Bibliography: Bilingual Education (page 451 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Chitra Shegar, Mariana Pacheco, Lauren Marie Ellis, Jen Drew, Helen Verran, Bobbie Jo Kite, Csilla Weninger, C. Michelle Shadow, Sarina Chugani Molina, and Siobhan Hannan.

Hannan, Siobhan (2010). Preschool Italian in Melbourne, Learning Languages. Kindergarten in Victoria, Australia is the preschool year, attended by children who are four going on five, and who will go onto primary school the following year. These are part-time programs, run over a small number of sessions per week, typically for 3-5 hours per session for 10-12 hours per week. North West Brunswick Kindergarten, in the inner-northern suburb of Brunswick in Melbourne, is a typical sessional kindergarten. It boasts two spacious, light-filled classrooms and a large garden. Like other kindergartens, it offers a mixture of state-subsidised preschool programs and parent-funded shorter programs for three-year-old children. Unlike most other kindergartens, however, two of these programs are bilingual. Alongside the traditional offerings, the kindergarten offers a three hour Italian language class and an Italian immersion preschool program. In this article, the author discusses the Italian kindergarten program, which is structured in the same way as the mainstream kindergarten programs.   [More]  Descriptors: Teaching Methods, Elementary Schools, Kindergarten, Preschool Education

Hult, Francis M. (2010). The Complexity Turn in Educational Linguistics, Language, Culture and Curriculum. In the wake of conversations about integrating macro- and micro-levels of linguistic analysis over the last 50 years, and following theoretical and methodological debates in the 1990s about investigating the dynamics of entire social systems, complexity theory is coming of age in educational linguistics. Central to the application of complexity theory in social science is its attention to multiple scales of social organisation and how they are connected through the actions of individuals, with an emphasis on the unfolding of social processes rather than on cause-effect relationships. This provides us with a new perspective that is increasingly being adopted in the development and implementation of multilingual education throughout the world, as seen in the simultaneous management of linguistic resources across different scales–national, regional, community, classroom, and interpersonal.   [More]  Descriptors: Educational Change, Foreign Countries, Applied Linguistics, Multilingualism

Perales, Susana (2010). The Status of the Auxiliary "Do" in L1 and L2 English Negative Clauses, International Review of Applied Linguistics in Language Teaching (IRAL). This paper addresses the issue of whether negative sentences containing auxiliary "do" in L1 and L2 English share the same underlying syntactic representation. To this end, I compare the negative sentences produced by 77 bilingual (Spanish/Basque) L2 learners of English with the corresponding data available for L1 acquirers reported on in Schutze (Carson, The status of he/she don't and theories of root infinitives, 2001), under the assumption that L1 and L2 grammars may be underspecified for Tense and/or Agreement features. I conclude that, despite similarities in the type of errors children and L2 learners produce, the L2 data do not show evidence of underspecification. Rather, it appears that L2 learners use a lexical strategy whereby they adopt "don't" as an independent preverbal negative marker.   [More]  Descriptors: Sentences, Morphemes, Syntax, English (Second Language)

Pacheco, Mariana (2010). Performativity in the Bilingual Classroom: The Plight of English Learners in the Current Reform Context, Anthropology & Education Quarterly. This article analyzes illustrative classroom events documented during an ethnographic study of bilingual classrooms in a "high-achieving" school. Through a performativity lens that emphasizes the discursive constitution of subjectivities, I demonstrate how discourses around achievement and success in the current reform context exacerbated one bilingual teacher's deficit-oriented ideologies about English learners and their families. This analysis has implications for practitioners and researchers interested in effectively supporting our most vulnerable student populations, and their teachers, in public schools.   [More]  Descriptors: Bilingual Education, Ethnography, Second Language Learning, Ideology

