Language and Literacy Development in Bilingual Settings

Aydin Y\u00fccesan Durgunoglu, PhD, is Professor of Psychology at the University of Minnesota Duluth. She has worked as a high school teacher and as a college instructor of English as a foreign language. Her research addresses child literacy development in different languages as well as in bilingual contexts, adult literacy, and English literacy development of recent immigrants to the United States. Since 1995, as a consultant for the Mother Child Education Foundation in Istanbul, Dr. Durgunoglu has led the efforts to create an innovative adult literacy program in Turkey, which has now reached about 100,000 individuals across the country. Claude Goldenberg, PhD, is Professor of Education at Stanford University. He has worked as a junior high school teacher and as a first-grade teacher in a bilingual elementary school. His research interests include literacy development among English language learners, home-school connections with language-minority families, processes and dynamics of school change, and classroom literacy interventions for middle elementary and middle school students. Dr. Goldenberg was a National Academy of Education Spencer Fellow and is a corecipient of the Albert J. Harris Award from the International Reading Association.

I. Introduction 1. Contexts for Language and Literacy Development among Dual-Language Learners, Claude Goldenberg, Leslie Reese, and Ali Rezaei II. Oral Language and Dual-Language Learners 2. The Role of First Language on Oral Language Development in English: The Case of Both Alphabetic and Nonalphabetic Languages, Stefka H. Marinova-Todd and Yuuko Uchikoshi 3. Tuning in to Language-Specific Patterns: Nonword Repetition and the Big Picture of Bilingual Vocabulary Learning, Mar\u00eda R. Brea-Spahn and Elaine R. Silliman 4. Rapid Spoken Language Shift in Early Second Language Learning: The Role of Peers and Effects on the First Language, D. Kimbrough Oller, Linda Jarmulowicz, Barbara Z. Pearson, and Alan B. Cobo-Lewis 5. Language Proficiency and Its Implications for Monolingual and Bilingual Children, Ellen Bialystok and Xiaojia Feng III. Literacy and Dual-Language Learners 6. Factors Affecting the Relative Relationships between First- and Second-Language Phonological Awareness and Second Language Reading, Alexandra Gottardo, Yan Gu, Julie Mueller, Iuliana Baciu, and Ana Laura Pauchulo 7. Learning a Nonalphabetic Script and Its Impact on Later Development of English as a Second Language, Him Cheung, Catherine McBride-Chang, and Xiuli Tong 8. Chinese Language Learners of English Use More Orthographic–Lexical Than Phonological Strategies in English Word Recognition and Spelling, Che Kan Leong 9. Writing Acquisition among English Language Learners in U.S. Schools, Laura M\u00e9ndez Barletta, Janette K. Klingner, and Michael J. Orosco IV. Assessment and Diagnosis 10. Linguistic and Cognitive Processes in the Development of Spelling in English Language Learners: First-Language Transfer, Language Proficiency, or Cognitive Processes?, Esther Geva and Ad\u00e8le Lafrance 11. Cognitive and Oral Language Contributors to Reading Disabilities in Spanish–English Bilinguals, Franklin R. Manis and Kim A. Lindsey 12. Assessment of Literacy Problems among English Language Learners Based on the Component Model, R. Malatesha Joshi and P. G. Aaron V. Conclusion 13. The Policy Context of Research on Basic Processes in Bilingual Children in the United States, Kenji Hakuta