This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gu Mingyuan, Tian-shi Gu, Lisa M. Vaughn, Fuhui Tong, Roya Letafati, Stephen May, Hasan Aydin, Burhan Ozfidan, Drew Chappell, and Rosa Maria Martinez.
(2016). Building Social Inclusion through Critical Arts-Based Pedagogies in¬ University Classroom Communities, International Journal of Inclusive Education. In humanities and education university classrooms, the authors facilitated counter-narrative arts-based inquiry projects in order to build critical thought and social inclusion. The first author examines public performance installations created by graduate students in elementary and bilingual education on needs-based and dignity-based rights of bilingual families at schools. The second author examines visual and performance art pieces on historical colonial practices in world history, created by undergraduate theatre students. We suggest that critical arts-based pedagogies can build classroom communities and social inclusion, particularly through collaborative counter-narrative and problem-posing research and performance practices about minoritisation in history and contemporary society. [More] Descriptors: Social Integration, Art Education, Graduate Students, Bilingual Education
(2014). An Investigation into CLIL-Related Sections of EFL Coursebooks: Issues of CLIL Inclusion in the Publishing Market, International Journal of Bilingual Education and Bilingualism. The current English Language Teaching (ELT) global coursebook market has embraced content and language integrated learning (CLIL) as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper, I investigate how CLIL is included in ELT coursebooks aimed at young learners, available to teachers in Argentina. My study is based on the content analysis of four series, which include a section advertised as CLIL oriented. Results suggest that such sections are characterised by (1) little correlation between featured subject-specific content and school curricula in L1, (2) oversimplification of contents and (3) dominance of reading skills development and lower-order thinking tasks. Through this study, I argue that CLIL components become superficial supplements rather than a meaningful attempt to promote weak forms of bilingual education. [More] Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
(2012). Chinese-English Bilingual Education in China: A Case Study of College Science Majors, International Journal of Bilingual Education and Bilingualism. This quantitative study examines current practice and challenges of Chinese-English bilingual education in Chinese tertiary institutions and presents a case study of a bilingual course by investigating learners' attitudes toward this educational and language policy. Using a convenience sampling strategy with an instrument modified from a nation-wide survey on bilingual education, this study involves 153 undergraduate science majors from a university located southeast of China. Results indicate that students held positive attitudes toward bilingual instruction and believed that such a model will not threaten the status of Chinese language and culture; and such an attitude significantly predicted students' academic achievement whereas the level of English proficiency did not. Further, female students outscored their male counterparts in the final examination. Finally, the positive relationship between years of learning English and attitudes toward bilingualism corroborates with the current literature that earlier exposure results in additive bilingualism. We recommend future studies be conducted to identify the threshold for a minimal level of English skills commensurate with distribution of language of instruction so that college students can benefit from bilingual education. In conclusion, despite challenges, Chinese-English bilingual education is still expected to be a legitimate and eventually rewarding educational practice that fits the socio-political environment of developing China. [More] Descriptors: Majors (Students), Language Planning, College Science, Bilingual Education
(2014). Differences in Student Achievement between Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Investigation, ProQuest LLC. Purpose The purpose of this study was to examine the difference between two bilingual program types: traditional early-exit and late-exit bilingual programs and academic achievement using archival data from the Texas Education Agency Public Education Information Management System. An examination of academic achievement rates across a 3-year period for students enrolled in these two programs will assist in analyzing the degree to which early-exit bilingual programs and late-exit bilingual programs influenced academic achievement in reading and math for English Language Learners in Texas public schools. Methodology This research investigation was a quantitative study with a causal-comparative research design in which differences were analyzed in the reading and math achievement (i.e., TAKS Reading and Math scores) of English Language Learners who had participated in either a transitional early-exit bilingual program or in a transitional late-exit bilingual programs. Archival data from the Texas Education Agency Public Education Information Management System were obtained for students in Grade 3, Grade 4, Grade 5, and Grade 6 for the 2008-2009, 2009-2010, and 2010-2011 school years. Data for each school year and for each grade level were analyzed separately, and then compared to determine the extent to which trends were present. Findings Of the 72 total statistical analyses conducted in this investigation, English Language Learners in late-exit bilingual education programs performed better than English Language Learners in early-exit bilingual education programs in 41 analyses. English Language Learners in early-exit bilingual education programs performed better than English Language Learners in late-exit bilingual education programs in 31 of the analyses. As such, results were not supportive of either the late-exit or the early-exit bilingual education programs as being more effective with respect to the reading and math achievement of English Language Learners in Grades 3, 4, 5, and 6. Accordingly, further research into the efficacy of transitional bilingual education programs is warranted. [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: Academic Achievement, Bilingual Education Programs, Statistical Analysis, Language Arts
