The Experts below are selected from a list of 95055 Experts worldwide ranked by ideXlab platform
Joshua D Angrist - One of the best experts on this subject based on the ideXlab platform.
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is spanish only schooling responsible for the puerto rican Language gap
Journal of Development Economics, 2008Co-Authors: Joshua D Angrist, Aimee Chin, Ricardo GodoyAbstract:Abstract Between 1898 and 1948, English was the Language of Instruction for most post-primary grades in Puerto Rican public schools. Since 1949, the Language of Instruction in all grades has been Spanish. We use these shifts in Language of Instruction policy to estimate the effect of English-intensive Instruction on the English-Language skills of Puerto Ricans. Although naive estimates suggest that English Instruction increased English-speaking ability among Puerto Rican natives, estimates that allow for education-specific cohort trends show no effect. This result is surprising in light of the strong presumption by American policymakers at the time that Instruction in English is the best way to raise English proficiency. This has implications for school Language policies in former colonies as well as for U.S. education policy toward immigrant children.
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is spanish only schooling responsible for the puerto rican Language gap
National Bureau of Economic Research, 2006Co-Authors: Joshua D Angrist, Aimee Chin, Ricardo GodoyAbstract:Between 1898 and 1948, English was the Language of Instruction for most post-primary grades in Puerto Rican public schools. Since 1949, the Language of Instruction in all grades has been Spanish. We use this policy change to estimate the effect of English-intensive Instruction on the English-Language skills of Puerto Ricans. Although naive estimates suggest that English Instruction increased English-speaking ability among Puerto Rican natives, estimates that allow for education-specific cohort trends show no effect. This result is surprising in light of the strong presumption by American policymakers at the time that Instruction in English was the best way to raise English proficiency. This has implications for medium of Instruction policy in former colonies as well as U.S. education policy toward immigrant children.
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the effect of a change in Language of Instruction on the returns to schooling in morocco
Journal of Labor Economics, 1997Co-Authors: Joshua D Angrist, Victor LavyAbstract:Until 1983, the Language of Instruction for most subjects in grades 6 and above in Moroccan public schools was French. Beginning in 1983, the Language of Instruction for new cohorts of Moroccan sixth graders was switched to Arabic. We use this policy change to estimate the effect of French Language skills on test scores and earnings. The estimates suggest that the elimination of compulsory French Instruction led to a substantial reduction in the returns to schooling for Moroccans affected by the change. This reduction appears to be largely attributable to a loss of French writing skills.
Ricardo Godoy - One of the best experts on this subject based on the ideXlab platform.
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is spanish only schooling responsible for the puerto rican Language gap
Journal of Development Economics, 2008Co-Authors: Joshua D Angrist, Aimee Chin, Ricardo GodoyAbstract:Abstract Between 1898 and 1948, English was the Language of Instruction for most post-primary grades in Puerto Rican public schools. Since 1949, the Language of Instruction in all grades has been Spanish. We use these shifts in Language of Instruction policy to estimate the effect of English-intensive Instruction on the English-Language skills of Puerto Ricans. Although naive estimates suggest that English Instruction increased English-speaking ability among Puerto Rican natives, estimates that allow for education-specific cohort trends show no effect. This result is surprising in light of the strong presumption by American policymakers at the time that Instruction in English is the best way to raise English proficiency. This has implications for school Language policies in former colonies as well as for U.S. education policy toward immigrant children.
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is spanish only schooling responsible for the puerto rican Language gap
National Bureau of Economic Research, 2006Co-Authors: Joshua D Angrist, Aimee Chin, Ricardo GodoyAbstract:Between 1898 and 1948, English was the Language of Instruction for most post-primary grades in Puerto Rican public schools. Since 1949, the Language of Instruction in all grades has been Spanish. We use this policy change to estimate the effect of English-intensive Instruction on the English-Language skills of Puerto Ricans. Although naive estimates suggest that English Instruction increased English-speaking ability among Puerto Rican natives, estimates that allow for education-specific cohort trends show no effect. This result is surprising in light of the strong presumption by American policymakers at the time that Instruction in English was the best way to raise English proficiency. This has implications for medium of Instruction policy in former colonies as well as U.S. education policy toward immigrant children.
Maria S. Carlo - One of the best experts on this subject based on the ideXlab platform.
