Bibliography: Bilingual Education (page 012 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Tae-Jin Kim, Diana M. Salcedo, Eric Siu Chung Lo, Yuan Feng, Szu-Yin Chu, Laura Peterson, Shernaz Garcia, Gloria Ramirez, Aura Mor-Sommerfeld, and Christy Lao.

Farruggio, Peter (2010). Latino Parent Agency within the Restrictionist Language Policy Environment of California's Proposition 227, Bilingual Research Journal. CThe article is a study of Latino immigrant parents' agency toward primary language (L1) instruction in the face of restrictionist language policy. Certain attitudes and characteristics were associated with advocacy for Spanish L1 instruction. Interviews conducted in an urban California school district among parents with different background characteristics and attitudes about L1 instruction following passage of an antibilingual education law showed conflicting influences on their consciousness by restrictionist state language policies and local community support for bilingual education. Parents' educational levels, experiences with bilingual education, and ties to the home country were also associated with the strength of their agency toward L1 instruction. Support for English-only instruction appeared to derive from hegemonic language policies and negative experiences with bilingual programs. Findings suggest that parent education about the advantages of L1 instruction and positive experiences with bilingual education are necessary to support informed parent agency in a language-restrictionist context. A concurrent nested mixed-methods design integrates quantitative and qualitative data within a macrocultural psychology framework. The study compares the language-restrictionist context of California with the situation of linguistic minorities in Europe and developing countries, and suggests the implications of findings for international research.   [More]  Descriptors: Language Planning, Bilingual Education, Parent Background, Educational Attainment

Lo, Yuen Yi; Lo, Eric Siu Chung (2014). A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong, Review of Educational Research. To facilitate second language learning, it has become increasingly popular to use a second language as the medium of instruction for content subjects for majority language students. Although numerous research studies have shown the advantages of such kind of programs in North America and Europe, those investigating English as the Medium of Instruction (EMI) schools in Hong Kong yielded inconclusive results. This meta-analysis is the first attempt to synthesize the research evidence on EMI education in Hong Kong since 1970. Based on 24 studies, this meta-analysis shows that students in EMI secondary schools were more proficient in second language and performed better on measures of affective variables. Yet their learning in other content subjects suffered. The differences between the effectiveness of EMI education in Hong Kong and that of similar programs in other contexts will be discussed, thereby illuminating second language acquisition theories and bilingual education.   [More]  Descriptors: Foreign Countries, Language of Instruction, English (Second Language), Second Language Learning

Chu, Szu-Yin; Garcia, Shernaz (2014). Culturally Responsive Teaching Efficacy Beliefs of In-Service Special Education Teachers, Remedial and Special Education. Although teaching efficacy has been noted as an attribute of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds, special educators have not been represented in this research, nor have the influence of personal and professional factors on teacher efficacy been examined for this population. This descriptive, correlational survey research was conducted to investigate the influence of selected personal and professional variables on special educators' culturally responsive teaching efficacy for serving exceptional CLD students. Participants (n = 344) from three urban school districts in the Southwest responded to an online survey. Statistically significant differences were found in respondents' perceptions of self-efficacy as well as outcome expectancy by the perceived effectiveness of their teacher preparation in addressing diversity. Teachers' language characteristics, instructional setting, certification in bilingual education/English as a second language, and perceived quality of professional preparation also emerged as significant predictors. Implications for future research are discussed.   [More]  Descriptors: Beliefs, Self Efficacy, Inservice Teacher Education, Special Education Teachers

Alanis, Iliana; Rodriguez, Mariela A. (2008). Sustaining a Dual Language Immersion Program: Features of Success, Journal of Latinos and Education. The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form. This research looks at one elementary campus that has implemented a 2-way dual language program for more than a decade. Findings indicate that pedagogical equity, qualified bilingual teachers, active parent-home collaboration, and knowledgeable leadership contributed to the program's success.   [More]  Descriptors: Immersion Programs, Remedial Programs, Bilingual Education, Bilingual Teachers

