achievement, Second Language Learning