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Title: Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.
Creator: Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and...
Show moreThis study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and Spanish versions for the MacArthur-Bates Communicative Development Inventories. Nonword repetition accuracy was significantly related to both subsequent vocabulary size and grammatical complexity within and across languages after controlling for the percentage of input in English. The relations were not significantly higher within than between languages. The results suggest that in these young Spanish-English simultaneous bilinguals phonological memory is a language-general ability that contributes to the development of vocabulary and grammar in both English and Spanish.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927606
Subject Headings: Language and languages, Physiological aspects, Bilingualism, Second language acquisition, Learning, Psychology of
Format: Document (PDF)

Title: USING CULTURALLY SUSTAINING SYSTEMIC FUNCTIONAL LINGUISTICS-INFORMED LESSONS TO SUPPORT EMERGENT BILINGUAL STUDENTS’ ACADEMIC LANGUAGING.
Creator: Cavallaro, Christina Joan, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Emergent bilingual (EB) students enter classrooms with rich, diverse language repertoires. Too often, students’ linguistic assets are not meaningfully integrated to foster or support opportunities of academic languaging in which students can engage their full range of semiotic resources. This is particularly problematic in middle school during which literacy demands increase, academic genres need to be reproduced rather than solely comprehended, and explicit literacy instruction typically...
Show moreEmergent bilingual (EB) students enter classrooms with rich, diverse language repertoires. Too often, students’ linguistic assets are not meaningfully integrated to foster or support opportunities of academic languaging in which students can engage their full range of semiotic resources. This is particularly problematic in middle school during which literacy demands increase, academic genres need to be reproduced rather than solely comprehended, and explicit literacy instruction typically decreases (Humphrey, 2017; Rose, 2010). Through a design-based research (DBR) approach, this study showcases how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, can support middle school students’ engagement in explicit and equitable literacy practices within the unique context of an intensive reading English for Speakers of Other Languages (ESOL) classroom. Throughout the DBR phases, qualitative data from observations, student artifacts, lesson plans, and researcher notes were collected and analyzed to address the following research questions: (RQ1) What are the cultural, linguistic, and literacy practices of EB students within a culturally and linguistically diverse (CLD) intensive reading middle school classroom? (RQ2) What do CSSFL-informed lessons comprise when created in response to the EB middle school students’ needs and practices through a DBR approach? (RQ3) How do the students engage in the practices of the CSSFL-informed lessons? Designing, implementing, and evaluating the CSSFL-informed lessons demonstrated how the use of multimodal resources eased students’ hesitancy and facilitated meaning-making opportunities, how students used translanguaging for multiple purposes, and how students became conscientious about language use while establishing connections to their existing linguistic knowledge. Results of this study offer insights into how theory-practice bridges can be established in middle school classrooms to develop spaces where students have opportunities to expand on their cultural and linguistic assets as they understand, manipulate, and remix for academic purposes (Harman & Khote, 2018). Moreover, the findings illuminate the feasibility of implementing culturally sustaining, language focused practices that can push boundaries of restrictive curricular structures while forefronting students’ language backgrounds in their learning.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013602
Subject Headings: Education, Bilingual, Functional linguistics, English for Speakers of Other Languages Program
Format: Document (PDF)

Title: The effects of gesturing, blocked order, and incremental presentation in foreign language learning.
Creator: Chin, Simone L., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented...
Show moreResearch in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004186, http://purl.flvc.org/fau/fd/FA00004186
Subject Headings: Bilingualism, Biolinguistics, Cognitive grammar, Language and languages -- Study and teaching, Nonverbal communication, Second language acquisition -- Methodology
Format: Document (PDF)

Title: A Study of the Effect of Formal College Education in the United States on the Word Associations of Cuban Bilingual Adults.
Creator: Rey, Alberto, Estarellas, Juan, Florida Atlantic University
Abstract/Description: The present study investigated the possible influences college education in the United States mlght have on the word associations of Cuban bilingual adults. Two groups of ten subjects each were used, the C, or college educated group , and the 0 , or non-college educated group. Each S was given the same word association test. The Ss were first given four "choice" stimuli, two English and two Spanish words, and were instructed to respond to each of these in either English or Spanish or both...
Show moreThe present study investigated the possible influences college education in the United States mlght have on the word associations of Cuban bilingual adults. Two groups of ten subjects each were used, the C, or college educated group , and the 0 , or non-college educated group. Each S was given the same word association test. The Ss were first given four "choice" stimuli, two English and two Spanish words, and were instructed to respond to each of these in either English or Spanish or both within a period of forty-five seconds. The "choice" stimuli were followed by "restricted" stimuli. The restricted stimuli consisted of ten English words and their Spanish equivalents. The Ss were instructed to give their associations in the same language as the stimulus word , within a period of forty-five seconds. The Ss ' responses were re corded and later transcribed for study. After careful analysis of the data , the following results were obtained: (1) the C group did not differ significantly from the 0 group in the number of associations to the "restricted" English stimuli; (2) the groups did not differ significantly in the percentage of English responses when given a choice of languages in which to associate; and (3) the 0 group had a significantly faster primary response time than did the C group.
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Date Issued: 1970
PURL: http://purl.flvc.org/fau/fd/FA00000956
Subject Headings: Bilingualism--United States, Association tests, Cuban students--United States
Format: Document (PDF)

