Bibliography: Bilingual Education (page 063 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Luis Lizasoain, Jose Francisco Lukas, Michele de Courcy, Lynn W. Zimmerman, Luis Joaristi, Alicia Sosa, Mai Yamagami, Kellie Rolstad, Deborah K. Palmer, and Shaw N. Gynan.

Joaristi, Luis; Lizasoain, Luis; Lukas, Jose Francisco; Santiago, Karlos (2009). Trilingualism (Spanish, English and Basque) in the Educational System of the Basque Country, International Journal of Multilingualism. The research presented here aims to show the results obtained in Spanish, Basque and English languages for a bilingual community–the Basque Country (in which two official languages coexist)–and in which a bilingual school education system has been established with three linguistic Models and classified as A, B and D (as the letter C is not normally used in Basque). These Models depend on the greater or lesser presence of Basque and Spanish, both as languages through which studies are learnt as well as vehicular languages. Although what is involved here is not a longitudinal study, data has been gathered over a four-year period (2000-2003) in order to verify that the results are stable on a yearly basis. Also requiring to be verified was whether the possible differences arising amongst pupils between the distinct linguistic Models were the same for three different age groups (12, 14 and 16 corresponding to three different school grades). Given the nested structure of the data, hierarchical linear models (HLM) have been employed for the statistical analysis of the same. The results obtained confirm that the greatest differences are in Basque between pupils in the different Models, while with Spanish and English the differences are less.   [More]  Descriptors: Bilingual Schools, Official Languages, Statistical Analysis, Indo European Languages

Gynan, Shaw N. (2001). Paraguayan Language Policy and the Future of Guarani, Southwest Journal of Linguistics. In Paraguay, a majority of the population speaks Guarani, an indigenous language. Guarani is a co-official language along with Spanish and bilingual education has been implemented. Despite these positive measures, literacy education in Guarani is limited to urban areas. The challenge is how to find the political will and economic resources to provide language education to all children in Paraguay. Descriptors: Bilingual Education, Foreign Countries, Futures (of Society), Guarani

Rolstad, Kellie (2000). "The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Cross Fire," by C. J. Ovando and P. McLaren (2000). Book Review, Bilingual Research Journal. Reviews an anthology that provides undergraduate and graduate students with theoretical and practical discussion on various ideological convictions in the fields of multiculturalism and bilingual education. Discusses theoretical conflicts and ideologies affecting the field of multiculturalism, and the more immediate effects of politics on teaching and learning in schools. Recommends the anthology as a college-level textbook. Descriptors: Bilingual Education, Book Reviews, Cultural Pluralism, Elementary Secondary Education

Hornberger, Nancy H. (2000). Bilingual Education Policy and Practice in the Andes: Ideological Paradox and Intercultural Possibility, Anthropology & Education Quarterly. Discusses bilingual education policy and reform in the context of indigenous languages of Peru, Ecuador, and Bolivia, exploring the ideological paradox inherent in transforming a standardizing education into a diversifying one and in constructing a multilingual, multicultural national identity. Data come from policy documents and practitioner narratives. Notes implications for educational practice in linguistically and culturally diverse classrooms. (Contains references.) Descriptors: Bilingual Education, Diversity (Student), Educational Change, Educational Policy

Hones, Donald F. (2001). Hmong Language, Culture and Learning: A Course for Teachers, Mid-Western Educational Researcher. "Hmong Language, Culture, and Learning" is a new required course for ESL and bilingual education minors at University of Wisconsin Oshkosh. Course elements include ethnographic research within the Hmong community; classroom discussion of Hmong language, culture, and learning issues; observing/volunteering in bilingual Hmong/English classrooms; and a weeklong visit to St. Paul, Minnesota, the heart of Hmong America. Descriptors: Cross Cultural Training, Education Courses, Experiential Learning, Higher Education

Davy, Lynn (2001). Developing a Dual-Language Program, Here's How. This newsletter issue contains the following article and features: "Developing a Dual-Language Program" (Lynn Davey); Principal's Perspective: "Battling for Bilingualism" (Maurice P. Downey, Jr.); and Web Resources. Davey's article describes how the principal of a Phoenix elementary school managed the transformation of a traditional bilingual education program into a dual language program. Topics covered include the following: community involvement, staffing, teacher support, parent involvement, staff development, academic achievement, and "timely tips."   [More]  Descriptors: Bilingualism, Computer Uses in Education, English (Second Language), National Programs

Sosa, Alicia, Ed. (2001). NABE News, 2000-2001, NABE News. This document contains the 2000-2001 issues of the "NABE News," a magazine about bilingual education. The theme of each issue is: (1) "Back to School: Anti-Bilingual Ballot Initiatives To Affect Thousands of LEP Students"; (2) "Serving Emerging Populations: School Districts Re-Tool To Respond to New Students' Needs"; (3) "NABE Celebrates 25 Years of Service to Bilingual Education"; (4) "Promoting Biliteracy: Recent Research Supports the Benefits of Biliteracy"; (5) "Meeting Standards and Serving LEP Students: Implementation of Reforms Requires Adaptation"; and (6) "Standards-Based Assessment: A Call for Accuracy, Appropriateness, Alignment, and Accomodation."   [More]  Descriptors: Asian Americans, Bilingual Education, Bilingual Education Programs, Elementary Secondary Education

