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Journal articles on the topic 'Bilingual policy'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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2

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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4

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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5

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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9

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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Matthews, Clair, Maree Johnson, and Cathy Noble. "Bilingual health communicators:role delineation issues." Australian Health Review 23, no. 3 (2000): 104. http://dx.doi.org/10.1071/ah000104.

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Managers of health care services are seeking new opportunities to improve communication with clients who havelimited English proficiency. An increase in bilingual health staff and the frequent use of their language skills in patientencounters provides opportunities but also brings with it confusion surrounding the role of interpreters and bilingualhealth staff. Secondary analysis of transcripts from 18 focus groups with monolingual and bilingual health staff has provided amethod of distinguishing the roles of these complementary communicators. This paper clarifies the roles of interpretersand bilingual communication facilitators using seven key features: scope of language, language proficiency, nature ofcommunication/interaction, nature of the contact and relationship, client responsibilities, and relationship with otherhealth care providers. We discuss differences in how bilingual health staff use language when providing care, andalternative types of interactions interpreters could adopt to extend their current role. A collaborative group ofcommunicators located within a health team is proposed, that is able to identify need and select the best communicatorfor the task.

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Lundberg, Osa. "Obstacles to bilingual education." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 29–54. http://dx.doi.org/10.17011/apples/urn.201712104583.

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The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus comes from the sociology of knowledge which examines how social policy connects to social practice by applying the concepts of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data was derived from interviews and participant observations between 2006 and 2009 with three different ninth grade classes from same school. The results show that in the formulation arena the policy was in favor of active bilingualism (a holistic and comprehensive approach throughout the curriculum), strong support for mother tongue education, and creating in students a bicultural identity. However, in the realization arena, the bilingual education program was reduced to the employment of bilingual teachers who provided mother tongue tuition. Support for the bicultural and multilingual development of students’ language and culture was never fully incorporated into the ordinary teaching and instruction. This was due in part to obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000). Five types of obstacles to the appropriation of bilingual education were observed. Two primary obstacles in the formulation arena were 1) a strong separation of languages, and 2) bilingual teachers as representatives of diversity. In the realization arena the following three obstacles were observed: 1) teacher resistance to polylingual education, 2) insufficient study support for mother tongue tuition, and 3) a monolingual norm. In sum, the overriding obstacle is an overall lack of consensus about the aim and purpose of bilingual education. The discussion develops issues concerning the gap between what should be versus what could be in both the formulation and realization arenas (Lundberg, 2015).

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SoonheeKwon. "Necessity of Bilingual Education and a Policy Suggestion." korean language education research ll, no. 34 (April 2009): 57–115. http://dx.doi.org/10.20880/kler.2009..34.57.

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Garcia, Shernaz B., and James R. Yates. "POLICY ISSUES ASSOCIATED WITH SERVING BILINGUAL EXCEPTIONAL CHILDREN." Journal of Reading, Writing, and Learning Disabilities International 2, no. 2 (January 1986): 123–37. http://dx.doi.org/10.1080/0748763860020203.

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Carter, Thomas P., and Michael L. Chatfield. "Effective Bilingual Schools: Implications for Policy and Practice." American Journal of Education 95, no. 1 (November 1986): 200–232. http://dx.doi.org/10.1086/444297.

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Ciscel, Matthew H. "Reform and relapse in bilingual policy in Moldova." Comparative Education 46, no. 1 (February 2010): 13–28. http://dx.doi.org/10.1080/03050060903538590.

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Allard, Elaine C., Sarah Apt, and Isabel Sacks. "Language Policy and Practice in Almost-Bilingual Classrooms." International Multilingual Research Journal 13, no. 2 (January 12, 2019): 73–87. http://dx.doi.org/10.1080/19313152.2018.1563425.

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18

Oladejo, James. "Parents' Attitudes Towards Bilingual Education Policy in Taiwan." Bilingual Research Journal 30, no. 1 (April 2006): 147–70. http://dx.doi.org/10.1080/15235882.2006.10162870.

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Cox, Jessica G., and Gian M. Zlupko. "Individual differences in language experience and bilingual autobiographical memory." International Journal of Bilingualism 23, no. 5 (September 6, 2017): 1180–94. http://dx.doi.org/10.1177/1367006917728394.

