Bibliography: Bilingual Education (page 037 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Patricia Gandara, Ofelia Garcia, Jocelyn Kiley, Rhoda Coleman, Karla Perez, Ann Aviles de Bradley, Regina Cortina, Clara Martinot, Erica R. Davila, and D. Woodruff.

de Mejia, Anne-Marie (2004). Bilingual Education in Colombia: Towards an Integrated Perspective, International Journal of Bilingual Education & Bilingualism. The purpose of this paper is to argue that the traditional division between bilingual education programmes offered to speakers of majority languages and those available to minority language speakers in Colombia should be reconsidered within a wider, integrated vision of bilingual provision. Initially, developments will be situated in relation to the sociolinguistic context of language use in the country. This will be followed by a brief historical account of how and why bilingual education started in ethnic minority contexts in relation to present developments, with a consideration of both advances and certain difficulties which need to be resolved if these programmes are to become more effective in the future. The main focus of the paper is on the situation of bilingual programmes for majority language speakers, particularly learners of English, related to both a historical perspective and current situation and effectiveness. Finally, possible areas of convergence between the two traditions will be indicated as ways forward for the future.   [More]  Descriptors: Bilingualism, Bilingual Education, Immersion Programs, Foreign Countries

Laurent, Angelique; Martinot, Clara (2010). Bilingualism and Phonological Awareness: The Case of Bilingual (French-Occitan) Children, Reading and Writing: An Interdisciplinary Journal. The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3-5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual French-regional language school programme compared with a population of monolingual children receiving traditional education. More specifically, in light of research promoting the hypothesis of a "bilingual advantage", we set out to determine exactly how long children need to be exposed to a second language before bilingualism starts to influence the development of their phonological awareness. Tasks designed to assess phonological awareness were administered to more than a hundred children. Results suggest that children who have undergone a bilingual school programme display a more highly developed phonological awareness than their monolingual peers from age 9 onwards, i.e. in Grade 4. These results are discussed in the light of ongoing research on bilingualism, bilingual education and threshold theory.   [More]  Descriptors: Bilingualism, Phonological Awareness, French, Romance Languages

Garcia, Ofelia; Bartlett, Lesley (2007). A Speech Community Model of Bilingual Education: Educating Latino Newcomers in the USA, International Journal of Bilingual Education and Bilingualism. With the rapid increase in immigration from Latin America to the USA, many US high schools are struggling with the thorny question of how best to educate newcomer immigrant youth with low levels of English proficiency. This paper examines what some might consider an anachronistic educational model–a segregated bilingual high school for Latino newcomers. Drawing on a qualitative case study of an unusually successful high school in Washington Heights, New York City, the paper argues that the school's vision of second language acquisition as a social process building on the speech community itself, and not just as the individual psycholinguistic process of students, is the key to its success. The paper specifies the factors characterising this speech community model of bilingual education. This school's anomalous success educating its immigrant Spanish-speaking population holds important lessons for the schooling of immigrant youth in an era of standards.   [More]  Descriptors: Bilingual Education, Models, Hispanic Americans, Second Language Learning

Cortina, Regina (2010). Empowering Indigenous Languages and Cultures: The Impact of German Bilateral Assistance in Latin America, European Education. Working in Latin America for several decades to address the educational needs of poor and indigenous groups, the GTZ (Gesellschaft fur Technische Zusammenarbeit) has helped to develop the knowledge base of intercultural bilingual education. The goal of this article is to analyze Germany's impact from the mid-1970s to the present as the GTZ has collaborated with different countries, and in a succession of projects, to provide technical assistance leading to the creation of the Latin American Universidad Indigena Intercultural. Building on this aid, new projects are currently under way, cofinanced by the pooled support of countries in the European Union. Bilateral cooperation between European donor countries and receiving countries is creating new forms of multilateral collaboration both between and within nations in support of education. The close collaboration of German bilateral cooperation with governments and academics in Latin America is one example of a long-term vision of aid that is empowering indigenous groups in the Americas and helping to reassess the contributions of indigenous languages and cultures to the diverse national identities of Latin American countries.   [More]  Descriptors: Educational Needs, Indigenous Populations, Bilingual Education, Cooperation

Shen, Haibo (2017). A "Dui Hua" (Chinese characters omitted) Standpoint to Multilingual Educational Theorizing, Education Sciences. New forms of intellectual inequality have become evident with the internationalisation of higher degree researchers (HDRs) education, in particular theoretical dominance and dependency. However, the linguistically and theoretically based inequalities associated with local/global currents of standardized monolingual English HDRs education are gradually opening up to scholarly debates. In the field of education, bilingual HDRs have the potential disposition, and some have the capabilities for multilingual theorizing. Some make use of their knowledge of more than one language to extend the possibilities for theorizing educational phenomena or otherwise naming and making sense of problems. This multilingual theorizing may provide another path to transform the problems with uniformized, Anglophone HDRs education. With this concern, this paper reconsiders the universalisation of Euro-American theories through their embodiment in monolingual English in HDR education. A "Dui Hua" (Chinese characters omitted) standpoint to other languages and theoretical knowledge is outlined and debated to highlight the divergences of languages and thoughts. Thus this paper probes into the possibilities of multilingual educational theorizing, whereby bilingual HDRs generate original conceptual tools that benefit the wider educational research community.   [More]  Descriptors: Multilingualism, Educational Theories, International Education, Bilingualism

