Bibliography: Bilingual Education (page 370 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jean Conteh, Catherine A. Stafford, Jim Anderson, Jennifer M. Jones, Avril Brock, Gary Barkhuizen, Larisa Warhol, Christina Higgins, Huamei Han, and Yu-Chiao Chung.

Conteh, Jean; Brock, Avril (2011). "Safe Spaces"? Sites of Bilingualism for Young Learners in Home, School and Community, International Journal of Bilingual Education and Bilingualism. Drawing together the work of two researchers engaged in ongoing, longitudinal research with practitioners in early years and bilingual complementary settings, this article argues that bilingual learners in the early years need and are entitled to particular kinds of "safe spaces" to succeed in their education. Historical and policy contexts, and the theories that underpin this stance are discussed, along with their implications for learning. The central argument is supported, and links are made across the contexts considered, by revealing vignettes from the research of the ways in which educators mediate languages and learning with young bilingual learners in home, community and educational settings. International comparisons are drawn. Implications for the professional roles and knowledge of educators, and for initial teacher education are made, with practical examples which synthesise the issues and illuminate the theoretical frameworks discussed.   [More]  Descriptors: Bilingual Students, Bilingualism, Longitudinal Studies, Early Childhood Education

Higgins, Christina; Stoker, Kim (2011). Language Learning as a Site for Belonging: A Narrative Analysis of Korean Adoptee-Returnees, International Journal of Bilingual Education and Bilingualism. Through analyzing narratives of Korean heritage language (HL) users, this article explores whether and to what degree these language users experience social inclusion and a sense of belonging in Korean society. We expand the field of HL research by investigating the experiences of four Korean-born, US-raised adoptee-returnees who currently reside in Seoul, South Korea and speak Korean as an additional language. We employ ethnographically-informed narrative inquiry by drawing on interviews, observations, and the personal experience of the second author (a member of this community) to explore how adoptee-returnees' learning of Korean as a HL affects their settlement success, social recognition, and sense of ethnic and cultural belonging in the country of their birth. The participants' narratives show that they feel distanced by Korean citizens in daily interactions, and that they connect more closely with people on the margins of Korean society, including other Korean adoptees. Despite this apparent lack of social inclusion, adoptee-returnees do claim belonging through their participation in the "third place" of the adoptee-returnee social network in Seoul in a myriad of ways.   [More]  Descriptors: Korean Culture, Foreign Countries, Korean, Social Networks

Piller, Ingrid; Takahashi, Kimie (2011). Linguistic Diversity and Social Inclusion, International Journal of Bilingual Education and Bilingualism. This introduction provides the framework for the special issue by describing the social inclusion agenda of neoliberal market democracies. While the social inclusion agenda has been widely adopted, social inclusion policies are often blind to the ways in which language proficiency and language ideologies mediate social inclusion in linguistically diverse societies. If language is written into social inclusion policies, it is often done in a top-down manner informed by linguistic ideologies of monolingualism and linguistic discreteness rather than an informed understanding of the realities of communication in linguistically diverse societies. By contrast, the contributors to this special issue draw on ethnographic case studies to show that the key linguistic challenge of the social inclusion agenda is the promotion of inclusive language ideologies and language practices that value diversity. We end the introduction by elucidating implications for policy and research.   [More]  Descriptors: Linguistics, Ideology, Monolingualism, Language Proficiency

Otsuji, Emi; Pennycook, Alastair (2011). Social Inclusion and Metrolingual Practices, International Journal of Bilingual Education and Bilingualism. In this paper, we explore the implications of metrolingual language practices for how we understand social inclusion. A vision of social inclusion that includes bi- and multilingual capacities may comprise an appreciation of a diversity of languages other than English, and the skills and capabilities of multilingual language users, yet it is all too often premised on an understanding of language use that cannot escape its origins in statist understandings of language ideologies where a particular language is associated with a particular cultural, ethnic or geographical configuration. Recent studies show the creative ways in which language users cross linguistic and cultural boundaries to form new linguistic and cultural possibilities. In this paper, we therefore ask how we can open up an understanding of social inclusion to include not only the recognition of bilingual capacity but also the fluidity and flux of the "metrolingual" workplace where creative language use beyond static linguistic boundaries are present. Such a move, however, raises important questions for what is included and excluded in any model of social inclusion since it renders the boundaries of difference more fluid than in other approaches to language diversity. We conclude by suggesting to the extent that social inclusion has become the "new multiculturalism," it can, if broadly conceived and allied to metrolingualism, present a new way forward in understanding language and social disadvantage.   [More]  Descriptors: Linguistics, Multilingualism, Language Role, Ideology

