Bibliography: Bilingual Education (page 006 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Zhiwei Xiong, Melisa Cahnmann-Taylor, Jeff MacSwan, Yadira Gallo, Irene Youngs, Lucia Pinuelas, Ingrid Willenberg, Dieudonne Rouamba, Fang Gao, and Thao Thi Kim Tran.

Willenberg, Ingrid (2015). Working with Bilingual Learners: An Introduction, English in Australia. This article seeks to provide a theoretical overview of bilingualism and discuss the key concepts and theories that inform classroom pedagogy with bilingual learners. Although some specific classroom strategies are introduced, the primary purpose is not to offer strategies, but rather to offer guiding principles based on theory and research to inform selection of strategies for working with bilingual learners. The first section explores the nature of bilingualism and its development and common myths and beliefs. The second section identifies key issues and concepts in bilingual education and explores an additive approach to bilingual learners, outlining broad pedagogical principles to inform classroom practices across years K-12.   [More]  Descriptors: Bilingualism, Second Language Learning, English (Second Language), Bilingual Education

Traore, Catherine; Kabore, Catherine; Rouamba, Dieudonne (2008). The Continuum of Bilingual Education in Burkina Faso: An Educational Innovation Aimed at Improving the Quality of Basic Education for All, Prospects: Quarterly Review of Comparative Education. This article describes a real-life project currently being conducted in Burkina Faso–the bilingual education continuum–and explains its original and innovative aspects with respect to the teaching methods used and the development and process by which it is implemented in the schools. The article focuses on five main points: the status of bilingual education; the minimum factors needed for its success; the implications concerning the role of the teachers; the obstacles encountered; and strategies used to introduce bilingual education, while overcoming various obstacles.   [More]  Descriptors: Bilingual Education, Educational Innovation, Foreign Countries, Teaching Methods

Xiong, Zhiwei; Shao, Cheng (2009). On the Economic Approach to Bilingual Education in China, International Education Studies. In the process of globalization, each country culture retains an independence from the others besides in reality a fusion of several cultures. Bilingual education as an effective means and intangible resource, which have long been neglected, will play an important part in social and economic development in China. Bilingual education, in this method of language instruction, the regular school curriculum is taught through the medium of a foreign/second language. The foreign/second language is the vehicle for content instruction. The subject of the instruction is to make students master language as well as subject knowledge. This thesis attempts to expound the necessity of the implementation of bilingual education in China in the process of globalization. Bilingual education is mot a unitary language phenomenon and usually displays an essentially economic concern for the languages to be used. Hence, economics can be of service and offer insights and information in the study of language issues that other approaches do not provide so far. Besides, the problems in China's bilingual education are analyzed, followed by a list of suggestions for reference, however, due to a variety of reasons, there still exist several drawbacks like lack of linear research and whatnot. Those are to be dealt with in further researches.   [More]  Descriptors: Foreign Countries, Bilingual Education, Global Approach, Economics

Hornberger, Nancy H. (2014). "Until I Became a Professional, I Was Not, Consciously, Indigenous": One Intercultural Bilingual Educator's Trajectory in Indigenous Language Revitalization, Journal of Language, Identity, and Education. Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator's trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I met her in 2005 was a bilingual intercultural education practitioner enrolled in master's studies at the Program for Professional Development in Bilingual Intercultural Education for the Andean Region (PROEIB-Andes) at the University of San Simón in Cochabamba, Bolivia. Drawing from my ethnographic research at PROEIB that year, situated also within a broader context of my ethnographic research on bilingual education in the Andes across several decades and Neri's life trajectory across those same decades, this paper analyzes her narrative as it emerged in a 4-hour interview with me. I argue that Neri and her peers' recognizing, valorizing, and studying the multiple and mobile linguistic, cultural, and intercultural resources at play in their own and others' professional practices around bilingual intercultural education enable them to co-construct an Indigenous identity that challenges deep-seated social inequalities in their Andean world.   [More]  Descriptors: Bilingual Teachers, Multicultural Education, Foreign Countries, Teacher Attitudes

