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Increasing Parental Knowledge through Workshops on Early Childhood Programs, Home Literacy, and Technology Use
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Baker, Doris Luft; Ma, Hao; Gallegos, Elisa – Bilingual Research Journal, 2019
This experimental study explores the effects of workshops designed to increase directly the knowledge of Latinx parents, and indirectly, their children's vocabulary knowledge. Thirty-two Latinx mothers were randomly assigned to either attend six workshops in Spanish (n = 17), or to a wait-list control group (n = 15). Workshops included carefully…
Descriptors: Parent Workshops, Knowledge Level, Family Literacy, Young Children
Investigating the Impact of Professional Development on Teachers' Instructional Time and English Learners' Language Development: A Multilevel Cross-Classified Approach
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Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector – International Journal of Bilingual Education and Bilingualism, 2017
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…
Descriptors: Faculty Development, English Language Learners, Expressive Language, Vocabulary Development
The Language Growth of Spanish-Speaking English Language Learners
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Rojas, Raul; Iglesias, Aquiles – Child Development, 2013
Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…
Descriptors: English Language Learners, Spanish Speaking, Second Language Learning, Oral Language
Teachers' Pedagogical Differences during ESL Block among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
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Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Mathes, Patricia – Bilingual Research Journal, 2009
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during…
Descriptors: Urban Schools, Immersion Programs, Bilingual Education, Second Language Learning