scholarly journals Bilingual education/bilingualism

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Primary Schools ◽  
Heritage Language ◽  
Large Scale ◽  
Community Services ◽  
Language And Cognition ◽  
Language And Education

03—360 Adegbite, Wale (U. Ile-Ife Nigeria). Sequential bilingualism and the teaching of language skills to early primary school pupils in Nigeria. Glottodidactica (Poznán, Poland), 28 (2002), 5—17.03—361 Bennett-Kastor, Tina (Wichita State U., USA; Email: [email protected]). The ‘frog story’ narratives of Irish-English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 131—46.03—362 Driessen, Geert, van der Slik, Frans and De Bot, Kees (U. of Nijmegen, The Netherlands; Email: [email protected]). Home language and language proficiency: A large-scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development (Clevedon, UK), 23, 3 (2002), 175—94.03—363 Gérin-Lajoie, Diane (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). L'approche ethnographique comme méthodologie de recherche dans l'examen du processus de construction identitaire. [Ethnographic approaches to research in examining the process of identity construction.] The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 77—96.03—364 Haritos, Calliope (Hunter Coll. School of Ed., New York, USA; Email: [email protected]). A developmental examination of memory strategies in bilingual six, eight and ten year olds. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 197—220.03—365 Lambson, Dawn (1270 E. Campus Dr., Tempe, Arizona, USA; Email: [email protected]). The availability of Spanish heritage language materials in public and school libraries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 233—43.03—366 Lee, Jin Sook (Rutgers U., New Brunswick, NJ, USA; Email: [email protected]). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 117—33.03—367 Oh, Maria K. and Kukanauza, Jurate (State U. of New York at Buffalo, USA; Email: [email protected]). Bilingualism and biculturalism: A constructively marginalized new person between worlds. English Teaching (Korea), 57, 3 (2002), 101—23.03—368 Priven, Dmitri (Polycultural Immigrant & Community Services & Seneca Coll., Toronto, Canada; Email: [email protected]). The vanishing pronoun: A case study of language attrition in Russian. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 131—44.03—369 Schelletter, Christina (U. of Hertfordshire, UK; Email: [email protected]). The effect of form similarity on bilingual children's lexical development. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 93—107.03—370 Shin, Sarah J. (U. of Maryland, USA; Email: [email protected]). Differentiating language contact phenomena: Evidence from Korean-English bilingual children. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 337—60.03—371 Spada, Nina (Ontario Inst. for Studies in Ed., U. of Toronto, Canada; Email: [email protected]) and Lightbown, Patsy M.. L1 and L2 in the education of Inuit children in Northern Quebec: Abilities and perceptions. Language and Education (Clevedon, UK), 16, 3 (2002), 212—40.03—372 Young, Catherine (PO Box 2270 CPO, 1099 Manila, Philippines; Email: [email protected]). First language first: Literacy education for the future in a multilingual Philippine society. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 221—32.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools

2017 ◽  
Vol 2 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Eugene Mckendry
Keyword(s):  
Northern Ireland ◽  
Language Learning ◽  
Primary Schools ◽  
Large Scale ◽  
Community Relations ◽  
Economic Downturn ◽  
The European Union ◽  
Policy And Practice ◽  
Cultural Traditions ◽  
Accession Countries

Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.

The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection

2017 ◽  
Vol 8 (1) ◽  
pp. 131-161 ◽  
Author(s):  
Gabriela Sylvia Meier
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Social Practice ◽  
Decomposition Analysis ◽  
Language Teachers ◽  
Theoretical Pluralism ◽  
Critical Movement ◽  
Critical Perspectives

AbstractThis study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, The multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.

scholarly journals Year of Intensive Language Learning, A Special Program to Rocket Hungarian Students’ Foreign Language Proficiency: A Success Story?

2017 ◽  
Vol 10 (1) ◽  
pp. 150-174
Author(s):  
Enikő Öveges
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Language Education ◽  
Language Competence ◽  
Secondary School Education ◽  
School Year ◽  
Foreign Language Proficiency ◽  
Contact Hours

Summary Hungary has witnessed several major attempts to improve the foreign language proficiency of students in primary and secondary school education since the political changes of the 1990s, as both international and national surveys reflect a dramatically low ratio of Hungarian population that self-reports to communicate in any foreign language at any level. Among other initiatives, a major one to boost students’ foreign language competence has been the Year of Intensive Language Learning (YILL), introduced in 2004, which allows secondary schools to integrate an extra school year when the majority of the contact hours are devoted to foreign languages. The major objectives of YILL are as follows: 1) to offer a state-financed and school-based alternative to the widely spread profit-oriented private language tuition; thus 2) granting access to intensive language learning and 3) enhancing equal opportunities; and as a result of the supporting measures, 4) to improve school language education in general. YILL is exemplary in its being monitored from the launch of the first classes to the end of their five-year studies, involving three large-scale, mixed-method surveys and numerous smaller studies. Despite all the measures to assist the planning and the implementation, however, the program does not appear to be an obvious success. The paper introduces the background, reviews and synthesizes the related studies and surveys in order to evaluate the program, and argues that with more considerate planning, the YILL ‘hungaricum’ would yield significantly more benefits.

