index

This Issue at a Glance
Abstracts
Research
Research in Practice
Book Review
About the Authors
Editorial Support

Dissertation Competition 2006
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Online Resources of Interest...
The Funding Gap: Low Income and Minority Students Receive Fewer Dollars. Read this report and access other resources at The Education Trust.

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Volume 29, Number 1 Spring 2005

Editor's Introduction Terrence G. Wiley, Mario Castro, and Gerda de Klerk
Essays and Research
English Language Learners Left Behind in Arizona: The Nullification of Accommodations in the Intersection of Federal and State Policies Wayne E. Wright Abstract
Reexamining Identification and Reclassification of English Language Learners: A Critical Discussion of Select State Practices Kate S. Mahoney and Jeff MacSwan Abstract
Weighing the Evidence: A Meta-Analysis of Bilingual Education in Arizona Kellie Rolstad, Kate S. Mahoney, and Gene V. Glass Abstract
Proposition 203: A Critical Metaphor Analysis Eric Johnson Abstract
Diné Bizaad [Navajo Language] at a Crossroads: Extinction or Renewal? AnCita Benally and Denis Viri Abstract
How Census 2000 Data Suggest Hostility Toward Mexican-Origin Arizonians Kay H. Hunnicutt and Mario Castro Abstract
An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population Rodolfo Abella, Joanne Urritia, and Alekssandr Shneyderman Abstract
Dual Language Education: A Promising 50-50 Model Leo Gómez, David Freeman, and Yvonne Freeman Abstract
Linguistic Access and Participation: English Language Learners in an English-Dominant Community of Practice Ana Christina DaSilva Iddings Abstract
The Ameliorating Effects of High Socioeconomic Status: A Secondary Analysis Stephen Krashen and Clara Lee Brown Abstract
Research in Practice
The Role of Parents in Chinese Heritage-Language Schools Mengying Li Abstract Effective Teaching Strategies for English Language Learners Melissa A. Facella, Kristen M. Rampino, and Elizabeth K. Shea Abstract
Book Review
Legacies: The Story of the Immigrant Second Generation By Alejandro Portes and Rubén G. Rumbaut Reviewed by Ha Lam, Arizona State University

The Bilingual Research Journal is a joint project of NABE, the National Association for Bilingual Education, and the Southwest Center for Education Equity and Language Diversity, College of Education, Arizona State University.

Southwest Center for Education Equity and Language Diversity
College of Education, Arizona State University,
P. O. Box 871511, Tempe, AZ 85287-1511
Voice: 480.965.7134 Fax: 480.965.5164