Bibliography: Bilingual Education (page 030 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alys Young, Jill Kerper Mora, Lucinda Soltero-Gonzalez, Robert E. Slavin, Anne Chamberlain, Rining Wei, Megan Hennessy, Eliana D. Rojas, Timothy Reagan, and Jelte M. Wicherts.

Slavin, Robert E.; Madden, Nancy; Calderon, Margarita; Chamberlain, Anne; Hennessy, Megan (2011). Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education, Educational Evaluation and Policy Analysis. This article reports the outcomes of a multiyear study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned, beginning in kindergarten, to transitional bilingual education (TBE) or structured English immersion (SEI) for periods of up to 5 years. On the Peabody Picture Vocabulary Test and its Spanish equivalent (Test de Vocabulario en Imagenes Peabody) and on the English and Spanish versions of three Woodcock Reading Scales, first graders in TBE performed significantly better in Spanish and worse in English than did their SEI counterparts. Differences diminished in second and third grades, and by fourth grade, when all students in TBE had transitioned to English-only instruction, there were no significant differences on English reading measures. These findings suggest that Spanish-dominant students learn to read in English equally well in TBE and SEI and that policy should therefore focus on the quality of instruction rather than on the language of instruction for English-language learners.   [More]  Descriptors: Bilingual Education, Language of Instruction, Transitional Programs, Second Language Learning

Wei, Rining (2011). Parental Support for Chinese-English Bilingual Education: A Survey of Parents of Primary and Secondary Students in Shanghai, Journal of Multilingual and Multicultural Development. While many studies conducted outside China attest to the importance of parental support in determining the extent of success in implementing a bilingual education (BE) programme, few empirical studies have been conducted into the strength of parental support for Chinese-English BE in mainland China. This paper reports upon a survey targeting parents of students who were receiving some form of BE in Shanghai (viz. BE parents, N=199) and parents of those who were not (viz. non-BE parents, N=196). The instruments are two questionnaires respectively designed for these two groups of parents, aiming to elicit information about their support for BE, and three related factors, namely their demands for English proficiency, perceived ineptitude of teaching English only as a subject and perceived effects of BE on children's English proficiency. A major finding is that 78% non-BE and over 85% BE parents were supportive of BE. This strength of parental support was probably a function of the three aforementioned factors. The paper concludes with some implications of the findings and a call for empirical studies of other factors affecting the implementation of a BE programme, as parental support alone does not seem sufficient to carry the Shanghai BE project forward.   [More]  Descriptors: Bilingual Education Programs, Parent Participation, Foreign Countries, English (Second Language)

Sutherland, Hilary; Young, Alys (2007). "Hate English! Why?…" Signs and English from Deaf Children's Perception. Results from a Preliminary Study of Deaf Children's Experiences of Sign Bilingual Education, Deafness and Education International. To date, much information about Sign Bilingualism, gleaned from parents and/or teachers, has been written from a strong hearing viewpoint. As deaf children should be the main beneficiaries from a Sign Bilingual Education, this project was designed to enable the children to recall their experiences and share their multi-aspect views with other deaf children and the deaf researcher. The children had opportunities to express themselves freely in their first language, British Sign Language, using the deaf-centred prompting tools to inform/enlighten readers about their experiences of a Sign Bilingual journey.   [More]  Descriptors: Sign Language, Bilingual Education, Deafness, Bilingualism

Fang, Gao (2009). Challenges of Discourses on "Model Minority" and "South Korean Wind" for Ethnic Koreans' Schooling in Northeast China, Diaspora, Indigenous, and Minority Education. The educational success of ethnic Koreans in China has been achieved through Mandarin-Korean bilingual education, with the Korean language as the medium of instruction. Using the data collected as part of an ethnographic research on Korean elementary school students in a national Korean school in China, this article examines the relation between society-level discourses and school-level politics under the political, economic, historical, and social contexts in China's reform period. Research results demonstrate how the multiple discourses of "model minority" and "South Korean wind" have come to influence and shape the competing school-level politics: diversity versus modernization. This article argues that the multiple discourses in intersection with each other have influenced ethnic schooling for Koreans in China, and have led to disadvantages Korean schooling faces to achieve ethnic cultural sustainability and upward social mobility at a time of transition and change.   [More]  Descriptors: Foreign Countries, Bilingual Education, Mandarin Chinese, Korean

Boyd, Fenice B. (2013). Wading through the Consequences of Policy Decisions, Journal of Adolescent & Adult Literacy. As long as we have schools, teachers and students, educational policy mandates, with a one-size-fits all subtext will always ebb and flow. Schools however, will forever encounter diversity writ large–teachers and students, families, languages, cognitive and academic abilities, interests, etc. The policy decisions do not necessarily fit the constituents' needs. Boyd recounts her experience of visiting a bilingual, special education, science class, and her attempts to participate and understand, when the lesson was taught in Spanish. She argues that if policy decisions are truly made to positively impact students in order for them to be college and career ready, then it would seem feasible that policymakers take the time to conduct school visits in order to discern the needs of the constituents who will be affected by their policy mandates.   [More]  Descriptors: Educational Policy, Educational Needs, Career Readiness, College Readiness

