This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Fred Genesee, Hersh C. Waxman, Cen Williams, Darin Woolpert, Jasone Cenoz, Durk Gorter, Iliana Alanis, Thomas P. Crumpler, Ilana M. Umansky, and Kathryn Henn-Reinke.
(2012). What Might Translingual Education Look Like?, Babel. The first meeting to discuss the formation of what was to become the Australian Federation of Modern Language Teachers Associations (AFMLTA) was held on 22 August 1961. The AFMLTA then officially commenced on 1 January 1962, so in fact the AFMLTA is not too distant from its 50th anniversary. A particular feature of the AFMLTA is the Keith Horwood Memorial Lecture. Keith Horwood was the foundation secretary of the AFMLTA, and after Keith's death in 1974 a family bequest in his name became available, to acknowledge an Australian who is a languages educator and doing something of particular interest. The current enactment of this bequest is through the Horwood lecture at AFMLTA conferences. It has been part of the program in this format since 2001. In this 2012 article Sherryl Saunders, President of AFMLTA introduces Alastair Pennycock as the Keith Horwood Memorial lecturer. The theme of Pennycock's lecture is "What Might Trans-Lingual Education Look Like?". [More] Descriptors: Foreign Countries, Multilingualism, Bilingual Education, Conferences (Gatherings)
(2016). European Bilingual Models beyond "Lingua Franca": Key Findings from CLIL French Programs, Language Policy. Content and Language Integrated Learning (CLIL) has expanded all around the continent following European Council guidelines, favored by competence studies that identified educational systems as a strong determinant for second language gains and deficits. Over the years since the turn of the century, CLIL has gained the support of language policy and research but the model has also come under fire for its possible elitism, for the alleged lack of fundamental research behind it and for its conspicuous favoring of English-medium school, a result that flies in the face of European multilingualism. This study provides results that put an end to the empirical vacuum of how European bilingual programs function in languages other than English and the outcomes delivered when the language of instruction is French. The study presents results of the first cohort of students leaving the CLIL/EMILE program after 12¬ years of French instruction. Results also show and interpret the effects of multilingual programs through (inter)national languages like French in monolingual areas of Southern of Europe, most precisely in Andalusia, Southern Spain. [More] Descriptors: Models, Bilingual Education Programs, Multilingualism, French
(2016). Doing More with Less: The Impact of Lexicon on Dual-Language Learners' Writing, Reading and Writing: An Interdisciplinary Journal. Dual-language learner (DLL) children typically¬ learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first through fourth grades. Children were administered standardized tests of decoding and vocabulary and a written narrative task. Narratives were analyzed for productivity, complexity, and accuracy. DLL children performed comparably to monolingual children on productivity and complexity measures. However, they differed in measures of orthographic, lexical, and morphological accuracy. They also differed in vocabulary scores. When controlling for differences in vocabulary, no differences between the DLL and monolingual groups in accuracy were found. In addition, the DLL children used a greater proportion of literate language features in their texts than the monolinguals did. The results suggest that improving DLL children's vocabulary would improve their writing in multiple areas. The possibility of a DLL advantage in literate language is addressed in the context of the children's need to regularly switch between their home and school languages. [More] Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Bilingual Education
(2016). Implementation of Content and Language Integrated Learning (CLIL) Programmes in Public Administration: Russian Students' and Matriculants' Opinion about Their First CLIL Experience, Teaching Public Administration. Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian universities. Using CLIL as a theoretically grounded framework and as an ideological platform of such an introduction, we have described Public Administration students' and matriculants' ideas on their current CLIL experience. Data comes from a survey of university students (N = 141) and formalised interviews with St. Petersburg universities' matriculants (N = 43). We draw the conclusion that their social environment is mainly monolingual and they perform daily communication in Russian. This is one of the reasons to promote CLIL as a strong methodological conception in the practice of teaching Public Administration in English in Russian higher education institutions. [More] Descriptors: Program Implementation, Second Language Programs, Higher Education, Second Language Learning
(2016). The Feasibility and Usability of the Read It Again Dual Language and Literacy Curriculum, Early Childhood Education Journal. The purpose of this paper is to describe the components, usability, and feasibility of a new Read it Again-Dual Language curriculum (RIA-DL; Durán et al. n.d.). The RIA-DL is based on the Read it Again-PreK! (Justice and McGinty 2009) and adapted to meet the unique needs of Spanish-English bilingual preschoolers. The curriculum targets meaning-based and code-based skills including oral vocabulary, print awareness, phonological awareness, and narrative development, which support strong foundations for reading achievement (August and Shanahan 2006). Fidelity and usability data are presented, followed by discussions addressing implications for teacher implementation, dual language instruction, and continued curriculum enhancements. [More] Descriptors: Feasibility Studies, Usability, Reading Programs, Reading Instruction