(2017). A School Divided: One Elementary School's Response to Education Policy, Anthropology & Education Quarterly. This article examines how one elementary school was divided into two schools–a primary and an intermediate school–because of how policies were interpreted and enacted with regard to high-stakes testing. The grades in which students took high-stakes tests were privileged in terms of receiving monetary resources and support from staff. An emphasis on testing also influenced how bilingual education was addressed. These organizational decisions highlight how policy operated as a practice of power, where inequitable education outcomes were reproduced. [More] Descriptors: Elementary Schools, Educational Policy, School Restructuring, High Stakes Tests
(2017). Latino Immigrant Youth Living in a Nontraditional Migration City: A Social-Ecological Examination of the Complexities of Stress and Resilience, Urban Education. Latino immigrant children represent the fastest-growing population in the United States and families are frequently residing outside of the traditional migration destinations. These cities lack the infrastructure and resources to provide culturally relevant services and bilingual education that supports these youth. Following a social-ecological approach that attends to the multiple contextual and cultural factors that influence individuals, this study identifies the risk and protective factors experienced by Latino immigrant youth living within a nontraditional destination area. Youth described relationship, immigration, academic, language, and familial stressors as significant risk factors. Protective factors included family networks, peer relationships, and school supports. [More] Descriptors: Hispanic American Students, Immigrants, Middle School Students, Urban Schools
(2016). Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports, Multiple Voices for Ethnically Diverse Exceptional Learners. This article describes a Collaborative Intervention Project designed to prepare preservice teachers to develop, implement, monitor, and evaluate interventions for English learners (ELs) in need of academic and/or behavioral supports. Faculty from two departments, one preparing bilingual education (BE) elementary school teachers and the other preparing special education (SE) teachers for prekindergarten through 21 generic certifications, developed a process to enhance preservice teachers' preparation to collaboratively address the cultural and linguistic characteristics and educational needs of ELs. The authors describe the process through which faculty designed and implemented the project, share resources for project replication, and discuss faculty and student responses. [More] Descriptors: Bilingual Teachers, Special Education Teachers, English Language Learners, Student Needs
(2010). Policy and Practice in Sign Bilingual Education: Development, Challenges and Directions, International Journal of Bilingual Education and Bilingualism. A sign bilingual approach to the education of deaf children was first introduced in the UK in 1990. This paper reviews the growth of sign bilingual education in the UK and documents significant milestones in the development of sign bilingual policy and practice since the 1980s. This overview demonstrates how key issues in sign bilingual education have evolved and how priorities have changed over time and enables comparisons with contexts beyond the UK to be drawn. Current issues in sign bilingual education are analysed within our twenty-first century educational context in which both the advancing technology and medical understanding are providing new opportunities for deaf pupils and changing their learning and communication needs. Particular themes addressed include research into early literacy and also the role of sign language for deaf children with cochlear implants. From this analysis, new directions for sign bilingual education are suggested in terms of learning and teaching and a future research agenda. [More] Descriptors: Sign Language, Bilingual Education, Deafness, Emergent Literacy
(2010). The Relationship between Applied Linguistic Research and Language Policy for Bilingual Education, Applied Linguistics. Currently, restrictive-language policies seem to threaten bilingual education throughout the USA. Anti-bilingual education initiatives have passed easily in California, Arizona, and Massachusetts, while one was closely defeated in Colorado, and federal education policy has re-invigorated the focus on English education for English language learners, while concomitantly obfuscating the possibility of native language maintenance and developmental bilingual education. This is the educational landscape within which bilingual education researchers, educators, and students must face the formidable challenge of preserving educational choice and bilingual education. Thus, substantive research is needed on how bilingual educators navigate this challenging ideological and policy landscape. Based on an ethnographic study of bilingual education language policy, this article takes up this challenge by focusing on how beliefs about "Applied Linguistics" research influence the interpretation and appropriation of federal language policy in one US school district. The results have implications for the relationship between the "Applied Linguistic" research community and language policy processes. [More] Descriptors: Language Maintenance, Language Planning, Language Research, Applied Linguistics
(2010). Major Obstacles Limiting the Development of Bilingual Education in Chinese College, Online Submission. Bilingual education is introduced in many Chinese colleges today. A number of studies on bilingual education have been done, but few has significant outcome. From a completely new perspective, the author suggests that there are several major obstacles limiting the development of the new trend, i.e., the limited competent faculty, limited appropriate course materials and limited secondary language proficiency students. Recommendations are given to the problems identified. [More] Descriptors: Bilingual Education, Language Proficiency, Bilingualism, Foreign Countries
(2017). The French-Farsi Simultaneous Early Bilingualism in an Iranian Child–Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child, International Education Studies. In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat's principle of "one parent-one language" (1913), the parents have formed the child's basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child's sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure. [More] Descriptors: French, Bilingualism, Indo European Languages, Age Differences
