This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Peter R. R. White, David Caldwell, Megan Hennessy, Joseph M. Guzman, Eric Johnson, Kristof Baten, Giuseppe Mammone, Lucija Cok, Griselda Pena, and Michelle Anne Harrison.
(2010). Bilingual Education in Flanders: Policy and Press Debate (1999-2006), Modern Language Journal. Although Belgium is officially trilingual (Dutch, French, and German), its legislation does not allow for bilingual education (BE). Recently, concerns about the position of Dutch in the face of French and immigrant languages have politicized the issue in the bilingual capital of Brussels and the Dutch-speaking region of Flanders. Considering Belgium's linguistic and educational policies, the authors analyze the media coverage of BE in Flanders by looking at the region's major newspapers for the pivotal period 1999-2006. Their content-analytical approach reveals a fairly positive bias toward BE. Yet, Flemish newspapers also reflect a tendency described by Brisk (2005): the tension between the promotion of BE for the majority (i.e., native speakers of Dutch and French) and its rejection for minorities (i.e., immigrants). Nevertheless, the fear of "frenchification" remains prominent in articles on majority-language BE. The study therefore sheds light on the complexities of the BE public debate in Flanders and on current political developments in the field. [More] Descriptors: Bilingual Education, News Reporting, Foreign Countries, French
(2002). Learning English, Education Next. Discusses the results of new research comparing the effectiveness of bilingual education and English as a Second Language (ESL) instruction to teach limited-English-proficiency (LEP) Hispanic American students English. Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Hispanic American Students
(2002). Bilingual Education: The Problem of Ambiguity and Poor Professional Development. This paper examines the ambiguity in defining terms within the field of bilingual education, noting problems with poor professional development available to teachers selected to participate in bilingual education programs. The first section discusses terminology within bilingual education programs, focusing on the following: transitional bilingual education program, English immersion, English as a Second Language, English Language learners, and two-way bilingual education/dual language program. The second section examines historical problems with bilingual education (e.g., federal legislation, limited finances, and student evaluation methods). The third section presents results from a survey that asked elementary teachers about the bilingual program used at their school. Overall, teachers were confused about many aspects of their programs. Half did not know what program the school used. Nearly all believed that one language dominated instruction in a bilingual class (some believed it was Spanish and some believed it was English). Most teachers thought that transitional bilingual programs allowed students to become literate in both languages (though they actually help students become English-proficient as quickly as possible). Half of the teachers believed that students who neither spoke Spanish nor were proficient in English had been misplaced in a Spanish/English bilingual class. (Contains 13 references.) [More] Descriptors: Bilingual Education, Educational Legislation, Elementary Secondary Education, English (Second Language)
(2016). Alsatian versus Standard German: Regional Language Bilingual Primary Education in Alsace, Multilingua: Journal of Cross-Cultural and Interlanguage Communication. This article examines the current situation of regional language bilingual primary education in Alsace and contends that the regional language presents a special case in the context of France. The language comprises two varieties: Alsatian, which traditionally has been widely spoken, and Standard German, used as the language of reference and writing. The advantages of learning Standard German have been highlighted by language-in-education policy-makers: as well as being the written form of the regional language, German is promoted as the most widely spoken language in the European Union, the language of neighbouring countries, an asset in the search for employment and an aid to learning another powerful language in our increasingly globalized world, namely English. Nevertheless, Alsatian can be, and in some cases is being, employed in the classroom, although it remains in a minority position in comparison to Standard German. Based on original research undertaken in the region, the article aims to explore current classroom practices, which are sometimes found to be incongruous with official language-in-education policy. It analyses the language attitudes of parents and considers the effect of these attitudes on the promotion of Alsatian and Standard German. Practices and attitudes in city and small town locations are compared to evaluate the influence of urban and peri-urban settings. As the transmission of Alsatian is no longer guaranteed in the home, the article investigates whether the school can promote this traditional, non-standardized regional variety alongside the dominant standard languages, and whether parents wish for this to happen. [More] Descriptors: German, Language Variation, Bilingual Education, Elementary School Students
(2005). Proposition 203: A Critical Metaphor Analysis, Bilingual Research Journal. This project draws on Lakoff and Johnson's (1980) work with metaphor analysis to uncover the rhetorical strategies applied by supporters of the English for the Children organization during the 2000 Arizona Proposition 203 campaign. The data were collected from three sources: (a) "The Arizona Republic"; (b) the "East Valley Tribune"; and (c) the 2000 "Arizona Voter Information Pamphlet." Grounded in Critical Discourse Analysis (Fairclough & Wodak 1997; Johnstone 2002; Schiffrin 2002), Santa Ana's (2002) metaphor analysis framework was applied to expose the metaphors used to denigrate bilingual education and those who support it, as well as the underlying ideology behind biased legislation like Proposition 203. Metaphors were analyzed in terms of the cognitive entailments produced by their source and target domains. In general, the overall debate between bilingual education and Proposition 203 was characterized as a WAR. The results show that extra emphasis was placed on portraying bilingual education as a FAILURE and situating minority-language students as VICTIMS. Conversely, English was enshrined in the media as the key to the "American Dream." This work exemplifies the analytical power of critical discourse analysis by illustrating how language is utilized as a tool for political ends. [More] Descriptors: Rhetoric, Figurative Language, Discourse Analysis, Democratic Values
