Rosina Tong
Biographic Data
| ID | 5435259 |
|---|---|
| NAME | Rosina Tong |
| GIVEN NAMES | Rosina |
| FAMILY NAME | Tong |
| SIGNATURE | TONG R |
| AFFILIATIONS | San Francisco Unified School District |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Language proficiency and competence
Building on research that has demonstrated the benefits of Dual-Language Bilingual Education (DLBE) programmes on students’ bilingual, academic, and cross-cultural development (Lindholm-Leary and Hernández 2011 Lindholm-Leary, K., and Ana Hernández. 2011. “Achievement and Language Proficiency of Latino Students in Dual Language Programmes: Native English Speakers, Fluent English/Previous ELLs, and Current ELLs.” Journal of Multilingual and Multic…
I think my parents like me being bilingual’
While the role of parental ideologies on children’s bi/multilingual development and the role of children’s beliefs about multilingualism are well-documented, less work examines how parental and student ideologies are enacted through talk. That is, how do students interpret what their family caregivers tell them about bi/multilingualism, and how do these beliefs about English and partner language(s) get enacted as a form of social personae? This a…
Learning Cantonese will help us”
Though Cantonese has been spoken in the United States since the 1880s, very little is known about the attitudes of younger Cantonese speakers and learners and their ideas about their bi/multilingual identities. We fill this gap by reporting findings from focus group interviews with 14 fourth and fifth graders attending a Cantonese-English DLI school. We asked participants to discuss their beliefs about bi/multilingualism, their experiences with t…
Student attitudes and Cantonese proficiency in a Cantonese dual immersion school
Previous research reports the positive impact of dual immersion programs on students' language proficiency, yet fewer studies have examined students' attitudes in such programs. The current study examined student attitudes and language proficiency in a Cantonese dual immersion school and explored relationships between students' attitudes and language proficiency in Cantonese. Language proficiency results showed that, on average, Cantonese immersi…
Student attitudes and Cantonese proficiency in a Cantonese dual immersion school
Previous research reports the positive impact of dual immersion programs on students' language proficiency, yet fewer studies have examined students' attitudes in such programs. The current study examined student attitudes and language proficiency in a Cantonese dual immersion school and explored relationships between students' attitudes and language proficiency in Cantonese. Language proficiency results showed that, on average, Cantonese immersi…
Learning Cantonese will help us”
Though Cantonese has been spoken in the United States since the 1880s, very little is known about the attitudes of younger Cantonese speakers and learners and their ideas about their bi/multilingual identities. We fill this gap by reporting findings from focus group interviews with 14 fourth and fifth graders attending a Cantonese-English DLI school. We asked participants to discuss their beliefs about bi/multilingualism, their experiences with t…
I think my parents like me being bilingual’
While the role of parental ideologies on children’s bi/multilingual development and the role of children’s beliefs about multilingualism are well-documented, less work examines how parental and student ideologies are enacted through talk. That is, how do students interpret what their family caregivers tell them about bi/multilingualism, and how do these beliefs about English and partner language(s) get enacted as a form of social personae? This a…
Learning Cantonese will help us”
Though Cantonese has been spoken in the United States since the 1880s, very little is known about the attitudes of younger Cantonese speakers and learners and their ideas about their bi/multilingual identities. We fill this gap by reporting findings from focus group interviews with 14 fourth and fifth graders attending a Cantonese-English DLI school. We asked participants to discuss their beliefs about bi/multilingualism, their experiences with t…
Student attitudes and Cantonese proficiency in a Cantonese dual immersion school
Previous research reports the positive impact of dual immersion programs on students' language proficiency, yet fewer studies have examined students' attitudes in such programs. The current study examined student attitudes and language proficiency in a Cantonese dual immersion school and explored relationships between students' attitudes and language proficiency in Cantonese. Language proficiency results showed that, on average, Cantonese immersi…
Language proficiency and competence
Building on research that has demonstrated the benefits of Dual-Language Bilingual Education (DLBE) programmes on students’ bilingual, academic, and cross-cultural development (Lindholm-Leary and Hernández 2011 Lindholm-Leary, K., and Ana Hernández. 2011. “Achievement and Language Proficiency of Latino Students in Dual Language Programmes: Native English Speakers, Fluent English/Previous ELLs, and Current ELLs.” Journal of Multilingual and Multic…
I think my parents like me being bilingual’
While the role of parental ideologies on children’s bi/multilingual development and the role of children’s beliefs about multilingualism are well-documented, less work examines how parental and student ideologies are enacted through talk. That is, how do students interpret what their family caregivers tell them about bi/multilingualism, and how do these beliefs about English and partner language(s) get enacted as a form of social personae? This a…
Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Second Language Learning and Teaching (3 works) · Active listening (2 works) · Curriculum (2 works) · Dual language (2 works) · Ideology (2 works)