Bibliography: Bilingual Education (page 480 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert Fitzgerald, Rosemarie Vardell, Kristin Kersten, Edward M. Olivos, Martin H. Jones, Eliane Rubinstein-Avila, Honorine Nocon, Dewi Smith, Rebecca Freeman Field, and David B. Estell.

Chen, Xiao (2008). Theory and Practice of Chinese-English Bilingual Teaching in Circuit Course, International Education Studies. The Chinese-English bilingual teaching in the circuit course is an important approach to foster innovational talents for the electronic industry in the new century. In this article, we analyze the background, applicability and feasibility of bilingual teaching in the course of circuit and the difficulties facing in the process of implementation. We explore various approaches and methods to overcome these difficulties and obtain better effects from many aspects such as teaching materials, teachers, teaching method and students. Taking the teaching contents of the first chapter in the course of circuit as an example, we adopt new Chinese-English bilingual teaching system and modes to make students grasp the basic theory and method of circuit, foster students' English thinking abilities, combine the theoretic teaching of scientific and technologic English and the theoretic teaching of circuit, and enhance students' international competitive consciousness and international competitive ability.   [More]  Descriptors: Chinese, English (Second Language), Second Language Learning, Physics

Evans, Stephen (2008). The Making of a Colonial School: A Study of Language Policies and Practices in Nineteenth-Century Hong Kong, Language and Education. This article examines colonial language policies and practices at the government Central School, Hong Kong–the so-called Eton of the East–in the second half of the nineteenth century. The article, which draws on a range of unpublished primary sources, seeks to enhance our knowledge of an important episode in Hong Kong's educational history and, in so doing, illuminate our understanding of British attitudes towards the learning and use of English in the empire. The article is divided into three main sections. The first section analyses the nature and purposes of the scheme to "centralise" government-sponsored English teaching in a flagship school in the early 1860s. The second section investigates the roles of the English and Chinese languages in the colonial curriculum and the approaches to the teaching of English adopted by the school's founding Headmaster, Frederick Stewart. The final section examines the reform of the Central School in the late nineteenth century.   [More]  Descriptors: Educational History, Foreign Countries, English (Second Language), Second Language Instruction

Edl, Heather M.; Jones, Martin H.; Estell, David B. (2008). Ethnicity and English Proficiency: Teacher Perceptions of Academic and Interpersonal Competence in European American and Latino Students, School Psychology Review. Little research investigates the academic and interpersonal competence of Latino students in classroom settings. As such, the current study seeks to better understand how language proficiency and ethnicity relate to teacher ratings of children's academic and social capabilities. The present study compared European American students with Latino students in regular and bilingual classrooms from the fall of fourth grade to the spring of fifth grade. Using discriminant function analyses at four times, results suggest that in the fall of fourth grade several distinctions existed between students in regular and bilingual classrooms. By the spring of fifth grade, the number of differences diminished to just two variables among the groups. For each factor separating the students, teachers consistently rated Latinos in bilingual classrooms as less competent, whereas Latinos in regular classrooms were often, though not always, similar to European American students. Implications for practice are discussed.   [More]  Descriptors: Ethnicity, English (Second Language), Second Language Learning, Bilingual Education

Silver, Rita Elaine (2008). Trainee Teachers' Understanding of Content/Language Connections, Language Teaching Research. The developing understandings of teacher-trainees of language and content connections in "subject" teaching in Singapore's bilingual primary schools are explored in this article. I narrate the development of the project, the trainee responses, and my own reflections on the process. Throughout, I take an Exploratory Practice (Allwright, 2003) stance by attempting to understand teacher-trainee understanding, to adopt a more collegial attitude in the teacher-trainer/teacher-trainee relationship, and to integrate appropriate research methods with relevant teacher training activities.   [More]  Descriptors: Research Methodology, Foreign Countries, Teacher Education, Teaching Methods

