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Journal articles on the topic 'Bilingual education|English as a second language|Higher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Jawad, Najat A. Muttalib M. "Bilingual Education: Features & Advantages." Journal of Language Teaching and Research 12, no. 5 (2021): 735–40. http://dx.doi.org/10.17507/jltr.1205.12.

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Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive

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

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This study aims to provide an in-depth case study of a Chinese-English bilingual program in the largest ISD of a Southwestern state, in the hope of shedding light on what makes a bilingual education program successful. Few research studies have systematically delved into an English-Chinese bilingual program as this one. The study illuminates that children in this immersion program have benefited from "additive bilingualism" in that they have learned a second language at no cost to their first language and also out-scored their non-immersion peers in state standardized exams. Employing qualitat

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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicat

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilin

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Becker, Gail I., and Aaron R. Deris. "Identification of Hispanic English Language Learners in Special Education." Education Research International 2019 (May 19, 2019): 1–9. http://dx.doi.org/10.1155/2019/2967943.

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Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program c

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LYONS, JAMES J. "The Past and Future Directions of Federal Bilingual-Education Policy." ANNALS of the American Academy of Political and Social Science 508, no. 1 (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 t

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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.

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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisit

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Sorenson Duncan, Tamara, and Johanne Paradis. "How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English?" International Journal of Bilingualism 24, no. 1 (2018): 46–61. http://dx.doi.org/10.1177/1367006918768366.

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Aims: In monolingual situations, mothers with higher levels of education are more likely to provide their children with enriched linguistic input. However, in bilingual situations, the relationship between maternal education and input is more complex because education may have occurred in one, but not both, of the languages. This study details this complexity by examining the relationship between maternal education and linguistic input in a group of children learning English as a second language (L2). Method: Participants were 89 immigrant/refugee children, living in Canada with diverse first

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Hui, Nga-Yan, Mingyu Yuan, Manson Cheuk-Man Fong, and William Shi-yuan Wang. "L2 proficiency predicts inhibitory ability in L1-dominant speakers." International Journal of Bilingualism 24, no. 5-6 (2020): 984–98. http://dx.doi.org/10.1177/1367006920914399.

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Aims and Objectives: Bilinguals reportedly perform better in tasks that require the suppression of interference because of the constant practice in linguistic inhibition. However, previous literature was largely based on comparisons of pure monolinguals and balanced bilinguals. Those in between the two extremes were rarely examined. This project aimed at studying whether the population who primarily speak in a first language with a different level of second language proficiency also enjoy bilingual advantage. Methodology: Twelve monolingual and 38 bilingual Hong Kong older adults were recruite

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Salend, Spencer J., Judith A. Dorney, and Maribel Mazo. "The Roles of Bilingual Special Educators in Creating Inclusive Classrooms." Remedial and Special Education 18, no. 1 (1997): 54–64. http://dx.doi.org/10.1177/074193259701800109.

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One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a

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Charkova, Krassimira Dimitrova. "Early foreign language education and metalinguistic development." Annual Review of Language Acquisition 3 (December 31, 2003): 51–88. http://dx.doi.org/10.1075/arla.3.04cha.

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Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigate

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Spencer, Mary L., and Paula Gilbert Lewis. "Sex equity in bilingual education, english as a second language, and foreign language instruction." Theory Into Practice 25, no. 4 (1986): 257–66. http://dx.doi.org/10.1080/00405848609543235.

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Huibregtse, Ineke, Wilfried Admiraal, Kees de Bot, Loes Coleman, and Gerard Westhoff. "Effecten en Didactiek van Tweetalig Voortgezet Onderwijs." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 9–20. http://dx.doi.org/10.1075/ttwia.64.02hui.

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This paper presents the results of a recently completed longitudinal evaluation study of Dutch-English bilingual programmes in Dutch pre-university education. During several years the outcomes of these programmes were measured in order to find out whether pupils in bilingual education gain higher levels of foreign language proficiency without any detrimental effects on their mother tongue proficiency and their achievements in other school subjects. Beside this, lessons were observed in order to investigate to what extent language teachers and teachers of other subjects display behaviour that c

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Kane, Hafissatou. "Language Performance of Bilingual Learners." International Journal of Linguistics 12, no. 2 (2020): 266. http://dx.doi.org/10.5296/ijl.v12i2.16599.

