Bibliography: Bilingual Education (page 039 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Thomas W. Sweeney, Henrik Saalbach, Anthony Rudawski, Steven Root, Gloria Ladson-Billings, Do Coyle, Russell W. Rumberger, Laurent Gajo, Edward M. Olivos, and Matthew Taylor.

Vonen, Arnfinn Muruvik (2006). Comments on "W(h)ither the Deaf Community?": A Timely Warning, Sign Language Studies. Inspired by Johnston's thought-provoking article, this article reports from the current Norwegian scene to make two main points. First, Norwegian Sign Language paradoxically appears to be better protected as well as more threatened than ever. Second, success in bilingual deaf education is not logically incompatible with a placement primarily in the local school.   [More]  Descriptors: Deafness, Norwegian, Sign Language, Mainstreaming

Olivos, Edward M.; Quintana de Valladolid, Carmen E. (2005). Entre la Espada y la Pared: Critical Educators, Bilingual Education, and Education Reform, Journal of Latinos and Education. From the perspective of two practitioners who have been influenced by work in the area of critical pedagogy and critical theory, this article examines bilingual education, education reform, and the achievement gap in relation to Latino English Language Learners. The authors integrate personal experiences as they examine underlying assumptions of class, race, and asymmetrical power relations in current education policy and classroom practice. They argue that, despite feelings of being "between a rock and a hard place," critical pedagogy has allowed them to continue their struggles for educational justice with the help of fellow educators and community members.   [More]  Descriptors: Second Language Learning, Critical Theory, Bilingualism, Bilingual Education

Coyle, Do (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies, International Journal of Bilingual Education and Bilingualism. This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develop CLIL pedagogies from a "holistic" perspective. Using the 4Cs Framework for analysis, the author concludes that for CLIL research to "mature," the nature and design of the research must evolve to identify CLIL-specific issues whilst drawing on a much wider frame of reference. This poses a challenge for a future CLIL research agenda which must "connect" and be "connected" if the potential of CLIL is to be realised.   [More]  Descriptors: Bilingual Education, English (Second Language), Educational Research, Models

Mertes, Jennifer (2015). Auditory Technology and Its Impact on Bilingual Deaf Education, Odyssey: New Directions in Deaf Education. Brain imaging studies suggest that children can simultaneously develop, learn, and use two languages. A visual language, such as American Sign Language (ASL), facilitates development at the earliest possible moments in a child's life. Spoken language development can be delayed due to diagnostic evaluations, device fittings, and auditory skill development. While the auditory pieces are coming together, visual language should be used to support a child's cognitive development and social-emotional well-being. Once auditory access is established and auditory skills are developing, the two languages can be used to support education and bilingual approaches are available as teaching tools. New auditory technologies–from cochlear implants, to hearing aids, to devices that allow sound to be carried to the brain through bone conduction–provide many deaf and hard of hearing children with improved access to spoken language. These devices have become increasingly sophisticated; more deaf and hard of hearing children than ever before access spoken language so extensively they can learn through listening. This article discusses hearing aids, cochlear implants, and the need for teachers and professionals to continually monitor and tailor teaching as a child develops in bilingual programs that equally respect ASL and spoken English and facilitate development of both languages.   [More]  Descriptors: Bilingualism, American Sign Language, English, Deafness

Miller, John P. (2011). Transcendental Learning: The Educational Legacy of Alcott, Emerson, Fuller, Peabody and Thoreau, IAP – Information Age Publishing, Inc.. Transcendental Learning discusses the work of five figures associated with transcendentalism concerning their views on education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught at one time and held definite views about education. The book explores these conceptions with chapters on each of the five individuals and then focuses the main features of transcendental learning and its legacy today. A central thesis of the book is that transcendental learning is essentially holistic in nature and provides rich educational vision that is in many ways a tonic to today's factory like approach to schooling. In contrast to the narrow vision of education that is promoted by governments and the media, the Transcendentalists offer a redemptive vision of education that includes: (1) educating the whole child-body, mind, and soul; (2) happiness as a goal of education; (3) educating students so they see the interconnectedness of nature; (4) recognizing the inner wisdom of the child as something to be honored and nurtured; (5) a blueprint for environmental education through the work of Thoreau; (6) an inspiring vision for educating women of all ages through the work of Margaret Fuller; (7) an experimental approach to pedagogy that continually seeks for more effective ways of educating children; (8) a recognition of the importance of the presence of teacher and encouraging teachers to be aware and conscious of their own behavior; and (9) a vision of multicultural and bilingual education through the work of Elizabeth Peabody. The Transcendentalists, particularly Emerson and Thoreau, sewed the seeds for the environmental movement and for non-violent change. Their work eventually influenced Gandhi and Martin Luther King Jr. and it continues to resonate today in the thinking of Aung Sang Suu Kyi and the Dalai Lama. The Transcendentalists' vision of education is worth examining as well given the dissatisfaction with the current educational scene.   [More]  Descriptors: Educational Philosophy, Holistic Approach, Environmental Education, Womens Education

