scholarly journals Perceived Metalinguistic and Cognitive Influences of Bilingual Education

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Margaret Ashton ◽  
Eliana Hirano
Keyword(s):  
Bilingual Education ◽  
Dual Language ◽  
Large Scale ◽  
Academic Research ◽  
Experimental Studies ◽  
Language Immersion ◽  
Bilingual Programs ◽  
Dual Language Immersion ◽  
Cognitive Influences ◽  
Participant Response

Despite the substantial body of academic research regarding the metalinguistic and cognitive effects of bilingual education, most of the literature reports on large-scale experimental studies (e.g., Bialystok et al., 2010) while little is known about how individuals who have participated in bilingual programs view their learning outcomes. The objective of this study was to investigate whether there are trends in the self-perceived outcomes of bilingual immersion education on people who have spent at least four years in a bilingual educational setting. Ten individuals who met this criterion were interviewed and the audio recordings of their interviews were transcribed and analyzed inductively to allow themes to emerge from the participants’ words. Findings indicate there were identifiable themes in how participants perceived their education and the amount of time and specific grade levels spent in bilingual programs tended to correspond with certain participant response patterns. This study has implications for the many emerging Georgia dual language immersion programs and their recruitment strategies. Keywordsbilingual education, dual language immersion, metalinguistic ability, cognitive ability

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.

Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaochen Du
Keyword(s):  
Dual Language ◽  
Language Immersion ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Language Programs ◽  
Dual Language Immersion ◽  
Implementation Challenges ◽  
Immersion Programs ◽  
Science Classes ◽  
Dual Language Bilingual Education

Abstract This article is focused on the discussion of three 4th grade students’ translanguaging practices in math and science classes in a Mandarin/English one-way dual language immersion program. In the U.S., the number of dual language immersion programs is increasing. While research strongly supports the benefits of bilingual programs, implementation challenges caused by a “dual” perception seem to remain unsolved. This article presents data excerpts collected and analyzed from a multi-case study to describe and discuss students’ translanguaging practices and their benefits in content learning contexts. Findings reveal that bilingual students are engaged in highly flexible and dynamic language use for meaningful learning, which contradicts the monolingual ideology permeated in dual language programs. In addition, findings from this study contribute to the understanding of Chinese/English bilingual students’ translanguaging practice in their learning, which contributed to the research on students’ linguistic practice in dual-language bilingual education.

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

2022 ◽  
pp. 1396-1410
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.

Bilingualism and Biliteracy

2020 ◽  
Author(s):  
Penelope Collins ◽  
Tien Thuy Ho
Keyword(s):  
Academic Achievement ◽  
Bilingual Education ◽  
Minority Students ◽  
Dual Language ◽  
Language Minority ◽  
Language Immersion ◽  
Language Minority Students ◽  
Dual Language Immersion ◽  
Immersion Programs ◽  
Language Literacy

Internationally, there has been growing commitment to bilingual education among policymakers, educators, and researchers. Bilingualism and biliteracy are not uncommon, as more than half the world’s population speaks and learns to read more than one language. Growing globalization in commerce and immigration have motivated countries across the globe to adopt policies promoting bilingual education. Bilingual education reflects any curriculum that strategically uses two or more languages in instruction. These programs reflect one of two primary goals: supporting language-minority students in the acquisition of language, literacy skills, and academic content in the dominant language of the community; or enabling students to develop language, literacy, and academic skills in an additional language. Although most programs serving language-minority students are subtractive in nature, using the home language to serve language and academic achievement in the majority language, dual-language immersion programs are growing in popularity. Dual-language immersion programs and immersion programs serving language-majority students reflect additive approaches to bilingual education, and their students have been found to perform as well as or better than their monolingual peers. Becoming biliterate requires students to develop skill in engaging with and making sense of texts in two languages that vary both orally and in their writing systems. Developing word-level and text-level skills in two languages involves a common set of cognitive processes that may transfer across languages. Instructional practices promoting language, literacy, and academic achievement in both languages include high-quality literacy instruction, translanguaging within classrooms, content-based instruction, and fostering responsive classroom climates that value linguistically diverse students and their home cultures.