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The question of whether a learner in bilingual education can have the same performance in both languages is a vexed issue as it has long been investigated with controversial findings. This research was conducted in “Barrack Obama” bilingual private school of Dakar with a French-English program. The first and second semester marks of twenty-two learners in 8th grade have been used to measure the latter’s performance in the two languages during the academic year 2018-2019. It follows our analysis that fifteen of these students have a similar annual grade in both languages while three others show

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Sahan, Kari. "In Conversation with Ernesto Macaro on English Medium Instruction." RELC Journal 52, no. 2 (2021): 334–41. http://dx.doi.org/10.1177/00336882211005508.

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Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in classrooms where English is the medium of instruction. He has published widely on these topics, including in journals such as Language Teaching, Modern

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Nguyen, Nhan Trong, Peter Grainger, and Michael Carey. "Code-switching in English Language Education: Voices from Vietnam." Theory and Practice in Language Studies 6, no. 7 (2016): 1333. http://dx.doi.org/10.17507/tpls.0607.01.

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Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inad

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Kennedy, Sara. "Invited colloquium: Inclusivity in French second language education." Language Teaching 48, no. 2 (2015): 281–83. http://dx.doi.org/10.1017/s026144481400041x.

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The aim of this bilingual (French/English) symposium was to inform researchers and teacher educators about the specific challenges faced by second language (L2) students and teachers in creating an inclusive L2 classroom in order to encourage plurilingual, non-English-dominant students and students with learning difficulties to succeed. In the Canadian context, French is an official language and in six of the ten provinces, school districts must provide French as a second language (L2 French) instruction in elementary and secondary schools. The remaining provinces and territories typically off

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Buac, Milijana, and Margarita Kaushanskaya. "Predictors of Theory of Mind performance in bilingual and monolingual children." International Journal of Bilingualism 24, no. 2 (2019): 339–59. http://dx.doi.org/10.1177/1367006919826866.

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Aims and objectives/purpose/research questions: The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual and monolingual children. Design/methodology/approach: Participants included 44 monolingual English-speaking children ( MAge = 7.03, SD = 1.23), 44 simultaneous English-Spanish bilingual children ( MAge = 7.36, SD = 1.18), and 27 English first language (L1) bilinguals (native English speakers learning Spanish through dual immersion programs; MAge = 7.58, SD = 1.24). In the second-order false belief

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Gersten, Russell, and John Woodward. "The Language-Minority Student and Special Education: Issues, Trends, and Paradoxes." Exceptional Children 60, no. 4 (1994): 310–22. http://dx.doi.org/10.1177/001440299406000403.

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Because of immigration pressures, the classrooms of many teachers include students from language-minority groups; these teachers often turn to special education for assistance. This article examines key issues and tensions in the areas of referral and special education instruction for these students. Potential solutions derive from two sources: first, the increasing consensus regarding effective approaches to bilingual education; second, the growing belief that these students need both systematic instruction in academic skills and a more “natural” approach to language to promote comprehension

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Scott, Mary Lee. "Auditory Memory and Perception in Younger and Older Adult Second Language Learners." Studies in Second Language Acquisition 16, no. 3 (1994): 263–81. http://dx.doi.org/10.1017/s0272263100013085.

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This study compared younger and older adult monolingual English speakers and bilingual (English/Spanish) speakers on aspects of language learning aptitude, specifically, measures of auditory perception and memory span, in English and Spanish. Multivariate analyses of variance revealed no age difference in auditory memory span in English; however, both older and younger bilinguals performed better than monolinguals on these tasks. Younger subjects performed better than older subjects on measures of auditory perception in English. Older and younger monolinguals performed similarly on a measure o

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Reiterer, Susanne, Ernesto Pereda, and Joydeep Bhattacharya. "Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers." Second Language Research 25, no. 1 (2009): 77–106. http://dx.doi.org/10.1177/0267658308098997.

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This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-pro

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Koenig, Linda A., and Claire D. Biel. "A Delivery System of Comprehensive Language Services in a School District." Language, Speech, and Hearing Services in Schools 20, no. 4 (1989): 338–65. http://dx.doi.org/10.1044/0161-1461.2004.338.

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The Language Services Department in the Cleveland Heights-University Heights City School District is described. Its framework can serve as a model for the extension of language support services in the public schools. Traditional Language/Speech/Hearing Services are offered in accordance with PL 94-142 including Early Childhood Intervention. Bilingual Education and English as a Second Language (ESL) are other programs under the auspices of the department. It is the first program in the State of Ohio to include English as a Standard Dialect (ESD) as part of Language Services. The Bilingual Educa

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Choi, Lee Jin. "Legitimate bilingual competence in the making: Bilingual performance and investment of Korean-English bilinguals." International Journal of Bilingualism 23, no. 6 (2018): 1394–409. http://dx.doi.org/10.1177/1367006918791266.

