This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Erin E. Turner, Rachel A. Valentino, Lynn E. Cohen, Zhilong Terry Qian, Kim A. Lindsey, Sara Drozdowicz, Claudia Sanchez, Lora Beth Escalante, Ena Harrop, and Christine C. Pappas.
(2012). Embracing Globalization and 21st Century Skills in a Dual Language Immersion School, ProQuest LLC. The United States stands unfavorably to other nations on the educational level, as many schools in the U.S. do not acknowledge the skills and knowledge that students need to succeed as global citizens with the increasing global and economic changes. Though some schools in the U.S. have already sounded the alarm and implemented changes to integrate 21st century skills into their existing curriculum, it is unclear how they are integrating these global skills and how effectively the programs are responding to the dynamic changing world. The purpose of this study was to identify the programs and practices that promote the acquisition of 21st century skills at a K-12 school. A qualitative, descriptive single case study was used as the primary research method for this study. Three themes stood out during data analysis: (1) Global Consciousness, (2) Embrace Chinese and (3) Responsibility and Adaptiveness. Leadership style and organizational culture were also observed and discussed through Bolman and Deal's (2003) four frames, which emphasize the importance of collaborative teamwork, competent leadership, strategic planning and biliterate charisma. This study is part of a thematic group research project on the same topic. By combining and synthesizing the common themes that emerged through data analysis in each of the nine individual school case studies, this project will shed some light on how schools can better prepare students for 21st century. [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: Immersion Programs, Bilingual Education Programs, Second Language Learning, Second Language Instruction
(2012). "Explicame tu Respuesta": Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students, Bilingual Research Journal. This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse. [More] Descriptors: Mathematics Education, Kindergarten, Word Problems (Mathematics), Spanish Speaking
(2012). Internationalisation Strategies of Brazilian Private Schools, International Studies in Sociology of Education. The objective of this work is to reflect on unequal schooling opportunities in Brazil, focusing on certain characteristics that mark, nowadays, the schooling trajectories of young people from middle- and high-income families. Our previous researches showed that an important part of these families are increasingly investing in international resources, seen as a vital tool for their kids' success. This led to questions about the repercussion of this phenomenon in the strategies used by schools to fulfil parental demands. The research focuses on private schools in high-income neighbourhoods in Belo Horizonte. Interviews with school staff, an analysis on their website and other printed materials revealed that: (a) around half of the researched schools develop internationalisation initiatives such as: special programmes of foreign language learning; bilingual pedagogical projects; and trips abroad and (b) these initiatives could start in a precocious age (since kindergarten), especially foreign language learning. [More] Descriptors: Foreign Countries, Second Language Learning, Printed Materials, Family Income
(2012). Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom, Theory Into Practice. This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual connections to prior classroom discourse, prompted deep understanding of new concepts, and reinforced vocabulary. This article illustrates that it is possible to employ dialogic practices in read-alouds of English informational science texts in bilingual classrooms to strengthen both language/literacy and science instruction. [More] Descriptors: Bilingual Education, English (Second Language), Bilingualism, Science Instruction
(2012). Own-Language Use in Language Teaching and Learning, Language Teaching. Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students' own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students' own language has begun. This article surveys the developing English language literature on the role of students' own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students' own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of "optimal" in-class own-language use, the article then reviews research into teachers' and students' attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice. [More] Descriptors: Learning Theories, Student Attitudes, Monolingualism, English (Second Language)
(2012). Development of Reading Skills from K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction, Reading and Writing: An Interdisciplinary Journal. The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the students in the English immersion program on the Spanish reading and oral language measures and significantly lower scores on the English reading comprehension and oral language measures. Multiple-group path models showed that the predictors of third grade English and Spanish reading comprehension did not differ across the three programs. Spanish phonological/decoding skill and oral language in first grade mediated the association between Spanish phonological/decoding skill and oral language in kindergarten and third grade Spanish reading comprehension. English phonological/decoding, Spanish phonological/decoding skill, and English oral language in first grade mediated the link between Spanish phonological/decoding skill in kindergarten and third grade English reading comprehension. [More] Descriptors: Reading Comprehension, Immersion Programs, Oral Language, Reading Achievement
