Annotated Bibliography

The article I've critiqued for my annotated bibliography can be read in PDF full text here.

1.) Holland, William R. (1960). Language Barrier as an Educational Problem of Spanish-Speaking Children.
Tucson, Arizona: Exceptional Children

Language Barrier as an Educational Problem of Spanish-Speaking Children focuses on efforts to provide educational assistance to Spanish-speaking students. It notes that despite many efforts geared toward improvement Spanish-speaking students, the achievement gap between them and English-speaking students remains a considerable one. Holland later offers insight into the cultural and psychological factors that affect learning and language acquisition among students where English is not their first language. This article ties in directly with the objectives of the research assignment: Finding and understanding the related cultural and community-related factors that either promote or inhibit learning among Spanish-speaking students.

One of the main points Holland attempts to address is how many Spanish-speaking students are “handicapped in later life” because of the public school learning experience and teaching practices. He goes on to discuss the inadequacies of the public school experience toward Spanish-speaking students, and the psychological studies have been geared toward these children.

In the Wechsler Intelligence Scale for Children (WISC), study organizers attempted to measure the English, Spanish and bilingual aptitude of Spanish-speaking children in grades 1 through 5. By asking questions in English, and then supplementing them in Spanish when the question was not fully understood, administrators found that more than 40% of the subjects had moderate or serious language barriers. These results, although geographically limited to Tucson, Arizona, are indicative of a large-scale issue apparent in public schools. The study’s results could even project onto similar urban communities with large Hispanic populations.

By far the greatest point Holland makes in his article is that “the utilization of cultural information is indispensible for understanding the educational problems of Spanish-speaking children.” This refers to the fact that students – whether Spanish-speaking or other – are essentially the product of their home environment and culture. Socio-economic status, language spoken at home and attitude toward learning in general all play a major role in forming a student.

These factors, along with the scientific results of language barrier studies, help to show how the learning experience for native Spanish-speaking students is inherently different than their English-language counterparts. It’s an issue that must be recognized in urban schools and for the betterment of public schools as a whole.

2.) Sepulveda, Betty R. (1973). The Language Barrier and its Effect on Learning.
Denver, Colorado, USA: Elementary English.

http://csaweb112v.csa.com.ezproxy.montclair.edu:2048/ids70/view_record.php?id=2&recnum=20&log=from_res&SID=mvk6luko9i8g8smk9ioq6mpuq2&mark_id=search%3A2%3A0%2C0%2C22

This article spans the historical significance and present problems caused by the English-Spanish language barrier that exists in American Schools. While touching on environmental factors, like socioeconomic status and English-language formation on the streets, it offers insight into the implications for the school learning environment. It gives suggestions as to lessen the language gap and enhance correct English language acquisition among underprivileged children. The Language Barrier and its Effect on Learning fits in perfectly with planned research about the language barrier in urban school systems. It also offers critiques of current English-language acquisition practices and suggests various solutions to them.

3.) Reese, Leslie; Thompson, Sylvia Linan; Goldenberg, Claude. (2008). Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities.
United States: Routledge, Journal of Multilingual & Multicultural Development

http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=34230560&site=ehost-live

Based on the research collected from 14 communities in California and Texas, this article seeks to find the language and literacy resources that are available to Spanish-speaking students. It focuses largely on the children’s home life, their language practices there and their exposure to print materials in English and Spanish. It also goes on to discuss the assumptions that many teachers possess when considering access to print materials. In the poor urban environment, the sometimes inability to access developmental reading materials is apparent. The article is notable for its focus on the Spanish-speaking communities and families as huge factors in the student’s learning process.

4.) Salazar, Maria del Carmen. (2008). English or Nothing: The Impact of Rigid Language Policies on the Inclusion of Humanizing Practices in a High School ESL Program.
Denver, Colorado, USA: Equity & Excellence in Education.

http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=33325195&site=ehost-live

This article focuses mainly on the English as a Second Language programs in high schools. In a case study it was found that ESL teachers who had more leniencies and fewer adherences to rigid language policies were able to foster a more open and “humanizing” relationship with their students. This relationship, in turn, created a better learning environment for their students who ultimately performed better academically. There is a great contrast between this and ESL teachers who adhered strictly to language policies. The results of this study show that students with a better relationship with their teachers perform better academically, which is just what I aim to research in my community and school inquiry.

5.) Davis, Eden. (2006). Unhappy Parents of Limited English Proficiency Students: What Can They Really Do?
United States: Journal of Law & Education

http://search.ebscohost.com.ezproxy.montclair.edu:2048/login.aspx?direct=true&db=ehh&AN=20567961&site=ehost-live

http://www.allbusiness.com/legal/4075864-1.html

In this article, Davis addresses the implications of the No Child Left Behind Act on students who have limited English proficiency (LEP) and the limitations parental right to address their concerns. While pointing out the difficulties No Child Left Behind has had on LEP students, it also addresses the other government programs aimed at improving language acquisition. It offers suggestions to help these LEP students overcome the language barrier that exists in their schools. Not only is this article beneficial to research about school-related language difficulties among Spanish-speaking students, but it also addresses the government stipulations that affect all U.S. public schools.