This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lynne Toubkin, Margaret M. Mulhern, Hsiu Tan Liu, Chun Jung Liu, Christine Helot, Nicholas Gardner, Angela Uribe de Kellett, Yu Ren Dong, Bonita Squires, and Calliope Haritos.
(2002). Communication, Constructivism, and Transfer of Knowledge in the Education of Bilingual Learners, International Journal of Bilingual Education and Bilingualism. Discusses a theoretical framework to educate bilingual learners that links the communicative approach and the constructivist approach to learning with the transfer of knowledge from one language to another. The framework is illustrated in the communication, constructivism, and transference of knowledge (CCT) model where bilingual students use their second language when performing academically in the subject matter areas. Descriptors: Bilingualism, Communicative Competence (Languages), Constructivism (Learning), English (Second Language)
(2002). The Recovery of a First Language: A Case Study of an English/Spanish Bilingual Child, International Journal of Bilingual Education and Bilingualism. Explores the process of language recovery in an English-Spanish bilingual 6-year-old child. Documents the rapid process of recovery that took place and, based on these results, considers the value of maintaining "passive bilingualism" in children. Examines the strategy employed by the family to achieve this. Descriptors: Bilingualism, Case Studies, English, Family Role
(2002). Modular Perspectives on Bilingualism, International Journal of Bilingual Education and Bilingualism. This research review traces the current discussion on models of bilingualism to the contributions of Vygotsky and Luria. Proposes that a modular approach to studying the different aspects of bilingual development promises to chart a course toward finding a broader common ground around research findings and interpretations that appear to be irreconcilable. Descriptors: Bilingualism, Language Research, Models, Research Methodology
(2002). Russian Bilingual Science Learning: Perspectives from Secondary Students, International Journal of Bilingual Education and Bilingualism. Describes one secondary Russian/English bilingual science teacher's practice and her literate students' experiences as they learn science and adapt to a new school. Discusses the notion of whether literacy skills in the native language are transferable to a second language. Descriptors: Bilingualism, English (Second Language), Literacy, Russian
(2002). Language Interference and Language Learning Techniques Transfer in L2 and L3 Immersion Programs, International Journal of Bilingual Education and Bilingualism. Examines the relationships between the first (L1), second (L2), and third (L3) language in immersion programs for Russian-speaking students in Israel. Two parallel and similar immersion programs, which were carried out for the same population, but with different target languages (L2 Hebrew and L3 English), are described. Presents tentative findings on language learning techniques transfer and interference within the set of three languages. Descriptors: Bilingualism, English (Second Language), Foreign Countries, Hebrew
(2002). Two Kindergartners' Constructions of Literacy Learning in Spanish: A Challenge to Superficial Balanced Literacy Instruction, International Journal of Bilingual Education and Bilingualism. Examines the literacy learning experiences of two children of Mexican descent becoming literate in their home language, Spanish. The children's experiences reveal problematic aspects of an instructional approach in which a teacher attempts to balance a traditional phonetic approach to teaching literacy with holistic literacy experience. Descriptors: Bilingualism, Kindergarten, Kindergarten Children, Literacy Education
(2016). Articulatory Suppression Effects on Short-Term Memory of Signed Digits and Lexical Items in Hearing Bimodal-Bilingual Adults, Journal of Deaf Studies and Deaf Education. We can gain a better understanding of short-term memory processes by studying different language codes and modalities. Three experiments were conducted to investigate: (a) Taiwanese Sign Language (TSL) digit spans in Chinese/TSL hearing bilinguals (n = 32); (b) American Sign Language (ASL) digit spans in English/ASL hearing bilinguals (n = 15); and (c) TSL lexical sign spans in Chinese/TSL hearing bilinguals (n = 22). Articulatory suppression conditions were manipulated to determine if participants would use a speech- or sign-based code to rehearse lists of signed items. Results from all 3 experiments showed that oral suppression significantly reduced spans while manual suppression had no effect, revealing that participants were using speech-based rehearsal to retain lists of signed items in short-term memory. In addition, sub-vocal rehearsal using Chinese facilitated higher digit spans than English even though stimuli were perceived and recalled using signs. This difference was not found for lexical sign spans. [More] Descriptors: Short Term Memory, Bilingual Students, Bilingual Education, Adults
(2002). Turning Knowledge of Basque into Use: Normalisation Plans for Schools, International Journal of Bilingual Education and Bilingualism. Describes the context of Basque language revitalization and offers a detailed picture of the motives, organization, and execution of the Ulibarri program, a program for the normalization of the use of Basque in school. Descriptors: Basque, Bilingual Education, Bilingualism, Language Maintenance