Kersten, Kristin, Ed. (2008). Early Language and Intercultural Acquisition Studies (ELIAS). Final Report. Public Part, Online Submission. More than ever before, educational institutions are called upon to prepare young children for the demands of an increasingly globalised world and the challenges of preserving our biosphere upon which all human life depends. In order to provide them with the personal and professional foundations they need to participate in a multilingual and multicultural society, education systems increasingly aim at imparting sound knowledge of foreign languages, intercultural skills, and individual as well as collective environmental awareness, at the earliest stage possible, i.e. ideally at the start of a lifelong learning process. The EU-funded multilateral Comenius Project ELIAS (Early Language and Intercultural Acquisitions Studies) investigated ten bilingual preschools across Europe over a period of two years. Ethnographic participant observation of preschool activities, as well as a number of standardised and non-standardised tests for language development revealed that: (1) At preschool level, children already learn and successfully apply different strategies of intercultural competence; (2) The children attain a high level of competence in the foreign language (English), whereby language comprehension is in advance of language production. The level of language competence depends on the amount of contact with the language, as well as the language specific teaching methodological principles of the preschool teachers, that is, the way language is used when interacting with the children. Children with migration background learn the language faster than children with a monolingual German background; (3) The native language is not affected by the intensive input in the foreign language; on the contrary, the children's level of German increases developmentally according to their age. Children with migration background are not as disadvantaged as was initially feared: in line with other studies, it was shown that both languages of the children benefit from an increased language awareness; and (4) The children in a bilingual zoo preschool following an "green immersion" program show significant progress in terms of bilingual environmental competence. This development was found to depend on the age of the child as well as other individual factors. [Contributors include: Suzanne Akerman, Petra Burmeister, Aafke Buyl, Maria Büllesfeld, Jutta Daszenies, Martina Drewing, Michael Ewig, Anna Flyman Mattsson, Eva Frey, Lydia Gerlich, Lena Gotthardt, Jessica Granados, Alexandra Hçhnert, Gisela HÃ¥kansson, Alex Housen, Jaklin Isensee, Sonja Janssens, Elke Kalbe, Holger Kersten, Kristin Kersten, Julia Kögler, Barbara Leloux, Annette Lommel, Sylvia Luft, Ute Massler, Katharina Neils, Svenja Pahl, Kai Perret, Thorsten Piske, Andreas Rohde, Marion Salentin, Christina Schelletter, Anke Schneider, Annelie Schober, Anja Steinlen, Sarah Taylor, Ramona Thierer, Shannon Thomas, Inge Strunz, Christine Tiefenthal, Christian Trumpp, Martina Weitz, Insa Wippermann, and Henning Wode.]   [More]  Descriptors: Global Approach, Second Language Learning, Second Language Instruction, Ethnography

McGraw, Rebecca; Rubinstein-Avila, Eliane (2008). Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English, Bilingual Research Journal. Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics classroom. The focal research question was: In what ways do immigrant middle-school students use L1 and L2 to communicate and to reason mathematically? The students who participated were first- and second-generation immigrants from Mexico. Data included (1) ethnographic field notes, (2), videotape and audiotape of small-group work, (3) interviews with the bilingual mathematics teacher, and (4) student work. Findings suggest that (1) nonroutine mathematical problem posing is useful for eliciting productive talk and encouraging reasoning; and (2) when given the opportunity, ELLs are likely to draw productively upon their linguistic resources in L1 and L2 to support high-level mathematical reasoning.   [More]  Descriptors: Video Technology, Mathematics Education, Foreign Countries, Mathematics Teachers

