LINGUISTIC MINORITY RESEARCH INSTITUTE

Self-Efficacy Perceptions and their Impact on Latino and White Community College Student Persistence
Angela Caballero de Cordero, Allan Hancock College

The effect of high school ESL placement on immigrants' post-secondary preparation
Rebecca Callahan, University of Texas, Austin

Bilingual Immigrant Children Talk about U.S. Immigration
Valentina Canese, Aixa Garcia-Mont and Carmen Martinez-Roldan, Arizona State University

Improving Access to College Pathways for 'Late Entry' Secondary Immigrant ELL Students
Daniel Choi, Arizona State University

Preparation of Early Childhood Teachers of Hispanic English Language Learners
Delis Cuellar, Bryant Jensen, and Eugene E. Garcia, Arizona State University

Raising cross-cultural writing awareness among college level English monolinguals: a lesson
Patricia Friedrich, Arizona State University

Language Minorities in Higher Education—What we (Don't) Know
Linda Harklau, University of Georgia

Preparing All Teachers for Linguistic Diversity: Structure and Impact of a Post-Baccalaureate Training Program
Craig A. Hughes and M. Cathrene Connery, Central Washington University

Enabling faculty to better meet the academic language needs of English language learners in their content-area university courses
Katya Karathanos, San Jose State University

Five-Year Study of Proposition 227: What Was Learned and What Wasn't
• Presentation in PDF Version (21 pgs., 330 KB)
Robert Linquanti, WestEd

Native Language Proficiency Testing as Tacit Ability Grouping: Rethinking the Way We View Children's Home Language
Jeff MacSwan, Arizona State University

Examining Latino/a Literature in a Higher Education Multicultural Class: Transactional and Critical Perspectives
Carmen Martinez-Roldan and Amy Heineke, Arizona State University

Responding to the needs of generation 1.5 immigrant ESL students in a two-track college writing program
Mark Roberge, San Francisco State University

Preparing Secondary EL Students for Higher Education in California: Access and Opportunity
• Student Interviews (.wmv file, 10.5 MB)
Robin Scarcella, UC Irvine

Classroom Assessment for English Learners in Middle School Life Science
Marcelle Siegel, UC San Francisco

Taking Back the Standards: Toward a Theory of Critical Professional Practice for Specially Trained Teachers of English Learners
Jamy Stillman, Barnard College

Growth in Literacy and Cognition in Bilingual Children at Risk or not at Risk for Reading Disabilities
Lee Swanson, UC Riverside

Teaching Literacy in Mexican First Grade Classrooms: Seeking congruence between constructivist theory and practice
Diane Sharken Taboada, Berkeley Unified School District and Jill Kerper Mora, Ed.D., San Diego State University

Language Attitudes among Chinese International Students toward Varieties of Chinese and English
Terrence G. Wiley and Na Liu, Arizona State University

Narratives: The intersection of Language and culture among Latino children three to seven years old
Alison Wishard, UC Los Angeles

Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona
Wayne Wright, University of Texas, San Antonio

Challenges of Chinese Heritage Language Learners in Higher Education in Relation to Their Identities Construction
Ping Yang, Arizona State University