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Purpose: This study investigates factors underlying recall of autobiographical memories by considering multiple dimensions of bilingualism (e.g., proficiency, frequency of use), rather than treating it as a monolithic construct. Specifically, we investigated what factors predicted recall of memories in which the language of encoding did not match the language of the task, a recall phenomenon that, by definition, only occurs with bilingual individuals. Design: Spanish/English heritage bilinguals viewed cue words in English to prompt recall of autobiographical memories and narrated those memories out loud, then stated in what language the original events had occurred. Data and Analysis: The dataset consists of 18 narratives from each of 37 participants. Mixed-effects models determined which aspects of the heritage bilingual experience predicted recall of memories in which language of encoding and task did not match. Findings/Conclusions: More frequent use of Spanish and having been born outside the USA predicted more Spanish-language memories retrieved in an English-language task. Interestingly, Spanish proficiency, English age of acquisition, and the type of cue word (object, action, or emotion) did not have effects. Results are discussed in terms of language use and language skill, as well as the importance of considering the specific nature of the bilingual experience. Originality: This study follows calls to take a multifaceted approach to empirical studies of bilingualism and is innovative in its use of mixed-level models to do so. Significance/Implications: By analyzing multiple factors that contribute to bilingual experiences, we are able to better state what exactly it is about bilinguals that affects – or does not affect – cognition, including autobiographical memory. The results will allow us to be more precise in advising policy and practice, such as in bilingual education.

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Borland, Helen. "Bilingual professionals in the workforce." Australian Review of Applied Linguistics 13, no. 2 (January 1, 1990): 23–39. http://dx.doi.org/10.1075/aral.13.2.02bor.

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Abstract The National Policy on Languages (Lo Bianco 1987) seeks to promote the importance and benefit of the the learning and maintenance of languages other than English for Australia’s economic development and achievement of greater social justice and equity in service delivery. In response to the policy this paper reports on research undertaken to assess the use of languages other than English (LOTE) and attitudes to their use in the professional workforce in Australia. Data collected focuses on organizations in sectors where interaction with non-English speaking clients takes place. Two groups of professionals (professionals within organizations and recent graduates with language majors) and one of management of organizations were surveyed. Results reported cover languages and how they are used and the extent of recognition of the value of LOTE. Whilst findings indicate considerable levels of use of LOTE, they also highlight inconsistencies in the views of management, a lack of awareness of the extent and nature of LOTE use and a devaluing of LOTE skills.

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Baker, Colin. "6. EDUCATION AS A SITE OF LANGUAGE CONTACT." Annual Review of Applied Linguistics 23 (March 2003): 95–112. http://dx.doi.org/10.1017/s0267190503000217.

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This chapter reviews the multidimensional research on bilingual education, covering contexts where bilingual children are in transitional classrooms as well as schools where curriculum content is experienced in two (or more) languages. Bilingual education has become a major tool in language reversal planning, since language transmission within families within minority languages typically provides a considerable shortfall in language reproduction. To play its part in language reversal, bilingual education needs to show its relative effectiveness, both as an educational approach and for language maintenance planning. Immersion and dual language approaches have increasingly demonstrated such success. However, bilingual education is neither a universal panacea for language planners, nor is it effective purely due to dual language classroom approaches, as recent research reveals. Such research locates the political nature of bilingual education, not only at the level of policy making, but also in qualitative research in classrooms. It illuminates how language and literacy practices can latently legitimate and reproduce unequal relations between language majorities and minorities. Emerging directions in bilingual education research include trilingual education, the bilingual education of deaf students, the consequences of information technologies for bilingual classrooms, and the effect of the internationalization of English on language contact in schools. This reflects an international interest for research at the varying levels of philosophy, policy, provision, practice, and not least the politics of education as a site of language contact.

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Wenqi, Toh, and Cui Feng. "Translation, rewriting and formation of Singapore’s bilingual education policy." Babel. Revue internationale de la traduction / International Journal of Translation 66, no. 3 (May 25, 2020): 505–29. http://dx.doi.org/10.1075/babel.00169.cui.

