Bilingual Programs Research Articles

English Language Learners' Attitudes Towards Bilingualism: Chicago Suburbs Case Study

This study assumes that the native language of immigrants and their descendants in the US is not equally cherished as the dominant language of the host country. The goal of the study was to examine English as a second language (ESL) high school Hispanic students’ attitudes towards their home language (L1), English (L2), and bilingualism in their high school in the Chicago area, USA. The research, which includes sixty respondents, was based on an online questionnaire that was conducted in the selected high school. The results of the study showed generally positive attitudes towards the L1, L2, and bilingualism/the bilingual program by the English language learners. However, the results suggest a need for a different bilingual program, more additive in nature, which will include L1 instruction and offer better support, particularly for the lower English proficiency learners. In turn, it will prevent students from becoming monolingual in their second language. Moreover, the results also suggest that further research is needed after integration of the proposed bilingual program, which would prompt changes that would increase its effectiveness and measure students′ achievement patterns. This study offers suggestions for teachers and policymakers for improvement of their bilingual program at their school, while keeping the students′ interests in mind.

Content and Language Integrated Learning in primary schools in Andalusia: A qualitative study on teachers’ perceptions

Despite the unanimous endorsement of the Content and Language Integrated Learning in mainstream education, the bilingual programme is not free from challenges. Hence, the main objective of the study was to examine the primary school teachers’ perceptions of the dual-focused approach to detect the major limitations and determine if there were potential differences within each cohort of teachers. Data were obtained from a questionnaire sent to all bilingual primary schools in Andalusia (Spain). For the purpose of the present study qualitative data were analysed using the software NVivo. The results of the study revealed that teachers’ needs have not been addressed sufficiently as they expressed deep concern over the scarcity of teacher training schemes, insufficient time for coordination, inappropriate design of the materials, little or no support provided to them and increased workload. Furthermore, with regards to the within-cohort comparisons, content teachers seem to be in greatest need of more assistance and training initiatives. These outcomes merit further attention and should feature on the agenda of educational policymakers as not addressing these issues properly might threaten the viability of the bilingual project.

Implementation of Education Program Marketing in Strengthening Superior School Branding (Multi-Site Study in SMPN 1 Magetan and SMPN 4 Magetan)

Schools compete for students every new school year. Through typical school branding, they offer the advantages of the programs they have. Marketing of school programs can make the community will know about school branding, The method in this study uses a qualitative research approach. Researchers chose SMPN 1 Magetan and SMPN 4 Magetan because these two schools are favorid schools and are superior schools with various educational programs run such as the large number of extra-curriculars that can be followed by students for the development of talents and interests. Marketing of the bilingual program at SMPN 1 Magetan uses several methods, namely Word of Mouth Marketing (WoMM) by maximizing the student guardian association and Digital marketing by utilizing resources through mass media such as Facebook, WhatsApp group association. SMPN 4 Magetan conducts marketing with WoMM or word of mouth utilizing the class committee, which every PPDB is collected for the socialization of tahfidz class. SMPN 4 Magetan has SPATMA TV so that it can be used for socialization with the outside community. In addition, it also holds promotions through PAI performances.

Role of Bilingual Education on Literacy Rates in Algeria

Purpose: The aim of the study was to investigate the role of bilingual education on literacy rates in Algeria. 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: Bilingual education in Algeria, involving Arabic and French, has positively impacted literacy rates. Students in bilingual programs generally achieve higher literacy in both languages compared to monolingual peers. The success varies based on teaching quality and available resources, but overall, bilingual education promotes better literacy and educational outcomes. Unique Contribution to Theory, Practice and Policy: Cummins' threshold hypothesis, vygotsky’s sociocultural theory & baker’s theory may be used to anchor future studies on the role of bilingual education on literacy rates in Algeria. Practitioners should prioritize the development and implementation of culturally responsive bilingual education curricula tailored to the linguistic diversity present in Algeria. Policymakers should enact policies that promote the expansion and sustainability of bilingual education initiatives across Algeria.

The effects of Hakka bilingual programs on learning interests for kindergarteners

ABSTRACT To date, little attention has been paid to the impact of immersion programs on learning interests in a second language (L2). The main purpose of this study was to investigate the effects of two types of Hakka-Chinese bilingual programs (immersion vs. non-immersion) on L2 learning interests. Four kindergarten teachers (two in each program) consented to rate a total of 114 kindergarteners aged five years at the beginning and the end of the semester. By conducting confirmatory factor analysis, paired t-tests, and ANCOVA, results showed: (1) Kindergarteners’ learning interest in immersion programs could be differentiated into situational interest and individual interest, (2) The Hakka immersion and non-immersion programs both had positive effects on learning interest and (3) Both learning interests of kindergarteners in the immersion program were found to be inferior to that of kindergarteners in the non-immersion program when the initial differences in learning interests in these two programs were controlled. The results imply that the quality of a bilingual program is more important for cultivating an interest in second language learning than the percentage of time traditionally spent to differentiate between immersion and non-immersion programs (i.e. whether approximately 50% of the curriculum was used to teach a second language).