Title: Language production and comprehension in bilingual children.
Creator: Ribot, Krystal M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Many adults who have dual language experience describe themselves as "passive bilinguals," able to understand two languages, but speak only one. The aim of this study was to examine the relation between language production and comprehension in bilingual children in order to determine whether bilingual comprehension is more readily achieved than production. ... Productive and receptive skills in both languages were assessed using standardized tests. Children's relative amount of exposure to...
Show moreMany adults who have dual language experience describe themselves as "passive bilinguals," able to understand two languages, but speak only one. The aim of this study was to examine the relation between language production and comprehension in bilingual children in order to determine whether bilingual comprehension is more readily achieved than production. ... Productive and receptive skills in both languages were assessed using standardized tests. Children's relative amount of exposure to each language, as well as their language choice during production was measured via interview with the primary caregiver.... Language exposure as measured via dominance in one language over another appears to affect productive language differently than receptive language, further evidencing that language exposure is a significant predictor of acquisition that predicts production and comprehension differently. Additionally, when input is held constant, child language choice is uniquely related to productive and receptive language skill. The results of this study not only describe patterns of productive and receptive language skills and their correlates in young bilinguals, but they also address competing theories regarding the roles of input and output in the development of language comprehension and production.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358962
Subject Headings: Bilingualism in children, Second language acquisition, Cognitive learning, Language transfer (Language learning)
Format: Document (PDF)

Title: Relations between Home Language Exposure and Vocabulary Development in Bilingual Toddlers.
Creator: Bridges, Kelly, Hoff, Erika, Florida Atlantic University
Abstract/Description: This study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older...
Show moreThis study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older siblings had no effect on English language proficiency but was associated with lower levels of Spanish proficiency.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000728
Subject Headings: Bilingualism in children, Second language acquisition, Sociolinguistics, Interaction analysis in education, Language and culture
Format: Document (PDF)

Title: ANALYSIS OF THE EFFECTS OF LANGUAGE ON IMPRESSION FORMATION: EVALUATION REACTIONS OF MIAMI-DADE COMMUNITY COLLEGE STUDENTS TO THE VOICES OF CUBAN-AMERICANS SPEAKING IN ENGLISH AND IN SPANISH.
Creator: ARNOV, VENICE BEAULIEU., Florida Atlantic University
Abstract/Description: The present study was designed to map out by means of the Matched Guise Technique the views that Cuban-Americans and Anglo-Americans hold of each other and of themselves. The research was prompted by the need to evaluate the mutual acceptance of groups living in multi-ethnic communities and of the need of school administrators to be aware of any new needs the attitudes of each group may create within the school system. Studies reviewed from the literature concern psychological, sociological...
Show moreThe present study was designed to map out by means of the Matched Guise Technique the views that Cuban-Americans and Anglo-Americans hold of each other and of themselves. The research was prompted by the need to evaluate the mutual acceptance of groups living in multi-ethnic communities and of the need of school administrators to be aware of any new needs the attitudes of each group may create within the school system. Studies reviewed from the literature concern psychological, sociological and educational aspects of bilingualism- biculturalism, the manner in which speech differences are given meaning and the phenomenon of stereotyping. The subjects were 195 students of Miami-Dade Community College, South Campus, Miami, Florida. Eighty-eight students were Anglo-Amnerican monolinguals, seventy-one were Cuban- American bilinguals and thirty-six were Anglo-American bilinguals. They were kept ignorant of the real purpose of the experiment and of the fact that they were listening to the voices of Cuban-American bilinguals in both of their language guises. The subjects evaluated the speakers using fifteen personality traits on seven point semantic differential scales. The basic data consisted of the differential scores for each subject on each of the fifteen personality traits representing the difference between the ratings of the combined Spanish guises and the combined English guises. A multivariate analysis of variance was performed and a Wilks' lambda test indicated significant differences in the differential evaluations of the groups. Correlated T tests of significance applied to each of the personality traits for each group separately revealed that Anglo-American monolingual students were strongly biased against Cuban-American students and that Cuban-American students show a bias against. their own language group. These reactions on the part of majority and minority group students confirm the results of similar studies made elsewhere. However, the beneficial effect of foreign language instruction is supported by the striking contrasts between the attitudes of the Anglo-American monolingual students and the Anglo-American students who had become bilingual. The fact that the latter show a marked preference for Spanish guises attests to the power inherent in bilingualism to encourage the breaking down of cultural barriers. It was concluded that although concomitant language learning does seem to relate to more positive attitudes toward the minority group, there is no evidence that the bilingual program in Miami, Florida, constitutes cultural maintenance for this Cuban-American group of students. Realizing that it would be unwise to generalize from the evidence provided by this study, it is felt, nevertheless, that these data can provide some insight toward understanding the cultural experience of the students of this multi-ethnic community for if their educational environment were truly pluralistic, more balanced attitudes should have been revealed in this sampling.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11707
Subject Headings: Bilingualism--Florida--Miami, Speech and social status, Cuban Americans--Florida--Miami
Format: Document (PDF)

