This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Mark Waltermire, Ernesto Macaro, Blanca Araujo, Shouhui Zhao, Dafydd Trystan, Rosa Rodriguez, Emanuel Bylund, Rhian Sian Hodges, Nicholas C. Block, and Myrtha E. R. Pages.
(2012). The Medium of Instruction and Classroom Interaction: Evidence from Hong Kong Secondary Schools, International Journal of Bilingual Education and Bilingualism. Teacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kong secondary schools that used Chinese as the MoI from Grade 7 to 9, but then switched to English from Grade 10 onwards (i.e. MoI-switching schools). By doing so, this study aimed to identify the possible effect of a change in the MoI on classroom interaction and its potential for learning. Sixty lessons were observed in Grade 9 and 10 in three MoI-switching schools and compared to two schools where English was used throughout all the grades. The results show that, when the MoI changed from students' first to second language, lessons tended to become more teacher-centred and there were fewer opportunities for negotiation of meaning and scaffolding. These findings have significant implications for the relationship between the MoI and classroom interaction and provide important insights into pedagogy and teacher development. [More] Descriptors: Secondary School Students, Interaction, Foreign Countries, English (Second Language)
(2012). Chinese Language Reform in Singapore: Teacher Perceptions of Instructional Approaches and Curriculum Implementation, International Journal of Bilingual Education and Bilingualism. In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as "modular curriculum" was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but negative correlations of traditional Chinese teaching, with support for oral communicative skills and the use of technology. Analysis of variance found that teachers with longer experiences of the modular curriculum were less inclined to using traditional approaches. The findings may serve as empirical evidence to help policy-makers consider teachers' needs and set proper pace for implementing the new curriculum with adequate support for both pre-service and in-service teacher training. [More] Descriptors: Bilingualism, Curriculum Implementation, Ethnic Groups, Multilingualism
(2012). "Build It and They Shall Come?" An Evaluation of Qualitative Evidence Relating to Student Choice and Welsh-Medium Higher Education, International Journal of Bilingual Education and Bilingualism. This paper seeks to evaluate the factors influencing students' choice of Higher Education provision with specific reference to language of study. Placing the recent development of the Coleg Cymraeg Cenedlaethol (the National Welsh-Medium College) in an appropriate historical and theoretical perspective, this paper evaluates a major qualitative study relating to student choice in Wales. It argues that while location, reputation, finance and employability are the primary drivers for student choice, there is considerable evidence to demonstrate a latent demand for Welsh-medium provision in specific subjects and locations. Furthermore there is a clear link to future job prospects in patterns of linguistic choice amongst prospective Higher Education students. [More] Descriptors: College Choice, Higher Education, Student Attitudes, Educational Change
(2012). Perceived Impact of Two-Way Dual Immersion Programs on Latino Students' Relationships in Their Families and Communities, International Journal of Bilingual Education and Bilingualism. This study examined how participation of Latino students in two-way dual immersion versus mainstream programs might have impacted students' relationships with Spanish-speaking adults, thus affecting contexts for students to develop resiliency. Participants were parents of 90 fifth- and sixth-grade students (initially English proficient [EP] as well as initially English language learners) in dual immersion, and parents of 103 students of similar language backgrounds in mainstream programs, located in three schools. Also, the students themselves completed questionnaires. Findings showed that a greater number of parents in dual immersion programs perceived that their children grew closer to Spanish-speaking family and communicated more with Spanish-speaking community members, with marked enthusiasm noted especially in open-ended responses by parents of EP students. Statistical analysis showed significantly higher means of responses for dual immersion parents compared with parents of mainstream students on questions related to these issues, which was the case for students' responses as well. [More] Descriptors: Immersion Programs, Second Language Learning, Statistical Analysis, Spanish Speaking
(2012). Changing Teachers' Perceptions about the Writing Abilities of Emerging Bilingual Students: Towards a Holistic Bilingual Perspective on Writing Assessment, International Journal of Bilingual Education and Bilingualism. This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish-English emerging bilingual students who are receiving instruction in both languages. Participants included 36 bilingual teachers who were part of the project. Teachers evaluated student writing samples using a writing rubric developed for the project. They were trained to evaluate students' Spanish and English language writing samples in a manner that allowed for cross-language comparison and analysis. A total of 216 writing samples produced by students from grades 1-5 were analyzed. Findings from this study suggest the need to train teachers to evaluate the writing of emerging bilingual children in ways that both challenge and expand on their current frames of reference. This paper posits that the utilization of a holistic bilingual lens to evaluate the writing of Spanish-English emerging bilingual children is a more robust and valid means of understanding language and biliteracy development in these children. Furthermore, a holistic bilingual lens can be useful in changing teacher perceptions about children's biliteracy, thereby enhancing instruction. [More] Descriptors: Bilingual Students, Writing Evaluation, Writing Tests, Writing Ability
