This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Molly Faulkner-Bond, Eunah Yang, Edward J. Kame'enui, Jessica Scott, Gabriel J. Botma, Tasha R. Wyatt, Cornelius B. Pratt, Deni Lee Basaraba, Maria del Carmen Mendez Garcia, and Julie Sarice Sugarman.
(2012). Adapting Content Subject Tasks for Bilingual Teaching, Online Submission. Teaching content through a foreign language presents students with the double challenge of having to understand new concepts and of doing so through a foreign language. To be successful in meeting this challenge teachers have to adapt their teaching style and the tasks they work on with their students. Often, however, they do not know how to do so, since, while research offers some guidelines for task design, this tends to be rather removed from the teachers' real-world need so as to be of little use to them, so that teachers feel they have to resort to students' L1 when working on difficult concepts. In this article I try to bring together the proposals made by researches in different areas that can contribute to helping teachers adapt the tasks they use in class, and thus make it possible for students to meet the double challenge of bilingual teaching with good possibilities of success. [More] Descriptors: Theory Practice Relationship, Bilingualism, Second Languages, Teaching Styles
(2012). The Language(s) of Failure? Unequal Access to Journalism Education and Training at a Former Whites-Only Afrikaans University in South Africa, Journalism and Mass Communication Educator. A former whites-only South African university's journalism department employs a dual-medium language policy in which Afrikaans and English alternate in classrooms, and students may use either. Admissions processes include a test of linguistic ability (general/cultural knowledge and writing skills). Citing Bourdieu, this article disputes the validity of the test's score as an indication of a student's linguistic ability (part of his/her "cultural capital"); in fact, students' biographical profile form part of their "habitus." First, levels and composition of cultural capital of different "racial" groups of students show how the way the test determines linguistic ability structures student performances. Second, statistical findings are discussed with reference to the profile and assessments practices of department staff members. Such practical changes could improve selection of black students, but this article also suggests reconsidering the dual-medium language policy. [More] Descriptors: Language Planning, Writing (Composition), Journalism Education, Linguistics
(2012). Native- vs. Nonnative-Medium Schools: Applying Critical-Cultural and Historical-Structural Theories to Reframing Language Planning and Policy, Critical Inquiry in Language Studies. In much of the developing world, disparities between native- and nonnative-medium schools are fueled in part by government actions such as resource allocation and administrative oversight that determine institutional policies and practices that perpetuate and exacerbate educational divides, which, in turn, lead to further societal inequality. This article argues that government agencies and educators should apply complementary critical-cultural and historical-structural theories to proffer language-policy directions and a pedagogic blueprint that have the potential to improve significantly a bilingual educational system fraught with pedagogic inequalities, social disparities, and misaligned resources. Critical-cultural analysis examines phenomena from three overarching perspectives: multiculturalism, hegemonic ideology, and power relations; a historical-structural perspective places English teaching within contexts of socioeducational practices. Resource-poor rural schools, where English teaching was at best perfunctory, placed their students at a significant disadvantage. The implications of these findings for reframing current language planning and policy are presented. [More] Descriptors: Language Planning, Language of Instruction, Second Language Learning, Bilingual Education
(2012). The Potential of CLIL for Intercultural Development: A Case Study of Andalusian Bilingual Schools, Language and Intercultural Communication. The most outstanding overhaul in educational policies in Spanish monolingual communities has been the widespread implementation of Content and Language Integrated Learning (CLIL) programmes. This article delves into the supposedly indissoluble relationship between CLIL and intercultural communicative competence. Using as a basis a case study on CLIL primary and secondary school teachers' and students' perceptions, this study questions whether bilingual programmes in Andalusia provide learners with the necessary competences to cope efficiently with otherness. Findings show that CLIL presents an apparent potential for the development of crucial intercultural attitudes, the vital development of critical cultural awareness, and, finally, action-taking as a sophisticated outcome of both assessments. [More] Descriptors: Intercultural Communication, Student Attitudes, Bilingual Education Programs, Cultural Awareness
(2012). Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature, Office of Planning, Evaluation and Policy Development, US Department of Education. In 2010, the U.S. Department of Education (the Department) contracted with Synergy Enterprises, Inc. and edCount, LLC, to complete a study titled Language Instruction Educational Programs (LIEPs): Lessons From the Research and Profiles of Promising Programs. This study includes a review of the foundational literature related to LIEPs, case studies of 20 school districts with well-designed and well-implemented LIEPs, and a Lessons from the Field guide that integrates findings from the literature review and the case studies and provides practical information for local educators on selecting, designing, implementing and evaluating LIEPs. This literature review is intended to lay a foundation for the LIEP study. It provides literature-based summaries for a range of topics that may factor into LIEP designs and functions, and supports school districts in their decisions about how to choose appropriate LIEPs for their students' needs. The review summarizes critical ideas, findings, concepts, debates and practices that populate the literature on LIEP design, implementation and evaluation at present. Literature Review Search Terms and Research Questions are appended. [More] Descriptors: School Districts, Case Studies, Vocational Education, Literature Reviews
