Bibliography: Bilingual Education (page 439 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Judy Sherman, Chan Kwong Tung, Andy Kirkpatrick, Jasone Cenoz, Peter Clyde Martin, Haitham Alkhateeb, Jin Cui, Marisel N. Torres-Crespo, Claudia Mewald, and Maha Ellili-Cherif.

Cenoz, Jasone (2015). Content-Based Instruction and Content and Language Integrated Learning: The Same or Different?, Language, Culture and Curriculum. This article looks at the characteristics of Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as the medium of instruction, the language, societal and educational aims and the typical type of child are the same in CBI and CLIL programmes. The use of both CBI and CLIL refers to programmes where academic content is taught through a second or additional language and the preference for one term over the other is associated with contextual and accidental characteristics. In this article, there are examples from Basque education where academic content is often taught through the medium of Basque and English to students with Spanish as a first language. The examples show that even if there are more subjects taught through the medium of Basque than through the medium of English, there are no essential differences between CBI (partial immersion in the Basque example) and CLIL (English-medium instruction in the Basque example). The need to share the research findings of CBI/CLIL programmes is highlighted.   [More]  Descriptors: Teaching Methods, Course Content, Spanish, Native Speakers

DeNicolo, Christina Passos; González, Mónica; Morales, Socorro; Romaní, Laura (2015). Teaching through "Testimonio": Accessing Community Cultural Wealth in School, Journal of Latinos and Education. Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing "testimonios," or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that "testimonio" can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom.   [More]  Descriptors: Personal Narratives, Grade 3, Cultural Education, Teaching Methods

López, Minda Morren; Ynostroza, Adeli; Fránquiz, María E.; Curiel, Lucía Cárdenas (2015). Cultural Artifacts: Using "Sylvia and Aki" for Opening up Authoring Spaces, Bilingual Research Journal. Classrooms of teachers who participated in Proyecto Bilingüe, a cohort-based master's degree program, used the historical novel, "Sylvia and Aki". The research question was: What spaces for authoring were created when using "Sylvia and Aki" in the figured worlds of bilingual elementary classrooms? The first theme in relation to ways students authored their identities is evoking collective memory. Specifically, "proverbios," "dichos," "consejos," and translanguaging facilitated the authoring of personal and collective histories. The second theme was the authoring of new identities, specifically ethnic, writer, and historian identities. Through prolonged study in an integrated language arts and social studies curriculum, teachers created spaces where their bilingual students valued their own personal experiences and those of subjugated communities.   [More]  Descriptors: Masters Programs, Bilingual Teachers, Novels, Bilingual Education

Mewald, Claudia (2015). Lexical Range and Communicative Competence of Learners in Bilingual Schools in Lower Austria, Global Education Review. This article discusses the impact of lexical range on the learners' ability to communicate in English when taught as a foreign language in bilingual schools, and emphasizes the importance of explicit vocabulary instruction. It draws on data from classroom observation, lexis-retrieval tasks, written and spoken performance in bilingual (German-English) and regular school classes at grades 5-8 in Austrian secondary schools. Results suggest that a wider lexical range results in better communicative competence and fluency and that breakdown of communication in spoken or written performance is more frequently caused by insufficient vocabulary rather than by lack of control or grammatical problems. Consequently, insights from cognitive linguistics, the Lexical Approach, and Lexical Priming are discussed to justify the concept of vocabulary instruction in contextualized units. Taking the scarceness of theoretical and practical concepts into consideration, the need for research on the explicit instruction of vocabulary and metacognitive strategies is fleshed out.   [More]  Descriptors: Bilingual Education, Grammar, Vocabulary Development, Psycholinguistics

Wang, Lixun; Kirkpatrick, Andy (2015). Trilingual Education in Hong Kong Primary Schools: An Overview, Multilingual Education. Hong Kong is linguistically complex and diverse with three principal languages: Cantonese, English and Putonghua. A substantial debate on the language policies governing the three principal languages has continued for more than two decades among policy-makers and educators. The political transition in 1997 has greatly affected Hong Kong society, including language education. Since then, the HKSAR government has made a series of language policy reforms trying to create a reasonable balance among the three languages in Hong Kong. The policies of "biliteracy and trilingualism" and "mother-tongue teaching" are two of the most significant in terms of controversy and impact. They are now guiding the curriculum design in Hong Kong language education. The goal of the former policy is to train Hong Kong people to be truly biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools presently do not have an agreed method for the implementation of trilingual education. After a comprehensive historical review of the development of language education in Hong Kong schools, this study aims to find out how the "biliterate" and "trilingual" language policy is currently implemented in Hong Kong primary schools. 155 Hong Kong primary schools participated in a questionnaire survey on how trilingual education is implemented in the schools. The findings suggest that the implementation of trilingual education varied significantly from school to school, and the effectiveness of the trilingual education models varied as well. It is hoped that the findings will help us to gain a better understanding of trilingual education in Hong Kong, and the study could lead to some insightful and theoretical contributions to multilingual education in general.   [More]  Descriptors: Foreign Countries, Elementary School Students, Bilingual Education, Sino Tibetan Languages

Cui, Jin; Huang, Tairan Kevin; Cortese, Corinne; Pepper, Matthew (2015). Reflections on a Bilingual Peer Assisted Learning Program, International Journal of Educational Management. Purpose: The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/Methodology/Approach: A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings: Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/Value: Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.   [More]  Descriptors: Bilingualism, Peer Teaching, Semi Structured Interviews, Foreign Countries

Sherman, Judy; Torres-Crespo, Marisel N. (2015). Languages Are More than Words: Spanish and American Sign Language in Early Childhood Settings, Kappa Delta Pi Record. Capitalizing on preschoolers' inherent enthusiasm and capacity for learning, the authors developed and implemented a dual-language program to enable young children to experience diversity and multiculturalism by learning two new languages: Spanish and American Sign Language. Details of the curriculum, findings, and strategies are shared.   [More]  Descriptors: American Sign Language, Spanish, Preschool Children, Bilingual Education

Zhang, Yan; Guo, Yan (2015). Becoming Transnational: Exploring Multiple Identities of Students in a Mandarin-English Bilingual Programme in Canada, Globalisation, Societies and Education. Guided by post-structural perspectives of identities as processes of becoming and transculturation and transnationalism, this study explores how multilingual students in a Mandarin-English bilingual programme form their sense of identities in a dynamic process. Multiple forms of data are collected, including observations, interviews and documents. The findings indicate that multilingual students are mobile, namely, they move across linguistic, cultural and ethnic spaces of interaction. In addition, they challenge the dominant discourse of any fixed and hyphenated identity and take up transcultural and transnational identities that allow their comfortable circulation among different worlds. This study calls for a need to unfold children's multiple and mobile identities and explores new possibilities for life.   [More]  Descriptors: Self Concept, Multilingualism, Bilingual Education Programs, Observation

Martin, Peter Clyde (2015). Contradictory Reforms: When NCLB Undermines Charter School Innovation, Current Issues in Education. The article discusses how instead of being parts of a concerted educational reform effort, No Child Left Behind (NCLB) and the development of charter schools are in fact contradictory initiatives. Basing itself on a theoretical framework that brings together issues inherent to outcome-based school reform and arguments supporting and criticizing both NCLB and charter schools, the article examines the case of a specific charter school whose program was significantly altered due to pressures imposed by NCLB. School reports, plans, programmatic descriptions, and other documents are reviewed to examine how the school responded over a three-year period to low test scores that may or may not have been a reflection of instructional quality and how NCLB requirements eventually led it to move far away from its original reform-minded mission. Implications regarding how NCLB can undermine the innovative possibilities of charter schools are discussed, along with more general entailments regarding wider public school reform efforts.   [More]  Descriptors: Educational Legislation, Federal Legislation, Educational Change, Charter Schools

Sartor, Valerie (2015). Marching Is for Soldiers: Russian-Born Buriat Children in a Chinese Bilingual School, Multilingual Education. This ethnographic study examines the educational struggles of Russian-born Buriat Mongolian children studying in China at a Mongolian/Mandarin school, by emphasizing conflicting educational paradigms between the Russian and Chinese systems. Educational practices are compared. Standardized assessment, teacher-centered classrooms, and group- oriented values, all reflected Han-Chinese ideology, but conflicted with Russian educational norms and Russian/Buriat values, causing young Buriat students to resist.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Ethnography

Asomoza, Alejandra Nuñez (2015). Students' Perceptions of the Impact of CLIL in a Mexican BA Program (Percepciones de los estudiantes sobre el impacto de la enseñanza de contenido-lengua integrados en un programa de pregrado en México), PROFILE: Issues in Teachers' Professional Development. Content and language integrated learning is an innovative pedagogical approach used in educational institutions worldwide. This study considers information and experiences from various settings in order to explore content and language integrated learning within the Mexican context. This study reports the perceptions of students in a BA program. Through the study's using qualitative research, the students' voices students reveal their emotions, struggles, benefits, and opinions related to taking content and language integrated learning classes. The analysis of the participants' information shows the potential for implementing content and language integrated learning programs in Mexico in that it suggests some areas of improvement for teachers, material design, administrators, and institutions in general.   [More]  Descriptors: Foreign Countries, Student Attitudes, Bachelors Degrees, Integrated Activities

Tung, Chan Kwong (2015). Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum, Universal Journal of Educational Research. In Singapore and in elsewhere alike, educators nowadays are paying much more attention on the set of teaching and assessment recommendations called the 21st century skills that include creativity at the policy, programmatic, school and classroom levels. As these education systems develop and respond to the demands of the new century, educators are facing many challenges. In general, educational assessment does not pay much attention to creativity. This is despite the global call for teaching and learning of 21st century skills. There are many reasons to this phenomenon and it can be understood from the conceptual and practical level. At the conceptual level, there is indeed a dearth of research on how creativity can be assessed in language art writing. Teachers think that assessments of creativity writings are too subjective to make a fair judgment. That could be one of the many reasons why both formal and informal assessments of students' creativity writings are rare in Singapore and in elsewhere. In educational assessment terminology, this concerns the concepts of validity and reliability issues of assessing students' creativity in writings. Teachers find it challenging to design valid and conduct reliable assessment to assess students' creativity. Nevertheless, this article argues that if creative writings are valued in the 21st century education, then valid and reliable assessment methods should be introduced in the language art education. In other words, the technical quality of assessing students' creative writings should be ensured. Using Singapore secondary school Chinese Language curriculum and assessment as an example, this article further illustrates and discusses the possible solutions to overcome these challenges in the assessment of creative writing.   [More]  Descriptors: Foreign Countries, Creative Writing, Creativity, Educational Assessment

Welch, Irene (2015). Building Interactional Space in an ESL Classroom to Foster Bilingual Identity and Linguistic Repertoires, Journal of Language, Identity, and Education. This article draws on data from a yearlong case study of a Mexican American ESL teacher's practice in a K-5 school in the southeastern United States. The study examines how the teacher established bilingual interactional space in her ESL pullout class consisting of six 9- to 11-year old students of Mexican descent. The analysis shows the ways in which she affirmed her students' bilingual identity and made strong connections between in-school and out-of-school experiences. Findings illustrate how the teacher's explicit attention to bilingualism and cross-linguistic transfer created potential for pride in Spanish and motivation to develop English. The author recommends building bilingual interactional space in ESL and dual language classrooms to promote positive bilingual identity and opportunities for expanding linguistic repertoires.   [More]  Descriptors: Bilingualism, Self Concept, Mexican Americans, English (Second Language)

Ellili-Cherif, Maha; Alkhateeb, Haitham (2015). College Students' Attitude toward the Medium of Instruction: Arabic versus English Dilemma, Universal Journal of Educational Research. In 2012, the Supreme Education Council of the State of Qatar decreed a change from English to Arabic as a medium of instruction in four of the colleges of Qatar University. This surprise move created much controversy, especially among the students, the first stakeholders to be affected by this decision, related to the impact this change would have on their futures. The aim of this study is to investigate the attitudes of college students at Qatar University concerning the shift from English to Arabic as the language of instruction. The sample includes 295 students from the four colleges affected by this decision. Data were collected using an Arabic version of the standardized Student Attitudes Towards the Instructional Medium questionnaire. The findings of the study are interpreted in the light of students' perceptions about the place of English in Qatari society, the role of Arabic and English in their educational careers, and the importance of each language for their futures. Findings are also interpreted in the light of a review of previous findings on the attitudes of students on this issue. Discussion and recommendations may inform language policy decisions.   [More]  Descriptors: Undergraduate Students, Student Attitudes, Foreign Countries, Semitic Languages

Kennedy, Sara (2015). Invited Colloquium: Inclusivity in French Second Language Education, Language Teaching. The aim of this bilingual (French/English) symposium was to inform researchers and teacher educators about the specific challenges faced by second language (L2) students and teachers in creating an inclusive L2 classroom in order to encourage plurilingual, non-English-dominant students and students with learning difficulties to succeed. In the Canadian context, French is an official language and in six of the ten provinces, school districts must provide French as a second language (L2 French) instruction in elementary and secondary schools. The remaining provinces and territories typically offer L2 French instruction in many school districts. Therefore, almost all Canadian elementary and secondary school students are faced with either the obligation or the opportunity to learn L2 French.   [More]  Descriptors: French, Second Language Instruction, Second Language Learning, Inclusion

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