Between Support and Marginalisation: The Development of Academic Language in Linguistic Minority Children

By G. Valdés. 2004

285 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/04e8cf0e6b4dca0a5e1eb0363f5009994675e128

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Citations in the corpus

BICS and CALP: Empirical and Theoretical Status of the Distinction (2015, background): “The BICS/CALP distinction has also been critiqued by numerous scholars who see it as oversimplified (e.g. Scarcella, 2003; Valdés, 2004), reflective of an “autonomous” rather than an “ideological” notion of literacy (Wiley, 1996), an artifact of “test-wiseness” (Edelsky et al., 1983; Martin-Jones &…”
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “The complexity and context-dependent nature of SLA and the multidisciplinary composition of the field (Valdés, 2004; Ortega, 2006) resist the creation of a grand-unified theory, despite considerable advances in linguistics, sociolinguistics, psycholinguistics, cognitive science, and research in educ”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “In response to various researchers’ calls for more expansive definitions (Nagy & Townsend, 2012; National Research Council, 2010; Schleppegrell, 2004; Valdés, 2004), this study examines the potential—for both research and practice—of a more inclusive operationalization of an academic language…”
Integration in two-way immersion education: equalising linguistic benefits for all students (2009, background): “Non-standard varieties are rarely acknowledged as examples of native speaker models (e.g. Lippi-Green 1997; Valdés 2004).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…in part because the construct of school-relevant language (or academic language proficiency) has been either imprecisely delineated or too reductively defined to inform educational research, assessment, or pedagogical practice (Nagy & Townsend, 2012; National Research Council, 2010; Valdés, 2004).”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): “…particularly English learners, are often ghettoized and separated from their mainstream peers, limiting access to fluent English-speaking and college-bound discourse communities (Carhill, Suárez-Orozco, & Páez, 2008; Harklau, 1994; Olsen, 2000; Valdés, 2001, 2004; Wiley, Lee, & Rumberger, 2009).”