Crawford, James (1998). Language Politics in the U.S.A.: The Paradox of Bilingual Education, Social Justice. Analyzes the historical roots of language attitudes in the United States, examining the evolution of current policies on ethnic diversity and bilingual education by focusing on Title VII of the Elementary and Secondary Education Act. Identifies problems for the future of bilingual education. Descriptors: Bilingual Education, Diversity (Student), Elementary Secondary Education, Ethnicity

Sherlock, Wallace (2001). Don't Forget Who Your Friends Are! A Foreign Language Teacher's View of Teacher Certification Standards for ESL/Bilingual Education, Mid-Western Educational Researcher. The Wisconsin Department of Public Instruction proposes to eliminate "stand-alone" teacher certification in bilingual education (BE) or English as a second language (ESL), creating an ESL/BE license to be added to an elementary or secondary license. The proposal promotes ESL/BE licensure of subject area teachers but ignores foreign language teachers, who frequently provide much-needed BE support in understaffed schools. Descriptors: Bilingual Education, Bilingual Teachers, Educational Practices, Elementary Secondary Education

Benson, Carolyn J. (2000). The Primary Bilingual Education Experiment in Mozambique, 1993 to 1997, International Journal of Bilingual Education and Bilingualism. Describes Mozambique's recent experiment in bilingual education that utilized two Bantu languages in transitional programs for lower primary schooling. The program offered an alternative to exclusive Portuguese, a foreign language for 98% of Mozambicans. Evaluations suggest students benefited greatly from use of the mother tongue in terms of classroom participation, self confidence, bilingualism, and biliteracy. Descriptors: Bantu Languages, Bilingual Education, Bilingualism, Elementary Education

de Courcy, Michele (2005). Policy Challenges for Bilingual and Immersion Education in Australia: Literacy and Language Choices for Users of Aboriginal Languages, Auslan and Italian, International Journal of Bilingual Education and Bilingualism. This paper deals with the author's recent work on political, sociolinguistic and educational aspects of bilingual and immersion education in Australia. Among the cases considered are: the development of a professional position statement on bilingual and immersion education, to be disseminated to policy makers; advising on an Auslan (Australian language of the Deaf) bilingual programme; and a proposed investigation of why there are no Italian late immersion programmes in Victoria, despite the importance of Italian as a community language of long standing. Several aspects of heritage/community language education in Australia will be discussed: political issues of programme staffing and funding; the impact of sociolinguistic factors, relating to a particular community language and how it is viewed by its own and other communities, on the types of programmes that will be undertaken; and the effect of educational decisions taken by school administrators on the language learning experiences of children in immersion programmes.   [More]  Descriptors: Foreign Countries, Sociolinguistics, Politics of Education, Italian

Palmer, Deborah K. (2009). Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: "Everybody Should Be Listening to Jonathan Right Now…", TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Two-way bilingual immersion education, offered in a fast-growing number of primary schools in the United States, provides primary language maintenance to minority language speakers while simultaneously offering an enrichment "foreign" language immersion experience to English-speaking children in the same classroom, generally with the same teacher. This fusion of two different groups of children, two different sets of expectations, is controversial: Is it possible to accomplish both goals at once, or will teacher and program inevitably end up serving the needs of dominant English-speaking children first? The equation is further complicated when the English speakers in a program come from mainly highly educated middle-class families, and the Spanish speakers come from mainly working-class immigrant families, as is the case in many of these programs. Drawing on audio and video data from a year-long study in a second-grade two-way classroom that shares this class gap between language groups, and using a methodology that fuses ethnography and discourse analysis, this article explores the ways English-speaking children can impact classroom conversational dynamics.   [More]  Descriptors: Language Maintenance, Language Minorities, Immersion Programs, Bilingual Education

Zimmerman, Lynn W. (2000). Bilingual Education as a Manifestation of an Ethic of Caring, Educational Horizons. An ethic of caring assumes that all children have the right to education that affirms their identity while preparing them for life. Bilingual education can be the bridge between schools' socializing role and the formation of cultural identity for language minority students. Descriptors: Acculturation, Bilingual Education, Cultural Awareness, Educational Philosophy

Yamagami, Mai (2012). The Political Discourse of the Campaign against Bilingual Education: From "Proposition 227" to "Horne v. Flores", International Multilingual Research Journal. Using the frameworks of critical discourse analysis, representation theory, and legitimization theory, this study examines the political discourse of the campaign for Proposition 227 in California–particularly, the key social representations of languages, their speakers, and the main political actors in the campaign. The analysis examines the campaign's successfully articulated discourse of language that influenced subsequent political campaigns in Arizona, Massachusetts, and Colorado, as well as the 2009 Supreme Court decision in the case of "Horne v. Flores". The article concludes with a call for a new discursive framework for language in education policy that would permit a serious and reasoned public debate about teaching languages in American schools.   [More]  Descriptors: Bilingual Education, Discourse Analysis, Educational Change, Court Litigation

Hidalgo, Margarita (2001). Spanish Language Shift Reversal on the US-Mexico Border and the Extended Third Space, Language and Intercultural Communication. Discusses language shift reversal (LSR), defined as a change in the progress affecting Spanish language use along the US-Mexico border and some other extended areas of the country during the past few decades. LSR is contrasted with reversing language shift, the result of official language policy and planning. Samples of LSR in San Diego County are presented in connection with reactions toward bilingual education in a space loaded with ambivalence. Descriptors: Bilingual Education, Intercultural Communication, Language Planning, Language Usage

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