Bilingual Education

Author
Buonanno, Thomas  Anthony
Title
School Leadership for a Diverse Society
Year Degree Awarded
2020
Department
Educational Leadership
Degree
Ed.D.
Abstract
Given the increase of language minority students in school districts across Pennsylvania, school leaders are faced with the demand to address the unique needs of students learning English. Previous research suggests that state initiatives to simply assimilate students may not have been successful in meeting their needs. Furthermore, research and theory also suggest that leaders demonstrating cultural proficiency may be more effective in meeting the needs of English learners who are also ethnic minorities. The approach leaders take may be a function of the ethical paradigm that informs their decision-making. In order to understand the extent to which elementary school principals in one school district display cultural proficiency and to investigate the ethical paradigms that inform their decision-making, I conducted interviews with five principals in one large diverse school district in Pennsylvania. Drawing on a framework of Cultural Proficiency, I found in general there to be an over-appreciation of diversity and under-appreciation of cultural proficiency at the conclusion of this study. Additionally, there was an observed tendency for these school principals to view their leadership role as one that functions primarily within the confines of executing district policies at the building-level. Though each participant expressed the importance of advocacy for their students, they did not pursue policy creation or change within a broader political context. Despite the similarities among participants, my analysis suggested variations in the participants’ concepts of their role as school leaders to support English Language Learners and language minority students.
Advisor
McGinley, Christopher W.

Committee Members
Laurence, Janice H.
Haviland, Joseph
Smith, Michael W.

This thesis consists of three empirical studies in economics of education on the determinants and consequences of language-in-education (LiE) policies. The “Environmental settings – Inputs – Processes – Immediate outcomes – Long-term outcomes” (EIPOL) evaluation model is applied to LiE policies and programs and serves as the overall framework of this research (see Introductory Chapter). Each study then targets at least one stage of the EIPOL framework to test the validity of the “green” vs. “free-market” linguistic theories. Whereas the two first studies derive models tested empirically in the African context, the third is tested on a sample of countries from the International Adult Literacy Survey (IALS). The first study, Rationales to Language-in-Education Policies in Postcolonial Africa: Towards a Holistic Approach, considers two issues. First, it explores the factors affecting the choice of an LiE policy in 35 African countries. The results show that the countries adopting a uni...

"Guavas for Dummies, American Jíbaras, & Postnational Autonomy: When I Was Puerto Rican in the Hemispheric Turn" (2019) re-engages this text after I taught it in Puerto Rico four years. In this 2009 essay, Santiago’s memoir is said to bridge U.S. and Caribbean lit. WIWPR begins with a remembered Puerto Rico, and ends in the author’s adulthood in the USA. Studying Santiago’s text within a trajectory of immigrant narratives familiarizes the text to readers who are often processing their own entries into the US / its cultural orbit. This essay examines Santiago’s representation of jibaros, a subculture whose place in in Puerto Rico parallels the conflicted relationship many Jamaicans have with Rastafarians. Also, the theme of “Translating and Resisting Imperialism” is developed through a close reading of the chapter “The American Invasion of MacÚn.” Santiago’s treatment of gender roles in her family is also explored.

Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual
L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching [e.g. Littlewood, W., & Yu,
B. 2009. First language and target language in the foreign language classroom.
Language Teacher, 42, 1–14], monolingual immersion ideologies are still dominant in many contexts in the world (especially in Southeast Asia) because of a whole host of ideologies. The beliefs affecting medium of instruction policies and practice have their roots in the traditional tenets (e.g. the maximum input hypothesis) in the discipline of second  language acquisition (SLA). Although these tenets are increasingly being countered by recent research in multilingualism [see May, S. (Ed.).(2014). The multilingual turn: Implications for SLA, TESOL and bilingual education.
New York: Routledge, for a critique of these tenets], SLA still has an influence on pedagogies in both immersion and CLIL programmes. In this paper, I shall first critically review these deep-rooted monolingual tenets. Then, I shall discuss how we
can conceptualise the potential role of L1 in CLIL and by extension in content-based instruction (CBI), as both CLIL and immersion programmes are considered to be key approaches to CBI. I shall conclude with suggestions for future research in CLIL.