(2016). To Be or Not to Be EL: An Examination of the Impact of Classifying Students as English Learners, Educational Evaluation and Policy Analysis. Across the United States, students who are deemed not to be proficient in English are classified as English learners (ELs). This classification entitles students to specialized services but may also result in stigmatization and barriers to educational opportunity. This article uses a regression discontinuity design to estimate the effect of EL classification in kindergarten on students' academic trajectories. Furthermore, it explores whether the effect of EL classification differs for students in English immersion versus bilingual programs. I find that among language-minority students who enter kindergarten with relatively advanced English proficiency, EL classification results in a substantial negative net impact on math and English language arts test scores in Grades 2 through 10. This effect, however, is concentrated in English immersion classrooms. [More] Descriptors: English Language Learners, Classification, Social Bias, Labeling (of Persons)
(2000). Bilingual Teaching and Language Distribution at 16+, International Journal of Bilingual Education and Bilingualism. Focuses on the post-16 age group within the further education sector of Wales, such as in colleges that offer two main educational routes, the vocational route and the academic route which leads to university entrance A level examinations. Outlines a small-scale research project on bilingual delivery and teaching and provides a discussion on the variety of bilingual teaching contexts encountered. Descriptors: Bilingual Education, Foreign Countries, Higher Education, Language of Instruction
(2016). Interests and Conflicts: Exploring the Context for Early Implementation of a Dual Language Policy in One Middle School, Language Policy. Dual language immersion program models represent a potentially effective way to serve growing numbers of English language learners (ELLs) in schools and districts. However, local challenges, such as interpersonal conflict, can impact the process of implementing dual language policies and programs, limiting the extent to which they are able to meet academic and equity goals for ELLs. Existing research provides little direct knowledge about how disagreements and competing interests influence dual language policies and programs. This study employs qualitative methods to examine how individuals understand and interpret the conflicts around a new dual language policy at one middle school. It presents a case study of local actors at the beginning of the implementation process, highlighting the tensions created by the interaction of policy with the material and ideological concerns of the individual actors. The findings describe how the interests of staff members both aligned and conflicted with each other and with the values embedded in the dual language policy. The study also reveals the influence of the local school district central office and brings to the surface disagreements amongst the staff about the appropriate role of the central office in the policy implementation process. This study suggests that the diverse material interests and ideologies of individual actors are important factors in the language policy implementation process. [More] Descriptors: Language Planning, Language of Instruction, Immersion Programs, Bilingual Education
(2014). Critical Analysis of CLIL: Taking Stock and Looking Forward, Applied Linguistics. The growing interest in Content and Language Integrated Learning (CLIL) has resulted in enthusiasm in and active pursuit of improved methods of foreign/second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe, and externally, as compared with immersion education in and outside Europe, indicate that the core characteristics of CLIL are understood in different ways with respect to: the balance between language and content instruction, the nature of the target languages involved, instructional goals, defining characteristics of student participants, and pedagogical approaches to integrating language and content instruction. We argue further that attempts to define CLIL by distinguishing it from immersion approaches to L2 education are often misguided. The aim of this article is to examine these ambiguities and to call for clarification of the definition of CLIL. Clarification is critical if CLIL is to evolve and improve systematically and if CLIL educators are to benefit from the experiences and knowledge acquired in other educational settings. [More] Descriptors: Immersion Programs, Bilingual Education, Language of Instruction, Teaching Methods
(2012). Choosing to Comply: How Teachers and Students Used Tests in a Bilingual Charter Elementary School, ProQuest LLC. This study examines teacher and student talk about tests and test data in a bilingual charter elementary school over two academic years. Considering tests as conveying information, the analysis proposes categories to distinguish different kinds and uses of test information. Kinds of test information include that conveyed by the existence of the test, the content of the test, and the results from the test. Types of use include deciding what material to cover or re-teach, assigning students to levels and groups, and offering evidence to various audiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Bilingualism, Classroom Communication, Charter Schools, Elementary School Students
(2016). Investigating Principals' Knowledge and Perceptions of Second Language Programs for English Language Learners, International Journal of Educational Leadership and Management. This study examined principals' knowledge and perceptions of second language programs for English language learners (ELLs) operating in their schools. An open-ended survey and in-depth interviews were used to examine elementary school principals' knowledge of the second language programs implemented at their schools. The survey asked principals about the strengths and challenges accompanying the program model currently implemented in their school(s), both anticipated and unanticipated of the program, and the staffing and professional development needed to improve the program. The interview asked similar questions to those on the survey and additional questions about the specific second language program(s) operating in their schools. Results indicated that principals had very limited knowledge about the second language program(s) operating in their schools. Generally, principals attributed the success of their second language programs to the teachers in the program. The lack of knowledge about how to properly implement a second language program is of concern since it is important for principals to be instructional leaders in their schools. Knowing how teachers should implement second language programs appropriately can assist principals in providing support to teachers as well as determining the type of training that their teachers may need in working more effectively with second language students. [More] Descriptors: Second Language Programs, English Language Learners, Faculty Development, Administrator Surveys
