L Quentin Dixon
Biographic Data
| ID | 6175312 |
|---|---|
| NAME | L Quentin Dixon |
| GIVEN NAMES | L Quentin |
| FAMILY NAME | Dixon |
| SIGNATURE | DIXON L Q |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-9122-8064 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Learning to write in a digital age
Although considerable attention has been directed toward incorporating technology for writing instruction, existing research has primarily focused on students in mid-elementary grades and beyond. Because studies indicate that gaps in writing achievement may surface during early elementary grades and persist, this study aims to address this pressing issue with an intervention that leverages tablet technology and educational applications for second…
Early Literacy Skills and L2 Writing Development in Emergent Bilinguals
Research Findings: Emergent bilinguals (EB) are the fastest-growing segment of the U.S. school population, with Spanish-English bilinguals as the largest sub-group. With literacy as the foundation for later academic success, it is urgent to understand how literacy skills develop among young Spanish-speaking EBs, who often underperform in literacy. The purpose of the present three-year longitudinal study was to investigate the within- and cross-li…
Home language environment and bilingual acquisition in preschoolers from low-income homes
This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The result…
Linguistic and Non-linguistic Factors Affecting International Teaching Assistants’ Comprehensibility and Teaching Quality
Breadth or depth
This study examines the relationship between developing writer’s vocabulary breadth, vocabulary depth, and writing abilities. Participants were EFL Chinese junior-high students, of whom there were 120 Grade 8 and 147 Grade 9 students. Measures included tests of vocabulary size, word association, and morphological awareness. Students’ writing samples were coded with a five-point rubric covering six categories: focus and idea generation, organizati…
An updated review on use of L1 in foreign language classrooms
This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use, (2) factors influencing L1 and second language (L2) use, (3) beliefs and attitudes towards L1 and L2 use, and (4) the effectiveness of L1 use on L2 ski…
Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities
Home language and literacy practices among immigrant second-language learners
Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, an…
Home and community factors influencing bilingual children’s ethnic language vocabulary development
The influence of home and community factors in predicting ethnic or heritage language vocabulary were examined among 282 Singaporean children whose ethnic languages (or mother tongues) were Chinese, Malay, or Tamil, and who were also learning English. The results indicated that (1) parents speaking ethnic language to children had a strong positive effect on children’s ethnic language vocabulary, whereas parents speaking only English had a negativ…
One dress, two dress
The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners
To examine the relationship between phonological awareness (PA) and English word-level reading among a multilingual sample, a random sample of 297 Singaporean kindergartners, stratified by ethnicity (169 Chinese, 65 Malay, and 63 Indian), were tested on their PA, receptive vocabulary, and word-level reading skills. Singaporean kindergartners are all bilingual or early second-language (L2) learners of English and learn English reading through logo…
Assumptions behind Singapore’s language-in-education policy
Bilingual Education Policy in Singapore
Using available data from Singapore's national census and economic reports, national exams, international comparison studies and small-scale studies, this paper examines the sociohistorical circumstances that led to the creation of Singapore's bilingual education policy, the results of this policy on recent academic achievement and implications for second language acquisition theory. National exam data reveal increasing levels of achievement for …
An updated review on use of L1 in foreign language classrooms
This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use, (2) factors influencing L1 and second language (L2) use, (3) beliefs and attitudes towards L1 and L2 use, and (4) the effectiveness of L1 use on L2 ski…
Home language and literacy practices among immigrant second-language learners
Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, an…
Assumptions behind Singapore’s language-in-education policy
One dress, two dress
Home language environment and bilingual acquisition in preschoolers from low-income homes
This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The result…
Bilingual Education Policy in Singapore
Using available data from Singapore's national census and economic reports, national exams, international comparison studies and small-scale studies, this paper examines the sociohistorical circumstances that led to the creation of Singapore's bilingual education policy, the results of this policy on recent academic achievement and implications for second language acquisition theory. National exam data reveal increasing levels of achievement for …
Assumptions behind Singapore’s language-in-education policy
The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners
To examine the relationship between phonological awareness (PA) and English word-level reading among a multilingual sample, a random sample of 297 Singaporean kindergartners, stratified by ethnicity (169 Chinese, 65 Malay, and 63 Indian), were tested on their PA, receptive vocabulary, and word-level reading skills. Singaporean kindergartners are all bilingual or early second-language (L2) learners of English and learn English reading through logo…
Home and community factors influencing bilingual children’s ethnic language vocabulary development
The influence of home and community factors in predicting ethnic or heritage language vocabulary were examined among 282 Singaporean children whose ethnic languages (or mother tongues) were Chinese, Malay, or Tamil, and who were also learning English. The results indicated that (1) parents speaking ethnic language to children had a strong positive effect on children’s ethnic language vocabulary, whereas parents speaking only English had a negativ…
One dress, two dress
Home language and literacy practices among immigrant second-language learners
Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, an…
Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities
An updated review on use of L1 in foreign language classrooms
This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use, (2) factors influencing L1 and second language (L2) use, (3) beliefs and attitudes towards L1 and L2 use, and (4) the effectiveness of L1 use on L2 ski…
Breadth or depth
This study examines the relationship between developing writer’s vocabulary breadth, vocabulary depth, and writing abilities. Participants were EFL Chinese junior-high students, of whom there were 120 Grade 8 and 147 Grade 9 students. Measures included tests of vocabulary size, word association, and morphological awareness. Students’ writing samples were coded with a five-point rubric covering six categories: focus and idea generation, organizati…
Linguistic and Non-linguistic Factors Affecting International Teaching Assistants’ Comprehensibility and Teaching Quality
Early Literacy Skills and L2 Writing Development in Emergent Bilinguals
Research Findings: Emergent bilinguals (EB) are the fastest-growing segment of the U.S. school population, with Spanish-English bilinguals as the largest sub-group. With literacy as the foundation for later academic success, it is urgent to understand how literacy skills develop among young Spanish-speaking EBs, who often underperform in literacy. The purpose of the present three-year longitudinal study was to investigate the within- and cross-li…
Home language environment and bilingual acquisition in preschoolers from low-income homes
This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The result…
Learning to write in a digital age
Although considerable attention has been directed toward incorporating technology for writing instruction, existing research has primarily focused on students in mid-elementary grades and beyond. Because studies indicate that gaps in writing achievement may surface during early elementary grades and persist, this study aims to address this pressing issue with an intervention that leverages tablet technology and educational applications for second…
Psychology (12 works) · Linguistics (10 works) · Multilingual Education and Policy (8 works) · Pedagogy (8 works) · Mathematics education (7 works) · Reading and Literacy Development (7 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Sociology (5 works) · Language Development and Disorders (4 works)