Bilingual Education Programs Research Articles

Language Dominance in the Input and Use Patterns of Cameroon’s Special Bilingual Students

This paper examines dominance in the language input and use patterns of students of Cameroon’s Special Bilingual Education Programme (SBEP). The participants were 373 bilingual students from 10 schools set in French-speaking Cameroon, who submitted self-ratings via an adapted version of the Bilingual Language Profile questionnaire by Birdsong, Gertken and Amengual (2012). The data were analysed using the subtraction method to determine dominance. The results showed a consistent pattern of OL1-dominance for all the three domains considered under language input (viz. listening, reading, and watch time), but a more contrasted pattern for language use, as the respondents were found to be French-dominant (or slightly OL1-dominant to balanced) in the outer circle of relationships (circle of friends and school environment) and OL1-dominant in the inner circle (self-talk and family circle). The findings of this study suggest that individual language use is more significantly impacted by societal dominance than language input is, most likely because the latter is less constrained by relationships and offers a greater possibility of choice. They equally suggest that there is a directionality in the influence of societal dominance, with a decreasing effect from the public to the private sphere. Lastly, the study underscores the powerful negative impact the lack of official recognition can have on the maintenance of local ethnic languages in a multilingual context.

Bilingualism Policies and Bilingual Education Programs in European Countries: The Example of Belgium

Bilingualism Policies and Bilingual Education Programs in European Countries: The Example of Belgium

경기 지역 결혼이주여성 자녀 대상 이중언어교육 프로그램의 효과 및 영향요인

This study investigated the operation status of bilingual education programs for children of married migrant women and examined the factors that promote their participation and the effectiveness in order to seek for implications for future operation. For this purpose, interviews were conducted with 8 married migrant women and 8 children who participated in the Vietnamese and Chinese bilingual education programs operated by a multicultural center in Gyeonggi province. Based on the analysis of interview data, 95 keywords were derived related to the factors that promote their participation in the bilingual education programs and the effect of the program.These keywords were classified into 14 subcategories by classifying them based on similarity of meaning. The analysis shows that the motivation for participating in bilingual education was found to be ‘improvement of family relationship’, ‘career development’, and ‘communication between mother and child’. In the case of children, it was found that their mothers’ recommendations motivated their participation. The effects of the program was found to be ‘improvement of family relationship’, ‘improvement of confidence’, ‘career development’, ‘improvement of foreign language ability’, and ‘improvement of mother-child relationship’. The analysis shows that the effect of the program was promoted by activity-based teaching methods, ‘systematic curriculum’, and ‘supportive learning network’. Based on the analysis results of this study, specific implications for future bilingual education were presented.

Code-Switching in Multilingual Communities: A Sociolinguistic Study in Ireland

Purpose: The aim of the study was to analyze the code-switching in multilingual communities: a sociolinguistic study in Ireland. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In a sociolinguistic study on code-switching in multilingual communities in Ireland, researchers found that code-switching serves as a vital communicative tool among bilingual speakers, facilitating social interaction and identity expression. The study revealed that individuals often switch languages to navigate different cultural contexts, signal group membership, and convey nuanced meanings that are culturally specific. Unique Contribution to Theory, Practice and Policy: Sociolinguistic theory, speech accommodation theory & translanguaging theory may be used to anchor future studies on the code-switching in multilingual communities: a sociolinguistic study in Ireland. Educators should adopt inclusive pedagogical strategies that recognize code-switching as a legitimate form of communication within the classroom, allowing students to explore their linguistic identities. Educational policies should mandate the incorporation of bilingual education programs that respect and utilize code-switching as a learning tool, promoting teacher training programs that equip educators with the skills to support multilingual students.

Bittersweet Experiences for Brazilian Newcomers: Positive Interactions, Microaggressions, and Isolation in General and Dual Language Bilingual Education

ABSTRACT With the rise of the number of immigrant children in schools across the U.S. educational research has directed its attention to understanding these newcomers’ social experiences at school. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who were reclassified English learners, had immigrated to the U.S. as children, and attended general education and/or world language dual language bilingual education (DLBE) programs. As adolescents, participants were able to look back on their experiences as designated-English learners and newcomers in elementary school with greater perspective. Analysis of interview data reveal three main themes: (a) positive interactions with other Brazilian students; (b) microaggressions from non-Brazilian students; and (c) isolation due to participants’ language barriers and English hegemony. Findings highlight the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another, even if the program was considered a world language immersion program due to the low number of Portuguese speakers. Additionally, findings reveal the prevalence of microaggressions and isolation across general and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support newcomers.

