Discourses around Bilingualism and Bilingual Education in the local policy context of public education in Quindío, Colombia

w e do not know as much as we should about the extent of bilingual or bicultural programs in American public education. Legally, they are now required for any student who has some difficulty learning in English. These requirements do not stem from federal legislat i on -which only provides funds to assist in bilingual or bicultural education--but from two other sources. First, many states now require such education. Second, the Department of Health, Education, and Welfare made bilingual education a requirement by interpreting the prohibition of discrimination on grounds of national origin by recipients of federal funds in the Civil Rights Act of 1964 to cover children raised speaking another language. School districts must provide some program of bilingual education to be in compliance with the law. This requirement has been upheld in rather ambiguous language by the Supreme Court, which thereby enabled the Office of Civil Rights of the Department of Health, Education, and Welfare to go further and require more definitely some action by school districts. There are other legal bases for such programs, such as consent judgments stemming from court cases under which such programs are mandated. The Aspira case in New York City is the chief example. In addition to the facilitating legislation, providing funds for such education, that has been passed at the federal level, other federal legislation provides funds for research and development of curriculum materials for education in one's ethnic heritage. The reality is much more difficult to describe than the law. Whether provided under Office of Civil Rights requirements, or under a consent judgment, such as the one under which bilingual education is offered to the Spanish-speaking children of New York City, or under state law, an initial problem in bilingual education is, to whom must it be provided? The " w h o m " is generally defined as someone having difficulty in English, but how much difficulty, and how is it to be measured? Those pressing for bilingual education want it to reach the largest possible numbers; those who provide it (school districts) want to provide it to the smallest possible numbers. It is expensive, it is special education, and all school districts are strapped for money. Thus we find arguments over what tests should be used; what the cut-off point for those defined as requiring bilingual education should be; whether if these children do poorly in English they may not be doing equally poorly in a foreign language, thus leaving moot the question of which language of instruction (or induction) should be used, and the like. Equally difficult to define with any clarity in regulation or court decision is what kind of program must be provided to these children. Indeed, my difficulty in forming an opinion on these developments is caused by the fact that it is unclear to me just what goes on in such education--how many children, taught in how many classrooms, by teachers of what background and what training, for how many years?---and I do not know whether anyone has such figures. But there is no question that legally any child who has a problem with facility in English owing to foreign-language background has a fight to something--and that something involves some degree of teaching in the language that child has been raised speaking. There is also a strong bias among those administering these requirements in favor of more than that. Responsive as they are to interest groups pressing for a broader measure of bilingual and bicultural education, they are also sympathetic to teaching the ethnic heritage and background, as well as to simple instrumental use of the foreign language for a brief period to facilitate educational achievement. It would be interesting to get some sense of the extent of bilingual and bicultural education now. It would be even more interesting--though no simple census or survey can tell us this--to get some sense of what actually goes on in these classrooms. We lack good ethnographic descriptions of bilingual-bicultural classrooms. Undoubtedly they range from classes of solid academic content conducted in a foreign language by well-trained and competent teachers, to -as one anecdotal account puts i t -a class in contemporary history that is supposed to be conducted in Spanish in which neither the teacher nor the students knew the Spanish for key terms they were discussing. We have institutionalized, through law and practice, bilingual and bicultural education; to what extent and

Bilingualism and Bilingual Deaf Education, edited by Marc Marschark, Gladys Tang, and Harry Knoors (New York: Oxford University Press, 2014, 495 pp., hardcover, ISBN 978-0-19-937181-5)THIS BOOK DISCUSSES aspects of bilingualism and bilingual education that directly or indirectly affect education. It offers an overview of research on education that shows evidence of bilingualism among children, focusing on their acquisition of language and bimodal and bilingual processing. The editors state that not enough research has been done on effective education for people and on whether bilingual education could endorse Deaf education.Interestingly, in the book the word deaf is written with a small d, not with a capital D, already placing it in a position that does not assume a Deaf perspective on education. Instead, this usage of lowercase deaf indicates that the book is an aggregation of research that includes studies that use D and others that use d.The book seems to be more general in that it reflects several views of the work produced up to now that does not put forward a consensus view of education.The volume is organized in three parts: (1) a general discussion of Deaf bilingualism; (2) a focused discussion of Deaf educational issues; and (3) a more specific analysis of the bilingual setting in coenrollment environments experienced by children. Each of these three parts includes works by several authors.Part one considers various perspectives on Deaf bilingualism, especially with respect to linguistics, language issues (including bilingual acquisition and bimodal bilingualism), psychosocial development, the relationship between reading and sign language, and signed and spoken language development.The findings presented here indicate that Deaf people leverage interconnected language systems and learn how to use them in forms appropriate for their interlocutors and the relevant communication purposes of any given context. Several of the authors mentioned in this section state that it is crucial to guarantee bimodal/ bilingual development for children inasmuch as language development depends on signed and spoken language access, which will enable children to build self-identity and acquire cultural, linguistic, and cognitive skills. Cross-language interaction and coactivation are also considered, together with the effects of bilingualism on cognitive control and the consequent implications for Deaf education. Also in this first part, several authors discuss the effects of a neurolinguistic perspective, such as the possibility of producing both languages at the same time in code-blending examples from early sign language users, indicating the impact of age on neural systems. These chapters present basic research studies on the characteristics of a bilingual Deaf person.For educational purposes, a number of authors in this first section state that, although the acquisition of sign language seems to be crucial, we still have much to learn about how to design bimodal/ bilingual educational curricula. Several chapters are devoted to childrens reading development.Their authors present research findings that suggest that sign language may have a positive correlation with reading comprehension, but they also present other studies with contradictory results. For children with cochlear implants, research is presented that supports the use of a spoken language with signs cooccurring with speech as the preferred educational approach (rather than a bilingual education model).This controversy about the role of sign language again points out the inconsistency between the chapters regarding the Deaf point of view. Other research in this section presents a perspective of difference, not deficiency, claiming that language plays an important role in Deaf people s lives since they have unique linguistic-communicative experiences at home, at school, and in their general social lives. …

Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. · Provides an overview of bilingual education theories and practices throughout the world · Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century · Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices · Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education · Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

No Brasil, em geral, há uma crença no mito do monolinguismo a partir do qual se acredita na predominância e soberania única do português em território brasileiro. O propósito deste trabalho é discutir resultados parciais de uma pesquisa sobre concepções de bilinguismo e educação bilíngue adotadas por pesquisadores em produções científicas relacionadas às áreas de Educação e Linguagem. Desta forma, busca-se abordadas análises com relação ao PEIBF – Projeto Escola Intercultural Bilíngue de Fronteira realizado por países membros do Mercosul. O levantamento de dados foi feito na ANPED – Associação Nacional de Pós-Graduação e Pesquisa em Educação – e na BDTD – Banco Nacional de Teses e Dissertações – entre os anos de 2010 e 2015, e utilizou como base questões sobre bilinguismo e educação bilíngue. O objetivo é mapear as concepções utilizadas nas pesquisas sobre bilinguismo e educação bilíngue e os acordos teóricos que embasam tais concepções. A importância desta pesquisa ocorre diante da carência de conhecimentos sobre o PEIBF e concepções utilizadas neste programa. Além de proporcionar um melhor entendimento dos métodos e teorias dominantes na área. Nossos dados apontam que as pesquisas realizadas dentro de um contexto de fronteira, se direcionam para uma visão sociofuncional. Nesta compreensão, o bilinguismo e a educação bilíngue são entendidos não apenas como o ensino e o domínio de uma habilidade linguística, mas como um fenômeno social que ocorre dentro de um contexto sócio-histórico especifico. No caso da fronteira, as concepções são construídas através do contato entre dois países, duas culturas e duas línguas.

Esta investigación cualitativa describe la educación bilingüe en tres instituciones educativas públicas (IE) del Quindío, Colombia. Las fuentes de recolección de datos fueron: (1) Entrevista semiestructurada, (2) Análisis documental y (3) Observación. Los resultados indicaron lo siguiente: Las categorías Políticas institucionales de educación bilingüe, Prácticas de educación bilingüe, Prácticas interculturales y Modelo pedagógico convencional mostraron la necesidad de replantear el modelo pedagógico. La categoría Formación docente indicó que las actividades de formación docente tenían como sustento el modelo de entrenamiento del docente. La categoría Desarrollo de competencias en inglés mostró una relación directa con las categorías Políticas institucionales de educación bilingüe y Prácticas de educación bilingüe, dado que los conceptos de bilingüismo y competencia comunicativa bilingüe fueron reducidos al concepto de competencia alcanzada en inglés. La categoría Enseñanza mediada por las TIC indicó la integración de las TIC en la formación bilingüe en las tres IE. La categoría Recursos para el desarrollo bilingüe reveló que los docentes de las tres IE estaban formados en aspectos generales del ejercicio de la docencia. Se concluyó recomendar, a las tres IE, el tránsito de la educación bilingüe y bicultural hacia la educación bilingüe intercultural crítica e, igualmente, promocionar el desarrollo docente en pedagogía de la educación bilingüe e intercultural.

