Relevant bibliographies by topics / Bilingual policy

Contents

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

Academic literature on the topic 'Bilingual policy'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Bilingual policy"

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Hornberger, Nancy H. "Bilingual education success, but policy failure." Language in Society 16, no. 2 (June 1987): 205–26. http://dx.doi.org/10.1017/s0047404500012264.

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ABSTRACTIn 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even maintaining its implementation. (Quechua; Puno, Peru; Peru; Andes; bilingual education; classroom language use; ethnography; sociolinguistics; community development; language planning; language maintenance; educational policy)
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Lee, Cher Leng, and Chiew Pheng Phua. "Singapore bilingual education." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 90–114. http://dx.doi.org/10.1075/japc.00046.lee.

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Abstract Bilingualism has always been emphasized in Singapore’s education system. Since 1959, Singapore government leaders have repeatedly stressed that bilingualism is the cornerstone of Singapore’s language policy. Scholars researching language policy and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper cites the case of Chinese language (Mandarin) education as evidence to show how “bilingual” education has undergone significant changes in Singapore by tracing the historical changes and examining how bilingual education has evolved since its implementation. The findings show that the once-compulsory bilingual requirements gave way to differentiated ones in the history of Singapore’s bilingual policy. This finding will help researchers have a better understanding of Singapore’s “bilingual education” today and its position compared to other bilingual education systems in the world.
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King, Kendall A., and Lyn Wright Fogle. "Family language policy and bilingual parenting." Language Teaching 46, no. 2 (February 22, 2013): 172–94. http://dx.doi.org/10.1017/s0261444812000493.

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Corson, David. "Bilingual education policy and social justice." Journal of Education Policy 7, no. 1 (January 1992): 45–69. http://dx.doi.org/10.1080/0268093920070104.

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LYONS, JAMES J. "The Past and Future Directions of Federal Bilingual-Education Policy." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 66–80. http://dx.doi.org/10.1177/0002716290508001007.

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Although initially conceived as an enrichment program, the 1968 federal Bilingual Education Act had been recast into a compensatory education program by the time it was signed into law. Federal civil rights policies respecting language-minority students reinforced the compensatory character of bilingual education in the 1970s by focusing on the so-called deficiencies of language-minority students. In 1980, the Carter administration proposed new civil rights regulations to protect language-minority students. The regulations ignited a political fire storm. The Reagan administration seized upon the political controversy to relax civil rights enforcement and to slash Bilingual Education Act spending. In 1984, Congress expanded the Bilingual Education Act to authorize developmental bilingual-education programs—integrated, two-way programs that help language-minority and English-language-background students achieve bilingualism in English and a second language. With additional federal support, developmental bilingual-education programs could help millions of American students achieve the linguistic skills they will need in the next century.
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HUDDY, LEONIE, and DAVID O. SEARS. "Qualified Public Support for Bilingual Education: Some Policy Implications." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 119–34. http://dx.doi.org/10.1177/0002716290508001010.

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Bilingual education has become politicized. It is surrounded by controversy, the outcome of which may play a greater role in deciding its future as an educational program than its educational successes. To better understand this political debate and its possible outcome, the present article examines attitudes toward bilingual education among the Anglo majority, in terms of general support levels, the origins of support, and its future trajectory. We find that currently the majority feels moderately positive toward bilingual education. Opposition is greatest among those who have generally negative attitudes toward minority groups and immigrants and who oppose special favors for them and among those who oppose increased government spending and spending on foreign-language instruction. Anglos' actual personal experience with bilingual education plays only a minor role. Opposition is greater among the well informed, suggesting that opposition may increase further as the issue attains greater national visibility. Opposition is also likely to increase if bilingual education is presented as promoting linguistic and cultural maintenance among language-minority students rather than as a mechanism for teaching English.
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SUEFUJI, Mitsuko. "Language Policy of the Bilingual Education Act." Comparative Education 1999, no. 25 (1999): 81–96. http://dx.doi.org/10.5998/jces.1999.81.

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Rami, Gaurang, and Ana Marie Fernandez. "The Duplicitous Character of Bilingual Education Policy." Recoletos Multidisciplinary Research Journal 3, no. 2 (December 3, 2015): 57–70. http://dx.doi.org/10.32871/rmrj1503.02.05.

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Tabatadze, Shalva. "Bilingual Educational Policy in Georgia: Can it Benefit the Process of Integration of Society?" Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 61. http://dx.doi.org/10.26529/cepsj.660.