Amos, Yukari Takimoto (2016). Wanted and Used: Latina Bilingual Education Teachers at Public Schools, Equity & Excellence in Education. In response to the increasing number of Spanish-speaking students at public schools, Spanish-speaking teachers are in demand. In regards to this high demand, how are Latina/o bilingual education teachers treated at school? Using critical race theory's counter-stories, this study investigated the working conditions of two Latina bilingual teachers. The participants' stories reveal that the schools found the participants' language skills to be both financially and instructionally beneficial. However, the participants experienced heavy workloads, which did not offer them the time and opportunity to develop stronger professional networks at school. They began to feel isolated and marginalized from their colleagues. Although eagerly hired by their respective school administrators, it seems that the participants were systematically exploited by the schools for which they worked.   [More]  Descriptors: Hispanic Americans, Bilingual Teachers, Bilingual Education, Public Schools

Pérez Cañado, María Luisa (2016). Teacher Training Needs for Bilingual Education: In-Service Teacher Perceptions, International Journal of Bilingual Education and Bilingualism. This article presents the outcomes of a European study on the main training needs which in-service teachers consider they have in order to adapt to a bilingual education model. The investigation has designed, validated, and administered four sets of questionnaires to 706 informants (241 of whom have been in-service teachers) across Europe, which have allowed a detailed diagnosis of teachers' training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated with Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the aforementioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided.   [More]  Descriptors: Bilingual Education, Questionnaires, Teacher Education, Intercultural Communication

Gao, Fang (2010). Bilingual Education among Ethnic Koreans in China: Ethnic Language Maintenance and Upward Social Mobility, Chinese Education and Society. Ethnic minority education is a challenge for developing countries and a matter of international urgency. This paper imputes bilingual policy for ethnic Koreans as an example for exploring the implementation of bilingual education during China's reform period. Drawn from an ethnographic research study at a bilingual Korean school in northeast China, focus is on the dilemmas facing Korean bilingual education. Although there is diversity among China's ethnic minorities, a common thread and a general case for all minorities is a willingness in educational settings to maintain ethnic language and culture and to seek upward social mobility.   [More]  Descriptors: Language Maintenance, Bilingual Education, Ethnography, Bilingual Education Programs

Reljic, Gabrijela; Ferring, Dieter; Martin, Romain (2015). A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe, Review of Educational Research. The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only 7 meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% confidence interval [0.10, 0.36]) for bilingual over submersion programs on reading of language minority children. Thus, this meta-analysis supports bilingual education–that is, including the home language of language minority children–in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects.   [More]  Descriptors: Meta Analysis, Language Minorities, Bilingual Education, Foreign Countries

Colón, Ingrid; Heineke, Amy J. (2015). Bilingual Education in English-Only: A Qualitative Case Study of Language Policy in Practice at Lincoln Elementary School, Mid-Western Educational Researcher. In this qualitative case study, we investigate teachers' appropriation of language policy at one urban elementary school in Illinois. Recognizing classroom teachers' central role in the education of English learners, we probe teachers' policy appropriation, or how bilingual educators take state-, district-, and school-level policies and corresponding programmatic requirements and utilize them in their own ways in classrooms in the midst of heightened accountability, including the shift to the Common Core Standards and other policy changes. Using ethnographic methods including participant observation, field notes, surveys, and interviews, we study the case of Abraham Lincoln School, which serves predominantly Latino students through both transitional and maintenance bilingual program models. Findings indicate the impacts of external demands on bilingual teachers' policy appropriation, as accountability to English-only tests shaped decisions in classroom practice. Results demonstrate that bilingual education is not consistently occurring in Lincoln classrooms, due to lack of clear expectations, multiple initiatives that take away from needed classroom instructional time, high-stakes and standardized tests given only in English, and varying challenges of students' Spanish proficiency due to the rush to mainstream. The significance of findings center on teachers' integral roles as policy makers in bilingual education, as they engage in daily decision making that directly impacts the education of English learners in Midwestern schools.   [More]  Descriptors: Bilingual Education, English Only Movement, Language Dominance, Language Planning

Fránquiz, María E.; Leija, María G.; Garza, Irene (2015). "Figuring" Bidirectional Home and School Connections along the Biliteracy Continuum, Bilingual Research Journal. This article centers on the significant practices identified by bilingual teachers who participated in Proyecto Bilingüe, a specialized master's degree program. The notion of bidirectional theory of bilingual pedagogy and the theoretical construct of the continua of biliteracy are utilized to illustrate how the teachers centered home and school connections in their curriculum. Specific analysis is done on the ways the teachers create spaces of authoring for themselves, for students, and for their families and communities. These authoring spaces served to elevate the status of bilingual education, bilingual teachers, bilingual learners, and the Spanish language. Sustaining dynamic exchange flows through bidirectional intent between home and school can have profound impact in social and academic outcomes.   [More]  Descriptors: Family School Relationship, Bilingual Teachers, Parent Surveys, Masters Programs

