Educators of Asian Bilingual Students: Pedagogical Techniques, Strategies and Challenges

Yeh, Christine J.; Chen, Jennifer; Kwong, Agnes; Chiang, Laura; Yu-wei, Wang; Pu-Folkes, Florence

doi:10.1080/01434630208666471

Cited by 12 publications

(4 citation statements)

References 35 publications

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“…Family interactions are potential sources of intergenerational conflict and support (Cheng, 1994; James, 1997; R. M. Lee et al, 2005; Yeh, 2001; Yeh et al, 2002; Yeh & Wang, 2000). Similarly, the role of the school context (e.g., teachers and peers) must be understood in terms of its impact on Asian immigrant youths' adjustment.…”

mentioning

confidence: 99%

Poverty, loss, and resilience: The story of Chinese immigrant youth.

Yeh¹,

Kim²,

Pituc³

et al. 2008

Journal of Counseling Psychology

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102

100

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A total of 10 focus groups were conducted with students, parents, teachers, and school counseling and support personnel to investigate the cultural adjustment process of Chinese immigrant youth using an ecological framework. Multi-informant data were analyzed using the grounded theory (A. Strauss & J. M. Corbin, 1998) method. Findings reveal 6 main themes: socioeconomic changes due to immigrant status; English proficiency as a barrier to adjustment; changes in family structure and dynamics, racism, and invisibility; challenges to social support systems; and interdependent strategies for navigating in the United States. Results highlight the dynamic interaction and tensions created across themes and ecological contexts. The need for school- and community-based counseling interventions that address Chinese immigrant youths' losses and foster their resiliency and supportive networks are discussed.

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mentioning

confidence: 99%

Poverty, loss, and resilience: The story of Chinese immigrant youth.

Yeh¹,

Kim²,

Pituc³

et al. 2008

Journal of Counseling Psychology

Self Cite

102

100

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“…Asian students may have difficulty with written assignments until they had achieved comfort with their surroundings and an intermediate proficiency in their new language (Fillmore, 1991). In a survey of educators of Asian bilingual students, many teachers reported that Asian students often hesitated in responding to questions, shifted topics frequently, took fewer risks, participated less in class discussions and limited their eye contact with authority figures (Yeh et al, 2002).…”

Section: Cultural Factors That Impact Literacy Developmentmentioning

confidence: 99%

“…Culturally relevant instruction Language learning always takes place in a social context (Fillmore, 1991). The importance of culturally relevant interventions when working with the ELL population has been validated and recommended by previous research (Xu and Drame, 2008;Yeh et al, 2002). An essential component of many of the articles we reviewed was their focus on providing a cultural fit for the ELL students in the study.…”

Section: Jme 121mentioning

confidence: 99%

Evidence-based literacy interventions for East/Southeast Asian English language learners

Beneville

2018

JME

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Purpose There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population. Design/methodology/approach To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed studies and dissertations were published between 2001 and 2016. Articles were included in the authors’ review, if those described a literacy intervention where the sample was entirely East and/or Southeast Asian ELLs, or, if the sample included other groups, the study provided an analysis of the intervention’s effectiveness specifically for the East or Southeast Asian ELLs in the study. Both quantitative and qualitative studies were included. Findings The authors’ search yielded seven studies. The authors found three main contributors to effective literacy instruction for this population: culturally relevant instruction, family involvement and encouraging first language (L1) development to facilitate language and literacy in English. Results indicated that interventions that consider a student’s cultural style (i.e. preference toward a teacher-centered classroom) or included cultural familiar themes/texts were found to be more effective. In addition, strategies that encouraged the development of L1, such as the use of dual-language books, explicitly teaching contrastive analysis and providing the same book to be read at home and a school were all correlated with greater literacy gains. Finally, facilitating home-school communication seemed to contribute to the efficacy of several of the interventions. Research limitations/implications This paper reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. This review is limited by the small number of relevant studies and the fact that not all East/Southeast Asian languages or ethnic groups were represented. There is still a great need for future research to determine what methods or combination of factors are effective with East/Southeast Asian ELLs of various ages and needs. Practical implications The findings from this paper have generated practical recommendations for educators teaching literacy skills to East/Southeast Asian ELL students, such as: tailor literacy instruction to be culturally relevant, design interventions around student’s preferred learning style, encourage parent/family involvement, provide bilingual instruction and bilingual reading materials and provide parents with books and information about the literacy curriculum. Social implications This paper also reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. Originality/value Based on an extensive literature search, this is the first paper to review and summarize the research on literacy interventions for East/Southeast Asian ELLs over the past 15 years. This paper provides valuable recommendations to educators and calls for more research on English literacy acquisition specific to this population.

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“…Thus, increasing the quantity and quality of Asian-American children's literature may help to increase their visibility, counter prevailing stereotypes and provide positive images and role models. Accord ing to Bishop (1992) & Mehan, 1996;Yeh, Wang, & Pu-Folkes, 2002). Given this scarcity, students will continue to lack the necessary information to understand diverse voices and thus, they may fail to bring marginalized groups of people into the "common narrative" (Wills & Mehan).…”

Section: Consequences Of Under-representationmentioning

confidence: 99%

Quantity and Quality: The Need for Culturally Authentic Trade Books in Asian-American Young Adult Literature

Loh¹

2006

ALAN

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Educators of Asian Bilingual Students: Pedagogical Techniques, Strategies and Challenges

Cited by 12 publications

References 35 publications

Poverty, loss, and resilience: The story of Chinese immigrant youth.

Poverty, loss, and resilience: The story of Chinese immigrant youth.

Evidence-based literacy interventions for East/Southeast Asian English language learners

Quantity and Quality: The Need for Culturally Authentic Trade Books in Asian-American Young Adult Literature

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