Title: The Effect of Bilingualism and Aging on Inhibitory Control.
Creator: Salvatierra, Judy Lee, Florida Atlantic University, Rosselli, Monica, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Recent studies have suggested that bilingualism may provide an advantage to older adults on inhibitory control and have a positive effect on some cognitive declines seen in normal aging. This study examined the effects of bilingualism on inhibitory control using a Simon task and a Stroop task on a heterogeneous sample of bilinguals whose level of proficiency on each of their two languages varied widely. Comparison of performances between younger and older monolingual and bilingual...
Show moreRecent studies have suggested that bilingualism may provide an advantage to older adults on inhibitory control and have a positive effect on some cognitive declines seen in normal aging. This study examined the effects of bilingualism on inhibitory control using a Simon task and a Stroop task on a heterogeneous sample of bilinguals whose level of proficiency on each of their two languages varied widely. Comparison of performances between younger and older monolingual and bilingual participants revealed a bilingual advantage on the Simon task. Results support the view that bilingualism increases skills that are associated with selective attention. Additionally, older bilingual adults performed as well as younger bilingual adults suggesting they are not experiencing the age-related declines in the efficiency of inhibitory processes observed in the older monolingual adults. However, a bilingual advantage was not observed on the Stroop task indicating that the advantage may depend on the nature of the distracting stimulus. Bilinguals may be better equipped than monolinguals at inhibiting misleading spatial information but not at inhibiting misleading linguistic information. The performance of balanced and non-balanced bilinguals was similar under both Simon and Stroop tasks suggesting that language level proficiency does not play a role in providing an advantage.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000877
Subject Headings: Language acquisition--Age factors, Cognition, Psycholinguistics, Bilingualism--Psychological aspects, Language transfer (Language learning)
Format: Document (PDF)

Title: Bilingual education and biliteracy in the Brazilian community: An attitudinal study.
Creator: Martins, Minouche C., Florida Atlantic University, Augustyn, Prisca
Abstract/Description: This study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly...
Show moreThis study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly encourage the use of Portuguese in the Brazilian homes. However, a discrepancy was found between parents' expectations and actual practices for their children's biliterate development. The majority of parents encourage the development of their children's speaking skills in Portuguese, but only few parents have strategies to develop their children's literacy in Portuguese. The lack of print-media in the heritage language in the home shows that parents look to formal education to fulfill their expectations in their children's biliteracy.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13313
Subject Headings: Bilingual education--United States--Florida, Bilingualism--United States--Florida, Multiculturalism--United States--Florida, Literacy--Study and teaching, Language arts (Early childhood), Education--Parent participation--United States--Florida
Format: Document (PDF)

Title: Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.
Creator: Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and...
Show moreThe current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and productive language development in English and in Spanish were collected concurrently.... Consistent with sociolinguistic theories that propose that language separation is necessary for heritage language maintenance, children who were exposed to more language intermingling were more English-dominant. Both sensitivity to the language context and children's language dominance were related to children's production of mixed utterances. Children code-switched more when speaking in their less proficient language and when in the context of minority language use.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355870
Subject Headings: Language arts (Early childhood), Language acquisition, Parent participation, Hispanic American families, Language, Bilingualism in children, Code switching (Linguistics), Sociolinguistics
Format: Document (PDF)

