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Stephen K. Lee - One of the best experts on this subject based on the ideXlab platform.

  • The Linguistic Minority Parents' Perceptions of Bilingual Education.
    Bilingual Research Journal, 1999
    Co-Authors: Stephen K. Lee
    Abstract:

    Abstract The purpose of this study was twofold: (a) to examine the linguistic minority parents’ perceptions of Bilingual Education and (b) to investigate their views on Bilingual Education. This study was motivated by the re-emerging controversy surrounding the issue of whether or not public schools should continue to provide Bilingual Education programs for linguistic minority students. It was hypothesized that most parents of linguistic minority students did not fully understand the objectives and goals of Bilingual Education. It was also hypothesized that irrespective of their understanding level, most linguistic minority parents supported Bilingual Education as long as it provided their children the opportunities to develop English skills while providing them equal access to the core curriculum. Based on a sample of 290 adult subjects, all of whom were of Latino background, the study found that the majority did not know the different models or programs of Bilingual Education. Nevertheless, three out o...

Abdeljalil Akkari - One of the best experts on this subject based on the ideXlab platform.

  • Bilingual Education: Beyond Linguistic Instrumentalization
    Bilingual Research Journal, 1998
    Co-Authors: Abdeljalil Akkari
    Abstract:

    Abstract This paper assesses the current state and potential future of Bilingual Education. It presents an overview of the emergence of Bilingual Education in various national contexts. Although Bilingual Education was initially implemented to address political, social, economic, and Educational injustices, it instead remains a powerful instrument of mainstreaming minority-language students. It is futile to expect that Bilingual Education will ever lead to a multicultural society unless a restructuring of the historical, hegemonic relationship between language and culture takes place. In conclusion, the author calls attention to the need to apply the theoretical framework of critical pedagogy in order to improve Bilingual Education programs. The first section of this paper summarizes the global, historical context of Bilingual Education, followed by a brief discussion of the principles of different models of formal Bilingual Education. The article then focuses on the meaning of Bilingual Education program...

Leng Jing - One of the best experts on this subject based on the ideXlab platform.

  • Research on Bilingual Education for pathology
    Journal of Shanxi Medical University, 2008
    Co-Authors: Leng Jing
    Abstract:

    Bilingual Education is an important teaching reform in universities.Containing brand-new teaching notions.Only if students have a good command of foreign language,they can develop into an elite.Pathology Bilingual Education is discussed in this article,including the difficulties and advantages of actualizing Bilingual Education.

Ofelia García - One of the best experts on this subject based on the ideXlab platform.

  • Translanguaging in Bilingual Education
    Bilingual and Multilingual Education, 2016
    Co-Authors: Ofelia García, Angel M. Y. Lin
    Abstract:

    Since Cen Williams first used the Welsh term trawsieithu in 1994 to refer to a pedagogical practice where students in Bilingual Welsh/English classrooms are asked to alternate languages for the purposes of receptive or productive use, the term translanguaging has been increasingly used in the scholarly literature to refer to both the complex and fluid language practices of Bilinguals, as well as the pedagogical approaches that leverage those practices. This chapter reviews the growing scholarly literature that takes up the term translanguaging and discusses the ways in which the term is contested. We focus here on the potential and the challenges that a translanguaging theory provides for Bilingual Education. After a review of the scholarship, we discuss two of the problems that the scholarship on translanguaging and Bilingual Education makes evident – (1) that there are two competing theories of translanguaging, one which upholds national languages and calls for a softening of those boundaries in Bilingual Education and a second “strong” version which posits a single linguistic repertoire for Bilingual speakers and thus an essential feature of Bilingual Education, and (2) the fear that translanguaging in Bilingual Education would threaten the minority language. In this light, we consider how translanguaging theory impacts issues of language allocation and pedagogy in Bilingual Education

  • Bilingual Education
    Latino Studies, 2013
    Co-Authors: Luz Y. Herrera, Carla España, Ofelia García
    Abstract:

    “Bilingual Education” refers to the use of two languages in Education for different purposes. In the United States, Bilingual Education has been used to educate Latinxs throughout history, especially after the passage of the Bilingual Education Act (1968) and the judicial decision of Lau v. Nichols 1974 that followed on the civil rights era. Sometimes Bilingual Education aims to develop both the English and the Spanish of Latinxs, but often its sole aim is to ensure that Latinxs who are new to English understand the subject matter and learn English well. Bilingual Education programs for Latinxs are usually classified in three types. (1) Developmental maintenance Bilingual Education aims to make Latinx students Bilingual and biliterate and is available regardless of language proficiency. (2) Transitional Bilingual Education is available only to those who are considered “English-language learners” (here referred to as “emergent Bilinguals”) until they can show proficiency in English. (3) Two-way Bilingual Education programs (often called “dual language”) are available to a balanced number of Latinxs who are developing English and students who are English speakers, and also aim to make students Bilingual and biliterate in each other’s language, under a policy of strictly separating the two languages. Developmental maintenance Bilingual Education programs fell into disfavor in the 1970s because of fears of Latinx linguistic and cultural autonomy. Even transitional Bilingual Education programs, supported by the Bilingual Education Act since 1974, were under attack. However, two-way Bilingual Education programs are growing slowly. While Arizona’s ban on Bilingual Education still stands today, both California and Massachusetts have overturned their Bilingual Education ban after legislative moves that reversed Proposition 227 in 2016 and Question 2 in 2017, respectively. The greater support for two-way Bilingual programs has to do with the inclusion of language-majority children. For Latinx children, these programs are often the only way to develop their biliteracy, and many so-called dual language programs are really “one-way” programs, constituted solely of Latinx students at different points on the Bilingual continuum. Despite their promises, dual-language Bilingual Education programs have a policy of separating the two languages strictly, and often they do not leverage the Bilingual language practices of Bilingual communities—what some call “translanguaging.” Latinxs were the focus of the Bilingual Education literature in the United States throughout the second half of the 20th century, and Bilingual Education was understood as an instrument for their Educational equity. But with the emphasis on English-language acquisition under No Child Left Behind, and an increasing number of immigrants from different language groups, the focus of the Bilingual Education literature has changed from Latinxs to the more general focus on English-language learners. In this article, “Latinx” is used as a more inclusive, gender-neutral term to address people of Latin American and Caribbean descent.