(2015). Effectiveness of Four Instructional Programs Designed to Serve English Learners, Educational Evaluation and Policy Analysis. This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental preferences but who attend different programs, we find that the English Language Arts (ELA) test scores of ELs in all bilingual programs grow at least as fast as, if not faster than, those in EI. The same is generally true of math, with the exception of DB programs, where average student scores grow more slowly than those of students in EI. Furthermore, Latino ELs perform better longitudinally in both subjects when in bilingual programs than their Chinese EL counterparts. We find no differences in program effectiveness by ELs' initial English proficiency. [More] Descriptors: Program Effectiveness, English Language Learners, Language Proficiency, Longitudinal Studies
(2012). Content and Language Integrated Learning (CLIL): Limitations and Possibilities, Online Submission. CLIL is currently enjoying a surge in popularity across the world in its cross-curricular form. While the structural difficulties in implementing CLIL are often recognised, there is little discussion of its inherent limitations. Focusing on cross-curricular programmes, this article analyses critically four of CLIL's central claims against the evidence of the latest research. The claims analysed are: CLIL leads to greater linguistic proficiency, it boosts motivation, it is suitable for learners of all abilities and it leads to greater intercultural awareness. The article concludes that while all four claims are, to a large degree, substantiated by the evidence, there are also clear limitations, stemming from theoretical and methodological shortcomings of the CLIL model, as well as from its interaction with contextual factors. The article suggests a number of ways in which these limitations can be addressed and concludes that, unless remedied, they could lead to an understandable yet regrettable disappointment with a model that is genuinely promising. [More] Descriptors: Evidence, Curriculum Development, Educational Opportunities, Barriers
(2012). Exploration of How Spanish and English Noneliciting Questions Affect the Novel Vocabulary Acquisition of Hispanic Dual Language Learners Enrolled in Head Start, Early Childhood Education Journal. Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children, while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish was the only adult language spoken in most children's homes. The present study's findings revealed that Spanish vocabulary noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children in Head Start and future avenues for research are discussed. [More] Descriptors: Disadvantaged Youth, Monolingualism, Vocabulary Development, Language Acquisition
(2012). "!Luces, Camara, Accion!": A Classroom Teacher Research Analysis of Dual Language Students Translanguaging through One-Act Plays, ProQuest LLC. The study investigates how language is used among 17 children in a dual language classroom as they create academic-based one-act plays in conjunction with social studies instruction. Examining over 20 hours of video, the teacher researcher analyzes students' use of translanguaging during cooperative groupings in order to co-accomplish an academic task. The purpose was to determine how the use of Spanish and English among students working in groups contributed to how students interacted with one another and to the creation of their plays. A major finding is the students' use of "schoologues"–moments when students bring shared school experiences into their conversations. The study looks at how humor and laughter are also used as a vehicle of thought and as a way of navigating difficult interactional obstacles, such as regaining academic focus when it has strayed. Language used by the students to generate one-act plays implies that a classroom setting that encourages the use of bilingual linguistic repertoires benefits social and academic language development among learners. The analysis of student-generated artifacts (personal written reflections as well as first and final drafts of their plays) reveals the connection between the use of oral language and peer editing. The data demonstrate how students used themselves as reference tools to derive edits within their scripts. The author argues that students were able to communicate freely in such a way that would ultimately produce the results they desired (final drafts of their plays) in part because students felt comfortable with one another, in part because they were given the freedom to use both English and Spanish, and partly because the teacher allowed them the space in which to work with limited interruptions. [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: Code Switching (Language), Drama, Teaching Methods, Video Technology
(2012). Using Dialogic Reading as Professional Development to Improve Students' English and Spanish Vocabulary, NHSA Dialog. Professional development was conducted to assess the effects of dialogic reading (DR) on child outcomes related to vocabulary development in English and Spanish. Six teachers and 72 children enrolled in a state-funded public universal prekindergarten program, partnering with higher education, participated in the study. The content of the professional development consisted of research-based DR strategies and vocabulary for English-only, bilingual, and Spanish-dominant speakers. The format included in-service training workshops, consultations, and reflections within community of practice meetings. The results showed that the intervention led to an increase in vocabulary over time within and across language groups. Regardless of teacher experience and educational training, vocabulary for all prekindergarten children improved. Suggestions are offered for replicating DR techniques in early care and development settings. Findings add to the importance of providing instruction in vocabulary for low socioeconomic status prekindergarten programs as well as the role higher education can serve in partnering with public schools. [More] Descriptors: Communities of Practice, Higher Education, Preschool Education, Vocabulary Development
