Relevant bibliographies by topics / Bilingual education|Teacher education

Contents

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

Academic literature on the topic 'Bilingual education|Teacher education'

Author: Grafiati
Published: 9 July 2021
Last updated: 29 July 2025

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Journal articles on the topic "Bilingual education|Teacher education"

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Ada, Alma Flor. "Creative Education for Bilingual Teachers." Harvard Educational Review 56, no. 4 (1986): 386–95. http://dx.doi.org/10.17763/haer.56.4.l813034v7q651844.

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The author prescribes a bilingual teacher-training process that is based on a critique of the current condition of bilingual education and the professional concerns of bilingual teachers. Her approach would enable bilingual teachers to discern and analyze interpersonal, social,and political issues unique to their struggles. She suggests a "creative" approach to teacher training that she believes will strengthen the image of bilingual teachers and, consequently,benefit both teachers and students.
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Breeze, Ruth, and Jesús García Laborda. "Issues in Teacher Education for Bilingual Schools." Estudios sobre Educación 31 (October 18, 2016): 9–12. http://dx.doi.org/10.15581/004.31.9-12.

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Almazova, N., Y. Eremin, N. Kats, and A. Rubtsova. "Integrative multifunctional model of bilingual teacher education." IOP Conference Series: Materials Science and Engineering 940 (October 8, 2020): 012134. http://dx.doi.org/10.1088/1757-899x/940/1/012134.

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Meshcheryakova, Elena, Elena Loktyshina, and Julia Meshcheryakova. "Problem Training in Bilingual Education." SHS Web of Conferences 50 (2018): 01105. http://dx.doi.org/10.1051/shsconf/20185001105.

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The article deals with the problem of bilingual education in professional training. The authors considered the bilingual notion and its development by various scholars, its social and cultural foreground in the local region. The set of competencies including bilingual communicative competence used in the bilingual education process is regarded. The popular teaching approach in the bilingual education is seen as a problem-based learning which states new requirements for constructing mono and dialogic interactions. The authors reveal the theoretical aspects of problem-based learning and describe
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Ramírez, Rica, Becky H. Huang, Amanda Palomin, and Laurenne McCarty. "Teachers and Language Outcomes of Young Bilinguals: A Scoping Review." Language, Speech, and Hearing Services in Schools 52, no. 2 (2021): 755–68. http://dx.doi.org/10.1044/2020_lshss-20-00066.

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Purpose The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that influence bilinguals' language development, and identify gaps in the literature to determine future research directions. Method The search parameters used in this review included peer-reviewed journal articles from 2000 to 2019 in order to synthesize the most
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Truscott de Mejía, Anne-Marie. "Teacher Development for Bilingual Education in Colombia: Towards Teacher Empowerment." Estudios sobre Educación 31 (October 18, 2016): 15–35. http://dx.doi.org/10.15581/004.31.15-35.

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Caldas, Blanca. "Shifting discourses in teacher education: Performing the advocate bilingual teacher." Arts Education Policy Review 118, no. 4 (2017): 190–201. http://dx.doi.org/10.1080/10632913.2017.1287801.

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Pérez Cañado, María Luisa. "Teacher training needs for bilingual education: in-service teacher perceptions." International Journal of Bilingual Education and Bilingualism 19, no. 3 (2014): 266–95. http://dx.doi.org/10.1080/13670050.2014.980778.

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Uyok Hanson, Chioma Angela Okonkwo, and Christiana Uchechukwu Orakwe. "Advancing bilingual and ESL education through educational psychology and teacher mentorship programs." Global Journal of Psychology 3, no. 2 (2024): 29–42. https://doi.org/10.51594/gjp.v3i2.1788.

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This paper explores the advancement of bilingual and English as a Second Language (ESL) education by integrating educational psychology and teacher mentorship programs. It highlights how educational psychology principles, such as cognitive and social-emotional development, support effective teaching strategies for bilingual and ESL learners. Additionally, the paper examines the importance of teacher mentorship in fostering professional growth, improving classroom management, and enhancing pedagogical practices in bilingual and ESL contexts. By analyzing the interplay between educational psycho
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Brochin, Carol. "Queering Bilingual Teaching in Elementary Schools and in Bilingual Teacher Education." Theory Into Practice 58, no. 1 (2018): 80–88. http://dx.doi.org/10.1080/00405841.2018.1536917.

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Dissertations / Theses on the topic "Bilingual education|Teacher education"

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Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.

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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (Eng
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Fierro, Ana V. "Multimodal Biliteracy in the Arizona-Sonora Borderland." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811178.

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<p> This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, &amp; Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding bi
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Kimutis, Michelle T. "Bilingual Education: A Resource for Teachers." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1302698144.

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Almaraz, Mirella. "Bilingual early care and education teachers| Applying personal experiences to classroom practice." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683319.