Impact of Bilingual Education on Students Linguistic Proficiency and Cognitive Development at University Level

This study investigates the impact of bilingual education on university students' linguistic proficiency and cognitive development. The research aims to explore the relationship between bilingual education and students' linguistic abilities while assessing its influence on cognitive functions such as memory, critical thinking, and problem-solving skills. The research hypothesizes that students enrolled in bilingual education programs were demonstrate higher linguistic proficiency and enhanced cognitive development compared to those in monolingual programs. The population consists of university students enrolled in bilingual education programs across various disciplines, with a sample of 200 students selected through stratified random sampling. The study employs a cross-sectional design, utilizing a quantitative research approach. Data collection is conducted through standardized language proficiency tests and cognitive assessment tools, supplemented by structured questionnaires to gather demographic and educational background information. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression techniques to identify significant relationships and impacts. The findings of this study are expected to contribute valuable insights into the effectiveness of bilingual education at the university level, offering implications for curriculum development and educational policy in multilingual contexts.

Students’ language and subject learning attitudes in CLIL secondary education

ABSTRACT This study examines the attitudes of CLIL learners to both language and subject learning in the context of Madrid’s Spanish-English Bilingual Education Program. The research compared 70 students enrolled in two secondary school strands with differing CLIL exposure (high versus low) in terms of their attitudes towards the languages of instruction and their beliefs about how content subjects are taught in the L1 (Spanish) and the L2 (English). Their answers to two open-ended questions from a longer questionnaire were coded using thematic analysis. The results indicate that, whilst participation in either the high- or the low-exposure strand has an effect on students’ preferences regarding the language of instruction, it does not seem to influence their orientation towards the practical value of CLIL. In addition, students tend to attribute similarities and differences in the teaching of subjects in the L1 and the L2 to the content and to the change in language of instruction. These results are further discussed by addressing the amount of CLIL instruction across strands and by contextualising this approach in a primarily monolingual context and mindset, where certain expectations clash with fears and presuppositions concerning the effect on L1 literacy of learning in an additional language.

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

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.

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

Negotiating peace education: the dynamics of bottom-up/top-down integrated/bilingual education initiatives in Israel

ABSTRACT This paper delves into the intricacies of fostering bottom-up educational initiatives aimed at addressing power imbalances in societies marked by intractable conflicts. Focusing on the establishment of a Palestinian-Jewish integrated bilingual education program in Israel, the study examines archival materials and stakeholder interviews to uncover the divergent motivations of politicians, educators, and administrators. It highlights the multifaceted nature of NGO-government negotiations, emphasizing the entanglement of contexts and the presence of internal conflicts within each entity. By exploring the ideological and operational challenges faced at different administrative levels, from national ministries to local municipalities, the paper provides a nuanced understanding of the support mechanisms for integrated bilingual schools. Findings call for an in-depth examination of these complex dynamics and their broader implications for educational policy and practice in conflict-affected settings.

An urgent call to center AsianCrit in Chinese/English dual language bilingual education programs

ABSTRACT In recent years, neoliberal interests in U.S. Chinese/English dual language bilingual education (DLBE) programs have emphasized white, English-speakers’ use of Mandarin for economic and political gains. Such interests reify white supremacy and contribute to the erasure of Chinese and Chinese American voices, histories, and cultures in curriculum and instruction. While early literature on Chinese DLBE contexts examined program success based on students’ academic achievement and biliteracy development, there has been limited attention to cultivating critical consciousness to resist the commodification of language and multiculturalism for capitalist enterprise. Therefore, we propose a cohesive programmatic framework informed by Asian Critical Race Theory (AsianCrit) for Chinese DLBE programs to cultivate critical consciousness as a foundational educational goal. In this conceptual paper, we apply the seven tenets of AsianCrit to U.S. Chinese DLBE contexts to reimagine a community-based, historically-situated, and equity-oriented educational space. We hope this proposal will inform efforts toward just and innovative Chinese DLBE pedagogies and inspire new lines of critical research in the field of bilingual education.