Emery, Steven D. (2007). Citizenship and Sign Bilingualism: "… There Is Nothing Wrong with Being Bilingual… It's a Positive and Fantastic Thing!", Deafness and Education International. The issue of the education of deaf children is addressed in relation to citizenship and sign bilingualism. Citizenship is a contested concept and those who advocate a sign bilingual approach use the discourse of citizenship when arguing for the value of their method, but so too do other approaches. The sign bilingual approach may benefit from a deeper exposition of the ways in which the concept of citizenship is being shaped, particularly by revealing the phonocentric nature of citizenship and the non-statist values of sign bilingualism. Citizenship, however, does not inevitably have to be phonocentric; sign bilingualism can draw on the concept of social justice to pursue the case for a holistic approach to the education of deaf children.   [More]  Descriptors: Citizenship, Bilingual Education, Deafness, Holistic Approach

Butvilofsky, Sandra Adriana (2010). Towards the Development of a Biliterate Pedagogy: A Case Study of Emerging Biliterate Writing, ProQuest LLC. More than 60% of children labeled English language learners in U.S. schools today are simultaneous bilinguals, and little is understood about their bilingual and biliterate potential, because theories of sequential bilingualism dominate the field. Most studies exploring bilingual children's writing development have focused almost exclusively on the analysis of their English writing, and they use a monolingual framework without attending to the processes of creation or addressing the specific characteristics within the classroom context under which children become biliterate writers. Understanding the processes by which bilingual children develop writing in two languages can better inform instructional practices that are linguistically appropriate and expand opportunities for bilingual children to engage in meaningful Spanish and English writing practices as they progress on a trajectory towards biliteracy.   This qualitative case study was situated in a second/third grade bilingual classroom in a large urban school district. It investigated the various processes involved when Spanish/English bilingual children learn to write in two languages. The purpose of this study was to provide a more complete picture of the processes by which simultaneous bilingual children develop writing skills in two languages. This was accomplished by attending to the specific characteristics of the classroom context, describing the various opportunities available for writing in the classroom, and examining how two focal children participated in writing activities and developed as biliterate writers over time.   Using a holistic view of bilingualism, findings from this study disconfirm commonly held views of language interference and provide an understanding of typical characteristics of cross-language transfer for emerging bilingual children. Children had many more opportunities to write in Spanish, while their English writing opportunities were limited by time, the lack of a biliterate pedagogy, and an underestimation of their biliterate writing potential. Despite these limitations, findings from this study demonstrate that children were on a positive trajectory towards biliterate writing development. Findings and implications from this study can assist in developing a biliterate pedagogy based on the actual classroom practices of emerging bilingual children who are becoming biliterate, and it contributes much needed research on the biliterate writing development of simultaneous bilingual children.   [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: Bilingualism, Literacy, Writing (Composition), Grade 2

Alamillo, Laura (2007). Selecting Chicano Children's Literature in a Bilingual Classroom: Investigating Issues of Cultural Authenticity and Avoiding Stereotypes, Journal of the Association of Mexican American Educators. Before the Civil Rights movement, the lack of accurate representations of people of color was evident. Children's literature did not present accurate depictions of Mexican-Americans in the text. Sarapes, sombreros and fiestas were typical symbols used to identify Mexican culture and traditions. The Civil Rights Movement sparked a change for accuracy and culturally conscious children's literature in order to provide equity in a diverse classroom. The field of children's literature has made great strides in this area making choices easier for teachers looking to integrate Chicano children's literature in their classroom. Do teachers know how to make informed decisions regarding what is an accurate or authentic depiction of Mexican-American/Chicano culture? What is informing these decisions and why must teachers make educated decisions in literature selection? In making these decisions, teachers are looking at cultural and linguistic authenticity in specifically bilingual children's literature. These must be informed decisions based on several factors: (1) insider-outsider perspective; (2) overall theme of book; and (3) overall authenticity of the themes presented. In this article, criteria and questions are presented in order to provide assistance for teachers who are making these curricular decisions in their classroom. For schools that provide access to authentic Chicano children's books, selection criteria can be useful in identifying literature reflecting their student's lives.   [More]  Descriptors: Childrens Literature, Bilingual Education, Mexican Americans, Bilingualism

