Bibliography: Bilingual Education (page 461 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Elizabeth Jaeger, Indiana Department of Education, Courtney Clayton, Michael Whitacre, Sharon Adelman Reyes, Christos Skourlas, Fatima E. Terrazas-Arellanes, Tao Rui, Mariana Achugar, and Marian R Whitehead.

Sciriha, Lydia, Comp. (2013). Maltese: The Maltese Language in Education in Malta. Regional Dossiers Series, Mercator European Research Centre on Multilingualism and Language Learning. This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of Europe–Malta. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists. They can also use this Regional dossier as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The subject of this dossier is Maltese or "il-Malti," a Semitic language closely related to Arabic in structure and morphology though unlike Arabic, Maltese is written from left to right and in the Latin script. This dossier focusses exclusively on the Maltese language spoken by the Maltese living in the Maltese archipelago which comprises Malta, Gozo, and Comino with the overwhelming majority of the Maltese residing in Malta, the largest of the three islands. A list of references and further reading is included.   [More]  Descriptors: Foreign Countries, Semitic Languages, Language Usage, Statistical Data

Sheriff, Stephanie (2007). Nuestros Amigos, Teaching Pre K-8. In this article, the author talks about a dual language program in a New York City public school, "Nuestros Amigos". This program's goal is for the school's African American and Hispanic students to develop proficiency in both English and Spanish as prescribed in New York State and City English Language Arts and Native Language Arts Curriculum and Standards. To help students reach these goals, they are immersed equally in both languages in all curriculum areas starting in kindergarten. The program follows the 50:50 Roller Coaster Model. Students spend half of each day learning in English and half of each day learning in Spanish. Two teachers provide instruction in two languages, one only in English and one only in Spanish. The students are linguistically mixed for all instruction. This program represents one of the most promising teaching initiatives available. Students are succeeding and exceeding academic expectations, and teachers know that they are gaining the skills necessary to achieve in today's global society.   [More]  Descriptors: Parent Participation, Immersion Programs, Language Proficiency, Bilingual Education

Whitacre, Michael; Diaz, Zulmaris; Esquierdo, Joy (2013). Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms, International Journal of Instruction. Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI), and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how preservice bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI) developed by Haager, Gersten, Baker, and Graves (2003). To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts' dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.   [More]  Descriptors: Theory Practice Relationship, Reading Instruction, Teaching Methods, Student Teaching

Sanchez, Alma Sonia Q. (2013). Literacy Instruction in the Mother Tongue: The Case of Pupils Using Mixed Vocabularies, Journal of International Education Research. In the institutionalization of the mother tongue-based multilingual education (MTB-MLE) in the country, several trainings were conducted introducing its unique features such as the use of the two-track method in teaching reading based on the frequency of the sounds of the first language (L1). This study attempted to find out how the accuracy track method worked with Waray pupils using mixed vocabularies. This is a part of a developmental study that aims to improve Waray reading instruction in basic education. The researcher used a checklist of the 100 Most Common Words in Waray for pretest and posttest, interviews, survey questionnaires, and daily observations during the three-week implementation of the method. The averages of the pretest and posttest scores were compared. Themes and patterns in the responses were likewise analyzed. The results showed a big gap in the performance of pupils classified as readers and beginning readers. Several issues and challenges met were also identified. These imply that the method is less facilitative for effective teaching and learning in Waray of speakers using mixed vocabularies. This study recommends to modify the method or to develop an appropriate method for literacy

Whitehead, Marian R (2007). Developing Language and Literacy with Young Children. Third Edition, Paul Chapman Publishing. This book gives parents, teachers, and other professionals who work and play with young children a confident understanding of communication and language development for children from birth to age eight. This resource examines the range of elements that are typical of communication and language activities: thinking, feeling, imagining, talking, listening, drawing, writing, and reading. The author emphasizes the importance of children's relationships and communications with the people who care about them, spend time with them, and share in the excitement of their developing languages and their investigations of literacy. This guidebook covers: (1) Early communication and language; (2) Achievements of young bilinguals; (3) Stories, narratives, and language play and their significance in literacy development; and (4) Emerging literacy in homes, early years settings and classrooms. The book contains the following: (1) Introduction; (2) Glossary; (3) The Development of Communication and Language; (4) Young Bilinguals; (5) Stories, Narrative and Play with Language; (6) Literacy: The Early Years, birth to 6; (7) Literacy: Developing Readers and Writers 6-8; and (8) Talking with Parents and Carers about Communication and Language Development. A bibliography and an index are included.   [More]  Descriptors: Book Reviews, Language Acquisition, Young Children, Communication Skills

