A big congratulations to our seniors! In June, twelve of our lab members graduated!
Marlene Andrade, Krystal Jane Bautista, Zi Fang, Daniela Garcia, Gustavo Hinojosa, Jaqui Jimenez, Frances Lansdowne, Darlyng Lopez, Cecilia Plascencia, Yenifer Silvetre, Paola Urena Sanchez, Xuying Yuki Yu
Thank you for all your help in transcribing, assessing, data entry, translations, coding, recruiting, interviewing, and so much more!
Congratulations and best of luck in your future endeavors!
We have 16 students from our lab presenting their findings at the Virtual URC conference. All students spent this past year looking at the literature, coming up with research questions, and analyzing the data. Please go to the virtual conference to hear their recorded presentations and leave them comments/questions!
Frances Lansdowne will present on Home Environment and Oral Proficiency: Emerging Bilinguals From Immigrant Families
Diana has been with our lab since she was a freshman and has been involved in all of our projects. We couldn’t have done our Woodland study and now our LEAD study without her! Diana also presented at the URC conference (twice!) and the McNair conference, and her manuscript is forthcoming in the McNair Journal.
We will be sharing some of our recent work:
Head Start Teachers’ Language Use in Classrooms
Presenter: Megan Chan, Francis Yang, Qing Zhou & Yuuko Uchikoshi
Lu Yang, Aya Williams, Qing Zhou and Yuuko Uchikoshi presented on ”Language Environment, Parental Attitudes and Acculturation among Dual Language Learners in Head Start”
Abstract: Dual language learners (DLLs) make up 32% of young children (age 0 to 8) in the U.S. (Park, O’Toole, & Katsiaficas, 2017). Spanish and Chinese are the top two home languages spoken in DLLs’ families (Park, O’Toole, & Katsiaficas, 2017).
Preview of Lu Yang’s Dissertation Research (part 1): “Development and Validation of a Motivation Survey for English Learners in China”
While considerable studies have examined students’ motivation in English as a foreign language (EFL) contexts, a majority of them focused on high school and university students. The motivation survey items used in these studies may not be applicable to EFL learners in elementary schools.
With Dr. Hyun-Sook Kang at UIUC, Lindblad and Uchikoshi presented a study on the development of tense and aspect in the English narratives of dual language learners (DLLs) learning English/Spanish or English/Cantonese. The frequency distribution of English tense and aspect markers were analyzed in relation to foregrounding and backgrounding in the storyline.
PhD student Lu Yang, who worked on the Bilingual Reading and the Brain Study, presented findings at the annual SSSR conference in July 2018 in Brighton, UK.
Diana Santoyo presented Bilingual Reading and the Brain Study project findings at the UC Davis Undergraduate Research Conference on 4/27/2018.
Bilingual Reading and the Brain Study Time 1 results were presented at AERA: “Language Exposure and Language Proficiency: English-Spanish Bilinguals in Dual-Language Immersion Programs” in DLI Symposium ”Language and Literacy Development: Immersion Education in the U.S. and Canada.”
PhD student Lu Yang & undergraduate RA Neva He presented findings at the annual LRA conference in November 2017.
Recent News: New funding from Yolo Community Foundation to continue summer program in 2018 http://www.yolocf.org in relation to the project Harnessing Parental Engagement to Reduce Summer Reading Loss
Neva He (2018 UCD graduate) will be our project coordinator for Bilinguals and Socio-Emotional Development.
New funding “Bilingual and Socio-Emotional Development in Dual Language Learners” (R01HD091154). 2017-2022.
Yang, L., Leung, R., Tong., R., Uchikoshi, Y. (2018). Student attitudes and Cantonese proficiency in a Cantonese dual-immersion school. Foreign Language Annals. https://rdcu.be/4woX
Leung, G., Tong., R., Uchikoshi, Y. (2018). “Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education. Bilingual Research Journal. Published in relation to the Cantonese Dual Language Immersion program.