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.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

The Effects of Transitional Bilingual Education vs. Dual Language Immersion on English Language Learners' Reading Assessment Scores

2018 ◽  
pp. 132-145
Author(s):  
Vanessa Colón ◽  
Susan Szabo ◽  
Jacqueline Riley
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Reading Assessment ◽  
Language Immersion ◽  
Transitional Bilingual ◽  
Dual Language Immersion ◽  
Transitional Bilingual Education

This action research study was completed in a North Texas school district where English language learners comprised 52% of the K-12 student population during the 2015-2016 academic school year. Data from a campus which used a two-way dual language immersion (DLI) program and another campus which used a transitional bilingual education (TBE) program were evaluated. The study analyzed the district's third to fifth grade reading assessment results of 128 students from the DLI campus and 223 from the TBE campus. Researchers compared the scores of students in each program to determine if one bilingual model produced higher scores than another. The results showed that there were greater gains for ELLs in the TBE program at all grade levels (third to fifth). Although the TBE program resulted in higher student scores, limitations make it unclear to what degree the program impacted students' achievement.

Latinx and Immigrant Heritage Language Maintenance

2021 ◽  
pp. 165-181
Author(s):  
Alejandra Sanmiguel-López
Keyword(s):  
English Language Learners ◽  
Cultural Values ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
The United States ◽  
Home Language ◽  
Heritage Language Maintenance ◽  
Family Language ◽  
The U.S

Research shows that children who speak a language other than English in Latinx and immigrant households make up a significant portion of schoolchildren in the United States and the process of developing and maintaining the heritage language (HL) is complex when that language is distinct from their classroom's language. This chapter explores the motivations parents have in maintaining the home language and the effect this has on Latinx and immigrant English language learners (ELLs) children. The motivations for preserving home language for Latinx and immigrant families are to maintain ties to Latinx cultural values and sustain cultural identity while also providing academic support for Latinx and immigrant ELLs students in the U.S. schools. Research on previous works of literature documents that through family language policy (FLP) practices and HL maintenance, Latinx and immigrant ELLs children can maintain and carry on their cultural values while simultaneously advancing academically in the U.S. schools.

Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure

2012 ◽  
Vol 34 (4) ◽  
pp. 673-696 ◽  
Author(s):  
PERLA B. GÁMEZ ◽  
SUSAN C. LEVINE
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Oral Language Skills

ABSTRACTThis study examined the relation between young English language learners’ (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs’ (n = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary subtests of the Woodcock Language Proficiency Battery—Revised. Samples of transitional bilingual education teachers’ (n = 21) speech were recorded and coded for syntactic complexity and vocabulary usage. Results revealed considerable variation in ELLs’ language scores, with overall performance below the normative sample. There was also wide variation in teachers’ speech across classrooms. Hierarchical linear modeling revealed that gains in ELLs’ expressive language skills were positively related to the diversity of teachers’ vocabulary and teachers’ syntactic complexity. These findings suggest that the quality of teachers’ language input, not just the quantity of their input, plays a significant role in the language learning trajectories of ELLs.

scholarly journals REPENSANDO O ENSINO DE LÍNGUA INGLESA NO BRASIL: POR UMA PERSPECTIVA TRANSLÍNGUE | RETHINKING ENGLISH LANGUAGE TEACHING IN BRAZIL: TOWARDS A TRANSLINGUAL PERSPECTIVE

2017 ◽  
pp. 59
Author(s):  
Diogo Oliveira do Espírito Santo ◽  
Robson Ribeiro da Silva
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Current Status ◽  
Cultural Relations ◽  
Lingua Franca

<p>Este artigo discute pressupostos e implicações dos termos translingualimo ou práticas translíngues (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) e ensino bilíngue (GARCÍA, 2014; WEI, 2013) em contextos de ensino de língua inglesa no Brasil. Na primeira parte, serão discutidas algumas nomenclaturas conferidas ao <em>status</em> do inglês ao redor do mundo, como World Englishes (WE), Inglês como Língua Internacional (ILI) e Inglês como Língua Franca (ILF). Em seguida, serão tecidas considerações sobre as definições de sujeitos bilíngues que mais se adéquam aos objetivos deste artigo. A discussão será finalizada com o debate sobre os desdobramentos da perspectiva translíngue no ensino, como forma de problematizar as relações linguístico-culturais que os sujeitos aprendizes de língua inglesa desenvolvem em cenários cada vez mais multilíngues.</p><p> </p><p><strong>Abstract:</strong> <em>This article discusses the premises and implications of translingualism (translingual practices) (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) and bilingual education (GARCÍA, 2014; WEI, 2013) concepts in English Language Teaching (ELT) contexts in Brazil. In the first section, we will review some of the labels that have been attributed to the current status of the English language worldwide, such as World Englishes (WE), English as an International Language (EIL) and English as a Lingua Franca (ELF). Moreover, we will approach different definitions of bilingual subjects. Finally, we will consider the debate about the unfolding of the translingual perspective in order to reflect on the linguistic and cultural relations that English language learners develop in ever more multilingual settings</em><em>. </em></p><pre><em> </em></pre><p>Keywords<em>: English; </em>Translanguaging<em>; Bilingual Education. </em></p><p> </p><p>Palavras-Chave: Língua inglesa; Translingualismo; Práticas translíngues; Ensino bilíngue.</p>

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