This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alice Sterling Honig, Lena Heine, Rachel Barouch Gilbert, Vanamala Viswanatha, Vivian Presiado, Urmishree Bedamatta, Ngoc Ba Doan, R. Anthony Rolle, Shailaja Menon, and Olusola O. Adesope.
(2014). Models of the Bilingual Lexicon and Their Theoretical Implications for CLIL, Language Learning Journal. Although many advances have been made in recent years concerning the theoretical dimensions of content and language integrated learning (CLIL), research still has to meet the necessity to come up with integrative models that adequately map the interrelation between content and language learning in CLIL contexts. This article will suggest that recent models of the bilingual lexicon make a fruitful starting point for this purpose, because they stress the close interrelation between conceptual and linguistic strata. Besides a language-specific conceptual dimension, these models cater for developmental aspects of extension and restructuring of cognitive concepts, including a reciprocal relationship between L1, L2 and the conceptual dimension. Such a differentiated understanding of the cognitive structures underlying student performances is suggested as an appropriate basis for pedagogically appropriate intervention. [More] Descriptors: Models, Second Language Learning, Second Language Instruction, Native Language
(2017). Translanguaging in Bilingual Teacher Preparation: Exploring Pre-Service Bilingual Teachers' Academic Writing, Bilingual Research Journal. Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore translanguaging practices of pre-service bilingual teachers in academic writing. Findings showed that Latina pre-service bilingual teachers creatively leveraged their Spanish and English linguistic repertoire to produce meaningful Spanish writing. Moreover, pre-service teachers created translanguaging spaces through writing in multiple ways, showing the potential of translanguaging as a practice in action and a pedagogical tool to defy the monolingual tradition prevailing in bilingual teacher preparation. [More] Descriptors: Bilingual Teachers, Bilingual Education, Teacher Education, Academic Discourse
(2012). Tips for Teachers to Help Bilingual Chinese Immigrant Children, NHSA Dialog. Teachers of young children in Chinese immigrant families need to help children become proficient in English (ESL) while affirming the children's bilingual abilities. Pictures, gestures, pantomimes, and props as well as specific input of school-related words help bilingual young children learn English. Teachers read storybooks in English while supporting parental desires to continue to share storybooks in their native language. Ask children to teach the class some special words in Chinese and arrange for a variety of ethnic foods at some lunchtimes. Celebrate cultural holidays such as the Chinese New Year dragon festival parade. [More] Descriptors: Immigrants, Bilingualism, Migrant Children, Migrant Education
(2014). Collaborative Translations: Designing Bilingual Instructional Tools, Journal of Education. Recognizing the role of collaboration and multilingual literacy as 21st-century skills, the authors used design research methods to present, analyze, and refine a strategic reading approach for bilingual students. The collaborative translation strategy involves reading an academic text, translating key passages, and evaluating these translations. Discussions provide a rich context to support thoughtful connections to textual concepts. The authors describe the development and refinement of a domain-specific instructional theory that informs collaborative translation. Findings suggested the promise of the strategy for increasing engagement and providing a central instructional role for heritage languages. [More] Descriptors: Instructional Design, Material Development, Bilingual Education, Multilingual Materials
(2017). Writing through Partnership: Fostering Translanguaging in Children Who Are Emergent Bilinguals, Journal of Literacy Research. A critical function of schooling is to provide young writers with opportunities to explore real-life, out-of-school experiences through writing. However, literacy instruction in U.S. schools primarily (and sometimes almost exclusively) focuses on the tested skills, with little recognition of children's diverse backgrounds and experiences. The predominance of English-only instruction further limits the potential for many children who speak languages other than English at home to develop a sense of agency that is fundamental to academic development. Although bilingual and bidialectal children bring rich linguistic and cultural repertoires that could serve as resources for the development of school-based reading and writing, curriculum is seldom structured to take advantage of these resources. This study reports on two minoritized kindergarten students in a dual language (DL) classroom. The study documents how the teacher's use of "buddy pairs" created a classroom environment where students could take risks and participate in translanguaging. Results show that both emergent bilingual students benefited from a classroom environment in which their home language was valued and translanguaging was encouraged. [More] Descriptors: Bilingualism, Code Switching (Language), Bilingual Education, Kindergarten
