Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners.

By D. Short, S. Fitzsimmons, Dc Washington. 2007

406 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2dd4193724b996a8699383ad2d939556c8ea09bb

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Citations in the corpus

Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Recent calls to improve struggling students’ academic language proﬁciency have identiﬁed academic language limitations as an important factor in academic success (i.e., Short & Fitzsimmons, 2007), particularly for English learners.”
Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population (2012, background): “In fact, Short and Fitzsimmons (2007) highlighted the need for increased attention to what they termed the emergent bilingual “academic literacy crisis.””
Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, background): “…data on this population can suffer from pronounced cohort effects, if the LM learners sampled are a subset of the population that are receiving specialized services for language acquisition or if immigration patterns lead to confounding differences among cohorts (Short & Fitzsimmons, 2007).”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “Research in this area demonstrates that students who do not speak English as a first language require several years of English language support before they can successfully meet the linguistic demands of the content areas (Guerrero, 2004; Hakuta, Butler, & Witt, 2000; Short & Fitzsimmins, 2007).”
Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “…Colombi & Schleppegrell 2002; Snow & Biancarosa 2003; Garcı́a & Godina 2004; Rubinstein-Avila 2004; Meltzer & Hamann 2005; August & Shanahan 2006; Short & Fitzsimmons 2007; Yi 2007) and that explore how to develop literacy among secondary students (Fisher & Frey 2003; Martin 2003; Chevalier…”
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009, background): “According to Short and Fitzsimmons (2007), ELLs must perform twice the work of their monolingual peers because they are learning English while learning content, and all the while held to the same accountability standards as their English-only counterparts.”