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Language-based Differences in the Literacy Performance of Bidialectal Youth


by Patriann Smith, Jehanzeb R. Cheema, Alex Kumi-Yeboah, S. Joel Warrican & Melissa L. Alleyne — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 1, 2018, p. 1-
http://www.tcrecord.org ID Number: 21947, Date Accessed: 10/19/2017 4:10:30 PM
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About the Author
  • Patriann Smith
    University of Illinois at Urbana-Champaign
    E-mail Author
    PATRIANN SMITH is an Assistant Professor of Language, Diversity, and Literacy Studies in the Department of Curriculum and Instruction at Texas Tech University. Patriann’s work emerges at the intersection of language, culture, literacy, and multicultural teacher education and draws primarily on sociocultural, sociolinguistic, and acculturation theories to examine the ways in which cross-linguistic and cross-cultural differences intersect, clash, and collide to impact literacy teaching and learning for culturally and linguistically diverse learners across local, national, and international contexts. Specifically, Patriann advocates for literacy instruction and assessment that capitalizes on students’ cultural and linguistic affordances as a means of addressing language ideologies that impact literacy (under) performance for (immigrant) speakers of nonstandardized English(es). Her recent publications include “A Distinctly American Opportunity: Crossing Linguistic Boundaries by Exploring Non-Standardized Englishes in Policy and Practice,” published in Insights from the Behavioral and Brain Sciences, and the edited Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, published by IGI Global.
  • Jehanzeb Cheema
    University of Illinois at Urbana-Champaign
    E-mail Author
    JEHANZEB CHEEMA is an Instructor at the University of Baltimore's Merrick School of Business, where he teaches courses in Operations Research. He received both a master’s degree and a doctorate in Economics from the University of Wisconsin–Milwaukee in 2006, and a doctorate in Education from George Mason University in 2012. His research areas of interest include missing data analysis and exploration of academic literacy gaps. Jehanzeb’s recent publications include “The Private-Public Literacy Divide amid Educational Reform in Qatar: What Does PISA Tell Us?” published in International Review of Education, and “A Review of Missing Data Handling Methods in Education Research,” published in Review of Educational Research.
  • Alex Kumi-Yeboah
    University at Albany, State University of New York
    E-mail Author
    ALEX KUMI-YEBOAH is an Assistant Professor of Education in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Broadly, his research examines mediating cross-cultural factors (educational, social, psychological, sociolinguistic) that impact the educational advancement of Black immigrant students in United States schools. He also studies cross-cultural collaboration and multicultural contexts in online education. Alex’s recent publications include “Cross-Cultural Educational Experiences and Academic Achievement of Ghanian Immigrant Youth in Urban Public Schools,” published in Education and Urban Society, and “Factors That Promote Enhancement of Critical Multicultural Citizenship Education among Black Immigrant Youth,” published in International Journal of Multicultural Education.
  • S. Joel Warrican
    University of the West Indies
    E-mail Author
    S. JOEL WARRICAN has been in the field of education for over 30 years, with teaching experience at all levels, from kindergarten to tertiary. He holds a B.Ed. in Language and Literacy Education from The University of the West Indies, and an MPhil in Research Methods and a PhD in Language and Literacy Education, both from the University of Cambridge. He is currently the Director of Academic Programming and Delivery, the online division within The University of the West Indies Open Campus. His recent publications include the book The Complete Caribbean Teacher: Literacy, published by Pearson, and “Fostering True Literacy in the Commonwealth Caribbean: Bridging the Cultures of Home and School,” a chapter in the Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, published by IGI Global.
  • Melissa Alleyne
    University of the West Indies
    E-mail Author
    MELISSA L. ALLEYNE is a Planning Officer in the Office of Planning and Institutional Research for The University of the West Indies, Open Campus and a PhD student in Applied Linguistics at The University of the West Indies, Cave Hill Campus, Barbados. She holds a B.A. in Linguistics and Literatures and English and an M.Phil. in Applied Linguistics, both from The University of the West Indies, Cave Hill Campus, Barbados. Her research interests are in applied linguistics, literacy, online and distance education, and institutional planning and development. A recent publication is “Predictors of Student Success in an Online Learning Environment in the English-Speaking Caribbean: Evidence from the University of the West Indies Open Campus,” published in Open Praxis.
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