Journal articles: 'Bilingual immersion'

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CALDAS, STEPHEN J., and SUZANNE CARON-CALDAS. "The influence of family, school, and community on bilingual preference: Results from a Louisiana/Québec case study." Applied Psycholinguistics 21, no. 3 (September 2000): 365–81. http://dx.doi.org/10.1017/s0142716400003040.

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This case study examines the shifting bilingual preference of three French/English bilingual children over a three-year period. It also clarifies the distinction between the many often misleading terms used to refer to bilingual preference (i.e., a bilingual's language choice). The children's fluctuating bilingual preference is accounted for in terms of three contextual domains: home, school, and community. The home domain was predominantly French-speaking, while the community domain shifted between predominantly English-speaking Louisiana and French-speaking Québec. The 10-year-old identical twin girls were in a French immersion program in Louisiana during the entire three-year period; their 12-year-old brother was not. A new, domain-sensitive longitudinal measure – the bilingual preference ratio (BPR) – was created and applied for each child using 36 months of weekly tape recordings of mealtime conversations. BPR fluctuations indicate that the greatest effect on the children's language preference was community immersion in the target language. However, the twins' markedly greater preference for speaking French at home in Louisiana is attributed to the influence of French immersion at school.

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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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DELUCA, VINCENT, JASON ROTHMAN, and CHRISTOS PLIATSIKAS. "Linguistic immersion and structural effects on the bilingual brain: a longitudinal study." Bilingualism: Language and Cognition 22, no. 5 (July 24, 2018): 1160–75. http://dx.doi.org/10.1017/s1366728918000883.

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Learning and using additional languages can result in structural changes in the brain. However, the time course of these changes, as well as the factors the predict them, are still not well understood. In this longitudinal study we test the effects of bilingual immersion on brain structure of adult sequential bilinguals not undergoing any language training, who were scanned twice, three years apart. We observed significant increases in grey matter volume in the lower left cerebellum, mean white matter diffusivity in the frontal cortex, and reshaping of the left caudate nucleus and amygdala and bilateral hippocampus. Moreover, both prior length of immersion and L2 age of acquisition were significant predictors of volumetric change in the cerebellum. Taken together, these results indicate that bilingualism-induced neurological changes continue to take place across the lifespan and are strongly related to the quantity and quality of bilingual immersion, even in highly-immersed adult bilingual populations.

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Collier, Virginia P. "The Canadian Bilingual Immersion Debate." Studies in Second Language Acquisition 14, no. 1 (March 1992): 87–97. http://dx.doi.org/10.1017/s0272263100010482.

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OLLER, D. KIMBROUGH, BARBARA Z. PEARSON, and ALAN B. COBO-LEWIS. "Profile effects in early bilingual language and literacy." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 191–230. http://dx.doi.org/10.1017/s0142716407070117.

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Bilingual children's language and literacy is stronger in some domains than others. Reanalysis of data from a broad-scale study of monolingual English and bilingual Spanish–English learners in Miami provided a clear demonstration of “profile effects,” where bilingual children perform at varying levels compared to monolinguals across different test types. The profile effects were strong and consistent across conditions of socioeconomic status, language in the home, and school setting (two way or English immersion). The profile effects indicated comparable performance of bilingual and monolingual children in basic reading tasks, but lower vocabulary scores for the bilinguals in both languages. Other test types showed intermediate scores in bilinguals, again with substantial consistency across groups. These profiles are interpreted as primarily due to the “distributed characteristic” of bilingual lexical knowledge, the tendency for bilingual individuals to know some words in one language but not the other and vice versa.

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Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

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Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.

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HEIDLMAYR, KARIN, SYLVAIN MOUTIER, BARBARA HEMFORTH, CYRIL COURTIN†, ROBERT TANZMEISTER, and FRÉDÉRIC ISEL. "Successive bilingualism and executive functions: The effect of second language use on inhibitory control in a behavioural Stroop Colour Word task." Bilingualism: Language and Cognition 17, no. 3 (November 29, 2013): 630–45. http://dx.doi.org/10.1017/s1366728913000539.

