Bilingual Education Research Articles

Primary tooth wear in children from different social environments.

Bilingual schools have more hours and high levels of academic demands. Aims: To compare the degree of dental wear and frequency of severe wear facets between children from public rural schools (RG) and children from private bilingual schools in Buenos Aires City (PG). To compare the presence of facets to parents' reports on bruxism and their opinion on the importance to health of bruxism and snoring. Materials and Method: The sample (n=90) consisted of 5- and 10-year-old children. Their parents/guardians were asked to complete a structured questionnaire on bruxism and snoring. Children's degrees of dental wear on primary incisors, canines and molars were identified and recorded. The data were analyzed statistically. Results: The relative risk of wear between PG and RG was 1.82. Bruxism and snoring were reported by 22.9% of the parents/guardians of 5-year-olds and 8.8% of the parents/guardians of 10-year-olds. In 10-year-olds, significant differences were found between RG and PG for canine wear degree 3 (p=0.01). Conclusions: Children from highly demanding schools presented more dental wear. Higher frequency of severe dental wear was observed in primary canines and molars late in the tooth replacement period regardless of whether sleep bruxism was reported. Parents/guardians from different social conditions considered that bruxism and snoring are important to health to similar degrees.

Is bilingual education a handicap for early childhood education teachers?

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.

Principal agency 50 years after the Lau decision: Building and sustaining bilingual education programs for Asian languages

Principal agency 50 years after the Lau decision: Building and sustaining bilingual education programs for Asian languages

English Diphthongs Pronunciation Errors Found in North Bali Bilingual School’s 5th Grade Students

English Diphthongs Pronunciation Errors Found in North Bali Bilingual School’s 5th Grade Students

Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry

Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry

Systematic Review of Bilingual Teaching Research: Based on the Analysis of CNKI Database Literature

This paper provides an overview of bilingual teaching within the context of bilingual education, examining its implementation across various dimensions. Utilizing the China National Knowledge Infrastructure (CNKI) Chinese Journal Full-text Database from 2014 to 2023, the distribution of research literature is analyzed, highlighting the active engagement and diverse themes within the field. Theoretical foundations, including second language acquisition theory and constructivist learning theory, offer a comprehensive framework for bilingual education. The current status of bilingual teaching is explored, covering its positioning, essential elements, models, and methods. Identified issues include a tendency towards practical investigations at the expense of theoretical research and a reliance on singular analysis methods. To address these challenges, future directions are proposed, emphasizing the need for strengthened foundational theoretical research and the integration of practical experiences into theoretical frameworks. This paper contributes to the understanding of bilingual teaching, laying the groundwork for further advancements in the field.

Perceptions of Teachers on Bilingual Education in Business Education

In the process of global integration, international cross-cultural business interactions are becoming closer, and the importance of English as an international lingua franca continues to grow. Business programmes aimed at developing both business and foreign language skills are faced with the challenge of adopting bilingualism teaching. The study adopts qualitative and quantitative research methods, mainly using literature method (referring to relevant domestic and foreign literature materials and related information retrieval), and questionnaire survey method to conduct questionnaire surveys with students and teachers in Jiangsu University of Technology. The paper intends to probe specific aspects of bilingual teaching and to give suggestions for effective ways to carry out bilingual teaching for Business Majors. This study finds that at present, in the process of bilingual teaching of business courses, there are problems or challenges such as students’ difficulties in studying in bilingual environment, insufficient studying teaching in bilingual resources and materials, cross-cultural adaptation problems, etc. In order to address these problems, programmes such as enhancing teacher preparedness, developing curriculums, developing teaching resources, providing student support services, and reviewing evaluation and assessment are proposed.

