This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Hector Manuel Serna Dimas, Irene Wong Oi-ling, Bruno Menendez, Conrad Perry, Aura Mor-Sommerfeld, Ellen Riojas Clark, Susila Davis, Belinda Bustos Flores, Linda Bakkum, and Christine Rossell.
(2010). ESL, EFL and Bilingual Education: Exploring Historical, Sociocultural, Linguistic, and Instructional Foundations, IAP – Information Age Publishing, Inc.. This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: (1) Historical, Legal and Political Foundations of Bilingual/ESL Education; (2) Linguistic and Sociocultural Issues in ESL/EFL Education; (3) Educational Reform and English Language Teaching; and (4) Effectively Teaching Bilingual/ESL/EFL Students. This volume offers a concise overview of English language learning issues from foundations to current reform to practical guidelines to implement in the classroom. The articles are a variety of theoretical essays, reports of research and practical guides to teaching ESL/EFL/bilingual populations. Many of the essays are presented from the perspective of critical pedagogy relying on the work of educational theorists such as Paulo Freire, Lisa Delpit, and Michael Apple. Although there are connections among the essays, this collection allows the reader to read any of the essays as individual pieces, so the reader can focus on the issues that are most relevant. This book is aimed at instructors of ESL/EFL/bilingual foundations courses. It would be appropriate for undergraduate or graduate level courses. There is some international appeal for this text since several of the essays focus on general English language learning issues, and at least two focus on international issues. This book is divided into the following 4 parts: Part 1: Historical, Legal, and Political Foundations of Bilingual/ESL Education; Part 2: Linguistic and Sociocultural Issues in ESL/EFL Education; Part 3: Educational Reform and English Language Teaching; and Part 4: Effectively Teaching Bilingual/ESL/EFL Students. [More] Descriptors: Critical Theory, Bilingual Education, Educational Change, Guidelines
(2005). Teaching English through English, Educational Leadership. The author's research indicates that instructional programs that teach English language learners in English are more effective than programs that provide more instruction in the students' native language. Following the passage of Proposition 227 in California, which outlawed bilingual education as the default assignment for English language learners, the author conducted extensive research in classrooms to determine how schools were handling the switch to more sheltered English immersion. She found that many programs that had been identified as "bilingual education" closely resembled sheltered immersion even before the state mandate. Her previous observations had confirmed this mislabeling in other states. Her research on schools that had dismantled bilingual education showed a small but significant positive effect on reading and math achievement. She concludes that teaching students in English yields benefits, and that a sheltered environment is preferable but not necessary to students' success. [More] Descriptors: Second Language Learning, Teaching Methods, English Instruction, English (Second Language)
(2010). Teaching Bilingual Teachers How to Teach Bilingual Education: A Balancing Act, Reading Matrix: An International Online Journal. As an experienced ESL teacher, the author understands that the discussion of the inherent strengths and weaknesses of nonnative English-speaking students in the English-speaking classroom usually focuses on the language proficiency and level of acculturation of the students. Now, however, she finds herself facing this issue, not in the context of a K-12 classroom, or even an undergraduate college classroom. She is currently presented with this situation in a graduate class, where the majority of the students are nonnative English-speaking students who are studying bilingual education. This situation has become a delicate balancing act of linguistically scaffolding the material while retaining the integrity of the content. This commentary details the author's reaction to this situation by adjusting the pace and content of the course to accommodate the varying levels of English proficiency of these graduate students. [More] Descriptors: Graduate Students, Speech Communication, Bilingual Education, Acculturation
(2013). Inclusive Policy and Exclusionary Practice in Secondary Education in Wales, International Journal of Bilingual Education and Bilingualism. This article reports on a study of two contrasting secondary schools, serving the same "community" in south-west Wales; a bilingual school (Welsh and English) and an English-medium school (English only). Data were gathered using ethnographic methods, with this study focusing primarily on data elicited through "ethnographic chats". The analysis is informed by ethnographic participation, observation and subsequent field notes. The study aims to shed light on the dichotomy between the inclusive nature of Welsh language policy and the "reality" on the ground. It questions whether an apparently inclusive policy can and does in fact lead to social inclusiveness at the level of usage and practice. The article takes, as its starting point, two opposing ideologies, "flexible" and "separate" bilingualism (Blackledge and Creese 2010), and discusses these in relation to their different ideological underpinnings and corresponding institutional arrangements. The article shows how the students' experiences, of the impact of bilingual policies at school, affect the notion of choice and are shown to be inconsistent with Welsh language policy. The article concludes by questioning what ideological model of bilingual education is desirable; can the more open ideology ("flexible bilingualism") "save the language"? Alternatively, is the cost of "separate" bilingualism too high? [More] Descriptors: Bilingual Education, Ethnography, Foreign Countries, Ideology