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Because global migration and mobility have increasingly blurred boundaries, questions of authenticity have become more complex than ever, and the issue of what constitutes “real” versus “fake” language practices and language users has become increasingly important. The newly emerging images of imposters associated with bilingualism and transnationalism have put bilingual and multilingual language users in a fragile position, where bilingual displays can summon the damaging image of inauthentic bilingualism and frame them as imposters who try to articulate their alleged modernity by mimicking o

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Delcenserie, Audrey, and Fred Genesee. "The effects of age of acquisition on verbal memory in bilinguals." International Journal of Bilingualism 21, no. 5 (2016): 600–616. http://dx.doi.org/10.1177/1367006916639158.

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Aims and objectives: The purpose of the present study was to examine the effects of age of acquisition on verbal working memory (WM) in bilinguals. In light of previous studies that have found a bilingual advantage on non-verbal WM and less consistently on verbal WM, we included participants with native-like second language (L2) proficiency who had benefited from several years of dual language use and who did not differ from the monolinguals in terms of socioeconomic status in order to control for proficiency. Very few studies have looked at bilinguals’ performance on measures of both verbal a

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FRIESEN, DEANNA C., and DEBRA JARED. "Cross-language phonological activation of meaning: evidence from category verification." Bilingualism: Language and Cognition 15, no. 1 (2011): 145–56. http://dx.doi.org/10.1017/s1366728910000489.

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The study investigated phonological processing in bilingual reading for meaning. English–French and French–English bilinguals performed a category verification task in either their first or second language. Interlingual homophones (words that share phonology across languages but not orthography or meaning) and single language control words served as critical stimuli. The interlingual homophones and their control words were not members of the categories, but their interlingual homophone mates were category members (e.g., A vegetable: shoe, where chou in French means “cabbage”). The bilinguals m

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Paradis, Johanne, Adriana Soto-Corominas, Xi Chen, and Alexandra Gottardo. "How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada." Applied Psycholinguistics 41, no. 6 (2020): 1255–81. http://dx.doi.org/10.1017/s014271642000017x.

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AbstractResearch on the bilingual development of refugee children is limited, despite this group having distinct characteristics and migration experiences that could impact language development. This study examined the role of language environment factors, alongside age and cognitive factors, in shaping the Arabic as a first/heritage language and English as a second language of recently arrived Syrian refugee children in Canada (N = 133; mean age = 9 years old; mean family residency = 23 months). We found that Arabic was the primary home language with some English use among siblings. Children

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Apriana, Aulia, Sri Rachmajanti, and Evynurul Laily Zen. "ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.

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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics

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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.

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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure t

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Ortiz, Alba A., and Phyllis M. Robertson. "Preparing Teachers to Serve English Learners With Language- and/or Literacy-Related Difficulties and Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 3 (2018): 176–87. http://dx.doi.org/10.1177/0888406418757035.

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Competencies needed by teachers who provide language and literacy instruction to English learners (ELs), including bilingual education, English as a second language, general education, and special education teachers, are outlined. The competencies suggest a shared knowledge base all teachers of ELs must have to provide linguistically and culturally responsive instruction and intervention that is differentiated to meet students’ language-, literacy-, and/or disability-related needs. Implications for teacher education programs are discussed, highlighting the importance of interdisciplinary colla

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KHARKHURIN, ANATOLIY V. "The effect of linguistic proficiency, age of second language acquisition, and length of exposure to a new cultural environment on bilinguals' divergent thinking." Bilingualism: Language and Cognition 11, no. 2 (2008): 225–43. http://dx.doi.org/10.1017/s1366728908003398.

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The study argues that, in addition to advantages in conscious attention-demanding processing, bilinguals may also exhibit enhanced unconscious divergent thinking. To investigate this issue, the performance of Russian–English bilingual immigrants and English monolingual native speakers was compared on the Abbreviated Torrance Test for Adults, which is a traditional assessment tool of divergent thinking. The study reveals bilinguals' superiority on divergent thinking tasks that require the ability to simultaneously activate and process multiple unrelated concepts from distant categories. Diverge

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DAVIS, CHRIS, ROSA SÁNCHEZ-CASAS, JOSÉ E. GARCÍA-ALBEA, MARC GUASCH, MARGARITA MOLERO, and PILAR FERRÉ. "Masked translation priming: Varying language experience and word type with Spanish–English bilinguals." Bilingualism: Language and Cognition 13, no. 2 (2009): 137–55. http://dx.doi.org/10.1017/s1366728909990393.

