Bibliography: Bilingual Education (page 009 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Guangwei Hu, Arturo Duran, Donald Wise, Asa Wedin, Marc Marschark, Gladys Nyarko Ansah, Nelson Flores, Nur Farita Mustapa Umar, Pat Casey, and Viorica Marian.

Zehr, Mary Ann (2008). Advocates of Bilingual Education Eager to Embrace Obama as Ally, Education Week. Supporters of bilingual education are hoping that the election of Barack Obama as president will lead to a thaw in attitudes toward what they consider a proven educational method that has been ignored–or worse–by the Bush administration. Advocates are encouraged by the endorsement of bilingual education by President-elect Obama in the recent campaign, and see the pending reauthorization of the No Child Left Behind Act as a vehicle to change federal testing and other policies they view as hostile to dual-language instruction. Obama's education plan–which was posted for months on his Democratic presidential campaign's Web site, but is not on his post-election site–stated that he and his running mate, Sen. Joseph R. Biden Jr. of Delaware, "support transitional bilingual education and will help limited-English-proficient students get ahead by holding schools accountable for making sure these students complete school." Obama has not defined what he means by "transitional bilingual education." Many education experts believe his position indicates that his administration will give more attention to bilingual education than has President George W. Bush's administration.   [More]  Descriptors: Federal Legislation, Bilingual Education, Limited English Speaking, Presidents

Yamat, Hamidah; Umar, Nur Farita Mustapa; Mahmood, Muhammad Ilyas (2014). Upholding the Malay Language and Strengthening the English Language Policy: An Education Reform, International Education Studies. Today's global economy and dependency on technology has led to educational reforms in Malaysia, which includes language policies; namely the Upholding the Malay Language, and Strengthening the English Language ("MBMMBI") policy. This policy underpins the project presented and discussed in this paper; on the development of a bilingual education and assessment framework for higher education providers (HEP). This paper discusses the analysis of documents on the language planning and its implementation policies at three HEPs; namely Universiti Kebangsaan Malaysia (UKM), Universtiti Teknologi Mara (UiTM) and Universiti Kuala Lumpur (UniKL) as well as the Malaysian Education Blueprint 2013-2025. Findings of the comparative analysis indicate that each university interprets bilingual policy differently thus implement it differently which in return resulted in different language abilities among their graduates. This also implies the vital need for a clear framework on bilingual education as well as its assessment in order for the education reform to be successful in its aim to strengthen the English language competency and at the same time uphold the Malay language among its nation.   [More]  Descriptors: Foreign Countries, Educational Change, Indonesian Languages, Language Maintenance

Veintie, Truija (2013). Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador, International Journal of Multicultural Education. This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the "Monday morning assembly," a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice.   [More]  Descriptors: Foreign Countries, Multicultural Education, Bilingual Education, American Indians

Slocum, Sheryl (2013). First Language Status and Second Language Writing, ProQuest LLC. In spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, others may have basic L1 literacy, others may have studied their L1 as a school subject, while others may have studied in the medium of their L1, either in their family's home country or in a bilingual education program in the US. The purpose of this study is to determine which kind of English learning support and which kind of L1 education are more likely to prepare bilingual learners to write English successfully at college. This study uses three sources of data: a survey on language background, a writing sample, and an optional interview. Twenty-nine college undergraduate bilingual learners participated. Their survey responses develop a profile of the varied kinds of English and L1 education they received. Each participant's communication course placement composition, written as she was applying to college, is analyzed with 12 different measures: six for surface features, four for discourse/rhetorical features, and two for coherence. The writing analysis scores are correlated with the survey data and enriched with interview excerpts to discover which forms of English and L1 education correlate with high or low writing analysis scores. The results for this group of participants show that bilingual education and ESL support correlate most often with highly-rated communication placement compositions. Moreover, formal education in the L1 explains the writing analysis scores more accurately than the kind of language learning education the participants received. Interview data suggests that bilingual education and formal L1 education may assist students' English composition skills by helping them develop metalinguistic awareness. [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:…   [More]  Descriptors: Bilingual Students, English (Second Language), Achievement Gap, Native Language

