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Journal articles on the topic 'Bilingual education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

FOUCHE, Lara. "Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners." Journal of Education, Humanities, and Social Research 1, no. 1 (2024): 17–25. https://doi.org/10.70088/g01pwy17.

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This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhi

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Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (2021): 13766. http://dx.doi.org/10.3390/su132413766.

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We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion p

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O’Brien, Ingrid. "Bilingual education for bilingual students." Linguistics and Education 23, no. 2 (2012): 211–12. http://dx.doi.org/10.1016/j.linged.2012.02.002.

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Močinić, Andrea. "BILINGUAL EDUCATION." Metodički obzori/Methodological Horizons 6, no. 3 (2011): 175–82. http://dx.doi.org/10.32728/mo.06.3.2011.11.

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Yorio, Carlos A. "Bilingual Education." Equity & Excellence in Education 23, no. 4 (1987): 8–13. http://dx.doi.org/10.1080/1066568870230402.

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Behuniak, Peter, John A. Hubert, Hernan LaFontaine, and Robert J. Nearine. "Bilingual Education." Evaluation Review 12, no. 5 (1988): 483–509. http://dx.doi.org/10.1177/0193841x8801200502.

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Tosi, Arturo. "Bilingual Education." Annual Review of Applied Linguistics 10 (March 1989): 103–21. http://dx.doi.org/10.1017/s0267190500001239.

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In the past two decades bilingual education has become an educational movement and a field of academic inquiry of remarkable growth throughout the world. At first glance this appears to be the outcome of the increasingly hegemonic role of a few languages like English in the western world and countries economically affiliated to it, Russian in the multilingual republics of the Soviet Union, and Putonghua in the People's Republic of China. But a closer look at the first of these areas—the one better known to us—shows how complex the dynamics of language spread and language change are in diverse

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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviora

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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.

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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire

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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.

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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability t

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Yager, Joanne, and Marianne Gullberg. "Asymmetric semantic interaction in Jedek-Jahai bilinguals: Spatial language in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia." International Journal of Bilingualism 24, no. 3 (2019): 492–507. http://dx.doi.org/10.1177/1367006918814378.

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Aims and objectives/purpose/research questions: We investigate semantic interaction in bilinguals’ topological relations descriptions in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia. Design/methodology/approach: Two groups of bilingual speakers of Jedek and Jahai (8 Jedek-identifying, 6 Jahai-identifying bilinguals) and two groups of monolingual Jedek and Jahai speakers (15 Jedek, 3 Jahai speakers) described the Topological Relations Picture Series in a director-matcher task, the bilinguals completing the task in both Jedek and Jahai. Data and analys

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Pallay, Jozef. "Testing the Lexical Competence of German in Slovak-German and German(Austrian)-Czech/Slovak Adolescent Bilinguals." Journal of Linguistics/Jazykovedný casopis 65, no. 1 (2014): 51–75. http://dx.doi.org/10.2478/jazcas-2014-0004.

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Abstract The paper builds on our previous work in the field of bilingual education and/ or the process of natural bilingualisation of Slovak-German bilinguals in Slovak educational diasporas (educational islands) in Austria. Starting point of psycholinguistic testing based on classic American Peabody Picture Vocabulary Test ( PPVT -III in its revised and German version) presented in this paper is the thesis of initial lagging behind of linguistic (lexical, grammatical) competence level of language L2 of bilingual children from preschool age in relation to various sociolinguistic variables, whi

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Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.

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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) partici

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Yang, Ruiting. "Research on the Current Status and Problems of the Bilingual Education for Preschool Children in China." Lecture Notes in Education Psychology and Public Media 52, no. 1 (2024): 176–83. http://dx.doi.org/10.54254/2753-7048/52/20241547.

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With the development of world economic integration, the number of bilinguals is gradually increasing. Nowadays, bilingual education for preschool children has become one of the most important research topics. The feasibility and superiority of bilingual education for preschool children have been confirmed by existing studies. However, the bilingual education for preschool children in China is relatively inadequate. Therefore, on account of three aspects: parents, kindergarten, and government, this paper analyses the current status and problems of bilingual education for preschool children in C

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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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Martínez-Álvarez, Patricia. "Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (2020): 1–44. http://dx.doi.org/10.1177/016146812012200506.