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Language of Instruction as a moderator for transfer of reading comprehension skills among spanish speaking english Language learners
Bilingual Research Journal, 2014Co-Authors: Maria S. Carlo, Diane August, Christopher D Barr, Margarita Calderon, Lauren ArtziAbstract:This three-year longitudinal study investigated the role of Language of Instruction in moderating the relationships between initial levels of English oral Language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English Language learners in English-only literacy Instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth grade. Students in all groups experienced significant growth in English reading comprehension. For the English-only group, initial levels of Spanish reading comprehension were not related to growth in English reading comprehension. However, for students in the two bilingually instructed groups, those who began with stronger Spanish reading comprehension skills grew faster in English reading comprehension than students without initial strong Spanish reading comprehension skills.
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Language maintenance versus Language of Instruction spanish reading development among latino and latina bilingual learners
Journal of Social Issues, 2010Co-Authors: Patrick C Proctor, Maria S. Carlo, Diane August, Christopher D BarrAbstract:Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy Instruction in one of three groups: English-only, Spanish-only, and bilingual. Language of Instruction had a significant effect on Spanish reading, but students who received Spanish Language Instruction were losing Spanish literacy skills relative to the norming sample for the reading assessment. English reading and Spanish vocabulary were predictive of Spanish reading, but socioeconomic variables were not. Heritage Language loss is described as paradoxical because Spanish and English reading skills are intertwined and biliteracy is associated with better economic opportunities for Latino/as in the U.S. job market.
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The influences of Language of literacy Instruction and vocabulary on the spelling of Spanish-English bilinguals.
Reading and Writing, 2006Co-Authors: Andrea Rolla San Francisco, Maria S. Carlo, Diane August, Catherine E. SnowAbstract:The relation of Language of Instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy Instruction and of monolinguals in English literacy Instruction was explored. Only bilingual students in Spanish literacy Instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of Language of literacy Instruction. SLI without English literacy Instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy Instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy Instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English.
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the role of Language of Instruction and vocabulary in the english phonological awareness of spanish english bilingual children
Applied Psycholinguistics, 2006Co-Authors: Andrea Rolla San Francisco, Maria S. Carlo, Diane August, Catherine E. SnowAbstract:This study explores influences on bilingual children's phonological awareness (PA) performance in English, examining the role of Language of Instruction and vocabulary. English monolingual and Spanish–English bilingual kindergartners and first graders receiving either English or Spanish literacy Instruction were assessed in English PA and in English and Spanish vocabulary, as appropriate. Spanish-instructed bilinguals were more likely than English-instructed bilinguals or English monolinguals to treat diphthongs as two units, reflecting their analysis in Spanish phonology and orthography. Surprisingly, unbalanced bilinguals dominant in either English or Spanish scored better on English PA than children with approximately equal scores on the English and the Spanish vocabulary test. This finding suggests that familiarity with many lexical items within a Language constitutes a source of analyzable phonological knowledge.
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the intriguing role of spanish Language vocabulary knowledge in predicting english reading comprehension
Journal of Educational Psychology, 2006Co-Authors: Patrick C Proctor, Maria S. Carlo, Diane August, Catherine E. SnowAbstract:This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish Language reading skills and Language of initial literacy Instruction. Controlling for Language of Instruction, English decoding skill, and English oral Language proficiency, the authors explored the effects of Spanish Language alphabetic knowledge, fluency, vocabulary knowledge, and listening comprehension on English reading comprehension. Results revealed a significant main effect for Spanish vocabulary knowledge and an interaction between Spanish vocabulary and English fluency, such that faster English readers benefited more from Spanish vocabulary knowledge than their less fluent counterparts. This study demonstrates the existence of literary skills transfer from the 1st to the 2nd Language, as well as limits on such transfer.
Roland H Grabner - One of the best experts on this subject based on the ideXlab platform.
