Proving what’s possible: tracing the generation of political priority for bilingual education in Senegal

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, knowledge, languages, culture, curriculum.

<p>本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議，並作為臺灣推動雙語教育時之參考。</p> <p> </p><p>The purpose of this study is to explore how a bilingual teaching team is formed and cultivated through a professional bilingual teacher learning community and teacher professional growth. This study chose qualitative case study as its research framework to deeply understand how to implement bilingual education in junior high schools. It selected a bilingual experimental curriculum school in Taipei and analyzed the background and development of its bilingual education. This study used the “fertile” bilingual model as the analysis framework to explore those factors that could affect the implementation of bilingual education in junior high schools. The findings are as follows. First, bilingual teachers could benefit from attending teacher training programs, workshops, and related activities in the aspect of their self-efficacy and to increase their teaching strategies. Second, the contexts and accesses of bilingual teacher training should be verified, diversified and given more flexibility. Third, a bilingual teacher professional community provides a platform for maintaining bilingual teachers’ instruction strategies and cooperation between administrators and teachers. Fourth, the composition of the community should be local English teacher and bilingual subject teachers. Lastly, this study put forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education nationwide.</p> <p> </p>

Macedonia has implemented bilingualism in schools for more than a decade. However, this bilingualism has been realized in a step-by-step program in the Macedonian schools by introducing minorities to bilingual programs first starting from primary, then secondary and lately tertiary education in mother language of minorities. This approach was originally thought to help minority students learn the majority language and in that way find their way in the market economy. In practice, bilingual programs in Macedonian schools as well as teacher training programs in the state universities have limited view of what it means to have bilingual education, professional bilingual teachers, and how these teachers should teach bilingual students. This paper explores how political, social, and economic developments in one country influences by further developing or limiting bilingual education in all levels in Macedonia and how bilingualism in schools can be misused for the government to keep the minorities oppressed. This paper will overview the major political and educational events that took place in Macedonia that concern and seriously affected further development of bilingual education in the country.
 Keywords: bilingual education, bilingualism; Macedonia, political events

The article examines the features of the system of bilingual education of national minorities in the Xinjiang Uygur Autonomous Region. The specificity of the SUAR lies in the polyethnic and polylinguistic composition of the population. Uighurs and Han Chinese predominate, having socio-economic, religious, cultural, and linguistic differences. It is more difficult for the indigenous Turkic-speaking population to adapt to the modern socio-economic situation, the insufficiently educated population becomes the basis for the development of nationalist and extremist sentiments. The Government notes the relationship between terrorist activity and the educational backwardness of the local Uighur population, which leads to increased efforts to develop bilingual education as a counter-terrorism measure. The 2009 ethnic riots in Xinjiang and the change of leadership in China have strengthened the state's approach to promoting bilingual education. The policy of universalizing Putonghua in Xinjiang schools leads to a rejection reaction among national minorities. Bilingual education is the strategy of the plan for the socio-economic development of the autonomous region by providing Uighurs with language and educational skills to realize opportunities. Bilingual education is carried out at all levels of education: kindergartens, schools, universities. Bilingual education is becoming the main one and is designed to ensure a high degree of socialization of young people from national minorities. Bilingual education leads to ambiguous consequences: It contributes to the socio-economic development of the Turkic-speaking population, but causes discontent among the indigenous population, who perceive it as a violation of nationalculture and customs.

This paper examines bilingual education policies and practices in China and the interconnection and influences of the west in the new developments in bilingual education in this country. It focuses on bilingual education in Tibetan areas considering the sociopolitical context, the Tibetan tradition, and the current developments and new knowledge in the area of bilingual education. It discusses the challenges and limitations that Tibetan teachers and students face today as well as their strengths and aspirations for an improved bilingual education system through which teachers can teach better, students can learn faster, achieve higher, and consequently communities can prosper. It presents the experience and lessons learned from the Gannan Tibetan Bilingual Education Project in Gansu Province, a bilingual teacher training project for Tibetan primary teachers, supported by the UK Department for International Development in China in collaboration with the Gansu Provincial Department of Education. This experience can provide insight and useful information for educators, policy-makers, and governments in the design and implementation of similar bilingual teacher professional development projects in countries where minority and indigenous people live.

