Bibliography: Bilingual Education (page 467 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include David J. Francis, Jovanka Smilevska, Sara W. Smith, Igone Arteagoitia, Laura Saenz, Kristin L. McGraner, Mabel O. Rivera, Elizabeth R. Howard, Paul McCold, and Ani C. Moughamian.

Nevarez-La Torre, Aida A. (2012). Transiency in Urban Schools: Challenges and Opportunities in Educating ELLs with a Migrant Background, Education and Urban Society. Many urban classrooms are facing an influx of students who are transient, part of migrant families who decide to reside in cities and large urban centers looking for financial stability and better educational opportunities for their children. This represents a different challenge for English as a second language, bilingual, and mainstream teachers who might not be equipped to work with English language learners (ELLs) who have a transient background and speak a language for which few instructional resources exist. Reviewing the scholarly literature, the author investigates salient issues of providing quality education for the sons and daughters of migrant workers, who before residing in urban areas experienced a nomad lifestyle while working migrant jobs. The author also poses some of the promising practices that have been suggested by academicians and practitioners to address the many challenges of educating highly mobile ELLs.   [More]  Descriptors: Urban Schools, Migrant Education, Second Language Learning, Educational Quality

Lukes, Marguerite M. (2009). "We Thought They Had Forgotten Us": Research, Policy, and Practice in the Education of Latino Immigrant Adults, Journal of Latinos and Education. This article discusses English-only policies as they relate to second language teaching for children and adults; explores popular perceptions and misconceptions about learning English; and discusses types of programs best suited for different students, depending on educational background. Examples from research and practice highlight the value of native language instruction in low-literate adults' acquisition of English, using a survey of the literature on English language acquisition and native language literacy. Links are made to current federal education policies with examples from practice. Programmatic use of English-only instruction is contrasted with bilingual and native language instruction.   [More]  Descriptors: Educational Practices, Bilingual Education, Misconceptions, English (Second Language)

Kugler, Eileen Gale, Ed. (2012). Innovative Voices in Education: Engaging Diverse Communities, Rowman & Littlefield Education. Diverse schools offer enriched academic and social environments, as students and families of different backgrounds and experiences provide a vibrant mosaic of insights, perspectives, and skills. To take advantage of the unique opportunities that diversity brings, schools must value and effectively connect with students and families of all backgrounds. Committed educators are taking on this challenge with gusto, engaging their diverse communities on a daily basis. This book highlights stories from around the world, as innovative teachers, educational leaders, and community activists passionately share personal accounts of their successes, challenges, and lessons learned. These are unsung heroes, doing vital work each day, with little attention beyond the appreciation of their own school communities. The 17 chapters, each by different authors with unique experiences, provide insights, strategies, and new tools that will be of value to anyone who is concerned about improving education for all. These diverse innovative voices will inform, engage, and most of all, inspire you. [Foreword by Edwin Darden. Contributions by: Shriya Adhikary; Jioanna Carjuzaa; Jesse Bethke Gomez; Waliha Gani; Debra Fulcher; Sean Grainger; Young-chan Han; Ashley Harris; Amineh Ahmed Hoti; Karyn Keenan; Nardos King; Sara Kugler; Graciela Rosas; Jeff Scanlan; Howie Schaffer; Andrea Sobel; Roni Silverstein; and Stacie Stanley.]   [More]  Descriptors: Foreign Countries, Cultural Pluralism, Student Diversity, Educational Strategies

Howard, Elizabeth R.; Green, Jennifer D.; Arteagoitia, Igone (2012). Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors among Spanish-English Bilingual Students, Bilingual Research Journal. This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish-English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from second grade to fourth grade. Data analysis consisted of "t"-tests and multiple regression. The incidence of cross-linguistic spelling errors was found to be low at all grade levels and to virtually disappear by fourth grade, indicating that this is a developmental issue that is common among bilingual students and that typically resolves itself without remediation.   [More]  Descriptors: Bilingual Students, Spelling, Second Language Learning, Data Analysis

