This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jill Kerper Mora, L. Quentin Dixon, Birgit Strotmann, Maria Bailen, Francisco Montesinos, Carlos Skliar, Nando Masch, Sonia Bonilla, C. James Lovett, and David J. Krus.
(2010). Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework, Diaspora, Indigenous, and Minority Education. Environmental refugees are increasing worldwide. Consequently, a theoretical framework is necessary for conceptualizing them in education. This article breaks new ground by providing such a framework in education, in general, and bilingual-bicultural education, in particular. The framework is grounded in O'Sullivan's (1999, 2002) transformative learning theory and Goulah's (e.g., 2006, 2007a, 2007b, 2008, 2009a, 2009b, in press) applications of it to language education, and it conceptualizes environmental refugees' sociocultural and sociopolitical experiences with a focus on maintaining their native languages and cultural practices and empowering them in their relocated areas. This article also presents the cultivation of "planetary spatial literacies" as an example in praxis of the proposed transformative bilingual-bicultural approach based on the framework. This approach is offered not only as a means of maintaining environmental refugees' native languages and cultural practices, but also as a means of preparing them and their native English-speaking, non-environmental refugee peers for "green-collar" jobs. [More] Descriptors: Learning Theories, Multicultural Education, Bilingual Education, Transformative Learning
(2010). Can Schools Save Indigenous Languages? Policy and Practice on Four Continents: Palgrave Studies in Minority Languages and Communities, Palgrave Macmillan. This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Sami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts. This book is divided into two parts. Part I, Case Studies on Four Continents, contains the following: (1) "Out on the Fells, I Feel Like a Sami"–Is There Linguistic and Cultural Equality in the Sami School? (V. Hirvonen); (2) Top-Down and Bottom-Up: Counterpoised Visions of Bilingual Intercultural Education in Latin America (L. E. Lopez); (3) Maori-Medium Education: Current Issues and Challenges (S. May & R. Hill); and (4) Learning with Differences: Strengthening Hnahno and Bilingual Teaching in an Elementary School in Mexico City (N. Rebolledo Recendiz). Part II, Commentaries: International Perspectives on the Case Studies, contains the following: (5) Revitalization Through Indigenous Education–A Forlorn Hope? (L. Huss); (6) Commentary from an African and International Perspective (N. M. Kamwangamalu); (7) Riding the Tiger (B. Spolsky); and (8) Schools as Strategic Tools for Indigenous Language Revitalization: Lessons From Native America (T. L. McCarty). It also includes the following: (1) List of Figures and Tables; (2) Preface; (3) Notes on Contributors; (4) Introduction: Can Schools Save Indigenous Languages? Policy and Practice on Four Continents (N. H. Hornberger); and (5) Index. [More] Descriptors: Language Maintenance, Multicultural Education, Foreign Countries, Bilingualism
(2014). Improving Bilingual Higher Education: Training University Professors in Content and Language Integrated Learning, Higher Learning Research Communications. Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all teachers at a Spanish university listed as having taught content courses in English in the last academic year, and to all the Language Center directors within the network with instructions to pass the questionnaire along to the CLIL teachers at their respective universities. The questionnaire was answered by 168 teachers, with 79% of responses (n = 133) coming from four universities in Spain, Malaysia, People's Republic (P.R.) of China, and Turkey. The questionnaire results were exported to Excel and analyzed using statistical software. This preliminary phase of the research project, in which quantitative data has been analyzed, shows that CLIL teachers are intrinsically-motivated, language proficient, and aware of the need to adapt material to the bilingual classroom. In the next, qualitative phase of the project, issues regarding English language assessment, use of L1 in the classroom and scaffolding will need to be analyzed in depth in order to propose guidelines for future good practices and bilingual teacher training. [This paper was presented at the "Jornadas Internacionales de Innovación Universitaria" ("JIIU") (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).] [More] Descriptors: College Faculty, Teaching Methods, Cross Cultural Studies, Questionnaires
(2010). What Form of Language Education Do Immigrant Parents Want? An Investigation into the Educational Desires of Members of Ontario's Arab Community, GIST Education and Learning Research Journal. The purpose of this study is to investigate the language education desires [whether they be English as a second language (ESL), French as a second language (FSL), and/or heritage language classes] and needs of one segment of Ontario's ESL population, Arabic speakers, and to determine if those desires vary from the current language education offerings in Ontario's elementary schools. The findings in this study, provided by data collected from document analysis and an online questionnaire, suggest that members of Ontario's Arab community strongly value the learning of multiple languages. Also, although all participants agree that learning French is important; most agree that learning English is more important. Furthermore, in addition to supporting Ontario's bilingual language education program, members of Ontario's Arab community also desire heritage language classes. The majority of participants in this study would like their children to have access to Arabic at school to maintain their L1 and this desire is further supported by the almost 87% who agree that their children's use of Arabic is decreasing. [More] Descriptors: Immigrants, Parent Attitudes, Arabs, Foreign Countries
(1979). Two Approaches to Acculturation: Bilingual Education and ESL, Journal of American Indian Education. Explains how bilingual education programs and monolingual institutions with remedial English as a Second Language programs share the goal of acculturation. Describes resistance and opposition to bilingual education, as well as its goals, advantages, approaches, teachers, and problems. [More] Descriptors: Acculturation, American Indian Education, Bilingual Education, Bilingual Students