ABSTRACTDespite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction. This belief was codified into law in California via the1998 passage of Proposition 227, which banned bilingual education. The number of young dual language learners has continued to grow, however, and the need to work with these children is a reality that preservice teachers will face despite restrictive language policy mandates. Given the well-established relationship between teacher beliefs and practices, the purpose of this exploratory study was to use survey techniques to explore the beliefs about bilingualism, bilingual education, and dual language development of university students who attended public school in a Proposition 227 context. Findings indicate that despite favorable views on bilingualism and bilingual education and knowledge of dual language development, beliefs about the role of the native language in the school environment continue to reflect the hegemony and deficit-thinking embodied by Proposition 227. Reflecting the research in K-12 settings, Latino students and those who spoke more than one language had more favorable views about bilingualism and bilingual education.

This article presents a literature review aimed at analyzing pedagogical practices in bilingual education in Brazil, focusing on publications available in the CAPES journals portal and the CAPES theses and dissertations catalog. The research was conducted using the keywords "educação bilíngue," "ensino bilíngue," and "práticas pedagógicas," with exclusion criteria including "educação para surdos," "língua de sinais," and "surdos." The review revealed a significant gap in research regarding bilingual education practices in prestigious languages, with most studies focused on the bilingual education of deaf people and Sign Language. Despite an extensive search, works directly addressing bilingual education of prestigious languages in Brazil remain scarce. This gap underscores the need for more specific research in this area, as the field has been growing in recent years. Interestingly, all identified publications were published since 2020, suggesting an emerging body of work that, if continued, may contribute to the expansion of the field. The findings highlight an opportunity for future research to fill this gap by providing empirical evidence, theoretical frameworks, and practical recommendations for bilingual education in prestigious languages. By addressing this research gap, future studies can inform policy development, curriculum design, and instructional practices, ultimately improving educational opportunities and outcomes for bilingual students and educators in Brazil.

Starting bilingual education from birth and early childhood allows the child to be introduced to the advantages of bilingualism at an early age. This study was conducted to explore the perspectives of early childhood teachers working in private preschools that offer education in a foreign language and monolingual teachers working in public preschools on bilingualism and bilingual education in Ankara, Türkiye. The sample consisted of 16 early childhood teachers, 8 of whom were bilingual and 8 of whom were monolingual. Five themes were identified through content analysis. The sub-themes and codes that emerged from these overarching themes were further elucidated using selected sample statements. The findings revealed that early childhood teachers' perspectives about bilingualism and bilingual education may vary depending on whether they are bilingual or monolingual. Despite the differences in teachers' views on bilingualism and some gaps in their knowledge about educational programs, all of them acknowledged bilingualism as an advantage and emphasized the need for the proliferation of bilingual schools in Türkiye. The conditions of bilingual education in Türkiye were taken into account in interpreting the results, and recommendations were made accordingly.

Preface 1. Bilingualism and Bilingual Deaf Education: Time To Take Stock Harry Knoors, Gladys Tang, and Marc Marschark Part 1. Linguistic, Cognitive and Social Foundations 2. Language Development and Language Interaction in Sign Bilingual Language Acquisition Carolina Plaza-Pust 3. Language Acquisition by Bilingual Deaf Preschoolers: Theoretical, Methodological Issues and Empirical Data Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra 4. Bimodal Bilingual Cross-Language Interaction: Pieces of the Puzzle Ellen Ormel and Marcel Giezen 5. Sign Language and Reading Comprehension: No Automatic Transfer Daniel Holzinger and Johannes Fellinger 6. The Influence of Communication Mode on Language Development in Children with Cochlear Implants Elizabeth Walker and Bruce Tomblin 7. Psychosocial Development in Deaf and Hard-of-Hearing Children in the 21st Century: Opportunities and Challenges Manfred Hintermair 8. Bilingualism and Bimodal Bilingualism in Deaf People: A Neurolinguistic Approach Ana Mineiro, Maria Vania Silva Nunes, Mara Moita, Sonia Silva, and Alexandre Castro-Caldas Part 2. Education 9. Navigating Two Languages in the Classroom: Goals, Evidence, and Outcomes Marc Marschark and ChongMin Lee 10. Improving Reading Instruction to Deaf and Hard-of-Hearing Students Loes Wauters and Annet de Klerk 11. Quality of Instruction in Bilingual Schools for Deaf Children: Through the Children's Eyes and the Camera's Lens Daan Hermans, Loes Wauters, Annet de Klerk, and Harry Knoors 12. Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe: Implications for Professional Development and Training Ruth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen Part 3. Bilingual education in co-enrollment settings 13. Language Development of Severe to Profoundly Deaf Children Studying in a Sign Bilingual and Co-Enrollment Environment Gladys Tang, Scholastica Lam, and Kun-man Chris Yiu 14. Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-Enrollment Environment Kun-man Chris Yiu and Gladys Tang 15. Sign Bilingual and Co-Enrollment Education for Children with Cochlear Implants in Madrid, Spain: A Case Study Mar Perez Martin, Marian Valmaseda Balanzategui, and Gary Morgan 16. The Twinschool: A Co-Enrollment Program in the Netherlands Daan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors 17. Co-Enrollment in the United States: A Critical Analysis of Benefits and Challenges Shirin Antia and Kelly K. Metz Epilogue 18. Perspectives on Bilingualism and Bilingual Education for Deaf Learners Marc Marschark, Harry Knoors, and Gladys Tang