The Bible has been distributed through different medium such as hardcopies, on CD-Roms, Online in the web and mobile apps. Some of them contain only one translation or version and others have more. 
The main purpose of this project is to develop an online bilingual Bible that can display both English King James Version and the Yoruba version simultaneously, chapter-by-chapter and verse-by-verse.
The bilingual bible application was developedusing Visual Studio 2012 and Microsoft Access database, compiled into an .exe file for ease of installation. The capabilities are bookmark, print, search, zoom in, and zoom out. The major work in this project is to manually input the English King James and the Yoruba versions of the Bible. The accuracy of the input is very critical. Also, the system is be able to retrieve accurately any referenced verse of the bilingual Bible. The application was implemented on a laptop and tested. It was found to be working very well.

This article discusses the impact of lexical range on the learnersΓCO ability to communicate in English when taught as a foreign language in bilingual schools, and emphasizes the importance of explicit vocabulary instruction.┬a It draws on data from classroom observation, lexis-retrieval tasks, written and spoken performance in bilingual (German-English) and regular school classes at grades 5-8 in Austrian secondary schools.┬a Results suggest that a wider lexical range results in better communicative competence and fluency and that breakdown of communication in spoken or written performance is more frequently caused by insufficient vocabulary rather than by lack of control or grammatical problems. ┬a┬aConsequently, insights from cognitive linguistics, the Lexical Approach, and Lexical Priming are discussed to justify the concept of vocabulary instruction in contextualized units. Taking the scarceness of theoretical and practical concepts into consideration, the need for research on ...

This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were finally launched in the 1980s and have now became significantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of ‘bottom-up’ dynamics as a source of innovative energy.

The present paper engages in a historical analysis and interpretation of the policies that have contributed to develop bilingual education in the United States. Departing from the U.S. interpretation of bilingual education, this study examines each of the educational programs that have been implemented in the country since the twentieth century, its pedagogical underpinnings, and the critical evaluation of its outcomes. The paper concludes with an analysis of potential interpretations and lessons that the US case may have for other contexts.

Slowenisch ist in Kärnten autochthone Minderheitensprache, Herkunftssprache, Zweitsprache, Fremdsprache. Das Schulwesen sieht zweisprachigen Grundschulunterricht in einem geografisch klar definierten Gebiet vor, dem sogenannten zweisprachigen Gebiet. Dieser zweisprachige Unterricht ist von Gesetz wegen zu gleichen Teilen in deutscher und slowenischer Sprache zu halten, in der Realität überwiegt jedoch die deutsche Sprache. Das liegt unter anderem daran, dass in den meisten Schulen kein Modell zur Anwendung kommt, das die Verwendung der beiden Sprachen regelt. Demgegenüber verfolgt die private Hermagoras-Volksschule in Klagenfurt bereits seit vielen Jahren das Modell „ein Tag – eine Sprache“, das heißt, an einem Tag wird Deutsch, am nächsten Slowenisch in allen Unterrichtsstunden verwendet.
Die Schüler und Schülerinnen haben dabei durchaus verschiedene sprachliche Hintergründe: Die einen stammen aus Kärntner slowenischen Familien und haben Slowenisch von klein an erworben. Dieser Erwerb kann jedoch auch ganz unterschiedlich erfolgen – als Familiensprache, mit einem Elternteil, mit den Großeltern oder anderen Verwandten oder Nachbar_innen. Eine andere Möglichkeit ist, dass ein Elternteil (oder beide) aus Slowenien stammt. Andere Kinder haben eine andere slawische Sprache von klein auf erworben oder aber Englisch oder eine weitere nichtautochthone Sprache. In allen Fällen kann auch Deutsch als zweite L1 hinzukommen. Schließlich gibt es auch Schüler_innen, die einsprachig deutsch aufgewachsen sind. In allen diesen Fällen kann es bereits Kontakt mit Slowenisch im Kindergarten gegeben haben – oder auch nicht.
Was aber bringt ein zweisprachiges Unterrichtsmodell bei dieser Heterogenität? Können Kinder mit slowenischer Erstsprache diese weiterentwickeln und Kinder ohne erstsprachliche Kenntnisse zu einer angemessenen Kompetenz gelangen? Wird das Modell auch eingehalten? In welcher Form wird es überhaupt umgesetzt? Wie beeinflusst es die Einstellungen der Kinder zum Slowenischen und zum Sprachenlernen?
Diesen Fragen wurde in einem Forschungsprojekt im Jahr 2010 nachgegangen. Dabei wurde unter anderem der Unterricht in vier verschiedenen Klassen je einen Tag lang auf Video aufgezeichnet und transkribiert. Im vorliegenden Beitrag werde ich diese Unterrichtsbeobachtungen beschreiben und das Sprachverhalten der Lehrenden und der Schüler und Schülerinnen analysieren. Ergänzend sollen die Ergebnisse schriftlicher Schularbeiten herangezogen werden, die in den Jahren 2011 und 2013 gesammelt und quantitativ ausgewertet wurden.
Aus diesem Material können vorsichtige Schlüsse über den Erfolg des Schulmodells gezogen werden. Es zeigt sich, dass die Schule viel für den Spracherhalt des Slowenischen in Kärnten leistet, dass aber die zusätzliche Verwendung der Sprache in anderen Domänen sehr wichtig ist und sich bemerkbar auf die Sprachkompetenz auswirkt. Besonders bemerkenswert ist aber die Rolle der Schule und ihrer konsequenten Zweisprachigkeit für die positive Einstellung der Kinder zu Sprachen.

