Bilingual Programs

2021 ◽  
pp. 1-17
Author(s):  
Michael J. Ennis ◽  
Shelley K. Taylor
Keyword(s):  
Bilingual Programs

Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs

2005 ◽  
Vol 29 (3) ◽  
pp. 679-697 ◽  
Author(s):  
Leslie Reese ◽  
Ronald Gallimore ◽  
Donald Guthrie
Keyword(s):  
Latino Students ◽  
Bilingual Programs ◽  
Transitional Bilingual

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

2021 ◽  
pp. 238133772110382
Author(s):  
Vivian E. Presiado ◽  
Brittany L. Frieson
Keyword(s):  
Bilingual Education ◽  
Literacy Practices ◽  
Black Girls ◽  
Language And Literacy ◽  
Social Worlds ◽  
Bilingual Programs ◽  
Daily Lives ◽  
Critical Scholarship ◽  
The Rich ◽  
Dominant Narratives

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

Sink or Swim: What Happened to California's Bilingual Students after Proposition 227?

2001 ◽  
Vol 1 (3) ◽  
pp. 295-317 ◽  
Author(s):  
Valentina A. Bali
Keyword(s):  
Public Schools ◽  
Proposition 227 ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Individual Level ◽  
English Only ◽  
Math Scores ◽  
Level Data ◽  
Reading And Math ◽  
Southern California School

Proposition 227, passed by California voters in 1998, aimed to dismantle bilingual programs in public schools and to replace them with English-only programs. Bilingual education, a long-standing program in California, involved mostly Hispanic students of limited English skills who were taught initially in their native language, and then were gradually transitioned into English-only classes. Using individual-level data from one southern California school district, I find that in 1998, before Proposition 227, limited-English-proficient (LEP) students enrolled in bilingual classes had lower scores in reading than LEP students who were not enrolled in bilingual classes, and who were, in general, more proficient in English. In math, bilingual students had test scores as good as those of non-bilingual LEPs. But in 1999, after Proposition 227, the same set of bilingual students had reading and math scores that were no worse than those of non-bilingual LEPs. Proposition 227, which interrupted bilingual programs and emphasized English instruction, did not set bilingual LEP students back relative to non-bilingual LEPs, and it may have even benefited them.

scholarly journals Bilingual cognitive map in the space of teaching public administration: a russian case

2016 ◽  
Vol 9 (20) ◽  
pp. 81-88
Author(s):  
Mariia Rubtcova ◽  
Oleg Pavenkov ◽  
Vladimir Pavenkov
Keyword(s):  
National Identity ◽  
Public Administration ◽  
Cognitive Maps ◽  
Cognitive Map ◽  
Russian Language ◽  
Bilingual Programs ◽  
Closed Area ◽  
The Subject ◽  
The Individual ◽  
Map Approach

The introduction of bilingual programs for future bureaucrats turned out to be a great challenge. In Russia this is one of the “classic” areas, in which the spirit of conservatism and collectivism prevails. In this area, the idea of teaching in English may be perceived with hatred: English can invade the closed area communication of offi cials, to make the excessive diversity of their contacts and violate patriotism and national identity. We used a cognitive map approach. It allows us to create diff erent kinds of cognitive maps and teaching materials for university students who need to learn in one course the terminology in both languages. The results show that the study of the subject/course in English is not harmful to the development of professional Russian language. It was confi rmed by the individual discussion in Russian. At the same time, the skills of reading articles in English were signifi cantly improved.

Implementing English-Taught Programmes in Higher Education in Spain

2020 ◽  
pp. 138-150
Author(s):  
Victor Pavón-Vázquez
Keyword(s):  
Higher Education ◽  
International Students ◽  
Foreign Language ◽  
Language Learning ◽  
Bilingual Programs ◽  
University Policy ◽  
Material Resources ◽  
Institutional Profile ◽  
Definition Of ◽  
The University

The acceptance of English as the lingua franca of the academic world has triggered the flourishing of different approaches to promote the learning of English as a foreign language in higher education. Under the umbrella of supranational regulations (as in the case of Europe), the promise of linguistic gains runs parallel with the necessity to attract international students, to promote the international and institutional profile for the universities, and to enhance employability for graduates. At the university of Córdoba, studies or courses taught through a foreign language are part of a larger university policy, and the decisions were based on clear definition of content and language learning outcomes and human and material resources available. This chapter describes the implementation of bilingual programs at this university, offering a picture of the challenges and problems that emerged and of the initiatives that were adopted.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

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