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Background Though there has been some attention to how emergent bilinguals learn in relation to languages and cultures, very little research to date has examined similar processes in emergent bilinguals with dis/abilities, including how to understand dis/ability as a source of strength. Purpose In this article, I explore how dis/ability can mediate learning. To do so, I examine how emergent bilinguals with dis/abilities engage with learning activities in a hybrid space in terms of ability, language, and culture; and how these children's learning is mediated in such a hybrid space. Research Des

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Prior, Anat, and Tamar H. Gollan. "Good Language-Switchers are Good Task-Switchers: Evidence from Spanish–English and Mandarin–English Bilinguals." Journal of the International Neuropsychological Society 17, no. 4 (2011): 682–91. http://dx.doi.org/10.1017/s1355617711000580.

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AbstractBilingual advantages in executive control tasks are well documented, but it is not yet clear what degree or type of bilingualism leads to these advantages. To investigate this issue, we compared the performance of two bilingual groups and monolingual speakers in task-switching and language-switching paradigms. Spanish–English bilinguals, who reported switching between languages frequently in daily life, exhibited smaller task-switching costs than monolinguals after controlling for between-group differences in speed and parent education level. By contrast, Mandarin–English bilinguals, w

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TER KUILE, HAGAR, MICHIEL VELDHUIS, SUZANNE C. VAN VEEN, and JELTE M. WICHERTS. "Bilingual education, metalinguistic awareness, and the understanding of an unknown language." Bilingualism: Language and Cognition 14, no. 2 (2010): 233–42. http://dx.doi.org/10.1017/s1366728910000258.

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An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and

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Cegelka, Patricia Thomas, Maxine MacDonald, and Rod Gaeta. "Bilingual Special Education." TEACHING Exceptional Children 20, no. 1 (1987): 48–50. http://dx.doi.org/10.1177/004005998702000113.

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Lee, Cher Leng, and Chiew Pheng Phua. "Singapore bilingual education." Journal of Asian Pacific Communication 30, no. 1-2 (2020): 90–114. http://dx.doi.org/10.1075/japc.00046.lee.

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Abstract Bilingualism has always been emphasized in Singapore’s education system. Since 1959, Singapore government leaders have repeatedly stressed that bilingualism is the cornerstone of Singapore’s language policy. Scholars researching language policy and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper cites the case of Chinese language (Mandarin) education as evidence to show how “bilingual” education has undergone significant changes in Singapore by tracing the historical changes and examining how bilingual educati

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Roberts, Cheryl A., Sandra H. Fradd, and William J. Tikunoff. "Bilingual Education and Bilingual Special Education: A Guide for Administrators." TESOL Quarterly 22, no. 4 (1988): 667. http://dx.doi.org/10.2307/3587269.

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Yassin, Muhammad, Nizarrahmadi, Muhammad Sood, and Dewi Ismu Purwaningsih. "Bilingual Education and Gender Difference Effect on English Achievement of Elementary School Students in Indonesia." Education and Human Development Journal 9, no. 3 (2024): 237–44. https://doi.org/10.33086/ehdj.v9i3.6349.

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This study attempted to investigate further issues dealing with the effect of bilingual education and gender difference on students’ English achievement especially at elementary school students. The data were collected from mid-semester test and final test of a hundred and ten students of six grade at Islamic elementary school of Al Azhar 21 Pontianak. They were divided into two big categories. Half of them belong to bilingual class, while the others were from regular class. In terms of gender, they consisted of forty-nine females and sixty four males. As the purpose of the study was to probe

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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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Pastushkova, Marina A., and Oxana V. Savateeva. "Peculiarities of Teaching Bilingual Children." International Journal of Early Childhood Special Education 13, no. 2 (2021): 337–45. http://dx.doi.org/10.9756/int-jecse/v13i2.211070.

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The article is focused on the problem of teaching bilingual children. To solve this issue, the authors use the vast experience in addressing it in the Russian and British pedagogical thought in the late 20th and early 21st centuries. The authors believe that the comparison of diverse approaches makes it possible to use the ideas of various researchers for resolving the current issues of teaching bilinguals. Besides, the authors of the article try to present the key recommendations and learning approaches for teaching a second language to preschool children. The article stresses the importance

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Kaushanskaya, Margarita, Henrike K. Blumenfeld, and Viorica Marian. "The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers." International Journal of Bilingualism 15, no. 4 (2011): 408–25. http://dx.doi.org/10.1177/1367006911403201.