(2014). The Education of English Learners in California Following the Passage of Proposition 227: A Case Study of an Urban School District, Penn GSE Perspectives on Urban Education. This paper focuses on the implementation of Proposition 227 and its impact on the education of English learners in California's K-12 public schools since its passage in 1998. The paper begins with an examination of the sociopolitical context surrounding the proposition and its implementation. The implementation of the new law is then discussed, including inconsistencies and challenges. Since Proposition 227 was approved and implemented during a period of extensive educational reform in California, its intersection with other state mandates is also discussed. A case study of a large urban school district is presented to illustrate the impact of implementation at the district level. The paper concludes with a discussion of educationally-responsive policies and practices for the education of English learners based on the current policy context. [More] Descriptors: English (Second Language), Bilingual Education, State Legislation, Educational Change
(2014). Teaching in Two Tongues: Rethinking the Role of Language(s) in Teacher Education in India, Contemporary Education Dialogue. This article is a sharing of emergent ideas about the potential role of languages in teacher education (TE) programmes in multilingual contexts in India. Languages play a critical role in TE programmes where they shape both the learning as well as the future teaching of prospective teachers. This role acquires particular significance in multilingual contexts, such as those encountered in most Indian settings. We draw upon multiple disciplines to develop a theoretical conception of language and language learning that is both socio-culturally located as well as critical in nature. We contextualise the discussion by describing the situation vis-à-vis languages and language teaching in India. Next, we develop and describe a rationale for adopting a bilingual/multilingual position in TE programmes in India. Finally, we describe a few possibilities for the practice of language teaching. The article should be read as an invitation to further study and dialogue, rather than as a definitive position on the issues addressed. [More] Descriptors: Foreign Countries, Teacher Education, Language Role, Bilingual Education
(2017). "Sàng KhÃ¥n" as a Theorizing Tool in Mobility Education, Education Sciences. The current virtual and physical mobility of humans, ideas, knowledge and epistemologies has major implications for education, especially in settings where English is seen as the default medium of instruction. While diversity is inherent in mobility, English-only pedagogy is a denial of the richness and potential of diverse resources learners bring with them through their mobility. This paper reports a philosophical stance and pedagogical practices employed by a lecturer in English language education at an Australian university. It argues that students' full linguistic resources and epistemologies, known as "sàng khÃ¥n", contribute to their agency and can be used as tools to theorise new knowledge in the context of their mobility education. [More] Descriptors: Teaching Methods, Language of Instruction, English, Foreign Countries
(2014). How Do You Say "Twos" in Spanish, if "Two" Is "Dos"? Language as Means and Object in a Bilingual Kindergarten Classroom, Harvard Educational Review. In this essay Naomi Mulvihill uses vignettes from her bilingual kindergarten classroom to explore the dynamic processes by which young children make sense of language, focusing on instances in which she asks her students to compare texts presented in English and Spanish. Using Piaget's concept of disequilibrium as a guiding framework, Mulvihill details the questions children ask and the ideas they ponder when faced with unexpected language puzzles. By privileging her students' voices, she illustrates the tensions, confusions, and insights children experience as they navigate the complexity of language acquisition and literacy instruction in two languages. She suggests that it is through the exploration of these tensions that her students–and all learners–come to new understandings about language and the world around them. [More] Descriptors: Kindergarten, Bilingual Education, Spanish, English (Second Language)