Escobar Alméciga, Wilder Yesid; Evans, Reid (2014). Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach, HOW. The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings presented through a triangulated needs analysis. Through promoting awareness of international standards of writing as well as fostering an understanding of the inherent structures of academic texts, a methodology intended to increase academic writing proficiency was explored. The study suggests that mentor texts and the coding of academic writing structures can have a positive impact on the production of students' academic writing.   [More]  Descriptors: Mentors, Academic Discourse, Writing Skills, English (Second Language)

Gerena, Linda; Ramírez-Verdugo, M. Dolores (2014). Analyzing Bilingual Teaching and Learning in Madrid, Spain: A Fulbright Scholar Collaborative Research Project, GIST Education and Learning Research Journal. This study was carried out as an international cooperative research project supported by a Fulbright Scholar award to investigate attitudes and perceptions towards bilingual education, and to extract key findings on effective pedagogy in bilingual schools in the Region of Madrid, where expansion of bilingual programs has been rapidly increasing. The study sought to identify the attitudes of teachers, language assistants and students towards bilingualism and bilingual program development. It was also interested in identifying effective classroom practices and strategies for effective teaching in bilingual contexts. The results obtained reveal key findings and possible implications that should be taken into consideration in order to facilitate the future development and consolidation of bilingual programs that promote educational excellence.   [More]  Descriptors: Foreign Countries, Bilingual Education, International Cooperation, Research Projects

Kuo, Li-Jen; Ramirez, Gloria; de Marin, Sharon; Kim, Tae-Jin; Unal-Gezer, Melike (2017). Bilingualism and Morphological Awareness: A Study with Children from General Education and Spanish-English Dual Language Programs, Educational Psychology. Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy development. Participants included three groups of fourth-grader children from the same school with comparable SES and non-verbal IQ: (a) monolingual English-speaking children from a general education programme, (b) Spanish-speaking children from a Spanish-English dual-language programme and (c) English-speaking children from the same Spanish-English dual-language programme. Researcher-developed measures of vocabulary and morphological awareness were administered. Results suggested that bilingual education can have a positive impact on the development of morphological awareness through cross-language transfer as well as increased sensitivity to structural language features. The findings contribute to a growing body of research on how bilingual experience may shape children's metalinguistic development.   [More]  Descriptors: Bilingualism, Bilingual Education, Bilingual Students, Morphology (Languages)

Peterson, Laura (2012). Research-Based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program, Odyssey: New Directions in Deaf Education. The California School for the Deaf (CSD), Fremont, is a deaf-centered bilingual program. CSD's approach to curriculum development, instructional pedagogy, and assessment integrates best practices in deaf education, bilingual education, and general education. The goals of the program are outlined in the Expected School-wide Learning Results which are reviewed by staff members and parents. CSD's core values and status as a bilingual school are clearly reflected in the vision of its stakeholders. These values have guided and will continue to lead CSD's mission of educating deaf students.   [More]  Descriptors: Curriculum Development, Special Schools, Bilingual Schools, Bilingual Education

Salcedo, Diana M. (2010). The SIOP Model: Transforming the Experiences of College Professors. Part I. Lesson Planning, Building Background, and Comprehensible Input, GIST Education and Learning Research Journal. This article, the first of two, presents the introduction, context, and analysis of professor experiences in an on-going research project for implementing a new educational model in a bilingual teacher's college in Bogotá, Colombia. The model, the sheltered instruction observation protocol (SIOP) promotes eight components for a bilingual education program. These components will be analyzed to discern what educators found to be easy or challenging in their classroom teaching practice.   [More]  Descriptors: Classroom Observation Techniques, Teaching Methods, College Faculty, Foreign Countries