In the Western world, West Germany is second to the United States in the number of children who enter the school system from backgrounds where a language is spoken that differs from the usual language of instruction. In the United States it is estimated that there are about four million school-age children who come from families where a language other than English is spoken in the home. In West Germany, there are about 700,000 school-age children who come from homes where a language other than German is spoken. This means that there are proportionately almost as many children in German schools (about 9% of all school-age children) who come from minority-language backgrounds as in American schools (about 10%). In this article we would like to discuss developments in bilingual education in West Germany. The term 'bilingual education' is rarely used in the German context, yet two of the three approaches to be discussed here are quite similar to what is typically called bilingual education in the United States. After discussing these instructional models, we will turn to some recent pedagogical developments. The final section of this paper is concerned with current debates concerning the role of the home-language in the education of minoritylanguage children in German schools. THE SITUATION OF 'FOREIGN' CHILDREN IN WEST GERMANY

The chapter addresses a beneficial shift in linguistic education from that centered around pragmatic and cognitive aspects toward an enriched orientation dominated by affective and axiological facets, rendering teaching and learning a more comprehensive and better-diagnosed process. It discusses the linguistically pedagogical “silver lining” of the pandemic, consisting of the two disciplines coming closer together, interchanging concepts and tools, and eliminating the violation of four educational domains associated with the period before the pandemic. It draws on research carried out in compliance with the so-called classroometric approach and on four sets of highly contextualized findings, which jointly point to the salience of humanizing linguistic education, the need for increased empathy and authenticity, and the educational role of language altogether. Accordingly, the chapter gathers several linguistic and pedagogical concepts that better serve contemporary bilingual teacher education (and general education, too). The chapter juxtaposes features of what can be referred to as pre-pandemic education against those belonging to the post-pandemic paradigm (although the virus itself is not viewed as the crucial factor but serves well to mark the timeline when new tendencies can be observed on a global scale). It closes with a set of implications of the shift in question and a pool of initiatives that have been undertaken in line with the recent developments in bilingual education and its teachers.

ABSTRACTA field trip to Xiangxi Autonomous Prefecture was conducted in early 2016, to investigate bilingual education for the Tujia in China. Through observation of language classes, along with interviews with local students, parents and bilingual teachers, this paper investigates the current bilingual education situation for the Tujia in three schools. A number of unpublished government documents and historical records from local county archives are also analysed to support the findings. The paper will first outline the historical development of bilingual education for the Tujia in Xiangxi Autonomous Prefecture. Secondly, it will investigate the textbooks, the medium of instruction and the teaching approach employed in the language classroom. Then it will scrutinise the attitudes of local teachers, students and parents towards bilingual education, to provide a full picture of bilingual education for the Tujia students. This study sheds light on the future of bilingual education development for the Tujia ethnic group, and proposes an analytical model to capture the current situation and indicate the future development of bilingual education from the pedagogical perspective.

This article contributes to understanding how and why first language-based (L1) multilingual education (MLE) is politically prioritised (or not) as an educational policy in low- and middle-income multilingual countries, in light of substantial evidence of its efficacy in improving learning outcomes. The article presents the results of Kenya as a case study, using process tracing of national-level agenda-setting related to L1-based MLE policy as a qualitative method of causal analysis. The study identifies the factors explaining Kenya’s failure to generate political priority for L1-based MLE, testing a theorised framework derived from political science and policy analysis literature. We argue that the application of theories and methods from these fields to the study of language-in-education policy change provides a novel and theoretically robust approach to language policy and planning research. Key factors that explain the low political priority for L1-based MLE in Kenya are the lack of coordinated, sustained, and effective actor power, issue framing, aspects of the political context (particularly English immersion as a competing educational priority) and issue characteristics, particularly perceived implementation difficulties and a lack of clear proofs of concept.

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.

