Bilingual or “Bye-Lingual”? An Analysis and Discussion of Bilingual Education Mode in China and the US

This article compares bilingual education mode in two countries: China and the US. For China, the bilingual education been analysed includes mandarin and ethnic minority languages, Chinese and English. Extant research on bilingual education tends to focus on one country whilst there is a paucity of papers comparing various kinds of bilingual education. In this paper, by using the systematic review method, the differences and similarities of bilingual education mode in these two countries are been discussed and the tensions, as well as opportunities of bilingual education behind these two countries is explored. This paper ends a call for non-English native speaking EFL/ESL teachers to see their first language as an asset for developing bilingual education worldwide.

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A Literature-Based Approach on International Perspectives of Bilingual Education

Journal of Educational Issues ◽

10.5296/jei.v3i2.11551 ◽

2017 ◽

Vol 3 (2) ◽

pp. 11

Author(s):

Burhan Ozfidan ◽

Lynn Burlbaw

Keyword(s):

Bilingual Education ◽

Minority Groups ◽

Basque Country ◽

First Language ◽

Minority Languages ◽

Education Programs ◽

International Perspectives ◽

Immersion Programs ◽

Special Programs ◽

Teacher Proficiency

This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries’ bilingual education programs and find a way to implement a bilingual education program in Turkey. Because of innovative legal conditions and the establishment of special programs in Basque Country in Spain, the potential for increasing learners and speakers of the language is greater than ever before. Bilingual education models in the BAC have increased the number of well-educated young students and allowed them to have a better future. French is taught as a foreign language in Canada, and English is usually accepted as a first language, which has hindered the development of diverse types of immersion programs. Immersion programs have helped students learn other subjects and have also allowed them to acquire an additional language. This study presents a comparison of the situation of minority languages in Turkey with Canada and Spain offers many lessons. The purpose of this discussion is to establish the benefits and shortcomings of these bilingual education programs and the suitability of their models for minority groups living in Turkey. To provide an efficient education system, the differing needs of various areas should be considered. This can be demonstrated in examples drawn from Canada’s consideration of the French language and Spain’s consideration of the Basque language.

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А Study on Ethnic Minority Languages in Siberia: Focused on Buryat Language

Institute for Russian and Altaic Studies Chungbuk University ◽

10.24958/rh.2019.18.29 ◽

2019 ◽

pp. 29-58

Author(s):

Tae Jin Kim

Keyword(s):

Ethnic Minority ◽

Minority Languages

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Systematic review methodology for development: An example from microfinance

Africanus Journal of Development Studies ◽

10.25159/0304-615x/5079 ◽

2018 ◽

Vol 43 (1) ◽

pp. 65-77 ◽

Cited By ~ 2

Author(s):

Carina Van Rooyen ◽

Ruth Stewart ◽

Thea De Wet

Keyword(s):

Systematic Review ◽

International Development ◽

Health Sector ◽

Evidence Based ◽

Systematic Review Methodology ◽

Development Interventions ◽

The Us ◽

Sub Saharan ◽

The Impact ◽

Evidence Based Decision Making

Big international development donors such as the UK’s Department for International Development and USAID have recently started using systematic review as a methodology to assess the effectiveness of various development interventions to help them decide what is the ‘best’ intervention to spend money on. Such an approach to evidence-based decision-making has long been practiced in the health sector in the US, UK, and elsewhere but it is relatively new in the development field. In this article we use the case of a systematic review of the impact of microfinance on the poor in sub-Saharan African to indicate how systematic review as a methodology can be used to assess the impact of specific development interventions.

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Faculty Opinions recommendation of Primary care screening for and treatment of depression in pregnant and postpartum women: evidence report and systematic review for the US preventive services task force.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.726105109.793532169 ◽

2017 ◽

Author(s):

Katherine Williams

Keyword(s):

Systematic Review ◽

Primary Care ◽

Task Force ◽

Preventive Services ◽

Postpartum Women ◽

Treatment Of Depression ◽

The Us

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The speakers of minority languages are more multilingual

International Journal of Bilingualism ◽

10.1177/13670069211023150 ◽

2021 ◽

pp. 136700692110231

Author(s):

Nina Dobrushina ◽

George Moroz

Keyword(s):

Empirical Data ◽

Design Methodology ◽

Language Evolution ◽

First Language ◽

Large Body ◽

Mixed Effects ◽

Minority Languages ◽

Language Community ◽

Second Languages ◽

Research Questions

Aims and objectives/purpose/research questions: The paper tests the hypothesis that the larger the population of language speakers, the smaller the number of second languages mastered by these speakers. Design/methodology/approach: We match the size of the population of 29 Dagestanian languages and the number of second languages spoken by the speakers of these languages from 54 villages, and run a Poisson mixed effects regression model that predicts the average number of second languages spoken by speakers from first-language communities of different size. Data and analysis: Data for this study comes from two sources. The information on the population of Dagestanian languages is based on the digitalized census of 1926. The information on the number of second languages in which the residents of Dagestan are proficient is taken from the database on multilingualism in Dagestan (4032 people). Findings/conclusions: The study supports the hypothesis that the size of language population is negatively correlated with the multilingualism of the language community. Originality: The paper is the first to test the correlation between the size of language population and the level of multilingualism of its speakers using statistical methods and a large body of empirical data. Significance and implications: Population size is a factor that could have influenced patterns of language evolution. The population is interrelated with other factors, one of which is long-standing multilingualism. The methodological lesson of this research is that there is a difference in the level of multilingualism within a range of populations where the largest was about 120,000 people. Limitations: The data is limited to one multilingual region. The revealed correlation probably does not hold for areas where language communities do not interact with their neighbors and even speakers of minority languages can be monolingual, or for the territories where many people migrated and the area where a language is spoken was discontinuous.

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Behavioral HIV Prevention Interventions Among Latinas in the US: A Systematic Review of the Evidence

Journal of Immigrant and Minority Health ◽

10.1007/s10903-015-0283-0 ◽

2015 ◽

Vol 18 (6) ◽

pp. 1498-1521 ◽

Cited By ~ 2

Author(s):

Jason Daniel-Ulloa ◽

M. Ulibarri ◽

B. Baquero ◽

C. Sleeth ◽

H. Harig ◽

...

Keyword(s):

Systematic Review ◽

Hiv Prevention ◽

The Us ◽

Prevention Interventions ◽

Hiv Prevention Interventions

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P49 Modifying health promotion interventions for ethnic minority groups: systematic review of empirical evidence

Journal of Epidemiology & Community Health ◽

10.1136/jech.2010.120477.49 ◽

2010 ◽

Vol 64 (Suppl 1) ◽

pp. A52-A53

Author(s):

J. J. Liu ◽

E. Davidson ◽

R. Bhopal ◽

M. Johnson ◽

M. White ◽

...

Keyword(s):

Systematic Review ◽

Health Promotion ◽

Ethnic Minority ◽

Empirical Evidence ◽

Minority Groups ◽

Ethnic Minority Groups ◽

Health Promotion Interventions

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Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

Journal of Language and Cultural Education ◽

10.1515/jolace-2017-0016 ◽

2017 ◽

Vol 5 (2) ◽

pp. 25-39

Author(s):

Liaquat A. Channa ◽

Daniel Gilhooly ◽

Charles A. Lynn ◽

Syed A. Manan ◽

Niaz Hussain Soomro

Keyword(s):

Foreign Language ◽

Language Learning ◽

Bilingual Education ◽

Sociocultural Theory ◽

Review Paper ◽

First Language ◽

Language Education ◽

Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

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