Title: Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
Creator: Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
Subject Headings: Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
Format: Document (PDF)

Title: Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society.
Creator: Shreffler, Michael R., Florida Atlantic University, College of Education, Department of Teaching and Learning
Abstract/Description: The focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a...
Show moreThe focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a difference between middle school minority students participating in the We the People...The Citizen and the Constitution curriculum and middle school minority students enrolled in the traditional textbook-driven civics education program. The second instrument, Student Perception Questionnaire, measured perception of the rights and responsibilities of middle school minority students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven civics education curriculum. The instruments were administered to a total of 247 8th grade middle school students. The inquiry found significant differences in knowledge and understanding between 8th grade students who used the We the People...The Citizen and the Constitution curriculum and students who used the traditional textbook-driven civics education curriculum. Independent sample t tests revealed mean pretest values to be nearly identical but posttest values to be higher among students using the We the People...The Citizen and the Constitution curriculum. The results demonstrated that the We the People...The Citizen and the Constitution curriculum had a greater impact on the knowledge and understanding of the U.S. Constitution of middle school minority students participating in the We the People...The Citizen and the Constitution curriculum compared to students enrolled in the traditional textbook-driven civics education program. The study also found that there was only a marginally improved student perception between those students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven curriculum. Independent sample tests revealed that the change was insignificant. Research on effective citizenship education programs in American schools can play a significant role in the continuous efforts of social studies educators in promoting political participation among minority populations.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12058
Subject Headings: Education, Bilingual and Multicultural, Education, Secondary, Education, Social Sciences, Sociology, Ethnic and Racial Studies, Education, Curriculum and Instruction
Format: Document (PDF)

Title: Examining principled L1 use in the foreign language classroom.
Creator: Osswald, Isabel., Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description: This study examines the potential benefits of using the native language of learners in a principled way by reviewing research that represents the dominant view of using only the second or target language (L2) against a growing body of literature that argues for principled L1 use. The development of the direct and monolingual method and its key aspects are discussed, and bilingual methods and arguments for implementing the first language (L1) in a foreign language classroom are reviewed and...
Show moreThis study examines the potential benefits of using the native language of learners in a principled way by reviewing research that represents the dominant view of using only the second or target language (L2) against a growing body of literature that argues for principled L1 use. The development of the direct and monolingual method and its key aspects are discussed, and bilingual methods and arguments for implementing the first language (L1) in a foreign language classroom are reviewed and evaluated. An attitudinal case study investigating learners' attitudes towards L1 use in the classroom showed that students prefer a mixture of L1 and L2, and that the principled use of the L1 has positive effects on the learner.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2978943
Subject Headings: Language and languages, Study and teaching, Monolingual method, Language and languages, Study and teaching, Bilingual method, Second language acquisition, Curriculum planning, Communication in education
Format: Document (PDF)

Title: The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator: Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings: Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format: Document (PDF)

Title: The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.
Creator: Welsh, Stephanie N., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular...
Show moreIn order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular activities, and early childcare and education settings. We ask how much English and Spanish exposure children receive, how that changes from 2.5 to 5 years, and whether family variables influence those changes. Participants were 149 children from Spanish-speaking homes in southeastern Florida, with at least one parent an immigrant from a Spanish-speaking country. Measured out-of-home sources of input included hours per of week of English and Spanish from a Grandparent, during Extracurricular Activities, and during Preschool at 30, 36, 42, 48, and 60 months. Parents’ Native Language Background groups were either both native Spanish-speaking or one native, Spanish-speaking and one native, English-speaking. Maternal Education was treated as a dichotomous variable: mothers whose highest level of education in English is less than a four-year college degree and mothers whose highest level of education in English is equivalent to or greater than a four-year college degree. Child Birth Order was also treated as a dichotomous variable: only children and first-born children or later born children. Results revealed that for these children from Spanish-speaking homes, Grandparents are primarily a source of heritage-language (Spanish) input and Extracurricular Activities and Preschool are primarily a source of societal-language (English) input. Findings suggest English exposure from out-of-home sources increases over time possibly at the expense of Spanish exposure. Parents’ Native Language Backgrounds and Maternal Education influenced children’s exposure to both languages from these outside sources of input; Child Birth Order did not. Implications for future research and practical application are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004891, http://purl.flvc.org/fau/fd/FA00004891
Subject Headings: Child development., Second language acquisition., Language acquisition--Parent participation., Bilingualism in children., Language awareness in children., Language transfer (Language learning), Verbal ability.
Format: Document (PDF)

