Foreign and Second Language Teaching in Kindergarten Through Eighth Grade: Selected References

The International Research Foundation

for English Language Education

FOREIGN AND SECOND LANGUAGE TEACHING IN KINDERGARTEN THROUGH EIGHTH GRADE: SELECTED REFERENCES

(last updated 3 May 2013)

Adair-Hauck, B., Donato, R., & Cumo, P. (1994). Using a whole language approach to teach grammar. In K. Shrum & E. Glisan (Eds.), Teachers’ handbook: Contextualized foreign language instruction K-12 (pp. 90-111). Boston: Heinle & Heinle.

American Council on Teaching of Foreign Languages. (1998). ACTFL performance guidelines for K-12 learners. Yonkers, NY: Author.

American Council on Teaching of Foreign Languages. (1999). ACTFL proficiency guidelines—Speaking. Yonkers, NY: Author.

Antonek, J., Tucker, G. R., & Donato, R. (1995). Interactive homework: Creating

connections between home and school. Mosaic, 2(3), 1 & 3-10.

Antonek, J. L., Tucker, G. R., & Donato, R. (1998). Interactive homework: Creating connections between home and school. In A. Mollica (Ed.) Teaching and Learning Languages (2nd ed., pp. 169-184). Lewiston, NY: Editions Soleil, Publishing Inc.

Asher, J. J. (2000). Learning another language through actions (6th ed.). Los Gatos, CA: Sky Oaks Publications.

Baranick, W., & Markham, D. (1986). Attitudes of elementary school principals toward foreign language instruction. Foreign Language Annals, 19, 481-489.

Bruck, M., Lambert, W. E., Tucker, G. R., & Bowen, J. D. (1975). The 1968 NDEA Philippine Institute for TESL teachers: A follow-up evaluation. Foreign Language Annals, 8, 133-137.

Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University Press.

Carroll, J. B. (1967). The foreign language attainments of language majors in the senior year: A survey conducted in U.S. colleges and universities. Cambridge, MA: Harvard University Graduate School of Education.

Cekaite, A. (2007). A child’s development of interactional competence in a Swedish L2 classroom, Modern Language Journal, 91(1), 45-61.

Center for Applied Linguistics. (2007). Foreign language assessment directory. Retrieved February 4, 2007, from http://www.cal.org/CALWebDB/FLAD

Cheshire, J. (Ed.). (1991). English around the world: Sociolinguistic perspectives. Cambridge, England: Cambridge University Press.

Chinen, K., Donato, R., Tucker, G. R., & Igarahsi, K. (2003) Looking across time: Documenting middle school Japanese FLES students' attitudes, literacy and oral proficiency. Learning Languages, 8(2), 4-10.

Clyne, M. Jenkins, C., Chen, I. Y., Tsokalidou, R., & Wallner, T. (1995). Developing second language proficiency from primary school: Models and outcomes. Canberra, Australia: National Languages and Literacies Institute of Australia.

Collier, V. P. (1991). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16,(1 & 2), 187-212.

Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.

Comrie, B. (Ed.). (1987). The world’s major languages. New York, NY: Oxford University Press.

Cooper, R. L. (1990). Language planning and social change. Cambridge, England: Cambridge University Press.

Crystal, D. (1987). The Cambridge encyclopedia of language. Cambridge, England: Cambridge University Press.

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire.
Clevedon, UK: Multilingual Matters.

Curtain, H. A., & Dahlberg, C. A. (2004). Languages and children –Making the match (3rd ed.). Boston, MA: Pearson.

Curtain, H., & Pesola, C.A. (1994). Languages and children: Making the match (2nd ed.). White Plains, NY: Longman.

Dickson, P., & Cumming, A. (Eds.). (1996). Profiles of language education in 25 countries. Slough, Great Britain: National Foundation for Educational Research.

Domínguez, R. (2003). Curricular innovation in elementary school: A case for Spanish literacy. Unpublished doctoral dissertation, Carnegie Mellon University.

Domínguez, R. (2003). What may lead FL teachers to adopt a new teaching methodology? Pennsylvania Language Forum, 73(1), 66-78.

Domínguez, R. (2004). From teachers’ theory to teachers’ practice: How do teachers learn?: A case study of two Spanish teachers in the elementary school. NECTL Review, Spring Issue, 34-43.

Domínguez, R., Donato, R., & Tucker, G. R. (2005). Documenting curricular reform: Innovative foreign language education for all children. In D. Atkinson, P. Bruthiaux, W. Grabe, & V. Ramanathan. (Eds.), Studies in applied linguistics: English for academic purposes, discourse analysis, and language policy and planning. Essays in honor of Robert B Kaplan on the occasion of his 75th birthday (pp. 56-71). Clevedon, England: Multilingual Matters.