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Here we examined the role of bilingualism on cognitive inhibition using the Stroop Colour Word task. Our hypothesis was that the frequency of use of a second language (L2) in the daily life of successive bilingual individuals impacts the efficiency of their inhibitory control mechanism. Thirty-three highly proficient successive French–German bilinguals, living either in a French or in a German linguistic environment, performed a Stroop task on both French and German words. Moreover, 31 French monolingual individuals were also tested with French words. We showed that the bilingual advantage was (i) reinforced by the use of a third language, and (ii) modulated by the duration of immersion in a second language environment. This suggests that top–down inhibitory control is most involved at the beginning of immersion. Taken together, the present findings lend support to the psycholinguistic models of bilingual language processing that postulate that top–down active inhibition is involved in language control.

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Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals." English Language Teaching 10, no. 2 (January 21, 2017): 150. http://dx.doi.org/10.5539/elt.v10n2p150.

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English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.

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Pawley, Catherine. "How Bilingual Are French Immersion Students?" Canadian Modern Language Review 41, no. 5 (April 1985): 865–76. http://dx.doi.org/10.3138/cmlr.41.5.865.

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CODERRE, EMILY L., WALTER J. B. VAN HEUVEN, and KATHY CONKLIN. "The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals." Bilingualism: Language and Cognition 16, no. 2 (November 20, 2012): 420–41. http://dx.doi.org/10.1017/s1366728912000405.

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Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English–Chinese and Chinese–English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the critical factor determining Stroop interference; and two bilingual lexical disadvantage hypotheses, focusing on lexical access speed. Importantly, each hypothesis predicts different response patterns in a Stroop task manipulating stimulus onset asynchrony (SOA). There was evidence for a bilingual cognitive advantage, although this effect was sensitive to a number of variables including proficiency, language immersion, and script. In lexical access speed, no differences occurred between monolinguals and bilinguals in their native languages, but there was evidence for a delay in L2 processing speed relative to the L1. Overall, the data highlight the multitude of factors affecting executive control and lexical access speed in bilinguals.

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Mok, Peggy P. K., and Alan C. L. Yu. "The effects of language immersion on the bilingual lexicon." Linguistic Approaches to Bilingualism 7, no. 5 (May 4, 2016): 614–36. http://dx.doi.org/10.1075/lab.15029.mok.

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Abstract Previous studies have consistently found an asymmetry where priming in the L1-L2 direction is stronger than that in the L2-L1 direction. However, some studies showed that an L2 immersion environment could attenuate bilingual speakers’ access to the L1 and result in a ‘bilingual disadvantage’. This study investigated how language immersion modulates the priming effects of late adult bilingual speakers. We compared late Chinese-English bilingual speakers with high L2 (English) proficiency in an L1 environment and those in an L2 immersion environment. Both semantic and translation priming in same-language and cross-language conditions were investigated. The results showed no ‘bilingual disadvantage’ of the immersed participants. The priming asymmetry was weakened for the immersed participants who were more comparable in their reaction time to different language conditions. Both semantic and translation priming were found in L1-L2 and L2-L1 directions, suggesting that both types of priming are similar in nature in the bilingual lexicon.

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Sabourin, Laura L., Michèle Burkholder, Santa Vīnerte, Jean-Christophe Leclerc, and Christie Brien. "Language processing in bilinguals." EUROSLA Yearbook 16 (August 10, 2016): 1–24. http://dx.doi.org/10.1075/eurosla.16.01sab.

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In this paper we integrate and reinterpret new data from a set of experiments in our lab in order to tease apart many of the factors thought to influence bilingual processing. Specifically we combine data from studies investigating age of immersion (AoI), manner of acquisition (MoA), proficiency and context of bilingualism to (1) investigate the organization of the bilingual mental lexicon and (2) determine the nature of the interaction between bilingualism and cognitive control. We suggest that a naturalistic MoA promotes the integration of the bilingual lexicon, and that an early AoI per se is somewhat less important (though it tends to lead to a more naturalistic MoA). Further, bilinguals with an integrated bilingual lexicon (i.e., naturalistic learners) only develop cognitive control advantages if they are in a dual-language environment.

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Hipfner-Boucher, Kathleen, Katie Lam, and Becky Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children." Written Language and Literacy 17, no. 1 (April 11, 2014): 116–38. http://dx.doi.org/10.1075/wll.17.1.06hip.

