Relevant bibliographies by topics / Art Education, Bilingual

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Academic literature on the topic 'Art Education, Bilingual'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Art Education, Bilingual"

Lehman, Meredith, Sabrina Phillips, and Andrea Saenz Williams. "Empowering Identity Through Art: Bilingual Co-Teaching at the Blanton Museum of Art." Journal of Museum Education 43, no. 4 (2018): 375–84. http://dx.doi.org/10.1080/10598650.2018.1522222.

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Sutton-Spence, Rachel. "Why we need signed poetry in bilingual education." Educar em Revista, spe-2 (2014): 111–27. http://dx.doi.org/10.1590/0104-4060.37231.

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A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions

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Xiang wang. "Improving Quality and Creating Capacity Bilingual Education for Course of Art Design." Journal of Korea Design Knowledge ll, no. 4 (2007): 67–72. http://dx.doi.org/10.17246/jkdk.2007..4.008.

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Thomas, Beth A. "Language policy, language ideology, and visual art education for emergent bilingual students." Arts Education Policy Review 118, no. 4 (2017): 228–39. http://dx.doi.org/10.1080/10632913.2017.1287802.

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Chamot, Anna Uhl. "Bilingualism in education and bilingual education: The state of the art in the United States." Journal of Multilingual and Multicultural Development 9, no. 1-2 (1988): 11–36. http://dx.doi.org/10.1080/01434632.1988.9994316.

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Garrod, Andrew. "??O Bottom, Thou Art Translated??: Directing a Bilingual Dream in the Marshall Islands." Children?s Literature in Education 36, no. 1 (2005): 1–13. http://dx.doi.org/10.1007/s10583-004-2186-x.

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Dittrich, Klaus. "Bilingual primary schools, decorative art and psychotechnics: Luxembourgian education at international exhibitions and congresses, 1870s–1930s." History of Education 48, no. 3 (2018): 317–35. http://dx.doi.org/10.1080/0046760x.2018.1541483.

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Díaz-Campos, Manuel, Juan M. Escalona Torres, and Valentyna Filimonova. "Sociolinguistics of the Spanish-Speaking World." Annual Review of Linguistics 6, no. 1 (2020): 363–88. http://dx.doi.org/10.1146/annurev-linguistics-011619-030547.

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This review provides a state-of-the-art overview of Spanish sociolinguistics and discusses several areas, including variationist sociolinguistics, bilingual and immigrant communities, and linguistic ethnography. We acknowledge many recent advances and the abundant research on several classic topics, such as phonology, morphosyntax, and discourse-pragmatics. We also highlight the need for research on understudied phenomena and emphasize the importance of combining both quantitative and ethnographic methodologies in sociolinguistic research. Much research on Spanish has shown that the language's

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Maghsoud, Hadi. "Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers." International Journal of English Language Teaching 5, no. 2 (2018): 1. http://dx.doi.org/10.5430/ijelt.v5n2p1.

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The rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings show

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Savelova, E. V. "Prospects of International Cooperation in Training of Specialists in the Field of Art and Culture." Higher Education in Russia 27, no. 7 (2018): 105–10. http://dx.doi.org/10.31992/0869-3617-2018-27-7-105-110.

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The article presents the experience of the international activities of Khabarovsk State Institute of Culture and partner universities of the People’s Republic of China in the training of specialists for the sphere of culture and art. The purpose of the article is to identify the reasons for increasing China’s interest in cooperation with Russia in the field of higher education, especially artistic and creative, to analyze the problems and prospects of international cooperation in the field of choreographic and musical art. The author presents the practical experience of teaching Chinese studen

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Dissertations / Theses on the topic "Art Education, Bilingual"

Borin, Meredith Dawn 1971. "A qualitative evaluation of multicultural art curricula at primary levels." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/292021.

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Today, a large number of multicultural publications and resources are available for elementary classroom use. The purpose of the study was to examine existing multicultural elementary art curricula and resources to evaluate their adequacy and availability to the classroom art teacher, according to criteria, methods, and materials recommended by scholars in art education. The examination included price range and adaptability of material, audiovisual resources, art production, art criticism, art history, aesthetics, sequential organization, developmental appropriateness, cultural integrity, and

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Hiebert, Lynnea Patricia. "Art as a mediated structure for English language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2813.

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The purpose of this project is to focus on how art enhances written language among English language learners in third grade. It develops and designs curriculum through the mediated structure of art to develop English language learners' writing in narrative and expository genres, as well as develop second language proficiency.