(2012). Children's Language Ideologies in a First-Grade Dual-Language Class, Journal of Early Childhood Literacy. This study explores the language ideologies of young children in a Spanish/English dual language programme in the USA. Recent studies of language ideologies in education have centred primarily on adults or older students, but this study focuses on young children from varied language backgrounds. By analysing discussions centred on children's literature, I report first-grade students' beliefs about language in their responses to themes in the literature and closely examine two students' discourse over time. These young participants often expressed competing ideologies as they responded to the various contexts they were in and the roles they were expected to play. While students were becoming proficient in two languages, they were also creating their identities and beginning to understand issues of language and society and formulating ideologies. I highlight the importance of acknowledging young students' ideologies and discussing issues of language, bilingualism and language use as schools become increasingly diverse. [More] Descriptors: Childrens Literature, Language Attitudes, Ideology, Young Children
(2012). Systematic Instruction in Reading for Spanish-Speaking Students. Second Edition, Charles C. Thomas, Publisher, Ltd. Students whose first language is not English are the fastest-growing group in public schools in all regions of the United States. Almost 10 million children between the ages of five and 17 live in the homes and communities in which a language other than English in spoken and presently most schools in the U.S. are under-educating many English learners. The achievement of Hispanic students needs to improve dramatically over the next five years and this book describes the cornerstone elements for bringing about this change. The initial chapter introduces direct instruction to be used with reading and literacy programs. Chapters 2 and 3 provide excellent review of the literature in language development and address developing language instruction, listening, and speaking with Spanish-speaking students and offers what a comprehensive language development program should look like. Chapter 4 reviews academic language and literacy instruction while the next addresses the components of instruction in Spanish. Chapter 6 offers lesson plan suggestions for Spanish-speaking students, while the following two sections discuss components that transfer and do not transfer in Spanish to English reading instruction. Chapter 9 reviews English language development and provides lesson plans for implementing SDAIE programs. Finally, Chapter 10 discusses two-way bilingual immersion and shares actual classroom schedules and lessons. This unique text will help in the preparation of primary grade teachers throughout the U.S. so that they may be successful with Hispanic students entering the public schools with little or no English background. It will also be a useful tool for school districts' staff development in addressing school improvement goals for increasing the achievement of Hispanic students. This book contains a foreword by Douglas Carnine and an an introduction by Elva Duran. Chapters include: (1) Direct Instruction (Elva Duran and Douglas Carnine); (2) Developing the Foundations of Literacy: Oracy (Elba Maldonado-Colon); (3) Language Development and Instruction (Linda M. Carnine); (4) Academic Language and Literacy Instruction (John Shefelbine); (5) Reading and Literacy Instruction for Spanish-Speaking Students (Elva Duran); (6) Instructional Plans for Teaching Spanish-Speaking Students Reading and Literacy in Kindergarten through Third Grade (Elva Duran); (7) Transfer of Reading from Spanish to English (Elva Duran); (8) Reading Components That Transfer from Spanish to English (Elva Duran and John Shefelbine); (9) English Language Development (Elva Duran and Rachael Gonzles); (10) Dual Language Education or Two-Way Bilingual Immersion (Elva Duran and Porfirio Loeza); and (11) Reflections and Summation (Elva Duran). Appended are: (1) Alfabeto en espanol (Alphabet in Spanish); (2) Secuencia de Sonidos (Sequence of Sounds); (3) Silabario (Syllables); and (4) Decodable Text–Examples. A name index and a subject index are included. (Contains 12 tables.) [For the first edition, "Systematic Instruction in Reading for Spanish-Speaking Students," see ED476594.] [More] Descriptors: Direct Instruction, Academic Discourse, Public Schools, Speech Communication
(2012). Leadership Practice in Elementary School Dual Language Programs: A Collective Case Study, ProQuest LLC. Research in effective programming for English language learners has demonstrated the efficacy of dual language education as a model for closing persistent achievement gaps for this growing population of students. With goals of high academic achievement, linguistic proficiency in two languages, and cross-cultural proficiency, dual language education is an enrichment model of education that eschews the deficit thinking often associated with language-minority students. Based on the promise of enriched education for all participants, the number of dual language programs is increasing nationwide. As districts across the United States plan for the implementation of dual language programs, identifying effective leadership practices for sustaining these programs over time is critical to the strategic deployment of