The Impact of Bilingual Education on Young Children's Cognitive Development

The Impact of Bilingual Education on Young Children's Cognitive Development

Language Policy of the PRC at the Present Stage (2021–2024): Main Directions and Features of Implementation

The purpose of the article is to identify the main directions of the language policy of the PRC at the present stage (2021–2024) based on the analysis of regulatory documents and the system of activities carried out in the field of language and writing, as well as the characteristic features of its implementation. As a result of the study, it was revealed that the main directions of the language policy of the PRC at the present stage are: 1) further popularization and dissemination of Putonghua; 2) further formation of the norms of the commonly used Putonghua language and the system of normative hieroglyphic writing and their consolidation in various standards; 3) improving the processes of inheritance and development of the Chinese language and culture; 4) development of a modern high-quality state system of language services provided to the population; 5) protecting China's linguistic and cultural diversity; 6) strengthening the spread of Chinese Putonghua abroad, strengthening the international status and influence of the Chinese language. The characteristic features of the implementation of the language policy of the PRC at the present stage were also identified, including the functioning of a new regulatory framework that determines the directions of language policy after 2020; intensive development of existing and implementation of new projects; expansion of the processes of normatization and standardization to all aspects and areas of language and writing; using a specialized exam/test as a tool for measuring language proficiency; complete transition of preschool education in national regions to the Putonghua language and transformation of the existing bilingual education system; the success of informatization and digitalization of the Chinese language and its hieroglyphic writing.

Tensions using the “master’s tools”: A case study analysis of two middle school dual language bilingual education programs

ABSTRACT Despite the plethora of research advocating for culturally sustaining pedagogical practices, schooling in the United States continues to perpetuate systems of white supremacy that alienate racially and linguistically minoritized students. Considering that DLBE programs challenge whiteness by disrupting the hegemony of English, we believe that when (re)rooted to the race-radical roots of bilingual education, DLBE holds a space of transformation where minoritized communities can thrive toward self-determination. Through a theoretical framework that braids Culturally Sustaining Pedagogies (CSP) and critical racial-consciousness, this case study of two middle school dual language bilingual education (MSDLBE) programs in California examines how culturally sustaining pedagogies (CSP), including counter-hegemonic literacies are fostered within middle school DLBE programs. Teacher and student interviews and classroom observations suggest that systemic factors such as high-stakes testing and district-adopted curriculum influence teachers’ interpretation and prioritization of sociocultural competence, consequently, reproducing racial liberal practices. In this article, we call for pedagogical approaches that intentionally disrupt systems of white supremacy within DLBE by placing the experiences of minoritized communities at the forefront.

The Implementation of Bilingual Education in Taiwan: A Case Study of Two Junior High Schools with a Bilingual Curriculum in Taipei City Using the FERTILE Model

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.

Hampering the Dogmatization Within the System by Building an Itinerant Practice in Bilingual Education and Dual-Language Programs

Hampering the Dogmatization Within the System by Building an Itinerant Practice in Bilingual Education and Dual-Language Programs

Transition of medium of instruction in bilingual education in Aba Prefecture

Abstract The medium of instruction (MoI) in the bilingual education of Aba Tibetan and Qiang Autonomous Prefecture is regulated through two modes. The first stipulates that Putonghua should be used for most school subjects, while the second requires exclusive use of Putonghua as the MoI for all subjects. In 2023, a field trip was conducted to investigate the ongoing implementation of MoI in bilingual schools for Tibetan students in Aba Prefecture. This research initially examines the current bilingual education situation for Tibetans in two local schools, with a focus on classroom teaching supported by the first MoI mode. It reveals that translanguaging pedagogy is a primary practical strategy employed to adapt to the transition from the first MoI mode to the second. Furthermore, it scrutinises attitudes and localised strategies of teachers, students and parents towards this transitional process, aiming to provide a comprehensive understanding of the current medium of instruction for Tibetan students. The findings indicate that (1) teachers’ translanguaging practices significantly contribute across three dimensions; (2) stakeholders’ attitudes towards bilingual education transformation vary; and (3) partial national initiatives offer support to promote the transition in different ways. Finally, this paper briefly summarises existing discrepancies related to MoI transitions and translanguaging practice, and offers insights into future developments in MoI transition for minority ethnic students attending bilingual schools in China.

