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

BILINGUAL IN CALCULUS CLASS, INTRODUCING STRATEGY TO CONDUCT BILINGUAL CLASSROOM IN MATHEMATICS

The use of English in mathematics and science classroom had been an issue in the recent years. Although legal implementation of such classroom had been diminished in public school, the challenge to conduct bilingual mathematics and science classroom may still emerge in the future. First year students of mathematics education program had calculus in Bahasa and English. As the Faculty aware that the implementation of reaching International standard should still an important issue, the bilingual classroom is still open. However, conducting bilingual classroom has never been an easy task to do. Since 2009, students of Calculus class showed their engagement within the Calculus topic which is delivered in English were vary. Several strategies in conducting the lesson were applied to promote students’ understanding to Calculus and resulted in different ways. This paper will demonstrate that not only the language that had been used in the classroom make some differences, the strategies that applied within the language would also took part to bring the different. Based on qualitative approach, the study might become a powerful insight for any mathematics teacher who conduct mathematics classroom in bilingual

IMMERSION PROGRAM SEBAGAI DASAR RANCANG BANGUN PEMBELAJARAN BERBAHASA INGGRIS DI SEKOLAH MENENGAH PERTAMA BILINGUAL DI DAERAH ISTIMEWA YOGYAKARTA

This research aims at constructing an ideal learning model of bilingual class through immersion program. The objects of the research are students, parents, teachers, and the principal of SMPN 1 Bantul. Through several field observations, it is found that although the teachers of bilingual class have got several annual trainings, they still have major problems in managing the bilingual class. They are too preoccupied with the language of the instructions, and this makes the students less active since the learning process doesn’t run smoothly. After conducting a careful data analysis, it is obtained that this problem can be solved by constructing a model of training that can upgrade teachers’ ability of managing classroom learning process and motivate students to participate actively in classroom activities. FBS, 2007 (PEND. BHS INGGRIS

Lost in Translation

The ramifications of Proposition 227, legislation that threatened to eliminate bilingual education passed by California in 1998, sparked a nationwide debate about the validity of education that non-English speaking students were receiving in a bilingual classroom versus that of an English-only classroom. While there was a deluge of arguments regarding the efficiency of English comprehension in the two classroom environments, what many commentators on the issue overlooked was the difference in the retention of the students’ identities

Bilingual learners' perspectives on school and society in Scotland

This book results from The Creative Learning and Student's Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden

Characteristics of quality teaching for students in New Zealand schools whose first language is not English

The current paper draws on the findings of two recent research reports commissioned by the New Zealand Ministry of Education (Alton-Lee, 2003; Franken & McComish, 2003) in order to generate a synthesised statement of characteristics of quality teaching for students for whom English is not the first language (referred to from here as NESB students1) in New Zealand schools. Alton-Lee (2003, see Ministry of Education website, www.minedu.govt.nz) provides a synthesis of research-based evidence addressing the nature of quality teaching in schooling for the full range of diverse students. In this work, diversity encompasses “many characteristics including ethnicity, socio-economic background, home language, gender, special needs, disability, and giftedness” (Alton-Lee, 2003, p. v). Because her synthesis addresses diversity in the student population, she focusses on what is common to diverse students and thus does not specify particular conditions that pertain to any one sub-group of diverse students. Franken and McComish (2003) on the other hand, is a research report into the English language support for NESB (Non English Speaking Background) students in New Zealand schools. It includes a literature review of evidence-based research into second language teaching and learning, particularly classroom based research. It also reports on observations and analysis of practices in New Zealand schools, and discusses how these documented practices relate to the research findings from the literature

When caring hurts: “Foreign” teachers in Texas bilingual classrooms

As the U.S. teacher shortage continues to worsen, large, urban districts have turned to hiring teachers from abroad, including countries like Spain, Mexico, and the incorporated U.S. territory of Puerto Rico. However, several researchers in the field of have pointed out to the unexamined complexities of hiring Latin American and Spanish teachers to fill in vacancies in U.S. bilingual classrooms. Although these teachers are often what some deem a linguistic match, differences in class, culture, and migratory experiences should send, in the least, a cautionary message to school districts, oversea recruiters, and school administrators. In this essay I discuss and problematize these complexities and offer recommendations for researchers, district personnel, and teachers.Educatio