University of California, BerkeleyGSE Home



    
how to apply faculty news events
programs courses research administration resources

prospective students
alumni & visitors
current students
faculty & visitors
 

A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement Final Report: Project 1.1

References

Download PDF

Baker, C., & Prys Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon, England: Multilingual Matters.

Breton, R. (1964). Institutional completeness of ethnic communities and the personal relations of immigrants. American Journal of Sociology, 70, 193-205.

Cohen, J., & Cohen, P. (1975). Applied multiple regression/correlation analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.

Collier, V.P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617-641.

Collier, V.P. (1989). How long? A synthesis of research on academic achievement in second language. TESOL Quarterly, 23, 509-531.

Collier, V.P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16(1-2), 187-212.

Collier, V.P., & Thomas, W.P. (1989). How quickly can immigrants become proficient in school English? Journal of Educational Issues of Language Minority Students, 5, 26-38.

Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 1, 132-149.

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.

Fishman, J.A. (1989). Language and ethnicity in minority group perspective. Clevedon, England: Multilingual Matters.

Fishman, J.A. (1990). What is reversing language shift and how can it succeed? Journal of Multilingual and Multicultural Development, 11, 5-36.

Foster, G. (1999). Comprehensive school improvement plan for 1999-2000. Salem, OR: Grant Community School.

Genesee, F. (1987). Learning through two languages. New York: Newbury House.

Hakuta, K., Butler, Y.G., & Witt, D. (2000). How long does it take English learners to attain proficiency? University of California Linguistic Minority Research Institute Policy Report 2000-1. Santa Barbara, CA: University of California-Santa Barbara. www.lmri.ucsb.edu

Hoose, S. (1996, December 15). French spoken here, proudly. Maine Sunday Telegram, 109(22), 1A, 14A.

Lambert, W.E. (1975). Culture and language as factors in learning and education. In A. Wolfgang (Ed.), Education of immigrant students. Toronto: Ontario Institute for Studies in Education.

Landry, R. (1997). L’Acadien du Haut St.-Jean: Second year evaluation report. New Brunswick, Canada: University of Moncton.

Landry, R., & Allard, R. (1992). Subtractive bilingualism: The case of Franco-Americans in Maine’s St. John Valley. Journal of Mutilingual and Multicultural Development, 13, 515-544.

Lau v. Nichols, 414 U.S. 563 (1974).

Lindholm-Leary, K.J. (2001). Dual language education. Clevedon, England: Multilingual Matters.

Ovando, C.J., & Collier, V.P. (1998). Bilingual and ESL classrooms: Teaching in Multicultural Contexts (2nd ed.). Boston: McGraw-Hill.

Ramírez, J.D., Yuen, S.D., Ramey, D.R., & Pasta, D.J. (1991). Final report: Longitudinal sutyd of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children (Vols. I and II). San Mateo, CA: Aguirre International.

Smith, J.P., & Edmonston, B. (Eds.). (1997). The new Americans: Economic, demographic, and fiscal effects of immigration. Washington, DC: National Academy Press.

Thomas, W.P., & Collier, V.P. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education. www.ncbe.gwu.edu

Back to Main Report