Ladson-Billings, Gloria (2011). Is Meeting the Diverse Needs of All Students Possible?, Kappa Delta Pi Record. For many years, the notion of "diversity" was a code word for talking simply about race and ethnicity. To say one had a diverse class was to say one was not teaching European-American students. Much of the literature, curriculum materials, and instructional practices was geared toward teaching particular groups of students–African Americans, Latinos, immigrant students, second language learners, or students with disabilities. To address the challenge of teaching all students well, one must start with the talent pool from which individuals who will take on this task are drawn. Teacher education has not created a strong pipeline of diverse scholars who can challenge conventional thinking about what it means to teach diverse groups of students. In most teacher education programs, students encounter a scholar of color teaching the "multicultural" or "diversity" course, and sometimes teaching an English as a Second Language (ESL) or bilingual education course. Rarely do they see these scholars as helping them make sense of teaching and learning. Additionally, the very coursework that comprises teacher education fails to take up notions of culture and learning in robust and substantive ways. Instead of a "diversity" course, prospective teachers could benefit from an authentic course on culture–from an anthropological perspective–and how culture impacts learning. Few teacher education programs offer such a course and, when they do, they rarely offer it as a program requirement. So if the teaching force is not diverse, the teacher educators are not diverse, and the coursework does not adequately prepare students to teach a diverse set of students, what can one do? There are ways to address these challenges that provide a sliver of hope.   [More]  Descriptors: Teaching Methods, Teacher Education, Racial Relations, Teacher Education Programs

Rumberger, Russell W. (2003). Primary Language Instruction in California Continues to Decline. EL Facts, Number 2, University of California Linguistic Minority Research Institute. Two main instructional approaches have been used to educate English learners in California–English language development (ELD) together with academic instruction in the primary language (bilingual education), and ELD with or without Specially Designed Academic Instruction in English (SDAIE). Since the passage of Proposition 227 in June 1998, native language instruction in California's classrooms has continued to decline.   [More]  Descriptors: Bilingual Education, Second Language Learning, English (Second Language), Language Acquisition

Kempert, Sebastian; Saalbach, Henrik; Hardy, Ilonca (2011). Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems, Journal of Educational Psychology. Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical concepts. At the same time, speaking two languages can be associated with cognitive benefits with regard to attentional control processes, although such benefits have only been found in highly proficient bilinguals. In the present study, we attempted to disentangle the effects of bilingual proficiency on mathematical problem solving in Turkish-German bilingual elementary school students. We examined whether the positive cognitive effects of bilingualism could be found not only in highly proficient bilinguals but also in students with an immigrant background and a low command of the instructional or native language. Our findings emphasize the importance of language proficiency for mathematics problem solving, as shown by the predictive value of students' proficiency in the language of testing (German/Turkish) for their performance on mathematical word problems. No additional effect of the language of instruction (German) was found for problem solving in the bilingual students' native language (Turkish). Furthermore, bilinguals gained scores comparable to those of their monolingual peers on word problems that required attentional control skills although performing significantly below their monolingual classmates on ordinary word problems, suggesting that bilinguals have an advantage when it comes to attentional control. Finally, bilingual students with a relatively high command of the instructional language performed better on word problems presented in German than on those presented in Turkish, thus facing cognitive costs when transferring knowledge from one language to the other. Implications of our findings for bilingual education are discussed.   [More]  Descriptors: Elementary School Students, Bilingual Students, Bilingual Education, Language of Instruction

Ruano, Carlos R. (2003). Educational Policy Formation in Loosely Coupled Systems: Some Salient Features of Guatemala's Public and Private School Sectors, Education Policy Analysis Archives. Analyzed the formulation and implementation of educational policy processes in relation to private schools in Guatemala, focusing on bilingual education in a sample of six private schools. Findings document many characteristics of private schools in Guatemala, including inadequate teacher and administrator training and a lack of cooperation between school sectors. Descriptors: Bilingual Education, Cooperation, Educational Policy, Elementary Secondary Education

Sweeney, Thomas W.; Toledo, Alejandro (2003). Peru's Gentle Revolutionary, National Museum of the American Indian. Alejandro Toledo, the first Native person to be elected president of Peru, talks about his Quechua roots; his proposed constitutional amendment to ensure equal rights for indigenous peoples; financial support for Native cultural preservation efforts; and his number one priority–to fight poverty through education, focusing on basic education, women's education, rural education, and bilingual education at all levels. Descriptors: American Indians, Civil Rights, Cultural Awareness, Cultural Maintenance

