This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lorrie Stoops Verplaetse, Sunny Man Chu Lau, Megan Hopkins, Patricia Hoffman, M. Brooke Robertshaw, Stephen Krashen, Ann Anderberg, Isabelle Desbiens, Robert L. Rhodes, and Maria Luisa Perez-Canado.
(2016). Team Teaching among Mixed Messages: Implementing Two-Way Dual Language Bilingual Education at Third Grade in Texas, Language Policy. This article documents and interrogates top-down district-wide implementation of a two-way dual language bilingual education (DLBE) program in a large urban district. We carried out a language policy ethnography to explore the way two schools' teams of third grade teachers worked together to negotiate the intersection of DLBE implementation and high stakes accountability pressures. There appears to be inherent tension between preparing children for monolingual standardized tests, and meeting DLBE program goals of bilingualism, biliteracy, high academic achievement and cross-cultural competence. The pressure to prepare children for high-stakes testing ultimately led to the dismantling of the DLBE program in both schools. Lack of training, insufficient materials and conflicting curricular mandates were further obstacles at both schools. There were important contextual differences, however; in one school, teacher agency and collaboration led to far more enriched educational experiences for children, while in the other rote test preparation took over. We recommend investment in teacher professional development and teacher agency. Ultimately, for DLBE programs to succeed, high stakes testing must give way to multiple-measure accountability that matches language program goals. [More] Descriptors: Team Teaching, Language Planning, Teacher Collaboration, Faculty Development
(2003). Surviving the "Perfect Storm": Bilingual Education Policymaking in New York City, Journal of Latinos and Education. Analyzes the controversy surrounding bilingual education policy-making in New York City during winter 2000-01. Although bilingual education supporters prevented the intended "wipeout" of bilingual education programs, the "political storm" left these programs underfunded and systemic issues (growing numbers of English language learners, shortages of bilingual and ESL teachers) unaddressed. Descriptors: Advocacy, Bilingual Education, Educational Attitudes, Educational Policy
(2008). "Hey, Teacher, Speak Black Please": The Educational Effectiveness of Bilingual Education in Burkina Faso, International Journal of Bilingual Education and Bilingualism. Africa's educational systems are undergoing a quiet revolution. As these systems move away from working exclusively in the old colonial languages, usually English or French, bilingual schools which use local indigenous languages are springing up in many regions of Africa. This paper points out the historical processes driving the bilingual education movement in Burkina Faso. Since 1997, a school's parent association has been able transform the unilingual school in their community to a bilingual school. Bilingual education means a transitional system starting with the children's first language and gradually transferring to French. Another characteristic of bilingual schools is that they add cultural activities (story telling, songs, dance, music) and productive activities (agriculture, cattle rearing, woodworking) to the basic curriculum. This paper analyses the impact of this emerging new pedagogy on the teachers and students. The analysis is based on the author's experience teaching in Burkina Faso in 2003 and her fieldwork in 2006. The data is collected from two months of descriptive-analytical classroom observations. This paper argues that bilingual education improves student and community participation. The paper also looks at teacher practices and how bilingual education affects their relation with their pupils. [More] Descriptors: Cultural Activities, Bilingual Schools, Bilingual Education, Foreign Countries
(2016). Language Ideologies and Rhetorical Structures in Bilingual Education Policy and Research: Richard Ruiz's 1984 Discursive Turn, Bilingual Research Journal. Richard Ruiz wrote "Orientations in Language Planning" in 1984, and it became an influential article in several language disciplines. How is it that this article became so popular and had such lasting impact? In order to answer this question, I undertook to understand the language political scene at the time, looked at his contribution within a continuing public dialogue, and assessed the impact of his contribution since 1984. Using methods from the history of ideas, "testimonio," and rhetoric studies, I contextualized the article, analyzed its rhetorical structure, its impact over 30¬ years, and how it is currently being used in research and schooling. I found that a combination of factors contributed to its impact and lasting importance. It identified and focused on a critical juncture in the language planning field, thus promoting meta-model building in the field. His three orientations allowed for a political vocabulary for those in support of bilingual education. His timing of the article was key. Addressing the article to the broad, varied, committed communities of parents, teachers, administrators, researchers, policy makers, and other educational personnel through the "NABE Journal," was key to making the several public ideologies visible. He also helped set future research and policy analytic directions. [More] Descriptors: Language Planning, Bilingual Education, Educational Policy, Rhetoric