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Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adult

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Bartosh, Olena. "BILINGUAL INTERCULTURAL EDUCATION AS AN IMPORTANT PRECONDITION OF PROVIDING THE EFFECTIVE INTERCULTURAL INTERACTION IN THE AMERICAN MULTINATIONAL SOCIETY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 29–32. http://dx.doi.org/10.24144/2524-0609.2021.48.29-32.

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American scientists see the introduction of multicultural education, in particular bilingual intercultural education, as one of the promising ways of ensuring the effective intercultural interaction. The purpose of the paper is to analyse and summarise the ideas of the American experience of bilingual education as a means of ensuring the effective intercultural interaction in a multinational state. Methods of the research used: analysis and systematization of pedagogical works, which made it possible to identify conceptual considerations on the bilingual intercultural education as an important

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Schwell, Ronit, Michal Icht, Julia Reznick, and Yaniv Mama. "Exploring the Production Effect in Memory Reveals a Balanced Bilingual Advantage." Experimental Psychology 71, no. 1 (2024): 51–63. http://dx.doi.org/10.1027/1618-3169/a000613.

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Abstract: There is evidence suggesting that bilingual individuals demonstrate an advantage over monolinguals in performing various tasks related to memory and executive functions. The characteristics of this bilingual advantage are not unanimously agreed upon in the literature, and some even doubt it exists. The heterogeneity of the bilingual population may explain this inconsistency. Hence, it is important to identify different subgroups of bilinguals and characterize their cognitive performance. The current study focuses on the production effect, a well-established memory phenomenon, in bili

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BOBB, SUSAN C., and NORIKO HOSHINO. "Fusing languages in the bilingual cognitive architecture." Bilingualism: Language and Cognition 19, no. 5 (2016): 879–80. http://dx.doi.org/10.1017/s1366728916000109.

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Research on bilingualism has documented profound brain plasticity by which the bilingual experience reconfigures the cognitive system. These effects include temporary as well as more enduring ones, and parallel activation of a bilingual's two languages may well be a key factor at the root of these observed changes. Recent recommendations (Green, 2011) have emphasized that research on code-switching in particular could provide a fruitful avenue for investigating the nature of how a bilingual speaker selects words and ultimately produces an utterance. Findings to date illustrate that if anything

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LUK, GIGI, ERIC DE SA, and ELLEN BIALYSTOK. "Is there a relation between onset age of bilingualism and enhancement of cognitive control?" Bilingualism: Language and Cognition 14, no. 4 (2011): 588–95. http://dx.doi.org/10.1017/s1366728911000010.

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Young English-speaking monolingual and bilingual adults were examined for English proficiency, language use history, and performance on a flanker task. The bilinguals, who were about twenty years old, were divided into two groups (early bilinguals and late bilinguals) according to whether they became actively bilingual before or after the age of ten years. Early bilinguals and monolinguals demonstrated similar levels of English proficiency, and both groups were more proficient in English than late bilinguals. In contrast, early bilinguals produced the smallest response time cost for incongruen

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INDEFREY, PETER, HÜLYA ŞAHIN, and MARIANNE GULLBERG. "The expression of spatial relationships in Turkish–Dutch bilinguals." Bilingualism: Language and Cognition 20, no. 3 (2016): 473–93. http://dx.doi.org/10.1017/s1366728915000875.

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We investigated how two groups of Turkish–Dutch bilinguals and two groups of monolingual speakers of the two languages described static topological relations. The bilingual groups differed with respect to their first (L1) and second (L2) language proficiencies and a number of sociolinguistic factors. Using an elicitation tool that covers a wide range of topological relations, we first assessed the extensions of different spatial expressions (topological relation markers, TRMs) in the Turkish and Dutch spoken by monolingual speakers. We then assessed differences in the use of TRMs between the t

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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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Polinsky, Maria. "Bilingual children and adult heritage speakers: The range of comparison." International Journal of Bilingualism 22, no. 5 (2016): 547–63. http://dx.doi.org/10.1177/1367006916656048.

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This paper compares the language of child bilinguals and adult unbalanced bilinguals (heritage speakers) against that of bilingual native speakers of their home language (baseline). We identify four major vectors of correspondence across the language spoken by these three groups. First, all varieties may represent a given linguistic property in a similar way (child bilinguals = adult heritage speakers = bilingual native speakers of their home language). This occurs when either (i) the property in question is highly robust and is acquired by learners without difficulty or (ii) the property is a

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Foursha-Stevenson, Cassandra, and Elena Nicoladis. "Early emergence of syntactic awareness and cross-linguistic influence in bilingual children’s judgments." International Journal of Bilingualism 15, no. 4 (2011): 521–34. http://dx.doi.org/10.1177/1367006911425818.