A Working Model for Assessing Spanish Heritage Language Learners’ Language Proficiency through a Placement Exam

2012 ◽  
Vol 9 (1) ◽  
pp. 121-138
Author(s):  
Marta Fairclough
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Heritage Language ◽  
Learning Experience ◽  
Language Education ◽  
Working Model ◽  
Heritage Language Education ◽  
Content Selection ◽  
Placement Exam ◽  
Clear Idea

Having a clear idea of the knowledge in the heritage language that a student brings to the classroom is essential for a successful language-learning experience; for that reason, research in heritage language education has been focusing increasingly on assessment issues, especially language placement exams. Professionals debate whether assessment procedures should measure what students know and can do with the heritage language, or what deficiencies they have. Ideally, a balance of both will produce a better placement exam. This paper presents a working model of language placement based on current second-language theory and research and on what is known of heritage language learning. It explains the rationale for content selection and the design of effective tasks in a language placement exam for incoming university students and, finally, briefly voices some key logistical considerations.

Assessing young learners’ foreign language abilities

2020 ◽  
Vol 54 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Marianne Nikolov ◽  
Veronika Timpe-Laughlin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Experimental Studies ◽  
Language Abilities ◽  
Language Programs ◽  
Young Learners ◽  
Foreign Language Programs ◽  
The Impact

AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

scholarly journals Language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. 45-49
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Exploratory Study ◽  
Primary Schools ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Modern Language ◽  
Defense Language Institute ◽  
Language And Education ◽  
Modern Language Journal

07–01Arkoudis, Sophie (U Melbourne, Australia; [email protected]), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.07–02Barwell, Richard (U Bristol, UK; [email protected]), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Language Learning (Defense Language Institute) 16.1 (2006), 17–36.07–04Creese, Angela (U Birmingham, UK; [email protected]), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.07–05Davison, Chris (U Hong Kong, China; [email protected]), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.07–06Freiermuth, Mark & Douglas Jarrell (Gunma Prefectural Women's U, Japan; [email protected]), Willingness to communicate: Can online chat help?International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 189–212.07–07Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.07–08Jenkins, Jennifer (King's College London, UK; [email protected]), Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 137–162.07–09Kaur, Jagdish & Volker Hegelheimer (Iowa State U, USA), ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 287–310.07–10Lyster, Roy (McGill U, Canada; [email protected]) & Hirohide Mori, Interactional feedback and instructional counterbalance.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.07–11Nakatani, Yasuo (Nakamura Gakuen U, Japan; [email protected]), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.07–12Naughton, Diane (U Granada, Spain; [email protected]), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.07–13Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.07–14Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.07–15Plonsky, Luke & Susana V. Mills (Northern Arizona U, USA), An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap. Applied Language Learning (Defense Language Institute) 16.1 (2006), 55–77.07–16Strauss, Susan (Pennsylvania State U, USA; [email protected]), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006) 185–209.07–17Vizconde, Camilla (U San Tomas, Philippines; [email protected]), English language instruction in the Philippine basic education program. RELC Journal (Sage) 37.2 (2006), 260–273.07–18Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.07–19Wedin, Asa (Högskolan Dalarna, Falun, Sweden), Literacy practices in rural Tanzania: The case of Karagwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 225–240.

scholarly journals ASSESSING PUPILS’ LANGUAGE PROFICIENCY IN A BILINGUAL EDUCATION PROGRAMME: INSIGHTS FROM TWO PRIMARY SCHOOLS IN MALAWI

2010 ◽  
Vol 3 ◽  
pp. 1-10
Author(s):  
Andrew Chimpololo
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Cognitive Abilities ◽  
Primary Schools ◽  
Academic Language ◽  
Education Programme ◽  
Linguistic Competence ◽  
Assessment Tools ◽  
Continuous Assessment ◽  
Assessment Techniques

Assessment in bilingual education is fundamental as far as cognitive academic language competence (CALP) is concerned. Teachers have to continuously evaluate the level of their pupils’ linguistic competence to accordingly tailor instruction towards the attainment of CALP (Cloud, Genesee and Hamayan 2000). This paper presents the findings of a study that investigated the assessment techniques used by teachers at two primary schools in Malawi’s transitional bilingual education programme. The results indicate a monotonous use of standardized assessment tools such as written exercises, oral assignments and end-of-term tests. The teachers seem not to realize that performance evaluation is an on-going process that constantly provides important feedback on pupils’ academic language proficiency. The teachers also ignore the focus on high-level cognitive abilities in their assessment. Furthermore, there is little variety in their choice of assessment methods to accurately measure different aspects of the pupils’ linguistic competence. To the contrary, research advocates that varied and continuous assessment techniques are the best ways of evaluating pupils’ academic performance in bilingual education programmes.

scholarly journals Bilingual education/Bilingualism

2005 ◽  
Vol 38 (1) ◽  
pp. 41-42
Keyword(s):  
New York ◽  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
English Word ◽  
Research Journal ◽  
Cognitive Perspectives ◽  
Stress Patterns

05–91Bickes, Hans (U of Hannover, Germany). Bilingualismus, Mehrsprachigkeit und mentales Lexikon - evolutionsbiologische, soziokulturelle und kognitionswissenschaftliche Perspektiven [Bilingualism, multilingualism and mental lexicon - ontogenetic, socio-cultural and cognitive perspectives]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 27–50.05–92Guion, Susan G., Harada, Tetsuo & Clark J. J. (U of Oregon, USA; [email protected]). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.05–93Koyama, Jill R (Columbia U, USA). Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 401–424.05–94Shibita, Setsu (California State U, USA). The effects of Japanese heritage language maintenance on scholastic verbal and academic achievement in English. Foreign Language Annals (New York, USA) 37.2 (2004), 224–231.05–95Vance, Christine W. (U of North Carolina, USA). Preparing a prosperous future: promoting culture and business through bilingual education. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 463–484.

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