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To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conducted to examine cross-language transfer of skills. French morphological awareness explained unique variance in English word reading and vocabulary for the French immersion group. For the other two groups, Chinese phonological awareness was significantly related to English word reading. Our results suggest that instruction in French or Chinese does not delay the development of early English language and literacy skills for Chinese-speaking children, as the children may be able to leverage skills from their other language to facilitate their English learning. Keywords: Bilingual education; French immersion; cross-language transfer

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Scheidnes, Maureen. "Sentence repetition and non-word repetition in early total French immersion." Applied Psycholinguistics 41, no. 1 (November 25, 2019): 107–31. http://dx.doi.org/10.1017/s0142716419000420.

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AbstractRecent research has focused on bilingual children’s performance on non-word repetition (NWR) and sentence repetition (SR) tasks, but it remains unclear how their scores can be expected to vary as a function of language exposure, which creates challenges for developing age-appropriate performance expectations. With the goal of examining the impact of limited language exposure on these tasks, French NWR and SR performance from 33 first graders (mean age 6 years, 10 months) in early total French immersion in English-speaking Canada was compared to prior work on bilinguals acquiring French in France. With a mean length of exposure of 1 year, 7 months, but a mean cumulative length of exposure of only 3 months, the children in immersion have much less daily exposure to French than the bilinguals in France. The results showed that children in immersion patterned with the other bilinguals for NWR, but had much weaker SR performance. Within-subjects analyses revealed that, for SR, the children in immersion had stronger scores on wh-questions and relative clauses, which suggests that these structures may be less sensitive to language exposure.

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Kabbe, Eugene. "Teaching Bilingual Education through Two-Way Immersion." Cihan University-Erbil Scientific Journal 2, Special Issue No. 1 (2018): 57–70. http://dx.doi.org/10.24086/cuesj.si.2018.n1a5.

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Menke, Mandy Renee. "Phonological development in two-way bilingual immersion." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 80–108. http://dx.doi.org/10.1075/jslp.3.1.04men.

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In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce the Spanish vowels. Few differences are observed between the learner and peer native speaker groups, suggesting that the direct contact with native speakers of Spanish afforded by two-way bilingual immersion promotes phonological acquisition.

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Hernández, Ana M. "Language status in two-way bilingual immersion." Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 102–26. http://dx.doi.org/10.1075/jicb.3.1.05her.

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Research has shown that two-way bilingual immersion (TWBI) programs provide positive outcomes for all students to become bilingual, biliterate, and bicultural. Yet, studies have shown that there can be challenges in student-to-student interaction in TWBI programs. This study reports on peer interaction dynamics during content instruction in two 90/10 programs through lesson observations, teacher interviews, and reflections. Teachers in Grades 4–6 provided their perspectives concerning the status of English and Spanish in their classrooms. Teachers also shared instructional strategies to support students’ progress in Spanish. This study presents important instructional implications for sociocultural and sociolinguistic goals pertaining to English and Spanish speakers in TWBI programs.

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Safty, Adel. "French immersion: Bilingual education and unilingual administration." Interchange 23, no. 4 (December 1992): 389–405. http://dx.doi.org/10.1007/bf01447285.

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Lara-Alecio, Rafael, Martha Galloway, Beverly J. Irby, Linda Rodríguez, and Leo Gómez. "Two-Way Immersion Bilingual Programs in Texas." Bilingual Research Journal 28, no. 1 (April 2004): 35–54. http://dx.doi.org/10.1080/15235882.2004.10162611.

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SABOURIN, LAURA, and SANTA VĪNERTE. "Cognitive control among immersed bilinguals: Considering differences in linguistic and non-linguistic processing." Bilingualism: Language and Cognition 22, no. 3 (June 4, 2018): 590–605. http://dx.doi.org/10.1017/s1366728918000524.

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While several studies have shown a bilingual advantage in cognitive control, others have refuted such findings, leading to debates regarding the existence of bilingual benefits. The current study conducts two experiments to investigate this issue, focusing on the effect of the age of second language immersion in young adult non-immigrant bilinguals. We use a colour-word Stroop task to assess linguistic cognitive control, and an Attention Network Test to examine non-linguistic cognitive control. Results show significant differences between Simultaneous and Early Sequential bilinguals (typically grouped together as ‘early’) in the Stroop task, but these only become apparent when both languages are mixed. Simultaneous bilinguals also show improved Executive Control efficiency, particularly in the presence of alerting and orienting cues, suggesting enhanced attentional skills for this group. We discuss these findings with respect to participant grouping and task effects, noting the importance of the language environment.