Stafford, Catherine A. (2011). Bilingualism and Enhanced Attention in Early Adulthood, International Journal of Bilingual Education and Bilingualism. This exploratory study investigated executive attention during nonverbal and verbal processing among adults with a range of bilingual experience. Previous research has found that bilingual children control their attention better than their monolingual peers and that superior attentional control in some processing contexts persists into adulthood among lifelong bilinguals. An open question is whether late-acquired experience learning and using two languages can lead to enhanced executive attention or whether these cognitive advantages are available only to individuals whose bilingualism develops in early childhood. A total of 48 Spanish-English bilinguals completed verbal and nonverbal tasks designed to assess aspects of executive attention including inhibitory control and monitoring and switching of attention (i.e. working memory capacity). Preliminary results suggest an association between bilingual experience and enhanced efficiency of these components of executive attention in the nonverbal domain. Furthermore, a significant relationship between the efficiency of inhibitory control in verbal and nonverbal domains hints at a connection between specific control over language and enhanced domain-general executive control that may be more or less evident depending on task demands. These encouraging pilot results warrant larger-scale replication that brings together data from both linguistic and nonlinguistic processing as bilingualism research seeks to extend its understanding of bilingual cognition.   [More]  Descriptors: Short Term Memory, Monolingualism, Bilingualism, Cognitive Processes

Anderson, Jim; Chung, Yu-Chiao (2011). Finding a Voice: Arts-Based Creativity in the Community Languages Classroom, International Journal of Bilingual Education and Bilingualism. There have been moves in a number of countries in recent years to develop appropriate pedagogies for the teaching of community/heritage languages, distinct from foreign language and mother tongue models. At the same time there has been a growing interest in ways of developing learners' creative abilities and there are grounds for believing that an approach which gives priority to this may be especially fruitful for bilingual/bicultural learners. This study examined the contribution that arts-based creativity involving stories, art works, dance, drama and multimedia can make to the learning and teaching of community/heritage languages in the British context. Using largely qualitative research methods, data were collected in four London schools, two mainstream and two complementary (voluntary, community based) over three terms. Key findings arising from analysis clustered around four broad areas: language and literacy, cognition, intercultural understanding, personal and social development. As well as identifying the impact on learners, insights were gained into pedagogy and professional development and these are also commented upon.   [More]  Descriptors: Creativity, Qualitative Research, Research Methodology, Social Development

Kubota, Ryuko (2011). Learning a Foreign Language as Leisure and Consumption: Enjoyment, Desire, and the Business of "Eikaiwa", International Journal of Bilingual Education and Bilingualism. Social inclusion typically refers to the integration of the disadvantaged into the mainstream society as a national agenda. However, social inclusion in a broader sense addresses aspirations to be included in a global imagined community as well as a local community of like-minded people. Drawing on a qualitative study of men and women learning "eikaiwa" [English conversation] in informal settings in Japan, this paper investigates the aspects of leisure and consumption as characteristics of foreign language learning, rather than investment for gaining cultural capital. This perspective highlights the enjoyment of socializing with the teacher and the peers and forms of "akogare" [desire/longing] including romantic desire and the aspiration to be like other Japanese people with fluency in English. The manifestations of romantic "akogare" for white English-speaking men related to learning English were nuanced, diverse, and identified across gender and race. The dimension of leisure and consumption produces and reflects the business interest of the "eikaiwa" industry which commodifies and exploits whiteness and native speakers. The aspects of leisure and consumption challenge the possibility of critical engagement in foreign language learning.   [More]  Descriptors: Second Languages, Second Language Learning, Foreign Countries, Native Speakers