The determinants influencing bilingual instruction in Chinese higher education: a complex network analysis

The primary objective of this research was to investigate the determinants influencing bilingual instruction at the tertiary level in the Chinese educational context. A complex network analysis was adopted for this study. Twenty-one factors were first identified using the Delphi method, a qualitative research method. A complex network was then designed for analysis of the factors. The results indicate that the network is a scale-free network with certain key factors. The findings further reveal that the subject language feature and bilingual instruction models have more connections with other factors, and thus they are the most significant factors to ensure the effective implementation of bilingual instruction. The findings of this research may provide implications for bilingual education.

Blackness in dual language bilingual education research: A call to expand constructions of U.S. Latinidad

ABSTRACT Though recent research has begun to problematize the enactment of anti-Black ideologies within dual language bilingual education (DLBE) research, fewer studies have explored how dominant raciolinguistic ideologies impact U.S. AfroLatinx learners. In this semi-systematic literature review, I examine how Blackness is (or is not) taken up in DLBE scholarship, focusing on three primary lines of inquiry: deficit orientations toward Black language, race-evasiveness, and the role of raciolinguistic ideologies in mediating identity development. This endeavor merges insights from raciolinguistic ideologies and Black-imiento to challenge the under-theorization of U.S. AfroLatinidad in DLBE and call for an expansion of research that specifically attends to the intersectional experiences of Black emergent bilinguals and developing an AfroLatinx historical consciousness in DLBE scholarship and pedagogy.

Toward Certification of Bilingual School Psychologists: Process, Competencies, and Visions

A critical shortage of bilingual school psychologists (BSPs) prepared to provide high quality services to Multilingual Learners (MLs) has driven the work of the California Consortium for Bilingual School Psychology (CCBSP). CCBSP members collaborated to develop the 13 bilingual school psychology competencies presented in this paper, which are organized into four major areas: (a) Foundations in school psychologists’ service delivery with MLs, (b) School-wide practices that promote learning with MLs, (c) Direct and indirect services for MLs, families, and schools; and (d) Specific skills, knowledge, and practices. Each competency is described herein, and the alignment with the NASP domains of practice and the School Psychology Performance Expectations in California are highlighted. Challenges to certification are discussed, along with a brief example illustrating the process undertaken by one consortium subgroup to prepare BSPs in accordance with competencies. Additionally, a vision for next steps in the journey to certify BSPs is articulated. Impact Statement The California Consortium for Bilingual School Psychology (CCBSP) has identified 13 competencies bilingual school psychologists (BSPs) must demonstrate to provide high quality services to the increasing Multilingual Learner (ML) population. In this paper, we present each of these competencies. One goal of the CCBSP is to create a way to certify BSPs who demonstrate these competencies.

“God Save Me from a Civilized Indian”: Labor Union Schools and Contending Visions for Indigenous Education in Ecuador, 1936–1963

From the 1930s to the 1960s, Indigenous activists in Ecuador unsettled the prevailing paradigm of acculturation, practicing literacies that advanced their capacities for political mobilization around labor and land rights. Leaders on the haciendas of Cayambe allied with the Communist Party of Ecuador to organize their locally grounded politics against an urban-based indigenista movement. Both movements highlighted the need for Indigenous emancipation from the confines of the feudalistic labor system but diverged in their visions of Indigenous agency. Labor activists recognized that landowners relied on education for social control, so they made autonomous schooling a central hallmark of their struggle. Previous scholarship, focused on 1980s state directives for intercultural bilingual education, has not explored the orientation of Cayambe's early schools toward labor rights pedagogy. Analyzing textbooks, periodicals, and oral histories, I argue that Cayambe's teachers pursued notions of national inclusion that fused citizenship rights with socialist ideals and practices of Indigenous autonomy.