(2012). Measuring Language Acquisition of Students in a Dual-Immersion Program versus Their Mainstream Classroom Peers: The First Two Years of a Dual Immersion Program, Online Submission. Will participation in a Dual-Immersion program increase students English language literacy compared to their mainstream classroom peers? Literacy scores on the DIBELS and WIDA Access were assessed over two years for 144 students to see if English Language Learners (ELL) are having more success in English literacy acquisition than their mainstream classroom ELL peers and English natives in the Dual-Immersion program compared to their mainstream classroom peers. During the two years students in the Dual-Immersion program were taught half of their day in Spanish and half in English. Their mainstream classroom peers were taught completely in English. For the class of 2021 there is no pretreatment difference for any groups except for Dual ELL compared to Dual English natives, for PSF p = 0.020 and WUF p = 0.000. For the class of 2022 there was no pretreatment difference between any groups except for Dual ELL compared to Dual English natives, Dual ELL students were behind their native English speaking peers on every assessment on the DIBELS. For both the class of 2021 and 2022 there were no consistent significant differences between classes except for Dual ELL compared to Dual English natives. For the class of 2021 on post treatment assessment there was still significant difference in PSF p = 0.027 and WUF p = 0.002. For the class of 2022 pretreatment assessment showed significant difference on every assessment piece of DIBELS; in post treatment assessment there was still significant difference in ISF p = 0.004, LNF p=0.026, PSF p = 0.044, WUF p = 0.001 and ORF p = 0.024. Based on the results the Dual Immersion program is showing successful because there are not significant differences across grade levels. It is however, not decreasing the gap between ELL and English natives within the Dual Immersion program. [More] Descriptors: Immersion Programs, Bilingual Education Programs, English (Second Language), Second Language Learning
(2015). Approaches to Assessment in CLIL Classrooms: Two Case Studies, Language Learning in Higher Education. This article presents two case studies that show how learner involvement and collaboration in assessment are valid pedagogic tools to encourage learner reflection and engagement, particularly where a very traditional approach to language learning is the norm. The authors, who teach in universities in Japan, discuss different but related approaches to assessment in CLIL (Content and Language Integrated Learning) classrooms. The first case study describes how assessment in the classrooms in focus requires more engagement on the part of learners as they must work things out for themselves. Collaborating with classmates, which entails discussing assessment decisions, can foster language development. If learners engage in informal discussion about their learning performance, they can review previous learning, affirm progress, and make suggestions about future learning goals and how to improve their learning outcomes. In the authors' view these processes help learners to develop self-regulation and self-efficacy. The second case study involves students developing collaboration skills during project work in which they are also involved in the assessment process. They give slide and poster presentations, write reports, and analyze scientific information while collaborating with their classmates. During this process they are also responsible for self- and peer-assessment. As a result of their collaboration they acquire language, but they also develop the ability to collaborate further. The article concludes by briefly discussing learner involvement and collaboration, and the central role that feedback practices can play in learning. [More] Descriptors: Case Studies, Bilingual Education, Second Language Learning, Second Language Instruction
(2012). English/Spanish Dual Immersion Elementary School Programs: Factors to Consider, Online Submission. Some families, parents and children included, may not be fully prepared or aware as they enter into the commitment of a dual-immersion language elementary education experience. One factor crucial for a dual-immersion program to meet its objectives, parents and students must commit to a minimum of five to six years of their elementary education to the program. The purpose of my research is to describe the elements that contribute to the development of a successful bilingual school program for young children. The principal of a dual immersion elementary school participated in an interview about her views on the elements that make her program, her school successful. Findings mirrored the research literature. Establishment of a strong partnership between parents, teachers and administrators provides a solid foundation that fosters student success. Quality professional development and a committed teaching staff further support the mission of the school which is ultimately to graduate students who are bilingual, bi-literate, and bicultural. The program must be academically rigorous and committed to sticking to the model selected whether the model is referred to as 90/10, 50/50 or a differentiated approach. [More] Descriptors: Immersion Programs, Elementary Education, Bilingual Schools, Bilingualism
(2012). Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds, Bilingual Research Journal. This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based extended dialogue in each target language. We utilized digital video recordings and field notes to capture the naturally occurring teacher-child interactions of read-aloud activities in two dual-language preschool classrooms over a period of two months. Findings revealed that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge; however, question types were not equitably distributed across the two instructional languages as teachers asked significantly more "inference-based" and "factual" questions during Spanish-medium read alouds and more "experience-based" and "word-focused" questions in English-medium read alouds. Implications for practice are discussed. [More] Descriptors: Inferences, English (Second Language), Video Technology, Preschool Teachers