Language Ideologies and Identity Construction in Immigrant Communities

Purpose: This study sought to explore language ideologies and identity construction in immigrant communities. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to language ideologies and identity construction in immigrant communities. Preliminary empirical review revealed that dominant language beliefs significantly impacted how immigrants navigated their identities, often pressuring them to assimilate linguistically at the expense of their native languages and cultures. Immigrants employed various strategies, such as forming ethnic enclaves and participating in cultural events, to maintain their linguistic heritage. The study highlighted the crucial role of educational institutions and inclusive policies in supporting bilingualism and multiculturalism, which were essential for the social integration and identity preservation of immigrants. Ultimately, it emphasized the need for concerted efforts from policymakers, educators, and community organizations to promote linguistic diversity and cultural heritage to enhance the well-being and cohesion of immigrant communities. Unique Contribution to Theory, Practice and Policy: The Social Identity Theory, Bourdieu's Theory of Habitus and Cultural Capital and Critical Race Theory may be used to anchor future studies on language ideologies and identity construction in immigrant communities. The study recommended incorporating intersectional approaches into theoretical frameworks to better capture the dynamic nature of identity formation. It advised educators to adopt inclusive pedagogical strategies that value linguistic diversity and suggested training programs to enhance cultural competence. Policy recommendations included implementing bilingual and multilingual education programs, combating linguistic discrimination, and promoting linguistic diversity in public spaces. The study contributed to theory by integrating concepts of linguistic capital into social identity theories, offered practical guidance for supporting immigrant populations, and advocated for systemic policy changes to create a more equitable and inclusive society.

The Bilingual Education Cycle: From learning to teaching Physical Education in a Foreign Language

This research examines the influence of studying Non-Language Areas (NLA) subjects in a Foreign Language (FL) during pre-university education on three key factors: students' Foreign Language Competence (FLC), their perception of the FL training received during their Primary Education Degree (PED), and their intention to teach Physical Education (PE) in a FL in the future. A targeted sample of 160 students pursuing a PED was surveyed using a purposeful non-random questionnaire. The findings reveal a positive correlation between studying these subjects and enhanced FLC, both perceived and certified. Additionally, students exhibit a more favorable attitude towards the FL training in their PED and the prospect of teaching PE in a FL. Despite existing challenges in Bilingual Education (BE) program implementation at national and regional levels, exposure to NLA subjects in a FL in pre-university education yields positive outcomes in these areas.

The Special Bilingual Education Programme in Cameroon: The Scientific and Technical Components in Question

Any teaching programme intends to train a specific type of citizens who able to answer a specific need of a country. It is for that purpose that the Special Bilingual Education Programme (SBEP) was launched in some Cameroonian secondary schools. That programme aims to train perfect bilingual students, and this goes in line with the promotion of bilingualism established by the Cameroonian government. This paper questions the marginalization/ ignorance of scientific and technical education within that programme which normally is supposed to consider all the components of education. The data was collected through questionnaires administered to 100 science students and 20 teachers of five bilingual secondary schools that host the Special Bilingual Education Programme. Another questionnaire was administered to 100 technical students and 10 teachers of three technical schools, making a total of 230 informants. The results revealed that the marginalization/ ignorance of scientific and technical components in the Special Bilingual Education Programme is a serious problem. Students who enrol in that programme and who ambition to continue with scientific studies are forced to leave it after the BEPC (Brevet d’Etudes du Premier Cycle) and the GCE- Ordinary Level examinations. Technical education students who want to be bilingual cannot enrol in that programme. This paper recommends that the government include the scientific and technical components into the Special Bilingual Education Programme to enable science and technical students to benefit from it.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

Language Policy and Its Influence on Language Maintenance among Indigenous Communities in New Zealand

Purpose: The aim of the study was to analyze the language policy and its influence on language maintenance among indigenous communities in New Zealand Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on language policy and its impact on language maintenance among Indigenous communities in New Zealand found that supportive policies, community involvement, and adequate resources were vital for preserving Indigenous languages. Active community participation in policy development was crucial, along with the availability of resources like bilingual education and cultural materials. Recognition of Indigenous languages as official languages alongside English also contributed to their preservation. Unique Contribution to Theory, Practice and Policy: Language ecology theory, critical language policy theory & language rights theory may be used to anchor future studies on analyze the language policy and its influence on language maintenance among indigenous communities in New Zealand. Educational practices should emphasize the importance of bilingual and multilingual education programs that incorporate Indigenous languages alongside dominant languages in formal schooling contexts. Policy recommendations should advocate for the recognition and protection of Indigenous language rights within national and international legal frameworks.