Jones, Jennifer M.; Barkhuizen, Gary (2011). "It Is Two-Way Traffic": Teachers' Tensions in the Implementation of the Kenyan Language-in-Education Policy, International Journal of Bilingual Education and Bilingualism. This article reports on an ethnographic study which investigated the implementation of the Kenyan language-in-education policy in a school in rural Western Kenya. The study reveals the complexity of policy implementation in a multilingual and multiethnic context where language shift and civil unrest are occurring, and where there is pressure to move learners to Kiswahili and English despite the policy's support for mother tongue (MT) education in the early grades. In such a setting teachers are caught in the middle of conflicting aspirations and are left having to balance their ideals for language teaching with the complex reality of their teaching context. In order to manage the tensions which arise in this situation, teachers employ classroom practices such as code-switching and choral teaching, and endeavour to move learners as quickly as possible from the MT, in this case Sabaot, to the languages of wider communication. Included in the article is a conceptual framework which illustrates the most significant areas of tension for Sabaot teachers. This framework could serve as a guide for other groups to identify potential tensions in the fact-finding stage of language planning.   [More]  Descriptors: African Languages, Language Planning, Language of Instruction, Multilingualism

Menard-Warwick, Julia (2011). Chilean English Teacher Identity and Popular Culture: Three Generations, International Journal of Bilingual Education and Bilingualism. Recent discussions on English as an International Language have highlighted the important role played by English language popular culture for the identities and bilingual development of diverse global citizens who learn and use English. However, there has been little attention to connections between popular culture and "teacher" identity. In this article, based on life history interviews with Chilean English teachers, I draw on a Bakhtinian theoretical framework to illustrate similarities and differences between generations of teachers in their appropriation of English language popular culture. I examine discursive connections between these investments and their English teacher identities, outline teachers' perspectives on popular culture and English language pedagogies, and conclude by discussing the links between pedagogy, bilingual development, and English teacher identities in an era of globalization.   [More]  Descriptors: Popular Culture, Global Approach, Biographies, Language Teachers

Park, Joseph Sung-Yul (2011). The Promise of English: Linguistic Capital and the Neoliberal Worker in the South Korean Job Market, International Journal of Bilingual Education and Bilingualism. English is often assumed to be a key to material success and social inclusion, and this belief commonly works to justify the global dominance of English, glossing over and rationalizing broader social inequalities. This paper extends the discussion of this fallacy of "the promise of English" to the domain of the South Korean job market, where skills in the English language play a major role in determining one's access to white-collar jobs. Since the 1990s, different modes of English language testing have emerged as popular means for evaluating job applicants for Korean corporations, constantly upgrading the criteria for "good English". Through a discussion of how such changes are linked with the conception of self in the neoliberal workplace and how evaluation of linguistic competence is always a matter of social and ideological interpretation, this paper demonstrates why, in the Korean job market, the fulfillment of the promise of English is constantly deferred.   [More]  Descriptors: Linguistic Competence, Job Applicants, Linguistics, Language Tests

Rehner, Katherine (2011). The Sociolinguistic Competence of Former Immersion Students at the Post-Secondary Level: The Case of Lexical Variation, International Journal of Bilingual Education and Bilingualism. This paper examines two sociolinguistic lexical variables, "work" and "to dwell," in the spoken French of former immersion students in their first or fourth year at a bilingual university in Ontario, Canada. Their patterns of use are compared to those of non-immersion graduates in the same institution, to Ontario high school immersion students, to former immersion students living in daily contact with French in Montreal, Canada, and to native speakers of Canadian French. The results suggest that, while under-performing in relation to the Montreal learners and the native speakers, the former immersion university students are at an advantage over their non-immersion university and their high school immersion counterparts in mastering socially stratified lexical variants, but that this advantage does not extend to socially neutral variants. The results are discussed in light of the relative levels of exposure to "naturalistic" French experienced by the various speaker groups.   [More]  Descriptors: Sociolinguistics, Immersion Programs, Foreign Countries, French

