Deconstructing Bilingual Education: Examination of the Impact of Proposition 227 on Student Testing Performance

SciVee ◽  
2009 ◽  
Keyword(s):  
Bilingual Education ◽  
Proposition 227 ◽  
Testing Performance ◽  
The Impact

Norway's “Sámi Language Act”: Emancipatory implications for the world's aboriginal peoples

1995 ◽  
Vol 24 (4) ◽  
pp. 493-514 ◽  
Author(s):  
David Corson
Keyword(s):  
Bilingual Education ◽  
Indigenous People ◽  
Language Education ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Cultural Rights ◽  
Research Questions ◽  
Norwegian Education ◽  
The Impact ◽  
Schooling System

ABSTRACTThe Sámi (formerly called Lapps) are the indigenous people of Arctic Scandinavia and northwest Russia. Legislation giving major language and cultural rights to Norway's Sámi people was enacted in 1992. As an introduction to discussion of the impact of the Sámi Language Act on Norwegian education, this article begins with an outline of the schooling system in Norway. Its review of the act itself covers the following topics: the Sámi culture and the Sámi languages, social and political problems that affect the Sámi, the place of the Sámi languages in education, and recent educational changes that flow from the Sámi Language Act. Three research questions, covering the practice and organization of bilingual aboriginal education in Norway, are then addressed at length. The article concludes by drawing emancipatory implications from the Sámi experience for members of aboriginal cultures and for the future of aboriginal education generally. (Power and culture, Sámi culture, minority education, native language education, bilingual education)

scholarly journals Bilingual education, indigenous language and culture: the case of Apyãwa Tapirapé

2014 ◽  
Vol 14 (2) ◽  
pp. 335-351
Author(s):  
Maria Gorete Neto
Keyword(s):  
Bilingual Education ◽  
Indigenous Language ◽  
Language And Culture ◽  
Central Brazil ◽  
Continuous Evaluation ◽  
Indian Tribe ◽  
Language Survival ◽  
Successful School ◽  
Bilingual School ◽  
The Impact

Bilingual schools are recognized as an important resource to increase the chances of language survival but in many cases have proven to be ineffective. Within the Apyãwa Tapirapé Indian Tribe (central Brazil), an effective bilingual school does exist; however, this study shows that even a successful school brings complications for the community. Audio-recorded interviews, in which teachers and leaders discuss their bilingual school and its consequences for the Apyãwa Tapirapé people, reveal that they feel that the school has changed the Apyãwa Tapirapé lifestyle in both negative and positive ways. A continuous evaluation and ongoing reconstruction of educational aspects is proposed as a way to both attend to the needs and to relieve the worries of groups like the Apyãwa Tapirapé with respect to the impact of their school on the community.

scholarly journals English language in Brunei: Use, policy, and status in education – A review

2020 ◽  
Vol 15 (1) ◽  
pp. 21-46
Author(s):  
Claire Goode
Keyword(s):  
Bilingual Education ◽  
English Language ◽  
Linguistic Diversity ◽  
Tertiary Education ◽  
Student Experience ◽  
Brunei Darussalam ◽  
Government Documents ◽  
The Status ◽  
Bilingual Education Policy ◽  
The Impact

This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

Recontextualizing Immersion in the Chinese Context

2017 ◽  
pp. 177-190
Author(s):  
Tao Xiong
Keyword(s):  
Bilingual Education ◽  
School Leadership ◽  
Educational Program ◽  
English Language ◽  
Language Education ◽  
Education Policies ◽  
English Language Education ◽  
Chinese Context ◽  
The Impact ◽  
Education In China

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

Literacy Development in L1 in Bilingual Education

2020 ◽  
pp. 383-407
Author(s):  
Esther Nieto Moreno de Diezmas
Keyword(s):  
Reading Comprehension ◽  
Bilingual Education ◽  
Literacy Development ◽  
Large Scale ◽  
Mother Tongue ◽  
Receptive Vocabulary ◽  
La Mancha ◽  
Planning Strategies ◽  
Differential Achievement ◽  
The Impact