(2002). Code-Switching and Learning in the Classroom, International Journal of Bilingual Education and Bilingualism. Addresses the issue of code switching in the classroom and analyzes the roles and functions of the first language in the second language class. The observation of intra-sentential code switching shows complex learning ad communicative strategies and emphasizes the need to better understand these strategies and their role in the learning process. Descriptors: Bilingualism, Code Switching (Language), Language Role, Learning Processes
(2016). El Cruce, Association of Mexican American Educators Journal. The following reflective essay describes the literal journey of an undocumented immigrant who left his family in Jalisco, Mexico, as a teenager and eventually became a bilingual educator who earned two master's degrees and a Ph.D. in the United States. Within this narrative, the author not only describes the challenges in crossing into the U.S. but also weaves in lessons he has learned as an educator of other bilingual immigrant children. The "AMAE Journal" is proud to publish this compelling essay posthumously. Miguel passed away on November 25, 2015, after three months of battling liver cancer. He is survived by his wife, Araceli, and two sons, Miguel Alejandro and Andre. "El Cruce" is the opening chapter of Dr. Alvarez's unpublished 2015 dissertation, "The Role of Language in Students' Reading Trajectory: Exploring a Summer Reading Enrichment Program." Miguel Alvarez earned his PhD at the University of Texas–San Antonio in the Department of Bicultural-Bilingual Studies. [More] Descriptors: Foreign Countries, Undocumented Immigrants, Bilingual Education, Bilingual Teachers
(2002). Bilingualism and Language Education in French Primary Schools: Why and How Should Migrant Languages Be Valued?, International Journal of Bilingual Education and Bilingualism. Highlights a language awareness project in a small primary school in the Mulhouse area of Alsace in France as an example of how languages of unequal status can be placed on an equal footing in a school context, how children can be educated to linguistic and cultural variety, and the teachers can be made aware of the linguistic and cultural wealth present in their classes and their community. Descriptors: Bilingual Education, Bilingualism, Elementary Education, Foreign Countries
(2002). Identifying and Applying the Communicative and the Constructivist Approaches To Facilitate Transfer of Knowledge in the Bilingual Classroom, International Journal of Bilingual Education and Bilingualism. Provides recommendations for the implementation of the communication, constructivism, and transference of knowledge (CCT) model in the education of English language learners (ELLS). Describes how the CCT model is identified in research studies and suggests specific recommendations to facilitate the implementation of the model in the education of ELLs. Descriptors: Bilingualism, Communicative Competence (Languages), Constructivism (Learning), English (Second Language)
(2002). Developmental Examination of Memory Strategies in Bilingual Six, Eight, and Ten Year Olds, International Journal of Bilingual Education and Bilingualism. Examines the relationship between languages in long-term memory in bilingual English-Greek 6-, 8-, and 10-year-olds. Children heard stories consisting of two events, each in a different language, over 2 days and were asked to recall information from the stories on the third day. Results are discussed within a developmental framework of bilingual memory that considers individual and contextual variables, including cognitive and social demands of the retrieval task. Descriptors: Bilingualism, Children, Developmental Stages, English
(2002). Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students, International Journal of Bilingual Education and Bilingualism. Reports on a year-long study of three biology teachers' language integrated biology teaching to nonnative English speaking students. Used extensive classroom observations and interviews to provide a portrait of these teachers' working with multilingual, multicultural, and multilevel students. Descriptors: Bilingualism, Biology, Classroom Observation Techniques, English (Second Language)
(2014). Who's Segregated Now? Latinos, Language, and the Future of Integrated Schools, Educational Administration Quarterly. Background: Since the passage of "Brown v. Board of Education" in 1954, the demographic landscape of American schools has changed dramatically. By 2011, there were 12.4 million Latinos enrolled in prekindergarten to 12th-grade public schools, which constitutes 23.9% of the U.S. student population. A primary challenge that faces schools today is the increasing segregation of these Latinos, who are now the most segregated group of students in the West. Despite the Supreme Court decision to address the plight of segregation of Latino students, desegregation and language programming to assist English learners has been viewed as contradictory and competing with each other. Implications: The authors contend that school and community leaders should focus on the promotion of dual immersion, International Baccalaureate, and magnet programs to provide Latino, and particularly, English learners, the opportunity to attend strong integrated schools. [More] Descriptors: Hispanic American Students, Court Litigation, English Language Learners, Bilingual Education