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Abstract Individuals inevitably have their own perception of Singapore’s bilingual education policy, especially those who experienced its formation and history from the pre-independence days of the 1950s to the 1980s. The book, My Lifelong Challenge: Singapore’s Bilingual Journey by Lee Kuan Yew, the founding Prime Minister of Singapore, provides much information and insights into this part of history. Through the comparison of the English and Chinese editions, this paper discusses the poetics, patronage and ideological differences related to the reasons for the translation and rewriting by Lee Kuan Yew of the Chinese edition. It suggests that Lee Kuan Yew had different intentions for the English and Chinese editions in relation to the respective readerships; as regards the English readership, the author intends the readers to gain knowledge of the historical background and to emphasize to them the importance of Mother Tongue; as regards the Chinese readership, he seeks to address any misunderstandings and misgivings towards the government that this group of readers may have and to gain their support for the bilingual policy.

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Relaño Pastor, Ana María, and Alicia Fernández Barrera. "Competing Bilingual Schools in La Mancha City: Teachers’ Responses to Neoliberal Language Policy and CLIL Practices." Foro de Educación 16, no. 25 (June 30, 2018): 283. http://dx.doi.org/10.14516/fde.624.

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This article analyzes how neoliberalism as ideology and practice permeates CLIL-type bilingual education teachers’ narratives collected as part of the sociolinguistic ethnography conducted in four Spanish-English bilingual schools in La Mancha City (pseudonym). The rapid implementation of Spanish-English bilingual programs in Castilla-La Mancha schools in the last decade (e.g. «MEC/British» programs; «Linguistic Programs» regulated by the regional «Plan of Plurilingualism», last amended in 2018; «Bilingual Programs» in semi-private schools) invites to reflect on how neoliberalism plays a role in the commodification of English language teaching and learning in these programs. Particularly, the article discusses how teachers participating in these programs position themselves towards their personal experiences teaching CLIL (Content and Language Integrated Learning) subjects in these bilingual programs. The analysis shows how these teachers are appropriating and resisting in some cases bilingualism as a neoliberal ideology and practice that reconfigures their professional identities as self-governing free subjects who must know English at all costs to compete in the highly commodified global market of English.

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Villegas, Daniel. "Colombia’s nationwide EFL policy and the construction of equity in policy documents." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 57–74. http://dx.doi.org/10.17011/apples/urn.201708083437.

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The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.

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Johnson, Maree, Cathy Noble, and Clair Mathews. "Towards culturally competent health care: Language use of bilingual staff." Australian Health Review 21, no. 3 (1998): 49. http://dx.doi.org/10.1071/ah980049.

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The presence of diverse language skills within health staff provides opportunitiesto better meet the needs of a multicultural population. A cross-sectional survey ofall staff within the South Western Sydney Area Health Service was undertaken tocompare language skills with population needs and examine the context of languageuse. Thirty-one per cent of staff (n = 964) were bilingual or multilingual, with the predominant languages spoken being Tagalog (Filipino), Cantonese, Hindi, Spanish, Vietnamese and Italian. Thirty-seven per cent of bilingual staff used theirlanguage skills at least weekly, predominantly in situations of simple conversation and giving directions. Bilingual staff are a valuable resource for the organisation and the presence of a similar overall proportion of bilingual and bicultural staff may engender tolerance and adaptability in providing care to a diverse population. However, supply does not directly match community demand. This mismatch will continue unless recruitment is focused towards identified language groups. The high proportion of staff who rarely used their language skills (37%) may be due to lack of opportunity or limited need, and suggests that further research needs to examineservice models that locate bilingual workers close to client need. This study takesa crucial first step towards realising equitable and culturally appropriate careutilising the principles of productive diversity.

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Benjamin, Rebecca, Ofelia Garcia, and Colin Baker. "Policy and Practice in Bilingual Education: Extending the Foundations." Modern Language Journal 80, no. 3 (1996): 406. http://dx.doi.org/10.2307/329456.

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García, Ofelia, and Patricia Velasco. "Insufficient Language Education Policy: Intercultural Bilingual Education in Chiapas." Diaspora, Indigenous, and Minority Education 6, no. 1 (January 2012): 1–18. http://dx.doi.org/10.1080/15595692.2011.633129.

