Bibliography: Bilingual Education (page 443 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Beena Anil, Deborah Palmer, Virginia Snodgrass Rangel, Susanne Gardner, Juliet Langman, Abdelaziz M. Hussien, Al Tiyb S. Al Khaiyali, B. Samrajya Lakshmi, Jean Conteh, and Vanessa Morales.

Lozano, Leticia I. (2014). 22 Students and 22 Teachers: Socio-Cultural Mediation in the Early Childhood Classroom, Association of Mexican American Educators Journal. It is essential for teachers to provide a setting where student interaction is fostered as a mediational tool for learning, thus expediting the natural transfer of language and knowledge among students (Cummins, 1979). Doing so provides students a way of learning in an additive environment (Soltero, 2004). Could such a classroom have the potential to transform and empower students to feel valued, impacting their cognitive and self-identity growth? This reflective paper looks at the experience of one Dual Language Kindergarten class through the lens of socio-cultural mediation (Donato & MacCormick, 1994) while considering the Communities of Practice as a theoretical framework (Wenger, 1998) for Dual Language classrooms. Implications indicate that these classrooms could potentially be communities for transformative pedagogy where interactive practices are developed in a way that advances life-long academic success for Spanish-speaking students and English-speaking students alike.   [More]  Descriptors: Kindergarten, Bilingual Education, Spanish Speaking, English Language Learners

Al Khaiyali, Al Tiyb S. (2014). ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies, English Language Teaching. Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought and far from satisfactory. Additionally, a great deal of teachers and educators are still struggling to find the appropriate ways to explicitly and effectively teach comprehension strategies. Consequently, the purpose of the present study was to explore the general perceptions and experiences of elementary English language teachers in using children's picture books to initiate explicit comprehension strategy instruction. In order to obtain naturalistic and in-depth understanding of participating teachers' perceptions, structured classroom observations were carried out for four weeks. Findings indicated that in about 718 minutes of instruction of both classrooms, 603 minutes were allotted for explicit comprehension strategy instruction. Despite some flaws in time management, the use of only one resource to collect data, and the focus on only comprehension strategy instruction, this study could contribute to the body of research of comprehension strategy instruction in language learning classrooms.   [More]  Descriptors: Reading Comprehension, Reading Strategies, Picture Books, Childrens Literature

Borden, Rebecca S. (2014). The English Only Movement: Revisiting Cultural Hegemony, Multicultural Perspectives. Between national and state budget cuts in education and an ever increasing push toward the English Only movement, a rise in dropout rates for Hispanic students is imminent. National data show the percentage of Hispanic students who drop out of high school to be nearly 60% in some states including Michigan, South Dakota, West Virginia, Alabama, Connecticut, South Carolina, Nevada, and Ohio. While numerous studies have been conducted to find out why this is happening, the research findings indicate a complexity of issues surrounding Hispanic student achievement, ranging from a lack of linguistic ability in English to issues of self-esteem. While nearly 4.7 million students are being served in programs of language assistance, this article focuses on Hispanic students as an illustrative example of a larger phenomenon: Reproductive acculturation disguised as benevolence, carried out by linguistic hegemony.   [More]  Descriptors: English Only Movement, Self Esteem, English (Second Language), Second Language Learning

Cabau, Béatrice (2014). Minority Language Education Policy and Planning in Sweden, Current Issues in Language Planning. This paper analyses Swedish language-in-education policy and planning in the field of minority language education. In recent years, various criticisms have pointed to the discrepancy between these two processes in mother tongue instruction (MTI) at compulsory schools. The general dissatisfaction expressed by some representatives of language minority groups led to the emergence of independent bilingual schools. The present study aims to explain the reasons behind such developments by investigating the various challenges facing MTI as well as the impact of the recent introduction of a national language policy. It highlights various issues related to language-in-education policy and planning, language status, language acquisition management and micro language planning in the field of minority language education in a Northern European context.   [More]  Descriptors: Educational Policy, Language Planning, Language Minorities, Native Language Instruction

Palmer, Deborah; Rangel, Virginia Snodgrass; Gonzales, Richard M.; Morales, Vanessa (2014). Activist Teacher Leadership: A Case Study of a Programa CRIAR Bilingual Teacher Cohort, Journal of School Leadership. This case study on nine bilingual teachers in Texas during their first year in a graduate education program examines both the development of critical consciousness among the educators and the ways in which critical consciousness shapes how these teachers come to understand their roles as teachers and leaders of a sociopolitically marginalized student group and community. Our analysis supports the proposition that teacher leadership programs can influence the development of social justice leadership, and it suggests that engaging teachers in certain types of structured learning opportunities can promote risk taking and a willingness to assume responsibility through the development of a sense of agency and efficacy.   [More]  Descriptors: Bilingual Teachers, Teacher Leadership, Teacher Education Programs, Graduate Students

