Kenji Hakuta

All Publications

• Reflections on <i>Lau</i>: A historical perspective LANGUAGE POLICY Hakuta, K., Moore, S. K. 2024

  View details for DOI 10.1007/s10993-024-09711-9

  View details for Web of Science ID 001291573500002

• Interlude: In the Shadow of the Curriculum Vita: Reflections on the Impact of Guadalupe Valdes on the Education Environment EQUITY IN MULTILINGUAL SCHOOLS AND COMMUNITIES Hakuta, K., Kibler, A. K., Walqui, A., Bunch, G. C., Faltis, C. J. 2024; 143: 257-263

  View details for Web of Science ID 001313867800027

• EDUCATION AND BILINGUALISM ROUTLEDGE HANDBOOK OF DISCOURSE ANALYSIS, 2 EDITION Thompson, K., Colomer, S., Hakuta, K., Gee, J. P., Handford, M. 2023: 495-508

  View details for DOI 10.4324/9781003035244-41

  View details for Web of Science ID 001206160000034

• A Policy History of Leadership Dilemmas In English Learner Education LEADERSHIP AND POLICY IN SCHOOLS Hakuta, K. 2020; 19 (1): 6–9

  View details for DOI 10.1080/15700763.2020.1714665

  View details for Web of Science ID 000519608100002

• Degree of bilingualism modifies executive control in Hispanic children in the USA INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM Thomas-Sunesson, D., Hakuta, K., Bialystok, E. 2018; 21 (2): 197–206

  Abstract

  Past studies examining the cognitive function of bilingual school-aged children have pointed to enhancements in areas of executive control relative to age-matched monolingual children. The majority of these studies has tested children from a middle-class background and compared performance of bilinguals as a discrete group against monolinguals. The objective of the present study was to determine if cognitive enhancement from bilingualism is sensitive to the child's degree of bilingualism in a sample of eight- and nine-year old Spanish-English bilingual children of low socioeconomic status. The results showed that the more balanced the children were in their language skills, the better they performed on non-verbal tasks of cognitive function. These results support an additive view of bilingualism, where more balanced proficiency in two languages is associated with more enhanced cognitive function, regardless of socioeconomic background.

  View details for DOI 10.1080/13670050.2016.1148114

  View details for Web of Science ID 000423754300005

  View details for PubMedID 29755283

  View details for PubMedCentralID PMC5942592

• Fully Accounting for English Learner Performance: A Key Issue in ESEA Reauthorization EDUCATIONAL RESEARCHER Hopkins, M., Thompson, K. D., Linquanti, R., Hakuta, K., August, D. 2013; 42 (2): 101-108

  View details for DOI 10.3102/0013189X12471426

  View details for Web of Science ID 000330302300006

• Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS JOURNAL OF ADOLESCENT & ADULT LITERACY Hakuta, K., Santos, M., Fang, Z. 2013; 56 (6): 451-454

  View details for DOI 10.1002/JAAL.164

  View details for Web of Science ID 000330183300002

• Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives EDUCATIONAL RESEARCHER Hakuta, K. 2011; 40 (4): 163-174

  View details for DOI 10.3102/0013189X11404943

  View details for Web of Science ID 000293961200001

• Effects of racial diversity on complex thinking in college students PSYCHOLOGICAL SCIENCE Antonio, A. L., Chang, M. J., Hakuta, K., Kenny, D. A., Levin, S., Milem, J. F. 2004; 15 (8): 507-510

  Abstract

  An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.

  View details for Web of Science ID 000222822600001

  View details for PubMedID 15270993

• Critical evidence: A test of the critical-period hypothesis for second-language acquisition PSYCHOLOGICAL SCIENCE Hakuta, K., Bialystok, E., Wiley, E. 2003; 14 (1): 31-38

  Abstract

  The critical-period hypothesis for second-language acquisition was tested on data from the 1990 U.S. Census using responses from 2.3 million immigrants with Spanish or Chinese language backgrounds. The analyses tested a key prediction of the hypothesis, namely, that the line regressing second-language attainment on age of immigration would be markedly different on either side of the critical-age point. Predictions tested were that there would be a difference in slope, a difference in the mean while controlling for slope, or both. The results showed large linear effects for level of education and for age of immigration, but a negligible amount of additional variance was accounted for when the parameters for difference in slope and difference in means were estimated. Thus, the pattern of decline in second-language acquisition failed to produce the discontinuity that is an essential hallmark of a critical period.

  View details for Web of Science ID 000180516600006

  View details for PubMedID 12564751

• Subfemtosecond pulse generation with molecular coherence control in stimulated Raman scattering PHYSICAL REVIEW A Le Kien, F., Liang, J. Q., Katsuragawa, M., Ohtsuki, K., Hakuta, K., Sokolov, A. V. 1999; 60 (2): 1562-1571

  View details for Web of Science ID 000082058900100

• The debate on bilingual education JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS Hakuta, K. 1999; 20 (1): 36-37

  View details for Web of Science ID 000078764900006

  View details for PubMedID 10071944

• DISTINGUISHING AMONG PROFICIENCY, CHOICE, AND ATTITUDES IN QUESTIONS ABOUT LANGUAGE FOR BILINGUALS Conference on Puerto Rican Women and Children: Issues in Health, Growth, and Development Hakuta, K. PLENUM PRESS DIV PLENUM PUBLISHING CORP. 1994: 191–209

  View details for Web of Science ID A1994BA60F00012

• SOME PROPERTIES OF BILINGUAL MAINTENANCE AND LOSS IN MEXICAN BACKGROUND HIGH-SCHOOL-STUDENTS APPLIED LINGUISTICS Hakuta, K., DANDREA, D. 1992; 13 (1): 72-99

  View details for Web of Science ID A1992HF89600004

• THE ENGLISH-ONLY MOVEMENT - MYTHS, REALITY, AND IMPLICATIONS FOR PSYCHOLOGY AMERICAN PSYCHOLOGIST Padilla, A. M., LINDHOLM, K. J., Chen, A., Duran, R., Hakuta, K., Lambert, W., Tucker, G. R. 1991; 46 (2): 120-130

  View details for Web of Science ID A1991EV65300003