Relevant bibliographies by topics / Bilingual education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bilingual education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Bilingual education"

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Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (December 13, 2021): 13766. http://dx.doi.org/10.3390/su132413766.

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We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.
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O’Brien, Ingrid. "Bilingual education for bilingual students." Linguistics and Education 23, no. 2 (June 2012): 211–12. http://dx.doi.org/10.1016/j.linged.2012.02.002.

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Močinić, Andrea. "BILINGUAL EDUCATION." Metodički obzori/Methodological Horizons 6, no. 3 (September 14, 2011): 175–82. http://dx.doi.org/10.32728/mo.06.3.2011.11.

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Yorio, Carlos A. "Bilingual Education." Equity & Excellence in Education 23, no. 4 (January 1987): 8–13. http://dx.doi.org/10.1080/1066568870230402.

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Behuniak, Peter, John A. Hubert, Hernan LaFontaine, and Robert J. Nearine. "Bilingual Education." Evaluation Review 12, no. 5 (October 1988): 483–509. http://dx.doi.org/10.1177/0193841x8801200502.

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Tosi, Arturo. "Bilingual Education." Annual Review of Applied Linguistics 10 (March 1989): 103–21. http://dx.doi.org/10.1017/s0267190500001239.

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In the past two decades bilingual education has become an educational movement and a field of academic inquiry of remarkable growth throughout the world. At first glance this appears to be the outcome of the increasingly hegemonic role of a few languages like English in the western world and countries economically affiliated to it, Russian in the multilingual republics of the Soviet Union, and Putonghua in the People's Republic of China. But a closer look at the first of these areas—the one better known to us—shows how complex the dynamics of language spread and language change are in diverse sociopolitical contexts.
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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (May 25, 2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviorally using a forced choice task and neurophysiologically through functional Near-Infrared Spectroscopy (fNIRS). While no group differences emerged on the behavioral level, fNIRS revealed a higher activation in bilingual than monolingual children in the vicinity of the posterior part of the right superior temporal sulcus (STS). This result supports the prominent role of the STS in processing pragmatic gestures and suggests heightened pragmatic sensitivity for bilingual children.
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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.

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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Results Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Conclusions Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.
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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (March 18, 2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.

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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability task and a language background questionnaire. Data and analysis: The data were examined using an analysis of variance and Thurstone’s Law of Comparative Judgment. Conclusions: Whereas Northern Belizean bilinguals gave the highest ratings to ‘ hacer + VInf’, both groups of US bilinguals gave preferential ratings to ‘ estar + VProg’ bilingual constructions. On the other hand, Puerto Rican bilinguals gave the highest preferential ratings to the canonical estar bilingual compound verbs (i.e. estar + an English progressive verb) but rejected hacer bilingual compound verbs. While ‘ hacer + VInf’ and ‘ estar + VProg’ may represent variants that are available to Spanish/English bilinguals, the present findings suggest a community-specific distribution, in which hacer bilingual compound verbs are consistently preferred over estar bilingual compound verbs in Northern Belize, whereas estar bilingual constructions are preferred among US bilinguals. Originality: This is the first cross-community examination of these bilingual compound verbs in Northern Belize (Central America/Caribbean), New Mexico (Southwest US) and Puerto Rico (US/Caribbean), three contexts in the Spanish-speaking world characterized by long-standing Spanish/English language contact and the use of bilingual language practices. Implications: Findings underscore the importance of bilingual language experience in modulating linguistic competence and the necessity to study code-switching from a language ecological perspective, as subtle context-specific patterns in code-switching varieties may be manifested not only in bilingual speakers’ oral production but in intuition as well. A more fine-grained understanding of speakers’ judgments is vital to experimental studies that seek to investigate code-switching grammars both within and across communities where code-switching varieties of the same language pair are spoken.
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Yager, Joanne, and Marianne Gullberg. "Asymmetric semantic interaction in Jedek-Jahai bilinguals: Spatial language in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia." International Journal of Bilingualism 24, no. 3 (May 6, 2019): 492–507. http://dx.doi.org/10.1177/1367006918814378.