(2012). Considering Trilingual Education. Routledge Research in Education, Routledge, Taylor & Francis Group. Based in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors. The following chapters are contained in this book: (1) Trilingualism; (2) Hamelin/Laie Schools, Barcelona: Education in Castellano, English, and Catalan; (3) American School of Barcelona: Education in Castellano, English, and Catalan; (4) Colegio Pestalozzi, Buenos Aires: Education in Spanish, German and English; (5) Riverview Elementary School, San Diego, CA: Education in Spanish, English and Mandarin Chinese; (6) Awareness of Trilingual Immigrant Experiences in the U.S.; (7) Conclusions. Also included is a Trilingual Education Program: Planning Workbook. [More] Descriptors: Multilingualism, Foreign Countries, Bilingual Education, English Language Learners
(2016). Methods and Strategies: Using Acorns to Generate an Entire Alphabet. Nature Walks Empower Young Bilingual Learners, Science and Children. The increasing presence of linguistically diverse young children in U.S. public schools has prompted science educators to recognize the need for approaches that are inclusive and sensitive to students' academic needs. The challenge is to design lessons that provide language support while actively engaging children in authentic scientific inquiry. Scholars suggest that direct access to nature enhances cognitive development and promotes language acquisition for young bilingual learners. Connections with plants and animals, Elizabeth Lawrence (1993) asserted, lay the foundation for cognitive activity. Not only do children acquire knowledge and labels about plants and other live organisms, but they also advance to more complex levels of reasoning. By planning outdoor experiences, teachers can draw on children's innate inclination to engage with nature and to facilitate content and language development, specifically knowledge of the alphabet. This column provides ideas and techniques to enhance your science teaching. In this article, the authors highlight a specific type of approach that focuses on the connections between outdoor experiences and second language development in an early childhood bilingual classroom. This lesson centers on the science standards of plant reproduction and Common Core standards for language arts, including the addition of drawings to descriptions in order to provide details. The activity took place at a child development center with prekindergarten students who embarked on a nature walk. [More] Descriptors: Alphabets, Early Childhood Education, Bilingual Education, Outdoor Education
(2016). Influence of Current Input-Output and Age of First Exposure on Phonological Acquisition in Early Bilingual Spanish-English-Speaking Kindergarteners, International Journal of Language & Communication Disorders. Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current input-output on phonological accuracy in English and Spanish in early bilingual Spanish-English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Methods & Procedures: Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish-English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single-word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early-, middle- and late-developing (EML) sounds correct were calculated. Outcomes & Results: Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input-output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input-output of a language was associated with greater accuracy in that language, English-dominant children were only significantly more accurate in English than Spanish on "late" sounds, whereas Spanish-dominant children were only significantly more accurate in Spanish than English on "early" sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English input-output, and the same held for Spanish. Conclusions & Implications: Current input-output appears to be a better predictor of phonological accuracy than age of first English exposure for early bilinguals, consistent with findings on the effect of language experience on performance in other language domains in bilingual children. Although greater current input-output in a language predicts higher accuracy in that language, this interacts with sound complexity. The results highlight the utility of the EML classification in assessing bilingual children's phonology. The relationships of intelligibility ratings with current input-output and sound accuracy can shed light on the process of referral of bilingual children for speech and language services. [More] Descriptors: Language Acquisition, Kindergarten, Young Children, Bilingual Students
(2016). "Do You Want an Idea of What They're Doing?" Transgressive Data Generation and Analysis within a Bilingual Writers Workshop, International Journal of Qualitative Studies in Education (QSE). We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants "in motion" within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher's and students' discursive moves during the event tactically disrupted the researchers' agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers' work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data "collection." We end with implications for interpreting and representing research findings. [More] Descriptors: Writing Workshops, Bilingual Education, Qualitative Research, Ethnography