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Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

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Beck, Shelly Sheree. "The importance of art in a multicultural curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1806.

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The purpose of this project is to address the growing need for multicultural education through the use of art. It identifies several approaches to teaching multicultural education and the importance it has on the development of today's students.

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Eldridge, Laurie A. "Ruthe Blalock Jones Native American artist and educator /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232583.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.<br>"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2852. Adviser: Enid Zimmerman.

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Godward, Julie. "Paper plate masks and tin can totem poles: A documentary analysis of Ontario elementary school visual arts curriculum and support documents form 1985 to 1998 for representations of a multicultural perspective." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27632.

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This documentary analysis study critically examines representations of a multicultural perspective in selected Ontario elementary school visual arts curriculum and support documents. The study focuses on five documents that were published between 1985 and 1998, a period that coincides with important curricular changes in art education. This period was also significant with regards to developments that occurred in this province relating to multicultural education. To complete this analysis, references to race, ethnicity and culture were examined in order to identify ways in which they were bein

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Duvall, Allison G. "Art - A Tool For Teaching English To ESL Level I Students." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1470.

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Today's classrooms are filled with an ethnically and linguistically diverse population of students. In order for Limited English Proficient (LEP) high school students to be academically successful and meet the goals of No Child Left Behind 2001, they must learn academic English. As an art teacher, I understand the importance of art in a student's general education. However, could a high school art class, also, act as a tool for teaching LEP students the English language? My goal, through the use of action research, is to find an effective way to set up an English as a Second Language (ESL) Lev

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Delay, Vincent Ray. "Improving and enhancing art education and multicultural education using technology as a vehicle." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1778.

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Rifkin, Patricia Ann. "Learning to identify tolerance issues through literature with art as a response." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1241.

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Books on the topic "Art Education, Bilingual"

Ritchie, William C., and Tej K. Bhatia. The handbook of bilingualism and multilingualism. Wiley-Blackwell, 2012.

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Cubillos, Enrique M. The Bilingual Education Act: 1988 legislation. National Clearinghouse for Bilingual Education, 1988.

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Stewner-Manzanares, Gloria. The Bilingual Education Act: Twenty years later. National Clearinghouse for Bilingual Education, 1988.

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Massachusetts. Bureau of Transitional Bilingual Education. Data and information under the Bilingual Education [Act]: State Educational Agency programs for F.Y. 1985. The Bureau, 1986.

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Baca, Leonard. The bilingual special education interface. 2nd ed. Merrill, 1989.

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Baca, Leonard. The bilingual special education interface. 4th ed. Pearson/Merrill/Prentice Hall, 2004.

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T, Cervantes Hermes, ed. The bilingual special education interface. 3rd ed. Merrill, 1998.

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Baca, Leonard. The bilingual special education interface. C.E. Merrill Publishing Co., 1986.

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Stein, Colman B. The 1984 Bilingual Education Act: With an overview. National Clearinghouse for Bilingual Education, 1985.

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editor, García Ofelia, ed. The Handbook of bilingual and multilingual education. Wiley-Blackwell, 2015.

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Book chapters on the topic "Art Education, Bilingual"

Safont, Pilar. "Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment." In Current Research in Bilingualism and Bilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92396-3_7.

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Moore, Jaime E. Espinoza, and Emilia Alonso Marks. "14. Heritage Spanish Speakers in School Settings: Are Their Needs Being Met?" In Bilingual and Multilingual Education in the 21st Century, edited by Christian Abello-Contesse, Paul M. Chandler, María Dolores López-Jiménez, and Rubén Chacón-Beltrán. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090716-018.

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Pfeiler, Barbara, and Lenka Zámišová. "Chapter 9 Bilingual education: Strategy for language maintenance or shift of Yucatec Maya?" In Mexican Indigenous Languages at the Dawn of the Twenty-First Century. Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197679.3.294.

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Flores Farfán, José Antonio. "Chapter 10 Intervention in indigenous education. Culturally-sensitive materials for bilingual Nahuatl speakers." In Mexican Indigenous Languages at the Dawn of the Twenty-First Century. Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197679.3.314.

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Szwed, Amanda R., and Ricardo González-Carriedo. "The Role of Language Ideologies in the Self-Efficacy of Pre-Service Bilingual Education Teachers." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch012.

