Policy and Practice Brief 8: Teacher Training and Endorsement Requirements to Teach English Learners in Virginia

There is a growing need to ensure Virginia teachers have a grounding in effective practice for EL education. Teacher preparation programs in Virginia require preservice educators in mainstream classrooms to be trained in English Learner (EL) teaching methods, but how preparation programs meet this requirement varies. For educators wishing to be endorsed as English as a Second Language teachers, requirements have recently been reduced in scope. To supplement the training and qualifications required to receive licensure, professional development for teaching multilingual students should be commonplace

Multilingualism in Education in Indonesia: A Literature Review

Education in many countries of the world takes place in multilingual contexts. This implies a notion that in the education system, there is a diversity of policies and regulations each country takes to determine the kinds of languages used as mediums of instruction to run the education. Bilingual and multilingual educations refer to the use of two or more languages as mediums of instruction. In much of the specialized literature, the two types are subsumed under the term bilingual education (UNESCO, 2003). The term of multilingual education has been firstly used by UNESCO in 1999 in the General Conference Resolution 12 to refer to the use of at least three languages, the mother tongue, a regional or national language and an international language in education (UNESCO, 2003). Multilingual education has also been implemented in Indonesia with regard to its importance and relation to the existing values for future development. This paper aims to examine the picture of multilingual education in Indonesia particularly related to the use of multiple languages in current practices

Multilingual Education and Interference: Written Ungrammatical Tag-switching Among Pre-service Teachers of English Language

This research aims to: (1) show the ungrammaticality of pre-service teachers\u27 (Bachelor III students\u27) written tag-switching models and this is disapproving since these subjects are English teachers-to-be. (2) It also tracks tokens of interference of Kirundi, French, Kiswahili and English languages in the Bachelor III students\u27 written tag-switching examples as a result of the Burundian multilingual education system.The study refers to the observation and Testing as suggested respectively by Cohen et al. (2006) and Hughes (2003). The researcher\u27s unstructured observation participated in his review of observational data before suggesting any explanation for the phenomena being observed. The test given helped measure on the one hand those pre-service teachers\u27 achievements of the course objectives and diagnose their strengths and weaknesses on the other hand. The subjects of the study consisted of thirty-six (36) students whose preference was tag-switching in an Exam of Sociolinguistics with the question framed as follows: “Among the different code switching types, choose one and exemplify it with three examples.” The Kuder- Richardson formula 20 (KR-20) and Standard Error Measure (SEM), provided helpful information when having to take decisions about individuals on the basis of their performance in a test such as the one given during this research, (Hughes, ibid:224). The research findings reveal a mismatching between the subjects\u27 level of study and the written tag-switching examples that they gave: after correction done diligently and skilfully, ungrammaticality is a case and it includes the subjects\u27 wrong tense use at the tag level and the occurrence of wrong choice of tenses, aspects and mood (either in Kirundi, French and Kiswahili) in the part before tag level. The cause of these erroneous tag- switching examples is revealed to take source in the multilingual education system operational in Burundi. Keywords: Educational multilingualism, interference, tag-switching and ungrammaticalit

Teacher Attitudes Toward the Principal of Multilingual education: Advancing Research on Mother-Tongue Education in Turkey

The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language–based multilingual education and was conducted through the snowball sampling technique on teachers working in public schools in Turkey. A Cronbach’s alpha reliability analysis on the data was conducted, and the reliability coefficient of the scale was .968. The results showed the positive attitudes of teachers concerning multilingual education policies

A Case for Multilingual Education

A book by a UD academic director about multilingual education is now available in the principal language of Iran, a country that doesn\u27t permit multilingual education

Educative Aspect of Multilingual Education

In this article the author considers the aims of multilingual education and opportunities of changing its content. The study emphasizes the value of developing the educative aspect of multilingual education in every lesson of foreign language. Due to the humanistic character of education, the main place is occupied by human values, that is why the author examines the educational aspect of multilingual education and the skills and values forming at school: patriotism; tolerance; communication ability; and language. Moreover, the forms and methods used in educational process of multilingual education are considered: patriotism; social solidarity; citizenship; family; work and creativity; traditional religions; science; art and literature; nature; and humanity. In addition, the study identifies the values instilled to students during foreign language lessons, such as: language; communication; beauty and correctness of speech. The article concludes with some examples of forming these values during educational process – different forms and methods of work in the classroom: verbal, reproductive methods, games, etc. Keywords: multilingual education, educational aspect, multilingual lesson

Multilingual Education in China: Taking the Situation of Guizhou Minority Areas as an Example

Multilingual education has long been implemented and addressed in recent years in China, as a nation multi-ethnicities. The prominent ethnic, linguistic and cultural diversity make the situation of multilingual education in China complex. Therefore, it is necessary to provide an overview of the situation of multilingual education in China to first present the full status-quo situation to educators and researchers, to provide basis for relevant teaching practice and research and to pave the way for further in-depth research. The paper first provides an overview of the situation of Chinese multilingualism, and presents ethnic multilingual policies and practices in China in general, then particularly focuses on the practice of multilingual education in Guizhou minority areas

Designing for Complexity in Mother Tongue or First Language (L1)-Based Multilingual Education Programs

Mother-tongue or first language (L1)-based multilingual education programs are necessarily complex and may require a more nonlinear approach to program design. These programs operate within and act upon a range of psycholinguistic, sociolinguistic, and sociopolitical issues that include language structure and literacy assessment, language policy and politics, and cultural and social behavior change linked to literacy expansion. The broad use of one-size-fits-all outcomes-based design approaches for L1-based multilingual education programs often result in designs that are retrofitted to new country settings and ill-suited to the context in which they are implemented. This paper looks at some of the many features that can be used to inform the development of L1-based multilingual education in the context of early literacy programming. Specifically, it examines the use of alternative approaches in the development of flexible theory of change design that integrate early literacy and L1-based multilingual education program design frameworks to more suitably address the sociolinguistic, sociopolitical, and psycholinguistic assumptions underpinning multilingual education approaches

Pedagogical Conditions for Value Self-Determination of Students in the Multilingual Education

The article is dedicated to the problem of the value self-determination in the multilingual education. The article defines the relevance of the stated problem expressed in the fact that modern conditions both external (globalization, integration, informatization, mobility) and internal (life in a multinational, multicultural environment, maintenance of national identity) dictate the need to solve an important strategic task – the formation of a person capable of living and actively participating in all processes of a multicultural, multilingual world. The article emphasizes that science has accumulated sufficient experience in the development of multicultural, multilingual education, however, there are unresolved issues relating to the content, means of education, and the organization of the process of multilingual education. As a result of the theoretical analysis, the article defines that self-determination is a valuable part of the student’s development, reflecting ascension to the values of multilingual education and the result expressed in the ability of responsible choice of aims and values, multicultural cooperation. As a result of the theoretical analysis and the application of such methods as questionnaires, cultural value orientation test, the test of communicative skills by L. Michelson, the pedagogical conditions of student’s value self-determination in multilingual education have been revealed: axiologization of the educational content, enrichment of value attitude to the multicultural world, other nations and one’s own Self, value cooperation in multicultural practices. Keywords: multilingual education, value self-determination, pedagogical condition

Mother tongue based multilingual education

Working paper education sector analytical and capacity development partnership have information about mother tongue based multilingual education with sub-setions as mother tongue based multilingual education, improved academic achievment, increased efficiency, socio-cultural benefits, introducing the second language, possible obstacles to implementation, and implementing MTB-MLE in Papua