(2015). Conceptualising the Potential Role of L1 in CLIL, Language, Culture and Curriculum. Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching [e.g. Littlewood, W., & Yu, B. 2009. First language and target language in the foreign language classroom. "Language Teacher," 42, 1-14], monolingual immersion ideologies are still dominant in many contexts in the world (especially in Southeast Asia) because of a whole host of ideologies. The beliefs affecting medium of instruction policies and practice have their roots in the traditional tenets (e.g. the maximum input hypothesis) in the discipline of second language acquisition (SLA). Although these tenets are increasingly being countered by recent research in multilingualism [see May, S. (Ed.). (2014). "The multilingual turn: Implications for SLA, TESOL and bilingual education." New York: Routledge, for a critique of these tenets], SLA still has an influence on pedagogies in both immersion and CLIL programmes. In this paper, I shall first critically review these deep-rooted monolingual tenets. Then, I shall discuss how we can conceptualise the potential role of L1 in CLIL and by extension in content-based instruction (CBI), as both CLIL and immersion programmes are considered to be key approaches to CBI. I shall conclude with suggestions for future research in CLIL. [More] Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Course Content
(2010). An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development, Early Childhood Research Quarterly. A longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38-48 months) were randomly assigned to two Head Start classrooms differing only in the language of instruction (English and Spanish). As predicted, results showed that Spanish language instruction resulted in significantly higher growth on both Spanish oral vocabulary and letter-word identification measures. There were no significant differences between classrooms on these same measures in English. Results extend previous work by showing that Transitional Bilingual Education may be a viable alternative to traditional English-only models. Implications for theory, future research, and early childhood practice are discussed. [More] Descriptors: Bilingual Education, Language of Instruction, Disadvantaged Youth, Emergent Literacy
(2010). Designing Proficiency Tests to Accredit Previous Knowledge in American and British Literature in a Bilingual Education Program (Diseño de exámenes de suficiencia para acreditar el conocimiento previo en literatura americana y británica en un programa de educación bilingüe), PROFILE: Issues in Teachers' Professional Development. This article aims at identifying the kind of American and British literature tests that can be designed to allow students who enter a bilingual education program at a private university in Colombia to have their previous knowledge in these two subjects accredited through a proficiency test. Students' needs, opinions, beliefs, existing commercial tests, the University's (specifically, the one where the study was conducted) literature programs, several anthologies, and competences required in the education program were all taken into consideration. Then the tests were developed, piloted, and validated with a focus group composed of ten students of said program. The results indicated that students require previous knowledge, literary competence, and command of the English language because those are determining factors in successfully passing the tests. [More] Descriptors: Language Tests, Language Proficiency, Test Construction, Student Attitudes
(2010). Cross-Modal Bilingualism: Language Contact as Evidence of Linguistic Transfer in Sign Bilingual Education, International Journal of Bilingual Education and Bilingualism. New positive attitudes towards language interaction in the realm of bilingualism open new horizons for sign bilingual education. Plaza-Pust and Morales-Lopez have innovatively reconceptualised a new cross-disciplinary approach to sign bilingualism, based on both sociolinguistics and psycholinguistics. According to this framework, cross-modal bilingualism within the deaf community is a natural, dynamic phenomenon, where "code mixing" and "code switching" between languages of different modalities–signed or spoken/written–are often a pragmatic choice of the signer/speaker that serves specific purposes in specific contexts. Following this line of thought, cross-modal contact situations may be viewed as a sign of sophistication, as in any bilingualism, and a fundamental, transitory phase of bilingual language acquisition. Transfer from a sign language to a written second language has been put into question in the sign bilingual education literature. This project intends to address that question through the investigation of cross-modal contact categories found in the