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Spanish–English bilingual lexical organization was investigated using masked cognate and non-cognate priming with the lexical decision task. In Experiment 1, three groups of bilinguals (Spanish dominant, English dominant and Balanced) and a single group of beginning bilinguals (Spanish) were tested with Spanish and English targets primed by cognate and non-cognate translations. All the bilingual groups showed cognate but not non-cognate priming. This cognate priming effect was similar in magnitude to the within-language repetition priming effect; it did not vary across participants who had dif

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Tiv, Mehrgol, Vincent Rouillard, Naomi Vingron, Sabrina Wiebe, and Debra Titone. "Global Second Language Proficiency Predicts Self-Perceptions of General Sarcasm Use Among Bilingual Adults." Journal of Language and Social Psychology 38, no. 4 (2019): 459–78. http://dx.doi.org/10.1177/0261927x19865764.

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Each culture has a distinct set of features that contribute to a unique communication style. For example, bilinguals often balance multiple social contexts and may undergo cognitive changes that consequently support different communication styles. The present work examines how individual differences in bilingual experience affect one form of communication style: sarcastic and indirect language. A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings. They also rated their second langua

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BARLOW, JESSICA A., PAIGE E. BRANSON, and IGNATIUS S. B. NIP. "Phonetic equivalence in the acquisition of /l/ by Spanish–English bilingual children." Bilingualism: Language and Cognition 16, no. 1 (2012): 68–85. http://dx.doi.org/10.1017/s1366728912000235.

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Spanish [l] is characterized as clear, and is associated with a high second formant (F2) frequency and a large difference between F2 and the first formant (F1) frequencies. In contrast, English [l] is darker (with a lower F2 and a relatively smaller F2–F1 difference) and also exhibits contextual variation due to an allophonic velarization rule that further darkens [l] postvocalically. We aimed to determine if Spanish–English bilingual children evidence these differences productively, in a manner comparable to that of monolinguals, or if they produce an [l] that is intermediate to that of Spani

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Markova, Ivana. "Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development." Journal of Early Childhood Research 15, no. 4 (2016): 339–58. http://dx.doi.org/10.1177/1476718x15609390.

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This research compared the relative impact of different preschool activities on the development of bilingual students’ English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/pe

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Dickson, Euan, Laura Manderson, Mateo Obregon, and Maria Garraffa. "Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills." Languages 6, no. 1 (2021): 55. http://dx.doi.org/10.3390/languages6010055.

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This study describes the validation of a reading assessment developed for speakers of Scottish Gaelic, an endangered language spoken in Scotland. The test is designed to investigate the areas of reading for understanding, reading errors and reading speed. This study will present the data on a group of Gaelic/English speakers on both the Gaelic and the English version of the test and of a group of English speakers on the English version of the reading test, aiming at comparing reading abilities in children attending a Gaelic medium education (GME) and children in English medium education (EME)

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Schmid, Monika S., Steven Gilbers, and Amber Nota. "Ultimate attainment in late second language acquisition: Phonetic and grammatical challenges in advanced Dutch–English bilingualism." Second Language Research 30, no. 2 (2014): 129–57. http://dx.doi.org/10.1177/0267658313505314.

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The present article provides an exploration of ultimate attainment in second language (L2) and its limitations. It is argued that the question of maturational constraints can best be investigated when the reference population is bilingual and exposed on a regular basis to varieties of their first language (L1) that show cross-linguistic influence. To this end, 20 advanced Dutch–English bilinguals are compared to 9 English native speakers immersed in a Dutch environment. All participants are teachers or students of English at a Dutch institution of higher education. The populations are shown to

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Beres, Anna M. "An overview of translanguaging." Translation and Translanguaging in Multilingual Contexts 1, no. 1 (2015): 103–18. http://dx.doi.org/10.1075/ttmc.1.1.05ber.