(2012). Patterns of Change and Continuity in the Language Attitudes of Several Generations in Two Bilingual Spanish Communities: The Rural Regions of Els Ports and Matarranya, International Journal of Bilingual Education and Bilingualism. An analysis of the language attitudes in the adjacent regions of Els Ports (in the province of Castellon, Spain) and Matarranya (in the province of Teruel, Spain) using the matched-guise technique shows that in both areas, Catalan and Spanish coexist today in a diglossic situation in which Catalan has instrumental values that are lower than those of Spanish. Nonetheless, analysis of some social factors (especially age) confirms that there are significant differences between the two language communities. We observed greater dynamism as regards this situation and more favourable attitudes to Catalan in Els Ports, especially among young people, and especially in terms of instrumental values. However, in Matarranya the diglossia is more stable and the attitudes towards Catalan are less positive. When analysing the causes of this significant difference, we considered the different general sociolinguistic situations in the two regions, which both belong to the Catalan language environment, and more specifically, the treatment the languages receive in their respective educational systems after several decades of linguistic normalisation policies in Spain. [More] Descriptors: Language Attitudes, Foreign Countries, English (Second Language), Bilingualism
(2012). The Differential Use of Spanish and Portuguese along the Uruguayan-Brazilian Border, International Journal of Bilingual Education and Bilingualism. Since the late 1800s, the Uruguayan Government has attempted to enforce cultural and linguistic norms along the border with Brazil through the prohibition of Portuguese, especially in schools, despite the fact that this is the heritage language of most border residents. This research focuses on the differential use of Spanish and Portuguese in Rivera, the largest city on the border. Using self-reported data and metalinguistic commentaries extracted from interviews with 63 Spanish-Portuguese bilinguals, the use of both languages in various domains (home, school, work spaces) and with diverse interlocutors (family, friends, co-workers, superiors) is analyzed. Quantitative and qualitative analysis reveals that Portuguese, which has been marginalized for decades, is more frequently used in the home with relatives and close friends. The use of Portuguese in more formal domains, including schools, is much less frequent. The results from this study corroborate a perception within the community that Portuguese lacks the prestige of Spanish and provide further evidence of its status as a primarily home language. The current research does not show a progressive shift toward Spanish in Rivera nor does it support claims by other researchers that this community is diglossic. [More] Descriptors: Language Usage, Spanish, Portuguese, Language Maintenance
(2012). The Effects of Heritage Language Instruction on First Language Proficiency: A Psycholinguistic Perspective, International Journal of Bilingual Education and Bilingualism. This study investigates the effects of weekly heritage language (HL) classes on first language (L1) proficiency in speakers who arrived in the second language (L2)-dominant setting before the onset of puberty. Two groups of L1 Spanish–L2 Swedish bilingual high school students living in Sweden participated in the study. One group currently attended HL classes once a week, whereas the other group was no longer doing so. The two groups did not differ with regard to the total number of years of HL class attendance, age of arrival in Sweden, length of residence or degree of L1 contact. Results from a grammaticality judgement test and a cloze test showed that the group that currently attended HL classes outperformed the non-attending group. Using a framework that emphasises heightened attrition susceptibility among speakers who lost contact with the L1-dominant setting before puberty, the study suggests that HL classes function as a factor that, all other things being equal, may counterweigh attrition susceptibility. Moreover, it is suggested that the effects of HL classes on L1 proficiency are short term rather than long term. That is to say, once attendance ceases the counterweighing effect is less visible. [More] Descriptors: Heritage Education, Language Maintenance, Foreign Countries, Computer Assisted Instruction
(2012). Lecturer and Student Perceptions on CLIL at a Spanish University, International Journal of Bilingual Education and Bilingualism. This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers' insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised. [More] Descriptors: Speech Skills, Foreign Countries, Student Attitudes, Teacher Attitudes
(1989). Bilingual/Multicultural Education and Counseling Program. Eastern New Mexico University's Bilingual/Multicultural Education and Counseling Program was established to train bilingual teachers for the underserved limited-English-speaking, Hispanic population of the area through undergraduate bilingual teacher training and graduate bilingual counseling and guidance training. Its primary objectives are to (1) provide financial resources to support student participation; (2) improve existing program offerings; (3) promote staff development, emphasizing advancement opportunities; (4) establish a close working relationship with the community; (5) include appropriate clinical experiences for student teachers; (6) involve parents in the educational process; and (7) meet licensure and other institutional and state requirements. Undergraduate instruction is in methodology for instruction of English as a Second Language, use of Spanish for instruction when necessary, linguistic competency in both English and Spanish, evaluation and assessment, culture, history and literature, and state-required core teacher competencies. The graduate component emphasizes development of counseling and guidance skills and working with parents to foster successful partnership with schools. The program has been sucessful and met its goals as of the second year of operation. [More] Descriptors: Bilingual Education, Counselor Training, Elementary Secondary Education, English (Second Language)
