This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Catherine A. Baker, Jasone Cenoz, Patricia Alvarez McHatton, Romaizah Salleh, Ester J. de Jong, Olga Grimalt, Claire Hughes, Tanya Spronk, Grady J. Venville, and Elizabeth Shaunessy.
(2004). Rethinking Bilingual Education in Peru: Intercultural Politics, State Policy and Indigenous Rights, International Journal of Bilingual Education & Bilingualism. This paper explores recent changes in Peruvian national education policy and the effects these have had on indigenous populations. Situating Peruvian education reforms within a context of international multicultural development, the paper traces the history of reforms as implemented by national and international actors in varying degrees and combinations. Against this historical backdrop, the paper focuses on changes in the 1990s that in theory promote bilingual intercultural education on a nationwide scale for all Peruvian citizens, but in practice are concentrated in rural indigenous areas. In particular, the paper examines some gaps between intercultural education rhetoric and implementation. I conclude with a discussion of the uneven achievements and unintended consequences of bilingual education programmes and provide some suggestions for policy-makers in the region. [More] Descriptors: Foreign Countries, Educational Change, Multicultural Education, Bilingual Education
(2007). You Gotta Represent! Ethnic Identity Development among Hispanic Adolescents, Multicultural Perspectives. Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research. [More] Descriptors: Bilingual Students, Ethnicity, General Education, Bilingualism
(2014). Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners, Journal of Latinos and Education. Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least examined and reported for English language learners in the United States. This exploratory quantitative study investigates the interplay between gender and biliteracy in a diverse urban school district. The quantitative data demonstrate gender variations across all years and grade levels and on both English and Spanish assessments. [More] Descriptors: Bilingualism, Gender Differences, Academic Achievement, Urban Schools
(2002). Scapegoating Bilingual Education: Getting the Whole Story from the Trenches, Bilingual Research Journal. English-only advocates and bilingual education supporters have generally disregarded the harsh symbolic and material conditions that contribute to the failures of English learners. Interviews with three bilingual and ESL teachers in an urban school describe inadequate facilities and materials, de facto segregation, oppressive teacher attitudes, limited professional development, weak leadership, and unenforced policies. (Contains 51 references.) Descriptors: Bilingual Education, Educational Discrimination, Educational Environment, Educational Needs
(2003). Bilingual Education in the United States: Historical Development and Current Issues, Bilingual Research Journal. Various interpretations of the historical forces affecting U.S. language policy and attitudes toward bilingual education are examined. Changing political, social, and economic forces, rather than any consistent ideology, have shaped the nation's responses to language diversity. U.S. language ideology has shifted with changing historical events, and the absence of consistent ideology has enhanced the role of symbolic politics. (Contains 61 references.) Descriptors: Bilingual Education, Educational Attitudes, Educational History, Educational Policy
(2008). Achievements and Challenges in Bilingual and Multilingual Education in the Basque Country, AILA Review. This paper focuses on the use of Basque as the language of instruction. In the first part of the article the situation of Basque in the Basque Country is briefly described and the different possibilities regarding the language(s) of instruction are explained: model A with Spanish as the language of instruction and Basque as a subject; model B with both Basque and Spanish as languages of instruction and model D with Basque as the language of instruction and Spanish as a subject. Then, the results of research studies comparing these three models regarding achievement in Basque, Spanish and other areas of the curriculum are analysed. Finally the article considers the new challenges the Basque educational system is facing. One of these challenges is the need to go from bilingual education to multilingual education by teaching in a more effective way languages of wider communication. Another recent challenge is multiculturalism as a response to the increasing immigrant population which is a new phenomenon in the Basque educational system. The need for a more holistic approach towards multilingualism both in teaching and research is proposed so as to face these new challenges. [More] Descriptors: Foreign Countries, Languages, Language of Instruction, Bilingual Education
(2014). Addressing the Challenges of Language Choice in the Implementation of Mother-Tongue Based Bilingual Education in South Sudan, Multilingual Education. Since the signing of the Comprehensive Peace Agreement (CPA) in 2005, the Ministry of Education, Science and Technology (South Sudan) has been working towards the implementation of a Language and Education Policy in which the mother tongue of the learner is to be used as a medium of instruction for the first three years of primary education. However, with over 63 Southern Sudanese indigenous communities listed in the Interim Constitution, over 50 living languages listed in the Ethnologue and with no recent language survey or assessment done, there are many challenges in terms of language choices for education. The Department of National Languages within the Ministry of Education, Science and Technology has addressed some of these challenges through the running of a series of workshops entitled, "Principles, Practice and Planning for Multilingual Education". This article presents a participatory planning process as well as some of the resulting principles of language choice for implementation of the language policy. [More] Descriptors: Peace, Conflict Resolution, Multilingualism, Language Usage
(1983). Bilingual Education: 'Que Pasa?', Contemporary Education. Many problems–educational, legal, and political–remain in bilingual education. The history of bilingual education in the United States, its current status, and arguments of those representing various sides of the controversy over bilingual education are summarized. Descriptors: Access to Education, Bilingual Education, Bilingual Education Programs, Educational Policy