Jones, Debra Hughes; Vaden-Kiernan, Michael; Rudo, Zena; Fitzgerald, Robert; Hartry, Ardice; Chambers, Bette; Smith, Dewi; Muller, Patricia; Moss, Marcey A. (2008). Key Issues and Strategies for Recruitment and Implementation in Large-Scale Randomized Controlled Trial Studies in Afterschool Settings. Afterschool Research Brief. Issue No. 2, SEDL. Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies through its Afterschool Research Consortium (ARC), composed of SEDL researchers, key staff from each research project, and experts in the field. The ARC convened at least twice a year to discuss accomplishments, challenges, and solutions to the implementation of the funded RCT study designs. The ARC has been committed to the dissemination of information to the field about the effective use of rigorous experimental research approaches in applied afterschool settings. This research brief is the second in a series of papers intended to address some of the key challenges faced by awardees in order to provide insights to the research and practice community. The information for this brief includes lessons extracted from ARC discussions and activities, guidance provided by ARC experts, site visits and interviews conducted by SEDL, and the findings described in the larger literature of afterschool research. This brief is organized according to the primary challenges undertaken by the ARC during the early funding and implementation period, which involved two interrelated topics: difficulties with the recruitment of sites and challenges with implementation of curricula that had been adapted to fit the afterschool setting. These issues are part of a larger set of often-uncovered mechanisms or "black box" events occurring during implementation that can insidiously contribute to dampened treatment effects in these applied studies. This discussion is aimed at contributing practical information about conducting RCT studies in applied settings, suggesting strategies that might help circumvent a few of the multiple ways in which study effects are threatened, and broadening such discussions in the field. (Contains 3 footnotes.) [For the related reports, see "Implementing Randomized Controlled Trial Studies in Afterschool Settings: The State of the Field. Afterschool Research Brief. Issue No. 1" (ED513820) and "The National Partnership for Quality Afterschool Learning Randomized Controlled Trial Studies of Promising Afterschool Programs: Summary of Findings. Afterschool Research Brief. Issue No. 3" (ED513822).]   [More]  Descriptors: Research Methodology, Adolescents, Recruitment, Partnerships in Education

Goodman, Christie L., Ed. (2008). IDRA Newsletter. Volume 35, No. 5, Intercultural Development Research Association. Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Enlightened Public Policy and includes: (1) The Status of School Finance Equity in Texas (Albert Cortez); and (2) Disciplinary Alternative Education Programs in Texas (Albert Cortez and Josie Danini Cortez). Newsletter "Plus," IDRA's new web-based supplement to the "IDRA Newsletter" is introduced in the issue. Additional features include: School Holding Power Policy Principles; Highlights of Recent IDRA Activities; Tools for Action; Principles for Fair Funding; and Classnotes Podcast Episodes.   [More]  Descriptors: Educational Equity (Finance), Court Litigation, State Aid, Educational Finance

Wheaton, Mele; Ash, Doris (2008). Exploring Middle School Girls' Ideas about Science at a Bilingual Marine Science Camp, Journal of Museum Education. Many informal science educational programs aim to help students improve their understanding of science. Little research, however, has focused specifically on the direct experiences and subsequent ideas of culturally and linguistically diverse girls when they engage with science in informal learning settings. The research described in this report explores young Latinas' ideas about science in the context of an informal bilingual summer science camp at an aquarium. We relied on identity theory for analyzing participation in camp activities as well as characterizations about science. This research report provides an analysis of two girls, Victoria and Lupe, (part of a larger data set of participants) who attended the camp for three consecutive summers and who took leadership roles in their third year. We produced case studies to offer a rich description of individual student experience. Such detail is difficult to capture in large-scale surveys or single aquarium visits. the comparative case study approach provides evidence that Victoria and Lupe, despite similar upbringing and schooling, had very different ideas about science. We also found that the bilingual teaching of science in the camp was very important to bridging the girls' lives in camp, school, and home. We offer suggestions for museum programming based on our findings.   [More]  Descriptors: Day Camp Programs, Females, Recreational Facilities, Marine Biology

Hardin, Belinda J.; Vardell, Rosemarie; de Castaneda, Albertina (2008). More Alike than Different: Early Childhood Professional Development in Guatemala, Childhood Education. This article describes an early childhood professional development project that took place in the summer of 2005 in Guatemala City. Located in Central America, Guatemala has a population of approximately 12.3 million people, including more than two million children under the age of 5 (UNESCO Institute for Statistics, 2007; UNICEF, 2004). Events leading up to this training began in 2003, when one training team member conducted a reliability and validity study of the Spanish edition of the ACEI Global Guidelines Assessment (GGA) in five Latin America countries, including Guatemala (Barbour, Boyer, Hardin, & Wortham, 2004). The GGA is designed to assist early childhood care and education professionals in assessing and improving the quality of individual centers or groups of centers, particularly those in developing countries. Here, the authors first describe the need for professional development in Guatemala and the different types of early childhood services. Next, they provide an overview of the design and content of the summer 2005 professional development training. Lastly, the impact of the training from the perspectives of both the trainees and the faculty who provided the training is discussed, followed by implications for future collaboration with early childhood educators in Guatemala.   [More]  Descriptors: Young Children, Foreign Countries, Faculty Development, Child Care