Davila, Erica R.; de Bradley, Ann Aviles (2010). Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach, Educational Foundations. This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, & Miller, 2004) and (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) aimed to provide a wide overview of the services or lack of services for Latina/o children in CPS, this paper highlights a few of the areas addressed in the report. The areas the authors highlight and examine through a CRT and LatCrit framework are: (1) Early Childhood Education; (2) Standardized Assessment; (3) Bilingual Education; and (4) Drop-out/push-out rates.   [More]   [More]  Descriptors: Early Childhood Education, Bilingual Education, Politics of Education, Evaluation

Martinez-Wenzl, Mary; Perez, Karla; Gandara, Patricia (2010). Is Arizona's Approach to Educating Its ELS Superior to Other Forms of Instruction?, Civil Rights Project / Proyecto Derechos Civiles. In the Horne v Flores Supreme Court decision of June 25, 2009, the Court wrote that one basis for finding Arizona in compliance with federal law regarding the education of its English learners was that the state had adopted a "significantly more effective" than bilingual education instructional model for EL students –Structured English Immersion (SEI). This paper reviews the extant research on SEI, its definitions, origins, and its effectiveness, particularly in contrast to other instructional strategies. The paper concludes that there is no research basis for the Court's statement, that at best SEI is no better or no worse than other instructional strategies, particularly bilingual instruction, when they are both well implemented. However, SEI as implemented in Arizona carries serious negative consequences for EL students stemming from the excessive amount of time dedicated to it, the de-emphasis on grade level academic curriculum, the discrete skills approach it employs, and the segregation of EL students from mainstream peers. Moreover, the paper argues that there are, in fact, strategies that can ameliorate these problems as well as provide an additive, rather than a subtractive, educational experience for English learner and mainstream students alike.   [More]  Descriptors: Educational Strategies, Federal Legislation, Bilingual Education, Academic Education

Rhode, Robert D. (1974). Bilingual Education for Teachers, Educational Forum. Considers the current movement in bilingual education. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Educational Development

Monaghan, Frank (2003). Entering the List: Campaigning for Bilingual Education on the Net, Language and Education. Describes and explores the activities of members of a listserv group in their efforts to defend bilingual education in Arizona. Attempts to delineate ways in which such a "virtual" group develops the cohesion it requires to sustain its activities in the absence of direct, face-to-face contact. Descriptors: Bilingual Education, Computer Mediated Communication, Internet, Listservs

Goldenberg, Claude; Coleman, Rhoda (2010). Promoting Academic Achievement among English Learners: A Guide to the Research, Corwin. A generation or two ago, the achievement of children who came to school knowing little or no English was not a prominent national issue. Today, with the increased focus on school accountability and educational equity, it is. This comprehensive resource explores the research on promoting academic success among language-minority students. The authors offer educators a firm basis for making decisions on policies and programs for English learners and provide research-based discussions on what we know about: (1) Bilingual education and using a student's home language in instruction; (2) Teaching English and academic content simultaneously; (3) School and district factors that affect achievement for English learners; and (4) Sociocultural factors in success, including the influence of parents and families. Contents of this book include: (1) Why This Book?; (2) The Role of the Home Language; (3) Literacy Instruction in a Second Language; (4) Promoting English Oral Language Development; (5) Academic Instruction in a Second Language; (6) School and District Role: Focus and Coherence; (7) Social, Cultural, and Family Influences; (8) The Research Goes to School; and (9) Conclusion: What's Next? This book also includes: (1) List of Tables and Figures; (2) Acknowledgments; (3) About the Authors; (4) Glossary; and (5) Index.   [More]  Descriptors: Equal Education, Bilingual Education, Oral Language, Academic Achievement

Movit, M.; Petrykowska, I.; Woodruff, D. (2010). Using School Leadership Teams to Meet the Needs of English Language Learners. Information Brief, National Center on Response to Intervention. To ensure that the implementation of Response to Intervention (RTI) strategies effectively addresses the needs of all students, the National Center on Response to Intervention (NCRTI) recommends that schools and districts establish "leadership teams" that focus on issues affecting culturally and linguistically diverse students. New leadership teams can be added to what already exists, or current leadership teams can be refocused on these issues. Leadership teams should meet regularly and include diverse representation across areas of "professional expertise" (e.g., general education, bilingual education, and special education) and "cultural experience" (e.g., parents, community members, and others with rich relationships and knowledge of student backgrounds). Although most schools already have some form of student support or problem-solving teams in place, these teams are not always fully prepared–professionally and/or culturally–to address the needs of specific populations of students. This paper provides tips for a school leadership team that will effectively address the needs of English language learners (ELLs).   [More]  Descriptors: Intervention, Second Language Learning, Instructional Leadership, English (Second Language)