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Bilingual children sometimes perform better than same-aged monolingual children on metalinguistic awareness tasks, such as a grammaticality judgment. Some of these differences can be attributed to bilinguals having to learn to control attention to language choice. This study tested the hypothesis that bilingual children, as young as preschool age, would score overall higher than monolingual children on a grammaticality judgment test. French–English bilingual preschoolers judged the acceptability of three constructions in French and English (i.e. adjective–noun ordering, obligatoriness of a det

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Kresna Ningsih Manik. "Implementing the 2030 Bilingual Education Policy in Indonesian Private Schools: A Case Study of Santo Yoseph Catholic High School." Proceeding of The International Conference of Inovation, Science, Technology, Education, Children, and Health 5, no. 1 (2025): 112–22. https://doi.org/10.62951/icistech.v5i1.273.

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Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subject express concern about adapting, while parents fear their children may struggle with bilingual instruction. This study investigates how students, teachers, parents, and staff at Private Senior High School of Santo Yoseph Medan perceive the Bilingual education policy decided by YPK Don Bosco KAM in 2030. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibi

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Snizhko, Nataliia. "Bilingual Education in Institutions of Higher Education: Values, Purposes, Specificity." Problems of Education, no. 2(99) (December 2, 2023): 89–100. http://dx.doi.org/10.52256/2710-3986.2-99.2023.06.

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The article highlights issues related to the implementation of bilingual education in Ukrainian higher education institutions. The study of this problem promotes to the integration of Ukraine into the European and world cultural and educational space, which is one of the priority areas of education development according to the National Doctrine of Education Development. Specific features acquired by bilingual education at the end of the 20th century are outlined. Bilingual education is both a means of obtaining bilingual education and a process of forming a personality open to interactio

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Agulló, Joan Aleixandre, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i1.13.

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Aleixandre Agulló, Joan, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i19.13.

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Kutsuki, Aya. "The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure." International Journal of Bilingualism 23, no. 1 (2017): 256–74. http://dx.doi.org/10.1177/1367006917728387.

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Aims and Objectives: The current study’s aim was to test the ambiguity and dominance theories of transfer by examining compound noun production and comprehension by bilinguals acquiring Spanish and Japanese, as the word order of nominal compounds in these languages is always reversed, making them grammatically and theoretically unambiguous. Methodology: Ten Spanish-Japanese bilingual preschoolers completed production and comprehension elicitation tasks. Data and Analysis: The research subjects’ reversal rates were compared with those of age- and vocabulary-matched Japanese monolinguals. Findin

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Madarova, Slavka, and Jesus Garcia Laborda. "Seven common misconceptions in bilingual education in primary education in Spain." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 358–68. http://dx.doi.org/10.18844/cjes.v15i2.4605.

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Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary e

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NGUYEN, THIEN-KIM, and JANET WILDE ASTINGTON. "Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings." Bilingualism: Language and Cognition 17, no. 2 (2013): 396–409. http://dx.doi.org/10.1017/s1366728913000394.

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The present study aimed (a) to determine whether the bilingual advantage in false-belief (FB) understanding is replicated when considering socio-economic status and (b) to assess whether conflict inhibition and/or working memory underpin the advantage, if there is one. Monolingual preschoolers (24 English monolinguals and 24 French monolinguals) and 24 English–French bilingual counterparts received FB, conflict inhibition, working memory, and verbal ability tests. Monolingual and bilingual groups were equivalent on parental income and education, measured through a parental questionnaire. Resul

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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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Muniroh, Siti, Yusnita Febrianti, Shirly Rizki, Sri Rachmajanti, and Ahmad Yusuf. "Challenges in Managing Bilingual Schools: A Solution Through Higher Education for Prospective Leaders." European Journal of Educational Research 11, no. 4 (2022): 2513–22. http://dx.doi.org/10.12973/eu-jer.11.4.2513.

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<p style="text-align: justify;">This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues

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JIANG, NAN. "Phonology-based bilingual activation among different-script bilinguals?" Bilingualism: Language and Cognition 22, no. 04 (2018): 693–94. http://dx.doi.org/10.1017/s1366728918000664.