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Aims and objectives/purpose/research questions: We investigate semantic interaction in bilinguals’ topological relations descriptions in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia. Design/methodology/approach: Two groups of bilingual speakers of Jedek and Jahai (8 Jedek-identifying, 6 Jahai-identifying bilinguals) and two groups of monolingual Jedek and Jahai speakers (15 Jedek, 3 Jahai speakers) described the Topological Relations Picture Series in a director-matcher task, the bilinguals completing the task in both Jedek and Jahai. Data and analysis: We compare the semantic boundaries of Jedek and Jahai topological relation markers (TRMs) as used by the monolingual and bilingual groups in extension maps and congruence analyses. The analyses focus on the TRM klɛŋ, which is identical in form but semantically different in the two varieties. Findings/conclusions: We find evidence for asymmetric interaction in the expression of topological relations in Jedek and Jahai, with bidirectional influences in the Jahai-identifying bilinguals and a unidirectional influence of Jedek on Jahai in the Jedek-identifying bilinguals. This is commensurate with predictions based on Muysken’s framework of bilingual optimization strategies. Originality: The analyses shed new light on the nature of semantic interaction in bilingual systems by providing evidence from hitherto understudied bilingual language production in small-scale, non-standardized, egalitarian settings. Significance/implications: The results suggest that Muysken’s model is useful for understanding different bilingual outcomes, and highlight the complexity and connectedness of bilingual semantic systems. They also stress the need for more work in a variety of bilingual settings if we are to more fully understand the nature of bilingual systems.
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Dissertations / Theses on the topic "Bilingual education"

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Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in school. This qualitative research study explores the experiences of a specialized group of elementary bilingual and bicultural teachers that learned English in U.S. P-12 public schools and currently teach bilingual students in Oregon public schools. Through in-depth interviews and classroom observations, this study amplifies the voices of three bilingual teachers as they offer valuable insight into teaching and learning and contribute to how we can create excellent educational experiences for bilingual students. The findings point to how the interconnected nature of language, culture, and identity impacted these bilingual teachers' approach to teaching, the power of culturally responsive practices in the classroom, and the promise of building positive relationships and community with students and families.
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Kimutis, Michelle T. "Bilingual Education: A Resource for Teachers." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1302698144.

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Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.

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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
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Ho, Wai-yie Monita. "Bilingual word recognition: a study of chinese-english bilinguals in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782570.

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Gorman, Jennifer A. "Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1483.

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Bilingual education is a subject of debate in education. Some claim that bilingual education programs are detrimental to students, but decades of research supports the benefits of bilingualism and bilingual education for both English Language Learners and monolingual English speakers. The U.S. does not have bilingual education programs in proportion to the needs that these programs could meet for students in public schools. If bilingualism is beneficial, then why do we not have more bilingual education programs? Research extensively covers the internal components of bilingual education programs but only touches on the effect of the external conditions necessary for program success. In order to study one piece of this large question, this thesis considered the external conditions. In order to determine which conditions and which programs/cities/states to research, I compared the case studies of bilingual education programs to determine patterns in the conditions surrounding them. The case studies were selected because they addressed success factors of these programs. Demographics, university relationships, and legislation were three conditions that the research addressed. Minneapolis-St. Paul; San Francisco; Westminster, CA; New York City; and Detroit are the cities considered because they have large ELL populations but are different in their demographic composition and in how they approach bilingual education. I compared the state and number of bilingual programs to the demographics, university relationships, and legislation in each community and drew conclusions from the resulting patterns. The data showed that the existence of bilingual programs correlated positively to the demographics, university relationships, and legislation in each city, although not always to the degree expected. By analyzing the effects of the conditions on the chosen communities, I concluded that one, states and education leaders need to recognize student needs based on student demographics, two, universities need to conduct research for and advocate for local bilingual programs, and finally, legislation needs to support bilingual programs. The most important condition was individuals from universities advocating for bilingual programs by conducting research that provides a source of reliable information about bilingual education for the lawmakers who create educational policy.
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Patrick, Andrew P. "Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation." Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.

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The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.

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Lai, Kin Peng. "Bilingual education for secondary schools in Macao." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636604.

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Palozzi, Vincent John. "Bilingual education and voter intent Colorado 2002 /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229590.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
"Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2856. Adviser: Larry Mikulecky.
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ORNELAS, ZUJAILA MIZAR. "PERSPECTIVES ON BILINGUAL EDUCATION IN TUCSON, ARIZONA." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613402.

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In 2000, Proposition 203 was passed by Arizona voters, dismantling bilingual education programs in public school, and requiring English-only instructional environments for English Language Learners. This study analyzes teacher and administrator perspectives on bilingual education and the implementation of Proposition 203 in Tucson, Arizona. Five experienced educators working in public schools within the Tucson Unified School District were recruited and interviewed for the purpose of this study. A total of seven open-ended questions were addressed, covering topics including, but not limited to bilingual education, the implementation and execution of Proposition 203, and methods of lecture delivery in the mainstream and segregated classroom. Testimonies revealed the ineffectiveness of English-only instructional methods and the need to restore bilingual education in Tucson, Arizona.
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Karhu, A. M. (Anne-Marit). "Bilingual parents:experiences of being bilingual and aspirations and plans for their children’s language development." Master's thesis, University of Oulu, 2019. http://urn.fi/URN:NBN:fi:oulu-201901121046.