A Study of Bilingual Education in Electrical Information Courses Based on Information Technology

2014 ◽  
Vol 945-949 ◽  
pp. 3562-3565
Author(s):  
Kun Wang ◽  
Yi Yang
Keyword(s):  
Information Technology ◽  
Bilingual Education ◽  
Dual Language ◽  
Language Immersion ◽  
Bilingual Teachers ◽  
Dual Language Immersion ◽  
Electric Circuits ◽  
Education Practice ◽  
Learning Platform ◽  
Teachers Training

This paper explores the ways to improve efficiency of bilingual education in electrical information courses. Based on the bilingual education practice of Electric Circuits and Data Communications and Networking, a questionnaire was done to illustrate the current problems of bilingual education in our college. After analyzing the factors, the paper argues that bilingual teachers’ training is necessary; bilingual textbooks have to be introduced; dual language immersion works well and autonomous learning platform needs to be developed. The integration of those strategies with information technology contributes to the improvement of bilingual education.

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 Early Bilingual Education Moving Towards The Dual Language Immersion Program. An Upcoming Reality Also In Gjirokastra

2011 ◽  
Vol 3 ◽  
Author(s):  
Zamira Kote
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Primary Schools ◽  
Dual Language ◽  
Foreign Language Learning ◽  
Language Immersion ◽  
Teaching Process ◽  
Dual Language Immersion ◽  
Immersion Program

This article focuses on the issues of bilingual education in Gjirokastra, in the 9-year primary schools, as an important link in the process of foreign language learning by our children. Albania has quickly embraced the concept of early foreign language learning. A memorandum signed by the respective governments of Albania and Italy  in 2002 opened the way to a teaching process conducted in two languages, Italian and Albanian, in the upper cycle of the primary school and also in the high schools, so that half of the subjects would be taught in a foreign language. Through this paper we try to give our opinion why the implementation of this program of dual language immersion is necessary as an educational system based on pragmatic and functional concepts. The achievement of the dual language immersion program also in our schools, aims at a transmission of knowledge for a better internalization of the foreign language, and also at improving the perspectives of our students in the European labor market. The difficulties and the obstacles which might condition this process cannot diminish the advantages and benefits that the children studying in these schools where the teaching process will be conducted in two languages, will have over the children who will study a foreign language as a separate subject. The role of parents and  a highly qualified teaching staff are important factors in the success of this process.

Does long-term dual-language immersion affect children’s executive functioning?

2021 ◽  
Vol 208 ◽  
pp. 105127
Author(s):  
Anne Neveu ◽  
Kimberly Crespo ◽  
Susan Ellis Weismer ◽  
Margarita Kaushanskaya
Keyword(s):  
Executive Functioning ◽  
Dual Language ◽  
Language Immersion ◽  
Dual Language Immersion

Keeping Up with the (Zh)oneses: Language Immersion and School Choice

2021 ◽  
pp. 001312452110273
Author(s):  
Edward Watson
Keyword(s):  
School Choice ◽  
Dual Language ◽  
Language Immersion ◽  
Racial Groups ◽  
Structured Interviews ◽  
Self Identity ◽  
Dual Language Immersion ◽  
Black And White ◽  
Immersion Programs ◽  
White Parents

Dual language immersion programs are growing in popularity across America. This article examines the explanations middle-class parents of various racial/ethnic backgrounds give for enrolling their children in Mandarin Immersion Programs. The author addresses the following questions: Why do American parents enroll their children in Mandarin Immersion Programs? How do parents from different racial groups frame the benefits of immersion? The analysis relies on a mixed-method approach using survey data ( N = 500) to highlight motivations of parents without an ethnic background related to the language, supplemented with 15 semi-structured interviews with Black and White parents of children enrolled in schools with Mandarin Immersion Programs. The study finds that parents frame the benefits of an educational investment differently by race. White parents take a pragmatic stance of greater future returns while Black parents hope immersion will help construct a stronger self-identity. These findings show the influence a burgeoning global society has on parental educational choices.

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