Distributed liderazgo: the making of spaces and leadership structures for a multilingual school ecology

ABSTRACT This qualitative study conducted at a Midwestern U.S. elementary school with a ‘strand’ bilingual programme examines the ways that administrators, teachers, and parents create learning environments for emergent bilinguals (EBs) that promote a positive view of bilingualism. To frame the study, the author used distributed leadership to emphasise the multiple stakeholders and levels on which leadership is exercised. Liderazgo is used to emphasise the collective mission behind these leadership practices to create wider multilingual school ecology. Critically applying these perspectives to the data, the author developed the notion of ‘distributed liderazgo’ to identify actions taken and needed to contribute to the school's multilingual ecology. Promising instances include a shared mission focused on EBs, teacher collaboration reinforced by shared planning and opportunities for students to interact outside their programmes, and parent-led meetings. Additional steps could be taken to further the visibility of parent leadership and opportunities to support more languages at the school. The notion of distributed liderazgo is useful for practitioners and researchers to consider how leadership practices can contribute to a school's assets-based orientation to bilingualism. Work like this is important to contest monolingual orientations and deficit discourses about EBs that persist in otherwise English-dominant classrooms and schools.

Exploring Latinx and non-Latinx families’ experiences of dual language Catholic schools: A national survey of parent engagement and satisfaction

ABSTRACT Parent involvement is often cited as an essential component of effective dual language bilingual education (DLBE), yet we have limited understanding of the ways parents participate in DLBE or how parent experiences differ between Latinx and non-Latinx families, who often have different reasons for enrolling their children in bilingual programs. Addressing these gaps, this article presents findings from a national survey of parent engagement and satisfaction for Latinx and non-Latinx parents whose children attend DLBE programs in Catholic schools. Findings revealed that parents viewed their involvement as important, although they reported being more involved in participation-oriented activities (e.g. volunteering in the classroom) than engagement-oriented activities (e.g. co-developing academic initiatives). Latinx parents reported similar or higher levels of involvement than non-Latinx parents in all areas except for school leadership. Parent satisfaction was extremely high, with Latinx parents expressing slightly higher satisfaction than non-Latinx parents. While parents were largely satisfied with school communication, many reported that certain communication was only available in English. These findings led researchers to conclude that high levels of reported satisfaction, particularly from Latinx parents, might obscure equity issues and that DLBE schools must look beyond satisfaction to understand parent experiences and to cultivate more equitable parent engagement.

Junior High School Students Experiences On English-Indonesia Bilingualism: A Phenomenology Study

The use of English-Indonesian languages has become a habit of students in the UNKLAB Adventist Junior High School environment. Bilingual language is a program that has long been implemented at UNKLAB Adventist Junior High School. Students inevitably have to adapt to the school environment to use both languages. This research aimed at determining junior high school students ' experiences of English-Indonesian bilingualism. The type of research used is qualitative research using a phenomenological approach to describe the reality that occurred. The data collection techniques used included observation, documentation and interviews to the 5 UNKLAB Junior High School students. The results of this research showed that the influence of bilingual language used by the junior high school students was caused by the influence of schools that organized the bilingual programs, teachers who helped and guided the students, and families where they grew. Suggestions of this research were the students needed to adapt to the school environment that has the bilingual program by improving themselves through a more serious learning program, the families have to involve more by guiding, training, and motivating the students at home to speak two languages, and teachers to pay more attention to the students who have not yet mastered the bilingual languages.

Translanguaging in Mathematics Bilingual Classroom: Students' Perception

This research aims to investigate translanguaging in a Bilingual classroom. Hence, this research tries to know the students’ perception of translanguaging classroom interaction. This research focused on the student’s perception of translanguaging. This research applied a qualitative method, the instruments were interviews. The result of the interview was transcribed and analyzed based on the research focus. The findings of this research show that translanguaging facilitates the teaching and learning of the Mathematic bilingual program makes their English teaching in the classroom effective and makes the students understand the teaching and learning material well. The way lecturers conduct translanguaging is based on the situation of the students. If the students do not understand what the lecturers explain in English, they will use translanguaging in the classroom to make the teaching and learning process. Students have positive responses about the bilingual practice in Mathematics class.

Literary responses in Spanish adolescents: Adaptation, validation, and analysis of the Literary Response Questionnaire

AbstractThis study involves translating, cross‐culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story‐driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist‐authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader‐centered approach suggested by the current Spanish curriculum.

