This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rick de Graaff, Henrik Saalbach, Nicoletta Andri, Arthi B. Rao, Yvette V. Lapayese, P. Zitlali Morales, Rosie Tanner, Richard Hill, Jenny Denman, and Ofelia Garcia.
(2013). Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers, Theory Into Practice. Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools. Consequently, bilingual educators now find themselves in a newly charged and precarious political position. We argue that bilingual educators are now beholden to a single professional development goal: reappraising their efforts at saving this important instructional program in the interest of immigrant youth. We first explore the demise of bilingual education across the United States, address the condition of bilingual education worldwide, point to promising teacher development projects, and end by asking bilingual educators to consider who is left to join them in promoting the marginalized languages–and communities who speak them–in the context of a new world order. [More] Descriptors: Bilingual Education Programs, Teacher Education Programs, Advocacy, Educational Development
(2016). Two Languages in the Air: A Cross-Cultural Comparison of Preschool Teachers' Reflections on Their Flexible Bilingual Practices, International Journal of Bilingual Education and Bilingualism. Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers' agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish-Swedish and Russian-Finnish contexts) and Israel (an Arabic-Hebrew context) and interviewed the teachers about their use of languages in the classroom. We found that in each context the teachers reported modifications to an initial bilingual education model over time: from a strict separation of languages, to flexible bilingual practices. A thematic analysis of the contents of the teacher reflections as they emerged through interviews revealed five shared categories: (a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adjustments for individual children; and (e) role-modelling. Despite the different settings and socio-linguistic conditions, the similarities in teachers' practices and the rationale they gave for applying flexible bilingual practices were significant. The shared practices across contexts may have important implications for bilingual education. [More] Descriptors: Preschool Teachers, Bilingualism, Teaching Methods, Classroom Techniques
(2013). CLIL in Junior Vocational Secondary Education: Challenges and Opportunities for Teaching and Learning, International Journal of Bilingual Education and Bilingualism. In many countries, Content and Language Integrated Learning (CLIL) in secondary education, whether by default or design, focuses primarily on high-achieving students. This paper presents a study of CLIL programs for a different population: junior vocational students in the lower streams of secondary education in the Netherlands. On the basis of a context description of the highly streamed Dutch secondary education system and a literature review related to bilingual education for lower achievers and vocational CLIL, the paper examines the implementation of bilingual education programs at school and task level. More specifically, it describes the perceptions and motivation of junior vocational students and their teachers with respect to the organization and practice of vocational CLIL. As a result, the paper reports the successful linguistic, curricular, and pedagogical characteristics of bilingual education programs for this type of learner and summarizes the challenges and opportunities for CLIL in junior vocational education. [More] Descriptors: Vocational Education, Bilingual Education, Foreign Countries, Bilingualism
(2016). A Standalone but Not Lonely Language: Chinese Linguistic Environment and Education in Singapore Context, Journal of Education and Learning. Bilingual education policy in Singapore permits the students learn both English as working language and mother tongues, such as Chinese, as L2 anchoring to culture heritage. Starting from historical and sociolinguistic reasons, this paper is intended to provide a panoramic view of Chinese education in Singapore, clarify and compare Chinese education syllabi on different levels from primary schools to pre-university schools, cover social movement support on promoting Chinese learning and use in this multilingual society. Meanwhile, Singapore's success in bilingual education cannot hide its own problems. The status of Chinese dialects, the competitive role of English, the rational and practicality for proficient bilingual users, the choice of teaching methodologies between L1 and L2, are all remaining open to further discussing and probing for language policy making and modification in the future. [More] Descriptors: Foreign Countries, Sociolinguistics, Second Language Programs, Chinese
(2016). Identify the Cracks; That's Where the Light Slips In: The Narratives of Latina/o Bilingual Middle-Class Youth, CATESOL Journal. In this qualitative study, I examine the intersections of learner identity, power, and language through the experiences and insights of Latina/o 2nd-generation middle-class children who occupy a unique positionality between the discourses surrounding bilingual education. Through narrative inquiry, emerging bilingual middle-class students actualize nonbinary thinking, able to depict identity as an inherently multifaceted process of construction. Their "ways of knowing" and experiences as language learners ultimately shape an "outsider-within" space, rupturing traditional binaries within bilingual education, namely EO/EL (English only versus English learner) and class binaries. They also proffer queer and cyber identities as additional salient variables that plow into language identity. In the end, these learners frame the contradiction and nuance of language learner identity, not as one of struggle, but as one of differential agency, the ability to move in and out of contradictory identities as both strong and advantageous tactics. [More] Descriptors: Hispanic American Students, Bilingual Students, Qualitative Research, Middle Class
