The Education of Language Minority Immigrants in the United States

Erscheinungsjahr 2009
ISBN: 978-1-84769-210-8
Verlag: Multilingual Matters

Buch, Englisch, 328 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 423 g

The Education of Language Minority Immigrants in the United States draws from quantitative and qualitative research methodologies to inform educational policy and practice. It is based on cutting-edge research and policy analyses from a number of well-known experts on immigrant language minority education in the USA. The collection includes contributions on the acquisition of English, language shift, the maintenance of heritage languages, prospects for long-term educational achievement, how family background, economic status, and gender and identity influence academic adjustment and achievement, challenges for appropriate language testing and placement, and examples of advocacy action research. It concludes with a thoughtful commentary aimed at broadening our understanding of the need to provide quality immigrant language minority education within the context of globalization. This collection will be of value to students and researchers interested in promoting educational equity and achievement for immigrant language minority students.

Autoren/Hrsg.

Wiley, Terrence

Lee, Jin Sook

Rumberger, Russell W

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Introduction: Education of Language Minority Immigrants in the United States: Introduction, Background and Overview - Terrence Wiley & Jin Sook Lee

Ch. 1: A Language Graveyard? The Evolution of Language Competencies, Preferences and Use Among Young Adult Children of Immigrants - Rubén G. Rumbaut

Ch. 2: The Economics of Language for Immigrants: An Introduction and Overview - Barry R. Chiswick

Ch. 3: Immigration, Race, and Higher Education Outcomes - Christine Qi Liu, Robert H. Tai & Xitao Fan

Ch. 4: Immigrant Youth in High School: Understanding Educational Outcomes for Students of Mexican Origin - Regina Cortina

Ch. 5: A Synthesis of the Roles of Heritage Languages in the Lives of Children of Immigrants: What Educators Need to Know - Jin Sook Lee & Debra Suarez

Ch. 6: Assimilation and Resistance: How Language and Culture Influence Gender Identity Negotiation in First Generation Vietnamese Immigrant Youth - Diem T. Nguyen & Tom Stritikus

Ch. 7: Agentive Youth Research: Towards Individual, Collective, and Policy Transformations - Kathryn A. Davis

Ch. 8: The Need for Multiple Measures in Reclassification Decisions: A Validity Study of the Stanford English Language Proficiency Test* - Kate Mahoney, Tom Haladyna & Jeff MacSwan

Ch. 9: Immigrant Students, English Language Proficiency, and Transitions From High School to Community College - George C. Bunch

Ch. 10: Commentary: Language, Immigration and the Quality of Education: Moving Toward a Broader Conversation - Guadalupe Valdés

Über Autor(innen)

Wiley, Terrence
Dr. Terrence G. Wiley is Professor Emeritus at Arizona State University (ASU), where he served as Executive Dean of the Mary Lou Fulton Institute and Graduate School of Education and Director of the Division of Educational Leadership and Policy Studies. He is also a Special Professor in the Graduate College, University of Maryland, and immediate past President of the Center for Applied Linguistics in Washington, DC, as well as Professor Emeritus in the College of Education at California State University Long Beach. Professor Wiley’s teaching and research have focused on educational and applied linguistics; language policies; the history of language diversity in the United States; literacy and biliteracy studies; and second, bilingual, and heritage-community language education. Professor Wiley co-founded the Journal of Language, Identity and Education and the International Multilingual Research Journal (both Routledge, Taylor & Francis), and he is co-editor of the Springer Series in Language Policy. Among his books are the Handbook of Heritage, Community, and Native American Languages (co-editor, Routledge); The Education of Language Minority Immigrants in the United States (co-editor, Multilingual Matters); Literacy and Language Diversity in the United States, 2nd Ed (author, Center for Applied Linguistics); and Ebonics in the Urban Education Debate, 2nd Ed (co-editor, Multilingual Matters). He is also co-editor of Review of Research in Education, Volume 38, “Language Policy, Politics, and Diversity in Education.” Professor Wiley has received numerous awards for scholarship, teaching, and service, including the American Association for Applied Linguistics Distinguished Scholarship and Service Award (2014), and the Joshua Fishman Award for Heritage Language Scholarship from the National Heritage Language Resource Center at the University of California, Los Angeles (2018).

Lee, Jin Sook
Jin Sook Lee is Professor of Education in the Gevirtz Graduate School of Education and Associate Dean of Graduate Division at the University of California, Santa Barbara. Her research examines sociocultural factors that shape the learning and teaching processes of culturally and linguistically diverse students, particularly in the development and maintenance of their heritage language. She co-edited The Education of Language Minority Immigrants in the US (Multilingual Matters, 2009) and Feeling it: Language, Race and Affect in Latinx Youth Learning (Routledge, 2018) and serves on numerous editorial boards. She is a former Fulbright Scholar of Applied Linguistics.

Terrence G. Wiley is Professor of Education and Applied Linguistics in the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University. He received his Ph.D. University of Southern California and holds MAs in Linguistics and Asian Studies. His research and teaching have focused on applied linguistics, language policy, English and globalization, language and immigration, bilingual education and bilingualism, heritage and community languages, as well as English as a second language, and he has lectured widely on these topics internationally. Professor Wiley is co-founder and co-editor the Journal of Language, Identity, and Education (Taylor & Francis/Routledge). He is author of Literacy and Language Diversity in the United States (Center for Applied Linguistics).

Jin Sook Lee is an Assistant Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. She received her PhD in Education from Stanford University and an MA degree in Linguistics from Yonsei University in Korea. Her research focuses on the educational processes of immigrant children, in particular as they pertain to the understanding of the cultural, sociopolitical, and sociopsychological factors that influence and shape their language learning and development. She is an active member of the American Educational Research Association and the American Association of Applied Linguistics and serves on the editorial board of the International Multilingual Research Journal (Taylor & Francis). She is a recipient of the Foundation for Child Development Young Scholars Award.

Russell W. Rumberger is Professor of Education in the Gevirtz Graduate School of Education at the University of California (UC) Santa Barbara and for ten years served as Director of the UC Linguistic Minority Research Institute (UC LMRI), a UC multi-campus research unit that fosters interdisciplinary research to improve academic achievement of children from diverse language backgrounds. He received a Ph.D.