The Education of Language Minority Immigrants

This book focuses on educational language minority immigrant issues in the United States. It draws from quantitative and qualitative research methodologies to inform educational policy and practice. The contributions are grouped according to three broad themes: factors predicting language proficiency, the role of language and identity in the lives of immigrant language minority youth, and issues of educational policy related to this group.

Terrence G. Wiley is Professor of Education and Applied Linguistics in the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University. His research and teaching have focused on applied linguistics, language policy, English and globalization, language and immigration, bilingual education and bilingualism, heritage and community languages, as well as English as a second language, and he has lectured widely on these topics internationally. Jin Sook Lee is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her research focuses on the educational processes of immigrant children, in particular as they pertain to the understanding of the cultural, sociopolitical, and sociopsychological factors that influence and shape their language learning and development. Russell W. Rumberger is Professor of Education in the Gevirtz Graduate School of Education at the University of California (UC) Santa Barbara. He has published widely on education and work; the schooling of disadvantaged students, particularly school dropouts and linguistic minority students; school effectiveness; and education policy.

Introduction: Education of Language Minority Immigrants in the United States: Introduction, Background and Overview - Terrence Wiley & Jin Sook Lee

Ch. 1: A Language Graveyard? The Evolution of Language Competencies, Preferences and Use Among Young Adult Children of Immigrants - Rubén G. Rumbaut

Ch. 2: The Economics of Language for Immigrants: An Introduction and Overview - Barry R. Chiswick

Ch. 3: Immigration, Race, and Higher Education Outcomes - Christine Qi Liu, Robert H. Tai & Xitao Fan

Ch. 4: Immigrant Youth in High School: Understanding Educational Outcomes for Students of Mexican Origin - Regina Cortina

Ch. 5: A Synthesis of the Roles of Heritage Languages in the Lives of Children of Immigrants: What Educators Need to Know - Jin Sook Lee & Debra Suarez

Ch. 6: Assimilation and Resistance: How Language and Culture Influence Gender Identity Negotiation in First Generation Vietnamese Immigrant Youth - Diem T. Nguyen & Tom Stritikus

Ch. 7: Agentive Youth Research: Towards Individual, Collective, and Policy Transformations - Kathryn A. Davis

Ch. 8: The Need for Multiple Measures in Reclassification Decisions: A Validity Study of the Stanford English Language Proficiency Test* - Kate Mahoney, Tom Haladyna & Jeff MacSwan

Ch. 9: Immigrant Students, English Language Proficiency, and Transitions From High School to Community College - George C. Bunch Commentary: Language, Immigration and the Quality of Education: Moving Toward a Broader Conversation - Guadalupe Valdés

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The Education of Language Minority Immigrants in the United States

Summary

Author Biography

Table of Contents

Supplemental Materials