(2012). Teacher Beliefs regarding Bilingualism in an English Medium Reading Program, International Journal of Bilingual Education and Bilingualism. Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program. It is based on the results of a survey sent to 270 teachers, in-depth interviews with 5 of the surveyed teachers, and observations of their classes. In keeping with the focus of their training program most teachers believe in an immersion approach though, ironically, they also believe that L1 can aid in learning English. The more experience the teacher has the more likely she is to believe that the L1 can aid in the teaching of English. There is an overlap of beliefs regarding immersion and bilingualism. On the basis of these findings I suggest implications for teacher education programs. [More] Descriptors: Early Intervention, Teacher Education Programs, Reading Programs, Foreign Countries
(2012). The Literacy Practices of "Transfronterizos" in a Multilingual World, International Journal of Bilingual Education and Bilingualism. This introduction provides the background for this special issue by first describing the US-Mexico border, a fascinating context in which to research issues related to Spanish-English biliteracy and multilingualism. We present main points in the prevailing discussion within the field of literacy studies about issues of multilingualism and local-global contexts of literacy. Drawing from literature on transnational literacy, we examine arguments about the recontextualization of texts and literacy practices. In this volume, authors demonstrate how texts, linguistic practices, and discourses are part of the fluid traffic across the US-Mexico border. In the course of analyzing "transfronterizo" literacy practices, the articles take into account local and global contexts of literacy from different perspectives, such as colonia studies, genre studies, disciplinary discourses and identity, notions of time and space, the continua of biliteracy, and the new literacy studies. Because we see ourselves as border educators and researchers, informing educational practice in sites where these issues emerge as everyday events is the broader intent of this special issue. [More] Descriptors: Literacy, Foreign Countries, Multilingualism, Educational Practices
(2012). Transfronterizo Literacies and Content in a Dual Language Classroom, International Journal of Bilingual Education and Bilingualism. The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juarez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are used for academic purposes, in particular in the context of learning narrative writing. We present the case of one transfronteriza teacher who successfully facilitated literacies crossing numerous borders. We frame our discussion of transfronterizo literacy practices drawing on literature from dual language education, the Continua of Biliteracy Model, and the New Literacy Studies. We show the recontextualization and transcontextualization of texts and practices. These processes help us understand biliteracy development in this border area, which is both global and local. We argue that developing awareness of how transfronterizo literacies are used in classrooms can provide teachers and researchers of linguistically minoritized students in other contexts with a better and complex understanding of the resources students bring to school in order to recognize ways in which to capitalize on these mobile resources for relevant educational experiences. [More] Descriptors: Ethnography, Foreign Countries, Immersion Programs, Educational Experience
(2012). Welsh-Medium Education and Parental Incentives–The Case of the Rhymni Valley, Caerffili, International Journal of Bilingual Education and Bilingualism. According to the 2001 Census, there has been a substantial increase in the numbers of Welsh speakers aged 5-15 years, especially in south-east Wales. It is generally accepted that this increase can be largely attributed to the success of Welsh-medium education. Indeed, Welsh-medium education has long been seen as an effective language planning tool and language transmission sphere to transmit the Welsh language in Wales. The aim of this paper is to look at the main parental incentives for choosing Welsh-medium education in the Rhymni valley, Caerffili County. A combination of quantitative and qualitative methods was used to gather information from parents from the "meithrin" stage (Welsh-medium nursery) and from the primary and secondary school sectors. The main parental incentives in the Rhymni Valley were seen to be cultural, educational, economic and personal reasons and integrative rather than instrumental incentives that came to the forefront. Past studies have tended to emphasise economic reasons, but the findings of this present project indicate that cultural reasons were more predominant factors for parents in the Rhymni valley. [More] Descriptors: Language Planning, Census Figures, Foreign Countries, Incentives
(2012). Ideologies, Struggles and Contradictions: An Account of Mothers Raising Their Children Bilingually in Luxembourgish and English in Great Britain, International Journal of Bilingual Education and Bilingualism. Researchers have studied family language planning within bilingual family contexts but there is a dearth of studies that examine language planning of multilingual parents who raise their children in one of the world's lesser spoken languages. In this study I explore the ideologies and language planning of Luxembourgish mothers who are raising their children bilingually in Luxembourgish and English in Great Britain, where there is no Luxembourgish community to support them and where a monolingual discourse prevails. All mothers strongly identified with Luxembourgish, aimed at developing active bilingualism and recognised their role in ensuring exposure to Luxembourgish. However, five mothers choose a one-person-two-languages model which limits exposure to Luxembourgish. The article illustrates the extent to which the mothers' management of their own and of the children's language use is mediated by their ideologies, experiences of multilingualism and their interactions in a large monolingual setting. [More] Descriptors: Language Planning, Mothers, Multilingualism, Ideology