(2012). Collaboration Cubed: Isolated Mainstream Teachers Become ESL Experts to School Systems, TESOL Journal. This article reports on mainstream teachers who took part in a federally funded master's in teaching English to speakers of other languages (TESOL) program and through a series of collaborative efforts have become experts in their own school systems and leaders in English as a second language (ESL) teacher preparation throughout their region. Southern Connecticut State University's Training for All Teachers (TAT) Program addressed the needs of three medium-sized urban school districts in the geographically isolated, historically underserved eastern half of Connecticut by offering teachers the opportunity to pursue the master's degree in bilingual education and TESOL via a satellite program. All three districts serve significant English language learner populations and had failed to make annual progress benchmarks. Through this experience, 10 teachers from the three districts earned a master's degree in TESOL and state certification in bilingual education and/or ESL. This article chronicles three programmatic collaborative efforts that played a significant role in this process: collaborative class-based research projects, ongoing Community of Practice activities, and commitments to pay it forward. [More] Descriptors: Teacher Collaboration, English (Second Language), Second Language Learning, Masters Programs
(2014). Heritage/Culture Preservation Model Bilingual Instruction, Online Submission. Our first generation children face a loss of heritage in today's public schools. Unfortunately, the assets that one's bilingual ability brings into the classroom are difficult for educators to fully understand. Often this may happen because professionals in the field of education lack the knowledge about the need for children to maintain their culture heritage as a first generation or second generation child. This study addresses the benefits of the preservation of culture heritage in Latino/Latina children. The problem is that there are very few opportunities for people to see strong bilingual education programs with culture heritage preservation as part of the curriculum. A review of the literature revealed that there is a need for preservation of culture and heritage in the youth of today's world. Often first generation students, particularly Spanish speaking students, lose their heritage language. The literature also indicates that schools that offer bilingual education had both native and non-native students engaged in learning and participating actively in school and their community. There is a need for further investigation on this topic to ensure an increase on academic success for this population. The research question for this study addresses how educators instill cultural pride and ownership in students related to their heritage. This study followed a qualitative research design with a purposeful sample of professionals who were selected because of their expertise and experience in working with Latino students in school settings. An interview protocol was designed to gather data on the research question. Results indicated that further research needs to address the impact of cultural preservation particularly with the Spanish speaking population and students' academic success. [More] Descriptors: Heritage Education, Language Maintenance, Cultural Maintenance, Bilingual Education
(2012). CLIL Research in Europe: Past, Present, and Future, International Journal of Bilingual Education and Bilingualism. This article provides a comprehensive, updated, and critical approximation to the sizeable literature which has been produced on the increasingly acknowledged European approach to bilingual education: content and language integrated learning (CLIL). It begins by tracing the origins of CLIL, framing it against the backdrop of its predecessors: North American immersion and bilingual education programs, and European international schools. It then provides a synthesis of the research which has been conducted on our continent into the effects of CLIL programs. It transpires from this review that, while at first blush it might seem that outcome-oriented investigations into CLIL effects abound throughout our continent, there is still a well-documented paucity of research in this area. The article concludes by identifying future research agendas to continue mapping the CLIL terrain. The ultimate aim of this three-pronged examination of the past, present, and future of CLIL is to depart from the lessons learned from recent research and to signpost ways forward in order to guarantee a success-prone implementation of this timely solution to European plurilingual education. [More] Descriptors: International Schools, Bilingual Education, Language of Instruction, Bilingual Education Programs