(2010). The Perceptions of Knowledge and Learning of Amazonian Indigenous Teacher Education Students, Ethnography and Education. This study focuses on the perceptions of knowledge and learning by indigenous students in an intercultural bilingual teacher education programme in Amazonian Ecuador. The study framed within postcolonial and critical theory attempts to create a space for the indigenous students to speak about their own views through the use of photography and researcher-respondent discussions. We found that the students conceptualised knowledge and learning primarily through their everyday domestic life rather than through their experiences of schooling which appears to play a secondary role. [More] Descriptors: Critical Theory, Foreign Countries, Bilingual Teachers, Indigenous Populations
(2014). Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Research Briefing, CfBT Education Trust. During 2012/13 academics from the Department of Education, University of Oxford, were commissioned by CfBT to conduct an independent evaluation of the CfBT Brunei English teaching programme. The evaluation sought to document the various processes of change and improvement within the Bruneian education system between 1996 and 2012, in particular looking at the teaching of English as an additional language in the bilingual system, and the involvement of CfBT as an external education provider and change agent. This research briefing describes the six "evolutionary paths" identified by the evaluation. Core recommendations from the evaluation are also summarized. [For the full report, see ED546822. For the related summary, see ED546819.] [More] Descriptors: Foreign Countries, Bilingual Education, English (Second Language), Partnerships in Education
(2010). Bilingual Education in the Ethnically Mixed Areas along the Slovene-Italian Border, Comparative Education. The paper focuses on education language policy in Slovene Istria and of Slovenia in Italy. On both sides of the Slovene-Italian border there is an ethnically mixed population of Italians and Slovenes, an Italian minority in Slovenia, and a Slovene minority in Italy. On both sides of the border apparently similar systems of bilingual education have been developed: schools with the minority language as the language of instruction. The authors discuss some data from a study performed in the period from 2006-2008 among eighth-grade pupils of primary schools along the Slovene-Italian border where the two different socio-ethnic groups are in close contact. Pupils on both sides of the border were tested to establish their levels of knowledge of the Slovene language (as L1 and L2), and of Italian (as L1 and L2). The conclusion includes suggestions regarding the extent of the need to upgrade bilingual educational models applied in these mixed border areas in accordance with the goals of minority preservation, protection and development as an added value of bilingual environments. [More] Descriptors: Language Planning, Bilingual Education, Language of Instruction, Knowledge Level
(2010). Reading and Language Outcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education, Center for Research and Reform in Education. This paper reports the fifth-year results of a 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). This is the first randomized study to compare TBE and SEI reading approaches over a period as long as five years. As expected, on the Peabody Picture Vocabulary Test (PPVT) and its Spanish equivalent (TVIP) and on English and Spanish versions of three Woodcock Reading Scales, kindergartners and first graders in TBE performed significantly better in Spanish and worse in English than their SEI counterparts, controlling for PPVT and TVIP. After transitioning to English, TBE children in grades 2-4 scored significantly lower than those in SEI on the measure of receptive vocabulary, the PPVT, but there were no significant differences on most English reading measures. On the Spanish language (TVIP) and reading measures, TBE students scored significantly higher than SEI in grades K-3, but not grade 4. Both groups gained substantially in English receptive language skills over the years. These findings suggest that Spanish-dominant students learn to read in English (as well as Spanish) equally well in TBE and SEI. [More] Descriptors: Bilingual Education, Receptive Language, Language Skills, Bilingualism
(2005). WAR in the Media: Metaphors, Ideology, and the Formation of Language Policy, Bilingual Research Journal. In 2000, the Arizona Proposition 203 campaign gained overwhelming public approval by claiming that Arizona's bilingual education programs impeded English-language learning of language-minority students. Established within a context of educational and social antipathy, it is necessary to look at the impetus for language policies like Proposition 203 and how they are promoted to the public. This project is based on Lakoff and Johnson's (1980) work with metaphor theory to uncover the rhetorical strategies applied in the media by the "English for the Children" campaign to position Proposition 203 in a favorable light. Grounded in Critical Discourse Analysis, Santa Ana's (2002) metaphor analysis model is applied here to unveil the most prominent metaphors used to degrade bilingual education in public discourse. While many metaphors were applied in this debate, this work concentrates on the multivalent metaphor PROPOSITION 203 AS WAR to expose the underlying ideology of Proposition 203 and its supporters. The metaphor of WAR was purposely implemented to construct a context of violence and heroism. This study exposes the rhetorical strategies used by opponents of bilingual education and highlights the nature of metaphor as a tool of persuasion. [More] Descriptors: Rhetoric, Ideology, Figurative Language, Discourse Analysis
