Elizabeth R. Howard

Integration in two-way immersion education: equalising linguistic benefits for all students

Abstract As bilingual enrichment programmes that integrate language majority and language minority students, two-way immersion (TWI) programmes have the potential to overcome the harmful effects of segregation and remedial education that are the frequent byproducts of educational programmes for native speakers of languages other than English. Native/non-native speaker integration is considered essential in these programmes to achieve positive academic, linguistic and cross-cultural outcomes for all students, but these benefits have been largely assumed by educators and programme developers. The purpose of this paper is to critically examine the distribution of the linguistic benefits of student integration in TWI classrooms. We argue that, in the absence of a bilingual perspective that takes into consideration issues of differential language status and language acquisition contexts, TWI classrooms may fail to optimise language learning opportunities for all students, particularly for language minority students and in the minority language. We conclude by highlighting programmatic and instructional features that serve to equalise the linguistic benefits of these integrated classrooms.

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development.

This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking third graders in bilingual instruction, and 70 Spanish-speaking fifth graders in both English and bilingual settings. Data were analyzed using hierarchical regression. Findings indicate that for each sample, English oral vocabulary is a significant predictor of English reading accuracy and comprehension once SES and home and school language and literacy factors have been considered. Beyond oral vocabulary, however, there is considerable variability across samples in the home and school language and literacy variables that are predictive of English reading outcomes. The study points to the importance of looking closely at the texture of children’s lives in coming to an understanding of second-language literacy development.

Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors Among Spanish–English Bilingual Students

This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish–English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from second grade to fourth grade. Data analysis consisted of t-tests and multiple regression. The incidence of cross-linguistic spelling errors was found to be low at all grade levels and to virtually disappear by fourth grade, indicating that this is a developmental issue that is common among bilingual students and that typically resolves itself without remediation.

Journal of Literacy Research: Editorial

We have been preparing this issue of JLR for nearly a year. It is our first issue as new editors, so there was much to learn. Not surprisingly, the steepest learning curve has been juggling it all, all at once, all the time—while striving for quality at every turn. The most rewarding part of the juggle has been learning about the important research that you and others are doing. The slope of this curve has been like no other. While our learning continues, the plan we proposed for our term as editors has remained largely intact. In the paragraphs that follow, we outline this plan, as well as our editorial policy. First, however, we begin with a few words about us as an editorial team.

Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students

The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English speakers reported higher English writing self-perceptions than native Spanish speakers. However, native Spanish speakers did not report consistently higher Spanish writing self-perceptions than native English speakers. Regression analyses demonstrate positive associations between self-perceptions and performance in both languages. The present study supports the value of capturing students’ writing self-perceptions in two languages.