Bilingual Education: The Hispanic Response to Unequal Educational Opportunity

Discusses the nature of the right to bilingual education, the nature of the program that must be provided, who is directly responsible for it, and the potential conflict between court-mandated desegregation and the support of bilingual programs

The educational effectiveness of bilingual education

Bilingual education is the use of the native tongue to instruct limited Englishspeaking children. The authors read studies of bilingual education from the earliest period of this literature to the most recent. Of the 300 program evaluations read, only 72 (25%) were methodologically acceptable - that is, they had a treatment and control group and a statistical control for pre-treatment differences where groups were not randomly assigned. Virtually all of the studies in the United States were of elementary or junior high school students and Spanish speakers; The few studies conducted outside the United States were almost all in Canada. The research evidence indicates that, on standardized achievement tests, transitional bilingual education (TBE) is better than regular classroom instruction in only 22% of the methodologically acceptable studies when the outcome is reading, 7% of the studies when the outcome is language, and 9% of the studies when the outcome is math. TBE is never better than structured immersion, a special program for limited English proficient children where the children are in a self-contained classroom composed solely of English learners, but the instruction is in English at a pace they can understand. Thus, the research evidence does not support transitional bilingual education as a superior form of instruction for limited English proficient children

DEVELOPMENT OF MORAL VALUES AND CONSTRUCTIVISM THROUGH THE BILINGUAL LEARNING MODEL WITH A BCCT APPROACH (BEYOND CENTER AND CIRCLE TIME) IN EARLYCHILDHOOD EDUCATION IN SEMARANG 1

This research aims to develop moral values and constructivism through a bilingual learning model with a BCCT approach. The theory of an English learning model through a BCCT approach can be used byteachers of early childhood education not only to improve the communication skills of students but also tounleash all the potentials of children by promoting freedom of choice, stimulation of creativity and charactergrowth. The study begins with a preliminary study to map out the implementation of bilingual learningwith a BCCT approach based on moral values and constructivism in early childhood education whichconsists of two phases, namely, the study of literature and field studies. It is followed by the stage ofplanning based on the analysis of needs so as to make the design of bilingual learning model with a BCCTapproach based on moral values and constructivism. The analysis and interpretation of data as a result of reflection and evaluation of the developmenof the learning model are used as a reference guide to produce a bilingual learning model with a BCCTapproach based on constructivism and moral values that can be used by early childhood education teachersin their respective schools

Guatemala: An Intercultural Perspective

In July 2001, a group of 14 bilingual/ESL educators from Illinois traveled to Guatemala as participants in a Fulbright-Hays Group Projects Aborad Program. The main purpose of the trip was to enhance the quality and quantity of intercultural education in K-12 schools, using Guatemala as a case study. The group, 12 bilingual/ESL teachers and the authors of this article, spent five weeks in Guatemala studying and working in bilingual schools in the Guatemalan highlands

English Bilingual Education: the Challenge of Communication and Cognition Aspects of Content Language Integrated Learning (Clil) in Indonesia

This essay analyses the challenge of the implementation of Content Language Integrated Learning (CLIL) in the curriculum framework in Indonesia. Review on related literature and research findings support the arguments that the implementation of CLIL brings about the issues in cognition and communication aspects. Unless more appropriate English language education and more educational linguistic research are established, the implementation of CLIL should be reconsidered

Bilingual/immersion education in Aotearoa/New Zealand: Setting the context.

Introduction to a special issue of IJBEB, focusing on recent developments in bilingual/ immersion education in Aotearoa/New Zealand, particularly, but not solely, Maori-medium education

Politics of Language: The California Bilingual Education Initiative

This essay examines issues of power and multiculturalism in relation to the education of children through debate over monolingual versus bilingual education and how language is a source of power

Immersion Bilingual Education in Canada and Implications for China’s Higher Education

As a new model of second language education, Immersion Bilingual Education is originated from a type of bilingual education in Canada, especially in the province of Quebec. After many years of teaching practice in Canada, this successful bilingual education mode is proved to be fruitful and has been more widely recognized by the world’s bilingual community. Students learn science knowledge with a second language and also gain comprehensive development in the learning process. This paper presents the formation of bilingual education in Canada and the classification of immersion bilingual teaching. It also lists the achievements of bilingual education in Canada. The focus is a comparison of bilingual education in Canada and in China, and it provides suggestions and implications for the further development of bilingual education in colleges and universities in China

A Review of the Literature on Bilingual Education

Changes in bilingual education will have an important impact on the future well-being of the growing Latino community in Massachusetts. This report summarizes some of the major research findings regarding the purposes and effectiveness of bilingual education. Questions that will be addressed include: What are the existing bilingual education models? Which bilingual education models work best? Should there be time limits for bilingual education? Do immigrants resist learning English? Does speaking another language interfere with learning? Should bilingual students be exempt from state-mandated testing? Are bilingual teachers qualified? Are bilingual education students more likely to dropout? It is hoped that readers will examine the studies cited in this report more closely, and that this information will be used to better inform decisions about the future of bilingual education

Promoting Student Success: Bilingual Education Best Practices and Research Flaws

This paper first determines the benefits which bilingual education offers and then compares transitional, dual-language, and heritage language maintenance programs. After exploring the outcomes, contexts, and practical implications of the various bilingual programs, this paper explores the oversight in most bilingual studies, which assess students’ syntax and semantics while neglecting their understanding of pragmatics and discourse structures (Maxwell-Reid, 2011). Incorporating information from recent studies which question traditional understandings of bilingualism and argue that biliteracy requires more than grammatical and vocabulary instruction, this paper proposes modifications in current research strategies and suggests best practices for transitional, dual-language, and heritage maintenance programs