Flores, Juan M.; Duran, Arturo (2014). The Central Valley Dual Language Consortium and the "Stanislaus Associación de Investigación Latina": A Map of Our Journey, Multicultural Education. California's Proposition 227, or the Unz Initiative, had as its main focus the requirement that English learners be taught only in English, based on the belief that these children could learn English in one year. This led to the dismantling of many bilingual programs in K-12 schools across California. A team of faculty from California State University, Stanislaus (CSU Stanislaus), a public university campus in the Central Valley, was attending the National Two Way California Association of Bilingual Education (CABE) Conference in Monterey in 2006 when a chance meeting occurred in the hotel lobby with teachers and principals from dual language schools from the university's service area. The group commiserated about the hostile environment relative to bilingual education, and agreed on the need to establish what became the Central Valley Dual Language Consortium (CVDLC). The purpose of the Consortium was to create a community of support for dual language programs. The authors decided to write this article describing the journey of the CVDLC as a way to share their experiences with other immigrant and dual language communities in hopes of assisting them in developing their own regional consortia.   [More]  Descriptors: Bilingual Education Programs, Program Descriptions, Second Language Learning, State Legislation

Herrera, Lazaro Moreno; Wedin, Asa (2010). Bilingualism and Bilingual Education in a Complex Context, Language, Culture and Curriculum. This article is based on results from a baseline study for an intended intervention project in bilingual-intercultural education in the Municipality of San Miguel Ixtahuacan, in the Department of San Marcos, Guatemala. To a great extent the article deals with issues of bilingual education from the perspective of social justice. It analyses the various components underpinning attempts to develop comprehensive bilingual and intercultural education in this specific context. The article is exploratory in character, as it intends to develop lines of analysis useful in discussing challenges faced by bilingualism and multilingualism in contexts where the factors involved are complex and of an extremely varied nature. Central to the analysis is the assumption that historical factors and social justice have a key role in bilingual and intercultural education.   [More]  Descriptors: Social Justice, Multicultural Education, Bilingual Education, Foreign Countries

Ansah, Gladys Nyarko (2014). Re-Examining the Fluctuations in Language in-Education Policies in Post-Independence Ghana, Multilingual Education. Language-in-education policy in Ghana has been in a flux since British colonial rule but particularly so after independence. A close examination of post independence language in education policies shows these fluctuating policies have moved from one form of bilingual education policy to another. Many tensions and paradoxes that arise from bilingual education policies in multi-ethnic/multilingual communities stem from a conflict between policy decisions that are rooted in a particular linguistic tradition and the sociolinguistic realities such policies are to address. In this article, I present a brief historical account of the developments of language policy in education in Ghana since independence and argue that while the flux may have been caused in part by instability in government leadership, it may have also occurred as a result of possible tensions between the set objectives and the implementation of such policies, i.e. that the policies may have been based on assumptions that do not reflect the sociolinguistic practices in Ghana.   [More]  Descriptors: Language of Instruction, Sociolinguistics, African Languages, Foreign Countries

Ek, Lucila D.; Chávez, Guadalupe Domínguez (2015). Proyecto Bilingüe: Constructing a Figured World of Bilingual Education for Latina/o Bilingual Teachers, Bilingual Research Journal. Using theories of figured worlds, we demonstrate how Proyecto Bilingüe, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto Bilingüe was a space for (re)making bilingual-bicultural identities and for self-authoring Latina/o bilingual teacher agents. Also, creating community was a key value influencing Latina/o teachers' leadership and advocacy. In these ways, Proyecto Bilingüe serves as a model for the professional development of bilingual teachers.   [More]  Descriptors: Faculty Development, Bilingual Teachers, Program Descriptions, Masters Programs

Marian, Viorica; Shook, Anthony; Schroeder, Scott R. (2013). Bilingual Two-Way Immersion Programs Benefit Academic Achievement, Bilingual Research Journal. The effects of bilingual education on reading and math achievement were examined by comparing test scores across different elementary school programs. Results revealed that bilingual Two-Way Immersion (TWI) programs benefited both minority-language and majority-language students. Minority-language students in TWI programs outperformed their peers in Transitional Programs of Instruction, while majority-language students in Two-Way Immersion outperformed their peers in Mainstream monolingual classrooms. Bilingual Two-Way Immersion programs may enhance reading and math skills in both minority-language and majority-language elementary school children.   [More]  Descriptors: Bilingual Education Programs, Immersion Programs, Language Minorities, Educational Benefits

Hu, Guangwei (2008). The Misleading Academic Discourse on Chinese-English Bilingual Education in China, Review of Educational Research. Although official promotion of content-based English language teaching started in mainland China only at the turn of the century, this form of language instruction, widely known in China as "Chinese-English bilingual education," has gathered great momentum in the last 6 years and is now rattling across the country like a juggernaut. So-called Chinese-English bilingual education has always been controversial. Although small numbers of opponents have raised concerns about potential negative consequences and the constraints compromising optimistically envisioned goals, their voices have been drowned in the overwhelming academic discourse by a growing contingent of vocal advocates. This discourse is a driving force behind "the great leap forward" for Chinese-English bilingual education. This article problematizes the prevalent discourse on bilingual education in China. Based on analysis of systematically selected data sources, it contends that the academic discourse with its misconceptions, misrepresentations, and misinterpretations has misled stakeholders of bilingual education.   [More]  Descriptors: Bilingual Education, Foreign Countries, Language Teachers, Misconceptions