Bilingual education & bilingualism

ABSTRACTThis article draws from historical, political, theoretical, and practice perspectives that provide a comprehensive analysis of how bilingual teacher education programs have strategically navigated around and through anti-immigrant sociopolitical ideologies to survive the incessant attacks on Latinx student populations, notably in the two decades since Proposition 227 was passed in California and, later, similar legislation in Arizona and Massachusetts. These restrictive language policies not only eradicated K–12 bilingual education in many public schools, they also brought an end to most bilingual teacher education programs in higher education institutions. As a result, conversations intensified among bilingual teacher educators across the nation, revolving around the challenges of identifying, naming, and confronting the unyielding issues that arise in the preparation of and professional development for bilingual teachers. Most significantly, this article discusses how a long-standing bilingual teacher preparation program in a Hispanic Serving Institution not only survived in an era of restrictive language policies but has forcefully reemerged as a bilingual teacher education program with equity and critical consciousness at the core. The revised program has energized and mobilized groups, neighborhoods, communities, districts, campuses, and networks to reengage the radical nature of transformative collective action. Now thriving under Proposition 58, which brought an end to restrictive language policies, the program serves as a model for other bilingual teacher preparation programs and is currently driving the language rights movement to reinstate bilingual education in California.

Using the 1990 Chinese national census data, this study examines educational levels in minority communities during three stages in the politics of bilingual education over the last 50 years. Minority communities are classified into three types: (1) with regular bilingual education, (2) with occasional bilingual education, and (3) without bilingual education. Educational levels within Type 1 and Type 2 communities correlate positively with their literacy rates: communities with higher literacy rates tend to have higher educational levels or vice versa. In Type 3 communities, regardless of literacy rates, communities with higher Chinese proficiency have done well in education, but those with lower Chinese proficiency have not. Primary, secondary and college education in all three types of communities has been affected by the three stages in the politics of bilingual education, though in different ways and to different degrees. This study suggests that regular bilingual education is essential for all three types of communities, regardless of their history of employing written native languages in education, to make progress beyond primary education.

Currently, restrictive-language policies seem to threaten bilingual education throughout the USA. Anti-bilingual education initiatives have passed easily in California, Arizona, and Massachusetts, while one was closely defeated in Colorado, and federal education policy has re-invigorated the focus on English education for English language learners, while concomitantly obfuscating the possibility of native language maintenance and developmental bilingual education. This is the educational landscape within which bilingual education researchers, educators, and students must face the formidable challenge of preserving educational choice and bilingual education. Thus, substantive research is needed on how bilingual educators navigate this challenging ideological and policy landscape. Based on an ethnographic study of bilingual education language policy, this article takes up this challenge by focusing on how beliefs about Applied Linguistics research influence the interpretation and appropriation of federal language policy in one US school district. The results have implications for the relationship between the Applied Linguistic research community and language policy processes.

This study investigated the effect of bilingual (Margi-English) instruction on mathematics achievement, retention, and gender performance among Margi-speaking Junior Secondary School students in North-East Nigeria. A quasi-experimental design involving non-equivalent control groups with pretest and posttest measures was adopted. The sample comprised 231 JS II students selected through simple random sampling from Margi-speaking public Junior Secondary Schools in Adamawa and Borno States. The Mathematics Achievement Test (MAT), validated by experts, was used for data collection. The experimental group received bilingual instruction (Margi-English), while the control group was taught using English only. Data obtained from the pretest, posttest, and retention tests were analyzed using Analysis of Covariance (ANCOVA).Findings revealed that students taught through bilingual instruction achieved significantly higher mathematics scores than those taught in English alone. The use of the mother tongue (Margi) improved students’ retention of mathematical concepts, indicating deeper comprehension and long-term recall. Both male and female students benefited from bilingual teaching, with females performing slightly better, showing that the approach promotes inclusivity and equitable learning outcomes.The study concluded that integrating mother-tongue instruction alongside English enhances comprehension, retention, and overall performance in mathematics. It was recommended that bilingual pedagogy be incorporated into Nigeria’s secondary school curriculum, with adequate teacher training and the development of bilingual instructional materials to support effective classroom implementation.

With a larger population over the world having the experience or opportunity of using more than one language in different communicative settings, bilingualism and bilingual education have received ...