(2014). Students' Home Languages and the Struggle for Space in the Curriculum, International Journal of Multilingualism. Although the importance of using students' home languages in education has been recognised for many years, home languages that are not official languages often struggle to find space in school curricula. This paper examines the ways that language-in-education policies influence the space available for non-official languages in the curriculum. It begins with a brief overview of the historical context that shapes how languages are understood in education. It then presents a critical review of some policies that allocate space to students' home language in the curriculum in order to examine certain ways that such policies both allow and constrain that space. It examines contexts that exemplify some of the key issues which students' home languages confront in educational settings, whether they are present as official languages or non-official languages, as a medium of instruction or a class subject. It then identifies some of the factors that contribute to the marginalisation of students' home languages in educational policy and practice. [More] Descriptors: Native Language, Language Usage, Language of Instruction, Teaching Methods
(2014). The MLE Teacher: An Agent of Change or a Cog in the Wheel?, Australian Journal of Indigenous Education. This article examines the role of the multilingual education (MLE) teacher in the mother tongue-based MLE program for the Juangas, a tribe in Odisha, an eastern state of India, and is part of a broader study of the MLE program in the state. For the specific purpose of this article, I have adopted Welmond's (2002) three-step process: identifying culture-specific knowledge about the role of a teacher; examining the state's education objectives that influence teachers' behaviour and experiences; and focusing on the behaviour and experience of teachers at the local level. These three steps constantly merged into one another during the examination of the subject under discussion. The paper recognises that the MLE teachers are not only first-generation teachers, but also first-generation practitioners of MLE, and therefore need to be resourceful and experimental in their classroom practices. However, given the national imperative to achieve universal elementary education by 2015, within the para-teacher framework adopted by the Government of India, the MLE teacher seems to be just a means to an end. [More] Descriptors: Multilingualism, Bilingual Education, Language Teachers, Foreign Countries
(2017). Divergence of Languages as Resources for Theorizing, Education Sciences. This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being "international". The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of "service learning" which is rendered in "Ti?ng Vi?t" (i.e., Vietnamese language) as "h?c t?p ph?c v? c?ng d?ng". The analysis of the conceptual divergence represented by these "Ti?ng Vi?t" concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism. [More] Descriptors: Language Variation, Service Learning, Global Approach, Multilingualism
(2014). Cultural Genocide through Mainstream Media: A Brief Critical Analysis, Journal of Latinos and Education. While the U.S. mainstream media continues to exercise its right of way in the American landscape, the predominant culture faces a population and popularity decrease. Diversity is slowly finding a perennial nest for growth, although minorities are still being shelled by mainstream media that consciously and unconsciously make the attack a priority in their news and entertainment properties. This article provides an overview of the cultural genocide caused by mainstream media, considering it is in the hand of the hegemonic group that finds it necessary to condemn anything that is different in a society that is pluralistic by nature. [More] Descriptors: Mass Media, Cultural Pluralism, Minority Groups, Population Trends
(2014). Efficacy Beliefs, Job Satisfaction, Stress and Their Influence on the Occupational Commitment of English-Medium Content Teachers in the Dominican Republic, Educational Psychology. The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers' self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed. [More] Descriptors: Foreign Countries, Self Efficacy, Job Satisfaction, Stress Variables
(2014). An Efficacy Analysis of the Texas School Funding Formula with Particular Attention to English Language Learners, Journal of Education Finance. The general purpose of this article is to extend the examination of previous efficacy analyses of Texas' education finance system by paying particular attention to the ability of the Texas Foundation School Program (FSP) to generate revenue to support ELL educational activities. This article will examine the efficacy of formula components within the Texas funding mechanism, how individual components within the Texas FSP act as significant predictors of combined state and local revenue. In addition, in order to focus specifically on the varying concentrations of students defined as ELLs, this article also will examine the efficacy of individual components within the Texas funding mechanism for five sub-groups of districts, stratified by percentage of students defined as ELLs quintiles across the state [More] Descriptors: Funding Formulas, Educational Finance, Financial Support, State Aid