Donato, R. (1998). Assessing the foreign language abilities of the early language learner. In M. Met (Ed.), Critical issues in early second language learning (pp. 169-197). Glenview, Illinois: Scott Foresman- Addison Wesley.

Donato, R. (2002). Building knowledge, building leaders: Collaborating for research and change. In L. Wallinger (Ed.), Teaching in changing times: The courage to lead (pp. 89-119). Boston, MA: McGraw Hill.

Donato, R. Antonek, J., & Tucker, G. R. (1994). A multiple perspectives analysis of a Japanese FLES program. Foreign Language Annals, 27, 365-378.

Donato, R., Antonek, J., & Tucker, G. R. (1996). Monitoring and assessing a Japanese FLES program: Ambiance and achievement. Language Learning, 46(3), 497-528.

Donato, R., Gaal, R., & Fall, T. (1993). Legends and language learning: Bringing Africa to the French classroom. Pittsburgh, PA: Pittsburgh Public Schools and University of Pittsburgh.

Donato, R., & Terry, R. M. (Eds.). (1995). Foreign language learning: The journey of a lifetime. Lincolnwood, IL: National Textbook Company.

Donato, R., & Tucker, R. (2010). A tale of two schools: Developing sustainable early foreign language programs. Clevedon, England: Multilingual Matters.

Donato, R., Tucker, G. R., Wudthayagorn, J., & Igarashi, K. (2000). Converging evidence: Attitudes, achievements and instruction in the later years of FLES. Foreign Language Annals, 33(4), 377-393.

Donato, R. (2002). Building knowledge, building leaders: Collaborating for research and change. In L. Wallinger (Ed.), Teaching in changing times: The courage to lead (pp. 89-119). Boston, MA: McGraw Hill.

Donato, R. (December, 2003). Action research. Eric Digest , EDO-FL-03-08

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, England: Cambridge University Press.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Draper, J., & Hicks, J. H. (2002). Foreign language enrollments in public secondary schools, Fall 2000. Retrieved from http://www.actfl.org/i4a/pages/index.cfm?pageid=3389

Dutcher, N., in collaboration with G. R. Tucker. (1994). The use of first and second languages in education: A review of educational experience. Washington, DC: World Bank, East Asia and the Pacific Region, Country Department III.

Eggington, W. G. (2005). Language policy and planning: Introduction. In P. Bruthiaux, D. Atkinson, W. Eggington, W. Grabe, & V. Ramanathan (Eds.), Directions in applied linguistics (pp. 223 - 226). Clevedon, England: Multilingual Matters.

Fall, T., Adair Hauck, B., & Glisan, E. (2007). Assessing students’ oral proficiency: A case for on-line testing. Foreign Language Annals, 40(3), 377-406.

Fang, Z., Schleppegrell, M. J., & Cox, B. E. (2006). Understanding the language demands of schooling: Nouns in academic registers. Journal of Literacy Research, 38(3), 247-273.

Francis, D. J., Fletcher, J. M., Stuebing, K. K., Davidson, K. C., & Thompson, N. M. (1991). Analysis of change: Modeling individual growth. Journal of Counseling and Clinical Psychology, 59, 27-37.

Fraser, C., Bellugi, U., & Brown, R. (1963). The control of grammar in imitation, comprehension and production. Journal of Verbal Learning and Verbal Behavior, 2, 121-135.

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston, MA: Heinle & Heinle.

Freeman, D. (2000). Imported theories/local understandings. TESOL Matters, 10(4), 1 & 6

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Edward Arnold.

Genesee, F. (1987). Learning through two languages. Cambridge, MA: Newbury House.

Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (2006). Educating English language learners. Cambridge, England: Cambridge University Press.

Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.

Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL integrated performance assessment. Yonkers, NY: ACTFL.

Gori, K. H. (2002). Making the link between enrollment and learning goals: A school district’s impact. The Modern Language Journal, 86(4), 613-615.

Graddol, D. (1997). The future of English. London, England: British Council.

Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a foreign language.’ London, England: British Council.

Hall, J. K. (1995). “Aw, man, where you going’?”: Classroom interaction and the development of L2 interactional competence. Issues in Applied Linguistics, 6(2), 37-62.

Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London, England: Edward Arnold.

Hamayan, E. (1998). Painting the chameleon: A response to “assessing foreign language abilities of the early language learner” by Richard Donato. In M. C. Met (Ed.), Critical issues in early second language learning: Building for our children’s future (pp. 176-179). Glenview, IL: Addison-Wesley.

Heilmann, J., Miller, J. F., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27, 603-626.

Heining-Boynton, A. (1990). Using FLES history to plan for the present and future. Foreign Language Annals, 23, 503-509.

Heining-Boynton, A. L., & Haitema, T. (2007) A ten-year chronicle of student attitudes toward foreign language in the elementary school. Modern Language Journal, 91(2), 149-168.