(2017). Translanguaging for Transgressive Praxis: Promoting Critical Literacy in a MultiAge Bilingual Classroom, Critical Inquiry in Language Studies. bell hooks's (1994) advocacy for teaching to transgress invites educators and students alike to transgress boundaries to strive for ways to know and live fully and deeply as whole human beings. The authors aim to showcase a transgressive attempt in bringing French and English into one multiage (Grades 4-6) classroom, with its two teachers–English language arts and French as a second language–coordinating their teaching and curriculum design to build meaningful bridges across content and languages to deepen critical understanding. The project was transgressive in its translanguaging practices that defy dominant monolingual hegemony, challenging traditional bilingual education practices in North America. It was also transgressive in its commitment to the Freirean view of literacy as reading (and writing) the word and the world. Adopting a literature-based curriculum and a critical literacy approach, the teachers engaged their students in exploring concepts recursively in both English and French to deconstruct social stereotypes, promote respect for diversity, and cultivate self-reflexivity regarding complicity in social injustice. Discourse analysis of ethnographic data shows how translanguaging created new possibilities and transgressive spaces for learners to adopt identities of competent bilingual users and critical agents of social change. [More] Descriptors: Code Switching (Language), Critical Literacy, English, Language Arts
(2012). Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research, Review of Educational Research. This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13 qualifying studies met the inclusion criteria for language of instruction. Though the overall findings indicate a positive effect (effect size = 0.21) in favor of bilingual education, the largest and longest term evaluations, including the only multiyear randomized evaluation of transitional bilingual education, did not find any differences in outcomes by the end of elementary school for children who were either taught in Spanish and transitioned to English or taught only in English. The review also identified whole-school and whole-class interventions with good evidence of effectiveness for ELLs, including Success for All, cooperative learning, Direct Instruction, and ELLA. Programs that use phonetic small group or one-to-one tutoring have also shown positive effects for struggling ELL readers. What is in common across the most promising interventions is their use of extensive professional development, coaching, and cooperative learning. The findings support a conclusion increasingly being made by researchers and policymakers concerned with optimal outcomes for ELLs and other language minority students: Quality of instruction is more important than language of instruction. [More] Descriptors: Tutoring, Evidence, Cooperative Learning, Reading Programs
(2013). Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education, Bilingual Research Journal. The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and their receptive and expressive language and phonological awareness skills were measured in English and Spanish through two years in preschool and their kindergarten year. The TBE model was found to confer significant benefits in Spanish-language and literacy development without cost to English development. Future research directions and implications for practice are discussed. [More] Descriptors: Bilingual Education, Expressive Language, Speech Communication, Emergent Literacy
(2012). The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students, Reading and Writing: An Interdisciplinary Journal. The present paper synthesizes the international research literature on the educational achievement of immigrant and minority language students by articulating three propositions for which there is strong empirical evidence: (a) print access and literacy engagement play a key role in promoting reading comprehension; (b) the development of bilingual students' L1 proficiency plays a positive role in L2 academic development; and (c) societal power relations play a direct causal role in promoting school failure among students from subordinated communities. This interpretation of the empirical evidence is contrasted with the conclusions of recent North American and European reviews. For example, the comprehensive review of literacy development among minority students conducted in the United States by the National Literacy Panel on Language-Minority Children and Youth acknowledged the legitimacy of bilingual education as a policy option but said very little about the role of literacy engagement in promoting reading comprehension. By contrast, various reports of the Programme for International Student Achievement (PISA) conducted by the Organisation for Economic Cooperation and Development (OECD) highlighted the importance of reading engagement for reading achievement but discounted bilingual education as a feasible or realistic policy option. The instructional implications of the present review include the need for educators to promote print access and literacy engagement, teach for cross-lingual transfer, and affirm students' identities in classroom interactions. [More] Descriptors: Reading Comprehension, Immigrants, Language Minorities, Literacy