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This article reviews the educational policy for the integration of society in Georgia. It is an analytical research paper on the current situation of ethnic minority education in Georgia. The problems and opportunities of bilingual education policy are analysed in the article. The content analysis research method was utilised in the study. The author argues that bilingual education is a crucial tool for the integration of Georgian society; however, local control, involvement, and context are crucial in the implementation of a national bilingual educational programme. The changes on the political, institutional and pedagogical levels of bilingual education are necessary for the successful implementation of bilingual education reform.
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Kaltsa, Maria, Alexandra Prentza, and Ianthi Maria Tsimpli. "Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition." International Journal of Bilingualism 24, no. 2 (January 23, 2019): 159–83. http://dx.doi.org/10.1177/1367006918819867.

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Aim:The present study examines input and literacy effects in simultaneous and sequential bilinguals with the aim of (a) investigating the differences between bilingual and monolingual populations and (b) disentangling the individual contribution of different factors in bilingual syntactic abilities.Methodology:A sentence repetition task (SRT) in Greek with eight structures (Subject Verb Object [SVO], negative clauses, clitic structures, complement clauses, coordinated sentences, adverbial clauses, wh-questions and relative clauses) was employed. All bilinguals additionally participated in a standardized expressive vocabulary task in Greek to measure their lexical ability.Data:Sixty 8–10-year-old children (20 monolingual, 20 simultaneous and 20 late sequential bilinguals) were tested.Findings:The analysis showed that (a) monolinguals outperform sequential bilinguals in sentence repetition, (b) clitic structures are highly problematic for all participants, (c) vocabulary and syntactic skills are closely related for simultaneous but not for sequential bilinguals, (d) home language practices in the early years affect SRT performance and (e) sequential bilinguals benefit from literacy practices that support syntactic skills in the language tested. Overall, we found that the effect of input overrides the effect of a traditionally categorical factor in bilingualism: age of onset (AoO) of exposure to L2.Originality:The contribution of this study includes (a) the examination of syntactic abilities in bilinguals in connection with language input early in life and at the time of testing, (b) the non-pervasive role of age of exposure to the L2 in SRT performance and (c) the role of literacy measures as key factors affecting syntactic skills in bilinguals.Implications:Quality of input and literacy in particular have been shown to affect bilingual syntactic skills, suggesting that enhancing literacy exposure as a language policy for bilinguals has a significantly positive impact on language development.
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Dissertations / Theses on the topic "Bilingual policy"

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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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Dixon, Kathryn V. "Framing Bilingual Education Policy: Articulation and Implementation in Texas." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699899/.

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Language education policy and its implementation have been controversial and ongoing issues throughout the United States, especially in the border state of Texas, with its large population of students who are learning English. This dissertation reports two studies, the first of which was a frame analysis of problems and solutions as represented by the five bills amending the Texas Education Code with regard to bilingual education and English as a second language programs. These laws, passed in 1969, 1973, 1975, 1981, and 2001, have been enacted since 1968, the year the Bilingual Education Act (BEA) was passed. The problem framed consistently by these state policy documents was inadequate instruction for children who come to school speaking languages other than English. More variability was seen in the framing of solutions, with approaches changing from the authorization of instruction in languages other than English, to the establishment of mandated bilingual programs, to the extension of special language programs, and to the establishment of dual language immersion programs. The primary ideology influencing the policy documents was the monolingual English ideology; however, alternative ideologies are apparent in the policies that allow for dual language immersion programs. Geographic information systems (GIS) analysis was used in the second study to investigate the geographic locations of particular programs and the demographics of students they served. Choropleth maps showed variability in program distribution across the state with distinct patterns apparent in only two programs. The maps indicated that districts with high percentages of student enrollment in one-way dual language programs tended to be located in and near the major metropolitan areas, whereas many districts offering early exit transitional bilingual programs tended to be located along the Texas-Mexico border. Despite the literature on bilingual/ESL program effectiveness, the predominant program in the border region of Texas is among those considered least beneficial to students learning English. This pair of studies illustrates the influence of monolingual English ideology on educational practice and policy through the implementation of programs by districts as well as the framing of bilingual education in legislation.
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Ibáñez, Victoria Marie. "DESCRIPTIVE REPRESENTATION, REPRESENTATIVE BUREAUCRACY AND BILINGUAL EDUCATION POLICY: EXAMINING IMPLEMENTATION." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/161.

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In this study, I examine the factors that influence school districts’ commitment to implement ESL (English as a Second Language) education in compliance with the federal Bilingual Education Act of 1968. To explain variation in implementation effort, I focus on several features of the local implementation environment, including the role of Latino descriptive representation. Utilizing data on all public school districts in Texas, I employ a Heckman two-stage estimation procedure that accounts for factors that influence school districts’ decisions to implement bilingual education programs as well as factors that affect the amount of resources school districts are willing to allocate towards bilingual education. The results indicate that Latino school board and teacher representation play a positive and statistically significant role in determining: 1) whether school districts implement bilingual education programs; and 2) the level of expenditures and teacher positions allocated towards bilingual education. Thus, policy implementation outcomes translate into substantive representation.
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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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Ortega-Etcheverry, Ane. "Micro-family language policy at work in a Spanish-English bilingual family." Thesis, Queen Mary, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499077.

