This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alyssa Rose, Manuel Ramirez, Jacob L. Ornstein-Galicia, Stuart McNaughton, Gladys Valdez, Fang Gao, Donna Starks, Gilbert L. Delgado, Richard F. Rodriguez, and Sun Hee Ok Kim.
(2010). Thinking for Speaking and Cross-Linguistic Transfer in Preschool Bilingual Children, International Journal of Bilingual Education and Bilingualism. Bilingual children sometimes produce constructions influenced by their other language (cross-linguistic transfer). Transfer can often be predicted by the existence of overlapping and ambiguous constructions in both languages. In this paper, we investigate whether cross-linguistic transfer occurs when overlapping constructions exist, but there are cross-linguistic differences in conceptualization between languages. In Study 1, French-English bilingual and monolingual preschoolers named moving figures. In French, we expected the names to be in the form noun-qui-verb (e.g. "vache qui danse"; the relative clause is optional) and in English verb-ing-noun (e.g. "dancing cow"), although alternative, overlapping constructions exist (e.g. "vache dansante"; "cow that is dancing"). The results revealed little evidence of transfer and higher rates of naming the action in English. In Study 2, we found that children were more likely to mention the action in English than in French, but could recall the action when cued. These results are consistent with thinking for speaking, selecting the target language before choosing the specific constructions to use. In order for cross-linguistic transfer to occur, the languages may need to share an underlying linguistic structure, as well as an underlying conceptualization. [More] Descriptors: Speech Communication, Verbs, Nouns, Transfer of Training
(2009). The Sequencing of Formal Reading Instruction: Reading Development in Bilingual and English-Medium Schools in Ireland, International Journal of Bilingual Education and Bilingualism. There is currently no fixed programme for sequencing of formal reading instruction in Irish-medium schools and practices vary considerably. This study compared the development of reading skills in the Irish and English languages of children from varying linguistic backgrounds and schooling experiences. Three age groups of children (N = 254) completed tasks assessing word reading, non-word reading and vocabulary, in both languages. Children attending immersion and Irish-medium schools in Irish-speaking (Gaeltacht) communities performed significantly better on the Irish tasks than the English-medium schooled children across all year groups. Differences between the performance of children in the Irish-medium schools receiving reading instruction in Irish initially and those receiving reading instruction in English first were evident only at senior infants. The former group demonstrated an early advantage on the Irish non-word reading task, while the latter performed significantly better on the English real-word reading task at senior infants. Across the Irish-schooled groups, advantages in Irish reading were observed, while any disadvantages on the English tasks were resolved by fourth class. These findings suggest that the language in which reading is formally introduced is not critical to later L1 reading attainment. [More] Descriptors: Foreign Countries, Reading Instruction, Reading Skills, Bilingual Education
(1980). Bilingual Adult Basic Education Project. Final Report. The Bilingual Adult Basic Education Project provided bilingual life skills instruction, counseling, and informational services to approximately 150 non-English-dominant adults across Pennsylvania by means of contracts to local education agencies. Students were pre- and post-tested in English and/or their native language to measure their growth in life-coping skills. Adult Performance Level (APL) test data showed knowledge gains by a substantial proportion of the students and sizable improvements in each of the five APL content areas. The project also presented staff development workshops dealing with bilingual/English as a Second Language life-skills instructional techniques and materials for adult learners. Project-developed products were English and native language versions of student needs assessment surveys, pre- and post-tests for each of the five APL knowledge areas (Community Resources, Consumer Economics, Government and Law, Health, Occupational Knowledge), and evaluation forms to monitor program implementation and evaluate its effectiveness. (Copies of products comprise the major portion of this report. There are (1) English, Vietnamese, Spanish, Lao, and Cambodian versions of the APL Needs Assesment Survey; (2) English, Spanish, and Vietnamese versions of APL pre- and post-tests; and Cambodian versions of four pretests.) Descriptors: Adult Basic Education, Bilingual Education, Cambodian, Career Education