Dixon, L. Quentin (2009). Assumptions behind Singapore's Language-in-Education Policy: Implications for Language Planning and Second Language Acquisition, Language Policy. Singapore's officially bilingual education policy, in which the majority of children are schooled through a non-native medium with their "Mother Tongue" (an ethnic heritage language that is not necessarily spoken in the home) as a single school subject only, has resulted in dramatic language shifts in the population and high academic achievement as measured by international comparison studies. Much current second language acquisition theory would predict failure for such a policy. This paper examines the assumptions concerning language planning and second language acquisition underlying the city-state's language-in-education policy, their relation to current theory in the field, and how the case of Singapore can support or challenge these different theories.   [More]  Descriptors: Language Planning, Second Language Learning, Bilingual Education, Foreign Countries

Walker, Karen (2007). English Language Learners' Programs. Research Brief, Education Partnerships, Inc.. What are programs for ELL? The United States is made up of immigrants and each group has had to face the challenges of learning the culture and/or the English language. There has been a huge backlash in this country against bilingual education. A common sentiment about it has been that if a person lives in America they should speak English and bilingual education does not teach them to do that. According to a vast amount of research in this area, education in the primary language helps secondary language development because it provides students knowledge in the various content areas and helps them develop literacy in the primary language, which is a short cut to literacy in the secondary language. It takes about two years for a student to be able to speak English but four to five years to have the language for academic literacy. The primary goal of bilingual education has been and continues to be to provide the skills for students to become proficient in English and have the appropriate grade/content skills and literacy. There is no one program that will meet the needs of all of the ELL's. When a program is decided upon and implemented, it should be able to meet the needs of the given student population. Prior to program implementation, the following should be examined and explored: (1) What are the school's goals?; (2) What are the school's language acquisition goals?; (3) How do the current programs meet the school's goals?; (4) What are available resources?; (5) What are the needs and special characteristics of the school's ELL population?; and (6) What are some program models and how will they help meet the students' needs?   [More]  Descriptors: Immigrants, Bilingual Education, English (Second Language), Second Language Learning

Galindo, Rene (2004). Newspaper Editorial Response to California's Post-Proposition 227 Test Scores, Journal of Latinos and Education. The press media has taken an active role in the debates over bilingual education through editorial analysis and policy recommendations. The editorials' policy recommendations are influential because they are directed at the political elite as well as to the general public, both of which have a limited understanding of bilingual education. Twenty-nine editorials written in response to a New York Times (Steinberg, 2000) article that reported post-Proposition 227 test scores from California were analyzed. The editorials' analysis and policy recommendations, the majority favoring English-immersion programs, reveal popular assumptions and attitudes regarding the educational needs of immigrant students.   [More]  Descriptors: Educational Needs, Immigrants, Bilingualism, Bilingual Education

de Zarobe, Yolanda Ruiz (2013). CLIL Implementation: From Policy-Makers to Individual Initiatives, International Journal of Bilingual Education and Bilingualism. Since Do Coyle and Hugo Baetens Beardsmore published their Special Issue on "Research on Content and Language Integrated Learning (CLIL)" in the "International Journal of Bilingual Education and Bilingualism" in 2007, there has been a great deal of interest and debate about the approach, which under the umbrella term of Content and Language Integrated Learning refers to contexts where language is used as a medium for learning content, and the content is also used as a resource for learning languages. As has quite often been pointed out in the literature (Dalton-Puffer 2011; Huttner, Dalton-Puffer, and Smit, this issue; Shohamy 2006), the implementation of CLIL has been supported, on the one hand, by language policy-makers, stakeholders and European institutions and, on the other, by individual initiatives undertaken by school communities, teachers and parents, all of them seeking to improve foreign-language competence in a world where globalization and the knowledge society are encouraging foreign-language learning and communication. Despite the hegemony of English as a global language, CLIL has been conceived to enhance language competence and communication in an ever-growing multilingual society where, in the case of the EU, 23 official languages coexist with more than 60 regional or minority languages, some of which have official status (Basque, Catalan and Sami, among others). Additionally, there are hundreds of other languages which immigrant communities provide. This multilingual diversity calls for an educational approach that can become an appropriate vehicle for intercultural communication. Consequently, CLIL can be understood as a truly European approach for the integration of language and content in the curriculum as part of the international mosaic of multilingualism. This paper will provide an overview of some of the models that sustain CLIL as a flexible and rich teaching approach in order to gain some insight into this area.   [More]  Descriptors: Stakeholders, Teaching Methods, Bilingual Education, Foreign Countries