Garcia, Ofelia (2011). Educating New York's Bilingual Children: Constructing a Future from the Past, International Journal of Bilingual Education and Bilingualism. This paper describes the ways in which New York City schools have responded to the multilingualism of its children in the last 40 years, and suggests changes needed in order to accommodate the greater linguistic heterogeneity of the city. In the predominantly Puerto Rican community of the 1960s and 1970s, traditional bilingual education programs were the best way to educate language minority children. But in the twenty-first century, with the demographic shifts and the technological advances of a globalized world, other understandings of bilingualism in education are needed. The paper ends by suggesting ways in which traditional bilingual education may exist alongside other more dynamic approaches of bilingualism in education that consider the city's growing linguistic heterogeneity, thus constructing a future from the past.   [More]  Descriptors: Language Minorities, Multilingualism, Bilingual Education, Bilingual Education Programs

Basurto, Imelda; Wise, Donald; Unruh, Ronald (2006). California School Principals' Perceptions of the Effects of Proposition 227, Educational Leadership and Administration: Teaching and Program Development. Few studies provide insight into how California principals perceive Proposition 227 and its impact on bilingual education. The findings of a survey distributed to 100 randomly selected California principals with bilingual programs, indicate the law passed by California voters has not changed the perceptions of California principals towards bilingual education.   [More]   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Principals, Bilingualism

Casey, Pat; Dunlap, Karen; Brister, Heather; Davidson, Michele; Starrett, Teresa Martin (2013). Sink or Swim? Throw Us a Life Jacket! Novice Alternatively Certified Bilingual and Special Education Teachers Deserve Options, Education and Urban Society. Special education and bilingual teachers are in high demand. Many teachers in these specialization areas enter the profession via alternative certification programs, expedited routes to teacher certification. There is little research focusing on the specific support needs of novice special education and bilingual teachers from these widely varying preparation programs. Therefore, this study looks at the perceptions of novice teachers in special and bilingual education with alternative/nontraditional preservice preparation. The study used an online survey approach with Likert-type scaled items and open-ended questions.   [More]  Descriptors: Special Education Teachers, Bilingual Education, Alternative Teacher Certification, Special Education

Dammeyer, Jesper; Marschark, Marc (2016). Level of Educational Attainment among Deaf Adults Who Attended Bilingual-Bicultural Programs, Journal of Deaf Studies and Deaf Education. In Scandinavia and some other countries, a bilingual-bicultural approach to deaf education was celebrated in national programs from the mid-1980s until the broad popularity of cochlear implantation in middle 2000s created a shift back to an emphasis on spoken language for many deaf children. At the same time, only a few studies evaluated the long-term outcomes of bilingual-bicultural education, and several of their findings have raised questions about benefits of the approach. This study examined the level of educational attainment of 408 deaf individuals who attended primary school either before or during the period of bilingual-bicultural education in Denmark, both relative to a comparable hearing cohort. Beyond group comparisons, three logistic regression models were created to evaluate the prediction of educational attainment by a number of relevant variables. Compared to the hearing population, the deaf population had a significantly lower level of educational attainment both before and after the introduction of bilingual-bicultural education. Signed language and spoken language abilities, the kind of school attended, degree of hearing loss, parental hearing loss, and gender were found significantly to explain levels of educational attainment in the deaf population.   [More]  Descriptors: Educational Attainment, Deafness, Adults, Bilingual Education

Garcia, Ofelia; Flores, Nelson; Chu, Haiwen (2011). Extending Bilingualism in U.S. Secondary Education: New Variations, International Multilingual Research Journal. This article challenges 20th century ways of conceptualizing bilingualism, arguing that they are no longer applicable to the linguistic heterogeneity of the 21st century. Using case studies of two small high schools in New York City, this article re-imagines the possibilities of bilingual education to more accurately reflect the realities of bilingual students. Rather than imposing a top-down process, these two schools, although very different demographically and pedagogically, attempt in different ways to create language education policy through a collaborative process that incorporates bilingual students' hybrid practices and gives students agency in negotiating their linguistic repertoires. These two schools provide a window into new and innovative ways of approaching bilingual education for the 21st century.   [More]  Descriptors: Bilingual Students, Bilingual Education, Educational Change, Bilingualism

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