Bibliography: Bilingual Education (page 001 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Ron Watt, N. Meltem Daysal, Kirstin Wagner, Scott Lee, Claude Goldenberg, Jack Frawley, Michael D. Guerrero, Li-Jen Kuo, Deborah K. Palmer, and Dilek Ilhan.

Song, Chuanlian (2011). Bilingual Education in Colleges and Universities of China, International Education Studies. At present, there are many problems in the bilingual teaching of colleges and universities. Because of these problems, the bilingual education looks so difficult that it doesn't achieve wanted goals. Sometimes the colleges and universities have to give up the bilingual teaching halfway. This paper argues that the key manner to improve effectiveness of bilingual teaching is how to do the bilingual education. This paper discusses the current problems and relevant measures for improving the effect of bilingual education.   [More]  Descriptors: Foreign Countries, Bilingual Education, Colleges, Instructional Effectiveness

Lee, Scott; Watt, Ron; Frawley, Jack (2015). Effectiveness of Bilingual Education in Cambodia: A Longitudinal Comparative Case Study of Ethnic Minority Children in Bilingual and Monolingual Schools, Compare: A Journal of Comparative and International Education. There is little research in the developing countries of South East Asia on the effectiveness of bilingual education programmes that use first language instruction for ethnic minority children. This study investigated the effectiveness of a bilingual education programme involving ethnic minority children in Cambodia by comparing their performance in mathematics, Khmer literacy and oral Khmer to their ethnic minority peers whose education is in the national language only. The findings show that students in the bilingual schools performed better in mathematics than their peers in the monolingual schools, but the differences in Khmer literacy and oral Khmer test scores were statistically insignificant. The study suggests that bilingual education using first language instruction could benefit academic development among ethnic minority students in Cambodia, at least in terms of mathematics achievement.   [More]  Descriptors: Foreign Countries, Bilingual Education, Longitudinal Studies, Case Studies

Ozfidan, Burhan; Burlbaw, Lynn; Kuo, Li-Jen (2016). Perceptions of an Anticipated Bilingual Education Program in Turkey, International Education Studies. Bilingual education is globally an important aspect within the educational community in recent years. The purpose of the study is to explore perceptions towards a bilingual education program and investigate factors that may affect the development of a bilingual education program in Turkey. This study also identifies the benefits of bilingualism in Turkey. The study employed an explanatory sequential mixed method design, which consisted of a quantitative phase followed by a qualitative phase. Data were collected from 40 participants who were graduate students, faculty members, and K-12 teachers. Descriptive analysis was used in the first phase of data analysis; thematic analysis was used in the second phase. A bilingual education program in Turkey might solve the conflict between different ethnic groups. Findings from both phases of data analysis indicated that people in the research group have affirmative perspectives towards a bilingual education program in Turkey.   [More]  Descriptors: Bilingual Education Programs, Bilingualism, Conflict, Intergroup Relations

De La Trinidad, Maritza (2015). Mexican Americans and the Push for Culturally Relevant Education: The Bilingual Education Movement in Tucson, 1958-1969, History of Education. This essay traces the bilingual education movement that began in Tucson through the efforts of local teachers, university faculty and educational leaders. It is argued that Mexican Americans and their allies played a crucial role in promoting the merits of bilingual education at the local, state and national levels. Their advocacy of Spanish-for-Spanish-speakers programmes as a culturally relevant means of improving educational outcomes for Mexican American students led to a push for bilingual education with the support of the National Education Association. The work that educators from Tucson accomplished focused national attention on the education of Mexican Americans and ultimately contributed to the passage of the Bilingual Education Act of 1968. This legislation sparked a national movement to expand bilingual education programmes throughout the Southwest and other parts of the nation.   [More]  Descriptors: Mexican Americans, Culturally Relevant Education, Bilingual Education, Advocacy

Menken, Kate; Solorza, Cristian (2014). No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools, Educational Policy. Although educational policies for emergent bilinguals in New York City schools have historically supported the provision of bilingual education, the past decade has borne witness to a dramatic loss of bilingual education programs in city schools. This study examines the factors that determine language education policies adopted by school principals, through qualitative research in 10 city schools that have eliminated their bilingual education programs in recent years and replaced them with English-only programs. Our findings draw a causal link between the pressures of test-based accountability imposed by "No Child Left Behind" and the adoption of English-only policies in city schools. Testing and accountability are used as the justification for dismantling bilingual education programs and create a disincentive to serve emergent bilingual students, as schools are far more likely to be labeled low performing and risk sanctions such as closure simply for admitting and educating these students.   [More]  Descriptors: Bilingual Education Programs, Attribution Theory, Federal Legislation, English Only Movement