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Multilink developed by Dijkstra et al. (2018) is a computational model of monolingual and bilingual lexical access in comprehension and production. The non-selective activation of a bilingual's two languages is handled in the model by assuming that bilinguals have an integrated lexicon and that orthographic overlap between the input and the lexical representation drives lexical activation. Hence, an orthographic unit such as the letter T may activate words from multiple languages that contain the letter, resulting in simultaneous activation of multiple languages. This basic mechanism for expla

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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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GORAL, MIRA, LUCA CAMPANELLI, and AVRON SPIRO. "Language dominance and inhibition abilities in bilingual older adults." Bilingualism: Language and Cognition 18, no. 1 (2013): 79–89. http://dx.doi.org/10.1017/s1366728913000126.

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This study aimed to examine the so-called bilingual advantage in older adults’ performance in three cognitive domains and to identify whether language use and bilingual type (dominant vs. balanced) predicted performance. The participants were 106 Spanish–English bilinguals ranging in age from 50 years to 84 years. Three cognitive domains were examined (each by a single test): inhibition (the Simon task), alternating attention (the Trail Making test), and working memory (Month Ordering). The data revealed that age was negatively correlated to performance in each domain. Bilingual type – balance

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Blom, Elma, Tessel Boerma, Evelyn Bosma, Leonie Cornips, Kirsten van den Heuij, and Mona Timmermeister. "Cross-language distance influences receptive vocabulary outcomes of bilingual children." First Language 40, no. 2 (2019): 151–71. http://dx.doi.org/10.1177/0142723719892794.

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Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined by comparing bilingual groups with a small (Close; n = 165) and a large between-language distance (Distant; n = 108) with monolingual controls ( n = 39). As a group, the bilinguals scored lower on Dutch receptive vocabulary than the monolinguals. The b

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KROLL, JUDITH F., and ERICA MICHAEL. "Not by words alone: Comments on a proposal for the control of access to bilingual language representations." Bilingualism: Language and Cognition 1, no. 2 (1998): 90–91. http://dx.doi.org/10.1017/s1366728998000170.

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Green makes the critical observation that models of lexical and semantic representation in bilingual memory fail to specify a mechanism that would enable the bilingual speaker to act. Under the conditions typical of most experimental research, bilinguals are asked to perform a well-defined task, such as word or picture naming, lexical decision, or translation. The question Green raises is how is it that the bilingual effectively performs one of these tasks rather than another? And within a given task such as word translation, how does the individual manage to produce words in one language and

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Manik, Kresna Ningsih, Jamaluddin Nasution, Sahat Maringan Samosir, Merry Susanty Br Tarigan, Teguh Satria Amin, and Nancy Angelia Purba. "Addressing the 2030 Bilingual Education Policy at Santo Yoseph Catholic Private High School: Issues and Resolutions." Journal of General Education and Humanities 4, no. 2 (2025): 447–60. https://doi.org/10.58421/gehu.v4i2.415.

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Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subjects worry about adapting, while parents fear their children may struggle with bilingual instruction. This quantitative study examines perceptions of students, teachers, parents, and staff at Santo Yoseph Catholic Private High School. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibility by 2030, budget sufficiency, availability of qualified teachers, and

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Sehar, Sara, S. Khurram Khan Alwi, and Mohammad Shaiq. "Potential Benefits of Bilingual Teaching in Learning History." Volume V Issue I V, no. I (2020): 490–99. http://dx.doi.org/10.31703/gssr.2020(v-i).50.

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Bilingual education has been controversial since the beginning of educational programs, there is still uncertainty among school leaders while deciding the medium of instructions for their system especially while measuring its impact on students’ learning. This research evaluated the outcomes of bilingual education for the subject of History. The target population of this research was grade V students studying in a private school In Pakistan. This study explored benefits of bilingual teaching by adopting Urdu language explanation and discussion for clarifying details. Scaffolding and Translangu

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"Bilingualism." Language Teaching 37, no. 3 (2004): 203–5. http://dx.doi.org/10.1017/s0261444805262390.

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04–395 Abendroth-Timmer, Dagmar (U. of Bremen, Germany). Evaluation bilingualer Module aus Schülerperspektive: zur Lernbewusstheit und ihrer motivationalen Wirkung. [Evaluation of bilingual modules from the learners' perspective: learning awareness and its motivational effect.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 27.04–396 Creese, Angela (Birmingham U., UK; Email: a.creese@bham.ac.uk). Bilingual teachers in mainstream secondary school classrooms: using Turkish for curriculum learning. International Journal of Bilingual Education and Bilingua

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