Bibliography: Bilingual Education (page 425 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Julie Bradshaw, Jinny K. Choi, Deirdre Martin, Andrea Truckenbrodt, ZhaoHong Han, Alexandra Jaffe, Peter Martin, Nancy H. Hornberger, Ellen Skilton-Sylvester, and Peter W. Martin.

Pavlenko, Aneta (2003). "Language of the Enemy": Foreign Language Education and National Identity, International Journal of Bilingual Education and Bilingualism. The focus of the present paper is on the relationship between national identities and foreign-language education policies and practices. The paper examines this relationship through a juxtaposition of three sociohistoric contexts in which sociopolitical events led to major changes in foreign-language education: post-World War I United States, post-World War II Soviet Union, and post-communist Eastern Europe. On the example of these case studies, it is argued that shifts in national identity images and sociopolitical allegiances have implications for foreign-language policies and practices. It is also argued that foreign-language learners may choose to construct oppositional identities in language classrooms: some, for patriotic reasons, may reject the languages imposed on them, while others may instead reject the dominant national identity and create an alternative one through the means of a foreign language.   [More]  Descriptors: Patriotism, Second Language Learning, War, Foreign Countries

Tannenbaum, Michal (2003). The Multifaceted Aspects of Language Maintenance: A New Measure for its Assessment in Immigrant Families, International Journal of Bilingual Education and Bilingualism. Patterns of language maintenance among immigrants have been researched widely, and lie at the core of daily life for immigrant families. The present study reports on a questionnaire developed to assess various aspects of language maintenance, focusing on parent-child communication. Parents and children of 307 immigrant families living in Sydney, Australia, were asked about their use of and preference for language in a range of contexts involving communication between parents and children. Factor analyses of the questionnaires revealed distinct dimensions for parents and children. The parent sample showed evidence of domain separation, with a greater tendency toward use of and preference for the mother tongue in intimate interactions, as opposed to the public domain, where the tendency to use English was higher. No distinction emerged across domains between use of and preference for language. In contrast, use of and preference for language in the children's sample emerged as distinct facets of language maintenance, with no indication of domain separation. Children reported using their parents' mother tongue more than they would prefer to in general, and more with their mother than with their father in particular.   [More]  Descriptors: Language Patterns, Language Maintenance, Mothers, Foreign Countries

Boyd, Sally (2003). Foreign-Born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent, International Journal of Bilingual Education and Bilingualism. Reports results of a series of modified matched-guise tests measuring the attitudes of school principals, pupils, and other judges in Sweden towards foreign-born teachers' language proficiency and suitability to teach in a Swedish school. Results indicate that all groups of judges are accurate in judgments regarding accentedness. Judgments of grammatical correctness and lexical richness did not match objective measures of speakers' proficiency. Descriptors: Administrator Attitudes, Foreign Countries, Grammatical Acceptability, Language Attitudes

Martin, Peter W. (2003). Interactions and Inter-relationships Around Text: Practices and Positionings in a Multilingual Classroom in Brunei, International Journal of Bilingual Education and Bilingualism. Reports on a microethnographic study of a number of classrooms in different areas of Negara Brunei Darussalam, a small Malay Islamic Monarchy on the Northern coast of Borneo, Southeast Asia. Focuses on one classroom in a small up-river school away from the malay center and in one of the few areas in the country where a form of Malay is not the major language of the community. Descriptors: Classroom Environment, Ethnography, Foreign Countries, Language of Instruction

Hornberger, Nancy H. (2003). Afterword: Ecology and Ideology in Multilingual Classrooms, International Journal of Bilingual Education and Bilingualism. Provides an afterword to this special issue of the journal on multilingual classroom ideologies, which focuses on interrelationships, interaction, and ideology. Descriptors: Classroom Environment, Ideology, Interaction, Intercultural Communication

Al-Khatib, Hayat (2003). Language Alternation among Arabic and English Youth Bilinguals: Reflecting or Constructing Social Realities?, International Journal of Bilingual Education and Bilingualism. The aim of this paper is to reflect on bilingual performance and specifically language alternation in informal contexts. In this reflection I have focused on the language choice of bilingual speakers when they are not restricted by the social factors of formal settings to adopt one code or the other. I have adopted Poplack's framework in evaluating the traditional reflective aspect of grammatical competence of three youth bilinguals as they used intrasentential, intersentential and the forbidden intromorphemic language alternation in two comparatively distinct languages. In addition to this, I have correlated the base matrix language of the utterances in the informal context, applying Myers-Scotton's functional differentiation, with the macro-social influences, reflecting the bilinguals' acclaimed communicative competence. As far as the reflective approach goes, bilingual performance and specifically language alternation is viewed positively when the bilingual uses his or her two languages in a manner that conforms to the dictates of the macro-social situation, hence reflecting his or her sociolinguistic competence. At the same time the bilingual speaker's performance needs to demonstrate linguistic abilities by using language alternation only at specific intervals that do not interfere with the syntactic and morphological constraints of the languages involved, hence reflecting his or her grammatical competence. Bilingual performance outside this reflective framework is frowned upon as "motivated by an inability to carry out conversation in the language on the floor at the moment" (Myers-Scotton, 1995: 48). My argument is that bilingual performance, and specifically language alternation, has primarily pragmatic and interpersonal considerations. In a bilingual performance that is not reflective of the macro-social influences of the situation of the utterance, the bilingual speaker intends to defy the expected performance to impart extra-linguistic messages through language alternation at specific choice points of his or her utterance to impart new themes and construct new micro-situations.   [More]  Descriptors: Grammar, Semitic Languages, Code Switching (Language), Social Influences