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Durepos, Jessica. "uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings." OLBI Working Papers 9 (June 22, 2018): 51–75. http://dx.doi.org/10.18192/olbiwp.v9i0.2320.

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An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

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Payesteh, Bita, and Lizbeth H. Finestack. "Narrative language development of Persian-English bilingual children attending an immersion preschool." Clinical Archives of Communication Disorders 6, no. 3 (December 31, 2021): 149–59. http://dx.doi.org/10.21849/cacd.2021.00479.

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Purpose: This study aimed to provide a better understanding of the language development of bilingual children who attend a Persian immersion preschool in the United States, with a specific focus on their microstructural language skills derived from a story retell task.Methods: Participants included two groups of preschoolers: 14 Persian-English bilingual children who attended a Persian immersion preschool (2- through 5-years of age) and 16 monolingual English-speaking children who attended an English-only preschool (3- through 5-years of age). Participants completed a story retell task, and their parents completed a questionnaire regarding their child’s language environment.Results: Analyses revealed that Persian-English bilingual children produced narratives that are comparable to their same-aged, English monolingual peers with regard to measures of microstructure. Furthermore, mean length of utterance in morphemes was significantly associated with parental language input, positively with Persian input, and negatively with English input.Conclusions: Findings demonstrate that Persian-English bilingual children who attend a Persian immersion preschool develop English to a level comparable to same-age English monolingual peers based on language produced during a story retell task.

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Goldin, Michele. "An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers." Languages 5, no. 2 (April 27, 2020): 18. http://dx.doi.org/10.3390/languages5020018.

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Studies have found that aspects of grammar that lie at the syntax–pragmatics interface, such as the use of pronominal subjects in null-subject languages, are likely to undergo cross-linguistic influence in bilingual speakers. This study contributes to our understanding of the role of Spanish immersion academic instruction on the comprehension of null subjects in English-dominant, Spanish-heritage children living in the United States. Two groups of bilingual children aged 4 to 7 (those attending a Spanish immersion school and those not) completed an acceptability judgment task in both English and Spanish. English monolingual children and monolingually raised Spanish children of the same ages also completed the task in their respective languages. The findings revealed that children in the Spanish immersion school performed on par with their monolingual peers in Spanish, but accepted significantly more ungrammatical null subjects in English than the other groups. These results suggest that immersion schooling plays a role in extending the English null subject stage in bilingual children due to competing input and cross-linguistic influence.

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Wei, Liping. "A Quality Chinese-English Bilingual Education Program: Defining Success." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1191. http://dx.doi.org/10.17507/jltr.0906.08.

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This study aims to provide an in-depth case study of a Chinese-English bilingual program in the largest ISD of a Southwestern state, in the hope of shedding light on what makes a bilingual education program successful. Few research studies have systematically delved into an English-Chinese bilingual program as this one. The study illuminates that children in this immersion program have benefited from "additive bilingualism" in that they have learned a second language at no cost to their first language and also out-scored their non-immersion peers in state standardized exams. Employing qualitative methods, narrative inquiry in particular, this research study offers a compelling case that bilingual education does not hinder students’ English language acquisition. Instead, it accelerates students’ English proficiency development while promoting students’ second language acquisition, overall academic achievements, and sociocultural integration.

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Reifegerste, Jana. "The effects of aging on bilingual language: What changes, what doesn't, and why." Bilingualism: Language and Cognition 24, no. 1 (August 26, 2020): 1–17. http://dx.doi.org/10.1017/s1366728920000413.

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AbstractSubstantial research has examined cognition in aging bilinguals. However, less work has investigated the effects of aging on language itself in bilingualism. In this article I comprehensively review prior research on this topic, and interpret the evidence in light of current theories of aging and theories of bilingualism. First, aging indeed appears to affect bilinguals’ language performance, though there is considerable variability in the trajectory across adulthood (declines, age-invariance, and improvements) and in the extent to which these trajectories resemble those found in monolinguals. I argue that these age effects are likely explained by the key opposing forces of increasing experience and cognitive declines in aging. Second, consistent with some theoretical work on bilingual language processing, the grammatical processing mechanisms do not seem to change between younger and older bilingual adults, even after decades of immersion. I conclude by discussing how future research can further advance the field.

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Bamford, Kathryn W., and Donald T. Mizokawa. "Additive-Bilingual (Immersion) Education: Cognitive and Language Development *." Language Learning 41, no. 3 (September 1991): 413–29. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00612.x.