Wallstrum, Kiara (2009). Benefits of Dual Language Education, Online Submission. The focus of this paper examines how dual language education (DLE) programs are valuable. The literature shows that children do much more than just thrive in a dual language environment. According to research, children who are bilingual are cognitively, academically, intellectually, socially and verbally more advantaged than their monolingual peers. This reveals that many parents, teachers and students are in favor of dual language education. Research also illustrates that further work needs to be done to help educators and parents fully understand the benefits of DLE because of the misconceptions that surround it. DLE has the ability to positively change the educational experience of teachers, administrators, parents, and students.   [More]  Descriptors: Immersion Programs, Monolingualism, Educational Experience, Misconceptions

McGraner, Kristin L.; Saenz, Laura (2009). Preparing Teachers of English Language Learners. TQ Connection Issue Paper, National Comprehensive Center for Teacher Quality. More than 5 million English language learners (ELLs) attend school in the United States (Ballantyne, Sanderman, & Levy, 2008). This population has increased by approximately 57 percent during the last decade, drawing sharp attention to the individual and instructional needs of students who are nonnative speakers of English (Ballantyne et al., 2008). With the rising number of ELLs in American classrooms, general "mainstream" teachers will undoubtedly teach a student who is not proficient in English and therefore unable to access the academic curriculum. These mainstream teachers are expected to teach academic content and raise student achievement while simultaneously developing ELL students' facility in and command of the English language. Emerging research indicates that mainstream teachers are ill equipped to effectively teach ELL students and have little access to preservice and inservice education focused on what to teach and how to teach this underserved population (Ballantyne et al., 2008; Hollins & Guzman, 2005). Coupled with these expectations are the challenges in making sense of the highly politicized debates over English-only and bilingual instruction. For these reasons, preparing effective teachers for this complex classroom and policy environment is critical and the role of teacher education programs is paramount. This Issue Paper presents a review of the policy environment for ELL instruction and the preparation of mainstream teachers to address the needs of ELL students. It also describes the key features of effective instructional practices for ensuring ELL students' learning of academic content supported by empirical evidence. Finally, the paper presents the Innovation Configuration for Preparing Mainstream Teachers of ELL Students, a tool for evaluating mainstream teacher preparation programs and inservice professional development. Appendix includes: Innovation Configuration for Preparing Mainstream Teachers of ELL Students.   [More]  Descriptors: Teacher Effectiveness, Innovation, Teaching Methods, Teacher Education Programs

Liang, Xiaoping; Smith, Sara W. (2012). Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University, International Journal of Higher Education. The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used to integrate them. Analysis of classroom instructional discourse and interviews demonstrates that the instructor deliberately employed a variety of strategies to contextualize new terms and to increase comprehensibility of physics lectures. He built on students' prior knowledge of physics, language, and the everyday world. Results support the view that language instruction can be integrated into bilingual science classes at the university level and suggest a variety of strategies for doing so.   [More]  Descriptors: Bilingual Education, Teaching Methods, Science Instruction, Physics

Moughamian, Ani C.; Rivera, Mabel O.; Francis, David J. (2009). Instructional Models and Strategies for Teaching English Language Learners, Center on Instruction. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners (ELLs). The authors begin by outlining key contextual factors that decision-makers should take into account when making instructional choices for English language learners, then follow with a brief overview of bilingual and English-only instructional models. Finally, they consider the influence of the language of instruction on academic outcomes for English language learners. Regardless of the model that school districts select, teachers must use the most effective strategies to accelerate student learning and maximize instructional time; this publication suggests research-based instructional strategies appropriate for a range of ELL instructional models. Appendices include: (1) Instructional Methods and Strategies; and (2) Bilingual Cooperative Integrated Reading and Composition (BCIRC) Activities.   [More]  Descriptors: Educational Strategies, Language of Instruction, Second Language Learning, Cooperative Learning

