Bibliography: Bilingual Education (page 445 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Sean F. Reardon, H. Prentice Baptiste, Tina Hickey, Rollanda O'Connor, Elsa Q. Villa, Eva Eckert, Jie Liu, Serafin M. Coronel-Molina, Viv Edwards, and Ilana M. Umansky.

Orosco, Michael John; O'Connor, Rollanda (2014). Culturally Responsive Instruction for English Language Learners with Learning Disabilities, Journal of Learning Disabilities. This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs.   [More]  Descriptors: Culturally Relevant Education, Learning Disabilities, English Language Learners, Special Education Teachers

Umansky, Ilana M.; Reardon, Sean F. (2014). Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms, American Educational Research Journal. Schools are under increasing pressure to reclassify their English learner (EL) students to "fluent English proficient" status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investigates whether reclassification timing, patterns, or barriers differ by linguistic program. We find that Latino EL students enrolled in two-language programs are reclassified at a slower pace in elementary school but have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school. We discuss the implications of these findings for accountability policies and educational opportunities in EL programs.   [More]  Descriptors: Hispanic American Students, Classification, Bilingual Education, Barriers

Liu, Jie; Edwards, Viv (2017). Trilingual Education in China: Perspectives from a University Programme for Minority Students, International Journal of Multilingualism. Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the "River of Life" constructivist technique–where participants map turns on a river to represent critical incidents in their life histories–to promote reflection. The findings focus on life events, such as family relocation and change of schools, which steered students to the trilingual Yi-English-Chinese programme; the different ways in which students position themselves in relation to the three languages; and the implications of mixed ability classes, limited teaching resources and the absence of appropriate pedagogies. While the delivery of the programme presents serious challenges and the learning outcomes are often disappointing, the pragmatic gains associated with the programme are substantial in terms of students' access to employment in their home region and opportunities for further study.   [More]  Descriptors: Bilingual Education, Multilingualism, Higher Education, Case Studies

Morgan, Carol (1999). The Process of Transfer from Primary to Secondary in a Bilingual Schooling Context, International Journal of Bilingual Education and Bilingualism. Contrasts and compares experience in mainstream schools and in bilingual initiatives, in particular the Vienna Bilingual Schooling Middle School. Bilingual schooling is seen as potentially offering a more supportive environment although local contexts may create problems of implementation and integration. Descriptors: Articulation (Education), Bilingual Education, Comparative Analysis, Context Effect

Coronel-Molina, Serafin M. (1999). Functional Domains of the Quechua Language in Peru: Issues of Status Planning, International Journal of Bilingual Education and Bilingualism. Examines the status of Quechua in Peru and how it has affected language maintenance efforts; discusses the functional domains served by Quechua, relating them to Peruvian language policies; notes the lack of grassroots efforts by indigenous people in Peru; and suggests possible measures to improve its status, noting predictions of the future of Quechua based on the current status quo. Descriptors: Bilingualism, Foreign Countries, Government Role, Indigenous Populations

Faingold, Eduardo D. (1999). The Re-Emergence of Spanish and Hebrew in a Multilingual Adolescent, International Journal of Bilingual Education and Bilingualism. Traces the reemergence of Spanish and Hebrew–the first languages of the author's son–after 6 years spent in an all English-speaking environment. Data consists of tape-recorded sessions, supplemented by a diary and cards with notes and linguistic examples from ages 6 months to 14 years and 3 months. Descriptors: Adolescents, English (Second Language), Hebrew, Language Attitudes

Cross, Russell (2014). Defining Content and Language Integrated Learning for Languages Education in Australia, Babel. While there is much that Australia has done well with respect to languages education, many problems still persist in terms of mainstream provision of quality languages programs, attaining real outcomes and gains in language learning, and in relation to retention of students studying languages through to the senior years of school. The success of new approaches focused on integrating language with the mainstream curriculum across schools in Europe suggests new possibilities for dealing with the challenges of languages in the Australian schooling context. This paper considers key aspects of the Content and Language Integrated Learning (CLIL) approach as developed in Europe over the past two decades to help clarify and establish a shared professional conversation for advancing the approach amongst teachers of languages in Australia interested in its possibilities. The paper includes core ideas underpinning the CLIL framework, an awareness of its benefits as well as challenges, and guidance about "first steps" on implementing CLIL based on trials in the Victorian context, together with how effectiveness of such a program might be determined.   [More]  Descriptors: Teaching Methods, Course Content, Second Language Learning, Second Language Instruction

Arar, Khalid; Massry-Herzalah, Asmahan (2017). Progressive Education and the Case of a Bilingual Palestinian-Arab and Jewish Co-Existence School in Israel, School Leadership & Management. The purpose of this paper is to exemplify a "grass-roots" change based on Dewey's experimental progressive education model employed in the "Bridge over the Valley" bilingual school, a Palestinian-Arab and Jewish school in Israel. In order to identify the progressive "approach" underlying this change, the "method" that guided the implementation of a bilingual school, it's evaluation and then its dissemination to other schools, we used a qualitative case study method to understand whether John Dewey's theory of education for peace was able to effect change in Palestinian-Arab and Jewish school education in Israel. The case findings describes the use of the progressive approach of education for peace in the "Bridge over the Valley" bilingual school, as it is expressed in the school's pedagogy, the implementation of the progressive method and in the accompanying discourse. Reciprocal teacher-child relations are considered an important factor to create fertile conditions for learning. The case findings contribute to our introduction of democratic education in a spatial reality. Underlying this approach stood a pedagogical method and conceptualization for conflict resolution and the opening of a space for empowering dialog for co-existence.   [More]  Descriptors: Arabs, Jews, Intergroup Relations, Educational Theories