Clayton, Courtney (2013). Exemplary Teachers of English Language Learners: A Knowledge Base, Journal of Research in Education. The number of English language learners (ELL) in schools continues to rise. However, statistics reveal that the majority of classroom teachers have no training in working with ELLs (NCES, 2011). Because of this, it is critical to understand how teachers can be successfully prepared to teach ELLs. Through in-depth inquiry, this study explored what kinds of knowledge four exemplary teachers of ELLs had, how they gained that knowledge, and how the knowledge was influenced by the context in which they taught–bilingual or monolingual. A knowledge base for what it takes to be a successful teacher of ELLs is presented. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]   [More]  Descriptors: English Language Learners, Knowledge Base for Teaching, Teacher Qualifications, Bilingual Education

Reyes, Sharon Adelman (2007). Beetles and Butterflies: Language and Learning in a Dual Language Classroom, Journal of Latinos & Education. Welcome to the classroom of Jill Sontag and her 19 young bilingual collaborators. Join them as they simultaneously explore the world of insects and the world of language. These curious and energetic second graders are easily drawn into the realm of bugs. Encouraging them to speak in Spanish, however, is a bit more complicated. Jill uses her professional judgment to make choices about when and how to reinforce second language acquisition and literacy in Spanish in this two-way bilingual immersion classroom. Creativity and humor are cornerstones of her pedagogical style and are maximized throughout this inquiry-based curriculum. Content and literacy are authentically interwoven as the teacher skillfully promotes bilingualism.   [More]  Descriptors: Grade 2, Entomology, Second Language Learning, Bilingual Education

Gilete, Raúl Montero (2011). Children's Literature and the Internet in the Classroom, International Education Studies. "The Explorer of the Chest" and "Golgrim's Keys" are two original, unabridged texts integrated in the Scarecrow Project. The project aims at developing ground-breaking methodologies for teaching literature and covers the A2-B2 levels of language competence, both in English and Spanish. The project is based on an integrated use of the Internet (introducing webquests, among other resources), and literature to acquire communicative skills, and it could be easily adapted to the shifting needs of the classroom in Primary, Secondary and University education. It also features original music and artwork, and a great number of exercises for evaluation in different subject areas, as well as for the preparation of official language exams.   [More]  Descriptors: Teaching Methods, Internet, Childrens Literature, Technology Uses in Education

Achugar, Mariana (2006). Writers on the Borderlands: Constructing a Bilingual Identity in Southwest Texas, Journal of Language, Identity & Education. In this article I report on a unique tertiary level bilingual graduate program in Southwest Texas where the content as well as the form of implementation are based on an additive model of bilingualism. The analysis focuses on how bilingualism and bilingual professional identity are conceptualized by the participants in this community of practice relating the insiders' views to the sociohistorical and political landscape where the program is developing. The issues of bilingualism and identity are approached from a social perspective on language and learning (Gee, 2002; Halliday, 1978; Lemke, 1995; Wenger, 1998). Through the analysis of data collected by way of naturalistic observations, open-ended interviews, and collection of documents, I explore how this community develops criteria to construct its bilingual identity and how different participants react to this new identity. In the article I show the variety of meanings and orientations to bilingualism and Spanish that participants negotiate in the construction of identities.   [More]  Descriptors: Bilingualism, Bilingual Education, Program Implementation, Graduate Study

