Feeling Saudade : Transborder Brazilian children’s critical consciousness in liminal zones of dual language bilingual education classrooms
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Dual language
Bilingual Education
This article presents a selection of the key literature on bilingualism and bilingual education and gives readers access to the international research on the multiplicity of topics that make up these fields. While the term “bilingualism” is consistently used throughout this article, it should also be taken as incorporating multilingualism. The question of what constitutes bilingualism has been the subject of much debate, with definitions ranging from minimal to maximal competency in more than one language. Similarly, the links between bilingualism and education have also been widely debated. Prior to the 1960s, for example, research on bilingual students in schools attributed bilingualism with detrimental effects on thinking. From this, early researchers often claimed that bilingual education had few, if any, benefits. In contrast, the consensus of research since the 1960s strongly suggests the opposite, highlighting the cognitive benefits of bilingualism and, relatedly, that bilingual education is an effective approach for language learning when it is designed and implemented appropriately. A comprehensive review of the literature on bilingual education also suggests that it is a highly political issue on many levels. For instance, some have noted that bilingual education policies are seldom actually assessed on the basis of educational research and theory alone, but are instead shaped and determined by external influences such as political ideology. Added to this are the challenges associated with assessment measures for students undertaking bilingual education. Not only is testing a political act, but bilingual institutions and programs are confronted with significant complexities. These include how best to examine student learning and capabilities in ways that take aspects of their bilingual and cultural backgrounds into consideration while simultaneously meeting the requirements of often-monolingual assessment schemes. The themes presented here are but a sample of the topics that are considered vital to the progression of research encompassing bilingualism and bilingual education.
Bilingual Education
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Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education
This study employed survey methodology to examine the beliefs of Head Start educators about bilingualism, dual language development, and bilingual education and explored relationships between demographic variables and beliefs. Participants came from two large cities in California, a state that until very recently had a restrictive language policy banning bilingual education. Results indicate that while participants exhibited overall favorable views of bilingualism, responses to several questions related to dual language development and bilingual education were more variable and reflect shifting ideologies regarding bilingualism. Participants who spoke more than one language, were born outside of the United States, and reported an ethnicity other than white, demonstrated more favorable views of bilingual education. Education and major, which have been identified as predictors of favorable beliefs about bilingualism in K-12 settings, were not related to the beliefs of Head Start educators in our sample. The exploration of beliefs about bilingualism and bilingual education is particularly timely given recent research and policy recommendations regarding the long term benefits of bilingualism and the Head Start performance standard requirement that teachers support the development of children's home language and engage in teaching practices that support both bilingualism and biliteracy.
Bilingual Education
Dual language
Head start
Language proficiency
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The final thesis deals with bilingual and multilingual upbringing of children. This thesis is divided into theoretical and practical part. In the theoretical part we deal with the definition of bilingualism, its typology with specificity on child bilingualism. We pay attention to bilingual family and their classification. We also deal with bilingual education strategies and the benefits of bilingual education for these children. We deal with the use of languages in relation to culture and family relationships in the family. We present contemporary bilingualism in the Czech Republic and legislative anchoring for bilingual education of children. The aim of the practical part was to use qualitative research to find out what are the worries or problems of parents in bilingual education of their children.
Bilingual Education
Slovak
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The population of young dual language learners (DLL) in the United States has tripled in the last several decades and now accounts for 25% of all children in the U.S. (Migration Policy Institute, June 2014). Many of these children are exposed to multiple languages in the home and ECE setting and the vast majority are U.S. citizens. Despite the robust research documenting the extensive capacity of infants, toddlers, and preschoolers to learn multiple languages and the cognitive, social, and linguistic benefits of early bilingualism, most young DLLs in the U.S. do not receive enriched ECE that supports their emergent bilingualism. This article reviews the latest research, describes the developmental characteristics of young dual language learners, the similarities and differences between DLLs and young monolinguals, the current ECE policies and practices toward DLLs in the U.S., and concludes with policy recommendations at the federal, state, and local levels.
Dual language
Bilingual Education
Translanguaging
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Policy and legislation on bilingualism in schools and bilingual education implementation of bilingual policy in schools - structuring schools using bilingualism in instruction - structuring classrooms using the bilingualism of the school community - teachers and parents.
Structuring
Bilingual Education
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Bilingualism characterizes not only people, but homes, schools, and communities across the United States. While some bilingual people are forced to suppress their bilingualism, others are encouraged to develop their skill set to a level of becoming biliterate. Bilingualism and biliteracy are key features in dual language bilingual education (DLBE) programs where students are provided daily opportunities to develop two languages simultaneously, along with grade-level academic content. Research in DLBE suggest closure of the achievement gap (Valentino & Reardon, 2015). Traditionally, DLBE programs were designed to keep the two target languages (for example, Spanish and English) separate as designated by time, space, teacher, and academic content area. Teachers who work under these strict guidelines often find that policing language use is both restrictive and unnatural, thus interfering with the flow of bilingual language development.
Bilingual Education
Dual language
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Language proficiency exams have been used since the development of bilingual education. The purpose of the following case study is to demonstrate how the English and Spanish proficiency exams given to a child for admission into a dual language (Spanish-English) program framed a child in a deficit view and missed the proficiency the child had across languages. The following manuscript takes three different positionalities: 1) that of a former elementary bilingual teacher, 2) Latina mother working to raise her children bilingually, and 3) a bilingual teacher educator (i.e., university professor) to show the complexity and problematic nature of such exams.
Dual language
Bilingual Education
Language proficiency
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The article describes the definition of bilingual education, discusses the features of bilingualism in bilingual families, emphasis is placed on the importance of the knowledge of society members about bilingualism, the reaction of bilingual children to the attitude of society towards their bilingualism is analyzed.
Bilingual Education
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The volume under review brings together a diverse range of theoretical and empirical perspectives on bilingualism and bilingual education, a burgeoning field of study with growing scholarly as well...
Bilingual Education
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Chapter 1 Perspective on bilingualism and bilingual education Chapter 2 Bilingualism and bilingual education: A review of the literature Chapter 3 Key issues in bilingualism and bilingual education relevant to this research Chapter 4 Findings from the language use and bilingual education surveys Chapter 5 Outcomes: Confirmed expectations and new insights Chapter 6 Using Cambridge language awareness research to inform practice Chapter 7 Initiatives to support bilingual learners
Bilingual Education
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