Governments, educators and the public often believe that combining English language with information technology skills is important to be successful (Tuan, 2011). WebQuestsare a framework for learner-centered instruction in teaching English as a foreign language when using Internet resources. This study investigated the effect of WebQuests on Grade 11 reading comprehension in a secondary school in the UAE. It also investigated perceptions of WebQuests as a study tool. A quasi-experimental research design was used with control and experimental groups. In addition, a Likert scale questionnaire examined perceptions of WebQuests. An analysis of co-variance (ANCOVA) and descriptive statistics were used to analyze the data. The results indicated a statistically significant improvement in reading by the experimental group. Additionally, positive attitudes were reported towards WebQuests. Students felt that WebQuests enhanced collaboration, language skills, reading and higher order thinking...

This paper is about Sapphires. The Sapphires is an Australian dramatic and comedy movie about four women singers. In May 2012, it premiered in Australia during the Cannes Festival. The Movie is about a group of indigenous women, Gail Julie, Kay, and Cynthia, who decide to form a music group after being discovered by a scout.  In 1968, they travel to Vietnam to sing for the military troops during the war. The production of the movie began in 2010, after the selection of all the four members of “The Sapphires group”, and the filming took place in a variety of locations in Vietnam, New South Wales, and Australia.

Den här boken beskriver en tvåspråkig verksamhet som utveck-lades vid en daghemsavdelning på en finskspråkig ort i Finland. Verksamheten engagerade såväl personalen, barnen och föräld-rarna som språkforskare.
Boken kan fungera som ett verktyg och en inspirationskälla för pedagoger, chefer, utbildnings- och dagvårdsplanerare, besluts-fattare, föräldrar, forskare och kan även användas i utbildning.

El  principal objetivo del presente trabajo será proporcionar al traductor una herramienta que le ayude a cubrir sus necesidades terminológicas cuando tenga que hacer frente a una traducción técnica, en particular, de fichas técnicas de impresoras 3D. Para ello, pretendemos crear un glosario (inglés-español), basado en un corpus virtual diseñado para tal fin, que contenga la fraseología y, más concretamente, las colocaciones y locuciones nominales presentes en las fichas técnicas de impresoras 3D. Así, en primer lugar, ilustraremos una metodología de creación de corpus bilingüe y virtual de fichas técnicas de impresoras 3D, al que denominaremos 3DCOR, para el que aseguraremos su representatividad tanto cualitativa como cuantitativa; seguidamente mostraremos el proceso de etiquetado de 3DCOR gracias al programa TagAnt. A través del etiquetado, podremos analizar en profundidad los diferentes tipos de colocaciones y de locuciones y su frecuencia en este género y temática. Finalmente, y con ayuda del programa AntConc, se identificarán los equivalentes inglés-español de las colocaciones y locuciones más frecuentes en el corpus 3DCOR.

The main objective of this paper will be to provide the translator with a tool that will help him/her to cover his/her terminology needs when dealing with a technical translation, in particular, 3D printer datasheets. To this end, we intend to create a glossary (English-Spanish), based on a virtual corpus designed for this purpose, which will contain the phraseology and, more specifically, nominal collocations and locutions present in the 3D printer datasheets. Thus, firstly, we will illustrate a methodology to create a virtual and bilingual corpus based on 3D printer datasheets. This corpus will receive the name of 3DCOR and will be representative in terms of quality and quantity. After, we will present the process of tagging a corpus using the software TagAnt. To conclude, we will analyse the different collocations and locutions and their frequency used in this textual genre and subject. Finally, with the AntConc Program, we will identify the equivalents in English and Spanish of the most frequent collocations in the 3DCOR corpus.

