Search

This state-of-the-art paper is centered on bilingual education teachers' linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In doing so, key themes, questions and challenges related to the special issue are highlighted based on the series of publications from 1993 to 2020. Insights into the ways language ideologies and politics of bilingual education teacher preparation entities undermine this need are addressed. Drawing on language education policy planning, the author then offers three paths forward given that not much progress has been made since the inception of bilingual education in the U.S. with regard to the preparation of linguistically qualified bilingual education teachers with specific reference to their Spanish competency.

This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.

Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of meaning. Consistent with tenets from translanguaging, we recognize lexical inventions as a creative language practice defying idealized language norms. A raciolinguistic theoretical perspective informs our interpretation of children, teachers, and researchers as listening subjects. The purpose of this paper is to explore how mathematical lexical inventions can prompt a translanguaging space where children, teachers, and researchers resist listening subject positions that predispose them to listen for predetermined language practices. Drawing on two lesson transcripts, one from a fourth-grade English-immersion classroom in Colombia and one from a third-grade Spanish-immersion classroom in the United States, we used moment analysis in translanguaging spaces to identify spontaneous and critical moments where lexical inventions prompted mathematical explorations. We argue for adopting listening subject positions as learners of transgressive language practices that are part of interactions between children and mathematics.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

Reports the subjective impressions of a professor emeritus from England concerning race relations and acceptance of ethnicity in the United States. Briefly focuses on issues concerning bilingual and community education. (RH)

Research on education in Canada, the United States, the Philippines, and Ireland suggests that bilingual education of a pluralist character neither depresses nor enhances performance in English or in non-language subjects. Decisions to promote bilingual education are often based on social demands. (f=fiche numbers). (CP)

An essay is presented on the function of literacy and assimilation in the modification of the writing demands of immigrants in the U.S. It states that biliterate writing is used to assimilate various groups outside the English-speaking community. The author mentions a case study on the Azorean and Brazilian biliterate relationship in pursuit of legal papers. Moreover, the examination of legal papers has demonstrated how literacy functions as a means of state control over immigrants.

James E. Alatis has a distinguished career in Foreign Language teaching and Bilingual Education that spans 50 years. Early in his career he served as a language researcher for the U.S. Departments of Education and State. At Georgetown University in Washington, District of Columbia (DC), he has been a professor of linguistics and Modern Greek since 1966 and was dean of the School of Languages and Linguistics from 1973 to 1994. His record of professional service is outstanding; he has served numerous national and international organizations in management and advisory positions. For 21 years, Dr. Alatis was the executive director of the international association Teachers of English to Speakers of Other Languages (TESOL). During his tenure, TESOL grew from 337 members in its first year (1966) to over 12,000 in 1987. Dr. Alatis has also been chair of the annual Georgetown University Round Table on Languages and Linguistics. He has published dozens of articles in scholarly journals, written and edited numerous books, and delivered hundreds of presentations at conferences around the world. When TESOL created an annual award to recognize outstanding and extended professional service, it was named the James E. Alatis Award in honor of his years of vision and leadership. TESOL also established the James E. Alatis Plenary Session at its annual convention. In this interview, Dr. Alatis talks about his career and shares his personal vision of the future of the English teaching profession. (Contains 4 notes.) [This interview was first published in Volume 42, No. 2 (2004).]

One of the main challenges confronted by higher education in the 21st century is to internationalize its programs and to make students more globally competent. This challenge is not new, but it has become increasingly complex. Gutek (1993) explains how the efforts to internationalize the university in the United States became particularly important in the second part of the 20th century. The purpose of this article is to further support the need to internationalize the undergraduate curriculum in teacher education programs by explaining some of the curricular issues identified in an education course with a study tour component to Bolivia. As many other courses involving an immersion experience, this class was developed as an effort to bring an international perspective to our program by providing preservice teachers with more opportunities to experience realities outside their own. Organized mainly around visits to schools in Bolivia, students' evaluations and comments indicated that this course has contributed, in very significant ways, to their understanding of the world, of themselves, and of teaching. Based on these experiences and reflections, this article identifies some of the issues that could help educators to rethink the curriculum in their teacher education programs to aid their students in the development of a stronger sensitivity and knowledge toward global and local realities. Aware that only a very limited number of students have access to immersion trips abroad, the author argues that courses that include these experiential international components offer a unique perspective from which to rethink their curriculum and its value in preparing globally competent teachers.

This paper discusses bilingual education model types in South America with a special focus on the Andean region, and examines the recent language planning decisions by one Ecuadorian indigenous group to formally instruct Quichua as a second language in community schools. Specifically I argue that this type of localised planning--which promotes an enrichment model of bilingual education and use of students' heritage languages--merits greater attention from researchers and language planners as a potential avenue for equalising opportunity and sustaining linguistic diversity. The paper is divided into four sections. First, I briefly overview these local language planning decisions and their larger political context. Next, I draw comparisons between these decisions and recent shifts in US language planning and policy, and outline the shared challenges of what have been termed "heritage language initiatives" across the Americas. Lastly, I discuss the connections between these policy shifts and recent developments within the field of language policy and politics, and argue that this new form of bilingual education and local language planning represents the best hope for small language survival in the face of globalisation.

Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological monolingualism," the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically. In this article, the authors discuss the case for bilingual education programs, though, from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses of the "effectiveness" of bilingual education programs--that is, in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant, argument for bilingual education programs. Arguments of the sort generally offered presuppose that what is at stake is ultimately a matter of pedagogical effectiveness--what works best for the children involved. There are, though, constraints on effectiveness as a criterion for educational practice. Not everything that "works" is acceptable; no matter how effective it might be to use electrical shocks to increase student motivation to learn, for instance, no reasonably sane educator or policymaker is likely to advocate it. Similarly, there are certain fundamental rights (including linguistic human rights) that must be observed in the educational process. It is in this sphere, they argue, rather than in the sphere of pedagogical effectiveness alone, that the real case for bilingual education needs to be made. There are, they believe, some common, core assumptions shared by virtually all educators, policy-makers, and indeed, by most individuals in the general public that relate to the issues that they address in this article.

The current virtual and physical mobility of humans, ideas, knowledge and epistemologies has major implications for education, especially in settings where English is seen as the default medium of instruction. While diversity is inherent in mobility, English-only pedagogy is a denial of the richness and potential of diverse resources learners bring with them through their mobility. This paper reports a philosophical stance and pedagogical practices employed by a lecturer in English language education at an Australian university. It argues that students' full linguistic resources and epistemologies, known as "sàng khôn", contribute to their agency and can be used as tools to theorise new knowledge in the context of their mobility education.

The focus of this paper is on US language policy statements that govern the priorities for teaching languages other than English in public schools and the language ideologies implied by specific management moves by the federal government to regulate language education, starting with the Bilingual Education Act (BEA) of 1968. Following introductory comments on language ideology, rhetorical positioning, and claims-making, this paper provides an overview of language diversity in the USA as the context for examining four major policy statements by the federal government up through the present: (1) the "BEA of 1968"; (2) "No Child Left Behind" (NCLB), which replaced the BEA when it became law in 2002; (3) the "National Security Language Initiative of 2006"; and (4) the current proposal from President Barack Obama's administration, titled "A Blueprint for Reform", which--if enacted--will replace "NCLB". The next section provides an overview of European Union (EU) language policy in recent years to highlight the sharp contrast between the EU and US approaches. This paper closes with a comparison of the EU and US approaches, with emphasis on how the EU approach could be instructive for US policy-makers. (Contains 1 table and 3 notes.)

In this commentary, we extend the cautionary tales regarding dual-language programs raised by several scholars by considering the interface of such programs with global education. We consider the possible pitfalls of uncritically framing dual-language programs within the global education movement in the United States, especially in light of how this new framing will affect the educational opportunities and experiences of Latino/a students throughout the country.

Discusses the relationship between research, theory, and policy in language policy formulation in the context of a "conflict" paradigm. In bilingual programs in the United States and Canada, the sociological context of the debate plays a major role in determining the choice of issues to investigate. (CB)

Discusses the role that schools, communities, and parents can play in transmitting American Indian culture and language to Indian children, focusing on the experiences of the Hualapai Indians and Peach Springs School District in Arizona. (three references) (MDM)

This state-of-the-art paper is centered on bilingual education teachers' linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In doing so, key themes, questions and challenges related to the special issue are highlighted based on the series of publications from 1993 to 2020. Insights into the ways language ideologies and politics of bilingual education teacher preparation entities undermine this need are addressed. Drawing on language education policy planning, the author then offers three paths forward given that not much progress has been made since the inception of bilingual education in the U.S. with regard to the preparation of linguistically qualified bilingual education teachers with specific reference to their Spanish competency. [ABSTRACT FROM AUTHOR]

Discusses the achievement gap of Mexican Americans and other groups in the United States as essentially a question of economics and, suggests that the solution lies in greater access to the wider society. (48 references) (JL)

This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81% ELs), distributed across three different groups, resulted in a 21% statistically significant points increase from pretest to posttest assessments of science content learning, t(52) = 11.07, p = 0.000.

In response to growing concerns among faculty regarding the lack of attention to the bilingual student population in our pre-service teacher education program, the authors engaged in a shared self-study of the process of revising and implementing a secondary English methods course with explicit attention to the special needs of bilingual/bicultural learners. The paper describes how the second author, an English educator, with support from the first author, a mentor/colleague in bilingual education, identified and negotiated tensions and dilemmas that arose in a process of curricular transformation toward culturally and linguistically responsive teacher education practice. The study highlights several points of disjuncture, or critical turning points, experienced by the English educator and the ways in which she navigated the contradictions that resulted at these points of disjuncture through conversation with her mentor. Our documentation and articulation of this process may assist content area teacher educators in negotiating new knowledge and creating strategies for managing the dilemmas in practice that arise in the design and implementation of revised course curricula aimed at supporting culturally and linguistically diverse learners. (Contains 7 notes.)

Examined are (1) the educational history of bilingual education in the United States, including educational legislation; (2) research findings concerning bilingual education and student achievement, student attitudes and behavior, student integration, and cost and feasibility; and (3) the implications of these legal and research issues for federal bilingual education policy. (RM)

Why U.S. bilingual education programs have failed to gain legitimacy is examined. A brief discussion of bilingual education in Wales supports the argument that the legitimacy of bilingual teaching within the education system itself and support from local parents and teachers are more important for its survival than public support. (RM)

Presents an overview of bilingual education in the United States, with particular reference to the Spanish-speaking. (AM)

Explains how bilingual education programs and monolingual institutions with remedial English as a Second Language programs share the goal of acculturation. Describes resistance and opposition to bilingual education, as well as its goals, advantages, approaches, teachers, and problems. (SB)

Discusses the effect of bilingualism on cognitive growth and divergent thinking. That bilinguals have the potential for increased communication and greater problem solving should encourage United States' educators to consider bilingual education as a curriculum model for almost everyone. (Author)