(2013). An Analysis of Bilingual Education Programs and Directors in Texas Education Service Center Region Two School Districts, ProQuest LLC. In this mixed methods research study, the researcher investigated the difference between additive and subtractive bilingual education programs and student achievement. The researcher examined types of bilingual education and special language programs currently utilized in school districts located within the Education Service Center Region Two (ESC-2) located in South Central Texas and the passing rates of English language learners (ELLs) on state mandated Reading/English language arts and Mathematics assessments. The three main purposes of this study were to quantitatively and qualitatively explore characteristics of bilingual education programs currently operating in Texas ESC-2; identify characteristics of ESC-2 bilingual program directors; and examine how district level administrators used accountability data in bilingual program design and implementation. The study analyzed student academic performance data of ELLs enrolled in additive and subtractive special language programs, as compared to ELLs not receiving any special language services. The data was analyzed for significance using an analysis of variance (ANOVA). The findings indicate that additive bilingual programs, and the instructional strategies utilized, had a statistically significant effect on student passing rates on the state achievement test [F(2,6) = 15.89, p = 0.004]. However, the study did not find that subtractive bilingual programs had a significant effect on student passing rates on the state achievement test. The population of the survey included bilingual education directors, or otherwise responsible district-level administrators, from public school districts in ESC-2. The survey was matched to Academic Excellence Indicator System (AEIS) data obtained from the Texas Education Agency (TEA) for the 2009-2010, 2010-2011 and 2011-2012 school years. The qualitative component of the study allowed for the examination of factors influencing program choice/implementation by bilingual education directors. Respondent feedback indicated that 52% of bilingual education program directors continue to operate the same model of bilingual education or special language program that was in place before he/she began his/her tenure as Director of Bilingual Education without revision (status quo). Recommendations for further investigation into choice of additive program adoption may improve student academic achievement as measured by mandated accountability standards. Implications for theory and practice are discussed in the summary and conclusions. [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: Bilingual Education, Education Service Centers, Administrators, School Districts
(2016). Deaf Children's Bimodal Bilingualism and Education, Language Teaching. This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. [More] Descriptors: Deafness, Bilingualism, Literacy, Teaching Methods
(2015). The Meanings of Hebrew: Defining Bilingual Education in a Dual-Language Charter School, International Journal of Bilingual Education and Bilingualism. Using a discourse analytic framework that draws on theories of language ideologies, this paper analyzes the semiotics of a heritage language as it moves from the context of parochial education to the realm of public schooling. Specifically, it examines how Hebrew undergoes resemioticization when a Hebrew language charter school in the District of Columbia is established. I examine what Hebrew signifies through an analysis of two public texts: the Sela Public Charter School application and a community online forum. I identify how this new educational initiative redefines Hebrew teaching as a novel form of bilingual education that eschews discourses of identity, rights, and heritage. Next I show that the online forum participants attach diverse and contradictory meanings to Hebrew. This analysis examines the semiotic processes at work when a heritage language is untethered from its traditional communal context and transformed into a public language, and the ways in which bilingualism and bilingual education are reframed and contested in the process. [More] Descriptors: Charter Schools, Semitic Languages, Semiotics, Bilingual Education
(2015). Creating a Climate for Linguistically Responsive Instruction: The Case for Additive Models, Mid-Western Educational Researcher. As a state with a longstanding tradition of offering bilingual education, Illinois has a legislative requirement for native language instruction in earlier grades through a model called Transitional Bilingual Education (TBE). This model does not truly develop bilingualism, however, but rather offers native language instruction to English learners (ELs) for a few years only to later mainstream them to English-only instruction. Contrasting this approach, culturally and linguistically responsive teaching not only supports EL students' first language maintenance and second language development, but can also affirm critical aspects of their cultural, ethnic and linguistic identities. Through this framework, we present qualitative data from two elementary classrooms in Illinois enacting a TBE and dual language program model. Findings suggest that while program models are indeed one factor that influences enactment of a culturally responsive approach, societal factors and ability for stakeholders to mediate and address pressures are equally important. [More] Descriptors: Bilingual Education Programs, Transitional Programs, Native Language Instruction, English (Second Language)
(2013). When Language of Instruction and Language of Application Differ: Cognitive Costs of Bilingual Mathematics Learning, Learning and Instruction. Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine whether and to which extent cognitive costs appear during arithmetic learning when language of instruction and language of retrieving differ. Thirty-nine high school students participating in a bilingual education program underwent a four-day training on multiplication and subtraction problems in one language (German or French), followed by a test session in which they had to solve trained as well as untrained problems in both languages. We found that cognitive costs related to language switching appeared for both arithmetic operations. Implications of our findings are discussed with respect to bilingual education as well as to cognitive mechanisms underlying different arithmetic operations. [More] Descriptors: Bilingual Education, Comparative Analysis, Bilingualism, Language of Instruction