human and fiscal resources. This collective case study examines best practices in dual language programs from a leadership perspective, with a focus on transformational and transformative leadership theories. District level policies and practices are discussed as they relate to the support of dual language programs over time. School level leadership practices are examined in the context of best practices in dual language education as they integrate with concepts of transformational and transformative leadership paradigms. Findings indicated that the actions of district leaders were crucial to the sustained implementation of dual language programs, as they supported the work of school leaders in five categories of leadership practice: vision, goals and priorities, high performance expectations, allocation of resources, and collaboration and shared decision making. Without the support of district leadership in these areas, school leaders struggled to recruit and retain qualified teachers, and minimum expectations for program design and implementation were not fulfilled. Written policies were not followed, and consistent, on-going professional development was not provided for dual language teachers or school leaders. Because these essential components were missing, the promise dual language programs hold for increasing student achievement could not be realized. [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: Elementary School Students, Bilingual Education Programs, Second Language Learning, Leadership Effectiveness
(2012). Learner Autonomy in the English Classroom: Empirical Studies and Ideas for Teachers, Peter Lang Frankfurt. The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral proficiency, as well as work with literary texts and authentic news texts. Two studies focus specifically on the teaching of other subjects in English (Content and Language Integrated Learning). The authors describe their own empirical studies, record their classroom observations and make practical suggestions for teachers to take up in their own classrooms. All the studies are firmly grounded in second language acquisition theory and established didactic principles. They are prefaced by an introduction and a background chapter on the theory and practice of learner autonomy in language teaching. Contents of this book include: (1) The story of learner autonomy: from self-access to social learning (Paul Lennon); (2) Some possibilities for implementing and increasing learner autonomy in the English lesson (Piri Leeck); (3) Multimedia dictionaries in the primary school (Tanja Freudenau); (4) Suggestions for the effective use of reading logs in the ninth grade (Kathrin Kaupmann); (5) Peer correction in the English Language writing classroom: an empirical study in the ninth grade of a "Realschule" (Matthias Barenfanger); (6) Lexical compensatory strategies among learners of different age levels: implications for teachers (Kathrin Kaupmann); (7) Which vocabulary learning strategies do students actually use? A survey in the tenth grade of a "Gymnasium" (Anna Niehaus); (8) "Raise your voice!" An autonomous learning concept to improve oral proficiency in the EFL classroom (Diana Schmitt-Egner); (9) Authentic texts as a basis for autonomous learning (Till Meister); (10) Promoting learner autonomy by training students to generate their own reading comprehension questions (Joanna Kucza); (11) A different point of you: a corpus-based study of peer editing in a university-level EFL writing seminar (Patricia Nell Skorge); (12) Content and Language Integrated Learning in physical education: evidence for language and content scaffolding during peer interaction (Nathan Devos); and (13) Strategic support in bilingual history classes at different age and proficiency levels (Marcel Suchier). [More] Descriptors: Personal Autonomy, Age Differences, Learning Strategies, English (Second Language)
(2012). Effects of a Paired Bilingual Reading Program and an English-Only Program on the Reading Performance of English Learners in Grades 1-3, Journal of School Psychology. This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrolled in first grade in 12 high-poverty, low-achieving schools at the beginning of the study. Results of piecewise growth modeling analysis indicated that ELs in the paired bilingual group made more growth on oral reading fluency in English than ELs in the English-only group across all grades. Conversely, regression analysis revealed that the difference in reading comprehension outcomes between these two groups was not statistically significant in first and third grades, independent of risk category, whereas in second-grade, at-risk ELs in the paired bilingual group had statistically significant higher scores in reading comprehension than ELs in the English-only group ("d" = +0.51). In general, ELs at risk for reading difficulties appeared to benefit more from the paired bilingual program than ELs with moderate or low-risk for reading difficulties. Implications of findings to advance theory and practice on the most effective program to teach reading to ELs are discussed. [More] Descriptors: Reading Programs, English (Second Language), Reading Difficulties, Second Language Learning
(2012). Languages in a Global World: Learning for Better Cultural Understanding, OECD Publishing (NJ3). The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning. [More] Descriptors: Second Language Learning, Second Language Instruction, Global Approach, Motivation