(2002). Effective Bilingual Education: From Theory to Academic Achievement in a Two-Way Bilingual Program, Bilingual Research Journal. A Massachusetts two-way bilingual education program provides initial first-language (L1) literacy development for all students, teaches half of the curriculum in L1 and half in L2 by third grade, and selectively integrates native and non-native speakers of the target language. Both target groups meet academic and linguistic goals by fifth grade. (Contains 41 references.) Descriptors: Academic Achievement, Cultural Pluralism, Elementary Education, English
(2007). When a Bilingual Child Describes Living Things: An Analysis of Conceptual Understandings from a Language Perspective, Research in Science Education. With increasing numbers of students learning science through a second language in many school contexts, there is a need for research to focus on the impact language has on students' understanding of science concepts. Like other countries, Brunei has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English. This research is concerned with the influence that this bilingual education system has on children's learning of science. The purpose was to document the patterns of Brunei students' developing understandings of the concepts of living and non-living things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design was used in one primary school. Data collection included an interview (n=75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation. Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the language of instruction from Primary 4 onwards restricted the students' ability to express their understandings about living things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist perspective these language factors will potentially impact on the students' cognitive development by limiting the expected growth of the students' understandings of the concepts of living and non-living things. [More] Descriptors: Bilingual Education, Bilingualism, Language of Instruction, Influences
(1977). Bilingual Education in American Schools, Intellect. Discusses some of the history of bilingual education in the United States, the efforts of the Supreme Court to develop bilingual education, and the resistance by some groups to the growth of bilingual education. Descriptors: Bilingual Education, Educational Needs, Educational Policy, Educational Practices
(2002). Bilingual Education for All: A Benefits Model for Small Towns, Bilingual Research Journal. Suggests a curriculum for rural and small-town schools that combines bilingual education in local languages (indigenous, heritage, or immigrant languages) with global, multicultural education. Discusses benefits to students and community, and ways that the model overcomes typical rural constraints of inflexible school organization; administrative and public resistance; and lack of bilingual teachers, materials, and funding. (Contains 71 references.) Descriptors: American Indian Education, Bilingual Education, Bilingualism, Educational Benefits
(2015). Comparing the Language Policies and the Students' Perceptions of CLIL in Tertiary Education in Spain and Japan, Latin American Journal of Content and Language Integrated Learning. Content and language integrated learning (CLIL) has been widely implemented in educational systems in Europe since the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in higher education in Japan although its implementation is still at an early stage. This article aims to provide a brief overview of CLIL in higher education in Spain and in Japan in relation to the social economic rationales, and to investigate students' perceptions of CLIL implementation in the two countries through questionnaire surveys. The results show differences in social economic rationales of CLIL implementation in both countries. CLIL in Spain, on the one hand, is "proactive", adhering to the bilingual and multilingual education policy in the European Union. In Japan, on the other hand, introduction of CLIL seems to be "reactive" to provide human resources with English proficiency for its economic purposes. In terms of students' perceptions, about a half of the respondents in both countries shows a positive view of CLIL at tertiary level. [More] Descriptors: Cross Cultural Studies, Language Planning, Questionnaires, Foreign Countries
(1994). Bilingual Education Policy and the Empowerment of American Indian Communities, Journal of Educational Issues of Language Minority Students. Focuses on bilingual education programs in Indian schools and communities in the southwestern United States. A social-historical analysis of bilingual education policy is presented, with findings from research on bilingual education. (59 references) Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education Programs
(2008). A Bilingual Education for a Monolingual Test? The Pressure to Prepare for TAKS and Its Influence on Choices for Language of Instruction in Texas Elementary Bilingual Classrooms, Language Policy. A tension exists for teachers in Texas bilingual third and fifth grade classrooms between state and local bilingual education policy, which encourages them to transition students gradually from Spanish into English instruction while providing bilingual support; and state and federal accountability policy, which requires them to choose a single language for each child's high-stakes test. Interview data from teachers in six Texas elementary schools suggest that the high-stakes Texas Assessment of Knowledge and Skills (TAKS), a test offered in both English and Spanish in 3rd-6th grades and used for school and district rankings at both state and federal levels, drives teachers' decisions with regards to language of instruction for their students. We argue that children who test in Spanish will be taught in Spanish, with little attention to the transition process until the testing pressures are lifted; children who test in English will be taught in English, with little attention to the support in their primary language that may determine their ability to succeed on a test in their second language. [More] Descriptors: Bilingual Education, Language of Instruction, Monolingualism, Elementary School Students