The development of bilingual education has rapidly grown in the past few decades, with v and ying implementations reflecting each country’s political, social and cultural contexts. In response, the Taiwanese government launched the Bilingual 2030 policy in Taiwan to improve international competitiveness and communication. Employing the FERTILE model as the theoretical framework, this case study focuses on (1) comprehending the role of the administrative team in implementing bilingual education within schools and (2) exploring the function of bilingual teacher professional learning communities. The results indicate that the involvement of school administrative teams, along with the support from BPLCs, are essential for implementing bilingual education in schools. More importantly, this research highlights the importance of administrative teams in providing a supportive environment. Also, the support from administrative teams is significant for enhancing the function of BPLCs, which play a key role in improving teachers’ instructional strategies. The findings of this study can generate both theoretical and practical contributions to bilingual education in Taiwan. First, the findings provide schools and policy makers in Taiwan with valuable insights for fostering bilingual teacher professional learning communities. Second, the findings from the two case studies, which utilised the FERTILE model to implement bilingual education, can serve as references for its nationwide promotion.

The fundamental purpose of carrying out bilingual education is to enable us to understand the natural conditions of one's own language, to further learning in a second language, and to promote the advance and development of the individual and of society as a whole. Thus bilingual education is an important component of ethnic education, and improving the situation in bilingual education is beneficial to the development of ethnic education. The formation and development of bilingual education is conditioned by characteristics of ethnic education, and the history of bilingual education cannot be separated from this history of ethnic education. Hence, to understand the evolution of bilingual education, one must first understand the history of ethnic education.1

The purpose of the study. In educational institutions of the national regions of the country, bilingual education can acquire an important meaning in ensuring the quality of the educational process. Bilingual subject learning and mastering of subject knowledge by students in a certain area based on the interconnected use of two languages (native and state) is of not only educational interest. In this regard, the purpose of the paper is to study the bilingual portrait of residents of the Republic of Tuva, identify the need for bilingual teaching of students in computer science and the feasibility of including bilingual means and methods of teaching in their training, using the example of Tuva State University.Materials and methods. To achieve the set goal, the following methods were used: the mental approach of N. Pak to substantiate the need for bilingual education of students living in national regions; the competence approach in designing and processing questionnaire questions; the inversion approach of D. Barkhatova in developing tools and methods for bilingual education in computer science. A set of complementary research methods was also used: theoretical (analysis of sources on the research problem, specification of data, generalization of psychological and pedagogical literature, comparison of data, deduction, substantive interpretation, analysis of results) and empirical (questionnaires, testing, processing and analysis of the obtained results).Results. The definition of the bilingual portrait of the residents of the Tuva Republic, as well as the identification of the need for bilingual teaching of computer science to students of the Tuva State University was carried out using specially developed questionnaires. The analysis of the questionnaire data showed that the number of bilinguals in the Republic of Tuva is 82%, among the students of the Physics and Mathematics faculty of the University – 99%. The number of surveyed lecturers, students and parents who consider bilingual education in the Republic of Tuva important exceeds 70%. Thus, the development of bilingual education in the study of subjects at school and university is becoming not only possible, but also necessary. To determine the scientific and methodological directions for the development of bilingual teaching of computer science at school and university, samples of different options for presenting educational information in bilingual textbooks on the topic “Information theory” were developed. An expert survey and a questionnaire among students revealed the fact of preference for textbooks with a synchronous presentation of content in two languages.Conclusion. The statistical data of the questionnaire survey allowed us to present a bilingual portrait of the residents of the Republic of Tuva in general, and the students of Tuva State University in particular. It should be noted that for a significant majority of students, Tuvan is their native language, and Russian is the language of study. The analysis of the questionnaire data shows the relevance and necessity of bilingual teaching of subjects at school and university. This position was expressed by a significant part of the respondents, including lecturers, parents and students. The results of the study allowed us to determine the most preferable format for presenting the content of educational bilingual resources in synchronous and “inverted” form. It is certainly necessary to develop research of the mechanisms of bilingual thinking and, on their basis, create methodological systems for bilingual teaching of subjects in schools and universities of the Republic of Tuva.

This chapter discusses some of the language issues and challenges that deaf and hard of hearing students (DHH) face in the school environment and argues that successful bilingual and multilingual education programs are necessary for DHH students, including professional training in deaf education around of the world. The chapter includes subtitle topics such as the historical development of bilingual education, deaf learners and deaf bilingual education, multilingual and multicultural education. The author concludes the chapter by making recommendations regarding the effectiveness of bilingual and multilingual education for DHH students. The goal is to support educators and professionals in the deaf education field to pay attention to bilingual deaf education through teacher professional development based on the field needs.

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