(2016). Vocabulary and Sentence Structure in Emergent Spanish Literacy, Reading Teacher. Dual language and bilingual education programs are increasing in number and popularity across the country. However, little information is available on how to teach children to read and write in Spanish. This article explores some of the similarities and differences in vocabulary and sentence structure in Spanish and English and considers the resulting implications for teaching emergent Spanish literacy. Understanding linguistic aspects of both languages enables teachers to better support the development of biliteracy and bilingualism. [More] Descriptors: Bilingual Education, Spanish, English, Vocabulary
(2016). Transitioning from Maori-Medium to English-Medium Education: Emerging Findings of a Pilot Study, International Journal of Bilingual Education and Bilingualism. Maori-bilingual education in New Zealand has come a long way towards injecting life into the Maori language. However, only a small number of families commit to bilingual education for the long term. This paper discusses why Maori parents either turn away from Maori-bilingual education or prematurely transition to English-medium schools. It then reports the findings of an ethnographic pilot study of a Maori-bilingual graduate who transitioned to an English-medium secondary school after more than eight years attending Maori-bilingual programmes. The student's transition was very successful, both in terms of acquiring high levels of academic language proficiency and necessary cultural knowledge. However, it was highly reliant on the support and interventions her parents provided throughout her schooling–particularly regarding both English and Maori languages. This article focuses on the student's first year of transition and, in particular, the language and cultural issues that her family had to navigate to ensure her success. [More] Descriptors: Ethnography, Language of Instruction, Bilingual Education Programs, Malayo Polynesian Languages
(2013). Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills, Bilingual Research Journal. A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs–including transitional and dual-language–limit, discourage, and/or stigmatize such practices. This study examines literature discussion in a fifth-grade bilingual education classroom, in which the teacher valued, supported, and facilitated hybrid language practices. The findings illuminate the ways in which the teacher and students flexibly used their linguistic and cultural resources to understand the text content and language. [More] Descriptors: Bilingualism, Metalinguistics, Bilingual Education Programs, Literature
(2012). Insufficient Language Education Policy: Intercultural Bilingual Education in Chiapas, Diaspora, Indigenous, and Minority Education. Based on ethnographic fieldwork research of the authors in schools in Chiapas, Mexico, the article provides an overview of efforts being made to address the unique educational needs of Mexico's Indigenous populations through intercultural bilingual education programs. The article examines the Indigenous teachers' commitment to intercultural bilingual education, as opposed to their incomplete understandings of bilingual teaching practices and biliteracy practices. In so doing, the article questions the efficacy of top-down language education policies when they are State reactions to bottom-up efforts of revolutionary movements, such as the Zapatistas. Given the historical and socioeconomic oppression of the Indigenous populations in Chiapas, intercultural bilingual education acts only as a palliative, leaving the Indigenous peoples without the structural incorporation into the economic and political life of Mexico for which they struggled. [More] Descriptors: Educational Needs, Bilingual Education, Bilingual Education Programs, Foreign Countries
(2015). Evaluating the Implementation of Content Classes Delivered in English in Light of a CLIL-Based Curriculum, Online Submission. At present, the constant pressure that the local government exerts on the implementation of bilingual education in both public and private schools has affected second language teaching in Colombia. As a result, some private schools have started to modify their curriculum by delivering some content subjects in English. This thesis examines the implementation of Content-Based Instruction (CBI) in a private school in Medellin-Colombia from three different perspectives: the teachers' profile, the methodology used in the classes and the sources of knowledge. It first deals with the concepts of bilingualism, bilingual education, Content-Based Instruction (CBI), and Content and Language Integrated Learning (CLIL). It then considers the actual implementation of the teaching pracice and evaluates it in light of what CLIL proposes. The instruments used to collect the data were surveys, class observations and interviews. The results of this study indicate that the content teachers, apart from learning English to deliver their classes, lack training in CBI as well as in the integration of content and language teaching in their classes. It also shows the absence of collaborative work between the language teacher and the content teacher, making it difficult for the latter to deal with language teaching. The research also shows that the content classes were teacher-centered, and that teachers lack training in the use of authentic materials and visual aids along with the development of High Order Thinking Skills (HOTS). This thesis concludes that it is fundamental to revisit the concepts of bilingualism and bilingual education in the Colombian context because bilingual education top-down policies go in one direction and private schools bottom-up actions go beyond the government programs. Appended are: (1) Survey; (2) Class Observation Items; and (3) Semi-Structured Interview. [More] Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning