This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Joan Johnston Nelson, Peggy Estrada, Ilana M. Umansky, Hilda Maldonado, David A. Farbman, Helen Malagon, Anjale Welton, Amanda Hilliard, Karen D. Thompson, and Susan Tandberg.
(2015). CLIL in Galicia: Repercussions on Academic Performance, Latin American Journal of Content and Language Integrated Learning. There is a concern in Galicia (Spain) about possible negative effects on academic performance caused by the introduction of CLIL (content and language integrated learning) in schools. It has been said that when three languages coexist in the same context as vehicles of education, it is too much for the students, especially in primary education. In this study, the academic grades of 747 students from 13 primary schools in Galicia were analyzed over two consecutive school years. Data was gathered from students of all ages. The results reveal that the difference in performance for the CLIL and the non-CLIL groups cannot be considered significant; that is, there were no negative effects on academic performance caused by CLIL. Additionally considering the significant number of studies demonstrating the positive effects of CLIL in certain areas, it is concluded that the approach CLIL should be reinforced in schools. [More] Descriptors: Academic Achievement, Second Language Learning, Language of Instruction, Course Content
(2015). CLIL and Non-CLIL Students' Beliefs about Language, Studies in Second Language Learning and Teaching. This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students' beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants' own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an interview. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around. [More] Descriptors: Foreign Countries, High School Students, Second Language Learning, English (Second Language)
(2015). From Crawling to Walking: Ranking States on Birth-3rd Grade Policies That Support Strong Readers, New America. Only about one-third of children attending school in the United States can read proficiently at fourth grade, according to the National Assessment of Educational Progress, known as "the nation's report card." If that is not dismaying enough, consider the outcomes for the nation's most vulnerable students. The first eight years of children's experiences, from birth through third grade (B-3rd), lay the critical foundation of cognitive, social, and emotional skills on which the entirety of their future learning rests. How can state policymakers lessen the achievement gap and improve literacy outcomes for all children? This report examines the state of early education policy in all 50 states and Washington, DC and offers a framework for moving forward. Most of the policies in this scan center on PreK-3rd grade, but given the importance of what happens before pre-K, the authors include a few areas where states can and should establish policies to better support children's literacy and overall learning and development from birth. States were placed into the categories of "Crawling," "Toddling," or "Walking" based on their progress toward achieving 65 policy indicators across seven individual policy areas and across all of them together. The majority of states, 34 and Washington, DC, are "Toddling," meaning they are meeting some indicators but clearly lacking on others. Only five states are "Walking": New York, Oklahoma, West Virginia, Connecticut, and Wisconsin. Finally, the report identifies the 11 states that have the most work to do–Kansas, Kentucky, Arizona, North Dakota, Utah, Nevada, Idaho, Wyoming, South Dakota, New Hampshire, and Montana–as "Crawling." The majority of states in this category do not have public pre-K programs and do not require districts to provide full-day kindergarten. Two appendices are included: (1) Other Structures, Processes, and Policies That Matter; and (2) More Details about State Policy Indicators. [This paper is accompanied by a data visualization tool on New America's policy analysis platform, atlas.newamerica.org. These two components combined make up New America's complete "From Crawling to Walking" project.] [More] Descriptors: Educational Policy, Educational Indicators, State Legislation, Educational Quality
(2009). Talk Opportunities around Text and the Responses They Elicit from Middle Level English Language Learners, ProQuest LLC. The purpose of this qualitative study was to examine the role that talk about text assumes for English language learners in their middle level reading classrooms. In particular, this study looked at the opportunities that English language learners have to talk about text in middle level reading classrooms and their responses to these opportunities. In addition, it looked at how English language learners explain and regard the talk opportunities they receive and their participation in them. Scholars propose that talk in general, and talk about text specifically, fosters comprehension, higher level thinking, and academic language proficiency. A relatively large body of scholarship has examined the role that talk about text assumes for English language learners at the elementary level. However, very few studies have done this at the middle level. This study seeks to augment that sparse body of research. It contributes to middle level research, research around English language learners, and research regarding the role of talk in reading classrooms. [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: Second Language Learning, Bilingual Education, Language Proficiency, English
(2015). Increasing Second Language Learners' Production and Comprehension of Developmentally Advanced Syntactic Forms, Language Learning and Development. This investigation extended the use of the priming methodology to 5- and 6-year-olds at the beginning stages of learning English as a second language (L2). In Study 1, 14 L2 children described transitive scenes without an experimenter's input. They produced no passives and minimal actives; most of their utterances were incomplete. In Study 2, 56 additional L2 children were exposed to an experimenter's transitives (actives or passives) to determine whether and how it affected their English production and comprehension of these forms. Results showed that exposure to passives increased children's production of passives. Repetition of the experimenter's sentences increased both production and comprehension of passives and actives. Further, exposure to passives increased children's use of complete sentences (transitives, nontransitives), primarily those with a focus on the putative patient of the transitive scene. Findings suggest that exposure to developmentally advanced forms activates the relevant transitive conceptual structure which facilitates the acquisition of syntactic forms. [More] Descriptors: Second Language Learning, Syntax, English (Second Language), Priming