Flores, Nelson (2016). A Tale of Two Visions: Hegemonic Whiteness and Bilingual Education, Educational Policy. In this article, I examine two visions of bilingual education that emerged during the Civil Rights Movement: race radicalism and liberal multiculturalism. I argue that although proponents of both visions believed that bilingual education was necessary for empowering language-minoritized populations, race radicalism conceptualized this empowerment as liberation from hegemonic Whiteness while liberal multiculturalism conceptualized this empowerment as assimilation into hegemonic Whiteness. I then examine the ways that the institutionalization of bilingual education erased race radicalism through reframing the debate around whether these programs should be subtractive or additive. I conclude by arguing that this dominant framing of bilingual education debates continues to reproduce hegemonic Whiteness in ways that marginalize language-minoritized students.   [More]  Descriptors: Bilingual Education, Cultural Influences, Whites, Cultural Pluralism

Arroyo-Romano, Jacqueline Elena (2016). Bilingual Education Candidates' Challenges Meeting the Spanish Language/Bilingual Certification Exam and the Impact on Teacher Shortages in the State of Texas, USA, Journal of Latinos and Education. Recruiting certified bilingual teachers have been difficult since 2010 as new testing policies and exams are implemented. Advanced high levels of writing and speaking language proficiency are required from the bilingual education candidate to perform his or her job. This essay examines the impact of Texas language policy for bilingual education teachers, testing requirements, and passing rates on state certification tests previously explored by Guerrero (1997, 1999, 2000), and discusses the topic of teacher shortages that has been addressed for the past two decades. Suggestions to assist bilingual education candidates to improve their passing rates are provided.   [More]  Descriptors: Bilingual Education, Teacher Certification, Teacher Recruitment, Bilingual Teachers

Wang, Hao (2016). Equalizing Educational Opportunity: In Defense of Bilingual Education–A California Perspective, CATESOL Journal. Under critical examination, the English language and its use in daily interactions carry with them symbolic values in our social world, including social mobility, educational achievement, and employment. Its representations in government bodies, mass media, education, and legal documents have further increased those values and subtly created a hostile environment for many US immigrants who are nonnative English speakers. In the bilingual education debate, this view of nativism and monolingualism has received support from critics who believe that bilingual education serves only to disembody national unity and cohesion. As a result of the English-only view, a number of bilingual education programs are curtailed in the states of California, Arizona, and Massachusetts. In this article, I adopt the theoretical framework of equal educational opportunity (EEO) to examine bilingual education conceived by the California Education for a Global Economy Initiative. In the discussion section, I also propose a bilingual education plan that could better reflect language-positive liberalism and a participatory educational ideal.   [More]  Descriptors: English (Second Language), Second Language Learning, Bilingual Education, English Only Movement

Chin, Aimee; Daysal, N. Meltem; Imberman, Scott A. (2012). Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. NBER Working Paper No. 18197, National Bureau of Economic Research. Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district offers bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that bilingual education programs do not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, there are significant positive spillover effects to their non-LEP peers.   [More]  Descriptors: Bilingual Education Programs, Program Effectiveness, Limited English Speaking, Elementary School Students

Ilhan, Dilek; Aydin, Hasan (2015). Perceptions of Higher Education Faculty Members on Bilingual Education in Turkey, Journal of Education and Training Studies. In recent years, bilingual education has been a crucial phenomenon in the educational community in Turkey. This study aims to investigate whether academics have positive perceptions towards bilingual education or not. Regarding this issue, it is important to get the opinions of academics that are responsible for training future teachers. An online scale was emailed to the academics in 74 universities in Turkey. The study utilized quantitative research methods. A total of 208 academics completed the Bilingual Education Perception Scale. Their responses were graded and these grades were used in generating various analyses. Cronbach Alpha reliability analysis was implemented and the reliability coefficient of the scale was determined to be 0.96. The mean of academics' scores indicates that they have shown highly positive perceptions about bilingual education. Moreover, demographic data was used as independent variable and regression analysis was performed. The findings of this study showed that academics have shown higher positive perception towards bilingual education.   [More]  Descriptors: Foreign Countries, College Faculty, Bilingual Education, Teacher Attitudes