Tran, Thao Thi Kim (2014). Questioning Question 2: A Critical Discourse Analysis Project on the Campaign against Bilingual Education in Massachusetts in 2002, ProQuest LLC. In recent years, the practice of the ballot initiative has shifted the role of policymaking from legislators and experts to voters generating propositions–including in the area of education policy. This critical discourse analysis project examines the English for the Children group's discursive strategies in their efforts to dismantle bilingual education in Massachusetts through voter referendum, Question 2. The researcher examines over 120 documents from English for the Children to answer the following questions: How did the English for the Children group construct its ideological viewpoint about language learning and policy in the campaign for Question 2? What themes or patterns were presented in the texts regarding bilingual education and bilingual speakers? Did the campaign invoke the concept of direct democracy; and, if so, how was this concept interwoven within the Initiative's rhetoric? The researcher used Spivak's conceptions of power from a postcolonial perspective as a guide for the analysis to explore how power navigates the relationship between language planning and ideology to reveal the discursive practices of the campaign for Question 2. Fairclough's critical discourse analysis was also used as a theoretical guide and as a methodological approach, with emphasis on examining the linguistic and intertextual dimensions of the campaign's texts. The findings reveal that, within the discursive practice of the campaign, the strategy of "logic of appearances" was used to convey the Initiative's mission: "Let's teach all of America's children English, and end bilingual education nationwide." Bilingual education was predominantly described with negative words and phrases (over 70 percent) targeting the proponents of the program as delusional or fanatic, while describing the program as failing children. The invocation of the ballot initiative reiterated to the voters their choice to decide how children should be instructed. This study concludes with research implications for in-depth interviews with voters from 2002 on their interpretations of Question 2, as well as suggestions for longitudinal study of student outcomes post-Question 2. Lastly, as voter referendum is here to stay, the researcher suggests an equitable ballot initiative process, with state funding available for disenfranchised communities who could not afford to generate funds privately, to ensure they could also partake in language planning and policy. [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…   [More]  Descriptors: Bilingual Education, State Legislation, Language of Instruction, Ideology

Gallo, Yadira; Garcia, Martha; Pinuelas, Lucia; Youngs, Irene (2008). Crisis in the Southwest: Bilingual Education Program Inconsistencies, Multicultural Education. Staff development is too often inadequate or overlooked in bilingual education. Rather, bilingual educators are forced to seek outside resources and strategies because of inconsistencies in school district bilingual programs. These authors offer a "crash" course for other teachers who may be looking for solid information about bilingual education. They define and discuss bilingual education and its history, report on their analysis of the current bilingual programs in a Southwestern United States border city, and explain why they find them lacking. Based upon this information, the authors present then a research-based ideal bilingual program that focuses on student success.   [More]   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Bilingualism, Limited English Speaking

MacSwan, Jeff (2017). A Multilingual Perspective on Translanguaging, American Educational Research Journal. Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.   [More]  Descriptors: Multilingualism, Code Switching (Language), Bilingual Education, Language Usage

López, Francesca; McEneaney, Elizabeth; Nieswandt, Martina (2015). Language Instruction Educational Programs and Academic Achievement of Latino English Learners: Considerations for States with Changing Demographics, American Journal of Education. Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, the authors assessed LIEPs in the context of Latino population patterns and examined the relationship between the degree to which state LIEPs emphasize bilingual education and fourth-grade Latino English learners' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for all 50 US states and the District of Columbia. Latino English learners in states with a higher proportion of Latinos tend to have higher achievement outcomes when policies emphasize bilingual education, but these states also have a longer history of Latino presence. Implications for high-growth states are discussed.   [More]  Descriptors: English (Second Language), Second Language Instruction, Second Language Programs, Bilingual Education Programs

Cahnmann-Taylor, Melisa (2011). When Poetry became Ethnography and Other Flying Pig Tales in Honor of Dell Hymes, Anthropology & Education Quarterly. Cahnmann-Taylor remembers her first encounter with Dell Hymes at an open mic event at the annual meeting of the American Anthropological Association. She puzzles his complex stance on the role ethnographic poems might play in one's ethnographic project. In Dell Hymes's honor, she shares a poetic rendering of a speech event from her bilingual education study in urban Philadelphia.   [More]  Descriptors: Ethnography, Poetry, Anthropology, Role

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