Salami, L. Oladipo (2008). It Is Still "Double Take": Mother Tongue Education and Bilingual Classroom Practice in Nigeria, Journal of Language, Identity, and Education. In this article, I explore language practices in Nigerian primary school classrooms against the backdrop of the policy of mother tongue education. Findings from the study show that there is a classroom bilingual practice that is rather unstructured in terms of curricular application and levels. The study shows that rather than implementing the country's mother tongue education policy, teachers have resorted to evolving a varied "policy" of bilingual instruction. The article also shows that the inherited colonial language–English–is used as early as the first year of the child's primary school education while the mother tongue continues to be used throughout the fourth year, when the transition to English medium should have commenced. Furthermore, the "untidiness" seems compounded by a regular use of code switching (CS) by teachers. The article concludes that there is a need for a pragmatic approach to language-in-education in Nigeria whereby room should be provided for the co-official use of English and mother tongue as well as a "supplementation" with CS where and when necessary.   [More]  Descriptors: Bilingual Education, Foreign Countries, Classrooms, Code Switching (Language)

Gordon, Virginia; Nocon, Honorine (2008). Reproducing Segregation: Parent Involvement, Diversity, and School Governance, Journal of Latinos and Education. Government programs currently mandate direct parental input in school governance. In comparing the actions of low-income Latino parents with those of middle-income White and Asian parents within the context of school governance, we found that although both groups actively sought and achieved reforms in order to improve their children's education, the eventual outcomes of their efforts differed. This study suggests that within multicultural settings, diverse parent constituencies advocate changes in categorical programs like bilingual and gifted and talented education that impact classroom integration, and the ultimate program beneficiaries tend to be the children from higher income households.   [More]  Descriptors: Gifted, Classroom Desegregation, Low Income, Talent

Olivos, Edward M.; Ochoa, Alberto M. (2008). Reframing Due Process and Institutional Inertia: A Case Study of an Urban School District, Equity & Excellence in Education. This article recounts a community's struggle for access to biliteracy in one of the largest urban school districts in the country. The authors examine the roles school personnel assume, the symbols they employ, and the scripts they follow in their efforts to deny English Learners (ELs) access to quality programs and due process of rights. At a deeper level, the authors highlight the impact institutional inertia plays, within the backdrop of an educational reform movement, in thwarting the educational choices of ELs and their parents' rights to make pedagogical decisions on their behalf.   [More]  Descriptors: Urban Schools, Civil Rights, Second Language Learning, Educational Change

Delgado, Rocio (2008). The Instructional Dynamics of a Bilingual Teacher: One Teacher's Beliefs about English Language Learners, Journal of Hispanic Higher Education. This article discusses the qualitative study of a bilingual teacher's practice in working with a student with a learning disability. The author first examines student demographics as they specifically relate to the achievement of Latino school children and then segues to an examination of the nature of instruction provided to English language learners and the beliefs associated with one teacher's instructional practices.   [More]  Descriptors: Learning Disabilities, Second Language Learning, Bilingual Teachers, English (Second Language)

Field, Rebecca Freeman (2008). Keeping Pace in Suburbia and Rural America, School Administrator. English language learners (ELLs) are the fastest growing segment of the K-12 student population in the United States, and they are settling in areas that have never before seen such diversity. This article discusses how rural and suburban districts across the United States are moving to keep pace with their rapidly growing English language learner population. Districts with large numbers of ELLs often implement bilingual or sheltered English immersion programs. The latter are taught by trained ESL teachers who ensure the English-medium, content-area instruction is comprehensible to ELLs at different English language proficiency levels. Some rural districts with numbers that have grown dramatically are now implementing bilingual and sheltered instruction programs.   [More]  Descriptors: Immersion Programs, Rural Areas, English (Second Language), Language Proficiency

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