This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Robert G. Newcombe, Larissa Aronin, Jane A. Kembo, Margaret Probyn, Rupert Wegerif, Vivian de Klerk, Tom T. Stritikus, Lynda Pritchard Newcombe, Stephen Krashen, and David Singleton.
(2001). The Effect of Knowledge about the L1 on Foreign Language Skills and Grammar, International Journal of Bilingual Education and Bilingualism. Examines the effect of knowledge about language on the learning of foreign language skills and grammar. Students (n=252) completed a questionnaire, metalinguistic awareness test, Raven's Progressive Matrices Test, a linguistic creativity test, and English tests. Hypothesized that students' knowledge about language would have a significant effect on reading, writing and grammar English tests. Descriptors: English (Second Language), Grammar, Knowledge Level, Language Tests
(2001). Adult Language Learning: The Effect of Background, Motivation, and Practice on Perserverance, International Journal of Bilingual Education and Bilingualism. Evaluated the WLPAN method of intensive language teaching by studying 7 students at Cardiff University's Centre for Teaching Welsh to Adults. Using questionnaires and interviews, factors affecting students' ultimate ability to speak Welsh were examined. Factors included students' motivation, background in Welsh or other foreign languages, and attitudes of fluent Welsh speakers learners encountered outside the classroom. Descriptors: Adults, Foreign Countries, Intensive Language Courses, Interviews
(2001). From Personal to Political: Proposition 227, Literacy Instruction, and Individual Qualities of Teachers, International Journal of Bilingual Education and Bilingualism. This ethnographic study examines the local enactment of literacy practice in the new policy context created by California's Proposition 227. Considers the influence of the law on two elementary schools in a rural district that allowed schools to choose how they would implement Proposition 227. Analysis explores the connection between the individual qualities of three teachers. Descriptors: Bilingual Education, Educational Policy, Elementary Education, English (Second Language)
(2001). Oracy and the Educational Achievement of Pupils with English as an Additional Language: The Impact of Bringing "Talking Partners" into Bradford Schools, International Journal of Bilingual Education and Bilingualism. Examined whether an intervention based on what is known about how children learn language could make a significant difference to English as an additional language learners' control over oral language, particularly in relation to literacy learners. Results from a range of assessments show it is possible to accelerate such learning. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, English (Second Language)
(2001). Sense of Japanese Cultural Identity Within an English Partial Immersion Programme: Should Parents Worry?, International Journal of Bilingual Education and Bilingualism. The Attitudes towards Japan and the West questionnaire was constructed to examine how English immersion students in an elementary school in Numazu City, Japan subjectively perceive themselves in relation to Japan and the West. Five subscales were identified.The questionnaire was also given to Japanese immersion students and to comparable non-immersion public school students. Descriptors: English (Second Language), Foreign Countries, Immersion Programs, Questionnaires
(2001). Diglossia and Its Practice in Multilingual Fiji, International Journal of Bilingual Education and Bilingualism. Explores the notion of diglossia in the three main languages of Fiji–Bauab Fijian, Shudh Hindi, and English. Discussion focuses on situating the languages both historically and socially in a multilingual context. Descriptors: Diachronic Linguistics, Diglossia, English (Second Language), Foreign Countries
(2001). The Cross-Marriage Language Dilemma: His Language or Hers?, International Journal of Bilingual Education and Bilingualism. Reports on language shift on a micro level in a study carried out on 10 cross-language English/Afrikaans marriages. Explores the language dynamics, attitudes, and usage patterns within these families, and reports on the relative levels of success in achieving family bilingualism. Provides an overview of factors influencing language usage in these homes, and offers a view on possible long-term linguistic outcomes for these families. Descriptors: Afrikaans, Bilingualism, English, Family Environment
(2001). L1 Development in an L2 Environment: The Use of Cantonese Classifiers and Quantifiers by Young British-Born Chinese in Tyneside, International Journal of Bilingual Education and Bilingualism. Data from 34 British-born Chinese-English bilinguals are examined to elucidate patterns of first language (L1) development in a second language environment. Based on tape-recorded conversations and narrative data, analysis focuses on use of two Cantonese morphosyntactic features, classifiers, and quantifiers. Findings suggest despite a slight positive correlation between age and Cantonese ability, there is evidence of delayed and stagnated (L1) development. Descriptors: Age, Bilingual Education, Bilingualism, Cantonese
(2001). Development of the First Language Is Not a Barrier to Second-Language Acquisition: Evidence from Vietnamese Immigrants to the United States, International Journal of Bilingual Education and Bilingualism. Elementary and middle school children in California who speak Vietnamese as a first language reported high levels of oral competence in Vietnamese and a desire to maintain Vietnamese language and culture. There was no evidence that the development of the first language was a barrier to second language acquisition. Descriptors: Bilingualism, Elementary Education, Immigrants, Language Acquisition
(2001). Teachers' Voices: Teachers' Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa, International Journal of Bilingual Education and Bilingualism. Explores perceptions and practice of teachers teaching through English as an additional language (EAL) in township schools in South Africa. Lessons of five excellent teachers teaching mathematics, accounting, science, business economics, and history through EAL were videotaped, and teachers were interviewed about their perceptions of teaching through EAL. Descriptors: Classroom Techniques, English (Second Language), Foreign Countries, Interviews
(2012). Affordances Theory in Multilingualism Studies, Studies in Second Language Learning and Teaching. The concept of affordances originating in Gibson's work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances. [More] Descriptors: Affordances, Multilingualism, Bilingual Education, Second Language Instruction
(2001). Being Bilingual: Perspectives of Third Generation Asian Children on Language, Culture and Identity, International Journal of Bilingual Education and Bilingualism. Concerns a study of the views of the bilingualism of a group of Asian children and youth. Within the context of a semi-structured interview, subjects reflected on the role of their languages in their lives. They noted their lack of proficiency in their Asian languages, their parents' efforts to support those languages, and the importance of these languages for maintaining bonds with their families and communities. Descriptors: Adolescents, Bilingualism, Children, English (Second Language)
(2001). Trilingualism in Malta: Social and Educational Perspectives, International Journal of Bilingual Education and Bilingualism. Examines the reasons behind Maltese children's choice of languages. Presents results of a survey designed to learn which languages Maltese children are being taught and what the perceptions are regarding the importance of the most commonly taught languages in Malta. Descriptors: Bilingualism, Foreign Countries, Language Attitudes, Multilingualism
(2001). Testing of Inferencing Behaviour in a Second Language, International Journal of Bilingual Education and Bilingualism. Argues that there are many problems attendant to the testing of second language inferencing. Two reading tests, one culturally familiar and the other culturally unfamiliar were administered to secondary school students who are not native speakers of English. Four categories of inferences were tested in four different situations. Results showed that certain inferences were more difficult to make. Descriptors: Bilingualism, Cultural Awareness, English (Second Language), Inferences
(2001). Generic and/or Specific Advantages of Bilingualism in a Dynamic Plurilingual Situation: The Case of French as Official L3 in the School of Samedan (Switzerland), International Journal of Bilingual Education and Bilingualism. Focuses on attitudes and competencies of eighth grade native Rumansch speakers in Samedan, Switzerland. Argues that Samedan pupils–with their bi- or plurilingul backgrounds, a Romance language as a main school language, and the geographical proximity of Italian–have more positive attitudes toward French and better competencies than monolingual German-speaking peers from a German-speaking village in the same canton. Descriptors: Bilingualism, Foreign Countries, French, Grade 8