Baker, Colin (2001). Foundations of Bilingual Education and Bilingualism. Third Edition. Bilingual Education and Bilingualism 27. This book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, bilingualism is discussed at individual, group, and national levels. The 20 chapters cover essential issues and controversies about language minorities and bilingual education. These include the following: defining who is bilingual; testing language abilities and language use; languages in communities and minority groups; endangered languages; language planning. Loss and revival; the development of bilingualism in infancy and childhood; bilingualism in the family; second language acquisition, aptitude, and motivation; age and language learning; bilingualism and intelligence; bilingualism and the brain; theories of bilingualism; bilingual thinking skills; the history of bilingualism in the United States; types and evaluations of bilingual education; minority language literacy and biliteracy; language minority underachievement; bilingual special education; the assessment of bilingual language minority children; deaf bilinguals; bilingual classrooms; the politics of bilingual education in the United States; assimilation; pluralism; anti-racism; and bilingualism and the Internet. (Contains 920 references.) Descriptors: Bilingual Education, Bilingual Education Programs, Bilingualism, Classroom Environment

Gonzalez, Maria Luisa (2010). The Critical Role of All Educators in the School Success of Latino Children, Leadership and Policy in Schools. For many years, the responsibility of educating Latino students has been delegated to Latino educators, bilingual teachers, or bilingual directors. Educators have not acknowledged it as a responsibility of each adult hired by the public school system. Although bilingual education has grown into an incredible educational movement, the same attitudes and struggles remain. Educators are not impacting Latino children the way they would like and the way they ought to. In this article, the author discusses the critical role of all educators in the school success of Latino children. She contends that educators can choose to recognize the education of Latino students either as a moral imperative or an economic directive. As the author was working with educational leaders to build cadres of responsive school administrators, she and her colleague designed what they called the Leadership Success Model (LSM). The author shares this as a possible framework for the successful education of Latinos with a few modifications to the formerly published model.   [More]  Descriptors: Bilingual Education, Hispanic American Students, Bilingualism, Teacher Role

Lopez, Francesca (2010). Identity and Motivation among Hispanic English Language Learners in Disparate Educational Contexts, Education Policy Analysis Archives. Perception of scholastic competence, perception of educational opportunities, motivation, and acculturative stress are student level variables that have been established in the relevant literature as predicting academic achievement. This study examined the degree to which those variables accurately predict student group membership in two districts (Texas and Arizona) with disparate language acquisition methods: Structured English Immersion (SEI) and Bilingual Education (BE) classrooms. The sample included 295 Hispanic English Language Learners (ELLs) in middle elementary school, ages 9-11. Students' perceptions of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress contributed to predict 73.3% of the participants' group membership. Post-hoc analyses of group differences resulted in moderately higher scholastic competence and perceived educational opportunities for ELLs in the Texas district, whereas acculturative stress, perceived discrimination, and maladaptive motivation scores were moderately higher for ELLs in the Arizona district. ELLs in the SEI group, however, also had slightly higher scores on adaptive motivation. Competing hypotheses and policy implications are discussed in the context of prior research.   [More]  Descriptors: Group Membership, Student Attitudes, Bilingual Education, Academic Achievement

Citrin, Jack; Kiley, Jocelyn; Pearson, Kathryn (2003). Direct Democracy Takes on Bilingual Education: Framing the Debate in Four State Initiatives. The entrenched nature of affirmative action, immigration, and bilingual education programs shows that ethnic minorities as well as powerful economic interests can benefit from client politics (H. D. Graham, 2002). In recent years, ballot initiatives have pierced the cocoon of legislative support for these policies and overturned them in California and several other states, leading scholars to debate whether direct democracy is a threat to minority rights. This paper is a study of four recent initiatives seeking to eliminate well-protected bilingual education programs. The paper notes that California businessman Ron Unz spearheaded this movement, succeeding in California, Arizona, and Massachusetts, and failing in Colorado. It sets out to outline the genesis, conduct, and outcome of the recent initiative campaigns to drastically reform bilingual education. It considers the pattern of elite support and opposition; the campaign themes; and the pattern of mass support and opposition, based on evidence from both aggregate-level and survey data. The paper argues that although bilingual education is a matter of limited salience to the majority of (white) voters, the widely held, if latent, belief that speaking English is an important attribute of U.S. national identity and, as such, important for assimilating immigrants, provided the supporters of the Unz initiatives with an important initial electoral advantage. (Contains 44 references, 13 notes, and 7 tables.)   [More]  Descriptors: Academic Standards, Bilingual Education, Bilingual Education Programs, Civil Rights

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