Exploring Identity Perception and Bilingual Education Dynamics in Taiwanese University Settings

In an increasingly interconnected world, proficiency in English is becoming indispensable, prompting Taiwanese universities to implement English language requirements ranging from one to four years. This initiative aligns with a national bilingual education program aimed at bolstering the English proficiency of college students to enhance their international competitiveness. Consequently, English-medium instruction has become prevalent in various university courses, facilitated by the Freshman English course serving as a transition to English-mediated teaching. While linguistic development is emphasized, the dynamics of identity perception among students cannot be overlooked, as language identity profoundly impacts their learning experiences and growth. This study delves into the identity perception of college freshmen in Taiwan, where bilingual education is heavily emphasized by the government. The purpose of the study is to investigate how Taiwanese college freshmen perceive their identity as they participate in English language learning. In addition, this study aims to examine the influence of gender and college major on the individual differences in identity perception among college freshmen engaged in English language learning. Employing Gao et al.’s (2005) Likert-scale questionnaire on self-identity change, the research surveyed 360 freshmen from a university in northern Taiwan. Data analysis performed with SPSS includes two stages. At the first stage, descriptive statistics revealed that participants exhibited agreement on self-identity changes in four categories: self-confidence, zero, productive and additive. At the second stage, a multivariate analysis of variance demonstrated significant main effects of gender and major on identity changes. Female students exhibited higher self-confidence, additive and productive changes compared to male students. Furthermore, liberal arts majors experienced more pronounced self-confidence, additive and productive changes than their counterparts in business, science, and engineering majors. A Post Hoc test unveiled significant differences, with business majors scoring higher than science majors in subtractive and split changes, while science majors differed significantly from liberal arts majors in zero change. The study’s implications extend beyond theoretical understanding, informing pedagogical practices to enhance language learning experiences.

The dynamics of language shifts in migrant communities: Implications for social integration and cultural preservation

This study examines language shifts within migrant communities, focusing on the social and cultural implications of adopting a new dominant language while maintaining heritage languages. It explores the impact of these dynamics on community cohesion, identity, and intergenerational communication. The paper also discusses the role of educational and social policies in supporting multilingualism and cultural diversity as assets in the integration process. This paper delves into the multifaceted dynamics of language shifts within migrant populations and examines their profound implications for social integration and cultural preservation. Migrant communities undergo a complex linguistic adaptation process influenced by various factors, including historical contexts, socio-economic conditions, and government policies. The phenomenon of language shift, wherein migrants gradually adopt the dominant language of the host country while potentially losing proficiency in their native language, represents a fundamental aspect of this adaptation process. This paper explores the nuanced interplay between linguistic assimilation and cultural retention among migrants, highlighting the intricate mechanisms through which language shapes their sense of belonging and cultural identity. Language is a gateway to social integration, facilitating interactions with the host society and enhancing access to employment, education, and public services. However, the pursuit of linguistic assimilation often entails challenges such as discrimination, linguistic barriers, and feelings of alienation, posing significant obstacles to migrants' integration efforts. Moreover, the erosion of native languages within migrant communities can engender a sense of loss and disconnection from cultural heritage, raising concerns about preserving linguistic diversity and intergenerational transmission of cultural knowledge. This paper examines the role of language policies and educational initiatives in shaping language dynamics within migrant communities. Government interventions, ranging from language proficiency requirements for citizenship to bilingual education programs, profoundly influence migrants' linguistic trajectories and cultural adaptation experiences. Keywords: Language, Communities, Social Integration, Cultural Preservation, Policies, Multiculturalism.

조선족 학교 학생들의 이중 언어 태도 조사 연구

By examining the complex aspects of language use and attitudes among Korean-Chinese students living in Heilongjiang Province in China, this study aims to analyze the bilingual patterns of Korean-Chinese students from various angles and provide an in-depth understanding of their language usage patterns, attitudes toward language, and how bilingual skills are formed and developed in socio-cultural contexts. In this paper, based on the national public language supply policy at Heilongjiang Korean-Chinese School, a field survey and survey were conducted on students from Heilongjiang Province Korean-Chinese School to accurately grasp the status and attitude of bilingualism in Chinese and Korean. For the conduct of the study, first of all, the survey method and the subject of the survey were confirmed as students of 32 Korean-Chinese schools in Heilongjiang Province. Next, the pattern of bilingualism in Korean and Chinese was analyzed through a survey on language attitude, language status cause, language and character use, and language relationship. Next, the problems of bilingualism were confronted, and a strategy for optimizing bilingualism according to the cause was devised. The results of the survey showed that Korean-Chinese school students were deeply interested in Chinese and Chinese culture. In other words, it was premised that they should be able to accurately recognize the superiority of China's bilingual policy and speak both Korean and standard Chinese, which are the native languages of the Korean people, but it showed the reality that the Korean language ability was weakening day by day compared to Chinese. Therefore, in this paper, the optimization strategies for bilingualism were divided into five categories: language dissemination and education programs, socio-cultural environment encouraging language use, the development of bilingual education programs, home and community support for language use, and policy support for language preservation. Therefore, the Heilongjiang provincial government, schools, and parents should set up an environment where Korean language education can develop soundly through policies and measures to promote full promotion and distribution by developing Korean and Chinese in a balanced manner.