Explaining English Language Proficiency Among Adolescent Immigrant Students

By Avary Carhill, Carola Suárez-Orozco, M. Páez. 2008

190 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0dcd5307e532481f852c3c2a9d6e0b7416ad50fb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Marti Kinny
2. Melinda Martin‐Beltrán
3. Thomas R. Tretter
4. Yuliya Ardasheva

In Language and Linguistics

1. Marti Kinny
2. Melinda Martin‐Beltrán
3. Thomas R. Tretter
4. Yuliya Ardasheva

Citations in the corpus

• Parental factors and early English education as a foreign language: a case study in Mainland China (2014, unknown): “…income, educational background, and/or occupations, are associated with the students’ academic English development and achievement at school (e.g., Carhill, Suárez-Orozco, and Páez 2008; Entwise and Anstone 1994; Fernandez and Nielsen 1986; Hakuta, Butler, and Witt 2000; Hampton, Ekboir, and…”
• “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): “Carhill et al. (2008) found that social factors directly affect language learning among adolescent immigrant youth and demonstrated a need for school interventions that offer more opportunities for interaction with diverse peers.”
• English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “Further, attending schools with higher SES and achievement profiles appears to have a positive impact on student English language development (Carhill et al., 2008; Hakuta et al., 2000).”