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As a consequence of globalisation, bilingualism has become more common even in the Western world. It is likely that this will result in more families where one or both parents are bilingual. Much research has been done on bilingualism and bilingual families, but the focus of the studies tend to be on the bilingual development of the children, or on two parents who are monolingual in different languages and their strategies for bringing up their children bilingually. This thesis focuses on the bilingual parents: their experiences of being bilingual and their aspirations, plans and strategies for their own children’s language development. The goal of this thesis is not to find results that could be generalised for all bilingual parents. However, it provides an insight to the experiences, aspirations and plans of some bilingual parents. This is a qualitative study, focusing on the experiences and thoughts of the bilingual parents who have participated. All parents in the study were early bilinguals who had acquired two or more languages naturally. Most of the participants were young adults with very small children, but the study also included some persons who were a bit older and with adult children. The data was collected by asking the participants to write a narrative about their experiences of being bilingual and of their aspirations and plans for their own children’s language. One of the narratives was collected in the summer 2017 as a part of the pilot study for this thesis, and the rest during the summer and fall 2018. All the participants received a guideline paper to give them ideas of topics that could be addressed and to secure relevant data for the study. The analysis of the 10 narratives that were collected was inductive, which is characteristic in qualitative research. The analysis method used is inspired by thematic analysis and of the tradition of phenomenology. The findings from the data were organised into four main categories: Childhood and youth, Adulthood, Views, attitudes, beliefs and experiences of bilingualism and language and Own children and language, which again included several subcategories. The main findings of the study were that all the participants seemed to have a very positive attitude towards bilingualism despite the fact that some of them had met negative attitudes connected to being bilingual. There were huge variations in the schools’ attitudes towards and support of bilingualism. Several of the participants mentioned advantages of being bilingual. These were also mentioned as a reason for raising their own children to become bilingual. Most of the participants planned to raise their children bilingually, and the 1–2 participants who had not raised their children bilingually, regretted this. The strategies to carry out the plans and the aspirations for the children’s language development and language skills varied a lot
Globalisaation tuloksena, kaksikielisyys on yleistynyt myös länsimaissa. On todennäköistä, että tämän tuloksena yhä useammassa perheessä toinen tai molemmat vanhemmat ovat kaksikielisiä. Kaksikielisyyttä ja kaksikielisiä perheitä on tutkittu paljon, mutta tutkimusten fokus on yleensä lasten kaksikielisessä kehityksessä tai kahdessa yksikielisessä vanhemmassa ja heidän strategioissaan, joiden avulla tahtovat kasvattaa lapsista kaksikielisiä. Tämä tutkimus keskittyy kaksikielisiin vanhempiin: heidän kokemuksiinsa kaksikielisenä olemisesta sekä heidän tavoitteisiinsa, suunnitelmiinsa ja strategioihinsa omien lastensa kielellisen kehityksen suhteen. Tutkielman tavoitteena ei ole löytää tuloksia, jotka voitaisiin yleistää koskemaan kaikkia kaksikielisiä vanhempia. Tutkielma tarjoaa kuitenkin ymmärryksen muutamien kaksikielisten vanhempien kokemuksista sekä ajatuksista. Tämä on kvalitatiivinen tutkimus, joka keskittyy osallistuneiden vanhempien kokemuksiin. Kaikki tutkimukseen osallistuneet vanhemmat olivat aikaisia kaksikielisiä, jotka olivat omaksuneet kielensä luonnollisesti. Suurin osa osallistujista oli nuoria aikuisia, joilla oli hyvin nuoret lapset, mutta tutkimus sisälsi myös muutamia hieman vanhempia henkilöitä, joilla oli aikuisia lapsia. Tutkimusdata on kerätty pyytämällä osallistujia kirjoittamaan narratiivi omista kokemuksistaan kaksikielisenä olemisesta sekä tavoitteistaan ja suunnitelmistaan omien lastensa kielen suhteen. Yksi narratiivi kerättiin kesällä 2017 osana tutkielman piloottitutkimusta, ja loput kesällä ja syksyllä 2018. Kaikki osallistujat saivat ohjepaperin, jotta he saisivat ideoita aiheisiin, joita voisivat pohtia, ja jolla varmistettiin oleellisen datan saaminen tutkimukseen. Kymmenen kerätyn narratiivin analalyysi oli induktiivinen, mikä on tyypillistä laadulliselle tutkimukselle. Analyysimenetelmän inspiraationa oli teema-analyysi sekä fenomenologian traditio. Datasta nousevat tutkimustulokset organisoitiin neljään kategoriaan: Lapsuus ja nuoruus, Aikuisuus, Näkemykset, asenteet, uskomukset ja kokemukset kaksikielisyydestä ja kielstä sekä Omat lapset ja kieli, jotka taas sisälsivät useita alakategorioita. Tärkeimpiä tutkimustuloksia oli, että kaikilla osallistujilla vaikutti olevan positiivinen asenne kaksikielisyyttä kohtaan vaikka muutamat olivat kohdanneet negatiivisia asenteita kaksikielisyyteen liittyen. Koulujen asenteissa ja kaksikielisyyden tukemisessa oli suuria eroja. Useammat osallistujat kertoivat kaksikielisyyden eduista. Näiden mainittiin myös olevan yhtenä syynä kasvattaa omista lapsista kaksikielisiä. Useimmat osallistujat suunnittelivat kasvattavansa lapsistaan kaksikielisiä, ja ne 1–2, jotka eivät olleet kasvattaneet lapsista kaskikielisiä, katuivat tätä. Lasten kielelliseen kehitykseen liittyvien suunnitelmien ja tavoitteiden toteuttamista varten olevat strategiat vaihtelivat paljon
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Books on the topic "Bilingual education"