Hussien, Abdelaziz M. (2014). The Effect of Learning English (L2) on Learning of Arabic Literacy (L1) in the Primary School, International Education Studies. This study investigated the effect of learning English (L2) on learning to read and spell connected texts accurately in Arabic (L1). The author selected a sample of 83 (38 males and 45 females; 45 bilinguals and 38 monolinguals) native Arabic-speaking fourth-graders in Egypt. Students completed the author-developed Oral Reading Accuracy Measure and Spelling Accuracy Measure. Interestingly, results revealed that the bilingual (Arabic-English) students performed better than their monolingual (Arabic) counterparts on the two literacy variables: oral reading accuracy (ORA) and spelling accuracy (SA). The discussion concludes that learning English (L2) has a positive effect on students' oral reading accuracy and spelling accuracy in Arabic (L1).   [More]  Descriptors: English (Second Language), Second Language Instruction, Semitic Languages, Elementary School Students

Garza, Armando; Langman, Juliet (2014). Translanguaging in a Latin@ Bilingual Community: Negotiations and Mediations in a Dual-Language Classroom, Association of Mexican American Educators Journal. Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (García, 2009) as a learning and teaching tool in social studies and science classes. In this particular classroom, the science curriculum is taught in English, whereas social studies is taught in Spanish. Using sociocultural theories of learning and development (Vygotsky, 1978); "anthropolitical linguistics" (Zentella, 1997); and the Community of Practice (Lave & Wenger, 1991) approach as theoretical frames, we examined and analyzed linguistic instances as they occurred within natural classroom discourse in the two subject-classes. Findings suggest that translanguaging is present within the intersection of a conceptual and pedagogical tool that allows fluidity and movement of the teaching and learning process and maximizes the co-construction of meaning; in doing so, translanguaging identities are being practiced. Some implications for teachers and teacher education programs are presented.   [More]  Descriptors: Code Switching (Language), Language of Instruction, Bilingual Education, Spanish

Anil, Beena (2014). Bilingualism–A Sanguine Step in ELT, Journal on English Language Teaching. Bilingualism can be used as a teaching aid in teaching and learning English language in an Indian classroom and to improve the language accuracy, fluency, and clarity of learners. Bilingualism can aid the teaching and learning process productively in the classroom. In India, most of the students consider English as a subject rather than a tool of communication. The fear towards English language can be diminished when native and source languages are used comparatively in the classroom. The interest and exposure are the key words for learning a language. Teachers should instill confidence among learners by making the learning process easy and simple. This paper aims at observing and analyzing students' use of bilingualism in various linguistic situations and the process of learning English through bilingualism. The study demonstrates that all learners need a support of the vernacular language in learning English as a second language   [More]   [More]  Descriptors: Foreign Countries, Bilingualism, English (Second Language), Second Language Instruction

Gardner, Susanne (2014). Working toward Literacy in Correctional Education ESL, Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education. Correctional Education English as a Second Language (ESL) literacy programs vary from state to state, region to region. Some states enroll their correctional ESL students in adult basic education (ABE) classes; other states have separate classes and programs. At the Maryland Correctional Institution in Jessup, the ESL class is a self-contained classroom with 99% of the ESL students coming from Spanish-speaking countries. These students come from unique backgrounds and teaching literacy can be challenging. This article describes characteristics of the ESL literacy program at MCI-J.   [More]  Descriptors: English (Second Language), Second Language Instruction, Correctional Education, Adult Basic Education

Conteh, Jean; Riasat, Saiqa (2014). A Multilingual Learning Community: Researching Funds of Knowledge with Children, Families and Teachers, Multilingua: Journal of Cross-Cultural and Interlanguage Communication. This article describes the learning which takes place between children, teachers and parents in a multilingual learning community. It centres on a community-based, supplementary/complementary Saturday class where–slightly differently from the usual pattern–the aim is not heritage language maintenance as such, but to enhance the pupils' mainstream school learning and their chances for success by promoting a "bilingual pedagogy". This recognises the funds of knowledge that the children bring to their learning and affords opportunities for them to use their home languages in their learning. The article is based on findings from ethnographic case study research, which traces the experiences of language and learning in the home, complementary class and mainstream school of twelve children who have attended the class regularly for at least a year, and often more. In order to illuminate the scope of the data as well as the tensions entailed from different perspectives, the article foregrounds the individual voices of participants in the research. The theoretical frameworks related to language and learning that explain the findings include ecological perspectives, funds of knowledge and the dimensions of time across the generations. The key argument of the article is that the multilingual learning community has grown from and links with the history of the community as a whole. The article ends with some conclusions in relation to mainstream education and implications for the future.   [More]  Descriptors: Cultural Background, Guidelines, Multilingualism, Community Schools

