This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Joaquim Arnau, Monica Lara, Sally Brown, S. O. S. Ncoko, M. Caron, Stephen May, M. J. Secombe, L. McAlpine, Karen D. Thompson, and J. J. Smolicz.
(2000). Codeswitching Among Multilingual Learners in Primary Schools in South Africa: An Exploratory Study, International Journal of Bilingual Education and Bilingualism. Discusses the incidence of codeswitching in primary schools in South Africa and examines the speakers' motivations for employing codeswitching. The discussion is informed by current theoretical frameworks in codeswitching research. Implications of codeswitching for education in South Africa are considered. Descriptors: Code Switching (Language), Elementary Education, Foreign Countries, Multilingualism
(2000). Educational Policies and Language Maintenance in Multilingual Settings: Australia and The Philippines, International Journal of Bilingual Education and Bilingualism. The educational policies and levels of language maintenance found in the linguistically diverse societies of Australia and The Philippines are compared. Respondents in the study were senior secondary school students and their parents who were selected from three non-Tagalog-speaking communities in the Philippines (Cebuano, Ilocano, and Waray). Descriptors: Comparative Analysis, Educational Policy, Foreign Countries, Language Maintenance
(2000). Language Ideologies and Heritage Language Education, International Journal of Bilingual Education and Bilingualism. Explores divergent Quichua language ideologies among an indigenous group of the Southern Ecuadorian Andes. Analysis of interviews with indigenous highlanders reveals the presence of two conflicting Quichua language ideologies. Provides insight into language attitudes in the face of language shift and how language ideologies are critical to the success of heritage language programs and language revitalization efforts. Descriptors: Foreign Countries, Ideology, Indigenous Populations, Interviews
(2010). Enhancing the Reading Process: Tips for ASL/English Bilingual Classrooms, Odyssey: New Directions in Deaf Education. In the author's role as a teacher trainer, her goal is for future teachers of the deaf to have a more solid foundation. From her own personal teaching experiences, in her observations of effective reading teachers, and with support from current literature, the author has compiled a list of strategies that will help teachers using a bimodal bilingual approach to reading instruction. Tips for American Sign Language (ASL)/English bilingual classrooms are presented. [More] Descriptors: Reading Instruction, American Sign Language, English, Bilingual Education
(2016). Collaborative Work and Language Learners' Identities When Editing Academic Texts, HOW. This paper presents a qualitative case study that involved three groups of English as a foreign language pre-service teachers at a Colombian private university. Each group attended tutoring sessions during an academic semester. Along these sessions, students were asked to work collaboratively in the editing process of some chapters of their thesis project through a corpus interface. Students wrote journals and participated in interviews about their experiences. Teachers also wrote journal entries to describe and interpret their observations from the meetings. Findings reveal the participants' identities that emerged from their group dynamics and their insights about their collaborative process when editing academic texts. [More] Descriptors: Foreign Countries, Preservice Teachers, Language Teachers, Second Language Instruction
(2000). Accommodating and Resisting Minority Language Policy: The Case of Wales, International Journal of Bilingual Education and Bilingualism. Explores institutional and attitudinal difficulties faced by minority language policies and discusses the potential for resolving these problems. Focuses on recent institutional developments in Welsh language policy in Wales and examines the attitudes toward such developments of a cohort of Welsh teacher trainees. Descriptors: Educational Change, Educational Legislation, Federal Legislation, Foreign Countries
(2000). The Effects of Ethnic Identity Formation on Bilingual Maintenance and Development: An Analysis of Asian American Narratives, International Journal of Bilingual Education and Bilingualism. Examines one stage of ethnic identity formation and its affects on attitudes toward the heritage language among a group of Americans of Asian descent in the United States. Studied published narratives to discover whether feelings of ambivalence and evasion experienced by this population toward their ethnicity extended to the heritage language, and if so how these feelings affect language beliefs and behaviors. Descriptors: Asian Americans, Beliefs, Ethnicity, Language Attitudes
(2016). Research and Policy Considerations for English Learner Equity, Grantee Submission. English learners (ELs), students from a home where a language other than English is spoken and who are in the process of developing English proficiency themselves, represent over 10% of the US student population. Oftentimes education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their non-EL peers. We discuss how recent education research–often using experimental and quasi-experimental designs–provides new insights on how to evaluate EL policies, as well as how best to alter current policies to yield more equitable outcomes for ELs. Topics discussed include (1) EL classification and services, (2) language of instruction, (3) access to core content, and (4) assessments. [This article was published in "Policy Insights from the Behavioral and Brain Sciences," v3 n1 p129-137 Mar 2016.] [More] Descriptors: English Language Learners, Equal Education, Educational Policy, Educational Research