Yates, Lynda (2011). Interaction, Language Learning and Social Inclusion in Early Settlement, International Journal of Bilingual Education and Bilingualism. While first language social networks offer immigrants practical and emotional support in the early period of their settlement in a new country, the development of social networks through English is crucial at this time not only for the acquisition of the linguistic and social capital vital to their long-term advancement, but also for the development of a community that is socially inclusive. In this paper I draw on data from a nation-wide study of the experiences of newly arrived immigrants over a one-year period as they studied English in an on-arrival program and moved on to work and study in the community. I first explore the opportunities they reported for using and making social connections through English and then consider the impact of the issues they encountered on their language learning and attitudes to the community. I then reflect on the implications for a dynamic view of social inclusion as driving rather than reacting to social change.   [More]  Descriptors: Social Change, Social Networks, Social Capital, Immigrants

Warhol, Larisa (2011). Native American Language Education as Policy-in-Practice: An Interpretative Policy Analysis of the Native American Languages Act of 1990/1992, International Journal of Bilingual Education and Bilingualism. This paper reports on findings from an interpretive policy analysis of the development and impacts of landmark federal legislation in support of Native American languages: the 1990/1992 Native American Languages Act (NALA). Overturning more than two centuries of federal Indian policy, NALA established the federal role in preserving and protecting Native American languages. Indigenous languages in the USA are currently experiencing unprecedented language shift. This shift is largely the result of past language education policy for Native Americans which included repressive policies intended to eradicate Native American languages. NALA as it supports and protects Native languages is a reversal of these past policies. Although some argue that NALA has come too late and is largely ineffectual (funding has been limited and most Native American languages are already in serious decline), others link NALA to the twin goals of enhanced tribal sovereignty and academic achievement. This is the first in-depth study that examines the development, implementation, and impact of this policy initiative.   [More]  Descriptors: Tribal Sovereignty, Federal Legislation, American Indians, Policy Analysis

Han, Huamei (2011). Social Inclusion through Multilingual Ideologies, Policies and Practices: A Case Study of a Minority Church, International Journal of Bilingual Education and Bilingualism. Adopting a materialist and processual approach to language and specifically multilingualism, this paper explores what language ideologies a minority, non-educational institution embraced and how this facilitated social inclusion through constructing institutional multilingualism within societal monolingualism. Specifically, I document how a Chinese church in English-dominant Canada developed institutional multilingualism over time by adopting multiple languages institutionally, allowing code-switching in various events, and assigning speaking roles based on identities beyond linguistic performance. Examining the socioeconomic conditions that made multilingual ideologies, policies and practices commonsense at that church, I discuss the implementational and ideological spaces that may be opened up, as well as the challenges they presented for individuals and institutions. In order to further the social inclusion agenda, I argue for making the materialist and processual view of multilingualism more accessible and operational to the general public, and particularly to educational practitioners.   [More]  Descriptors: Multilingualism, Ideology, Monolingualism, Foreign Countries

Oriyama, Kaya (2011). The Effects of the Sociocultural Context on Heritage Language Literacy: Japanese-English Bilingual Children in Sydney, International Journal of Bilingual Education and Bilingualism. What factors support linguistic minority children in developing and maintaining literacy in their heritage languages (HLs)? Very few quantitative studies have explored the role of sociocultural factors, especially in the development and maintenance of HL literacy. This paper addresses this gap by examining how the sociocultural context affects general and specific aspects of Japanese literacy among school-age children of Japanese heritage living in Sydney. Specifically, it investigates the effects of society, community, and school on literacy development through three contrasting analyses: (1) Bilinguals vs. Monolinguals to examine the effects of the wider society; (2) Community bilinguals vs. Individual bilinguals to investigate the effects of community contact; and (3) Contact monolinguals (attending a full-time Japanese school in Sydney) vs. Non-contact monolinguals (in Japan) to study the effects of school. Free-style writing and a written test were used as data for the statistical analyses which highlight the characteristics of Japanese HL learners' literacy, and the need for mainstream support and appropriate teaching materials/methods. The results indicate that while the wider sociocultural context contributes significantly to HL literacy maintenance, community also plays an important role, and formal schooling in Japanese has the potential to override negative influences from the wider sociocultural context.   [More]  Descriptors: Language Minorities, Language Maintenance, Foreign Countries, Literacy

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