Lanvers, Ursula (1999). Lexical Growth Patterns in a Bilingual Infant: The Occurrence and Significance of Equivalents in the Bilingual Lexicon, International Journal of Bilingual Education and Bilingualism. Gives a detailed account of the lexical growth in a bilingual child (German and English) and discusses its theoretical implications. Evaluating the principle of contrast in bilingual acquisition, concludes that evidence of lexical-equivalent learning and usage of equivalents can contribute to the debate on language separation in bilingual infants. Descriptors: Bilingualism, Code Switching (Language), English, German

Cline, Tony; Frederickson, Norah (1999). Identification and Assessment of Dyslexia in Bi/multilingual Children, International Journal of Bilingual Education and Bilingualism. Proposes how good practice can be developed in the assessment of dyslexia with bilingual children, presents evidence that language minorities are underrepresented in special programs, and highlights the value of recent approaches to defining dyslexia that do not depend on exclusionary criteria or on IQ-achievement discrepancy. Descriptors: Bilingualism, Disability Identification, Dyslexia, Evaluation Methods

Freire, Juan A.; Valdez, Verónica E. (2017). Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy, Bilingual Research Journal. Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally relevant materials, lack of knowledge, and the belief that social justice topics were inappropriate for young children. The individual and contextual issues surrounding these barriers and their implications are discussed for teacher educators and those involved in dual language education.   [More]  Descriptors: Culturally Relevant Education, Barriers, Teacher Educators, Social Justice

Hickey, Tina (1999). Parents and Early Immersion: Reciprocity between Home and Immersion Pre-school, International Journal of Bilingual Education and Bilingualism. Examines the importance of parental support for early immersion in the context of a study of Irish-medium preschools. Data were collected from all participants in this early-immersion model, including parents, classroom assistants, and inspectors, in addition to detailed tests of 225 3-year-old children. Descriptors: Family Environment, Immersion Programs, Irish, Language of Instruction

Villa, Elsa Q.; Baptiste, H. Prentice (2014). Creating an Equitable Classroom Environment: A Case Study of a Preservice Elementary Teacher Learning What It Means to "Do Inquiry", Multicultural Education. In this article, the authors present a case study of a preservice teacher who participated in a two-semester course sequence of elementary science and mathematics methods spanning one academic year. These two courses were taught by the first author and embedded a pedagogical approach grounded in inquiry methods. The purpose of this study was to follow the learning trajectory of a preservice teacher in developing her understanding of inquiry as a pedagogical method. The investigation used the naturalistic approach of qualitative research. The research question driving this study was: What mitigating factors, if any, mediate how a preservice teacher re-shapes her understanding about what it means to be a teacher? Using Vygotsky's (1986) socio-cultural theory of learning as the theoretical framework, what the authors found were several components critical to the learning process: (1) Cultural artifacts play a role in mediating learning; these artifacts include commercially produced inquiry materials and children's positive reactions while engaging in scientific inquiry; (2) analysis of and reflection on these cultural artifacts contribute to making sense of what it means do inquiry; and (3) synthesis of meaningful relationships among the various artifacts contributing to transformational thinking, i.e., learning what it means to do inquiry.   [More]  Descriptors: Equal Education, Qualitative Research, Preservice Teacher Education, Teaching Methods

Umansky, Ilana M.; Reardon, Sean F. (2014). Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms, Grantee Submission. Schools are under increasing pressure to reclassify their English learner (EL) students to "fluent English proficient" status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investigates whether reclassification timing, patterns, or barriers differ by linguistic program. We find that Latino EL students enrolled in two-language programs are reclassified at a slower pace in elementary school but have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school. We discuss the implications of these findings for accountability policies and educational opportunities in EL programs. [This paper was published in "American Educational Research Journal" (EJ1041160).]   [More]   [More]  Descriptors: Hispanic American Students, Classification, Bilingual Education, Barriers

Eckert, Eva (2017). The Power of Language, Learning and Socialization: Romani and Ebonics, Journal of Language, Identity, and Education. This article draws attention to the role one's language plays in socialization and explains the misunderstandings and conflicts over integration of the Roma in the Czech Republic. Recognizing the role of home language leads to successful socialization. By not demanding that schools account for home language in the process of teaching, the Roma have implicitly agreed that Czech is the natural way through which children of diverse cultural backgrounds access education and adapt. Children of minorities and namely, the Roma, have been disadvantaged by cultural assumptions enabling teachers, curricula, and textbooks to construct the profile of a Czech student in a way that precludes his or her multicultural origin. To compare, the study provides insight into the conflict between Standard American English and Afro-American English and highlights its factors, legal resolutions, and contemporary situation. The article also reviews research on bilingual classrooms and learning in the United States and suggests that it is relevant to the contentious interrelationship of standard Czech and Romani at schools.   [More]  Descriptors: Minority Groups, Standard Spoken Usage, North American English, Black Dialects

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