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Marian, Viorica, Anthony Shook, and Scott R. Schroeder. "Bilingual Two-Way Immersion Programs Benefit Academic Achievement." Bilingual Research Journal 36, no. 2 (June 2013): 167–86. http://dx.doi.org/10.1080/15235882.2013.818075.

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Nahwegahbow, Monica. "Indigenous Language Revitalization: Role of a Bilingual Speech-Language Pathologist." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 18, no. 2 (July 2011): 36–41. http://dx.doi.org/10.1044/cds18.2.36.

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Due to the risk of language extinction, immersion education is being implemented by Aboriginal communities in Canada and the United States as a language revitalization strategy. This paper describes one successful initiative, the Biidaaban Kinoomaagegamik Immersion Program (BKIP), started in 2006 by the community of Sagamok Anishnawbek (population: 1,400) situated on the north shore of Lake Huron in northern Ontario. The students are educated in Anishnaabemowin (Ojibwe), the primary language of instruction, through the day from senior kindergarten (SK) to Grade 3 with one hour allotted daily to English-language study. Aboriginal speech-language pathologists (SLPs), as speakers of an Indigenous language, can play a critical role in immersion education and language preservation. The role of the bilingual SLP in immersion programs is multifaceted. The varied aspects and responsibilities of this role are discussed.

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Lindholm, Kathryn J., and Zierlein Aclan. "Bilingual Proficiency as a Bridge to Academic Achievement Results from Bilingual/Immersion Programs." Journal of Education 173, no. 2 (April 1991): 99–113. http://dx.doi.org/10.1177/002205749117300208.

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Wang, Kun, and Yi Yang. "A Study of Bilingual Education in Electrical Information Courses Based on Information Technology." Advanced Materials Research 945-949 (June 2014): 3562–65. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3562.

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This paper explores the ways to improve efficiency of bilingual education in electrical information courses. Based on the bilingual education practice of Electric Circuits and Data Communications and Networking, a questionnaire was done to illustrate the current problems of bilingual education in our college. After analyzing the factors, the paper argues that bilingual teachers’ training is necessary; bilingual textbooks have to be introduced; dual language immersion works well and autonomous learning platform needs to be developed. The integration of those strategies with information technology contributes to the improvement of bilingual education.

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Ballinger, Susan, Roy Lyster, Andrea Sterzuk, and Fred Genesee. "Context-appropriate crosslinguistic pedagogy." Journal of Immersion and Content-Based Language Education 5, no. 1 (April 7, 2017): 30–57. http://dx.doi.org/10.1075/jicb.5.1.02bal.

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In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.

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Florentino, Nicole L., Tiffani P. Shelton, Danya S. Lebell, Jocelyn Caballero, Florence Bouhali, Ioulia Kovelman, Yuuko Uchikoshi Tonkovich, and Fumiko Hoeft. "A-263 Literacy Acquisition Shaped by Bilingual Education." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1412. http://dx.doi.org/10.1093/arclin/acac060.263.

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Abstract Objective: This study investigates how literacy acquisition is shaped by bilingual education. We hypothesize that learning a phonetic language, like Spanish, will improve performance on phonologically-based tasks in English. Comparatively, we expect learning a different orthographic system, like Cantonese, will improve performance on semantically-based English tasks. Methods: Participants included 107 native English speakers between 7 and 9 years old from San Francisco schools. There were 42 children in general education English programs (GENED), 35 in Spanish (Sp) immersion programs, and 30 in Cantonese (Cn) immersion programs. Students scoring less than 85 on a nonverbal intelligence screener were excluded (KBIT-2 Matrices). Groups' performance in English was compared on phonological (CTOPP-2 Blending Words) and orthographic learning tasks (KABC-II Rebus). Results: One-way ANOVA revealed a significant effect of bilingual education on phonological task performance at the p < .05 level [F(2, 66.4) = 3.52, p = .035]. As predicted, the Spanish-immersion group performed better on the phonological task (Blending Words, p = .035; GENED M = 8.55, Sp M = 10.09, Cn M = 9.03). Performance on the semantic task did not significantly vary among groups [F(2, 67) = 3.11, p = .051]. Conclusions: This suggests that learning a second language may shape literacy acquisition in the primary language. Results indicated that learning Spanish, a phonetic language, was associated with stronger performance on an English phonological task when compared to GENED and Cn immersion. Although the variance between groups on the semantic task was not significant, further research could characterize the impact of different orthography on English acquisition.

