Technical Reports

The University of California Linguistic Minority Research Institute (UC LMRI), is a multi-campus research unit of the University of California that was established in 1984, in response to the California Legislature's request that the University of California's Office of the President pursue "...knowledge applicable to educational policy and practice in the area of language minority students' academic achievement and knowledge," including their access to the University of California and other institutions of higher education.

Preschool Participation and the Cognitive and Social Development of Language Minority Students

(2006)

This study examined participation in preschool and its relationship with the cognitive and social development of language minority students. Although there is a large body of research that demonstrates the cognitive and social benefits of attending preschool (Barnett, 1995; Gorey, 2001; National Research Council, Committee on Early Childhood Pedagogy, 2000; Vandell, 2004), very little of this research has included language minority students, or at least those who do not speak English. Either non-English speaking families are not included in the design of the study, such as with the widely cited National Institute for Child Health and Development (NICHD) Early Child Care Study, or the studies are based on cognitive and social assessments that are only conducted in English (e.g., Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Consequently, little is known about participation in and outcomes of preschool for the growing population of language minority students.

Academic English: A Conceptual Framework

Scarcella, Robin

(2003)

Learning academic English is probably one of the surest, most reliable ways of attaining socio- economic success in the United States today. Learners cannot function in school settings effectively without it. This variety of English entails the multiple, complex features of English required for success in public schooling and career advancement. It involves mastery of a writing system and its particular academic conventions as well as proficiency in reading, speaking, and listening. Unfortunately, academic English has often been ignored or under-emphasized in public school instruction. Many have not understood its importance in helping students function in school settings or have misunderstood its complex nature. This paper discusses approaches to the study of academic English and presents a multi-dimensional framework for analyzing it. The dimensions include linguistic, cognitive, and socio-cultural/psychological ones. The paper also describes the relationship between the English used in everyday situations and in academic ones. It concludes with a brief discussion of research implications pertaining to instruction, assessment, and professional development.