Holliday, A. (1994). Appropriate methodology and social context. New York, NY: Cambridge University Press.

Hudson, J., & Shapiro, L. (1991). From knowing to telling: The development of children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 89-136). Hillsdale, NJ: Lawrence Erlbaum.

Igarashi, K., Wudthayagorn, J., Donato, R., & Tucker, G. R. (2002). What does a novice look like? Describing the grammar and discourse of young learners of Japanese. Canadian Modern Language Review, 58(4), 526-554.

Johnson, K., & Swain, M. (1977). Immersion education: International perspectives. New York, NY: Cambridge University Press.

Johnson, M. (2001). The art of non-conversation: A reexamination of the validity of the oral proficiency interview. New Haven, CT: Yale University Press.

Kennedy, A. M., Mullis, I. V. S., Martin, M. O., & Trong, K. L. (Eds). (2007). PIRLS 2006 Encyclopedia: A guide to reading education in the forty PIRLS countries. Boston, MA: International Study Center, School of Education, Boston College.

Kozol, J. (2007). Letters to a young teacher. New York, NY: Crown.

Lambert, W. E. (1984). An overview of issues in immersion education. In R. N. Campbell (Ed.), Studies on immersion education: A collection for United States educators (pp. 8-30). Sacramento, CA: California State Department of Education.

Lambert, W. E., & Tucker, G. R. (1982). Graduates of early French immersion. In G. Caldwell & E. Waddell (Eds.), The English of Quebec: From majority to minority status (pp. 259-277). Lennoxville, Quebec: Institut Quebecois de recherche sur la culture.

Lantolf, J. P. (2003). Intrapersonal communication and internalization in the second language classroom. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 349-370). New York, NY: Cambridge University Press.

Lapkin, S. (1998). French second language education in Canada: Empirical studies. Toronto, Canada: University of Toronto Press.

Lightbown, P. M. (2008). Easy as pie? Children learning languages. COPAL: Concordia Working Papers in Applied Linguistics, 1, 1-25.

Lightbown, P. M., & Spada, N. (1994). An innovative program for primary ESL in Quebec. TESOL Quarterly, 28, 563-579.

Lipton, G. C. (1998). Practical handbook to elementary foreign language programs (FLES): Including sequential FLES, FLEX, and immersion programs. Chicago, IL: National Textbook Company.

McKay, S. L., & Wong, S.-L. C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66, 577-608.

Met, M. (1985). Decisions! Decisions! Decisions! Foreign Language Annals, 18, 469-473.

Met, M. (1989). Which foreign language should students learn? Educational Leadership, 7, 54-58.

Met, M. (1998). Critical issues in early second language learning. Glenview, IL: Addison-Wesley.

Met, M., & Rhodes, N. (1990). Elementary school foreign language instruction: Priorities for the 1990s. Foreign Language Annals, 23(5), 433-443.

National Standards in Foreign Language Education Project (NSFLEP). (2006). National standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press.

Nicholas, H., & Lightbown, P. M. (2008). Defining child second language acquisition, defining roles for L2 instruction. In J. Philp, R. Oliver, & A. Mackey (Eds.) Child's play: Second language acquisition and the younger learner (pp. 27-51). Amsterdam: John Benjamins.

OECD (2005). PISA 2003 technical report. Paris, France: Organisation for Economic Cooperation and Development.

Oliver, R. (1998). Negotiation of meaning in child interactions. The Modern Language Journal, 82(3), 372-86.

Oller, J. W. (1998). Assessing early language abilities: A response. In M. Met (Ed.). Critical issues in early second language learning: Building for our children’s future (pp. 179-185). Glenview, IL: Scott Foresman.

Omaggio, A. (1993). Teaching language in context. Boston, MA: Heinle & Heinle.

Padilla, A. M., & Sung, H. (1995). The role of student motivation, parental attitudes and involvement in the learning of Asian languages in the elementary and secondary schools. Unpublished research report, Stanford, CA: Stanford University.

Peabody Picture Vocabulary Test. (2006). White Plains, NY: Pearson Assessment.

Pessoa, S., Hendry, H., Donato, G. R., Tucker, G. R., & Lee, H. (2007). Content based instruction in the foreign language classroom: A discourse perspective. Foreign Language Annals, 40(1), 102-121.

Phillips, J., & Draper, J. (1994). National standards and assessments: What does it mean for the study of second languages in the schools? In G.K. Crouse (Ed.), Meeting new challenges in the foreign language classroom (pp. 1-8). Lincolnwood, IL: National Textbook.

Pufahl, I., Rhodes, N. C., & Christian, D. (2000). Foreign language teaching: What the United States can learn from other countries. Report prepared for the U.S. Department of Education's Comparative Information on Improving Education Practice Working Group 4 Policy Priority: Foreign Language Learning. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/ericcll/countries.html