Title: Antecedents and Outcomes of Language Choice in Bilingual Toddlers: A Longitudinal Study.
Creator: Ribot, Krystal M., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Bilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months....
Show moreBilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months. Children's language choices were concurrently related to English and Spanish productive and receptive language scores and to mothers' English and Spanish proficiency levels. Longitudinal multi-level modeling analyses indicated that children's language choices at 30 months were uniquely related to language growth on measures of English and Spanish productive vocabulary and Spanish receptive language, when controlling for language expo sure. These findings suggest that language use plays a causal role in language development. The findings of this study have implications for the maintenance of heritage languages in the U.S. and for the development of children's English language skills.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004540, http://purl.flvc.org/fau/fd/FA00004540
Subject Headings: Bilingualism in children, Code switching (Lingustics), Cognitive learning, Language acquisition -- Parent participation, Language transfer (Language learning), Second language acquisition, Verbal ability in children -- Testing
Format: Document (PDF)

Title: Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
Creator: Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
Subject Headings: Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
Format: Document (PDF)

Title: The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
Creator: Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
Subject Headings: Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
Format: Document (PDF)

Title: Language choice in children’s animated TV shows.
Creator: Golitschek, Katharina, Augustyn, Prisca, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Lingustics and Comparative Literature
Abstract/Description: This study aims to analyze three popular U.S. children’s TV shows – Dora the Explorer (Nickelodeon), Maya & Miguel (PBS) and Handy Manny (Disney Channel) – in terms of their incorporation of Spanish. Qualitative and quantitative measures were used to assess the frequency and types of code switching both in the context of bilingualism and language pedagogy. The study revealed different strategies of language choice and socio-cultural objectives for each show. A close analysis of language...
Show moreThis study aims to analyze three popular U.S. children’s TV shows – Dora the Explorer (Nickelodeon), Maya & Miguel (PBS) and Handy Manny (Disney Channel) – in terms of their incorporation of Spanish. Qualitative and quantitative measures were used to assess the frequency and types of code switching both in the context of bilingualism and language pedagogy. The study revealed different strategies of language choice and socio-cultural objectives for each show. A close analysis of language choice in the three children’s TV programs revealed distinct approaches to TV writing in the name of raising awareness of ethnic diversity, developing cultural literacy, and brand marketing.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004197, http://purl.flvc.org/fau/fd/FA00004197
Subject Headings: Animated television programs -- Social aspects, Bilingualism, Children in popular culture, Children's television programs -- Social aspects, Critical pedagogy, Dora the Explorer (Television program), Educational sociology, Television programs for children -- Social aspects
Format: Document (PDF)

Title: Responding to the Florida Teacher Standards for the English as a Second Language Endorsement: A Study of Elementary Preservice Teachers’ Perceptions.
Creator: Shamon, Cheryl, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study...
Show moreThe purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study collected both quantitative (survey) and qualitative (interview) data. Study participants were elementary education majors enrolled in an ESOL infused program model. Findings from the study indicated that PSTs had an overall understanding of the ESOL domains and were prepared to incorporate a wide variety of instructional strategies and methods into their lesson plans. While culturally competent, they had not yet developed the understanding of how to take an advocacy approach to empower their students in both the school and community. While some PSTs demonstrated a basic understanding of the components of oral language and literacy development in ELLs, many had not yet obtained an in-depth understanding of the specific language thresholds at each language proficiency level nor understanding of the grammatical and linguistic complexities of spoken and written English. These findings imply that further development is needed so that PSTs are better prepared in the following competencies: the ability to write language objectives across the content areas based on the output of oral and written language; the ability to select the appropriate instructional strategies, curriculum, and materials based on language proficiency levels; and the ability to interpret and make informed decisions based on ELLs' assessment results. PSTs valued assignments and activities that allowed them to integrate their own knowledge base into scenarios that might actually occur when they become teachers, or reflected scenarios encountered in teaching situations. They valued opportunities to observe and work with ELLs in the field and desired more opportunities to work with a larger variety of language proficiency levels and ages. Outside influences such as jobs, own school experiences, knowledge of another language, and societal interactions also contributed to their ESOL knowledge.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004546, http://purl.flvc.org/fau/fd/FA00004546
Subject Headings: Education, Bilingual -- Standards, Effective teaching, Language and languages -- Study and teaching (Elementary) -- Foreign speakers, Language teachers, Training of, Prediction of teacher success, Second language acquisition -- Standards
Format: Document (PDF)

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