Bilash Classroom Silence Analysis

In Bilash works, an explanation of the profile of the ELL or ESL learners is provided. According to her, it is of main prominence to consider who the students are and where they come from. She sets it is important for educators to understand that if students are classified as a general group it does not mean that each student can be assumed in the same way. Each ELL student will be different from the next and require different accommodations and cultural awareness. In the same study, she addressed that is also important to understand that in addition to coming from a different language background, students usually come from a different cultural, social and political background. School and political systems, cultural norms and values about

The article was held in Japan and studies interaction in classes. It explores Japanese EFL learners' classroom silence in a Japanese EFL context. Harumi (2010) states the existence of silence in second language learning contexts can be a source of conflict between students and teachers and even among students themselves. It can also be an obstacle to acquiring the target language. In order to tackle this problem and to illustrate the dynamic characteristics of classroom silence, this study draws on insights from the ethnographic approach and interprets the roots, functions, and meanings of silence from a sociocultural perspective that may be included when analyzing background of

She created a work of marvelous value to educational researchers, statistical psychologists, specialists in minority education, and public policy analysts by focusing on the intercorrelations between the predictive validity of SAT scores and such variables as parental education level, Spanish- and English-language proficiency, and high school grade-point average.

Studies on Mexican students

To conclude, the only one found working with Mexican students was Hakuta. On this research, Hakuta shows properties of the maintenance and loss of Spanish/English bilingualism were investigated in 308 high-school students of Mexican background. Subjects were classified by their depth of familial establishment in the United States. The key variables investigated on

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This study were their actual and self-reported proficiencies in Spanish and English, self-reported language choice behavior in various settings, and their language