Learning and not learning English : Latino students in American schools

By G. Valdés. 2001

581 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/01cb325c5b720a0a56f9d9e1faae098a6d48af0f

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Citations in the corpus

Explaining English Language Proficiency Among Adolescent Immigrant Students (2008, background): “School is the primary site of language learning for many immigrant children and youth, not only through instruction but also through socialization with Englishspeaking peers and adults (Jia & Aaronson, 2003; Olsen, 1997; Valdés, 2001).”
“I’m Not Going to Be, Like, for the AP” (2014, background): “Also, when ELLs are isolated from their English-speaking peers for the majority of their school day because they are taking mostly ELL classes, their opportunities to interact with native English speakers are severely curtailed (Gándara & Orfield, 2012; Valdés, 2001).”
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners (2013, background): “Simply placing ELLs with more proficient peers is not sufficient, however, for effective instruction (Valdés, 2001).”
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms (2006, background): “Concern over program and placement options for lowproficiency ELLs has been expressed by researchers (Harklau, 1994; Lucas, 1997; Lucas et al., 1990; Valdes, 2001) and school administrators (Platt et al.”
Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015, unknown): “Valdés (2001b) is aware of these contradictions, noting that heritage learners often possess the ability to “carry out conversations on everyday topics with ease and confidence and may even be able to understand rapidly spoken language that includes the subtle use of humor” and goes on to state…”
Between Support and Marginalisation: The Development of Academic Language in Linguistic Minority Children (2004, background): “They argue (e.g. Valdés, 1999, 2000) that in many high schools around the country, second language learners – whether previously reclassi ed in middle school or newly arrived – are locked into ESL ghettos from which they seldom exit.”
English language teacher expertise: the elephant in the room (2009, background): “feedback, and opportunities for language development and academic achievement (Harper and Platt 1998; Harklau 1999; Langman 2003; Platt and Troudi 1997; Sharkey and Layzer 2000; Valdés 2001; Verplaetse 2000).”
Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “…bilinguals as ‘overlooked and underserved’ Several seminal studies documenting the schooling experiences of emergent bilingual secondary students have been generated over the past two decades (Olsen 1997; Valenzuela 1999; Walqui 2000; Valdés 2001; Suárez-Orozco, Suárez-Orozco & Todorova 2008).”
Integration in two-way immersion education: equalising linguistic benefits for all students (2009, background): “When there is little movement between the English as a second language (ESL) and the mainstream classroom, ELLs often find themselves in bilingual or ESL ‘ghettos’ (Olsen 1997; Valdés 2001).”
A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs (2010, background): “Many studies have reported that content area teachers are not ready for classrooms with ELLs (Clair, 1995; Echevarrı́a et al., 2008; Gibbons, 2002; Platt and Troudi, 1997; Reeves, 2004; Soto, 1991; Stoddart et al., 2002; Valdes, 2001; Vollmer, 2000; Youngs and Youngs, 2001) due to reasons including ”
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005, background): “While cooperative learning is important, teachers need to understand that exposure to native speakers will not necessarily result in interaction (Valdés, 2001).”
School as a Context for “Othering” Youth and Promoting Cultural Assets (2012, background): “mainland, as vastly different home/school contexts make school a place where youth are left to fend for themselves (Borrero & Yeh, 2010; Valdés, 2001).”