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Harrison, Michelle. "Managing France's regional languages : language policy in bilingual primary education in Alsace." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.

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The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century. Whilst Alsatian has been spoken, the traditional language of writing and reference has been standard German. Today Alsace is a region of north eastern France, but it has existed under the political control of Germany for prolonged periods of time in the past, changing hands between the two countries five times between the seventeenth and twentieth centuries. Since the mid-twentieth century a significant language shift away from Alsatian has occurred in the region, with estimates that over 90% spoke the language variety in 1946 in comparison with only 43% of the population in 2012 (OLCA 2012a). Regional language bilingual education programmes were introduced in Alsace in the early 1990s in the private and public education systems. In both systems the language-in-education policy supported has primarily promoted the learning of and through French and standard German. The case study that forms the central part of the thesis seeks to examine current language policy in practice. It will analyse the place of Alsatian in the modern regional language bilingual classroom and examine the language beliefs of the key actors in the bilingual education programmes (namely parents, teachers and policy-makers at regional level). Finally, it will discuss what this means for efforts to reverse the language shift in twenty-first-century Alsace.
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Liu, Sherry. "Effectiveness of a University Bilingual Degree Program Among Overseas Chinese." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.

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The language and communication skills of foreign students have long been a concern in U.S. universities. The majority of U.S. universities require foreign students for whom English is not their native language to take English language proficiency tests such as the Test of English as a Foreign Language (TOEFL) as part of admission requirements. Some universities have included interventions to increase the success of Chinese students against their struggle to understand English course content. One such program is the Gateway to Successful Tomorrow Bilingual Degree Program (GST). The gap to be addressed on this study was that the effectiveness of GST has not been formally evaluated among foreign students particularly overseas Chinese students studying at U.S. universities. The purpose of this study was to examine the effectiveness of the GST among overseas Chinese students studying at U.S. universities as measured through students' grade point averages (GPA) and TOEFL scores. The theoretical framework that guided this study was the Vygotsky's sociocultural theory. The quantitative study used a causal comparative design to gather quantitative data from student achievement records and TOEFL scores. Pearson's correlation analysis and analysis of variance were conducted to predict if underlying relationships exist among variables. Key findings of the analyses showed that GST students had a significantly higher GPA than non-GST student. However, results also indicated that there was no evidence that the GST program significantly improved TOEFL scores. The GST program had an overall positive impact on the international Chinese students' academic performance and with continued research international students stand to gain even more from this program.
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Arthur, Johan Isabel. "Policy, practices and pedagogies : a case study of language in Botswana primary classrooms." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282371.

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Plüddemann, Peter. "Language policy from below : Bilingual education and heterogeneity in post-apartheid South Africa." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87229.

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The present thesis on bilingual education, with its foci on linguistic heterogeneity and language policy 'from below', covers the first 15 years in the officially multilingual new South Africa. The post-apartheid era has seen South Africa's pro-multilingual Constitution and the language-in-education policy for schools being sidelined in favour of an English-oriented mindset. The subversion of the policy's additive bi/multilingual intent in favour of a replacive 'English-as-target-language' approach indexes a collusion between the political class and the African-language speaking majority, and has been accompanied by systemic underachievement. While the linguistic market beyond school is not necessarily unified in its monolingual habitus, choices for the poor are constrained by a lack of alternatives. Within the implementational spaces afforded by the policy environment, groups such as Project for the Study of Alternative Education in South Africa (PRAESA) have attempted to demonstrate an alternative approach that valorised mother-tongue-based bilingual education. These alternative education initiatives (1995-2009) form the substance of the five published pieces in the present portfolio, capped by the summative thesis. They were written while the author was still a member of PRAESA, and collectively address topics such as language policy initiatives 'from below', the role of surveys in gauging language behaviour and creating language awareness, a multilingual training of trainers programme for southern Africa, a bilingual teacher in-service programme foregrounding different teacher identities in relation to policy realisation, and a classification system for schools by language medium that factors in mother tongues while making allowance for linguistic heterogeneity. The thesis reflects critically on the prevailing monoglossic language ideology informing these studies, and suggests the need for a heteroglossic approach oriented to language as a resource.
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Asakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.
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Books on the topic "Bilingual policy"

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Beauchamp, Edward R. Bilingual education policy: An international perspective. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1985.

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The American bilingual tradition. [Washington, D.C.]: Center for Applied Linguistics, 1998.

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Krieger, Milton. Language in Cameroon, 1960-1990: Bilingual policy, multilingual practice. Boston: African Studies Center, Boston University, 1991.