Verran, Helen (2007). Metaphysics and Learning, Learning Inquiry. Is it possible to learn and simultaneously articulate the metaphysical basis of that learning? In my contribution to the forum I tell of how I came to recognise that bilingual Yoruba children could articulate the contrasting metaphysical framings of Yoruba and English numbering. The story introduces an arena I call "ontics" that recognises the contingencies of metaphysical commitments in the present. My claim is that learning to recognise and strategically articulate ontics as enacted metaphysical commitments in the present is useful in cross-cultural and transdisciplinary learning and crucial in inquiring into learning.   [More]  Descriptors: Epistemology, African Languages, Bilingualism, Bilingual Students

Coleman, Rhoda; Goldenberg, Claude (2010). What Does Research Say about Effective Practices for English Learners? Part III: Promoting Literacy Development, Kappa Delta Pi Record. A fundamental challenge facing students who are English Learners is the interplay of oral language development–being able to speak and understand a language–and literacy development–learning to read and write the language. This interplay is especially challenging because each developmental process–oral language development and literacy development–is complex in and of itself, and each one influences the other. With English Learners, teachers have to deal with both developmental processes simultaneously, using techniques that are not generally needed with children who already speak English. This, the third article, addresses the topic of literacy. The authors discuss learning to read in English, a language English Learners are simultaneously learning to speak and understand. They also look at some of the ways learning to read in one's native language can support learning to read in a second language and, when that's not possible, how primary language support–that is, strategic use of the student's home language–can help literacy instruction in English. [For Part II, see EJ898399.]   [More]  Descriptors: Second Language Learning, Literacy, English (Second Language), English

Ellis, Lauren Marie (2010). Negotiating Identity Development among Undocumented Immigrant Students, ProQuest LLC. This purpose of this qualitative dissertation study was to capture the meaning and various dimensions related to being an undocumented immigrant youth in the United States, and to develop a grounded theory regarding how undocumented immigrant students negotiate their identity development in light of these dimensions. A semi-structured interview protocol was created to elucidate how undocumented immigrants attribute meaning to their experience. All eleven participants would be eligible to have their legal status adjusted in accordance with the criteria of the DREAM Act. Each participant completed an audio-taped interview with the researcher, and all interviews were transcribed. Data analysis was iterative and was conducted according to grounded theory methodology.   Four major themes emerged from the data: 1) "Sewn with two threads," delineating the ways in which participants are largely a product of their bicultural experiences; 2) Enhancement of positive attributes through addressing documentation struggles, reflecting the opportunities for growth and enrichment as a result of experiences and even struggles in the United States; 3) "Border as Mirror," a metaphor addressing the ways in which documentation status impacts one's perception of oneself and the world positively as well as negatively; and 4) Identity formation as an ongoing negotiation, capturing the long-term shifts in understanding of status implications and emotional response to this understanding as well as the short term fluctuations of emotional response that continue to occur.   In addition to providing educators with the knowledge that post-secondary education is a possibility for many undocumented immigrant youth, the findings of this study suggest that practitioners can do a great deal to empower and educate the undocumented immigrant youth that they work with.   [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: Undocumented Immigrants, Adolescents, Biculturalism, Grounded Theory

Molina, Sarina Chugani (2010). Examining the Role of Meaning-Making and Cultural Competence in How Teachers Understand and Approach Their Work with Culturally and Linguistically Diverse Students, ProQuest LLC. The tapestry of classrooms today is transforming into a mosaic of colors, languages, and backgrounds. As the population of culturally and linguistically diverse (CLD) students continues to rise, a deeper understanding of how teachers construct meaning and understand their internal and relational experiences when working with these students has become an important area to examine.   The purpose of this study was to gain a deeper understanding of teachers' meaning-making systems and their cultural competence as it relates to their work with CLD students. Kegan (1982, 1994) provides a constructive developmental lens, which was used in this study, to understand how teachers construct meaning of their experiences. Another multidimensional construct of cultural competence based on the concept of Cultural Intelligence (CQ) developed by Earley & Ang (2008) was also used as an additional lens to guide this research, particularly in understanding what types of cultural knowledge teachers utilize in their daily interactions with their students.   This study included two in-depth interviews with ten public school teachers in the San Diego area. The first interview assessed teachers' meaning-making systems using the Subject-Object interview protocol (Lahey et al. , 1988) based on Kegan's framework, and the second, used the 'Cultural Competence' interview, based on the Cultural Intelligence Scale, to understand teachers' cultural knowledge systems and manifestations of this as it relates to their work with CLD students.   While teachers' meaning-making systems provided some insight into how teachers utilizing different systems approach their work with students from different backgrounds; the results from the cultural competence interview revealed its myopic nature in the attempt to understand teachers' relational experiences with diverse students. For the teachers in this study, culture was a complex, fluid, and ever-evolving notion unique to every student. In this sense, for both teachers and students to attain mutual understanding, their ability to engage in bidirectional negotiation of meaning and their foresight into the contextual interpretation of their day-to-day, moment-to-moment interactions with their students were important.   [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: Intelligence, Public School Teachers, Cultural Awareness, Systems Approach

