scholarly journals Bilingual Education vs English-only Approach at Australia’s Northern Territory Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Fadhlur Rahman
Keyword(s):  
Bilingual Education ◽  
Classroom Interaction ◽  
Northern Territory ◽  
Bilingual Instruction ◽  
English Only ◽  
Library Research ◽  
Interaction Factors ◽  
English Instruction

The present library research highlights the “English-only” approach used in the Aboriginal classrooms in Northern Territory (NT) schools, Australia. This library study collects its data from five decades (1968-2018) of research and theorisation on the implementation of English instruction at Indigenous classrooms in Australia by referring to the changes of approaches from bilingual instruction policy to the current “English-only” approach. The writer then reports the problems occurred in the implementation of this approach in the specific classroom interaction. Factors like socio-cultural gap and dysfunctional discourse were found to be influencing the ineffective English-only classroom in the NT schools. What alternatives may have been tried in the Northern territory schools and to what degree of success?

A new era for bilingual education in California

2020 ◽  
Vol 101 (5) ◽  
pp. 30-35
Author(s):  
Amaya Garcia
Keyword(s):  
Bilingual Education ◽  
English Learners ◽  
Dual Language ◽  
Language Immersion ◽  
The State ◽  
Dual Language Immersion ◽  
New Era ◽  
Bilingual Instruction ◽  
English Only

In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of “English only” programs, what will it take to restore the schools’ capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual instruction?

scholarly journals AN INSTRUMENT FOR ENGLISH MEDIUM INSTRUCTION (EMI) CLASSROOM OBSERVATION IN HIGHER EDUCATION

2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Official Language ◽  
Observation Instrument ◽  
English Medium Instruction ◽  
Development And Validation

AbstractClasses taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors.  One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different?  For example, are they as able to interact with the students in the same way they would in their L1?  In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.Key words: EMI, classroom interaction, bilingual education, internationalization ResumoAulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.Palavras chave:EMI, Inglês como Meio de Instrução, ensino bilingue, internacionalização

Bilingual Programs with Special Reference to the Northern Territory

1990 ◽  
Vol 18 (4) ◽  
pp. 10-18
Author(s):  
Tricia Lasorsa
Keyword(s):  
Special Reference ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Northern Territory ◽  
Bilingual Programs

The main focus of this analysis will be on three programs, in particular Milingimbi, Bamyili and Yuendumu.J. Harris and J. Sandefur (1984) define bilingual education as “the use of two languages in a well organised program”. The NT Department of Education’s Bilingual Education leaflet (1987) extends this definition to include the qualifications – the use of two languages, one of which is English, as mediums of instruction for the same pupil population in a well organised program which encompasses part or all of the curriculum and includes the study of the history and culture associated with the mother tongue.

Learning to Write : A Case Study

1987 ◽  
Vol 15 (5) ◽  
pp. 3-32 ◽  
Author(s):  
Christine Walton
Keyword(s):  
Literacy Learning ◽  
Northern Territory ◽  
English Speakers ◽  
First Year ◽  
Formal Schooling ◽  
Classroom Context ◽  
Transition Class ◽  
Full Report ◽  
English Only

In this article we will consider one Aboriginal child’s literacy learning in her first year of formal schooling. The data were collected in 1985. Sharon was then a student in an Aboriginal Transition class in an urban school in the Northern Territory. The children in Sharon’s class consisted of Kriol, Warlpiri and Aboriginal English speakers. The program they were placed in was an English-only one. This report considers one case study and discusses Sharon’s learning in the classroom context (for a full report see Walton, 1986).

The Aspira Consent Decree: A Thirtieth-Anniversary Retrospective of Bilingual Education in New York City

2006 ◽  
Vol 76 (3) ◽  
pp. 369-400 ◽  
Author(s):  
LUIS REYES
Keyword(s):  
New York ◽  
New York City ◽  
Bilingual Education ◽  
York City ◽  
Latino Students ◽  
Lessons Learned ◽  
Consent Decree ◽  
Bilingual Instruction ◽  
Emerging Trends ◽  
Thirtieth Anniversary

In this article, Luis O. Reyes provides a retrospective of the historic 1974 Aspira Consent Decree between the New York City Board of Education and Aspira of New York, which established bilingual instruction as a legally enforceable federal entitlement for New York City's non-English-speaking Puerto Rican and Latino students. Reyes analyzes the fate of the Aspira Consent Decree over the last thirty years. He discusses the demographic and sociopolitical changes between 1974 and the present, the pedagogical and political struggles associated with the consent decree over the years, the lessons learned, and the emerging trends and prospects for bilingual education in New York City's public school system, which is now under direct mayoral control.

The status and future of bilingual education for remote indigenous students in the Northern Territory

2011 ◽  
Vol 34 (3) ◽  
pp. 260-279 ◽  
Author(s):  
Brian Devlin
Keyword(s):  
Bilingual Education ◽  
Northern Territory ◽  
Student Attendance ◽  
Political Decision ◽  
Educational Approach ◽  
Indigenous Students ◽  
The Status ◽  
Low Levels ◽  
The Cost ◽  
Political Decision Making

This article analyses the status and future of bilingual education programs using Indigenous languages and English in remote Northern Territory schools. It explains why this educational approach is so contested at present, resulting in an unresolved situation which can best be regarded as an uneasy compromise on the ground and a stalemate at higher levels of political decision making. If the bilingual education approach was better understood by the current NT Government, there would a strong impetus now to refine and effectively implement a model of schooling that is appropriate for students in remote areas. Instead, current politicians debunk the bilingual approach, thereby robbing schools and literacy plans of any momentum and distracting attention away from the work that needs to be done. Meanwhile, student attendance rates have fallen away to worryingly low levels (Dickson, 2010). The current regime may well resolve the impasse, but in the absence of any meaningful, open negotiation the future looks uncertain. It is too soon to judge the cost of this uncertainty, but it may well result in further alienation and the emergence of non-government alternatives.

Stimulus Discrimination Learning and Transposition in Bilingual Children

1976 ◽  
Vol 42 (1) ◽  
pp. 55-62
Author(s):  
Philip N. Hocker ◽  
Douglas Muller
Keyword(s):  
Discrimination Task ◽  
Stimulus Selection ◽  
Bilingual Students ◽  
Size Discrimination ◽  
Instructional Programs ◽  
Bilingual Instruction ◽  
English Only ◽  
Selection Responses ◽  
Third Grade Students ◽  
Bilingual Classroom

A two-stimulus size-discrimination and transposition task was administered to 120 native Spanish-speaking, bilingual first, second and third grade students from bilingual instruction and English-only instruction classrooms. Half of the Ss learned the task and verbalized stimulus selection responses in Spanish, half in English. Results suggest that these bilingual students learned the initial discrimination task more rapidly when they verbalized in Spanish. English-only classroom students tended to transpose more when they had verbalized selection responses in Spanish, bilingual classroom students transposed more when they had verbalized in English. No significant differences in rate of discrimination task learning were observed between the two instructional programs.

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