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Alternative Multidimensional Models Explaining and Improving Academic Achievement in Latino Students
Gonzalez, Virginia; Soltero, Sonia W. – Bilingual Research Journal, 2011
Our objective is to provide two multidimensional models (i.e., contextual-interaction and Ethnic Educator) including sociopolitical, socioeconomic, sociocultural, and sociohistorical factors explaining underachievement in Latinos. First, we critically discuss single-factor theories (i.e., deficit, resistance, social reproduction, cultural…
Descriptors: Underachievement, Multilingualism, Item Response Theory, Immigrants
The Role of Socioeconomic and Sociocultural Factors in Language Minority Children's Development: An Ecological Research View.
Gonzalez, Virginia – Bilingual Research Journal, 2001
A multidimensional model is presented for understanding an ecological perspective to the study of development in language minority children. Socioeconomic and sociocultural factors influencing language minority child development are discussed, with emphasis on the effects of cultural familial factors and home language use. Recommendations for…
Descriptors: Academic Achievement, Acculturation, Biculturalism, Child Development
Cultural Thinking and Discourse Organizational Patterns Influencing Writing Skills in a Chinese English-as-a-Foreign-Language (EFL) Learner.
Gonzalez, Virginia; Chen, Chia-Yin; Sanchez, Claudia – Bilingual Research Journal, 2001
A Chinese English-as-a-foreign-language learner in Taiwan was tutored online by two American preservice teachers. Discourse patterns in the student's essays were perceived very differently by the preservice teachers and the student's Taiwanese instructor. Deeper psycholinguistic analysis revealed connections between the student's linguistic…
Descriptors: Case Studies, Chinese Culture, Cognitive Processes, College Students
Theoretical and Practical Implications of Assessing Cognitive and Language Development in Bilingual Children with Qualitative Methods.
Gonzalez, Virginia; And Others – Bilingual Research Journal, 1996
Examines methodological problems affecting assessment of bilingual children's cognitive and language development. Analysis of three qualitative instruments used to identify gifted students among Mexican American bilingual kindergartners revealed the influence of first and second language, verbal and nonverbal assessment procedures, multiple…
Descriptors: Bilingualism, Case Studies, Educational Research, Educational Testing