Mora, Jill Kerper (2009). From the Ballot Box to the Classroom, Educational Leadership. From 1998 to 2008, voters in California, Arizona, and Massachusetts passed anti-bilingual education ballot initiatives that required English-only instruction for the vast majority of the states' English language learners. The contentious political discourse leading up to the votes largely ignored the research on best practices for educating English language learners, as well as the practical and pedagogical issues facing educators. The author of this article examines the research to counter several "myths" underlying the English-only movement: that all schools should be required to adopt the same approach in serving their differing populations of English language learners; that bilingual instruction is the reason for English language learners' low levels of English proficiency; and that students can learn English quickly and then easily catch up with native English speakers in literacy and content learning.   [More]  Descriptors: English Only Movement, Political Attitudes, Voting, Federal Courts

Silver, Rita (2009). Professional Relevance in a Multilingual World, TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. In renewing her TESOL membership for 2008, the author noted that the membership letter stated that TESOL is a "global professional organization for English language educators." This was of particular interest as she prepared for TESOL's Bilingual Education Interest Section (BEIS) 2008 session titled "Imagining Multilingual TESOL," because on a global scale, English language educators are crucially interested in multilingualism. However, being relevant to English language educators in different parts of the world is a tall order which requires that TESOL address differences as well as commonalities in international teaching contexts (e.g., culturally embedded teacher and student roles, class size, availability of resources). Is it possible to do so? Can English language educators be relevant both globally and locally? In this article, the author addresses these questions with specific reference to multilingualism and second language learning.   [More]  Descriptors: Multilingualism, Second Language Learning, English (Second Language), Language Teachers

ter Kuile, Hagar; Veldhuis, Michiel; van Veen, Suzanne C.; Wicherts, Jelte M. (2011). Bilingual Education, Metalinguistic Awareness, and the Understanding of an Unknown Language, Bilingualism: Language and Cognition. An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and bilingual classes were administered the ILT, a Dutch Language Test, an English Language Test, and a general intelligence test. The ILT showed promising psychometric properties. Bilingual students scored significantly higher on the ILT than monolingual students. Multi-group confirmatory factor analyses showed (i) that ILT measures the ability to understand an unknown language, and (ii) that bilingual students score significantly higher than monolingual students on this ability. Both observations support the notion that bilingual education increases metalinguistic awareness and therefore the ability to understand an unknown language.   [More]  Descriptors: Bilingual Students, Metalinguistics, Bilingual Education, Language Tests

Olneck, Michael R. (2009). What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling, American Journal of Education. In this article, I argue that there has been a basic continuity between what immigrants historically have sought from American schools and what contemporary immigrants seek. In neither case have immigrants sought to utilize the schools to "reproduce" or to "preserve" cultures separate from the American mainstream. Rather, immigrants have consistently sought to utilize American schooling for purposes of incorporation into a system of American ethnic groups that exhibit aspects of acculturation and retention. I make the case for continuity through an examination of the fate of homeland languages in the public schools during the late nineteenth and early twentieth centuries; of the role of parochial schooling in the first third of the twentieth century; of the resistance of Mexican Americans of Crystal City, Texas, to "schooled ethnicity" during the 1970s and 1980s; of the attitudes of contemporary immigrants toward bilingual education; and, finally, of patterns of supplementary schooling among the children of immigrants.   [More]  Descriptors: Immigrants, Role of Education, Acculturation, Educational Needs

Soltero-Gonzalez, Lucinda (2009). Preschool Latino Immigrant Children: Using the Home Language as a Resource for Literacy Learning, Theory Into Practice. This article explores the language and literacy practices of Latino immigrant children in preschool. In spite of the monolingual framework and the readiness emphasis of current educational language policies, children draw on their home language as a resource to literacy learning. The author argues that children's use of their home language is a source of support for English development and learning. The article sheds light on the benefits of supporting the home language, even when English is the target language in the classroom and bilingual education is not an option. Literacy instruction organized around social interaction, guided dialogue, and direct instruction that supports children in making use of their full linguistic resources has the potential to connect schooled literacy practices to children's life experiences and interests, and broaden their literacy practices and developing academic strengths.   [More]  Descriptors: Preschool Children, Hispanic American Students, Language Usage, Family Environment

Rojas, Eliana D.; Reagan, Timothy (2003). Linguistic Human Rights: A New Perspective on Bilingual Education, Educational Foundations. Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological monolingualism," the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically. In this article, the authors discuss the case for bilingual education programs, though, from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses of the "effectiveness" of bilingual education programs–that is, in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant, argument for bilingual education programs. Arguments of the sort generally offered presuppose that what is at stake is ultimately a matter of pedagogical effectiveness–what works best for the children involved. There are, though, constraints on effectiveness as a criterion for educational practice. Not everything that "works" is acceptable; no matter how effective it might be to use electrical shocks to increase student motivation to learn, for instance, no reasonably sane educator or policymaker is likely to advocate it. Similarly, there are certain fundamental rights (including linguistic human rights) that must be observed in the educational process. It is in this sphere, they argue, rather than in the sphere of pedagogical effectiveness alone, that the real case for bilingual education needs to be made. There are, they believe, some common, core assumptions shared by virtually all educators, policy-makers, and indeed, by most individuals in the general public that relate to the issues that they address in this article.   [More]   [More]  Descriptors: Program Effectiveness, Educational Practices, Bilingualism, Bilingual Education Programs

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