Bibliography: Bilingual Education (page 449 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Ana Christina Da Silva Iddings, Jang Ho Lee, Darci Burns, Yuuko Uchikoshi, Nina K. Lancaster, Nayalin Feller, Nicola Bright, Scott King Baker, Iliana Reyes, and Brandi Lohr.

Bright, Nicola; Barnes, Alex; Hutchings, Jessica (2013). Ka Whanau mai te Reo: Honouring Whanau, Upholding Reo Maori, New Zealand Council for Educational Research. This is the first report from a 3-year (2012-2015) kaupapa Maori research project that investigates how best to support the continuity of reo Maori development of whanau as they transition between kohanga reo, kura kaupapa primary, wharekura, secondary and beyond. It aims to provide useful information about the reo Maori education options that are most likely to help whanau achieve their reo Maori aspirations. The project is being run by Te Wahanga, the Maori research unit of the New Zealand Council for Educational Research (NZCER). The second in this series of reports will be released in 2014, and the third in 2015. This reports contains information and critical questions for whanau around reo Maori development at each step in the decision-making process from early childhood options through to post-school. Ka Whanau Mai Te Reo was launched at a full day wananga at Tapu Te Ranga Marae in Island Bay, Wellington on 9 October. The wananga offered diverse whanau an opportunity to contribute and explore critical issues in Maori education. [The Preamble and a portion of the Acknowledgments in this report are written in Maori.]   [More]  Descriptors: Foreign Countries, Malayo Polynesian Languages, Immersion Programs, Language Maintenance

Reyes, Iliana; Da Silva Iddings, Ana Christina; Feller, Nayalin (2016). Building Relationships with Diverse Students and Families: A Funds of Knowledge Perspective, Journal of Early Childhood Literacy. The purpose of this study was to examine how preservice teachers, from a funds of knowledge perspective, in a community-based early childhood teacher preparation programme learned about the language and (bi)literacy development of young English emergent bilinguals. Through a series of in-depth home observations their early childhood education (ECE) coursework preservice teachers reflected on young children's literacy learning and family literacy practices. We followed case studies of six participating preservice teachers who were placed with families with children enrolled in preschool programmes as part of their field experience. A research team composed of two university professors and two graduate students gathered a variety of data during one academic year. Data sources include field notes, video and audio recordings and children's emergent literacy samples from six family home interactions by the preservice teachers with their assigned case study families. During these family home visits, preservice teachers conducted observations and documented their respective case study child's language development and the family's literacy practices. The focus of the analysis entailed an ongoing examination of how preservice teachers' reflections and the home family literacy interactions helped deepen their understanding of funds of knowledge and cultural practices. We found that their extensive and consistent experiences, interacting with the families for one academic year, allowed them to reflect on how their views of those interactions had evolved. In all cases, the preservice teachers we interviewed commented on how they appreciated having the opportunity to interact with the children, their parents and family in various nonschool-related contexts. For these preservice teachers, there was gradual, uneven and continuous learning about funds of knowledge that challenged the ways and possibilities of embracing this perspective as part of their professional experience.   [More]  Descriptors: Student Diversity, Preservice Teachers, Early Childhood Education, Emergent Literacy

de Jong, Ester J. (2016). Two-Way Immersion for the Next Generation: Models, Policies, and Principles, International Multilingual Research Journal. The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear. In this article, I argue that the realization of this potential for TWI programs today and in the future requires TWI educators to contextualize their practices beyond the dualities of the program. Specifically, the article discusses how the increased cultural and linguistic diversity of TWI students in the program questions the native speaker/nonnative speaker dichotomy. Further, it argues that the strict separation of the languages for instruction needs to be contextualized in light of the holistic nature of bilingualism.   [More]  Descriptors: Bilingual Education Programs, Immersion Programs, Second Language Learning, English (Second Language)

Moses, Lindsey (2013). Viewing as a Cultural Tool in the Construction of Meaning with Expository Texts for Young Bilinguals, Journal of Language and Literacy Education. This article provides a deeper understanding of how young bilinguals constructed meaning with expository texts in an inquiry-based setting over an academic year. An examination of classroom transcripts and analysis revealed how "Viewing" became the most frequently used literacy practice and a cultural tool in the construction of meaning with expository texts for first-grade bilinguals. This study builds on research surrounding the academic development of bilingual students, reading comprehension strategies, multimodal viewing, and sociocultural perspectives on learning. Using an ethnographic perspective and discourse analysis, this research provides insight into how first-grade bilinguals mastered and appropriated the inclusive literacy practice of "Viewing" to construct meaning with expository texts.   [More]  Descriptors: Bilingual Education, Expository Writing, Reading Comprehension, Sociocultural Patterns

