Chris Proctor
Dados Biográficos
| ID | 4685381 |
|---|---|
| NOME | Chris Proctor |
| PRENOMES | Chris |
| SOBRENOME | Proctor |
| ASSINATURA | PROCTOR C |
| AFILIAÇÕES | Boston College |
| ORCID | 0000-0003-3492-9590 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 97 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Learning to Analyze Language(s)
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Pursuing Language Through Critical Metalinguistic Engagement
In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices…
A Revaluation of Computational Thinking in K–12 Education
Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansi…
Language growth trajectories
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, …
Translanguaging to Understand Language
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and…
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguis…
Linguistic interdependence between Spanish language and English language and reading
This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using a cohort-sequential design (Cohort 1: second–third grade; Cohort 2: third–fourth grade; Cohort 3: fou…
The Interplay Between Student-Led Discussions and Argumentative Writing
The Age and Context of the KC4 Maxilla, Kent's Cavern, UK
Kent's Cavern is one of Britain's most important Palaeolithic sites. The Torquay Natural History Society excavations in the Vestibule (1926–1928 and 1932–1938) yielded Middle and Early Upper Palaeolithic deposits as well as a fragment of human jaw (KC4). Higham et al. (2011) recently identified it as the oldest modern human fossil known from North West Europe, with a date estimated, using Bayesian modelling, at 44,200–41,500 cal bp (at 95.4% prob…
Teachers' Instruction and Students' Vocabulary and Comprehension
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assess…
Culturally sustaining pedagogy within monolingual language policy
Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English meta…
The Interdependence Continuum
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (CitationCummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English. Reading data were collected from a sample of 91 Spanish–English bilingual fourth-grade students, a…
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view …
Language Maintenance versus Language of Instruction
Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy…
The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral language proficiency, the authors explored the effects of Spanish language alphabetic knowledge, fluency, …
Native Spanish-Speaking Children Reading in English
A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills pl…
Paleohydrological Records from Peat Profiles and Speleothems in Sutherland, Northwest Scotland
Paleohydrological changes during the late Holocene are inferred from humification, testate amoebae, and pollen evidence from three blanket peat profiles in northwest Scotland. Replicate peat humification records from the Traligill basin share the same patterns of change for a 600-yr period of overlap between 1800 and 2400 cal yr B.P. The shared patterns, inferred from samples with a resolution of 5–13 yr, represent basinwide hydrological changes.…
Cave Detection in Limestone using Ground Penetrating Radar
The Interdependence Continuum
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (CitationCummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English. Reading data were collected from a sample of 91 Spanish–English bilingual fourth-grade students, a…
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguis…
The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view …
Language Maintenance versus Language of Instruction
Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy…
Linguistic interdependence between Spanish language and English language and reading
This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using a cohort-sequential design (Cohort 1: second–third grade; Cohort 2: third–fourth grade; Cohort 3: fou…
The Age and Context of the KC4 Maxilla, Kent's Cavern, UK
Kent's Cavern is one of Britain's most important Palaeolithic sites. The Torquay Natural History Society excavations in the Vestibule (1926–1928 and 1932–1938) yielded Middle and Early Upper Palaeolithic deposits as well as a fragment of human jaw (KC4). Higham et al. (2011) recently identified it as the oldest modern human fossil known from North West Europe, with a date estimated, using Bayesian modelling, at 44,200–41,500 cal bp (at 95.4% prob…
Teachers' Instruction and Students' Vocabulary and Comprehension
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assess…
Culturally sustaining pedagogy within monolingual language policy
Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English meta…
A Revaluation of Computational Thinking in K–12 Education
Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansi…
Cave Detection in Limestone using Ground Penetrating Radar
The Interplay Between Student-Led Discussions and Argumentative Writing
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Translanguaging to Understand Language
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and…
Cave Detection in Limestone using Ground Penetrating Radar
Paleohydrological Records from Peat Profiles and Speleothems in Sutherland, Northwest Scotland
Paleohydrological changes during the late Holocene are inferred from humification, testate amoebae, and pollen evidence from three blanket peat profiles in northwest Scotland. Replicate peat humification records from the Traligill basin share the same patterns of change for a 600-yr period of overlap between 1800 and 2400 cal yr B.P. The shared patterns, inferred from samples with a resolution of 5–13 yr, represent basinwide hydrological changes.…
Native Spanish-Speaking Children Reading in English
A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills pl…
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral language proficiency, the authors explored the effects of Spanish language alphabetic knowledge, fluency, …
The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
The Interdependence Continuum
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (CitationCummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English. Reading data were collected from a sample of 91 Spanish–English bilingual fourth-grade students, a…
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view …
Language Maintenance versus Language of Instruction
Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy…
Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English meta…
Culturally sustaining pedagogy within monolingual language policy
Teachers' Instruction and Students' Vocabulary and Comprehension
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assess…
Linguistic interdependence between Spanish language and English language and reading
This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using a cohort-sequential design (Cohort 1: second–third grade; Cohort 2: third–fourth grade; Cohort 3: fou…
The Interplay Between Student-Led Discussions and Argumentative Writing
The Age and Context of the KC4 Maxilla, Kent's Cavern, UK
Kent's Cavern is one of Britain's most important Palaeolithic sites. The Torquay Natural History Society excavations in the Vestibule (1926–1928 and 1932–1938) yielded Middle and Early Upper Palaeolithic deposits as well as a fragment of human jaw (KC4). Higham et al. (2011) recently identified it as the oldest modern human fossil known from North West Europe, with a date estimated, using Bayesian modelling, at 44,200–41,500 cal bp (at 95.4% prob…
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguis…
Language growth trajectories
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, …
Translanguaging to Understand Language
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and…
A Revaluation of Computational Thinking in K–12 Education
Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansi…
Pursuing Language Through Critical Metalinguistic Engagement
In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices…
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Learning to Analyze Language(s)
Psychology (16 obras) · Linguistics (15 obras) · Reading and Literacy Development (11 obras) · Mathematics education (9 obras) · Multilingual Education and Policy (9 obras) · Pedagogy (9 obras) · Computer Science (8 obras) · EFL/ESL Teaching and Learning (8 obras) · Sociology (7 obras) · Philosophy (6 obras)