(2012). Integrating Language Diversity into Teacher Education Curricula in a Rural Context: Candidates' Developmental Perspectives and Understandings, Teacher Education Quarterly. This study took place at the University of Wyoming, located in the rural mountain West. The University of Wyoming, with approximately 13,000 students, is the only four-year university in the state. The teacher education population of the College of Education is about 600, and demographically, this population is about 90% White, predominately female, and from rural communities across the state and other states that border Wyoming. Likewise, most school districts in the state of Wyoming are less diverse (ethnically, racially, and linguistically) than the national averages. Given this context, the College of Education has tried to address issues of diversity at the program level over the last decade or so. This article provides an account of a curriculum development, integration, and implementation initiative in the educational studies department (EDST). The content to be integrated in the program focused on language acquisition, a critical need given the urgency for teachers to support and honor rapidly growing populations of English language learners (ELLs) in the state, region, and nation. Given the need to develop and implement curricula and pedagogy that support learning for all children, including those who speak languages other than English, the authors felt morally and professionally compelled to begin to consider the ways they might prepare their students, teacher education candidates, for the language diversity they are sure to experience in their careers. This challenge is especially unique in their context, a rural state with a rapidly increasing ELL student population and an unfortunately small number of teachers with ELL credentials and/or experience working with second language learners. It is the authors' hope that in creating and sharing this account, they are able to advance understandings about the role teacher education can play in preparing the next generation of teachers for the linguistic diversity in their PreK-12 schools. [More] [More] Descriptors: Teacher Education, Curriculum Development, Rural Areas, Second Language Learning
(2012). Atuarfitsialak: Greenland's Cultural Compatible Reform, International Journal of Qualitative Studies in Education (QSE). In 2002, Greenlandic reform leaders launched a comprehensive, nation-wide reform to create culturally compatible education. Greenland's reform work spans the entire educational system and includes preschool through higher education. To assist their efforts, reform leaders adopted the Standards for Effective Pedagogy developed at the Center for Research on Education, Diversity, and Excellence (CREDE). The standards are principles of effective teaching and learning that have been researched in many other indigenous communities. This study investigated the early stages of Greenland's reform work of the public school to understand why reform leaders adopted the CREDE standards, and what constraints, if any, the standards posed in the Greenlandic context. The findings suggest the reform was initiated to further decolonize Greenland as a former colony of Denmark. The standards were adopted to assist in this process by increasing Greenlandic students' linguistic abilities, strengthening native culture and identity, and improving Greenland's labor market. [More] Descriptors: Articulation (Education), Cultural Differences, Bilingual Education, Oral History
(2012). Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning, ProQuest LLC. This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education. [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: Discourse Analysis, Language Attitudes, Focus Groups, Video Technology
(2012). Equity in Spanish/English Dual Language Education: Practitioners' Perspectives, ProQuest LLC. Dual language programs have been shown to be one of the most successful models for closing the achievement gap between English-speaking and English-learning students, which can be considered a strong indicator of educational equity. However, questions remains about how equity is achieved within these programs and what equity means to practitioners. This study examines how practitioners define and interpret the concept of equity in the context of dual language education and what program- and classroom-level policies and practices may contribute to an equitable environment. Two interviews were conducted with fifteen teachers and administrators from a variety of Spanish/English dual language programs. In the first interview, participants defined equity and described examples of equity and inequity in their program or classroom, and in the second, participants used six key points from the "Guiding Principles for Dual Language Education" (Howard et al., 2007) to stimulate their thinking about what evidence they would look for to determine whether the practice described in the key point was being effectively implemented. Five imperatives emerged as key elements of an equitable dual language environment: practitioners cultivate an environment where English and Spanish have equal status, students of diverse ethno-linguistic backgrounds are positioned and recognized as equals, the curriculum and program model reflect the goals of bilingualism and biliteracy, multicultural curriculum and materials are used, and students have access to the curriculum and to educational resources. The types of evidence that participants felt were salient to the evaluation of equity reflected a variety of practices, including teacher and student language use, student grouping, and multiculturalism in curriculum and instruction. Participants also noted the importance of taking contextual factors into account when evaluating equity in a dual language program, including the reasoning behind teacher decision-making, developmental appropriateness and/or alignment with the dual language model, and the effect of the socio-political context in which dual language practitioners operate. Two ways that participants framed their examples of equity were, first, in terms of the challenges that stem from societal attitudes toward bilingualism and minority languages and cultures, and second, that efforts to increase equity have both academic and symbolic purposes. [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: Bilingual Education Programs, Second Language Learning, Spanish, English (Second Language)