Alamillo, Laura A.; Arenas, Rosie (2012). Chicano Children's Literature: Using Bilingual Children's Books to Promote Equity in the Classroom, Multicultural Education. This article first sets the context by recalling a study conducted by Alamillo (2004) at a California elementary school. That study examined culturally and linguistically responsive pedagogy in the classroom through the use of Chicano children's literature. Both the text and the illustrations found in recent publications and the role they played in the socio-cultural development of children were considered. An analysis of the California context reveals that federal and state educational policy limits the use of bilingual children's literature in the classroom. This lack of inclusion is examined in an elementary classroom in the Bay Area. The focal teacher described here sees a mismatch between what the literature in the prescribed curriculum presents and the cultural and linguistic experiences of the Mexican-descent students in her class. Highlighted here are two distinct ways of looking at Chicano children's literature. Included are elements used to qualify selections as exemplary Chicano children's literature.   [More]  Descriptors: Equal Education, Mexican Americans, Bilingual Instructional Materials, Childrens Literature

Miranda-Aldaco, Citlali (2012). Broadening Horizons in a Shrinking World: A Mixed Method Study on Foreign Language Learning, ProQuest LLC. This study examined the effectiveness of a bilingual/bicultural technology intervention on beginning learners of Spanish at a public university in the United States and intermediate learners of English at a public university in Mexico. This study used a quasi-experimental mixed method design and compared gains in grammar, listening, and reading skills between treatment groups using technology to communicate and practice the target language with native speakers, and control groups using technology to communicate and practice the target language among classmates. Students' knowledge of technology and learning style were also assessed, and an open-ended survey was used to examine the influence of the online activities on students' proficiency and the relationship between belonging to a learning community and successfully finishing the course. All treatment and control groups obtained similar gains in reading and grammar. Additionally, US students in both groups obtained significant results in listening. No significant relationship was found between students' learning style or their technology proficiency and their outcomes. Results suggested that the creation of learning communities inside and outside the classroom were important elements for earning a passing grade in the course. The use of new technologies did not hinder students' learning of the language at the beginning levels. Beginning learners did not appear to have any difficulty engaging in real-life exchanges online to practice newly acquired knowledge, and they appeared to have the necessary maturity, motivation and independence to carry out online exchanges with native speakers as part of the class curriculum. [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…   [More]  Descriptors: Mixed Methods Research, Comparative Education, Foreign Countries, Bilingual Education

Malagon, Helen; McCold, Paul; Hernandez, Julie (2012). Educating English Language Learners in Washington 2011-2012: Report to the Legislature, Washington Office of Superintendent of Public Instruction. In the 2011-2012 school year, 8.5 percent of Washington's students were English language learners (ELLs). Although this was a slight decrease from the previous year, the number of ELL students in Washington state has increased by 11.0 percent since 2005-06. The Transitional Bilingual Instruction Act of 1979 funds the Transitional Bilingual Instruction Program (TBIP) for students from homes where English is not the primary language spoken. Sixty-five percent of the state's school districts report English Language Learners (ELLs) There were 96,101 ELLs enrolled in Washington's schools for the 2011-2012 school year, 2,371 fewer students than the year before. This is the first recorded decrease in ELLs since the statewide database was established in 2005. This report includes historical program information and information for the 2011-2012 school year for the following: (1) Staffing and instruction; (2) ELL enrollment patterns and changes over time; (3) Languages spoken by students in the program; (4) Length of participation (time) in program; and (5) ELLs' performance on the WELPA, MSP, HSPE, and EOC performance. Data for this report were provided by districts with an approved program during the 2011-2012 school year. Assessment data was provided by OSPI's assessment department. This is a transitional year for OSPI data collection. Beginning in the 2012-13 school year, districts will enter student enrollment data only once into the Comprehensive Education Data and Research System (CEDARS). A bibliography is included.   [More]  Descriptors: English Language Learners, Bilingual Education, Bilingual Students, English (Second Language)

Center for Research and Reform in Education (2012). Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Educator's Summary. This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary school. It is divided into two major sections: the effect of language of instruction on achievement (i.e., bilingual vs. English-only instruction) and effective reading approaches for ELLs other than the use of native language. Several proven and promising approaches are identified. Educators and policy makers should consider all possibilities to enhance outcomes for their Spanish-dominant ELL children. [For the full report, "Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research," see ED539718.]   [More]  Descriptors: Reading Programs, English (Second Language), Second Language Learning, Language of Instruction

