Archive for April, 2010
We have a new article published in Early Childhood Services called, Cognates Facilitate Word Recognition in Young Spanish-English Bilinguals’ Test Performance (Perez, Peña, & Bedore, 2010). This is part of a study funded by the NIH called Diagnostic Markers of Language Impairment. In this study, we’re trying to identify the combination of markers that best identify bilingual children who have language impairment. One of the tests that we use in the study is the TOLD-P:3. Early in the study Anita Perez noticed that children who were Spanish dominant seemed to do well on cognate items on the receptive vocabulary subtest of the TOLD which is given only in English. We decided to explore this question further by giving the next group of kids participating on the project all the items from that subtest. That way we could have item data of the same set of items for a group of kiddos. Read the rest of this entry »
Maggie Funk: Why can’t we get bilingual education right? | News for Dallas, Texas | Dallas Morning News | Opinion: Viewpoints
Why indeed? If we know that there are better second language alternatives than English only then wouldn’t logic dictate that we use them? This is a constant frustration to me that folks pay more attention to opinion (and much seems to be paranoid, reactive, illogical opinion) than to facts. At least when it comes to bilingual education. If I hear one more time the story that, “well, my grandfather came to this country and learned English with no help, or bilingual education” I will SCREAM.
I think that more people need to look at the facts before deciding what works and what doesn’t. And the facts can’t be based on anecdotes but on larger n, prospective research. Anecdotes are too easy to distort. AGHHHH. Okay, I screamed– couldn’t help it.
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Here’s a report on a recent study comparing transitional bilingual education with structured English immersion: