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Direct linkLópez-Velásquez, Angela M.; García, Georgia Earnest – Bilingual Research Journal, 2017
This qualitative study used a sociocultural lens to examine how two bilingual Hispanic first-grade girls demonstrated bilingual reading practices (i.e., heteroglossia and translanguaging) as they discussed and read texts in Spanish and English. One girl predominantly received school reading instruction in Spanish, while the other received school…
Descriptors: Elementary School Students, Bilingual Students, Bilingual Education, Grade 1
Craig, Holly K.; Kolenic, Giselle E.; Hensel, Stephanie L. – Journal of Speech, Language, and Hearing Research, 2014
Purpose: The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal…
Descriptors: African American Students, Black Dialects, English, Standard Spoken Usage
Craig, Holly K.; Zhang, Lingling; Hensel, Stephanie L.; Quinn, Erin J. – Journal of Speech, Language, and Hearing Research, 2009
Purpose: In this study, the authors evaluated the contribution made by dialect shifting to reading achievement test scores of African American English (AAE)-speaking students when controlling for the effects of socioeconomic status (SES), general oral language abilities, and writing skills. Method: Participants were 165 typically developing…
Descriptors: African American Students, Elementary School Students, North American English, Black Dialects
