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Editor's Introduction
Josué M. González
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| Essays and Research |
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So,
What's Behind Adult English Second Language Reading?
Gail
August
Hostos
Community College
Abstract
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Language
Socialization in Korean-as-a-Foreign-Language Classrooms
Andrew
Sangpil Byon
University
at Albany, State University of New York
Abstract
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Code
Switching as a Communicative Strategy: A Case Study of Korean–English
Bilinguals
Haesook
Han Chung
Defense
Language Institute
Abstract
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English
Language Learners in a Comprehensive High School
Cathy Coulter and Mary Lee Smith
Arizona
State University
Abstract
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Reconstructing
the Status Quo: Linguistic Interaction in a Dual-Language School
Shanan
Fitts
California
State University, Fullerton
Abstract
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Teacher
Attrition and Retention Along the Mexican Border
Leslie
Garrison
San
Diego State University
Abstract
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Keeping La Llorona Alive in the Shadow of Cortés: What
an Examination
of
Literacy in Two Mexican Schools Can Teach U.S. Educators
Anne-Marie
Hall
University of Arizona
Abstract
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ESL
Teachers’ Perceptions and Factors Influencing Their
Use
of
Classroom-Based Reading Assessment
Yueming
Jia, Zohreh R. Eslami, and Lynn M. Burlbaw
Texas
A & M University
Abstract
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Shared
Reading Within Latino Families: An Analysis of Reading Interactions
and Language Use
Terese
C. Jiménez
Loyola
Marymount University
Alexis
L. Filippini and Michael M. Gerber
University
of California, Santa Barbara
Abstract
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“It’s
Not My Job”: K–12 Teacher Attitudes Toward Students’
Heritage Language Maintenance
Jin Sook Lee and Eva Oxelson
University
of California, Santa Barbara
Abstract
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High-Stakes
Testing and English Language
Learners: Questions of Validity
Elizabeth A. Mahon
Durham
Public Schools, North Carolina
Abstract
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Dual-Language
Student Teachers’ Classroom-Entry
Issues: Stages Toward Gaining Acceptance
Teresa I. Márquez-López
University
of California, Riverside
Abstract
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Teaching
to the Test: How No Child Left Behind Impacts Language Policy, Curriculum,
and
Instruction for English Language Learners
Kate Menken
City
University of New York
Abstract
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Goats
Don’t Wear Coats: An Examination of Semantic Interference
in Rhyming Assessments
of
Reading Readiness for English Language Learners
Sylvia
Moreira
Queens
College, City University of New York
Maryellen
Hamilton
Saint
Peter’s College
Abstract
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A
Critical Look at Bilingualism Discourse in Public Schools: Autoethnographic
Reflections of a Vulnerable Observer
Mariana Souto-Manning
University of Georgia
Abstract
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“Mi
Hija Vale Dos Personas”: Latino Immigrant Parents’ Perspectives
About Their Children’s Bilingualism
Jo Worthy and Alejandra Rodríguez-Galindo
University
of Texas at Austin
Abstract
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