(2003). The Bilingual Education Policy in Singapore: Implications for Second Language Acquisition. This paper examines assumptions about second language acquisition, bilingualism, and language planning that underlie Singapore's bilingual education policy, noting how the experience in Singapore illuminates current theories in second language acquisition and language planning. In Singapore, English is promoted as the "working language," while Mandarin, Chinese, Malay, and Tamil are considered mother tongues of the major ethnic groups. In the late 1970s, the government adopted a bilingual education policy which requires that all students study their subject matter curriculum in English and all students achieve proficiency in their mother tongue. Singapore's national exams usually show upward trends for all ethnic groups, though there is an achievement gap between the Chinese majority and the Malay and Indian minority groups. Although Chinese students consistently outperform the other groups, and a greater proportion move on to higher education, each ethnic group shows strengths in different areas. Singapore's language policy reflects many common assumptions about language learning (e.g., beginning a second language early leads to higher proficiency). It also reflects many assumptions concerning language planning (e.g., language is a tool that should be carefully chosen for its utility to the national interest). (Contains 38 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English (Second Language)
(2010). Overstated Optimism: Arizona's Structured English Immersion Program under "Horne v. Flores", Online Submission. This article is an analysis of the educational implications of the Supreme Court (USSC) decision in "Horne v. Flores" (2009). The USSC remanded the Arizona case to the lower court, requiring a rehearing of petitioners' request for relief from the court's oversight of AZ's "structured English immersion" (SEI) program mandated under HB2064. The article discusses flaws in the SEI program's theoretical and research base. The author refutes claims that SEI will be effective in teaching English language or in supporting ELLs' academic achievement to reach "parity of participation" with grade-level English proficient peers as required under federal court precedents. The article argues that ballot initiative P-203, which established the one-year SEI program model, is a violation of the Equal Educational Opportunities Act. Findings of the Commission on Civil Rights (1975) supported the effectiveness of bilingual bicultural education and cautioned against ESL pullout programs such as Arizona's SEI program. [More] Descriptors: Immersion Programs, English (Second Language), Court Litigation, Federal Courts
(1993). The German Model of Bilingual Education, Language, Culture and Curriculum. The German model of bilingual education is described in terms of its history, syllabus, rationale, and aims and objectives. The essential features of the model are contrasted with other forms of bilingual education. (Contains 23 references.) Descriptors: Bilingual Education, Comparative Analysis, Foreign Countries, German
(1975). Assistant in Bilingual Education: A Model for a Paraprofessional Curriculum, TESOL Quarterly. Discusses in a general way the variations in bilingual education programs and explores the roles program assistants can play. Describes the curriculum developed at Palomar College in San Marcos, California, to prepare assistants in bilingual education. Descriptors: Associate Degrees, Bilingual Education, Bilingual Students, Bilingual Teacher Aides
(1985). Litigation Strategies for Educational Equity: Bilingual Education and Research, Issues in Education. Reviews the role of bilingual education litigation in the formation of educational equity policy. Assesses the nature and role of research on minority group language achievement. Lists fourteen suggestions for future research needed in bilingual education. Descriptors: Bilingual Education, Court Litigation, Educational Policy, Educational Research
(2003). Acquiring and Participating in the Use of Academic Spanish: Four Novice Latina Bilingual Education Teachers' Stories, Journal of Latinos and Education. Interviews with four U.S.-born, Latina, novice bilingual teachers revealed their lack of real opportunities to acquire the academic Spanish so crucial to their development as bilingual teachers. Educational policy governing Spanish-English bilingualism and biliteracy for the bilingual teacher education "pipeline" is at best incidental and at worst oppressive. (Contains 34 references.) Descriptors: Beginning Teachers, Bilingual Education, Bilingual Teachers, Educational Experience
(2004). Bilingual Deaf Education in the South of Brazil, International Journal of Bilingual Education & Bilingualism. This paper presents an analysis of Bilingual Deaf Education in Brazil, with particular reference to the South of the country. This subject is presented in context, and takes into account research carried out over the last 5-7 years. We consider the spread of bilingual = bicultural models, changes in the representation of Deaf people and Deafness and finally, the epistemological inversion of Deaf and Hearing "problems" as present in the discussion related to Deaf Education in Brazil. The analyses of the experience in Brazil are not simple. In fact, the complexity is related to the different possible readings that "Bilingual Deaf Education" can have, such as for instance, methodological, linguistic and psycholinguistic interpretations, all of which are considered in the present paper. In addition, we describe certain bilingual experiences that we have been engaged in, together with other Deaf researchers and Deaf teachers over the last decade. [More] Descriptors: Foreign Countries, Bilingualism, Deafness, Bilingual Education
(1984). State Funding for Bilingual Education, Urban Review. Discusses incentives and disincentives created for local school districts by state bilingual education funding policies. Reviews the relationship between funding and bilingual education controversies centered on measuring language proficiency, establishing entrance and exit criteria, and determining effective instructional strategies. Descriptors: Bilingual Education, Educational Finance, Educational Policy, Elementary Secondary Education
(1985). Validity of the Attitudes Toward Bilingual Education Scale with Respect to Group Discrimination, Educational and Psychological Measurement. The Attitudes toward Bilingual Education scale was shown to be valid with respect to its ability to discriminate between proponents of bilingual education and a general population. (The 23-item scale is included). Descriptors: Attitude Measures, Bilingual Education Programs, Elementary Secondary Education, Family Attitudes
(1980). Bilingual Education: What Role for Mathematics Teaching?, Arithmetic Teacher. Those aspects of bilingual education particularly relevant to the teaching of mathematics are examined. The discussion includes a brief overview of bilingual education and consideration of languages of instruction, appropriate cultural referents, and cognitive styles. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Cognitive Style