Kellie Rolstad
Biographic Data
| ID | 4089102 |
|---|---|
| NAME | Kellie Rolstad |
| GIVEN NAMES | Kellie |
| FAMILY NAME | Rolstad |
| SIGNATURE | ROLSTAD K |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
(Un)grounded language ideologies
Aims: The authors develop a contrast between grounded and ungrounded language ideologies, defining grounded ideologies as those which are anchored empirically and ungrounded ideologies as those which are not. This framework guides a description of the history of translanguaging theory from early translanguaging theory, grounded in empirical research on codeswitching and other scholarship on bilingualism, to late translanguaging theory, which chan…
I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging Pre‐K Classroom in China
Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre‐K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted translanguaging in multiple ways creating three translanguaging components: translanguaging assistance, tr…
Castañeda’s third prong redux
The authors evaluate the success of Arizona’s program for English Learners (ELs) twelve years after the implementation of Proposition 203 to determine whether it meets the “third prong” test of Castañeda v. Pickard (1981), which requires a demonstration of the effectiveness of a program after its implementation. This study is a follow-up to Mahoney, MacSwan, Haladyna, and Garcia (2010) and evaluates the performance of former English Language Lear…
A Good Start”
This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers’ 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers’ CLA visible: change from generic statements to d…
Three Theories of the Effects of Language Education Programs
We empirically evaluated three theoretical models—the threshold hypothesis, transfer theory, and time-on-task theory—for educating English language learners (ELLs), with a focus on the role of language factors in explaining achievement differences among ELLs. Participants were 196 sixth graders with Spanish language backgrounds who started learning English in kindergarten and then were continuously enrolled in a U.S. school. Structural equation m…
Second language instructional competence
Recent developments in education policy in the USA have focused attention on language and literacy, especially for bilingual learners, in US schools. More specifically, these efforts, prominently related to the implementation of the Common Core State Standards (CCSS), focus on the development of ‘academic English’ for immigrant students. The focus on language in school contexts has renewed interest in the classic Basic Interpersonal Communication…
Rethinking Language at School
Over the past 150 years, most Americans have come to believe that schooling has almost magical effects on language proficiency: that in school we learn a superior version of our language, and that
The Common Core State Standards and the Great Divide
This article contextualizes recent developments around issues of language and the new Common Core State Standards (CCSS) in terms of the classic distinction between literates and non-literates in the Great Divide debate. Using a social practices perspective to frame the issues, the authors argue that the CCSS reiterate the debate, and reflect an autonomous, deficit orientation. The authors argue that the deficit orientation embedded in language-r…
The Big Picture
This article presents a meta-analysis of program effectiveness research on English language learners. The study includes a corpus of 17 studies conducted since Willig's earlier meta-analysis and uses Glass, McGaw, and Smith's strategy of including as many studies as possible in the analysis rather than excluding some on the basis of a priori “study quality” criteria. It is shown that bilingual education is consistently superior to all-English app…
Weighing the Evidence
This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which demonstrates a positive effect for bilingual education on all measures, both in English and the native langu…
Modularity and the Facilitation Effect
This article draws upon recent work in the cognitive neurosciences to suggest that the facilitation effect follows naturally within current psychological theory. A view of the mind as consisting of discrete mental modules, called psychological modularity, is defended with case study evidence of double dissociation. It is argued that transfer of academic subject knowledge occurs in bilingual settings as an epiphenomenon of mental architecture: Bec…
Do Some School-Age Children Have No Language? Some Problems of Construct Validity in the Pre-LAS Español
This article reports the existence of a large group of students identified as “non-nons,” Spanish-background school-age children living in the United States who are reported to be non-verbal in both English and Spanish, and brings the validity of the “non-non” construct into question. In particular, the authors assess the validity of the Pre- Language Assessment Scales Español (Pre-LAS Español), an oral language assessment that purports to measur…
The Politics of Multiculturalism and Bilingual Education
Effects of Two Way Immersion on the Ethnic Identification of Third Language Students
While two-way immersion programs have been shown to be very effective for both language majority and language minority students, their effectiveness with students who speak a home language other than those used in the classroom has not been established. Since tlfe inclusion of such third language students in two-way immersion programs is rare, little is known about whether the effects might be positive or negative. However, a Korean/English two-w…
Weighing the Evidence
This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which demonstrates a positive effect for bilingual education on all measures, both in English and the native langu…
Do Some School-Age Children Have No Language? Some Problems of Construct Validity in the Pre-LAS Español
This article reports the existence of a large group of students identified as “non-nons,” Spanish-background school-age children living in the United States who are reported to be non-verbal in both English and Spanish, and brings the validity of the “non-non” construct into question. In particular, the authors assess the validity of the Pre- Language Assessment Scales Español (Pre-LAS Español), an oral language assessment that purports to measur…
Modularity and the Facilitation Effect
This article draws upon recent work in the cognitive neurosciences to suggest that the facilitation effect follows naturally within current psychological theory. A view of the mind as consisting of discrete mental modules, called psychological modularity, is defended with case study evidence of double dissociation. It is argued that transfer of academic subject knowledge occurs in bilingual settings as an epiphenomenon of mental architecture: Bec…