(2012). From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators, Journal of College Student Retention: Research, Theory & Practice. This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a predominantly White university that seeks to both increase Latino/a students' initial access to higher education and provide institutional support to facilitate a high rate of graduation. The researchers consider key elements of the BESITOS program model as they relate to and support the sociocultural, linguistic, academic, and cognitive dimensions of the CLD student biography. For each dimension, the program model is first placed in the context of existing literature on CLD student education. The key elements and strategies of the program model used to successfully meet recruitment and retention goals are then discussed. [More] Descriptors: Higher Education, Ethnography, Case Studies, Student Recruitment
(2010). English as a Third Language in Rural China: Lessons from the Zaidang Kam-Mandarin Bilingual Education Project, Diaspora, Indigenous, and Minority Education. This article explores the findings of a study that compared 2 groups of 5th-grade first-language Kam-Dong minority students as they learned English as a third language (L3) in the remote mountain village of Zaidang, in Rongjiang county, Guizhou Province, P.R. China. One group had previously been taught using Mandarin only (MO), whereas the other had received additive bilingual intervention in Kam-Dong and Mandarin. Pretests, posttests, t tests, and observational data suggest that students in the bilingual group performed better in English on written, oral, and listening measures than those who had MO instruction. These findings seem to indicate that participation in a well-designed bilingual education (BE) program can have a positive impact on learning a L3. The article gives an outline of the Kam-Mandarin BE project, with special emphasis on the English instruction facet. The teaching methodology and testing components used in the research are explained, and results and findings are reported. Further research is called for, and implications of the findings are briefly discussed. [More] Descriptors: Foreign Countries, Grade 5, Minority Groups, Elementary School Students
(2014). Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Summary Report, CfBT Education Trust. During 2012/13, academics from the Department of Education, University of Oxford were commissioned by CfBT to conduct an independent evaluation of the CfBT Brunei English teaching programme. The evaluation sought to document the various processes of change and improvement within the Bruneian education system between 1996 and 2012, in particular looking at the teaching of English as an additional language in the bilingual system and the involvement of CfBT as an external education provider and change agent. This summary report describes the six "evolutionary paths" identified by the evaluation. Key findings and recommendations are also included in this summary. [For the full report, see ED546822; For the research briefing, see ED546808.] [More] Descriptors: Foreign Countries, Bilingual Education, English (Second Language), Educational Assessment
(2015). Linguistically Based Inequality, Multilingual Education and a Genre-Based Literacy Development Pedagogy: Insights from the Australian Experience, Language and Education. This chapter addresses the issue of pedagogy and bilingual/multilingual education: how best to match teaching-and-learning approaches to the literacy development needs of students in multilingual educational settings. More specifically, it makes the case for what is known as the "Sydney school" genre-based literacy development approach. It argues that, in providing explicit knowledge about the social functions, structures and stylistic properties of the modes of communication associated with academic success and social mobility, it has the potential to address the linguistically based social and economic inequality often experienced by students whose home language is other than the politically dominant, "majority" language of the school. A brief account is provided of this "genre-based" approach, followed by an account of its implementation in South Australia over the last decade or so in schools with large numbers of students who speak at home a language other than Australia's majority language, English. Finally, outcomes for students involved in such genre-based literacy development are explored, with findings of a study reported which point to these students making significant advances in their literacy development. This study is of potential interest to South African educators, illustrating the long-term gains that genre-based pedagogies can afford socio-economically and linguistically disadvantaged learners. [More] Descriptors: Foreign Countries, Language Styles, Second Language Learning, Multilingualism
(2012). Daisaku Ikeda and Value-Creative Dialogue: A New Current in Interculturalism and Educational Philosophy, Educational Philosophy and Theory. This article focuses on Daisaku Ikeda's (1928- ) philosophy and practice of intercultural dialogue–what I call "value-creative dialogue"–as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach philosophically in Buddhism; in the examples of dialogue modeled by Ikeda's mentor, Josei Toda (1900-1958), and by Toda's mentor, Tsunesaburo Makiguchi (1871-1944); and in Makiguchi's theory of value creation (soka) and value-creating pedagogy. Second, I consider the multiple and value-creative levels Ikeda's dialogues play. I conclude with implications of value-creative dialogue in education in general and bilingual-bicultural education in particular. [More] Descriptors: Teaching Methods, Educational Philosophy, Bilingual Education, Multicultural Education