(2014). On General Issues of Bilingual Education for Minority Ethnic Groups, Frontiers of Education in China. Minority language literacy is an important issue in national education policy for any multi-nationality country. China sticks to the policy of safeguarding the rights and interests of ethnic minority groups to use their own languages and writing systems. In education, considering communications among different nationalities and the development of minority ethnic groups, a bilingual education policy is being implemented by insisting on teaching students in their own ethnic languages; when the mastery of their own languages has been achieved, bilingual teaching will be employed. There are three types of bilingual teaching for minority ethnic groups: teaching in their own languages, with Mandarin Chinese added; teaching in Mandarin Chinese, with minority languages added; teaching both in Mandarin Chinese and in minority languages. The biggest problems to be solved in implementing bilingual education in ethnic minority regions are the editing of language textbooks and supporting materials for minority ethnic groups and the training of ethnic minority teachers. [More] Descriptors: Bilingualism, Language Minorities, Mandarin Chinese, Ethnic Groups
(2014). Instructional Models for the Acquisition of English as Bridges into School Science: Effects on the Science Achievement of U.S. Hispanic English Language Learners, Learning Environments Research. Science educators have suggested that, for minority and low-income students, gaps between home and school science cultures necessitate "border crossing" for successful learning in science. Our analysis used National Assessment of Educational Progress 2000 and 2005 data to assess the impact of U.S.¬ state-level policy regarding instructional models for language acquisition for the learning of science. Specifically, we assessed whether policy favouring structured English immersion led to better student outcomes than bilingual education among Hispanic English language learners in 4th and 8th grades in the U.S. We found significantly higher science achievement among 4th grade Hispanic ELLs in states with stronger bilingual emphasis in their policy, suggesting that policy support for bilingual education could provide a better bridge to span the cultural gap between home and school science, at least for younger students. [More] Descriptors: English (Second Language), Second Language Learning, Hispanic American Students, Science Education
(2014). Perceptions on Mother Tongue (Kurdish) Based Multicultural and Bilingual Education in Turkey, Multicultural Education Review. In the past several decades, educational researchers have asserted that multicultural/multilingual education is a phenomenon which certainly has come into prominence in the world of education and most schools are becoming increasingly diverse; a significant role of teacher preparation programs is to prepare its teachers with the knowledge, skills, and dispositions to help all students learn. However, multicultural education and bilingual education is still a controversial issue in Turkey. The education system has not adapted to meet the needs of our increasing multiracial and multicultural populations, and research continues to be limited. Thus, both multicultural education and bilingual education in Turkey should be supporting students to show tolerance towards those with backgrounds different from their own and also focusing on the protection of each student's cultural heritage and their mother tongue language. Thus, the purpose of the study is to investigate teachers', students', and academicians' perceptions on multicultural and bilingual education, specifically, based on mother tongue education in Turkey. This qualitative research, which aims to emphasize the need of multicultural education in Turkey and the need of Kurdish language instruction in Turkey's education systems, was conducted with 80 participants. In this study, researcher emailed 10 "open-ended questions" to participants to identify the need of multicultural and bilingual education based on mother tongue education in Turkey. Content analysis methods were utilized to analyze, interpret and assess the responses of participants to the open-ended questions. The findings of the study indicate that Turkey needs to immediately reform the education of native language and develop programs and special approaches that help improve the language deficiency of students who speak Kurdish as a mother tongue or have a limited understanding of Kurdish. This study also finds that the Turkish government should develop a multicultural curriculum that should help students, faculty, and staff to become advocates for multicultural awareness. This awareness informs the ways in which we prepare teachers, counselors, and administrators to serve all students. [More] Descriptors: Foreign Countries, Multicultural Education, Bilingual Education, Indo European Languages
(2014). Justifying Educational Language Rights, Review of Research in Education. The author of this chapter observes that post-9/11 there has been a rapid and significant retrenchment of multiculturalism as public policy, particularly within education. This apparent retrenchment of multiculturalism as public policy has been bolstered by parallel arguments for a more "cosmopolitan" approach to education within an increasingly globalized world. The chapter explores how the English-only movement in the United States, and its ongoing political effectiveness in delimiting bilingual education there, should remind us why there has been such an effective retrenchment of more plurilingual approaches to language education over the past two decades. The author's aim is precisely to highlight how difficult it is to make the case for minority language rights, despite the positive developments in international law and (some) national contexts. It is concluded that bilingual education approaches, despite their attested educational efficacy, are potentially so fragile and easily dismantled as a result of wider social and political vicissitudes. [More] Descriptors: Civil Rights, Second Language Instruction, Second Language Learning, Language Minorities