(2010). The Structure of an Early Reading Test in Grade 1: In Search of a Relationship with Reading in Spanish, ProQuest LLC. This study examined the "Tejas LEE or El Inventario de Lectura en Espanol de Tejas" (Grade 1) to determine if a relationship existed between reading comprehension in Spanish and the tested skills on the diagnostic assessment. This quantitative research design evaluated the psychometric characteristics of the Tejas LEE and followed customary practices in research for validity and reliability studies. It analyzed the content, concurrent, predictive, construct and consequential validity of the test. The data collected included 700 students in 46 first grade bilingual classrooms from 7 different schools in Kind ISD (a pseudonym), an urban school district in South Texas. The data used for the analysis and the interpretation included beginning of the year (BOY) and end of the year (EOY) results at the item level for each student. Findings produced no evidence to support the claims that performance on sub-skills would result in reading comprehension. Items showing inadequate levels of difficulty (p greater than 0.80) were eliminated in order to focus attention on the remaining items, so that some important insight was noted in subsequent testing. For this reason, most BOY items for letter identification, syllable blending and segmenting and phoneme blending and segmenting were eliminated. Regression analyses indicated that a very low variance (6.1%) accounted for reliability for reading comprehension. Of the 59 original items, four (4) items remained. Findings support the need to use valid and reliable diagnostic reading assessments for Spanish reading. The results also support the need to create awareness in all stakeholders as they reflect on the financial, educational and social consequences of using assessment instruments that do not measure what they purport to measure. [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: Bilingual Education, Educational Testing, Elementary Education, Reading Instruction
(2000). Catalan Immersion Teachers: Principles of Language Teaching, International Journal of Bilingual Education and Bilingualism. Describes the teaching principles of Catalan as a second language, applied by two teachers in an immersion program. Discusses results of an analysis based on an approach called "teacher thinking." The viewpoints of the teachers have allowed the researchers to define teaching principles of Catalan, or the general strategies that the teachers use to teach the language. Descriptors: Foreign Countries, Immersion Programs, Language Teachers, Second Language Instruction
(2016). Developing a CLIL Textbook Evaluation Checklist, Latin American Journal of Content and Language Integrated Learning. In the last decades, the number of bilingual schools in Europe has increased significantly. Most of these schools implement Content and Language Integrated Learning (CLIL) methodology in their teaching and, consequently, there is a demand for new and appropriate materials for each content subject taught through a foreign language: new textbooks written in L2 are needed, and the existent offer does not meet the current demand. Given that CLIL materials development is a relatively recent field, there is not much research on the evaluation of those still insufficient course books. In this paper, and in order to evaluate CLIL textbooks, we propose a tentative checklist twofold based: on the one hand, based on previous checklists created to evaluate ELT textbooks–CLIL materials use principles/techniques of foreign language teaching (Steirt and Masser, 2011)–,and, on the other hand, based on the criteria for producing quality CLIL learning materials drawn up by Mehisto (2012). Further research is in process in order to refine the checklist with the results of an analysis of the criteria carried out by a focus group of CLIL teachers, and of a survey addressed to teachers who are currently implementing CLIL in their schools. [More] Descriptors: Textbook Evaluation, Check Lists, English (Second Language), Second Language Instruction
(2000). Language and Literacy: Children's Experiences in Multilingual Environments, International Journal of Bilingual Education and Bilingualism. Investigates the language use and literacy practices of 36 children from a Gujarati- and Urdu-speaking Muslim community in Northeast London. These experiences are explored in the children's three-generation families, in the community, and in school interviews, recordings, and observations. Descriptors: Bilingualism, English (Second Language), Foreign Countries, Gujarati
(2010). Identity Texts: The Collaborative Creation of Power in Multilingual Schools, Trentham Books Ltd. This book shows how identity texts have been used as a central focus for effective and inspirational pedagogy in multilingual school contexts that is engaging students around the world. The term identity texts was first used by the Canada-wide Multiliteracies Project to describe a variety of creative work by students, including collaborative inquiry, literary narratives, dramatic and multimodal performances, led by classroom teachers. Jim Cummins and Margaret Early describe their nature, the ways in which they relate to broader orientations to pedagogy and consider two pedagogical frameworks within which they have been integrated. This is followed by brief case studies of identity text construction by educators and students in schools in parts of North America, in Burkina Faso and Rwanda in Africa, and in Ireland. The identity texts produced held up a mirror to the students which reflected their identities back in a positive light. The closing chapters elaborate on their central role in bilingual instructional strategies and highlight future projects generated by brainstorming among the contributors to this volume. "Identity Texts" is essential reading for everyone concerned with developing appropriate pedagogy for schools and for all who work with multilingual children. [More] Descriptors: Multilingualism, Self Concept, Creative Activities, Cooperation
(2016). Story Nights: An Apprenticeship into Literacy through Bilingual Story Reading, Teaching Education. This article documents an extended Mexican family's social practices surrounding literacy as they engage with bilingual children's literature in a unique context that draws from both home and school without the pressures of curriculum mandates. The research is situated within the southeastern United States where English-dominant practices permeate the school and community. Sociocultural and third space theories provide a framework for understanding the complexities surrounding language use and literacy development. Findings indicate the new space, Story Nights, provides for the development of connections to Mexican culture and a notion of community-based literacy learning. The author makes recommendations for classroom teachers, teacher education programs, and educational policy to be more inclusive of Latino/Latina English learners. [More] Descriptors: Literacy, Literacy Education, Bilingual Students, Bilingual Education
(2000). Patterns of Perceived Language Ability and Use in Arctic Quebec, International Journal of Bilingual Education and Bilingualism. Focuses on mothers of school children living in small isolated communities in arctic Quebec. Patterns of perceived language ability and use in three languages, Inuttitut, English, and French, for both themselves and their children were examined. The pattern of perceived language ability was similar across the three languages. Results are discussed in terms of the potential survival of the heritage language. Descriptors: English (Second Language), Foreign Countries, French, Indigenous Populations