Effective bilingual education in Francophone West Africa: constraints and possibilities

ABSTRACT Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual programs in sub-Saharan Africa, with a particular focus on programs in six Francophone West African countries (Niger, Senegal, Mali, Burkina Faso, Côte d’Ivoire, Cameroon). We identified factors critical to high-quality and effective bilingual programs. Implementation factors, such as teacher training and classroom resources, and socio-cultural factors, such as perceptions of local languages in education, constrain and contribute to the quality of bilingual education. These insights may help inform policy-makers and other stakeholders seeking to improve bilingual education programs in Francophone West Africa and other contexts.

Resituating Ruiz’s orientations in language planning: A content analysis of the landscape of bilingual educational research

ABSTRACT This study utilizes quantitative content analysis (QCA) and deductive qualitative approach (DQA) grounded in Ruiz’s orientations of language planning to understand the landscape of bilingual educational research. This QCA included targeted counts from bilingual journal articles (n = 102) covering methodology, participants, region, and bilingual program. DQA used coding methods to infer whether programs maintained a positive or negative iteration of bilingualism. The QCA suggests that articles published are centered on qualitative methodologies, conducted in elementary dual-language classrooms, and concentrated in the northeastern and western US. The DQA demonstrates programs maintain a language-as-resource orientation. These findings provide important implications for researchers studying bilingual education.

IT vertical: concept and implementation of studying information technologies in basic school

The article presents a description of the concept and model for the study of information technologies at the level of basic general education in the context of the implementation of the Federal State Educational Standards. Based on the example of the implementation of the project in grades VII—IX of general education organizations in Moscow, the content of the educational trajectory of a teenager is revealed, taking into account the request for early profiling in the field of "Informatics and information technologies". Features of the educational trajectory are implemented through a special bilingual programming course, new content of the course of technology (with the inclusion of special sections on mechatronics, technologies for creating digital twins, electronics and circuit design) and an ecosystem of extracurricular activities courses in forms specific to software developers. A feature of studying informatics and physics at an advanced level is the presence of interdisciplinary cases using digital laboratories. Mechanisms and tools for integrating specialized knowledge on current issues in the IT industry into the educational program are presented. A special place is occupied by the issues of creating the necessary infrastructure for the implementation of the project: material and technical base, personnel training and methodological support of the project. The unique functional and didactic capabilities of digital tools for active immersion of schoolchildren in the process of mastering the content of the educational program are presented. Examples of author's assignments are given for developing the skills of schoolchildren, diagnosing and monitoring acquired knowledge.

Abstract A056: Community scientist research advocacy program: Bridging cancer research and community advocacy

Abstract Community Scientist Research Advocacy (CSRA) programs are designed to connect researchers with community members, to effectively inform and involve the general population on clinical research. More programs like such are needing to be implemented into the community for better outcomes among cancer health disparities. The purpose of our study was to develop and evaluate a novel bi-coastal and bilingual program to inform, educate and empower community members to become cancer research advocates in Florida (FL) and California (CA). Our program was tailored for African American (AA) and Hispanic/Latino/a (H/L) adults. Primary objectives are to increase person power for cancer research advocacy and increase multi-directional communication between cancer advocates with cancer survivors, community members, academic scientists and policy makers. The CSRA program is a 13-week program implemented 100% virtual by the FL-CA Cancer Research, Education and Engagement (CaRE2) Health Equity Center, a bi-coastal partnership between the Florida A&M University, University of Florida, and University of Southern California where participants learned about cancers that disproportionately impact AA and H/L adults. Participants completed surveys at program start, midway, and end to assess knowledge gained and program evaluation, and a mentored advocacy project for community implementation. Five months after program end, we surveyed participants on impact and to provide support for their research advocacy. To date, a total of 26 adults have graduated from our program. We present data from the 2022 CSRA cohort (N = 20) that included participants from FL and CA, which are among the top five states in the U.S with the largest AA and H/L populations. Participants self-identified race, ethnicity, and gender were: 13 (68.4%) AA, 7 (26.3%) H/L, 90% female. This cohort had 90% program completion (N = 18) and 5 advocacy projects on breast cancer, lung cancer, pancreas cancer, and prostate cancer. Participant knowledge had a mean (SD) of 67.9 (7.9) at pre-survey and 71.4 (9.0) at post-survey, with a p-value of 0.2. Participants had a mean (SD) of 60.0 (14.6) at mid-survey and 68.2 (11.0) at post-survey, with a p-value of 0.13. We used a Likert scale to evaluate program expectations, which resulted in a mean (SD) of 94.0 (8.8) participants who ‘agreed’ that they were satisfied with the program at the start compared to a mean (SD) of 91.0 (12.9) of participants who ‘agreed’ that they were satisfied with the program at the end, with an overall p-value of 0.5. In conclusion, we present findings from a novel virtual CCS bi-coastal and bilingual training program tailored for AA and H/L adults that can foster multi-directional communication between cancer research advocates with multiple stakeholders to reduce cancer health disparities. We will further evaluate our program for 2023 cohort implementation. Citation Format: Brooke Hensel, Eduardo Ibarra, Carolina Aristizabal, Ileana Guzman, Rosa Barahona, Brandon Hazelton-Glenn, Ji-Hyun Lee, Zhongyue Zhang, Mariana C. Stern, Lourdes Baezconde-Garbanati, Sandra Suther, Fern Webb. Community scientist research advocacy program: Bridging cancer research and community advocacy [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A056.