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Luckett, Kathy. Additive bilingualism: New models of language education for South African schools : National Education Policy Investigation working paper : report from the Medium of Instruction Sub-group to the Language Policy Research Group. Johannesburg, South Africa: English Language Teaching Information Centre, 1995.

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F, Man Evelyn Y., ed. Bilingual education: Southeast Asian perspectives. Hong Kong: Hong Kong University Press, 2009.

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Audits, California Bureau of State. Dymally-Alatorre Bilingual Services Act: State and local governments could do more to address their clients' needs for bilingual services. Sacramento, California (555 Capitol Mall, suite 300, Sacramento 95814): Bureau of State Audits, 1999.

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Manitoba. Manitoba Education and Training. Policy for heritage language instruction. [Winnipeg]: Manitoba Education and Training, 1993.

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1946-, García Eugene E., ed. Language minority education in the United States: Research, policy, and practice. Springfield, Ill., U.S.A: C.C. Thomas, 1988.

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Language policy for the multilingual classroom: Pedagogy of the possible. Bristol: Multilingual Matters, 2011.

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Bangura, Abdul Karim. United States Congress & bilingual education. New York: Peter Lang, 2001.

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Book chapters on the topic "Bilingual policy"

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Mwaniki, Munene, M. Beatriz Arias, and Terrence G. Wiley. "Bilingual Education Policy." In Bilingual and Multilingual Education, 35–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_3.

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Mwaniki, Munene, M. Beatriz Arias, and Terrence G. Wiley. "Bilingual Education Policy." In Bilingual and Multilingual Education, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_3-1.

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Mwaniki, Munene, M. Beatriz Arias, and Terrence G. Wiley. "Bilingual Education Policy." In Bilingual and Multilingual Education, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_3-2.

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Bow, Catherine, Michael Christie, and Brian Devlin. "Digital Futures for Bilingual Books." In Language Policy, 347–53. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2078-0_28.

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Gale, Kathryn. "Lessons Learned from Bilingual Education." In Language Policy, 49–60. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2078-0_5.

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Devlin, Nancy R. F., and Dorothy Gapany. "Reminiscences: Working Together in a Bilingual Classroom." In Language Policy, 325–30. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2078-0_26.

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de Oliveira, Luciana C., and Camila Höfling. "Bilingual Education in Brazil." In Policy Development in TESOL and Multilingualism, 25–37. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3603-5_3.

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Leong, Patrick Ng Chin. "Singapore’s English-Knowing Bilingual Policy: A Critical Evaluation." In Language Policy, 265–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_12.

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Gathercole, Virginia Mueller. "Language Development in Bilingual Children: Fact, Factoid and Fiction." In Language Policy, 237–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_14.

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Wilson, Sonia. "Fostering Harmonious Bilingual Development Through Family Language Policy." In Family Language Policy, 153–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52437-1_4.

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Conference papers on the topic "Bilingual policy"

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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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Kuksova, E. L. "The language policy of the bilingual Bern." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-110.

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He, Shanxiu, and Yuanhua Sun. "The Study of the Bilingual Education Policy in China." In Proceedings of the 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssr-19.2019.129.

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Frydrychowicz, Monika, Julia Pradelok, Kinga Zawada, Dominika Zyśk, and Katarzyna Adamczyk. "THE POLISH ADAPTATION AND FURTHER VALIDATION OF THE COVID STRESS SCALES (CSS)." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact008.

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"The scientific need to recognize the impact of the COVID-19 pandemic on human psychosocial functioning requires reliable and valid research tools to assess this impact. Therefore, we designed a study to create and further validate a Polish version of a research instrument assessing stress, anxiety, and fear related to the pandemic – the COVID Stress Scales (CSS; Taylor et al., 2020). This paper presents the specific research steps designed to develop and validate the Polish-language version of CSS (Taylor et al., 2020). These steps are as follows: 1) the translation of the original CSS into the Polish language by three independent translators and the back-translation by three other independent translators; 2) the assessment of the equivalence of the Polish translation of CSS in a study involving a sample of 30-60 bilingual people, fluent both in English and Polish languages; 3) the pilot study employing the pre-final Polish version of CSS; 4) the validation study involving a sample 600-900 participants in which the following instruments will be used: the Fear of COVID-19 Scale, the Patient Health Questionnaire-9 Scale, the Short Health Anxiety Inventory, the Social Desirability Scale, the Obsessive-Compulsive Inventory-Revised Scale, the Xenophobia subscale of the Questionnaire of Political Beliefs and the subscale Sensation seeking from the Impulsive Behavior Scale. We expect that the Polish version of CSS will be widely used by Polish researchers in their studies concerning the impact of the COVID-19 pandemic and other epidemiological threats on mental health. At the same time, we hope that our study will provide results that will help foreign researchers understand the COVID-19 pandemic in other countries."
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Reports on the topic "Bilingual policy"

1

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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2

Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.382.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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4

Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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5

Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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