OPEN ACCESS: https://doi.org/10.1111/weng.12462 
Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic for at least two reasons because it prevents students from using resources they have previously acquired in other languages (see Cenoz & Gorter, 2015; Kubota, 2018). In this paper we discuss “pedagogical translanguaging” understood as intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire, as well as metalinguistic and language awareness. Pedagogical translanguaging considers learners as emergent multilinguals who can use English and other languages depending on the social context. Their linguistic resources are valued and learners are not seen as deficient users of English but as multilingual speakers. Moreover, the use of linguistic and communicative resources from the learners’ whole linguistic repertoire is encouraged. It is argued that pedagogical translanguaging can be a more efficient and fair perspective for learning English and other languages.

References

Cenoz, J. & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In: J.Cenoz & D.Gorter (Eds.) Multilingual education: navigating between language learning and translanguaging. (pp. 1-15). Cambridge: Cambridge University Press.
Kubota, R. (2018). Unpacking research and practice in world Englishes and Second Language Acquisition. World Englishes 37: 93-105.

Mehrsprachigkeit ist in Einwanderungsgesellschaften normal, auch im Alltag unserer Schüler(innen). Aber dass Mehrsprachigkeit auch ein Faktor ist, von dem sowohl Individuen als auch die Gesellschaft profitieren können, ist sicher noch kein Allgemeinwissen. Eine ungewöhnliche Grundschule zeigt mit einem deutsch-türkischen bilingualen Programm, wie es gehen kann.

Global initiatives promoting cultural pluralism and education access for Indigenous and minoritized populations in the world have helped define education policy in countries like Peru for decades. Intercultural bilingual education (IBE) constitutes part of national policy in different Andean countries with diverse implementation experiences. IBE defines cultural pluralism and education for Indigenous populations as a response to the need of furthering access to quality education using Indigenous languages, knowledges and cultural practices. This chapter builds on the experiences of intercultural education in Peru as interculturality becomes defined in Peruvian law and its subsequent implementation in Indigenous schools. The aim of this chapter is on analyzing IBE not only as pedagogic alternative for Indigenous communities, but also as an approach that considers the pedagogical and political implications of intercultural education beyond the Indigenous setting. The discussion centers on the critique of top down initiatives that attempt to tend to Indigenous sectors but leave major inequity issues still unaddressed in Peruvian society.

This article draws on data from a yearlong case study of a Mexican American ESL teacher’s practice in a K–5 school in the southeastern United States. The study examines how the teacher established bilingual interactional space in her ESL pullout class consisting of six 9- to 11-year old students of Mexican descent. The analysis shows the ways in which she affirmed her students’ bilingual identity and made strong connections between in-school and out-of-school experiences. Findings illustrate how the teacher’s explicit attention to bilingualism and cross-linguistic transfer created potential for pride in Spanish and motivation to develop English. The author recommends building bilingual interactional space in ESL and dual language classrooms to promote positive bilingual identity and opportunities for expanding linguistic repertoires.
Keywords: bilingualism, ESL, identity, translation, cross-linguistic transfer, linguistic repertoires

For this final chapter of the hard copy text, we review the different research that has been presented in each chapter, and we draw common threads between themes that have arisen. We then reflect on how this volume builds upon our understandings of translanguaging to date, and we particularly focus on the value of including Indigenous language education in this. We end by recommending future directions for the field.

Le milieu des sections lycéennes tchèques en France, a Dijon et a Nimes donne naissance a une langue originale franco-tchèque. Les élèves scolarisés en France parlent entre eux le tchèque auquel de nombreuses innovations lexicales se mélangent sous l influence de la langue française.

This report aims at give to the EU member countries comparative data about :
Foreign language proficiency of European students  at the end of their Compulsory Secondary Education
Knowledge on good practices which may contribute to foster European languages learning
Elaborate a European Indicator on Linguistic Competence to measure the progress on European languages learning

This article introduces the concept of nation-state/colonial governmentality as a framework for analyzing the ways current language ideologies marginalize the language practices of subaltern populations. Specifically, the article focuses on the innate limitations of re-appropriating nation-state/colonial governmentality in an attempt to advocate for the subaltern. It offers the case of bilingual education in the United States to demonstrate this point. It argues that although the struggle for bilingual education in the United States re-appropriated nation-state/colonial governmentality in ways that advocated
for language-minoritized populations, this re-appropriation was eventually reincorporated into hegemonic language ideologies that continue to reproduce colonial relations of power that erase the fluid language practices of language minoritized students. The article ends with some recommendations for moving toward a language ideology that allows subaltern voices to be heard outside of colonial relations of power.