Prieto, Linda; Arreguín-Anderson, María G.; Yuen, Timothy T.; Ek, Lucila D.; Sánchez, Patricia; Machado-Casas, Margarita; García, Adriana (2016). Four Cases of a Sociocultural Approach to Mobile Learning in "La Clase Mágica," an Afterschool Technology Club, Interactive Learning Environments. This paper presents four projects in which mobile devices are used to support authentic learning in an afterschool technology club, "La Clase Mágica" (LCM@UTSA), designed to motivate underrepresented elementary school children in science, technology, engineering, and mathematics. The implementation of mobile devices into our LCM@UTSA is based on a sociocultural approach to mobile learning in which we use mobile devices to bridge school and home lives in order to make learning authentic and meaningful. This approach uses mobile devices to facilitate generative themes, and multiple contexts. This paper describes four tablet-based projects in LCM@UTSA since 2012, which follow this sociocultural approach to mobile learning.   [More]  Descriptors: Sociocultural Patterns, Telecommunications, Handheld Devices, Teaching Methods

Lindholm-Leary, Kathryn (2016). Students' Perceptions of Bilingualism in Spanish and Mandarin Dual Language Programs, International Multilingual Research Journal. Considerable research documents students' outcomes in dual language (DL) programs, but there is little examination of students' perceptions of bilingualism and its impact on students' cognitive functioning and social relationships, especially with comparative studies across different target languages and student backgrounds. This study, which included a total of 788 fifth- through eighth-grade students who had participated in a Spanish-English (n¬ =¬ 645) or Mandarin-English (n¬ =¬ 143) dual language program, surveyed students' language proficiencies, ratings of bilingualism, and social and cognitive functioning. Overall, DL students had developed language proficiency skills in both languages, rated themselves as somewhat or very bilingual, enjoyed participating in the program, have positive attitudes toward the languages and speakers of the target language, and perceive some cognitive and other benefits from being bilingual. However, there were significant group differences according to target language, program model (90:10 vs. 50:50), level of bilingualism, and whether students were native target language or English speakers.   [More]  Descriptors: Bilingual Education Programs, Positive Attitudes, Student Attitudes, Native Speakers

Alkaher, Iris; Tal, Tali (2016). Making Pedagogical Decisions to Address Challenges of Joint Jewish-Bedouin Environmental Projects in Israel, International Research in Geographical and Environmental Education. This interpretive study identifies challenges of working with Bedouin and Jewish Israeli youth in two multicultural projects: education for sustainability and place-conscious education. It also describes the ways the adult project leaders addressed these challenges and their views on the effectiveness of their decisions. Participants comprised 16 Bedouin and Jewish educators. Data collection included interviews and observations of project meetings and staff meetings. Project leaders reported challenges related to (1) intergroup differences in environmental viewpoints, knowledge, and learning styles, (2) embedding issues of environmental justice in the multicultural discourse, and (3) Bedouin-Jewish interactions. To address these challenges, the leaders separated groups for some learning activities, directed discourses, adopted bilingual teaching strategies, and emphasized unique socio-cultural characteristics. Their level of satisfaction with most of their decisions is high. They avoided discussing the broader socio-political Arab-Jewish conflict. The findings highlight dilemmas that multicultural environmental projects pose and suggest the need to adopt critical pedagogy of place to address such dilemmas and challenges. The findings also emphasize the need to better prepare educators for environmental education in multicultural settings.   [More]  Descriptors: Jews, Minority Groups, Cognitive Style, Conservation (Environment)

Choi, Inn-Chull (2016). Efficacy of an ICALL Tutoring System and Process-Oriented Corrective Feedback, Computer Assisted Language Learning. A Web-based form-focused intelligent computer-assisted language learning (ICALL) tutoring system equipped with a process-oriented corrective feedback function was developed to investigate the extent to which such a program may serve as a viable method of teaching grammar to Korean secondary and elementary students. The present study was also intended to explore the overall efficacy of two different types of corrective feedback on errors made by students while using the process-oriented tutoring program. In addition, the current research attempted to identify the distribution pattern of errors made by English as a foreign language (EFL) learners across error types combining grammar and cognitive strategies. Finally, the research surveyed subjects' attitudes toward the ICALL tutoring program and assessed its ability to help them acquire grammatical concepts. Overall, the statistical analysis reveals that a form-focused ICALL tutoring system that provides process-oriented feedback may serve to facilitate EFL learners' acquisition of grammatical concepts, and that the majority of subjects think favorably of the ICALL tutoring program.   [More]  Descriptors: Instructional Effectiveness, Computer Assisted Instruction, Intelligent Tutoring Systems, English (Second Language)

García, Ofelia; Woodley, Heather Homonoff; Flores, Nelson; Chu, Haiwen (2013). Latino Emergent Bilingual Youth in High Schools: Transcaring Strategies for Academic Success, Urban Education. This article explores the results of a study of Latino youth in New York City public high schools. We propose that the common element among the schools is what we call here "transcaring," an overarching culture of care that allows for the creation of third spaces within school, transcending traditional dichotomies around language, culture, place, and measurement found in many U.S. schools. We identify the different threads that make up transcaring strategies–translanguaging, transculturación, transcollaboration and transactions through dynamic assessments–focusing on each of its components by drawing examples from our data.   [More]  Descriptors: Hispanic American Students, Bilingual Students, Urban Schools, Public Schools

