Educating English Language Learners: A Synthesis of Research Evidence, F. Genesee, K. Lindholm-Leary, W.M. Saunders, D. Christian (Eds.). Cambridge University Press (2006), 245 pp., ISBN:…

By Rebecca M. Callahan. 2007

546 citations recorded by the source corpus.

Subfields: Clinical Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/7d28e111bff45c02432f6ecb0d0bdf227806e4e0

How researchers see this paper

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

In Clinical Psychology

1. P. V. Avermaet
2. David J. Marcelletti
3. Michael J. Vavrus
4. G. Orfield
5. J. Cummins
6. Kathryn J. Lindholm-Leary
7. Catherine Richards-Tutor
8. W. Saunders

In Philosophy

1. P. V. Avermaet
2. David J. Marcelletti
3. Michael J. Vavrus
4. G. Orfield
5. J. Cummins
6. Kathryn J. Lindholm-Leary
7. Catherine Richards-Tutor
8. W. Saunders

Citations in the corpus

• Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research (2017, background): “…for success in L2 are summarized and/or analyzed in Collier (1992b); Dolson (1985); Greene (1998); Krashen and Biber (1988); LindholmLeary (2001); Lindholm-Leary and Borsato (2006); Lindholm-Leary and Genesee (2010); Lindholm-Leary and Howard (2008); Ramίrez (1992); Rolstad, Mahoney, and Glass…”
• Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “ELs’ cultural, linguistic, and educational experiences can influence their development and response to various educational programs in multifaceted ways that are not fully predictable (Genesee & Riches, 2006).”
• Myths about Early Childhood Bilingualism (2015, background): “…research on the oral language development of second language students in the United States (often referred to as English language learners or ELLs), Saunders and O’Brien (2006) concluded that ELLs, including those in all-English programs, are seldom awarded ratings of “generally proficient” (but…”
• Rethinking monolingual instructional strategies in multilingual classrooms (2007, background): “Baker (2001), for example, discusses the common operating system, Kecskes and Papp (2000) propose a common underlying conceptual base, while Genesee et al. (2006) favour a common underlying reservoir of literacy abilities.”
• English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “…from either L2 learning among immigrant and language minority children, primarily in English-speaking contexts such as in the U.S. and U.K. (e.g., Genesee et al. 2006; August & Shanahan 2008; Philp, Oliver & Mackey 2008) or 1 It is worth mentioning that many children learn FL not as their L2 but…”
• Segregating Arizona's English Learners: A Return to the “Mexican Room”? (2012, background): “In an extensive meta-analysis of 13 studies of dual language programs, Genesee and his colleagues found that, overall, they produced better academic outcomes than either English only or transitional bilingual educational programs (Genesee et al., 2006).”
• Language diversity in education: evolving from multilingual education to functional multilingual learning (2014, background): “However, in recent years new best-evidence syntheses (August & Shanahan, 2006; Genesee et al., 2006) and meta-analyses (Francis et al.”
• Culturally resPonsiVe teaChing (2008, background): “Research indicates that practitioners who use direct and explicit collaborative-based approaches to learning to reinforce students’ background knowledge (e.g., interdependence, sharing, collaboration) improve student literacy engagement and motivation (e.g., Au, 2011; Genesee & Riches, 2006).”
• Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency (2014, background): “…of language and literacy skills in the majority language, while also developing the minority language (Barnett et al. 2007; Espinosa 2007, 2009; Genesee et al. 2006; Goldenberg 2008; Lindholm-Leary and Genesee 2010; Lindholm-Leary and Hernandez 2011; Lindholm-Leary and Howard 2008; Lopez and…”
• The Gap That Can’t Go Away (2013, background): “Measures of language proficiency must address and measure academic language proficiency because such proficiency is critical for academic success in the mainstream classroom (Genesee et al., 2006; Goldenberg, 2008).”
• Research on academic literacy development in sheltered instruction classrooms (2011, methodology): “The model combines features recommended for high quality instruction for all students, such as cooperative learning and reading comprehension strategies (Genesee et al., 2006) with specific features for second language learners, such as language objectives, oral language practice, and academic vocab”