written productions of 15 deaf students in a bilingual secondary school in Barcelona. We argue that the "pooling of resources" that makes deaf students use structures from Catalan Sign Language in written English is suggestive of linguistic transfer at a "morphosyntactic" level and that language contact is positive to students' bilingual development in this specific context. The impact of this finding for language teaching policy, practice and research in deaf education will be discussed. This study is part of a larger study to further analyse these contact phenomena according to milestones in second language acquisition of written English, Catalan and Spanish, and seeks to establish parallels between the bilingual acquisition development of these deaf students and that of their hearing counterparts. [More] Descriptors: Linguistic Borrowing, Sociolinguistics, Psycholinguistics, Sign Language
(2009). Meeting the Needs of English Language Learners with Disabilities in Urban Settings, Urban Education. English-language learners with disabilities are capable of learning and are entitled to high-quality educational experiences. Their academic and social needs should be considered from multiple perspectives. To be effective, bilingual special education programs must implement best practices. This article highlights findings from research devoted to examining the influence of language on teaching and learning. [More] Descriptors: Urban Education, Bilingual Education, Special Education, Limited English Speaking
(2008). Acculturation among Latino Bilingual Education Teacher Candidates: Implications for Teacher Preparation Institutions, Journal of Latinos and Education. This study examined acculturation among Latino bilingual education teacher candidates to identify psychosocial distinctions among 3 identified groups: 1st-generation college students, 2nd-generation paraprofessionals, and immigrant "normalistas" (normal school foreign-trained teachers). Using acculturation scales, we observed overall group and between-group differences. Post hoc group differences showed variations for groups toward affiliation, individual and collective agency, and family values. Explored are implications for teacher preparation programs as well as important considerations for the recruitment and preparation of diverse Spanish- and non-Spanish-speaking Latinos. [More] Descriptors: Bilingual Education, Acculturation, Bilingualism, Student Teachers
(2013). Identity, Subjectivity, and Agency in L1-L2 Literacy Processes among Young Spanish-English Learners in a K-12 Bilingual School in Bogota, Colombia, ProQuest LLC. Literacy is one of the most fundamental processes in the life of people. It is complex enough when people develop these processes in their first language, and the nature of the task becomes even more challenging when it is developed with students in a second language within the context of a bilingual setting. Bilingual education has been based on theories and research stemming from fields such as linguistics, psychology, first and second language acquisition. The views of second language acquisition have dominated the scope of research in terms of both linguistic and cognitive aspects. However, the study of second language acquisition in current times requires a change of paradigm that involves the social and cultural views of language and literacy learning. These views include the conception of second language learners whose literacy processes are based on the ideas of identity, subjectivity, and agency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Self Concept, Native Language, Second Language Learning, Literacy
(2008). From Ethnic Segregation to Bilingual Education: What Can Bilingual Education Do for the Future of the Israeli Society?, Journal for Critical Education Policy Studies. In May 2006, a group of experts in language education from Europe, Canada and Israel gathered to discuss and reflect in a conference entitled: "Into the Future–Towards Bilingual Education in Israel." The conference, held at the University of Haifa, was initiated and organized by the Jewish-Arab Center and sponsored by the Zeit Stiftung from Germany. The participants were change agents in each of their respective countries and held a critical view of the changing world, in which the clash of cultures and religions–as represented by languages–calls for brave action via education. Thinking, talking and acting to create bilingual schools in Israel, where Arab and Jewish children learn together and communities of teachers and parents act on the grounds of mutual respect and equality for the Hebrew and Arabic languages, cultures, and narratives, is a revolutionary act within the Israeli educational system. The discussions in the conference motivated this paper. The authors deal with the educational system in Israel from a critical socio-political perspective. They critically discuss its segregation and examine the option of shared-bilingual education as an alternative to the reality of separation. The first part of the paper generally presents some aspects concerning the historical perspective of the segregated educational system in Israel as a reflection of the make up of the state's society. The second section deals with the development of pedagogies throughout the years. The last part examines the new framework of bilingual education in Israel and its vision for becoming a model for the Israeli society as a whole. [More] Descriptors: Jews, Bilingual Schools, Bilingual Education, Change Agents