(2010). Learning Korean Language in China: Motivations and Strategies of Non-Koreans, International Journal of Bilingual Education and Bilingualism. The ethnographic research reported in this article documents how a group of non-Korean families, whose children are participating in a Korean bilingual school in Northeast China, construct their motivations and strategies of learning Korean language. The main motivation of expectancy of further education opportunities and success in future career and strategies mainly in establishing Korean sociocultural context for Korean language acquisition are described. The positive attitude of non-Korean families toward Korean language studies highlights the functional importance of Korean language as a means of acquiring a larger benefit from China's economic marketization, especially increasing business contacts with South Korea. With the challenges of Korean language studies, this article argues that the increasing significance of trilingualism or even multilingualism in China's reform period implies the necessity of relevant policy initiations for the increasing needs of language acquisition. [More] Descriptors: Bilingual Schools, Ethnography, Foreign Countries, Korean
(2009). Assessing the Long-Term Effects of an Experimental Bilingual-Multicultural Programme: Implications for Drop-Out Prevention, Multicultural Development and Immigration Policy, International Journal of Bilingual Education and Bilingualism. The principal objective of this study was to investigate the long-term (35-36 years) effects of a K-3 bilingual-multicultural programme by studying the former Mexican-American participants and controls as adults in their 30s and 40s. The controls were enrolled in an English immersion programme and were matched to the experimental programme participants in terms of ethnicity, generation level and SES; attendance at the same school; and residence in the same community. The two groups were compared on WRAT-3 achievement scores, high school graduation rates, fluency in English and Spanish, cultural values and on reported multicultural participation. A small sample of participants from each of the groups also participated in intensive interviews to assess their opinions about Proposition 227, bilingualism and recent immigrants from Mexico. Our data supported the findings of previous long-term bilingual programme effectiveness studies that showed that two-way/maintenance programmes are related to long-term academic achievement, increased high school graduation rates and do not delay Americanisation or interfere with academic performance in English. All participants, regardless of group, opposed Proposition 227 and viewed new immigrants as positively impacting their communities. They also perceived bilingualism as an asset contributing to their quality of life. [More] Descriptors: Graduation Rate, Graduation, Academic Achievement, Quality of Life
(2009). Issues in Second Language Literacy Education with Learners Who Are Deaf, International Journal of Bilingual Education and Bilingualism. Deaf learners whose first language is American Sign Language face particular challenges and constraints in developing literacy in English as a second language. These constraints are interrogated and discussed in terms of their relationship to issues of language proficiency in both L1 and L2, and to models of second language literacy education. Suggestions are proposed as to ways in which these constraints might be addressed in designing future bilingual programs for deaf learners. [More] Descriptors: Literacy Education, Second Language Learning, Deafness, Bilingual Education Programs
(1981). A Problem-Solving Model for Integrating Science and Language in Bilingual/Bicultural Education. Bilingual Education Paper Series, Vol. 5, No. 1. An integrated bilingual science instruction model is described. Intended primarily for Spanish-speaking children in the Southwest, it specifies how the dominant language skills and the second language might be synchronized and be mutually supportive with science learning in a way relevant to the Latino culture. For purposes of discussion and clarification, the integrative model is contrasted with three hypothetical models: the transfer, the balanced bilingual, and the ESL models. It is argued that a problem-solving approach to science instruction with the proper hands-on activities could improve the bilingual/bicultural program by: (1) focusing more on cognitive operations of science; (2) involving the children in actual problem-solving thought processes; and (3) improving skills in both languages. More specifically, the model spells out how skills in both languages can be used in a basically immersion approach, that is, an approach which uses science-oriented materials to teach the second language. Further, the model is directed toward teaching both English and Spanish as second languages through science instruction. Because there is a lack of bilingual science materials appropriate for Southwest Spanish speakers, it is suggested that teachers develop materials from hands-on materials written in English for teacher use. Suggestions are made for this procedure as well as for creation of materials by the teacher. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education
(2009). Learning to Read in Ratanakiri: A Case Study from Northeastern Cambodia, International Journal of Bilingual Education and Bilingualism. In Ratanakiri province, northeastern Cambodia, the majority of the local people are native speakers of ethnic minority languages. Primarily subsistence farmers, they use their own language to communicate with others in their villages, and as they work in their rice fields. A baseline survey taken between 1996 and 1998 in five such villages showed that more than 95% of the people could not read and write any language. At the time a literacy program was initiated, there were no other Mother Tongue First literacy programs anywhere in Cambodia for speakers of indigenous ethnic minority languages. Between 1997 and 2002 educational materials were prepared in four of these languages and a village program was initiated. Community participation was the key to the success of the program. Students who complete the program in their own language may go on to more advanced classes to learn to read the national language, Khmer. This paper discusses how against a background in which all previous programs for ethnic minority people had been designed only for reading Khmer, this program was guided by a rationale of Mother Tongue First as the driving principle for acquiring literacy for speakers of indigenous minority languages. [More] Descriptors: Bilingual Education, Official Languages, Community Involvement, Foreign Countries