(2015). Tanzanian Students' Attitudes toward English, TESOL Journal. Although much research has been conducted on language policy and its effects in Tanzania, few studies have focused directly on the attitudes and opinions of Tanzanian students and teachers. For this project, 153 secondary students and 28 secondary school teachers from three secondary schools in Dar es Salaam were surveyed. Overall, both students and teachers had positive attitudes about learning and teaching English in the school system and recognized English as an important tool for advancement in their careers and future studies. However, they also recognized the necessity for more English language education and training if English continues to be the medium of instruction for both secondary and postsecondary education. The article suggests that if Tanzania cannot dedicate more resources to developing an appropriate foundation in the English language for both students and teachers and improving teacher training, either using Kiswahili as the medium of instruction or changing to a bilingual model may be more a viable option for the education system. However, these changes would also necessitate both a shift in the general populations' perceptions of English language instruction and a change in the economic benefits of English, making this a complicated and difficult issue to address. [More] Descriptors: Foreign Countries, Student Attitudes, Teacher Attitudes, Secondary School Students
(2015). Teachers' Identities and Creative Teaching in Language Immersion Classrooms, Learning Languages. The connection between teachers' identities and their influence on creative teaching can be found in literature on identity negotiation theory (Norton) and relationship between teachers' understanding of themselves, knowledge, and teaching practice (Johnson and Golombek). Informed by the relevant literature, this qualitative inquiry explores two Chinese immersion kindergarten teachers' perception on their roles in the immersion environment and their creative pedagogies. Research questions include: (1) How do the Chinese immersion teachers view their roles as both content teacher and language teacher? and (2) How do their perspectives on their identities influence their instructional approaches in the immersion classroom? [More] Descriptors: Creative Teaching, Immersion Programs, Professional Identity, Teaching Methods
(2015). Challenging the Dominant Narrative: Critical Bilingual Leadership ("Liderazgo") for Emergent Bilingual Latin@ Students, International Journal of Multicultural Education. The growing "Latinization" of the United States is drastically changing the demographics of the students served in PK-12 public schools (Irizarry, 2011). To understand how educational leaders can best serve this changing student population, we used Critical Bilingual leadership, "Liderazgo," to interrogate the aim to create a culturally and linguistically responsive school. We found that "Liderazgo" was operationalized across the following themes: promoting dual language programming as the foundation for equity; drawing on experiential knowledge as a strength; fostering relationships through transcaring; and exercising instructional bilingual leadership. [More] Descriptors: Bilingualism, Instructional Leadership, Hispanic American Students, Spanish
(2009). Racism against the Mayan Population in Yucatan, Mexico: How Current Education Contradicts the Law, Online Submission. The discriminatory situation suffered by the Maya population in the Mexican state of Yucatan is discussed using the concept of neo-racism. Statistical evidence about the school system is presented, along with testimonies of Mayan speakers which uncover a phenomena frequently denied or obliterated by politically correct speeches that actually serve to disguise the racism practiced against the original population of Yucatan. The paper also shows how this phenomenon contradicts the Mexican laws. [More] Descriptors: Maya (People), Racial Discrimination, Educational Discrimination, Laws
(2015). Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools, National Center on Time & Learning. With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to Succeed." To inform both practitioners and policymakers in bringing about this higher level of school support, the report profiles three expanded-time elementary schools, providing both the framework and compelling examples for understanding how the strategies and effective practices aimed at helping ELL students blend together to produce a high-quality education and serve as the foundation for future success. [More] Descriptors: English Language Learners, Educational Practices, Time Factors (Learning), Elementary Schools
(2015). Better Policies for Dual Language Learners: Bridging Research, Policy, Implementation, and Classroom Practice, New America. On December 11, 2014, "New America" convened a group of leading experts on dual language learners (DLLs) to launch its new Dual Language Learners National Work Group. The group aimed to address three questions: (1) What are the key best practices for dual language learner instruction, policy, and research?; (2) What are the areas of substantive agreement on best practices? How can we convert this into meaningful policy reform?; and (3) Are there areas where dual language learner stakeholders substantively disagree to such a degree that it impedes progress? This brief offers both a summary of the Work Group's founding event and a rough synthesis of the core messages from the day's discussions. [The New America Education Policy Program's work is made possible through generous grants from the Alliance for Early Success; the Annie E. Casey Foundation; the Bill and Melinda Gates Foundation; the Grable Foundation; the Foundation for Child Development; the Joyce Foundation; the Kresge Foundation; Lumina Foundation; the Pritzker Children's Initiative; the William and Flora Hewlett Foundation; and the W. Clement and Jessie V. Stone Foundation.] [More] Descriptors: Educational Practices, Educational Policy, Educational Research, Program Implementation
