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Direct linkMinkyung Choi – Journal of Adolescent & Adult Literacy, 2025
This paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three…
Descriptors: Middle School Students, Middle School Teachers, Secondary School Curriculum, High School Students
Stewart, Jeffrey; Batty, Aaron Olaf; Bovee, Nicholas – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
Second language vocabulary acquisition has been modeled both as multidimensional in nature and as a continuum wherein the learner's knowledge of a word develops along a cline from recognition through production. In order to empirically examine and compare these models, the authors assess the degree to which the Vocabulary Knowledge Scale (VKS;…
Descriptors: Item Response Theory, Measures (Individuals), Semantics, Vocabulary Development
Von Holzen, Katie; Mani, Nivedita – Journal of Experimental Child Psychology, 2012
We examined how words from bilingual toddlers' second language (L2) primed recognition of related target words in their first language (L1). On critical trials, prime-target word pairs were either (a) phonologically related, with L2 primes overlapped phonologically with L1 target words [e.g., "slide" (L2 prime)-"Kleid" (L1 target, "dress")], or…
Descriptors: Evidence, Priming, Word Recognition, Interference (Language)