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Cummins, Jim, and David Corson, eds. Bilingual Education. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2.

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Reynaldo, Contreras A., and Phi Delta Kappa. Center on Evaluation, Development, and Research., eds. Bilingual education. Bloomington, IN: Phi Delta Kappa, Center on Evaluation, Development, and Research, 1988.

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Cuellar, Linda. Bilingual education. Princeton, NJ: Films for the Humanities & Sciences, 2004.

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Reynaldo, Contreras A., and Phi Delta Kappa. Center on Evaluation, Development, and Research., eds. Bilingual education. Bloomington, IN: Center on Evaluation, Development, Research, Phi Delta, Kappa, 1988.

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1949-, Cummins Jim, and Hornberger Nancy H, eds. Bilingual education. 2nd ed. New York: Springer, 2008.

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Worsnop, Richard L. Bilingual Education. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 1993. http://dx.doi.org/10.4135/cqresrre19930813.

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Ofelia, García, and Fishman Joshua A, eds. Bilingual education. Amsterdam: J. Benjamins Pub. Co., 1991.

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Donna, Christian, and Genesee Fred, eds. Bilingual education. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2001.

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M, Medina Loreta, ed. Bilingual education. San Diego [Calif.]: Greenhaven Press, 2003.

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Schwartz, Mila, ed. Preschool Bilingual Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8.

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Book chapters on the topic "Bilingual education"

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Patiño-Santos, Adriana, and David Poveda. "Bilingual education." In Global CLIL, 149–73. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003147374-9.

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Ruiz, Richard. "Bilingual Education." In Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education, edited by Nancy H. Hornberger, 179–81. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096701-011.

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Garcia, Ofelia. "Bilingual Education." In The Handbook of Sociolinguistics, 405–20. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405166256.ch25.

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Wright, Wayne E. "Bilingual Education." In The Handbook of Bilingualism and Multilingualism, 598–623. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118332382.ch24.

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Casanova, Ursula. "Bilingual Education." In Focus on Bilingual Education, 167. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.fishfest1.16cas.

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McField, Grace P. "Bilingual education." In Routledge Handbook of Chicana/o Studies, 79–96. 1st edition. | Abingdon, Oxon; N.Y., NY: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315726366-8.

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García, Ofelia, María Cioè-Peña, and Brittany L. Frieson. "Bilingual Education." In Representation, Inclusion and Social Justice in World Language Teaching, 102–21. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361787-8.

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Gibbons, John. "Australian Bilingual Education." In Bilingual Education, 209–15. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_21.

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Balto, Asta, and Jon Todal. "Saami Bilingual Education." In Bilingual Education, 77–85. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_8.

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Harris, Stephen, and Brian Devlin. "Bilingual Programs Involving Aboriginal Languages in Australia." In Bilingual Education, 1–14. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_1.

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Conference papers on the topic "Bilingual education"

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Rubesova, Stepanka. "RAISING BILINGUAL CHILDREN IN BILINGUAL/NON-BILINGUAL FAMILIES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2083.

