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The Long-Term English Language and Literacy Outcomes of First-Generation Former Child Immigrants in the United States


by Becky H. Huang & Alison L. Bailey — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 11, 2016, p. 1-42
http://www.tcrecord.org ID Number: 21635, Date Accessed: 11/21/2017 9:01:46 AM
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About the Author
  • Becky Huang
    University of Texas at San Antonio
    E-mail Author
    BECKY H. HUANG is Assistant Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. Her areas of research include second language acquisition in both immersion and formal instruction contexts, and the assessment of second/foreign language proficiency. Her recent publications have appeared in Studies in Second Language Acquisition, International Journal of Multilingualism, and System: An International Journal of Educational Technology and Applied Linguistics.
  • Alison Bailey
    University of California, Los Angeles
    E-mail Author
    ALISON L. BAILEY is Professor of Human Development and Psychology in the Department of Education at the University of California, Los Angeles and a Faculty Research Partner at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Her areas of research interest include first and second language development, and academic language pedagogy and assessment practices and policies with school-age English learners. Her most recent book from Cambridge University Press is Children's Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts with Anna Osipova. She is currently Principal Investigator of the Dynamic Language Learning Progressions project funded by WIDA at the Wisconsin Center for Education Research.
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