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MORALES, LUIS, DANIELA PAOLIERI, ROBERTO CUBELLI, and M. TERESA BAJO. "Transfer of Spanish grammatical gender to English: Evidence from immersed and non-immersed bilinguals." Bilingualism: Language and Cognition 17, no. 4 (May 22, 2014): 700–708. http://dx.doi.org/10.1017/s1366728914000017.

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In this study we explored whether native Spanish speakers’ knowledge of grammatical gender in their native language (L1) affects speech production in a second language (L2) which lacks this feature (English). We selected Spanish–English bilinguals for testing who were immersed in either an L1 or an L2 context. Using a picture–word task, participants had to name pictures in their L2 while ignoring distractor words that could be either gender-congruent or gender-incongruent according to the Spanish translation. Results revealed that non-immersed participants were slower naming the pictures in the congruent condition, suggesting that bilingual people are influenced by knowledge about gender in their native language, even when producing utterances in a language in which this information does not apply. However, no such influence was observed for immersed bilinguals, suggesting that immersion environment attenuates access to the native language. We interpret our results as evidence of transfer effects between languages with different lexical systems, which seem to depend on language immersion.

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Balam, Osmer, Usha Lakshmanan, and María del Carmen Parafita Couto. "Gender Assignment Strategies Among Simultaneous Spanish/English Bilingual Children from Miami, Florida." Studies in Hispanic and Lusophone Linguistics 14, no. 2 (September 1, 2021): 241–80. http://dx.doi.org/10.1515/shll-2021-2045.

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Abstract We examined gender assignment patterns in the speech of Spanish/English bilingual children, paying particular attention to the influence of three gender assignment strategies (i.e., analogical gender, masculine default gender, phonological gender) that have been proposed to constrain the gender assignment process in Spanish/English bilingual speech. Our analysis was based on monolingual Spanish nominals (n = 1774), which served as a comparative baseline, and Spanish/English mixed nominal constructions (n = 220) extracted from oral narratives produced by 40 child bilinguals of different grade levels (second graders vs. fifth graders) and instructional programs (English immersion vs. two-way bilingual) from Miami Dade, Florida. The narratives, available in the CHILDES database (MacWhinney, Brian. 2000. The CHILDES project: Tools for analyzing talk, 3rd edn. Mahwah, NJ: Lawrence Erlbaum Associates), were collected by Pearson, Barbara Z. 2002. Narrative competence among monolingual and bilingual school children in Miami. In D. Kimbrough Oller & Rebecca E. Eilers (eds.), Language and literacy in bilingual children, 135–174. Clevedon, UK: Multilingual Matters. Results revealed that in Spanish nominal constructions, children across both instructional programs and grade levels evinced native-like acquisition of grammatical gender. In mixed nominals, children overwhelmingly assigned the masculine gender to English nouns. Notably, irrespective of schooling background, simultaneous Spanish/English bilingual children used the masculine default gender strategy when assigning gender to English nouns with feminine translation equivalents. This suggests that from age seven, simultaneous Spanish/English child bilingual acquisition of grammatical gender is characterized by a predisposition towards the employment of the masculine default gender strategy in bilingual speech.

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Harley, Birgit, Douglas Hart, and Sharon Lapkin. "The effects of early bilingual schooling on first language skills." Applied Psycholinguistics 7, no. 4 (December 1986): 295–321. http://dx.doi.org/10.1017/s0142716400007700.

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ABSTRACTIn this study, the development of first language (L1) skills among native English-speaking students enrolled in early French immersion programs in Canadian schools is explored. It is hypothesized that the early bilingual schooling received by those majority children will serve to enhance their performance on various kinds of L1 tasks. Some preliminary evidence consistent with this hypothesis is found in a longitudinal comparison of English language test scores obtained over a six-year period by 22 immersion students and 22 regular English program students. Analysis of specific test items where the immersion students clearly outperform their regular program counterparts leads to the development of more specific hypotheses, which are tested via new measures on a larger sample of students in grade 6.