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This chapter examines how language inequities within education are associated with perceptions of Spanish language self-efficacy in pre-service bilingual education teachers. The chapter delves into how language ideologies play a role in shaping disparities amongst bilingual education programs. The teacher shortages which exist within the field of bilingual education have assisted in the increased demands placed on bilingual pre- and in-service teachers. The programs created to instruct bilingual teachers have had to modify their design in order to meet the needs of future teachers. The needs are determined by the perceptions of each bilingual. Additionally, each bilingual chooses what skills are needed in order to use Spanish as a medium of instruction and, in some cases, to teach Spanish as a foreign language. Using a grounded theory, this study analyzed the cycle of language ideologies, self-efficacy, and language inequities. The results show that language ideologies have impacted the bilinguals' self-efficacy. Finally, it was determined that language inequality has played a key role in shaping language ideologies.

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Llull, Josué, Alfredo Palacios, and Seija Ulkuniemi. "Fostering Intercultural Competence Through Art and ICT Among University Students in Spain and Finland." In Cross-Cultural Perspectives on Technology-Enhanced Language Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5463-9.ch014.

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This chapter is intended to show how the use of ICT and the application of collaborative learning can enhance language acquisition in bilingual contexts. The authors want to share the conclusions of an international project conducted over three years by two European universities of education. This project focused on reflecting about the interaction between university students and cultural heritage. To do this, students were asked to create an artistic poster of any heritage element from the cities where the two universities are located. Then, they had to upload their creation to a blog and comment on other students' work, using English as a vehicular language. Among the principal outcomes, the participants were satisfied with learning about cultural issues from a different country and with discovering new things about their own heritage. They also accepted the potential of visual art and cross-curricular work as a powerful tool to learn about culture and to practice their language skills.

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Vehabovic, Nermin, and Casey Medlock Paul. "Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch003.

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The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

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Kulenovic, Edina. "THE IMPORTANCE OF BILINGUALISM IN THE PRIMARY CLASSROOM." In Advances in Education and Educational Trends Series. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead12.

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The main purpose of this study was to give account of the importance of early bilingualism in the primary classroom and to ascertain if being bilingual from an early age is an advantage or a hindrance. In the context researched here (Primary school teachers and Primary trainee teachers in England), the paper seeks to determine how early bilingualism has influenced the respondents’ education, career choices and overall learning and teaching experience at school. Action research was used in this study. The key findings concluded that early bilingualism has impacted positively on the respondents’ education and life choices and that being bilingual from an early age is an advantage. On the other hand, there are some negative influences,but they are outweighed by the benefits that knowledge of home languages bring. It is hoped thatthis study will encourage primary teachers, trainee teachers and parents to look at bilingualism as an opportunity and utilise bilingual learners’ linguistic and cultural knowledge in order to create an environment where students and teachers have the opportunity to learn and develop together.

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"The Political Paradox of Bilingual Education." In At War with Diversity. Multilingual Matters, 2000. http://dx.doi.org/10.21832/9781853596766-007.

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"2 Prequel to the Bilingual Education Act." In A History of Bilingual Education in the US. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781788924252-006.

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Conference papers on the topic "Art Education, Bilingual"

Zhao Quanyi, Huang Wei, and Guan Hong. "First probe into the bilingual teaching of Art & design major." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641499.

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Ma, Fumin, and Jingwen Chen. "Second Language Acquisition Theory Based Bilingual Teaching Methods of Computer Science." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.24.

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Kim, MyungHee. "Bilingual Education for Minority Language Students in the US: Lessons from the Case of Elementary School in California." In Art, Culture, Game, Graphics, Broadcasting and Digital Contents 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.101.24.

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Zhang, Sisi. "Analysis on the Bilingual Teaching of Art Design in Sino-foreign Cooperative Education. Take China-New Zealand Cooperative Training Project of Chengdu University as Example." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.95.

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

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another

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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all gove

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Zharylgapova, Dina. "FORMATION OF KAZAKH-RUSSIAN BILINGUALISM AND BILINGUAL EDUCATION: PAGES OF HISTORY." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.069.

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Liu, XiuLing. "Study of English Intervening Bilingual Teaching Model in Early Childhood Education." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.78.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interde

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Liu, Xiuling. "Major Problems and Implementation Strategies of Early Immersion Bilingual Teaching of Children English." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.108.

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Reports on the topic "Art Education, Bilingual"

Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their dev

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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 conso

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu

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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 pri

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