(2010). The Role of Fathers in Language Maintenance and Language Attrition: The Case of Korean-English Late Bilinguals in New Zealand, International Journal of Bilingual Education and Bilingualism. The father's role in children's L1 maintenance and L2 learning is a relatively unexplored area. This study considers the L1 and L2 proficiency of 30 Korean-English late bilinguals who immigrated to New Zealand during their adolescence and how their L1 and L2 proficiency is influenced by the language use of family members. Data were collected through a questionnaire, a vocabulary test and a story-retelling task, and analysed in terms of language use and language proficiency measures. While language use of Korean siblings and fathers is shown to have a dual role in both affecting language use and L1 proficiency, the language use of Korean mothers is not associated with their children's patterns of language use or their children's L1 proficiency. We attribute the differences to different types of interaction between Korean mothers and fathers, and their adolescent children. The data also show that parental language use plays a minimal role in the adolescent L2 acquisition. [More] Descriptors: Language Skill Attrition, Language Patterns, Language Maintenance, Siblings
(2009). Analysing Language Education Policy for China's Minority Groups in Its Entirety, International Journal of Bilingual Education and Bilingualism. Two main bodies of literature are identifiable in minority education policy studies in China. Many adopt a descriptive approach to examining policy documents and general outcomes in their historical contexts while others focus on evaluating preferential policies made to address inequality issues in minority education. In most discussions, educators and scholars analyse or speculate about rationale behind minority education policies promulgated by governments at various levels in different periods. Rare attempts are made to develop a conceptual framework to make it possible to analyse the policy process in its entirety. Scholars and educators have seldom defined the relevant actors of a policy, to relate the policy to issues concerning these actors in the matrix of the social hierarchy, and to evaluate how policy outcomes feed back into the policy making and implementation cycle. This paper proposes an analytical framework that addresses these issues on the basis of a comparative analysis of recent literature on bi/trilingual education policies, official policy documents for minority groups and their implementation. The comparative overview is complemented by three case studies in three regions where empirical data were collected. [More] Descriptors: Policy Formation, Foreign Countries, Comparative Analysis, Minority Groups
(1981). Issues in Bilingual/Multicultural Special Education. Handicapped children of cultural and linguistic groups different from those of the majority culture are presently unable to attain an appropriate education. Bilingual/multicultural exceptional children are overrepresented in special education classes in comparison to their percentage of the total population, as a result of biased assessment practices. Adequate assessment instruments have not been developed which can fairly assess children of different linguistic or cultural groups. Insufficient numbers of professional personnel are adequately equipped to develop, administer, or interpret assessment instruments or procedures. Programs either do not exist or are inadequate for children who are legitimately identified as requiring special education services. Minority children must deal with discrimination based upon racial or ethnic identity as well as the negative impact of special education labels. Because teacher attitudes and expectations are important to the success of minority children receiving special education services, utilization of minority professionals who are familiar with the field of special education would be advantageous. Most curriculum material is culturally and historically irrelevant to minority children. There is a need for comprehensive, evaluated programs which take into account diverse learning styles and cognitive development of bilingual/multicultural children. Descriptors: Bilingual Education, Blacks, Cultural Differences, Disabilities