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<p> This qualitative study was exploratory in nature. The goals were to examine: (a) if and how bilingual early care and education (ECE) teachers perceived their personal second- language learning experiences to have informed their practices in the classroom, and (b) to explore the teachers' experiences working in classrooms with children who spoke multiple home languages. The following research questions were addressed: (1) What are bilingual ECE teachers' teaching practices with children who are dual language learners (DLL)? (2) In what ways do bilingual ECE teachers' second language lear
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Tian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.

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Thesis advisor: C. Patrick Proctor<br>Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García &amp; Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the studen
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Ross, Kylie. "Exploring Preservice Teachers’ Perspectives on Dual Language Education." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7912.

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This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what s
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Chou, Lan-Ying. "A Study of Taiwan Early Childhood Teacher Preparation Curriculum for Language Development, Language Teaching and Bilingualism Within the Context of Higher Education." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246896140.

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Jurich, Donna Louise. "A story of stories: A study of bilingual teachers' educational histories and classroom narratives." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284199.

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This narrative study focuses on the stories of two bilingual elementary teachers. The teachers participated in a series of in-depth phenomenological interviews examining the relationship between their stories of becoming bilingual teachers and their current bilingual teaching practices. The stories were analyzed and represented in two ways, first in terms of story structure and second for themal coherence. The analysis of story structure was based on the work of William Labov (1972, 1982) and revealed ways in which these story tellers crafted complex narratives using specific, general, and hyp
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Brophy-Sellens, Heather St Claire. "A comparison of sense of efficacy of mainstream teachers of limited English proficient students." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2483.

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The purpose of the study was to examine the sense of efficacy of 250 mainstream teachers (K-6) of limited English proficient (LEP) students. Respondents to a questionnaire consisted of 125 who participated in a Language Development Specialist (LDS) course and another group who consisted of 125 mainstream teachers who had not participated in the LDS course. Both groups teach in school districts with high numbers of LEP students. A sample of 187 mainstream teachers in five Northern California school districts responded to the questionnaire. The questionnaire included a modified Teacher Efficacy
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Somerville-Braun, Jessica. "Transformative Civic Education with Elementary Students: Learning from Students and Their Teacher in a Bilingual Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801.

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Books on the topic "Bilingual education|Teacher education"

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Dikilitaş, Kenan, Muhammet Yaşar Yüzlü, Ali Öztüfekçi, and Simon Mumford. Bilingual Language Teacher Education for EFL Teachers. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-94858-9.

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Educational Resources Information Center (U.S.), ed. Project BESTT: Bilingual/ESL Special Education Teacher Training. Western New Mexico University, School of Education, 1998.

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Langer, Judith A. Literacy acquisition through literature. National Research Center on English Learning & Achievement, University at Albany, State University of New York, 1997.

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Ramírez-Verdugo, M. Dolores. Transnational Approaches to Bilingual and Second Language Teacher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003348580.

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Brisk, Maria. The many voices of education for bilingual students in Massachusetts: By Maria Estela Brisk ; in collaboration with Kathy Kurnett [i.e. Burnett] ... [et al.]. Massachusetts Dept. of Education, 1990.

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Ramírez-Verdugo, M. Dolores. Interdisciplinary Research and Innovation in Bilingual and Second Language Teacher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003350217.

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Houlton, David. All our languages: A handbook for the multilingual classroom. Edward Arnold, 1985.

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Houlton, David. All our languages: A handbook for the multilingual classroom. Hodder & Stoughton, 1985.

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Alan, Pulverness, and Williams Melanie 1952-, eds. The TKT course: Teaching knowledge test : modules 1, 2 and 3. 2nd ed. Cambridge University Press, 2011.

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Ellis, John. Haitian voices: Considerations for the classroom teacher. Office of Equal Educational Opportunity, New Jersey State Dept. of Education, 1990.

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Book chapters on the topic "Bilingual education|Teacher education"

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Dikilitaş, Kenan, Muhammet Yaşar Yüzlü, Ali Öztüfekçi, and Simon Mumford. "Bilingual Teacher Education." In Studies in Language Teacher Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-94858-9_7.

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Martínez-Álvarez, Patricia. "Inclusive Bilingual Education." In Teacher Education for Inclusive Bilingual Contexts. Routledge, 2021. http://dx.doi.org/10.4324/9781003112259-8.

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Ramirez, Pablo C., Chris J. Faltis, and Ester J. de Jong. "Critical Teacher Education." In Learning From Emergent Bilingual Latinx Learners in K–12. Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-1.

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de Mejía, Anne-Marie, and Christine Hélot. "Teacher Education and Support." In The Handbook of Bilingual and Multilingual Education. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch16.

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Martínez-Álvarez, Patricia. "Teacher Education for Inclusive Bilingual Contexts." In Teacher Education for Inclusive Bilingual Contexts. Routledge, 2021. http://dx.doi.org/10.4324/9781003112259-3.