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Miguel, Guadalupe San. "Bilingual Education Policy Development: The Reagan Years, 1980–1987." NABE Journal 12, no. 2 (January 1988): 97–112. http://dx.doi.org/10.1080/08855072.1988.10668538.

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Stroud, Christopher. "Towards a Policy for Bilingual education in Developing Countries." Multilingual Margins: A journal of multilingualism from the periphery 3, no. 1 (November 7, 2018): 4–87. http://dx.doi.org/10.14426/mm.v3i1.34.

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Language can make a difference to peoples’ lives in many ways. On one dimension, language empowers by serving as a resource for individuals to constitute and trans-form social and personal identities and by providing access to important socio-economic and political markets. Language can empower because it does not merely reflect a pre-existing reality; it is itself — under certain conditions — an instrument in the constitution of these realities, by providing a new version of meaning that offers speakers a fresh interpretation or alternative perspective on reality. The multilingual proficiency that social elites have in important global languages such as English, French, German, and today, Chinese, is a case in point. These elites have long recognized that mastery of many languages is an economic asset to be cultivated and passed on to successive generations.

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Sánchez, María Teresa (Maite), Ofelia García, and Cristian Solorza. "Reframing language allocation policy in dual language bilingual education." Bilingual Research Journal 41, no. 1 (December 13, 2017): 37–51. http://dx.doi.org/10.1080/15235882.2017.1405098.

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Johnson, David Cassels. "Implementational and ideological spaces in bilingual education language policy." International Journal of Bilingual Education and Bilingualism 13, no. 1 (January 2010): 61–79. http://dx.doi.org/10.1080/13670050902780706.

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Levy, Jack. "Bilingualism, federal policy on bilingual education and intercultural relations." International Journal of Intercultural Relations 9, no. 2 (January 1985): 113–30. http://dx.doi.org/10.1016/0147-1767(85)90003-3.

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Allison, John. "Bilingual education and language policy in the global South." International Review of Education 60, no. 6 (November 27, 2014): 875–78. http://dx.doi.org/10.1007/s11159-014-9452-y.

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Hsu, Funie. "Taiwan's Bilingual Policy: Signaling In/dependence and Settler Coloniality." American Quarterly 73, no. 2 (2021): 355–61. http://dx.doi.org/10.1353/aq.2021.0033.

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Khamrokulovа, Shokhista Sh. "BILINGUAL EDUCATION IN UZBEK SCHOOLS OF KAZAKHSTAN." JOURNAL OF LOOK TO THE PAST 4, no. 4 (April 30, 2021): 92–96. http://dx.doi.org/10.26739/2181-9599-2021-4-12.

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This article refers to the activities of the Assembly of the peoples of Kazakhstan, as well as the blingval and multilingual education circles used in Uzbek schools in Uzbekistan. It was also noted that unity and harmony are now one of the main principles of Kazakhstan's policy, and one of the basic principles of national policy is to ensure interethnic harmony and harmony for such a multinational and multi-confessional country like Kazakhstan.Index Terms:Year of Kazakhstan Assembly of the peoples of Kazakhstan, harmony of the nation, Uzbek schools blinval education, multilingual education, Uzbek cultural centers

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Kokorelias, Kristina M., Ellen B. Ryan, and Gail Elliot. "Innovative practice: Conversational use of English in bilingual adults with dementia." Dementia 16, no. 2 (July 26, 2016): 233–42. http://dx.doi.org/10.1177/1471301216635827.

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Regression to mother tongue is common in those with dementia. In two long-term care facilities, we explored the use of bilinguals’ two languages for five older adults with mild-moderate dementia who have begun to regress to Greek. We also examined the role of Montessori DementiAbility Methods: The Montessori Way-based English language activities in fostering conversational use of English. Over 10 sessions, participants’ vocabulary or grammatical structure in English did not improve. However, four of the five participants were able to maintain a conversation in English for longer periods of time. This study contributes to strategies for optimizing meaningful conversation for bilingual long-term care residents with dementia. Moreover, the data suggest a change in the policy and practice for dementia care so that there are more opportunities for residents to speak English in non-English mother-tongue facilities. Greater attention to the specific language needs of bilinguals in English-dominant settings would also be advisable.