(2009). "Smuggling the Vernacular into the Classroom": Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa, International Journal of Bilingual Education and Bilingualism. In South Africa, as in many parts of postcolonial Africa, English dominates the political economy and as a result is the medium of instruction chosen by the majority of South African schools, despite the fact that most learners do not have the opportunity to acquire English to the levels necessary for effective engagement with the curriculum. Where teachers and learners share a common home language, there is frequently a gap between language policy and practice, and codeswitching by teachers and learners is a common strategy to achieve a range of social and pedagogical goals. However, in teachers' training the multilingual realities of the classroom have most often been framed in terms of a linguistic problem, with a deficit view of codeswitching. As a result, the potential to use two languages in the classroom in a structured and systematic way to support learning has not been generally recognised or developed. In addition, codeswitching practices are often covert with teachers 'smuggling the vernacular into the classroom' and adopting very different linguistic practices when observed, with serious implications for classroom-based research. This paper explores the conflicts and tensions in classroom codeswitching in the context of macrolevel contestations around language status and rights. [More] Descriptors: Rural Schools, Language Planning, Multilingualism, Foreign Countries
(2009). Biliteracy and Language Development in Samoan Bilingual Classrooms: The Effects of Increasing English Reading Comprehension, International Journal of Bilingual Education and Bilingualism. This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9-13 year old Samoan children. The general aim was to examine patterns of biliteracy and language development exploring relationships between targeted changes in L2 and levels of language and literacy in L1 (Samoan) in this special intervention context. The intervention results in substantially increased levels of L2 reading comprehension over two years compared with English medium Samoan children and reduced the "lag" in gains in L2 reading comprehension in bilingual classrooms apparent in baseline measures at the beginning. As predicted here was a strong relationship between L1 oral language levels and L1 reading comprehension. But there was no relationship between L1 oral levels and L2 reading comprehension levels. However, there was a significant positive relationship between L2 reading comprehension and L1 reading comprehension. This study suggests the possibility of transfer from L2 to L1 in reading comprehension. Given the nature of the intervention it appears the possible transfer would be likely due to specific aspects of instruction in this special bilingual context. [More] Descriptors: Reading Comprehension, Intervention, Bilingual Education, Oral Language
(1984). The Hispanic Deaf: Issues and Challenges for Bilingual Special Education. Focusing on the Hispanic deaf child, the book begins with an overview which briefly discusses the history, litigation, legislation, and recent trends in bilingual and special education, and the issues regarding minority hearing-impaired children. Next, the status of Hispanics in special education is discussed, followed by reports of a 1979-80 survey of hearing-impaired children from non-native-language homes and a 1976 survey of Hispanic hearing-impaired students and their families in New York City. The last 10 articles deal with the sociolinguistic considerations in developing a language program for the hearing-impaired Hispanic child; the bilingual problems of the Hispanic deaf child; a framework for considering alternatives to the language of instruction for hearing-impaired students from non-English-speaking homes; language intervention for hearing-impaired children from linguistically and culturally diverse backgrounds; language and/or system assessment for Spanish/deaf preschoolers; assessment of Hispanic children and the implications for Hispanic hearing-impaired children; issues in the development of culturally responsive programs for deaf students from non-English-speaking homes; a model for school services to Hispanic hearing-impaired children; competencies and preparation of teachers of Hispanic hearing-impaired children; and a model for outreach programs for the Hispanic deaf. A 42-item list of information sources, funding agencies, journals, and newsletters concludes the book. Descriptors: Bilingual Education, Deafness, Educational Assessment, Educational History
(2009). Russian in Latvia: An Outlook for Bilingualism in a Post-Soviet Transitional Society, International Journal of Bilingual Education and Bilingualism. What makes people, in shifting power positions of a post-independence period, plan on disusing an already known L2 or learn a new L2? What are the reasons for such shifts and what outcomes can, therefore, be predicted for the future of societal bilingualism surviving alongside ongoing efforts at monolingual unification in a newly independent nationstate? In my paper, I examine Russian in Latvia, and also societal bilingualism in the country in terms of L1/L2 users, language-minority education, competitiveness and language policy, couched in a discussion of various theoretical perspectives on language and nationalism. The Baltic republic, which re-established its independence from the Soviet Union in 1991, has retained a legacy of not only a substantial proportion of the Russian-speaking population who are now learning Latvian as their L2, but also even a slightly greater number of Russian-speaking non-Russians (i.e. Latvians and other ethnic minorities) who had an obligation to acquire and use Russian as their L2 during the Soviet era. [More] Descriptors: Language Planning, Speech Communication, Bilingual Education, Monolingualism