(2014). Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Full Report, CfBT Education Trust. During 2012/13, academics from the Department of Education, University of Oxford were commissioned by CfBT to conduct an independent evaluation of the CfBT Brunei English teaching programme. This report describes the main findings from a research project that studied the role of CfBT Education Trust in supporting improved English language teaching and outcomes in Brunei Darussalam. A case study approach was used to explore the development of the bilingual education system in Brunei Darussalam and the Ministry of Education's (MoE) collaboration with CfBT in facilitating this since 1984. The study sought to document the various processes of change and improvement within the Bruneian education system, in particular those related to the teaching of English as an additional language in the bilingual system and the involvement of CfBT as an external education provider and change agent. The research adopted a multi-method case study approach that collected and analysed data from a cross-section of perspectives and a range of data sources. These included interviews with key stakeholders of the system (senior officers from the MoE, CfBT management and project leaders, English language teachers from both CfBT and Brunei, school senior management and students) and school visits. Documents related to CfBT's engagement in education initiatives, teaching and learning materials, Bruneian government policy, project reports, previous research, student attainment data and academic literature were also analysed to provide additional perspectives and a wider evidence base. After an Introduction, presented are the Methodology; Key Findings and Analysis; Discussion and Conclusions. Appended to the report are: (1) Timelines; (2) CLIL resources; (3) Interview schedule examples; (4) Coding template with example interview excerpt; and (5) Code definitions and key. [This report was written with Catherine Walter. For the research briefing, see ED546808; For the summary report, see ED546819.] [More] Descriptors: Foreign Countries, Bilingual Education, Case Studies, Partnerships in Education
(2013). Relationships between Receptive Vocabulary in English and Cantonese Proficiency among Five-Year-Old Hong Kong Kindergarten Children, Early Child Development and Care. There is little consensus among different early childhood education stakeholders in Hong Kong on whether it is beneficial or detrimental for children to receive an English bilingual education before the age of 6. This longitudinal study investigated the issue of potential "detrimental effects of learning English" on Hong Kong kindergarten children's performance in L1 (Cantonese) and L2 (English) over a six-month period. The sample consisted of 53 children, 29 of whom went to international schools and received 90 minutes of daily in-class English instruction, and 24 of whom went to local schools, and received 20 minutes of daily in-class English instruction. Analyses of the relationship between L1 and L2 development showed "no" evidence that learning a second language is detrimental to the learning of the first. This was despite the large difference in the amount of in-school instruction time the children who went to local vs. international schools received. Children in the international schools vastly outperformed those in the local schools in English. We found no evidence that learning a second language is detrimental to learning more general cognitive skills. The results provided very weak evidence for the opposite. Thus, learning English as a second language in Hong Kong before the age of 6 did not harm children's learning in any way. [More] Descriptors: Foreign Countries, Receptive Language, Vocabulary, Kindergarten
(2009). Immersion Education and Cognitive Strategies: Can the Obstacle Be the Advantage in a Multilingual Society?, International Journal of Multilingualism. This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual education programmes in multilingual Switzerland and touching on various disciplines (biology, history, physics, maths), our contribution discusses how situated knowledge is acquired through L2 and L1 language processing, and how the conversational strategies used by teachers and learners focus on form and content through the interaction of the two languages of education. Whereas, code-switching–here specifically the use of the mainstream language (L1) in an L2 educational setting–is often regarded as a learner-oriented facilitating strategy, we argue that it enhances the learner's "metalinguistic ability". Thus, code-switching relies on the conversational routines of bi/multilingual communication settings. It also deals with the opacity of the subject matter by making the new concepts more familiar in L2, and more salient in L1. Bi/multilingual discourse is argued to function as an interface between linguistic and disciplinary knowledge in the process of introducing concepts and making them operational at different levels of complexity. Other basic cognitive strategies–such as sorting information, categorisation, argumentative organisation–also benefit from the multilingual construction of knowledge in various disciplines. [More] Descriptors: Linguistic Competence, Immersion Programs, Bilingual Education, Multilingualism