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GAFFURI, LUCIA, JEAN-MARIE ANNONI, YIFAN ZHENG, ELISA MONACO, and HANNELORE LEE-JAHNKE. "Embodied Semantics in a Second Language: An Interdisciplinary Review." Journal of Translation Studies 2, no. 1 (January 1, 2022): 53–65. http://dx.doi.org/10.3726/jts012022.4.

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Abstract This review focuses on embodied semantic theories of language, which assume a concomitant activation of sensorimotor areas during verbal processing. Behavioural and functional studies showing the influence of semantic treatment on perceptuo- and sensori-motor cortices are here presented. We focus on embodiment of the second language (L2) in bilingual subjects which, contrary to the native language (L1) embodiment, has been much less addressed. After providing current models of bilingual language processing, we will consider factors which may explain different depths of embodiment of L2, as observed in several studies. In particular, we will provide insight into proficiency (i.e. the ability one has in L2 usage), immersion (i.e. the degree of exposure to L2) and the age of acquisition of L2. We will also provide suggestions regarding the potential expansion of knowledge in this domain: embodied semantics research in bilinguals might give a boost to therapeutic approaches to the rehabilitation of bilingual aphasic patients. Lastly, considerations are presented about theoretical as well as practical implications for translation research.

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Garcia, Amaya. "A new era for bilingual education in California." Phi Delta Kappan 101, no. 5 (January 27, 2020): 30–35. http://dx.doi.org/10.1177/0031721720903825.

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In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of “English only” programs, what will it take to restore the schools’ capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual instruction?

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de Jong, Ester J. "Program design and two-way immersion programs." Language Immersion Education 2, no. 2 (September 12, 2014): 241–56. http://dx.doi.org/10.1075/jicb.2.2.06jon.

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Two-way immersion (TWI) programs have provided an effective bilingual alternative to monolingual approaches to educating language minority students. This article reviews the research related to two program design questions: are TWI programs effective for different groups of students within the program and what role does school context play in the program’s effectiveness?

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Ma'ruf, Haris, and Huyi Intan Sari. "Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (February 29, 2020): 118. http://dx.doi.org/10.30659/e.5.1.118-125.

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This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language teachers was teaching and learning Mathematics, Sciences (Physics, Chemist, and Biology) and Social Subjects (Sociology, Economics, and Geography) in English. The study also showed that there were specific situations when teachers felt frustrated teaching an immersion class. This frustration always relates to lack of English language proficiency. In conclusion, this study shows the lack of English language proficiency is the main challenge faced by non-English language teachers and students in immersion classes at SMA Islam Sultan Agung 1 Semarang.

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Jeong, Eunsook, and Kang-young Lee. "Bilingual Children’s Writing Development in Two-Way Immersion Programs." Journal of Modern British & American Language & Literature 34, no. 2 (May 31, 2016): 81. http://dx.doi.org/10.21084/jmball.2016.05.34.2.81.

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Senesac, Barbara V. Kirk. "Two-Way Bilingual Immersion: A Portrait of Quality Schooling." Bilingual Research Journal 26, no. 1 (April 2002): 85–101. http://dx.doi.org/10.1080/15235882.2002.10668700.

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Ozfidan, Burhan, and Lynn Burlbaw. "A Literature-Based Approach on International Perspectives of Bilingual Education." Journal of Educational Issues 3, no. 2 (September 1, 2017): 11. http://dx.doi.org/10.5296/jei.v3i2.11551.

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This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries’ bilingual education programs and find a way to implement a bilingual education program in Turkey. Because of innovative legal conditions and the establishment of special programs in Basque Country in Spain, the potential for increasing learners and speakers of the language is greater than ever before. Bilingual education models in the BAC have increased the number of well-educated young students and allowed them to have a better future. French is taught as a foreign language in Canada, and English is usually accepted as a first language, which has hindered the development of diverse types of immersion programs. Immersion programs have helped students learn other subjects and have also allowed them to acquire an additional language. This study presents a comparison of the situation of minority languages in Turkey with Canada and Spain offers many lessons. The purpose of this discussion is to establish the benefits and shortcomings of these bilingual education programs and the suitability of their models for minority groups living in Turkey. To provide an efficient education system, the differing needs of various areas should be considered. This can be demonstrated in examples drawn from Canada’s consideration of the French language and Spain’s consideration of the Basque language.