Gajo, Laurent (2007). Linguistic Knowledge and Subject Knowledge: How Does Bilingualism Contribute to Subject Development?, International Journal of Bilingual Education and Bilingualism. Experiments in bilingual education in Europe increasingly appear under the abbreviation "CLIL" (Content and Language Integrated Learning). The main concept in it seems to be that of integration, as yet little described in research and insufficiently made conscious and explicit in the teaching process. This paper aims at studying the modes of integration between language and content by identifying different types of knowledge at the crossroads between the linguistic paradigm and the subject paradigm. It is based on discourse and interaction analysis of classroom interaction sequences in various subjects. It proposes elements for a basic theoretical framework designed to sustain the view of CLIL as an alternative not only in second language didactics, but also in the didactics of non-linguistic subjects.   [More]  Descriptors: Models, Interaction Process Analysis, Linguistics, Bilingual Education

Scott, Marshall, III (2011). The Influence of Selected Academic, Demographic, and Instructional Program Related Factors on Elementary Student Retention Rates, ProQuest LLC. The purpose of this study was to examine the influence of selected academic, demographic, and instructional program related factors on the retention rates of elementary school students. More specifically, this study was concerned with the relationship and predictability of the reading and mathematics variables scores, gender, ethnicity, program related factors of gifted and talented, type of education, SES and bilingual education, on the retention rates of third, fourth, and fifth grade elementary students. A combination of the Causal Comparative and Correlation research design was employed to collect and analyze the data. Forty-four thousand two hundred eighty-eight (44,288) elementary students participated in this empirical study. Moreover, the data were tested through the applications of Logistic Regression procedure. Among the conclusions: 1. Math and reading scores were reliable predictors of retention rates, 2. Reading scores were the highest predictor of the academic factor with regards to retention rates, 3. Of the demographic factors, ethnicity had the highest predictive powers with regards to retention rates. Based on the findings, it is recommended that school administrators develop and implement instructional strategies and intervention which will target students from all walks of life to ensure their success in school. In maintaining a sound and solid instructional program, school district officials can cultivate an environment which enhances the total pedagogical process for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Elementary School Students, School Holding Power, Reading, Mathematics

Schiffman, Harold F. (2003). Tongue-Tied in Singapore: A Language Policy for Tamil?, Journal of Language, Identity, and Education. Discusses the Tamil language situation in Singapore, which lends itself ideally to the study of minority-language maintenance. Examines attempts to maintain Tamil, a highly diglossic language in emigration and concludes that the well-meaning bilingual education system actually produces a situation of subtractive bilingualism. Descriptors: Bilingual Education, Bilingualism, Diglossia, Elementary Secondary Education

Wong, Vivian Wu (2011). Getting It Right: Schools and the Asian-American Experience, Independent School. As a history teacher and advocate for Asian and American students, the author is concerned about what appears to be waning interest in the study of multicultural education and racial politics. In particular, as independent schools become more diverse, as international Asian student populations continue to grow, and as people become increasingly invested in global education, independent school teachers need to be cautious about shifting away from more diverse surveys of American history in favor of more global perspectives. The author understands the growing interest in globally focused education as the world continues to shrink through improved connectivity. Yet, at the same time, she also sees how these new initiatives can provide a convenient "out" for schools when it comes to diversity work within their own communities. From the author's perspective, a diverse narrative of the American experience should take precedence over a broad global focus–since it can provide an important window through which all students can learn about the politics of race in this country while simultaneously helping Asian and Asian-American students from their own racial identities. Asian Americans have also been at the forefront of the struggle for civil rights in the U.S., especially during the 1970s and beyond. On college and university campuses across the country, Asian-American students were active in the Third World student strikes, the women's movement, and the anti-Vietnam war movement, and called for increased minority admissions, affirmative action programs, student support services, and ethnic studies. At the community level, Asian Americans have stood up for workers' rights, affordable housing, bilingual education, social services, bilingual ballots, and political representation, and they have continued to fight against stereotypes, anti-Asian violence, and English-only initiatives. The author contends that including a more nuanced and accurate history of Asian Americans in the U.S. should remain a priority. (Contains 4 notes.   [More]  Descriptors: Ethnic Studies, United States History, Race, Private Schools

Root, Steven; Rudawski, Anthony; Taylor, Matthew; Rochon, Ronald (2003). Attrition of Hmong Students in Teacher Education Programs, Bilingual Research Journal. A descriptive study addressed student attrition in two Title VII Bilingual Education Career Ladder Programs for Hmong paraprofessionals and traditional-age college students working toward teacher certification in Wisconsin. Surveys showed that dropouts were disproportionately male and nontraditional students; factors included financial problems, low grades, and family and employment pressures. Program adjustments are suggested. Descriptors: Adult Students, Bilingual Students, Dropouts, Higher Education

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