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Over the last two decades, with the increasing bilingual population across the globe, it has become clear that we need to develop new approaches to language and education. Translanguaging is a term that was originally coined in Wales to describe a kind of bilingual education in which students receive information in one language, for example English, and produce an output of their learning in their second language, for example Welsh. Since then, scholars across the globe have developed this concept and it is now argued it is the best way to educate bilingual children in the 21st century. The pr

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Tong, Fuhui, Rafael Lara-Alecio, Beverly Irby, Patricia Mathes, and Oi-man Kwok. "Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs." American Educational Research Journal 45, no. 4 (2008): 1011–44. http://dx.doi.org/10.3102/0002831208320790.

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The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students re

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Wetzel, Keith, and Ines Chisholm. "An Evaluation of Technology Integration in Teacher Education for Bilingual and English as a Second Language Education Majors." Journal of Research on Computing in Education 30, no. 4 (1998): 379–97. http://dx.doi.org/10.1080/08886504.1998.10782234.

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De Cat, Cécile. "Socioeconomic status as a proxy for input quality in bilingual children?" Applied Psycholinguistics 42, no. 2 (2021): 301–24. http://dx.doi.org/10.1017/s014271642000079x.

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AbstractThis study investigates the effect of socioeconomic status (SES) as a proxy for input quality, in predicting language proficiency. Different operationalizations of SES are compared, including simple measures (parental education and parental occupation) and complex measures combining two dimensions (among parental education, parental occupation, and deprivation risk). All significantly predict overall English proficiency scores in a diverse group of 5- to 7-year-olds acquiring English and another language. The most informative SES measure in that respect is shown to be a complex measure

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Silva-Corvalán, Carmen. "Simultaneous bilingualism: Early developments, incomplete later outcomes?" International Journal of Bilingualism 22, no. 5 (2016): 497–512. http://dx.doi.org/10.1177/1367006916652061.

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Purpose: Research on the language of heritage speakers has shown that in situations of societal bilingualism the functionally restricted language evidences the simplification of some grammatical domains. A frequent question is whether this stage of grammatical simplification is due to incomplete or interrupted acquisition in the early years of a bilingual’s life, or a result of processes of attrition of acquired knowledge of the underused language. This article considers the issue of incompleteness through an examination of the relationship between bilingual children’s developing grammars and

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Martin, Sarah, Christina Hodder, Emily Merritt, Ashley Culliton, Erin Pottie, and Elizabeth Kay-Raining Bird. "Bilingual outcomes for a student with Down Syndrome in French immersion." Issues and Perspectives on Student Diversity and Content-Based Language Education 9, no. 2 (2021): 223–51. http://dx.doi.org/10.1075/jicb.20011.mar.

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Abstract This study investigated the French and English outcomes and experiences of one student with Down syndrome enrolled in a Canadian French Immersion (FI) program. Testing in Grades 6 and 8 revealed development in both languages, higher English than French skills, and progress across the two years in English only. English language and reading comparisons in Grade 8 showed the bilingual student had similar or better English abilities than age-matched monolinguals with Down syndrome (DS) schooled in English only. Interviews revealed that the parents were strong advocates for their son and w

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Başok, Emre, and Peter Sayer. "Language Ideologies, Language Policies and their Translation into Fiscal Policies in the U.S. Perspectives of Language Education Community Stakeholders." Journal of Culture and Values in Education 3, no. 2 (2020): 54–80. http://dx.doi.org/10.46303/jcve.2020.13.

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This study explored the potential effects of the Trump administration’s proposed budget cuts through the lens of language ideologies in the language education community. This community includes English as a second language (ESL), dual language bilingual programs, and world/foreign language education. The Trump administration proposed cuts totaling $4 billion by eliminating or reducing major language education programs. Through semi-structured interviews, the researchers explored the perspectives of stakeholders who would be impacted. Six participants who are actively involved in the language e

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Kitano, Margie K., and Ruben Espinosa. "Language Diversity and Giftedness: Working with Gifted English Language Learners." Journal for the Education of the Gifted 18, no. 3 (1995): 234–54. http://dx.doi.org/10.1177/016235329501800302.

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The challenge of serving gifted students from nonmainstream cultural backgrounds assumes greater complexity when accompanied by linguistic diversity. Gifted students with primary languages other than English, or English language learners, demonstrate wide within-group differences related to language of origin, level of first- and second- language proficiency, cultural background, and type and level of talent. While the majority of bilingual residents in the United States speak Spanish, some school district enrollments represent nearly 100 different language groups, some of very low incidence.