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NICOLAY, ANNE-CATHERINE, and MARTINE PONCELET. "Cognitive benefits in children enrolled in an early bilingual immersion school: A follow up study." Bilingualism: Language and Cognition 18, no. 4 (January 16, 2015): 789–95. http://dx.doi.org/10.1017/s1366728914000868.

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Recent findings suggested that an L2-immersion school experience produced some of the cognitive benefits associated with early bilingualism. However, the cognitive differences observed might possibly be due to greater cognitive development in the immersion group before the children started the immersion program. The present study thus aimed at revisiting these results in a follow-up design in which children about to begin an L2-immersion program and monolinguals were matched for cognitive development. Our results support the previous findings and this longitudinal study strongly confirms that only 3 years in an L2-immersion program enhance the performance of the attentional/executive control network.

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Liu, Wei. "Success factors for a Mandarin bilingual program." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 55, no. 3 (December 31, 2020): 208–29. http://dx.doi.org/10.1075/csl.20009.liu.

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Abstract Immersion-style bilingual school programs have proven to be effective ways for children’s acquisition of additional languages. However, such programs seem to be scarce across the world in comparison to the value people attach to bilingual skills and bilingual education. Through a case study of a successful Mandarin bilingual program in western Canada, the study hopes to explore the factors that contribute to the success of such programs in North America. The study points to the importance of government language policy environments, the attitude of local school boards, the commitment and active involvement of parents, and the availability and recruitment of quality teachers as key factors for the success of a bilingual school program.

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Nissilä, Niina, and Siv Björklund. "One-way immersion in Europe." Language Immersion Education 2, no. 2 (September 12, 2014): 288–302. http://dx.doi.org/10.1075/jicb.2.2.09nis.

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One-way immersion programs were originally designed to provide monolingual majority language speakers a good mastery of a second, foreign, heritage, or indigenous language. This article provides a brief overview of the design of one-way-immersion programs as part of bilingual education in Europe by presenting some of the immersion programs from the following contexts: Basque country, Catalonia, Finland, Ireland and Wales. The implementation of these programs in different European contexts is analysed by looking at different functions of the programs and demographic characteristics in their student populations. The article concludes with a discussion on perspectives about and challenges for one-way immersion programs in the future.

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Vega, Desireé, and Cynthia Plotts. "Bilingual school psychology graduate students’ perceptions of a cultural immersion experience." School Psychology International 41, no. 2 (November 17, 2019): 137–53. http://dx.doi.org/10.1177/0143034319888965.

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This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

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Solsona-Puig, Jordi, María Capdevila-Gutiérrez, and Fernando Rodríguez-Valls. "Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms." Íkala 26, no. 3 (September 11, 2021): 767–82. http://dx.doi.org/10.17533/udea.ikala.v21n02a11.

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Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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Solsona-Puig, Jordi, María Capdevila-Gutiérrez, and Fernando Rodríguez-Valls. "Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms." Íkala 26, no. 3 (September 11, 2021): 767–82. http://dx.doi.org/10.17533/udea.ikala.v26n3a16.

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Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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Solsona-Puig, Jordi, María Capdevila-Gutiérrez, and Fernando Rodríguez-Valls. "Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms." Íkala 26, no. 3 (September 11, 2021): 767–82. http://dx.doi.org/10.17533/udea.ikala.v26n3a16.

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Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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Zhang, Kaili C. "Envisioning Two-Way Immersion Language Learning in China: An Initial Kindergarten Curriculum Plan." International Journal of Educational Reform 28, no. 4 (June 13, 2019): 366–75. http://dx.doi.org/10.1177/1056787919856741.

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This article describes the practical application of an innovative bilingual preschool program that involves two-way immersion of both English and Chinese in classrooms. This has not been written about extensively, especially in the context of early childhood classrooms in Asian countries. The primary goal of the two-way immersion kindergarten is to offer children aged 3 to 5 the opportunity to achieve their maximum potential in all aspects of personal growth by using an enriched bilingual education model and an integrated learning curriculum. This initial curriculum plan has been developed for a two-way immersion kindergarten in Beijing, China. This framework articulates the goals of the program, program planning, implementation and design, as well as the expectations for these children. Samples of preschool and kindergarten schedules, Kindergarten Year 1 (K-1) curriculum projects, and Kindergarten Year 2 (K-2) curriculum maps are included in Supplementary A, B, and C. A detailed description of different type of activity centers is given in Supplementary D.

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Journal articles on the topic 'Bilingual immersion'

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