(2013). Arnold's Advantages: How Governor Schwarzenegger Acquired English through De Facto Bilingual Education, International Multilingual Research Journal. Governor Arnold Schwarzenegger has repeatedly mentioned that immigrants to the United States should do what he did to acquire English: Avoid using their first languages and speak, listen to, and read a vast amount of materials in English–a combination he referred to as "immersion." Yet, Schwarzenegger's real path to successful English acquisition was much closer to "de facto" bilingual education: He had the advantage of several years of education in his first language, which provided him with literacy and background knowledge. He also had several sources of comprehensible input in English, including English as a foreign language instruction in his native Austria, English as a second language and content courses in the United States, and a helpful circle of friends. His case is, unfortunately, not very similar to that of a large majority of those adult immigrants to the United States he intends to advise. [More] Descriptors: English (Second Language), Second Language Learning, Public Officials, Native Language
(2016). Conceptualising Integration in CLIL and Multilingual Education, Multilingual Matters. Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions, and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical, and personal aspects of integration also need to be considered. Following the foreword, Integrating Content and Language in Education: Best of Both Worlds? (Rick de Graaff), and a section titled, More than Content and Language: The Complexity of Integration in CLIL and Bilingual Education (Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares, and Francisco Lorenzo), this book is comprised of three parts. Part 1, Curriculum and Pedagogy Planning, contains the following chapters: (1) Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct (Christiane Dalton-Puffer); (2) Historical Literacy in CLIL: Telling the Past in a Second Language (Francisco Lorenzo and Christiane Dalton-Puffer); (3) Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language (Angela Berger); and (4) A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms (Richard Barwell). Part 2, Participants, contains the following chapters: (5) University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings (Emma Dafouz, Julia Hüttner, and Ute Smit); and (6) CLIL Teachers' Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context (Kristiina Skinnari and Eveliina Bovellan). Part 3, Practices, contains the following chapters and conclusion: (7) Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective (Tom Morton and Teppo Jakonen); (8) Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches (Ana Llinares and Tarja Nikula); (9) Translanguaging in CLIL Classrooms (Pat Moore and Tarja Nikula); and Conclusion: Language Competence, Learning and Pedagogy in CLIL–Deepening and Broadening Integration (Constant Leung and Tom Morton). [More] Descriptors: Multilingualism, Bilingual Education, Second Language Instruction, Integrated Activities
(2005). Assisting Parents of Bilingual Students to Achieve Equity in Public Schools, Journal of Educational and Psychological Consultation. This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual language bilingual education programs). Past and current research examining bilingual education programs and guidelines and recommendations for the application of bilingual education knowledge to consultative practice with school personnel and culturally and linguistically diverse parents are discussed. Because of the paucity of research regarding school-based consultation related to bilingual education issues, guidelines and recommendations are presented within the larger framework of multicultural and cross-cultural consultation. Recommendations for future research regarding school-based consultation related to bilingual education issues are provided. [More] Descriptors: Guidelines, Bilingual Students, Bilingual Education, Public Schools
(2012). Arizona's Teacher Policies and Their Relationship with English Learner Instructional Practice, Language Policy. In response to the passage of a state English-only policy and a newly mandated instructional model for English learners that focuses on English acquisition, Arizona introduced training requirements for all of the state's educators related to English learners. This policy coincided with changes in the training Arizona teachers opted to pursue, where more teachers chose to complete state mandated training that focuses on English-only strategies rather than more extensive training in English as a second language or bilingual education. Using data from teacher surveys, this article examined the relationship between teachers' training and their self-reported instructional practices. Findings revealed that, in every instance, holding a teaching endorsement in English as a second language or bilingual education had a positive, significant relationship with teachers' reported use of effective instructional approaches for ELs, while holding the state mandated endorsement was never significantly related to teachers' practices. These trends are cause for concern, as they indicate that Arizona's teacher policy may be undermining teachers' capacity to work with English learners and limiting English learners' learning opportunities. [More] Descriptors: Bilingual Education, Second Language Learning, Teacher Surveys, English (Second Language)