  • Bilingual Education in the 21st Century: A Global Perspective
    2008
    Co-Authors: Ofelia García, Hugo Baetens Beardsmore, Zeena Zakharia
    Abstract:

    "Bilingual Education in the 21st Century" examines languages and Bilingualism as individual and societal phenomena, presents program types, variables, and policies in Bilingual Education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. · Provides an overview of Bilingual Education theories and practices throughout the world · Extends traditional conceptions of Bilingualism and Bilingual Education to include global and local concerns in the 21st century · Questions assumptions regarding language, Bilingualism and Bilingual Education, and proposes a new theoretical framework and alternative views of teaching and assessment practices · Reviews international Bilingual Education policies, with separate chapters dedicated to US and EU language policy in Education · Gives reasons why Bilingual Education is good for all children throughout the world, and presents cases of how this is being carried out

  • Bilingual Education an introductory reader
    2007
    Co-Authors: Ofelia García, Colin Baker
    Abstract:

    Introduction SECTION ONE: Varieties of Bilingual Education 1. Reviewing the Research on Language Education Programs by Rebecca Freeman from 'Building on Community Bilingualism' pp 40-54 (2004). Philadelphia: Caslon . 2. Characteristics of Immersion Programmes by R. Johnstone from Immersion in a Second or Additional Language at School: A Review of the International Research. Chapter 2 (2002), Stirling (Scotland): Scottish Centre for Information on Language Teaching. 3. Revitalising Indigenous Languages in Homogenising Times by Teresa L.McCarty, from Comparative Education, 39, 147-163 (2003) . London: Taylor and Francis. 4. Dual Language Programs: Key Features and Results by M. E. Torres-Guzman,. (.. Directions in Language and Education,14,1-16 (2002). Washington: National Clearing House for Bilingual Education. 5. Rethinking the Education of English Language Learners: Transitional Bilingual Education Programs by Abelardo Villarreal, Bilingual Research Journal, 1999, vol. 23, no. 1, 11-45 SECTION TWO: History, Policy and Politics of Bilingual Education 6. Accessing language rights in Education: A brief history of the U.S. context by T. G. Wiley, In J. Tollefson (Ed.), Language Policies in Education: Critical Readings (pp. 39-64. (2002)..). Mahwah, PA: Lawrence Erlbaum. 7. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power by Jim Cummins Chapter 2 and pages 66 to 76 of chapter 3. (2000) In his book Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. 8. Linguistic Human Rights in Education? By Tove Skutnabb-Kangas, pages 569 to 578 (2002) from her book Linguistic Genocide in Education - or Worldwide Diversity and Human Rights. Mahwah: Lawrence Erlbaum. 9. Hard Sell: Why is Bilingual Education so unpopular with the American public? by James Crawford. At Language Policy Research Unit website of Arizona State University (2003) Copyright with James Crawford. SECTION THREE : Languages and Literacies in Bilingual Education 10. Immersion in a Second or Additional Language at School: A Review of the International Research by R. Johnstone, Chapter 5 (2002). Stirling (Scotland): Scottish Centre for Information on Language Teaching. 11. Multilingual Language Policies and the Continua of Biliteracy: an Ecological Approach by N. H. Hornberger, Language Policy, 1, 27-51 (2002) Amsterdam: Kluwer. 12. Scaffolding Language, Scaffolding Learning by Pauline Gibbons from her book Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom , pages 60-67 (2002).Portsmouth: Heinemann. 13. Conceptual Framework on Scaffolding Instruction for English Learners by A. Walqui, in International Journal of Bilingual Education and Bilingualism Vol.9:2, 2006. Clevedon: Multilingual Matters 14. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities by C. Kelly, E. Gregory and A. Williams, in Language, Culture and Curriculum, Vol. 14 No.1,2001, Clevedon: Multilingual Matters. SECTION FOUR: Issues in Teaching, Learning and Assessment in Bilingual Education 15. The Pedagogy of Peach by Grace Feuerverger , from her book Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel, pages 51 to 78 (2001). New York: Routledge 16. Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students by Yu Ren Dong,International Journal of Bilingual Education and Bilingualism, 5,1: 40-57 (2002). Clevedon: Multilingual Matters 17. Bilingual Classroom Studies and Community Analysis by L. C. Moll, L.C. from Educational Researcher, 21,2,20-24 (1992). Washington: American Educational Research Association. 18. English Language Learners with Special Needs: Effective Instructional Strategies by A. Ortiz, ERIC Digest December 2001 (EDO-FL-01-08). ERIC Clearinghouse on Languages and Linguistics: Washington, DC. 19. The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues by Jamal Abedi. Educational Researcher , Vol. 33, No. 1 (January-February) 2004.

Cheryl A. Roberts - One of the best experts on this subject based on the ideXlab platform.

  • Bilingual Education Program Models: A Framework for Understanding
    Bilingual Research Journal, 1995
    Co-Authors: Cheryl A. Roberts
    Abstract:

    Bilingual Education remains a controversial topic of discussion in the United States locally and nationally. Issues of Educational benefits need to be kept separate from political issues; both must be informed by understanding of the larger society. In this paper I describe different possible Bilingual Education models and comment on the Educational costs and benefits associated with each.