(2013). Update: Transitional Bilingual Instruction Program (TBIP), 2012-2013, Washington Office of Superintendent of Public Instruction. This report provides an update on the Transitional Bilingual Instruction Program (TBIP). In 2012-13, 104,025 English language learners (ELLs) received state services through the TBIP. This was an increase of just over 9% from the previous year. Most students live in urban areas along Interstate 5 corridor and in rural areas like the Yakima Valley. TBIP is funded through the Transitional Bilingual Instruction Act of 1979 (RCW 28A.180) and provides English language instructional support until eligible students can meet the program's exit criteria. The Washington English Language Proficiency Assessment (WELPA) measures ELLs' proficiency in reading, writing, listening and speaking and is given to current TBIP students annually in February and March. Test results determine a student's continued eligibility or transition from TBIP. About 12.5% of ELLs who took the WELPA transitioned out of the TBIP in 2012-13. The median time needed for ELLs to transition out of the program has remained fairly stable for the past seven years at about 2.8 years. The percentage of ELLs who made progress toward attaining English proficiency decreased 2.6% from the previous year. A total of 199 languages were represented in Washington schools during the 2012-13 school year. Spanish was the most common non-English home language, spoken by 67% of ELLs. The next 17% of TBIP students spoke Russian, Vietnamese, Somali, Chinese, Ukrainian, Korean, Tagalog or Arabic. In the 2012-13 school year, the state provided $82.5 million in supplemental funding for services to English language learners. This was an 8.2% increase from 2011-12, but only 3.6% more than 2010-11. Ninety-seven percent of program funding is primarily used for salaries and benefits of instructional staff in districts and schools. There was a 2.4% increase in teacher Full-time Equivalents (FTE) and a 3.9% increase in instructional aide FTE in 2012-13. The 2013-15 Operating Budget (Third Engrossed Senate House Bill 5034-Section 514) provides additional funding for transitional academic support for the first two years after a student exits the program. [More] Descriptors: Transitional Programs, Bilingual Education, English Language Learners, Second Language Instruction
(2015). Improving the Opportunities and Outcomes of California's Students Learning English: Findings from School District-University Collaborative Partnerships. Policy Brief 15-1, Policy Analysis for California Education, PACE. Recent policy changes in California's education system have opened up a unique opportunity to improve educational opportunities for the state's 1.4 million English learner students (ELs). The implementation of new state standards including new English Language Development standards will require major changes in teaching and learning for all students including ELs, while the Local Control Funding Formula gives districts that educate large numbers of ELs additional resources to improve the services that they provide. To take full advantage of these opportunities policymakers and educators should rely on the best available evidence to shape state and district policies and to inform classroom instructional practice for EL students. In this policy brief, Ilana Umansky and her co-authors review research findings from three university-school district research partnerships and present recommendations for changes in policy and practice to expand opportunities for EL students. They draw three main conclusions. First, California must improve the ways in which students who need language supports are classified and reclassified, in order to improve alignment across districts in the state, and alignment between classification and services. Second, state and local officials must become more systematic in how data on ELs are collected and used, by tracking students' progress over longer time periods and by including all students who were ever ELs in accountability metrics. Finally, and most importantly, the state must improve ELs' educational opportunities in school by expanding access to core content, bilingual instruction, and well-prepared teachers. Changes along these lines would not necessarily require large new investments, but they could yield substantial benefits for large numbers of California students. [More] Descriptors: English Language Learners, Educational Opportunities, Outcomes of Education, Educational Policy
(2015). Bilingualism with and without CLIL, a Double-Edged Sword: Comparing Bilingual and Non Bilingual Young Learners' Beliefs about EFL and Science Learning, Online Submission. Bilingualism and its reference methodology: CLIL are spreading at a very fast pace all through educative systems from some years on. The young status of bilingual programmes leads to little research about how bilingualism is influencing real learning contexts and which factors play important roles in that influence. In this way, this study aims to broaden the empirical base of the field and throw insights about down-to-earth bilingual/CLIL implementation and how it affects to learners' beliefs about the target subjects (EFL and Science/Conocimiento del Medio), about themselves as learners and about the learning context. The method employed is qualitative, over an intact and cross-sectional sample of students in 2nd, 4th and 6th grades within the regional Bilingual Programme in Murcia. Children were interviewed orally in open and recorded interviews guided by 5 key questions about their beliefs. Data was transcribed and coded into representative sections for its analysis. The results coming out of it shown that bilingualism is not always attached to CLIL, and this has a twofold implication: the positive effect of CLIL over children's beliefs and the negative motivational effect of bilingualism when taught with teacher-centred methodologies. This implication has been defined as the double-edged sword effect of bilingualism, which is representative of the higher influence of "methodology" over "bilingualism" on children's beliefs. The following are appended: (1) Guide for interviews; (2) Sheet for interview transcription; (3) Example of collaboration request for parents; (4) Example of collaboration request for schools' directive teams; and (5) Orientation sessions' register. [More] Descriptors: Bilingualism, Teaching Methods, Course Content, Language of Instruction
(2015). Achieving Academic Control in Two Languages: Drawing on the Psychology of Language Learning in Considering the Past, the Present, and Prospects for the Future, Studies in Second Language Learning and Teaching. This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences. [More] Descriptors: Academic Achievement, Second Language Learning, Bilingual Education Programs, Language Proficiency