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Ergesheva, Nazira. "THE ASSESSMENT IN BILINGUAL EDUCATION." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-85.

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This article provides a comprehensive overview of the role and significance of assessment in bilingual education. Bilingual education is a field that seeks to empower students with the ability to function effectively in two or more languages. Effective assessment practices are crucial in ensuring that bilingual learners make optimal progress in their language proficiency and academic development. This article discusses the importance of assessment in bilingual education, the various types of assessments used, and the critical need for cultural and linguistic considerations when evaluating bilingual students. The article explores how assessment plays a pivotal role in identifying language proficiency, monitoring academic progress, promoting equity, and guiding instructional strategies. It discusses a range of assessment methods, including language proficiency tests, classroom observations, portfolios, performance assessments, standardized tests, and language development milestones. It emphasizes that assessments must be culturally sensitive and consider the variability of bilingualism, language dominance, and contextual factors within each student's unique background.
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Silva, Cristina Almeida da, Marcia Hafele Islabao Franco, and Fabio Yoshimitsu Okuyama. "Salabil bilingual education platform." In 2018 International Symposium on Computers in Education (SIIE). IEEE, 2018. http://dx.doi.org/10.1109/siie.2018.8586717.

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Zhang, Miaojing. "Bilingual and Monolingual Parents’ Beliefs About Bilingualism and Bilingual Education." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.193.

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another country, we suggest a proper bilingual education method for the nuclear specialty. We think that “Step by step” approach is consistent with China’s national conditions.
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Liu, Limin. "Embedded systems training with bilingual education." In TENCON 2007 - 2007 IEEE Region 10 Conference. IEEE, 2007. http://dx.doi.org/10.1109/tencon.2007.4429154.

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Hurtado, Nuria, Elisa Guerrero, Elena Romero, and Francisco Rubio. "TOWARDS BILINGUAL TEACHING IN HIGHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2214.

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Ozfidan, Burhan. "Perceived Advantages of Bilingual Education Curricula." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2001506.

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Ozfidan, Burhan. "Perceived Advantages of Bilingual Education Curricula." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2001506.

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Larasati, Endang, Sri Minda Murni, and Dr Zainuddin. "Bilingual Families Language Policy." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.63.

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Reports on the topic "Bilingual education"

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, September 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.
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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6309.

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are highlighted: 1) Forging New Relationships to Build on Community Cultural and Linguistic Wealth, 2) Designing Bilingual Teacher Residency District-University Partnerships and Programs, 3) The Burden of Support: Augmented Financial Barriers for Bilingual Teacher Residents and, 4) Bilingual Teacher Pedagogies: Critical Consciousness and Culturally Responsive Teaching. Based upon the findings, the research brief proposes three key recommendations for policy and practice to address the ongoing and projected California’s bilingual teacher shortages at the state and local levels: 1) Create Coherent and Articulated Cross-State Agency Efforts, 2) Differentiate Bilingual Networks of Support, and 3) Strengthen Bilingual Teacher Residency Communities of Practice.
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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

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Granados Beltrán, Carlo, and Cristine Khan. Deconstructing and Critiquing Interculturality through Film within a Bilingual Education Program in Bogotá, Colombia. Institución Universitaria Colombo Americana ÚNICA, 2018. http://dx.doi.org/10.26817/paper.02.

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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.

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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findings revealed successes in increasing the bilingual teacher workforce as well as challenges that must be addressed to ensure the state’s vision can be realized. Given these findings, the authors propose three recommendations to help state and local policy actors develop a coherent and sustainable bilingual teacher education system: (1) Ensure adequate investments in California’s multilingual workforce; (2) Expand multilingual/dual language teacher credential/authorization programs and testing options; and (3) Intentionally develop multilingual/dual language programs, and provide the encouragement and support needed to promote successful multilingual/dual language teachers and leaders.
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Lee, Jamie, and Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, December 2023. http://dx.doi.org/10.58261/xbfc8265.

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Finland is a bilingual country with two official languages, Finnish and Swedish. Finland’s constitution states that every Finnish citizen has the right to communicate with authorities in either Swedish or Finnish – including access to education. All Finnish-speaking students are required to learn Swedish from fifth or sixth grade and all Swedish-speaking Finns are required to learn Finnish from first or third grade. Swedish-language education is available from the daycare level up to the university level. This Tailor-Made process focusing on wellbeing innovations was done together with four Swedish-speaking vocational institutions. These institutions are located in bilingual or Swedish-speaking municipalities, and all of them are offering vocational education and training to over 1000 students.
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