NABE Review of Research and Practice
Edited by Virginia Gonzalez, Josefina Tinajero
Published January 5th 2005 by Routledge – 480 pages
The National Association of Bilingual Education (NABE) published electronic issues of Volumes 1 and 2 of the NABE Journal of Research and Practice to offer archival records of 2002 and 2003 NABE conferences presentations. Beginning with Volume 3, the title of the publication is changed to NABE Review of Research and Practice and is published by Lawrence Erlbaum Associates, Inc. for NABE.
NABE Review of Research and Practice, Volume 3 fulfills the following goals:
*to establish an annual archival record of cutting-edge NABE conference presentations that generate new knowledge and advance the field of bilingual education research;
*to mentor junior scholars within the academic setting by providing an outlet for developing a publication record with the assistance of established scholars, and by publishing guidelines for developing high-quality dissertation research proposals and completed studies, and for university-based efforts to mentor doctoral students in bilingual education;
*to offer, in the Research section, an outlet for theoretical and applied research studies that represent innovative conceptual and philosophical perspectives, and that also implement innovative methodologies for solving theoretical and applied problems in bilingual education;
*to provide, in the Applied Education/Action Research section, an outlet for case studies, position papers, and action research that comes from practitioners in the field of bilingual education who are implementing research methodologies in their own classrooms or school districts (e.g., teacher-based research, evaluation studies conducted in the implementation of bilingual education federal and state grants); and
*to present, in the Position Papers and Reflections section, reflections of experiences of bilingual researchers, practitioners, and public school and higher education students that give insightful self-accounts of the experiences of ethnic minority students, scholars, and educators that allow readers to learn from them as role models and advocates.
For further information on NABE conferences and publications visit the NABE Web page at www.nabe.org.
"Make no mistake - the book does not take a neutral position; it has an agenda of advocacy. It supports an approach to education that can benefit all students by giving them a tool - second language skills - that better equips them for life in the increasingly varied 21st century."
Contents: V. Gonzalez, Editor's Note. Part I: Research. S. Krashen, The Acquisition of Academic English by Children in Two-Way Programs: What Does the Research Say? I. Alanis, J.V. Tinajero, Early Reading Strategies for First-Grade Spanish-Speaking Students Attending a Bilingual Spanish/English Education Program. L. Rodriguez, B.J. Irby, G. Brown, R. Lara-Alecio, M.M. Galloway, An Analysis of Second Grade Reading Achievement Related to Pre-Kindergarten Montessori and Transitional Bilingual Eduation. V. Gonzalez, Cultural, Linguistic, and Socioeconomic Factors Influencing Monolingual and Bilingual Children's Cognitive Development. Part II: Applied Education/Action Research. J. Castellano, M. Pinkos, A Rationale for Connecting Dual Language Programs With Gifted Education. A.A. Hersi, Educational Challenges and Sociocultural Experiences of Somali Students in an Urban High School. R. Bruhn, B.J. Irby, M. Lou, W.T. Thweatt, III, R. Lara-Alecio, A Model for Training Bilingual School Counselors. Part III: Position Papers and Reflections. S. Krashen, Let's Tell the Public the Truth About Bilingual Education.