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O’Toole, Ciara, Darina Ní Shíthigh, Aisling Molamphy, and Eibhlin Walsh. "Findings from the first phase of developing a receptive vocabulary test for the Irish language." International Journal of Bilingualism 24, no. 4 (2019): 572–87. http://dx.doi.org/10.1177/1367006919848142.

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Aims and objectives: The aim of this study was to develop and pilot a test of receptive vocabulary for bilingual Irish-English-speaking children, based on a model from Welsh. Design/Methodology/Approach: 310 typically developing children aged five, six and seven years took part. The children were all attending Irish-medium education in Irish-dominant Gaeltacht regions and in immersion education schools outside of these regions. Data and Analysis: Participants were identified as being from either bilingual Irish- and English-speaking homes or English-dominant homes. A mixed-factorial analysis o

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LI, LI, LEI MO, RUIMING WANG, XUEYING LUO, and ZHE CHEN. "Evidence for long-term cross-language repetition priming in low fluency Chinese–English bilinguals." Bilingualism: Language and Cognition 12, no. 1 (2009): 13–21. http://dx.doi.org/10.1017/s1366728908003453.

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Previous studies have found that proficiency in a second language affects how the meanings of words are accessed. Support for this hypothesis is based on data from explicit memory tasks with bilingual participants who know two languages that are relatively similar phonologically and orthographically (e.g., Dutch–English, French–English). The present study tested this hypothesis with Chinese–English bilinguals using an implicit memory task – the cross-language repetition priming paradigm. Consistent with the result of Zeelenberg, R. and Pecher, D. (2003), we obtained reliable effects of long-te

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LAI, VICKY TZUYIN, GABRIELA GARRIDO RODRIGUEZ, and BHUVANA NARASIMHAN. "Thinking-for-speaking in early and late bilinguals." Bilingualism: Language and Cognition 17, no. 1 (2013): 139–52. http://dx.doi.org/10.1017/s1366728913000151.

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When speakers describe motion events using different languages, they subsequently classify those events in language-specific ways (Gennari, Sloman, Malt & Fitch, 2002). Here we ask if bilingual speakers flexibly shift their event classification preferences based on the language in which they verbally encode those events. English–Spanish bilinguals and monolingual controls described motion events in either Spanish or English. Subsequently they judged the similarity of the motion events in a triad task. Bilinguals tested in Spanish and Spanish monolinguals were more likely to make similarity

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DeCoursey, C. A., Pavel Petkov, and Nadya Cherneva. "Appraising English-Speaking International University Student Attitudes towards Their Elite Second-Language Education and Status." English Language and Literature Studies 7, no. 2 (2017): 85. http://dx.doi.org/10.5539/ells.v7n2p85.

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About a third of the global population learns English as a second language (L2). L2 students routinely read English literature. Many L2 readers are members of cultures with painful colonial pasts. The English language functions in part to support western cultural and economic domination. L2 students have a complex identity, as members of their own culture, but also as elites having options in the global economy. This study used content analysis, content clusters and Appraisal analysis to explore how three cultural groups with colonial histories responded to an English-language translation of a

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Evans, Charlotte J., and Kelvin L. Seifert. "Fostering the Development of ESL/ASL Bilinguals." TESL Canada Journal 18, no. 1 (2000): 01. http://dx.doi.org/10.18806/tesl.v18i1.896.

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This article provides a bilingual perspective about literacy development in deaf students and uses the bilingual perspective to recommend effective teaching strategies for this group of students with special needs. In the case of deaf students, however, the bilingualism is not between two oral languages, but between American Sign Language (ASU and written English. The analogy of Deaf education to bilingual education is imperfect, as the article shows, but nonetheless helpful in suggesting educational strategies. One difference from classic bilingual education is the difference in mode of the t

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BLAIS, MARY-JANE, and LAURA M. GONNERMAN. "Explicit and implicit semantic processing of verb–particle constructions by French–English bilinguals." Bilingualism: Language and Cognition 16, no. 4 (2013): 829–46. http://dx.doi.org/10.1017/s1366728912000673.

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Verb–particle constructions are a notoriously difficult aspect of English to acquire for second-language (L2) learners. The present study investigated whether L2 English speakers are sensitive to gradations in semantic transparency of verb–particle constructions (e.g.,finish upvs.chew out). French–English bilingual participants (first language: French, second language: English) completed an off-line similarity ratings survey, as well as an on-line masked priming task. Results of the survey showed that bilinguals’ similarity ratings became more native-like as their English proficiency levels in

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