Bilingual Performance in Reading and Writing
Published on 1. January 1994
Book
Paperback/Softback
378 pages
978-1-55619-714-7 (ISBN)
Description
In the past decade, literacy in second language has emerged as one of the most significant and intriguing topics of inquiry into language processes, human knowledge, cultural practices, and educational policy. Whereas earlier inquiry, theories and policies had often considered literacy and bilingualism as quite different issues, research in recent years has emphasized their interdependence psychologically as well as their combined importance and variable manifestations in many key domains of schooling, work and everyday life.
This volume brings together eleven major empirical studies of bilingual performance in reading and writing. The studies have all appeared over the past five years in separate issues of Language Learning and as such represent not only the best of recent, published research on this topic, but also they provide a single resource suitable for advanced study in graduate seminars or teacher education as well as a key reference for future inquiry.
This volume brings together eleven major empirical studies of bilingual performance in reading and writing. The studies have all appeared over the past five years in separate issues of Language Learning and as such represent not only the best of recent, published research on this topic, but also they provide a single resource suitable for advanced study in graduate seminars or teacher education as well as a key reference for future inquiry.
More details
Series
Language
English
Place of publication
United States
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 240 mm
Width: 160 mm
Weight
520 gr
ISBN-13
978-1-55619-714-7 (9781556197147)
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Schweitzer Classification
Content
1. Introduction, p1-20; 2. Section I: Studies of Bilingual Reading; 3. Awareness of Text Structure: Effects on Recall (by Carrell, Patricia L.), p23-41; 4. Second-Language Readers' Memory for Narrative Texts: Evidence for Structure-Preserving Top-Down Processing (by Horiba, Yukie), p43-71; 5. The Relationship Between First- and Second-Language Reading Comprehension of Occupation-Specific Texts (by Donin, Janet), p73-102; 6. Phonological Recoding in the First- and Second-Language Reading of Skilled Bilinguals (by Segalowitz, Norman), p103-135; 7. Section II: Studies of Bilingual Writing; 8. Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers (by Raimes, Ann), p139-172; 9. Writing Expertise and Second-Language Proficiency (by Cumming, Alister), p173-221; 10. Effects of First Language on Second-Language Writing: Translation versus Direct Composition (by Kobayashi, Hiroe), p223-255; 11. Evidence of Transfer and Loss in Developing Second-Language Writers (by Carson, Joan Eisterhold), p257-281; 12. Orality/Literacy and Group Differences in Second-Language Acquisition (by Hansen, Lynne), p283-305; 13. Section III: Assessing Innovative Approaches to Biliteracy Instruction; 14. Effects on ESL Reading of Teaching Cultural Content Schemata (by Floyd, Pamela), p309-329; 15. Acquiring Literacy in a Second Language: The Effect of Book-Based Programs (by Elley, Warwick B.), p331-366; 16. Index, p367-378