Rui, Tao; Chew, Phyllis Ghim-Lian (2013). Pedagogical Use of Two Languages in a Chinese Elementary School, Language, Culture and Curriculum. This paper provides a snapshot of the manner in which English as a foreign language is taught in an elementary school in Helan County, China, in the nation's first decade of sweeping nation-wide educational reforms where English was first introduced as an official subject in 2001 and then as a compulsory subject in 2004. To cope with large classes and a challenging and new syllabus, with conflicting directives from the top on how to teach, the elementary school teacher, often poorly trained, has to resort to a number of management strategies, chief of which is the extensive use of the first language. It is argued that, despite assumptions and pronouncements in official policy and claims in the professional literature to the contrary, the use of two languages remains necessary and irreplaceable in the Chinese classroom. It is present in outlining procedures, providing supportive instructions throughout the lesson, motivational and disciplinary interventions, the assignment of homework and in the management of unfamiliar vocabulary. Such a scenario also raises questions about the suitability and practicality of the communicative approach in this context.   [More]  Descriptors: Bilingual Education, Elementary School Students, Second Language Learning, Language Usage

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Rivas, Carmen (2013). Collaborative Online Projects for English Language Learners in Science, Cultural Studies of Science Education. This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81% ELs), distributed across three different groups, resulted in a 21% statistically significant points increase from pretest to posttest assessments of science content learning, t(52) = 11.07, p = 0.000.   [More]  Descriptors: Foreign Countries, English Language Learners, Science Instruction, Partnerships in Education

Indiana Department of Education (2015). Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014. The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that children should achieve from birth to age five in order to be ready for future success. By outlining specific topics and indicators in each of these content areas, the "Foundations" support teachers, parents, caregivers, and other professional personnel as they develop appropriate experiences for young children. This core document was developed for use in all types of early childhood programs. Additional, the 2015 revision of the "Foundations" address two special populations, Dual Language Learners and Exceptional Learners. Understanding the developmental progression gives early educators the ability to individualize instruction and experiences to advance each child's development and learning. Appended to the report are: (1) ISTAR-KR/2015 Early Learning Foundations Alignment Study; and (2) Classroom Planning Matrix. A glossary of terms is also included.   [More]  Descriptors: Academic Standards, State Standards, Early Childhood Education, Alignment (Education)

Marinagi, Catherine; Skourlas, Christos (2013). Blended Learning in Personalized Assistive Learning Environments, International Journal of Mobile and Blended Learning. In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to learn and communicate. The described blended learning experiment integrates face-to-face, synchronous, and asynchronous e-learning, bilingual teaching (oral language and Sign Language) in the mainstream class, teaching in parallel classes, and personalized access to distributed databases of educational material. At the core of PELE, the authors use Multimedu, a web-based tailored made tool for disabled students. This experimental tool includes applications of a traditional Learning Management System (LMS), supporting a multilingual dictionary of terms, multimedia management and social networking. Finally, this paper describes the use of the blended e-learning model in "Database I" course, given at the Technological Educational Institute of Athens, Greece.   [More]  Descriptors: Blended Learning, Individualized Instruction, Assistive Technology, Disabilities

instruction of speakers without a strong linguistic foundation in their mother tongue.   [More]  Descriptors: Literacy Education, Native Language, Code Switching (Language), Pretests Posttests

Garrouste, Christelle (2011). Explaining Learning Gaps in Namibia: The Role of Language Proficiency, International Journal of Educational Development. In a multilingual context, this study investigates the role on mathematics achievement of the provision of instruction in the home language. It compares characteristics of 5048 Grade 6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the significant role of low language skills on the overall low mathematics scores, which may question the effectiveness and equity of the current bilingual policy.   [More]  Descriptors: Mathematics Achievement, Multilingualism, Language Role, Foreign Countries

Jaeger, Elizabeth (2007). Literacy, Logic, and Intuition, Language Arts. The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in "scientific" reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of literacy. She ends with suggesting ways that teachers can help facilitate intuitive awareness in literacy for their students. Such changes, she argues, will assist students' reading and challenge the top-down control of teaching.   [More]  Descriptors: Teacher Role, Reading Research, Literacy Education, Bilingual Education

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