Shegar, Chitra; Weninger, Csilla (2010). Intertextuality in Preschoolers' Engagement with Popular Culture: Implications for Literacy Development, Language and Education. Research has demonstrated that popular culture often finds its way into classroom discourse, generally in the form of intertextual references that students make. As some scholars have shown, such allusions are often ignored. Even if they are validated, this does not happen in a systematic way that would exploit their full potential as a learning scaffold. This is partly because most teachers are unaware of the nature of students' engagement with popular culture. Drawing on data gathered in an ethnographic study of home literacy practices of five preschool boys in Singapore, we would like to offer insight into these boys' engagement with popular cultural texts. The boys were observed for 30 hours each over nine months in their homes. Data were gathered using a variety of instruments, namely field notes, literacy diaries, photographs and audiovisual recordings. Using the analytic lens of intertextuality, we demonstrate how engagement with popular cultural texts provided these boys with prior textual experience, and served as a stimulus not only to access more texts but to be involved in the creation of novel texts. We also discuss pedagogical implications, encouraging educators to harness popular culture as a platform for fostering literacy development in schools.   [More]  Descriptors: Popular Culture, Ethnography, Diaries, Literacy

Palmer, Deborah (2010). Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language "Strand" Program, Anthropology & Education Quarterly. Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a "strand" dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of "interest convergence" and the frames of "color-blind racism" (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions.   [More]  Descriptors: Immersion Programs, Educational Experience, White Students, Hispanic American Students

Shadow, C. Michelle; Kite, Bobbie Jo; Drew, Jen (2010). Addressing Students' Language Needs in a Bilingual ASL and English Classroom, Odyssey: New Directions in Deaf Education. In the fall of 2008, the authors began team teaching in a bilingual American Sign Language (ASL)/English classroom. They faced the same challenge teachers everywhere face: a new year with new goals and a classroom of students with diverse learning needs. This article discusses how the authors address students' language needs in a bilingual ASL and English classroom by adopting a new approach to developing bilingual proficiency and an appreciation for both languages in students. The best approach to developing bilingual proficiency and appreciation would be making careful choices about language use based on the goal of the activity or lesson taking place at the moment. The authors applied this approach to each classroom interaction. Providing students who use both ASL and spoken English with the opportunity to work collaboratively was crucial to achieving the authors' goals. The students ended the year with a great appreciation for both languages and both modes of English. They all developed a strong sense of their language needs and instinctively chose the language that would be the most useful to them in various situations.   [More]  Descriptors: English, American Sign Language, Bilingual Education, Classroom Techniques

Gandara, Patricia (2010). Overcoming Triple Segregation, Educational Leadership. Latinos are, after whites, the most segregated student group in the United States, and their segregation is closely tied to poor academic outcomes. Latinos experience a triple segregation: by race/ethnicity, poverty, and language. Racial segregation perpetuates negative stereotypes, reduces the likelihood of a strong teaching staff, and is often characterized by lack of family involvement in the school. Socioeconomic segregation creates high-poverty schools that are poorly positioned to deal with challenging out-of-school factors. Linguistic segregation gives students few opportunities to hone their skills in English. Effective bilingual programs can help close the achievement gap because they promote better outcomes and produce students who are both bilingual and biliterate.   [More]  Descriptors: Achievement Gap, Race, Poverty, Stereotypes

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