The Threshold Hypothesis, Semilingualism, and Other Contributions to a Deficit View of Linguistic Minorities

By J. MacSwan. 2000

210 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4aa923c1fef21b1bc30edc238fdd5363be2be463

How researchers see this paper

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

In Language and Linguistics

1. Kate Menken
2. J. MacSwan
3. Lisa C. Pray
4. Maren S. Aukerman
5. J. Cummins
6. T. Kleyn
7. K. Rolstad
8. Mileidis Gort

In Literature and Literary Theory

1. Kate Menken
2. Lisa C. Pray
3. Maren S. Aukerman
4. J. Cummins
5. J. MacSwan
6. T. Kleyn
7. K. Rolstad
8. Mileidis Gort

Citations in the corpus

• Between Support and Marginalisation: The Development of Academic Language in Linguistic Minority Children (2004, background): “This conceptualisation has met with much criticism by researchers (Edelsky et al., 1983; Hawson, 1996; MacSwan, 2000; Martin-Jones & Romaine, 1987).”
• A Culpable CALP: Rethinking the Conversational/Academic Language Proficiency Distinction in Early Literacy Instruction (2007, background): “Simoes (1992) points out that, since he knows little about farming, a farmer’s language would be CALP to him (very demanding) – even though it would be BICS (very simple) for the farmer (see also MacSwan, 2000).”
• BICS and CALP: Empirical and Theoretical Status of the Distinction (2015, background): “Edelsky, 1990; Edelsky et al., 1983; MacSwan, 2000 ).”
• A Multilingual Perspective on Translanguaging (2017, background): “Linguistic stigma, whether it is associated with a marginalized language or language variety, is reinforced through traditional prescriptivism, the view that one language or language variety has an inherently higher value than others and that it ought to be imposed on an entire nation-state to maint”
• Learning English Bilingually: Age of Onset of Exposure and Rate of Acquisition Among English Language Learners in a Bilingual Education Program (2005, background): “657 Learning English Bilingually biologically endowed program (Chomsky, 1986; Gee, 2001; MacSwan, 2000; MacSwan & Rolstad, 2003).”
• Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals (2012, background): “This finding challenges the view that code switching is simply a sign of communicative incompetence or lack of proficiency in one or both languages (MacSwan, 2000; Zentella, 1997).”
• Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “MacSwan & Rolstad (2003) take this further, arguing that CALP does not involve more complex language and that the BICS/CALP distinction conflates language ability and academic achievement, a consequence of which is ‘the ascription of special status to the language of the educated classes’ (p.”
• The long-term impact of subtractive schooling in the educational experiences of secondary English language learners (2010, background): “1983 ; Fillmore 1991 ; MacSwan 2000 ; MacSwan, Rolstad, and Glass 2002 ; Valdes, MacSwan, and Martinez 2002 ), Cummins ( 2000 ), 173) clarifies that when making policy decisions it is best to turn to the ample research backing for the interdependence hypothesis, or the theory of linguistic trans”
• Bilingualism for the Children: Implementing a Dual-Language Program in an English-Only State (2005, background): “Criticism of the LAS’s ability to determine accurate proficiency levels has been raised elsewhere (MacSwan, 2000; MacSwan & Rolstad, 2003).7 In terms of district-level policy, an operational definition of good English skills that included a LAS score of 3 would potentially allow bilingual…”
• English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “This study addressed some, but not all, of the methodological issues raised in the literature (MacSwan, 2000; see also Takakuwa, 2005) and thus offers several methodological as well as a theoretical advancements for studying this theory.”
• How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education (2006, background): “More recently, MacSwan (2000) reviewed reputed evidence from studies of language variation, linguistic structure, school achievement, and language loss, and concluded that all of it was either spurious or irrelevant to the construct.”