We report on a small-scale study carried out in the University of Cantabria, Spain, which investigated teaching strategies and methodology for CLIL at the tertiary level. The study was carried out in two stages: in the first one we designed a questionnaire for primary and secondary school teachers, and interviewed 10 CLIL teachers. The focus was on teaching strategies and methodology, with the explicit aim of collecting advice applicable to the tertiary level. In the second stage we have tested these tips in a university context through a second questionnaire and round of interviews. We have interviewed 10 EMI university lecturers and asked them about methodological strategies, and specifically about the advice suggested by their colleagues. Our findings suggest that CLIL teachers from lower levels are well acquainted with CLIL methodology and that EMI practitioners at university find their advice very useful, although they show reluctance towards deeper methodological changes.

Last in the three-part series Understanding Bilingual Education. With the information and charts from the first two papers, the role of languages in any school system can be analyzed in terms of types of bilingual education. This paper takes a pedagogical approach in providing lesson plans that have been used in Content-Based English as a Foreign Language university classes on Bilingualism and Bilingual Education. Ten realistic cases of school systems in Japan and the world are presented for analysis, and a checklist of ten items provides further criteria. Referring to the chart of ten aims in the first paper, and the ten types of bilingual education detailed in the second article, various school situations around the world can be analyzed in terms of established criteria in the field of bilingualism.

Background/Context: Previous research has focused on the importance of a social justice leadership approach to improve schools that serve marginalized students, but less attention has been focused on potential dilemmas associated with social justice leadership and the ways in which principals prioritize when dilemmas or challenges arise. Principals may be frequently confronting challenges and dilemmas when they lead for social justice, especially considering the pressures and unintended consequences of high-stakes accountability, dwindling school budgets, and increased teacher turnover rates. By examining the nature of social justice leadership in a high-poverty elementary school located along the U.S./Texas–Mexico border, this study explores how certain facets of social justice generate contradictions, tradeoffs, and dilemmas that have implications for marginalized student groups and communities.

The major theme of this chapter appears at the intersection of two large fields of scientific inquiry: creativity and bilingualism. The first section presents a brief description of bilingualism studies and outlines possible cognitive mechanisms encouraged by an individual's cross-linguistic and cross-cultural experiences. Based on those findings, the author proposes an educational model that accounts for both bilingual and creative aspects of human development. Both bilingual and creative educational models are gaining increasing credibility in the scientific, educational, and legislative communities. The overview of this evidence is presented in the second section of the chapter, which recognizes the necessity of fostering students’ creative potentials and bilingual abilities. The analysis of various teaching strategies inherent to both types of education programs that shaped the construction of a theoretical framework for the Bilingual Creative Education program is presented in the third section.

Educational institutions developed in Tucson, Arizona in the last quarter of the nineteenth century, during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southwestern United States. My qualitative analysis reconstructs language policies in the incipient educational system in Territorial Tucson. This article examines official and unofficial language policies in both public and private schools in Tucson that reflected this accommodation of power and the negotiation of a new racial hierarchy in the context of westward expansion. I argue that the private schools Mexican elites founded in this period maintained bilingual instruction and promoted biliteracy as a means of racially and linguistically distancing themselves from Anglos, Indians and Mexicans from lower socioeconomic classes in public schools.

This is a review of a great volume edited by Peeter Mehisto and Fred Genesee in which they  provide a clear picture of the fundamentals of bilingual and multilingual education in the 21st century through examples from a variety of contexts around the world. Most interestingly, the book examines the characteristics of the complex set of factors that interweave in the creation of bilingual and trilingual programmes, and in doing so, it helps to debunk a series of myths and misconceptions about the nature of these programmes and about some wrongly assumed dangers.

One approach to bilingual education that has gained increasing support from parents, educators, and researchers in the United States is one in which English language learners and English proficient students share a classroom and receive instruction in both English and the dominant language of the English language learners. In most such two-way bilingual education programs, the stated goal is for

Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners' conceptually-scored Spanish-English vocabulary, academic English proficiency, and English reading comprehension. Second-and fourth-grade English learners (N = 62) completed standardized conceptually-scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually-scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually-scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually-scored measure of expressive vocabulary. Importantly, the relationship between conceptually-scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners' first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.