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Dikilitaş, Kenan, Muhammet Yaşar Yüzlü, Ali Öztüfekçi, and Simon Mumford. "Approaches to Bilingual Programmes in EFL Contexts." In Studies in Language Teacher Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-94858-9_3.

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Zavala, Virginia. "Teacher Training in Bilingual Education in Peru." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_31.

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Zavala, Virginia. "Teacher Training in Bilingual Education in Peru." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_31-1.

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Zavala, Virginia. "Teacher Training in Bilingual Education in Peru." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_31-2.

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Zavala, Virginia. "Teacher Training in Bilingual Education in Peru." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02323-6_31-3.

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Conference papers on the topic "Bilingual education|Teacher education"

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Pakeerathy, S. "Exploring the Effectiveness of Sri Lanka’s Language Proficiency Support for Bilingual Education Teachers." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/igyr7969.

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This research investigates the effectiveness of Language Proficiency Support Systems (LPSS) in Bilingual Education (BE) in Sri Lanka. The Bilingual Education Program, initiated in 2001, aims to improve teachers’ cognitive skills and academic language proficiency in English. However, BE faces challenges due to varying levels of language proficiency among teachers. The study aims to identify linguistic challenges for teachers, explore existing support mechanisms, and propose strategies to enhance language proficiency and pedagogical skills. The research targets teachers of BE and teacher educato
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Lavadenz, Magaly. "Leaders' Conceptualizations of Bilingual Teacher Education Policies and Preparation." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894526.

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Danielson, Katie. "Bilingual Teacher Education: Opportunities for Enactment in a Target Language." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1581732.

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Liu, Chengping. "A Proposal for a Pilot Bilingual Bicultural Education Teacher Training." In 2016 2nd International Conference on Education Technology, Management and Humanities Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/etmhs-16.2016.32.

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Valeev, Ilmir I., and Leila L. Salekhova. "Preservice Bilingual Teacher Training in the Multicultural Conditions of Tatarstan." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2647.

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Ivanova, Neonila I. "The Development Of Professional Competence Of Future Preschool Teachers In Bilingual Education." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.40.

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Salimzyanova, Elmira. "Bilingual Training of the Future Teacher in the Multicultural Educational Space." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0536.

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Yusupova, Zulfiya F. "Research of Problems of Teaching Russian and English to Bilingual Students." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2847.

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Kosmodemyanskaya, Svetlana S. "Self-Development of the Future Teacher of Chemistry, through Bilingual Education, in Accordance with New Requirements of Professional Standards." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.51.

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Bulatbayeva, Kulzhanat. "Cognitive-Communicative Technology Of Bilingual Education As Condition Of Formation Of Ecological Competence." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.22.

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Reports on the topic "Bilingual education|Teacher education"

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

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their dev
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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po
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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.

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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findin
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Armas, Elvira, and Magaly Lavadenz. Bilingual Teacher Residencies in California: Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, 2024. http://dx.doi.org/10.15365/ceel.policy.14.

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This research brief presents a study that explores one type of teacher residency program, bilingual teacher residencies (BTRs). The Center for Equity for English Learners at Loyola Marymount University (LMU CEEL) partnered with the Californians Dedication to Education Foundation (CDEF) to investigate BTRs participating in CDEF’s California Teacher Residency Lab (The Lab). To expand the knowledge base around bilingual teacher residencies and provide policy and practice recommendations, researchers conducted interviews with a sample of BTR grantee program leaders to capture and analyze their per
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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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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Best Practice Case: TC Project number TC9905059: Ticuna Education Project. Inter-American Development Bank, 2006. http://dx.doi.org/10.18235/0008872.

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The general objective of this project was to improve the quality of education at the Ticuna indigenous schools in the Amazonas state in Brazil through the implementation of a four-course Bilingual Ticuna teacher program in which the indigenous people are the principal actors in the transformation of their education system. The outcomes of this program went beyond its intended objectives of training bilingual Ticuna teachers and developing Ticuna teaching materials, to becoming a vehicle for the Ticuna communities to preserve and maintain Ticuna cultural traditions, language and values.
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Bilingual Authorization Program Standards Content Analysis White Paper. Center for Equity for English Learners, 2020. http://dx.doi.org/10.15365/ceel.statement.2020.1.

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This white paper was developed in consultation with the Bilingual Authorization Working Group and reviews the 2009 California Commission on Teacher Credentialing (CTC) Bilingual Authorization Program Standards (BAPS). The analysis included current research in the field of bilingualism, equity, and dual language education. This Working Paper was presented to the CTC to influence and support efforts to update the BAPS. For each of the first set of five program standards, the authors offer: (1) descriptions of key elements within the standard; (2) recommended revisions; and (3) implications relat
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research,
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