Effects of Two Way Immersion on the Ethnic Identification of Third Language Students
While two-way immersion programs have been shown to be very effective for both language majority and language minority students, their effectiveness with students who speak a home language other than those used in the classroom has not been established. Since tlfe inclusion of such third language students in two-way immersion programs is rare, little is known about whether the effects might be positive or negative. However, a Korean/English two-w…
A Good Start”
This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers’ 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers’ CLA visible: change from generic statements to d…
I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging Pre‐K Classroom in China
Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre‐K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted translanguaging in multiple ways creating three translanguaging components: translanguaging assistance, tr…
Effects of Two Way Immersion on the Ethnic Identification of Third Language Students
While two-way immersion programs have been shown to be very effective for both language majority and language minority students, their effectiveness with students who speak a home language other than those used in the classroom has not been established. Since tlfe inclusion of such third language students in two-way immersion programs is rare, little is known about whether the effects might be positive or negative. However, a Korean/English two-w…
The Politics of Multiculturalism and Bilingual Education
Do Some School-Age Children Have No Language? Some Problems of Construct Validity in the Pre-LAS Español
This article reports the existence of a large group of students identified as “non-nons,” Spanish-background school-age children living in the United States who are reported to be non-verbal in both English and Spanish, and brings the validity of the “non-non” construct into question. In particular, the authors assess the validity of the Pre- Language Assessment Scales Español (Pre-LAS Español), an oral language assessment that purports to measur…
The Big Picture
This article presents a meta-analysis of program effectiveness research on English language learners. The study includes a corpus of 17 studies conducted since Willig's earlier meta-analysis and uses Glass, McGaw, and Smith's strategy of including as many studies as possible in the analysis rather than excluding some on the basis of a priori “study quality” criteria. It is shown that bilingual education is consistently superior to all-English app…
Weighing the Evidence
This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which demonstrates a positive effect for bilingual education on all measures, both in English and the native langu…
Modularity and the Facilitation Effect
This article draws upon recent work in the cognitive neurosciences to suggest that the facilitation effect follows naturally within current psychological theory. A view of the mind as consisting of discrete mental modules, called psychological modularity, is defended with case study evidence of double dissociation. It is argued that transfer of academic subject knowledge occurs in bilingual settings as an epiphenomenon of mental architecture: Bec…
Rethinking Language at School
Over the past 150 years, most Americans have come to believe that schooling has almost magical effects on language proficiency: that in school we learn a superior version of our language, and that
The Common Core State Standards and the Great Divide
This article contextualizes recent developments around issues of language and the new Common Core State Standards (CCSS) in terms of the classic distinction between literates and non-literates in the Great Divide debate. Using a social practices perspective to frame the issues, the authors argue that the CCSS reiterate the debate, and reflect an autonomous, deficit orientation. The authors argue that the deficit orientation embedded in language-r…
Three Theories of the Effects of Language Education Programs
We empirically evaluated three theoretical models—the threshold hypothesis, transfer theory, and time-on-task theory—for educating English language learners (ELLs), with a focus on the role of language factors in explaining achievement differences among ELLs. Participants were 196 sixth graders with Spanish language backgrounds who started learning English in kindergarten and then were continuously enrolled in a U.S. school. Structural equation m…
Second language instructional competence
Recent developments in education policy in the USA have focused attention on language and literacy, especially for bilingual learners, in US schools. More specifically, these efforts, prominently related to the implementation of the Common Core State Standards (CCSS), focus on the development of ‘academic English’ for immigrant students. The focus on language in school contexts has renewed interest in the classic Basic Interpersonal Communication…
A Good Start”
This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers’ 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers’ CLA visible: change from generic statements to d…
Castañeda’s third prong redux
The authors evaluate the success of Arizona’s program for English Learners (ELs) twelve years after the implementation of Proposition 203 to determine whether it meets the “third prong” test of Castañeda v. Pickard (1981), which requires a demonstration of the effectiveness of a program after its implementation. This study is a follow-up to Mahoney, MacSwan, Haladyna, and Garcia (2010) and evaluates the performance of former English Language Lear…
I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging Pre‐K Classroom in China
Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre‐K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted translanguaging in multiple ways creating three translanguaging components: translanguaging assistance, tr…
(Un)grounded language ideologies
Aims: The authors develop a contrast between grounded and ungrounded language ideologies, defining grounded ideologies as those which are anchored empirically and ungrounded ideologies as those which are not. This framework guides a description of the history of translanguaging theory from early translanguaging theory, grounded in empirical research on codeswitching and other scholarship on bilingualism, to late translanguaging theory, which chan…
Multilingual Education and Policy (12 works) · Psychology (10 works) · Linguistics (9 works) · Pedagogy (9 works) · Second Language Learning and Teaching (9 works) · Mathematics education (8 works) · Sociology (8 works) · Bilingual education (7 works) · EFL/ESL Teaching and Learning (6 works) · Political science (4 works)