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when Language of Instruction and Language of application differ cognitive costs of bilingual mathematics learning
Learning and Instruction, 2013Co-Authors: Henrik Saalbach, Doris Eckstein, Nicoletta Andri, Reto Hobi, Roland H GrabnerAbstract:Bilingual education programs implicitly assume that the acquired knowledge is represented in a Language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific Language of Instruction and learning. The present study aims to examine whether and to which extent cognitive costs appear during arithmetic learning when Language of Instruction and Language of retrieving differ. Thirty-nine high school students participating in a bilingual education program underwent a four-day training on multiplication and subtraction problems in one Language (German or French), followed by a test session in which they had to solve trained as well as untrained problems in both Languages. We found that cognitive costs related to Language switching appeared for both arithmetic operations. Implications of our findings are discussed with respect to bilingual education as well as to cognitive mechanisms underlying different arithmetic operations.
Diane August - One of the best experts on this subject based on the ideXlab platform.
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Language of Instruction as a moderator for transfer of reading comprehension skills among spanish speaking english Language learners
Bilingual Research Journal, 2014Co-Authors: Maria S. Carlo, Diane August, Christopher D Barr, Margarita Calderon, Lauren ArtziAbstract:This three-year longitudinal study investigated the role of Language of Instruction in moderating the relationships between initial levels of English oral Language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English Language learners in English-only literacy Instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth grade. Students in all groups experienced significant growth in English reading comprehension. For the English-only group, initial levels of Spanish reading comprehension were not related to growth in English reading comprehension. However, for students in the two bilingually instructed groups, those who began with stronger Spanish reading comprehension skills grew faster in English reading comprehension than students without initial strong Spanish reading comprehension skills.
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Language maintenance versus Language of Instruction spanish reading development among latino and latina bilingual learners
Journal of Social Issues, 2010Co-Authors: Patrick C Proctor, Maria S. Carlo, Diane August, Christopher D BarrAbstract:Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy Instruction in one of three groups: English-only, Spanish-only, and bilingual. Language of Instruction had a significant effect on Spanish reading, but students who received Spanish Language Instruction were losing Spanish literacy skills relative to the norming sample for the reading assessment. English reading and Spanish vocabulary were predictive of Spanish reading, but socioeconomic variables were not. Heritage Language loss is described as paradoxical because Spanish and English reading skills are intertwined and biliteracy is associated with better economic opportunities for Latino/as in the U.S. job market.
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The influences of Language of literacy Instruction and vocabulary on the spelling of Spanish-English bilinguals.
Reading and Writing, 2006Co-Authors: Andrea Rolla San Francisco, Maria S. Carlo, Diane August, Catherine E. SnowAbstract:The relation of Language of Instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy Instruction and of monolinguals in English literacy Instruction was explored. Only bilingual students in Spanish literacy Instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of Language of literacy Instruction. SLI without English literacy Instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy Instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy Instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English.
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the role of Language of Instruction and vocabulary in the english phonological awareness of spanish english bilingual children
Applied Psycholinguistics, 2006Co-Authors: Andrea Rolla San Francisco, Maria S. Carlo, Diane August, Catherine E. SnowAbstract:This study explores influences on bilingual children's phonological awareness (PA) performance in English, examining the role of Language of Instruction and vocabulary. English monolingual and Spanish–English bilingual kindergartners and first graders receiving either English or Spanish literacy Instruction were assessed in English PA and in English and Spanish vocabulary, as appropriate. Spanish-instructed bilinguals were more likely than English-instructed bilinguals or English monolinguals to treat diphthongs as two units, reflecting their analysis in Spanish phonology and orthography. Surprisingly, unbalanced bilinguals dominant in either English or Spanish scored better on English PA than children with approximately equal scores on the English and the Spanish vocabulary test. This finding suggests that familiarity with many lexical items within a Language constitutes a source of analyzable phonological knowledge.
-
the intriguing role of spanish Language vocabulary knowledge in predicting english reading comprehension
Journal of Educational Psychology, 2006Co-Authors: Patrick C Proctor, Maria S. Carlo, Diane August, Catherine E. SnowAbstract:This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish Language reading skills and Language of initial literacy Instruction. Controlling for Language of Instruction, English decoding skill, and English oral Language proficiency, the authors explored the effects of Spanish Language alphabetic knowledge, fluency, vocabulary knowledge, and listening comprehension on English reading comprehension. Results revealed a significant main effect for Spanish vocabulary knowledge and an interaction between Spanish vocabulary and English fluency, such that faster English readers benefited more from Spanish vocabulary knowledge than their less fluent counterparts. This study demonstrates the existence of literary skills transfer from the 1st to the 2nd Language, as well as limits on such transfer.