This chapter explores literacy development in the mother tongue (L1) in bilingual education programs. To explore the impact of Content and Language Integrated Learning (CLIL) on literacy development in L1, a large-scale study was conducted in a monolingual autonomous community (Castilla-La Mancha) located in central Spain. Scores obtained by CLIL and non-CLIL (n=4,231) learners aged 9-10 in a writing task and in a reading comprehension test were compared. Results showed CLIL was not detrimental for literacy development in L1, since no significant differences were detected between both groups in their overall proficiency in written production and reading comprehension. However, a differential achievement was observed depending on the type of instruction CLIL/non-CLIL in some areas. Significant differences were observed in favour of CLIL students in receptive vocabulary, expressive richness and spelling, whereas the non-CLIL group was ahead in critical reading, planning strategies, and use of text typologies.

The Role of Advocacy in Shaping Immigrant Education: A California Case Study

2009 ◽  
Vol 111 (3) ◽  
pp. 817-850 ◽  
Author(s):  
Laurie Olsen
Keyword(s):  
Public Schools ◽  
Bilingual Education ◽  
Media Coverage ◽  
Immigrant Students ◽  
Proposition 227 ◽  
Immigrant Education ◽  
Ballot Initiative ◽  
English Only

Background Context Throughout United States history, immigrant education has been shaped and defined by political struggles over immigration, language rights, national security, and educational equity and access. Bilingual education has become the contemporary battleground for these struggles. In 1996, in California, a struggle ensued between supporters of bilingual education and the English Only movement, culminating in a public ballot initiative, Proposition 227, designed to end bilingual education. Purpose/Focus This article explores the ways in which advocacy groups engage in efforts to protect immigrant students’ access to, and inclusion in, schools, and how that engagement is shaped and seeks to impact on prevailing policies and ideologies. Design This qualitative case study is based on historical records from the Proposition 227 campaigns, analysis of media coverage, and interviews, and was written as a reflective piece by a social scientist who was active in the campaigns. Conclusions and Recommendations The battle over Proposition 227 was just one episode in a historically broader and deeper societal struggle between fundamentally different perspectives about the role of public schools in a diverse society. Although the explicit conflicts between English Only and bilingual education forces in California before, during, and after Proposition 227 were focused on English learner program design—the language to be used for instruction, materials, and credentialing—this was and is an ideological struggle. Advocates for bilingual education were unprepared for fighting this battle in the public arena of a ballot initiative. In the course of the Proposition 227 campaign, advocates drew lessons that informed a revised strategy: to shift the basic paradigm within which immigrant education is framed beyond the framework of civil rights and a compensatory program to redefine immigration schooling in an affirmative, additive 21st-century global vision. This has resulted in a renewed advocacy movement, illustrating the role that advocacy organizations play in adapting and reshaping the dialogues and policies over immigrant education.

Thinking About Bilingual Education: A Critical Appraisal

1982 ◽  
Vol 52 (3) ◽  
pp. 301-314 ◽  
Author(s):  
Ricardo Otheguy
Keyword(s):  
Bilingual Education ◽  
Race And Ethnicity ◽  
Critical Appraisal ◽  
Government Policies ◽  
Home Language ◽  
Bilingual Children ◽  
The Impact

In analyzing the controversy surrounding bilingual education, Ricardo Otheguy examines arguments which have been offered against using the home language of bilingual children in the schools. He contends that these arguments rest on a misunderstanding of the impact of government policies, race, and ethnicity on educational questions. Rather than suggest resolutions to the controversy, this essay explores the complexities of the issues.

scholarly journals The Potential Impact of COVID-19 on the Medical School Application

2020 ◽  
Vol 7 ◽  
pp. 238212052094066
Author(s):  
Rachel L O’Connell ◽  
Michael T Kemp ◽  
Hasan B Alam
Keyword(s):  
Medical School ◽  
Standardized Testing ◽  
Performance Measures ◽  
Medical Community ◽  
Application Process ◽  
Testing Performance ◽  
Potential Impact ◽  
Financial Burdens ◽  
The Impact

The coronavirus disease 2019 (COVID-19) pandemic has had a significant impact on the medical community. It is suspected that the pandemic will impact the medical school application process due to effects on standardized testing, performance measures, financial burdens, and interview strategies. It is important to consider these issues early to optimize success of future strategies and mitigate the impact of COVID-19 on the application cycle.

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