Dupré, Jean-FranÃßois (2014). The Mother Tongues as Second Languages: Nationalism, Democracy and Multilingual Education in Taiwan, Current Issues in Language Planning. After nearly half a century of authoritarianism characterized by Chinese nationalism and Mandarin promotion, democratization in 1990s Taiwan was accompanied by a Taiwanization movement featuring calls for the revitalization of local languages and the promotion of linguistic equality. To that end, the government began planning for local language education, and, starting in 2001, children have had to attend one weekly hour of mandatory local language education. This curriculum, which is often referred to as "mother tongue education" in Taiwan, has been criticized as being of little value for language acquisition and transmission. Squeezed between Mandarin – the language of instruction, public affairs and increasingly language of home–and English–the international language–the so-called Taiwanese mother tongues are increasingly being learned, taught and used as second languages. Based on a review of secondary sources, public document analysis and interviews with Taiwanese public officials and language revivalists, this paper offers an overview of local language education policy and planning in Taiwan, with a special focus on the respective influences of democratization, human rights promotion and identity politics.   [More]  Descriptors: Second Languages, Nationalism, Democracy, Multilingualism

Lakshmi, B. Samrajya (2014). Reflective Practice through Journal Writing and Peer Observation: A Case Study, Turkish Online Journal of Distance Education. Journal writing and Peer Observation in an educational context have become popular techniques, with several different types of applications. They have now been used quite widely in both language teaching and in teacher training. However, despite its reported advantages in both teaching and research, there are not many Peer Observation and Diary studies available based on the writing of experienced language teachers. The Teacher participants maintain Journal writing and Peer Observation as a means of reflective practice. They consider these practices as a mirror, which reflects the teacher's own image as a practitioner. The post-reflection discussion reveals that the teacher participants believe in reflective practice as an effective means of self-evaluation and of developing sensitivity to students' learning. This paper examines Peer Observation and journal writing of two teachers working on the same language programme in terms of a variety of topic headings, and suggests that reflective practice can be a useful tool for both classroom research and teachers' professional development.   [More]  Descriptors: Journal Writing, Teaching Methods, Observation, Diaries

Pérez-Milans, Miguel; Patiño-Santos, Adriana (2014). Language Education and Institutional Change in a Madrid Multilingual School, International Journal of Multilingualism. This article examines the institutional transformations of language-in-education programmes in Madrid, linked to wider socio-economic processes of change. Drawing on a research team's ethnographic revisit, we explore how wider processes are impacting everyday discursive practices in the Bridging Class (BC) programme, first implemented in 2003 to teach Spanish to the children of migrant workers in state schools. We focus on the coexistence of this programme with the recently implemented Bilingual Schools Programme, aimed to equip students from working-class areas to compete in global markets. Based on the analysis of interviews and classroom interactions with BC students at one secondary school, in connection with the wider socio-historical processes underlying language-in-education policies, this study reveals a process of discrediting of the BC that contributed to a local hierarchisation of programmes (and its participants). Further implications are discussed regarding how individuals collaborated with each other under these institutional conditions.   [More]  Descriptors: Foreign Countries, Language of Instruction, Discourse Analysis, Migrant Workers

O'Connell, Noel Patrick; Deegan, Jim (2014). "Behind the Teacher's Back": An Ethnographic Study of Deaf People's Schooling Experiences in the Republic of Ireland, Irish Educational Studies. Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland.   [More]  Descriptors: Foreign Countries, Deafness, Sign Language, Ethnography

Kerchner, Charles Taylor; Ãñzerk, Kamil (2014). Teaching Language Minority Students in Los Angeles and Oslo–A Metropolitan Perspective nr 1, International Electronic Journal of Elementary Education. Receiving, accommodation and education of children with immigrant background is one of the challenging issues in almost all the metropolitan areas in many countries. In our study we are exploring the impact of demographic changes on political agendas, legal frames, educational approaches, research findings and student achievement in the field of education of linguistic minorities in Los Angeles, USA and Oslo, Norway. Although there are significant historical and socio economical differences between Los Angeles and Oslo, many of the educational challenges facing the educational policy makers and the linguistic minority students are quite similar.   [More]  Descriptors: Foreign Countries, Metropolitan Areas, Immigrants, Language Minorities

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