Boztepe, Erman (2009). Discourse Analysis of Language Choice and Code-Switching: Classroom Strategies, ProQuest LLC. There is an ever-increasing trend in the world today to adopt English as the language of instruction in higher education. The increase is in part due to the views that such adoption constitutes the key to competitiveness in a globalized higher education market. Thus, a growing number of universities in non-English-speaking countries switch to English as their language of instruction. As a result, code-switching (CS) becomes a pervasive reality in the classroom, and thus, a powerful strategy at both the students' and the lecturer's disposal.   This research examines discourse strategies of language choice and CS in the context of a content class at undergraduate level, in which English is the language of instruction. The study theoretically situates itself at the juncture of group communication, interactional sociolinguistics, and conversation analysis. Over six hours of classroom talk in a consumer behavior course were audiotaped and transcribed. Three major categories of discourse strategies of CS are proposed. The first category, "task-oriented strategies of CS", refers to ways of speaking that help achieve the group's ultimate goal of the development of understanding of the course content. The second category, "management-oriented strategies of CS", refers to ways of speaking that manage footing as well as the direction and the progression of classroom talk. The third category, "social strategies of CS", refers to ways of speaking to maintain the group's cohesiveness and to manage self-presentation. Each strategy is analyzed in relation to the sequential environment in which it occurs and other contextualization cues such as paralinguistic features.   Apart from the divide between policy and practice, the findings of this study provide a detailed account of the specific interactional goals classroom CS serves to accomplish. Specifically, the findings suggest that the local functions each strategy performs are largely determined by the sequentiality and the situatedness of discourse. The study contributes to a relatively new line of research into CS in academic settings, and to the extensive body of research into institutional talk.   [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…   [More]  Descriptors: Higher Education, Cues, Classroom Techniques, Classroom Communication

Ajayi, Lasisi (2009). An Exploration of Pre-Service Teachers' Perceptions of Learning to Teach while Using Asynchronous Discussion Board, Educational Technology & Society. Pre-service teachers' perceptions of their own learning are important to the ways they integrate technology into their practices. Therefore, the purpose of this study was to examine the pre-service teachers' perspectives of asynchronous discussion board (ADB) as a tool of learning to teach. ADB was integrated into two literacy courses for 33 pre-service teachers over 16 weeks. Data were collected through oral interviews, written reflections, and participants' postings on the discussion board. The data were analyzed using Chi's (1997) framework of verbal analysis method. The findings indicated that the participants perceived ADB as an important tool of learning to teach because it promoted situated learning, facilitated a social construction of knowledge, and afforded customized learning experiences.   [More]  Descriptors: Computer Mediated Communication, Computer Uses in Education, Technology Integration, Asynchronous Communication

de Courcy, Michele; Smilevska, Jovanka (2012). Writing Strategies of Children in a Macedonian-English Bilingual Program in Victoria, Babel. Research holds that, for bilingual children, a strong establishment in one language not only develops skills in that language, but also facilitates the development of a second language. The participants for this research were six nine-year-old children who were being educated in their first language, Macedonian, and also in English. This research investigated the strategies that these Macedonian-English bilingual children use for writing in Macedonian script and whether these strategies have a positive or negative transfer to English literacy. Think-aloud protocols were used to look into the writing process and to categorise the types of writing strategies that the children used in Macedonian and English. The official results from the literacy assessment conducted at the school were also examined. Results of the study indicated that there is an interdependent ability between the first language and the second language in writing and that there is a positive transfer of skills, strategies and knowledge from Macedonian to English. Therefore the conclusion is that, for this study at least, literacy development of the stronger language (Macedonian) facilitates literacy development in the second language (English) and that access to two languages from an early age and the possibility of learning those languages can facilitate literacy development.   [More]  Descriptors: Foreign Countries, Writing Strategies, Children, Bilingual Education

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