Unlocking the Linguistics Wonders: From Bilingual to Code-mixing and Code-switching Utterances in Perspective Show on Metro TV

In a world where bilingualism is prevalent, people often naturally use code-mixing and code-switching as expressive tools in their language activities. This research aims to analyze the types of code-mixing and code-switching, the reasons for their use, and the matrix language in the interview between Maudy Ayunda and Robert on Perspektif Metro TV. The study employs a descriptive qualitative method, with data obtained from the conversation between Maudy Ayunda and Robert. Using a qualitative approach and non-invasive observation techniques, the data were analyzed based on Hoffman's theory of code-mixing and code-switching. The results indicate that the speakers employed three types of code-mixing (intra-sentential, intra-lexical, and changes in pronunciation) and two types of code-switching (inter-sentential and establishing continuity with the previous speaker). The motivations for using these codes included discussing specific topics, quoting someone, emphasizing points, repeating for clarification, and explaining content to the interlocutor. Code-mixing was used more frequently than code-switching. In conclusion, Indonesian served as the matrix language and English as the embedded language in the instances of code-mixing and code-switching observed. The findings have significant implications for the education field, particularly in multilingual and bilingual settings. Recognizing and integrating code-mixing and code-switching as legitimate and beneficial linguistic practices can enhance language learning by creating an inclusive environment where students feel comfortable using multiple languages. Educators can leverage these practices to improve engagement, comprehension, and expression in complex subjects, fostering a deeper understanding and better communication skills among students. Future research should investigate these phenomena across diverse contexts and larger samples to further validate and extend these findings, thereby enriching bilingual education strategies.

Using Two-Way Immersion Program in Teaching English in Kazakhstan: Teachers’ View

The Program of Two-way immersion is a form of integration students from two different groups and contemporary studying of two languages and subjects on these languages. The method as a method was appeared in Canada in the early 1960s. The program of TWI adherence to the following criteria: 1. The number of students is the same in two group; 2) groups gathered into one group according to the main subjects; 3) all main subjects are taught in two languages simultaneously. Two types of TWI program: 50\50; 90\10. This qualitative study aims to examine teachers’ views on the implementation the bilingual program into educational process of Kazakhstan. The literature review showed that Two-way immersion program is one of the innovative methods within the trilingual education of Kazakhstan, that not sufficiently studied and approved. It was hypothesized that TWI program makes an effect on trilingualism of Kazakhstan. For checking the awareness of this program, it was conducted an experimental work in Karaganda Buketov University, Kazakhstan. (103 teachers from the faculty of foreign languages, within five departments: Department of foreign philology; Foreign languages department; Department of translation theory and practice; Department of the theory and practice of foreign language training; Department of the practical foreign language course)The results demonstrate that this program is not sufficiently studied, becomes relevant in the educational process and informative, as well as to create the necessary methodological recommendations. The usage of TWI program improves the system of bilingual education in Kazakhstan, expands the level of professional readiness of teachers and students, develops high levels of academic competence and motivation.

Language politics and prestige in The Walled City: an exploratory study of the linguistic landscape of Intramuros, Manila

Abstract Tupas and Lorente (2014. A ‘new’ politics of language in the Philippines: Bilingual education and the new challenge of the mother tongues. In Peter Sercombe & Ruanni Tupas (eds.), Language, education and nation-building: Assimilation and shift in Southeast Asia, 165–180. New York: Springer) contended that “the politics of language in the Philippines always featured the tension between English on the one hand and the vernacular languages on the other.” But how exactly does this language dynamic manifest itself in the linguistic landscapes (LL) of the Philippines? To explore this question, this paper conducted an exploratory LL analysis of Intramuros, the famed “Walled City” of Manila, using Scollon and Scollon’s (2003. Discourses in place: Language in the material world. London: Routledge) place semiotics and Ben-Rafael et al.’s (2006. Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism 3(1). 7–30) top-down and bottom-up sign classification. It found that English-based signs are used to accommodate a global audience, i.e., foreign tourists, whereas Filipino-based signs are used to police and regulate the behavior of residents and, to a certain extent, local tourists. To conclude, it argued that by looking at its linguistic landscape, historical districts like Intramuros articulate beliefs and assumptions on language that, in turn, make them deeply political and ideological sites.