Menken, Kate; Solorza, Cristian (2015). Principals as Linchpins in Bilingual Education: The Need for Prepared School Leaders, International Journal of Bilingual Education and Bilingualism. This article reports findings from qualitative research conducted in 17 New York City schools to better understand why many school leaders–particularly principals–have recently dismantled their school's bilingual education programs, as part of a significant citywide trend during a restrictive period in US language policy. A main finding is that principals, who are called upon to determine their school's language policy, have not received any formal preparation to do so. New York, like most states, does not require any coursework on the education of emergent bilinguals for the certification of administrators. The school leaders we interviewed who had eliminated their bilingual programs hold limited understandings of bilingualism, linguistic diversity, and bilingual education. By contrast, principals who have maintained their bilingual education programs were found to be well prepared to serve emergent bilinguals and strongly believe in the benefits of bilingual education. They also advocate for bilingual education and protect their school's programming choices in the face of English-only pressures. Based on our findings, we argue that principals are particularly crucial to the survival and success of bilingual education. What is more, we argue that all school leaders serving emergent bilinguals would benefit from specialized preparation to educate this student population.   [More]  Descriptors: Principals, Bilingual Education, Qualitative Research, Urban Schools

Guerrero, Michael D.; Guerrero, Maria Consuelo (2017). Competing Discourses of Academic Spanish in the Texas-Mexico Borderlands, Bilingual Research Journal. In this descriptive study the efforts of a faculty to prepare a cohort of pre-service bilingual education teachers to pass a newly adopted state certification test of academic Spanish are presented. The faculty's efforts were aimed at offsetting a low pass rate on this test, but unfortunately efforts fell short. To unpack this outcome, the authors use a theoretical lens aimed at examining the dominant Discourses associated with academic Spanish. Through this analysis the authors maintain that at the national, state, local, and program levels the dominant Discourses associated with academic Spanish work jointly to undermine the acquisition of academic Spanish needed by prospective bilingual education teachers.   [More]  Descriptors: Academic Discourse, Spanish, Preservice Teachers, Bilingual Education

Palmer, Deborah K.; Henderson, Kathryn I. (2016). Dual Language Bilingual Education Placement Practices: Educator Discourses about Emergent Bilingual Students in Two Program Types, International Multilingual Research Journal. This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL "mainstream" classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement resulted in a perception that students were tracked by ability, and educator discourses on student ability reflected long-term consequences of these initial placement practices. We conclude with both theoretical implications and practical suggestions for the development of equitable dual language bilingual education program implementation.   [More]  Descriptors: Bilingualism, Bilingual Education Programs, English (Second Language), Second Language Learning

Goldenberg, Claude; Wagner, Kirstin (2015). Bilingual Education: Reviving an American Tradition, American Educator. In the United States, bilingual education continues to provoke fierce debate. It seems that nearly everyone–from educators to policymakers to parents with school-age children to those without children–has a strong opinion on whether children with little fluency in English should be taught academic content in their home language as they learn English. This article provides an overview of the history of bilingual education in America's educational landscape, discusses political support for and challenges to bilingual education, and reviews research that states that instruction in a student's home language can improve achievement in English (or whatever the national language may be). It is time to move the discussion away from bilingual education and focus instead on bilingualism and its benefits for all of our children and the adults they will become.   [More]  Descriptors: Bilingual Education, Educational Practices, Educational Development, Educational History

Macedo, Donaldo; Bartolomé, Lilia I. (2014). Multiculturalism Permitted in English Only, International Multilingual Research Journal. The authors of this article discuss the discriminatory practices through language in both multicultural and bilingual education. Bilingual education promotes academic instruction in the native language, to varying degrees, while multicultural education stresses the need to valorize and appreciate cultural differences as a process during which linguistic minority students come to voice. However, in multicultural education, the underlying assumption is that coming to voice takes place in English only. Conversely, while bilingual education offers some degree of native language use, standard native languages are preferred while students' vernaculars are denigrated and ignored, rendering bilingual education colonial-like in nature. Critical and anti-colonial literature, educational research, and current events are used to construct and support the authors' basic argument that, in order for education to truly be liberatory, it must be respectfully communicated in the vernacular of the students themselves, particularly when these students come from subordinated populations.   [More]  Descriptors: Multilingualism, Bilingual Education, Teaching Methods, Native Language

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