Feng, Yuan (2005). The Similarities and Differences between the Goals of Bilingual Education in China and the United States, Online Submission. This paper studies the similarities and differences between the goals of bilingual education in China and the United States. China and the U. S. have similar purposes in providing bilingual education to language minorities at the elementary-secondary school level. The Americans use bilingual education as a remedy, but most Chinese treat it as a tool for tangible interests. American colleges and universities provide monolingual instruction only, but their Chinese counterparts are promoting bilingual instruction today. Many have considered American bilingual education a failure. The validity of China's collegiate bilingual instruction is under debate. More research work must be done before we learn how bilingual education may be efficiently and effectively provided to different groups with various educational needs.   [More]  Descriptors: Foreign Countries, Educational Needs, Monolingualism, Language Minorities

Zehr, Mary Ann (2010). Bilingual Mandate Challenges Chicago's Public Preschools, Education Week. Administrators in the Chicago public schools are seeking to strike the right balance between providing guidance and permitting flexibility as they put in place the nation's first state mandate for providing bilingual education to preschoolers. New rules approved by the Illinois state board of education in June flesh out a January 2009 change that essentially extends the same requirements for educating English-language learners in K-12 public schools to 3- and 4-year-olds in public preschool centers. The new rules say that if a public preschool center has at least 20 students who speak the same language, it must offer bilingual education. By July 2014, they also say, all lead preschool teachers with ELLs in their classrooms must have an endorsement in bilingual education or English as a second language. Currently, many Illinois preschools rely on teacher assistants to provide native-language support to youngsters. The rules come at a time when states, such as California and Texas, with large numbers of children from immigrant families are focusing more on how to support the education of pre-K English-learners. But not everyone agrees that Illinois has taken the right path in its quest to extend bilingual services to younger children.   [More]  Descriptors: Public Schools, Elementary Secondary Education, Bilingual Education, Preschool Teachers

Hermans, Daan; Knoors, Harry; Verhoeven, Ludo (2010). Assessment of Sign Language Development: The Case of Deaf Children in the Netherlands, Journal of Deaf Studies and Deaf Education. In this article, we will describe the development of an assessment instrument for Sign Language of the Netherlands (SLN) for deaf children in bilingual education programs. The assessment instrument consists of nine computerized tests in which the receptive and expressive language skills of deaf children at different linguistic levels (phonology, vocabulary, morphosyntax, and narration) are assessed. We will describe how the instrument was developed and normed, and present some psychometric properties of the instrument.   [More]  Descriptors: Phonology, Sign Language, Bilingual Education, Deafness

Palmer, Deborah K.; Martínez, Ramón Antontio; Mateus, Suzanne G.; Henderson, Kathryn (2014). Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom, Modern Language Journal. The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre-kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, we attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction.   [More]  Descriptors: Second Language Learning, Code Switching (Language), Bilingualism, Language Usage

Lao, Christy (2003). A Study of Graduate Students' Attitudes toward Bilingual Education, Mosaic: A Journal for Language Teachers. Results of a study show that three groups of graduate students agreed with the underlying principles of bilingual education, but only graduate students in bilingual education clearly supported the use of the first language in school. Descriptors: Bilingual Education, Graduate Students, Higher Education, Language Teachers

Mor-Sommerfeld, Aura; Azaiza, Faisal; Hertz-Lazarowitz, Rachel (2007). Into the Future: Towards Bilingual Education in Israel, Education, Citizenship and Social Justice. This article presents a manifesto to discuss how bilingual–Hebrew-Arabic–education can work for Israel, challenging its reality and changing it. It presents the new comprehensive programme for bilingual education initiated and operated by the Jewish-Arab Centre at the University of Haifa, discussing it in the light of both theory and practice. This article consists of three parts. The first part outlines the Israeli educational system, describes its curriculum and refers to attempts to set up bilingual schools and projects in Israel. The second part reviews some theoretical aspects of bilingual education and offers new perspectives for analysing it. The last part deals with the new programme for bilingual education in Israel, examines its meaning and goals, and discusses possible models for promoting the programme.   [More]  Descriptors: Bilingual Education, Semitic Languages, Curriculum, Elementary Secondary Education

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