Creese, Angela (2003). Language, Ethnicity, and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses, International Journal of Bilingual Education and Bilingualism. Examines the construction of two bilingual English as an additional language teachers' positionings during a 2-day student staged protest against a perceived racist incident in a London secondary school. Examines how these bilingual teachers' ethnicity and language resources in Turkish and English are employed by the school to reproduce a discourse of diversity that attempts to level out difference. Descriptors: Classroom Environment, English (Second Language), Ethnicity, Foreign Countries

Skilton-Sylvester, Ellen (2003). Legal Discourse and Decisions, Teacher Policymaking, and the Multilingual Classroom: Constraining and Supporting Khmer/English Biliteracy in the United States, International Journal of Bilingual Education and Bilingualism. Looks at ways U.S. English language policies at the micro and macro levels have influenced the development of Khmer biliteracy for children and adults. Shows the power of teacher policymaking and the role of the legal system in shaping what is possible in multilingual classrooms in the United States. Descriptors: Cambodian, Classroom Environment, English (Second Language), Multilingualism

Choi, Jinny K. (2003). Language Attitudes and the Future of Bilingualism: The Case of Paraguay, International Journal of Bilingual Education and Bilingualism. Examines the language attitudes of parents and secondary school students who are participating in programs where both official languages of Paraguay–Spanish and Guarani–are taught. Studies the relationship between linguistic attitudes and usage. Descriptors: Bilingualism, Foreign Countries, Guarani, Language Attitudes

Creese, Angela; Martin, Peter (2003). Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies, International Journal of Bilingual Education and Bilingualism. Introduces this special issue of the journal. All of the articles but one were presented in a colloquium at the Third International Symposium on Bilingualism at the University of the West of England. The theme of the conference was the multilingual classroom and specifically the complex interrelationships, interactions, and ideologies within such classrooms. Descriptors: Classroom Environment, Elementary Secondary Education, Ideology, Interaction

Martin, Deirdre (2003). Constructing Discursive Practices in School and Community: Bilingualism, Gender, and Power, International Journal of Bilingual Education and Bilingualism. Addresses the following question: How are young bilingual informants positioned and how do they position themselves and others through discursive strategies within structures of languages, gender, and schooling. Draws on two theoretical approaches to understand the nature of language and power relations in a specific historical location in a particular institutional setting. Descriptors: Bilingualism, Discourse Analysis, Elementary Education, Elementary School Students

Bradshaw, Julie; Truckenbrodt, Andrea (2003). Divergent Orientations to Greek and its Teaching in an Australian Greek School, International Journal of Bilingual Education and Bilingualism. The Greek community in Australia attempts, with reasonable success, to maintain Greek language proficiency in succeeding generations, but attitudinal barriers within the community may be impeding the process. A study of the stakeholders (primary and secondary staff, parents, students and management) of one Greek independent school in Melbourne reveals shared values but also extensive diversity in perceptions. Data drawn from interviews, questionnaires and observations allow the construction of profiles of staff, on the basis of which distinct communities of practice can be identified within the school. These groups show divergent orientations to the role of Greek in the school and the status of Australian Greek in general. The teachers are also divided on who has the right to teach the language, and which language teaching methodology should be used. The views of parents and students are also discussed. Both groups express strong language loyalty, but among the students this does not appear to translate into motivation in class.   [More]  Descriptors: Private Schools, Student Attitudes, Foreign Countries, Language Teachers

Han, ZhaoHong (2003). Fossilisation: From Simplicity to Complexity, International Journal of Bilingual Education and Bilingualism. Discusses major conceptual and methodological issues surrounding language fossilization. Shows that fossilization is related to various manifestations of failure in second language learning. Argues that in constructing theories of second language acquisition, fossilization remains a central issue to be confronted and explained and suggests the need to develop principled approaches to investigating it. Descriptors: Bilingualism, Linguistic Theory, Second Language Learning

Jaffe, Alexandra (2003). Talk Around Text: Literacy Practices, Cultural Identity, and Authority in a Corsican Bilingual Classroom, International Journal of Bilingual Education and Bilingualism. Examines literacy practices in a Corsican bilingual classroom–where both Corsican and French are used–and focuses on the way that pedagogical practices attribute authentic and powerful identities to both the minority language and to learners. Descriptors: Bilingualism, Classroom Environment, Ethnography, Foreign Countries

McLeay, Heather (2003). The Relationship between Bilingualism and the Performance of Spatial Tasks, International Journal of Bilingual Education and Bilingualism. The well-documented evidence that bilinguals demonstrate cognitive advantages over monolinguals is used as a foundation for the hypothesis that bilinguals will be better able to solve certain spatial tasks, and a theoretical framework for this hypothesis is constructed. The paper describes an experiment to explore this hypothesis. A series of spatial test items involving the comparison of diagrams of like and unlike pairs of knotted and unknotted ropes at varying orientations was given to 41 subjects. The subjects were 11 balanced bilingual Welsh/English and 30 monolingual English speakers. Bilinguals performed the tasks more quickly than monolinguals. The tasks were intended to stimulate the use of mental imagery in their execution. There was a difference in complexity across the 72 test items and some of the tasks were processed more slowly than others by all subjects. For example, rotation of one of the pair increased the processing time for both monolinguals and bilinguals. The results indicate that, as well as showing greater proficiency overall, bilinguals were better able to deal with the more complex tasks. The findings are taken to show a relationship between some aspects of spatial ability, mental imagery and bilingual language processing.   [More]  Descriptors: Test Items, Imagery, Monolingualism, Language Processing

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