Lee, Jang Ho (2016). Exploring Non-Native English-Speaking Teachers' Beliefs about the Monolingual Approach: Differences between Pre-Service and In-Service Korean Teachers of English, Journal of Multilingual and Multicultural Development. The non-native English-speaking teachers' (NNESTs) beliefs about the monolingual approach have not been sufficiently studied in the teaching of English as a foreign language (EFL). In examining the NNESTs' beliefs about that issue, the present study adapts Guy Cook's recent framework, according to which the monolingual approach is based upon four untested, yet influential assumptions in English teaching (i.e. monolingualism, naturalism, native-speakerism, and absolutism). These theoretically intertwined assumptions lend powerful support to the monolingual approach. The participant questionnaire based on the aforementioned framework was administered to 207 Korean pre-service and in-service teachers of English, along with a post-survey interview with a subset of the participants. In general, the results showed that the in-service teachers were more oriented towards the bilingual approach, but less in agreement with the ideas centring on the monolingual approach, than their pre-service counterparts. It was further found that the in-service teachers' negative attitudes towards the monolingual approach may come from their actual teaching experience, rather than from teacher variables, such as the amount of experience abroad and English proficiency.   [More]  Descriptors: Native Speakers, Language Teachers, Teacher Attitudes, English (Second Language)

Lancaster, Nina K. (2016). Stakeholder Perspectives on CLIL in a Monolingual Context, English Language Teaching. This article documents the findings of a study concerning the perspectives on Content and Language Integrated Learning (CLIL) in the monolingual context of Jaén. The research has involved the design, validation and administration of two sets of questionnaires to 745 informants (692 students and 53 teachers) within eight secondary schools with a view to identifying student and teacher attitudes towards Andalusian CLIL in the province of Jaén. Perceptions are outlined in terms of students' use, competence and development of English in class; methodology; materials and resources and ICT; evaluation; teachers' use, competence and development of English in class; teacher training; mobility; improvement and motivation towards English; and coordination and organisation. The article begins with an overview of prior research, subsequently reports on the research design of the study and concludes with the presentation of the main findings of the investigation. An extensive evaluation of stakeholder perspectives on CLIL in the province of Jaén reveals a predominantly positive outlook on behalf of the student and teacher cohorts with regard to the implementation of a bilingual programme within the Andalusian region of Spain.   [More]  Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods

Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King (2016). Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?, Learning Disability Quarterly. This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were rank-ordered within schools and then randomly assigned to a treatment condition (n = 39) or a comparison condition (n = 39). Students in the treatment condition received instruction on transition elements that supported their transfer of skills from Spanish to English. Students in the comparison condition received Business as Usual instruction from a variety of commercially available programs. Findings indicated that ELs in both conditions made significant gains from pretest to posttest on all reading outcomes even though instruction in the treatment condition focused significantly more on higher order skills (i.e., vocabulary, comprehension, and transition elements) whereas instruction in the comparison condition focused significantly more on lower order skills (i.e., phonics, word work, and sentence reading). Implications for practice and future research are discussed.   [More]  Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students

Wages, Michele M. (2013). A Comparison of Two Bilingual Programs on Student Reading Achievement in a Public Elementary School in Texas, ProQuest LLC. This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample included students enrolled in grades 3-6. The participating school is a PreK-6 school with approximately 700 students. In addition to the late exit transitional bilingual program, the school houses English as a Second Language (ESL) program. About 96% of the students receive free or reduced lunch and 86% of the student population is of Hispanic origin. T-tests were used to compare the two groups' raw and means scale-scores on the Texas Assessment of Knowledge and Skills (TAKS) in the area of reading. The findings revealed that students enrolled in the content-based ESL program consistently scored higher than those enrolled in the late exit transitional bilingual program. [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: Comparative Analysis, Bilingual Education Programs, Reading Achievement, Elementary School Students

Correa, Doris; González, Adriana (2016). English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies, Education Policy Analysis Archives. In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015- 2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.   [More]  Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Primary Education

Uchikoshi, Yuuko; Yang, Lu; Lohr, Brandi; Leung, Genevieve (2016). Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships, Literacy Research: Theory, Method, and Practice. This longitudinal study examined the role of oral proficiency on English reading comprehension, as measured with elicited narratives using a wordless picture book, "Frog Where are You?". The sample consisted 102 English language learners, including both Spanish and Cantonese speakers. Narrative samples were collected in the winter of first grade and reading skills were assessed on the same children one year later in second grade. Children were enrolled in either bilingual programs or mainstream programs. Multiple regression results show it was not the quantity and variety of words used in the narratives that predicted English reading comprehension one year later. Instead, the ability to produce a coherent oral narrative, in either the home language or English, explained a small variance in English reading comprehension for both English learner groups. These findings highlight the importance of examining narrative skills, especially as measured by narrative structure. Implications for parents and educators are discussed.   [More]  Descriptors: Oral Language, Language Proficiency, Reading Comprehension, Picture Books

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