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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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Goode, Claire. "English language in Brunei: Use, policy, and status in education – A review." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 21–46. http://dx.doi.org/10.25170/ijelt.v15i1.1411.

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This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

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Lin, Teng, and Yuanyue He. "Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses." Sustainability 11, no. 1 (January 7, 2019): 263. http://dx.doi.org/10.3390/su11010263.

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Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students’ academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students’ academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students’ academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs.

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de Graaff, Rick, Sharon Unsworth, and Sophie ter Schure. "Tweetalige Ontwikkeling en Tweetalig Onderwijs." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 61–70. http://dx.doi.org/10.1075/ttwia.86.07gra.

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The topic of bilingualism in education continues to generate much debate. Issues under discussion include for example how best to support the Dutch language development of multilingual children and how to successfully implement bilingual secondary education and early foreign language instruction. This paper reports upon the symposium Bilingual Acquisition and Bilingual Education which brought together key players in this debate from the fields of research, policy and teaching practice to exchange ideas and insights with a view to formulating recommendations for future policy on multilingualism as well as generating new research questions. In the morning session, the discussion concerned recent results from research on multilingual acquisition and education in a variety of contexts, and in the afternoon session, the focus lay on issues concerning policy and teaching practice. This report consists of a summary of the main issues discussed there and ends with a list of points for future attention.

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Zuniga, Christian E., Kathryn I. Henderson, and Deborah K. Palmer. "Language policy toward equity: how bilingual teachers use policy mandates to their own ends." Language and Education 32, no. 1 (July 27, 2017): 60–76. http://dx.doi.org/10.1080/09500782.2017.1349792.

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Kit‐Ken, Loke. "Policy Intentions and Policy Outcomes: a comparative perspective on the Singapore bilingual education system." Compare: A Journal of Comparative and International Education 24, no. 1 (January 1994): 53–65. http://dx.doi.org/10.1080/0305792940240105.

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DAVIN, KRISTIN J. "Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy." Harvard Educational Review 91, no. 2 (June 1, 2021): 179–203. http://dx.doi.org/10.17763/1943-5045-91.2.179.

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In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners’ decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one’s home language, this study uses the history-in-person framework to understand the factors that shape students’ decisions to take, or not take, the “seals test.” Davin’s findings point toward considerations and changes necessary to SoBL implementation to ensure that the policy meets the needs of the emergent bilingual learners it was intended to benefit.

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Wilkinson, Robert. "Contrasting attitudes towards a bilingual institutional language policy under internationalization." Fachsprache 36, no. 1-2 (May 24, 2017): 11–30. http://dx.doi.org/10.24989/fs.v36i1-2.1311.

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Johannessen, B. Gloria Guzman. "A New Approach to Bilingual Education Policy: A Nicaraguan Experience." Education and Society 17, no. 2 (January 1, 1999): 43–56. http://dx.doi.org/10.7459/es/17.2.05.

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Chappell, Sharon Verner. "The arts, educational policy, and emergent bilingual learners: Introductory remarks." Arts Education Policy Review 118, no. 4 (September 7, 2017): 189. http://dx.doi.org/10.1080/10632913.2017.1347014.

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Schwartz, Mila. "Immigrant parents’ and teachers’ views on bilingual preschool language policy." Language and Education 27, no. 1 (January 2013): 22–43. http://dx.doi.org/10.1080/09500782.2012.673626.

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Tan, Charlene, and Pak Tee Ng. "Functional differentiation: a critique of the bilingual policy in Singapore." Journal of Asian Public Policy 4, no. 3 (November 2011): 331–41. http://dx.doi.org/10.1080/17516234.2011.630227.

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BOLLEN, KATRIEN, and KRISTOF BATEN. "Bilingual Education in Flanders: Policy and Press Debate (1999-2006)." Modern Language Journal 94, no. 3 (August 18, 2010): 412–33. http://dx.doi.org/10.1111/j.1540-4781.2010.01089.x.

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Johnson, Eric J., and David Cassels Johnson. "Language policy and bilingual education in Arizona and Washington state." International Journal of Bilingual Education and Bilingualism 18, no. 1 (February 20, 2014): 92–112. http://dx.doi.org/10.1080/13670050.2014.882288.

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