The Effect of Bilingual Environments on Education and Learning

It can be noticed that this world is vast and diverse when it comes to the matter of language. Also, one can notice that, in many countries around the world, various people with different cultures can appear. All of those people speak different languages. Also, those people will certainly speak with various accents. Such diversity can make multilingual environments. Such environments can be found in many schools in many countries. As a result, this research tries to focus on the topic of bilingual environment and its effect on education and learning. In addition, this research tries to explore the meaning of bilingualism. Moreover, this research will try to focus a little bit on the meaning of the bilingual family and its role in providing the best conditions to achieve a bilingual environment for their children. In addition, this research will show the different kinds of bilingual programs that can be presented to the students in the schools and the effect of bilingual environments in the classroom. Since this topic is really important, more research is required about it. As a consequence, it is important to make the Iraqi EFL college instructors know more about this topic. Therefore, it will be very helpful to hold a lot of educational workshops that cover this subject in order to increase their background understanding of it.

Implementation of Content and Language Integrated Learning Methodological Guide to Improve Learning of Science in English

This research reviews and applies Content and Language Integrated Learning (CLIL) in the framework of teaching sciences in English as a Foreign Language (EFL). It encompasses the need to tailor English language acquisition to the matters and concepts of sciences. The scope was 114 seventh-grade students of the bilingual program at Centro Educativo Internacional La Moderna. The research aims to enhance language acquisition and boost science comprehension through an integrated approach. The outcomes score favorable influence of the CLIL implementation on students' academic achievements, attitudes, and enthusiasm. The findings substantiate the advantages of integrating language and content in promoting language skills while facilitating the grasping of intricate scientific notions. The study contributes to knowledge of the practical deployment of CLIL techniques and their implications on teaching science. Besides, elucidates the potential of CLIL as a pedagogical instrument to enrich language proficiency and science comprehension concurrently. Thus, fosters a holistic educational experience for science learners in EFL educational programs.

IMPLEMENTASI PROGRAM BILINGUAL DI MTS SALAFIYAH HIDAYATUL ATHFAL PEKALONGAN

Bilingual learning programs are aimed at promoting bilingualism by using the first language proportionally or using two languages ​​as the language of instruction for various subjects. The purpose of this research is to: describe and analyze the implementation of the Bilingual Program at MTs Salafiyah Hidayatul Athfal Pekalongan. The research approach used is qualitative. This type of research is a case study. Qualitative research design goes through three stages, namely: orientation, focused exploration, and data analysis. Data collection techniques are interviews, observation and documentation. This research uses source triangulation. Data analysis in three steps: data reduction, presenting data, and drawing conclusions. The results of the research show that: 1) planning for the implementation of the bilingual program is carried out using planning procedures including preparing madrasah administration, academic supervision programs, budgeting formulation, infrastructure planning, administration and plan evaluation. 2) Organizing the implementation of the bilingual program is carried out using organizational procedures including placement of madrasa resources, organizational planning and development, assignment and delegation of authority. 3) The drive for implementing the bilingual program is carried out by the madrasa head, including directing the madrasa head and motivating the madrasa head. 4) Supervision of the implementation of the bilingual program is carried out by the head of the madrasah including assessment instruments, evaluation of implementation activities, and follow-up. Conclusion: The implementation of the bilingual program has been carried out through two steps of activities, namely planning, organizing, mobilizing and supervising. The author suggests that madrasa heads pay more attention to mobilization and supervision. Teachers are required to always be ready to carry out activities.

Parental school choice and involvement in bilingual early childhood education

The present paper explores parental involvement from the parents’ perspective concerning a specific area – bilingual early childhood education. It aims to uncover the level, extent, and quality of involvement in children’s education of those parents who choose bilingual early years programs for their children. Data is collected via questionnaires and interviews. The research results on parental school choice are reflected in the Hungarian sample, but new aspects are also emerging. Results show that the (upper-)middle-class parents in the sample, who choose the bilingual program for an additional fee, have a solid positive sense of efficacy in their parental role. Their school choice reflects their parental views looking for a municipality-run institution of set boundaries with innovative pedagogical methods and inclusive attitude. Out of the four motives of parental involvement defined by Kernan (2012), three are mentioned in the interviews: the harmonization of pedagogical values, the practical help of parents supporting the organization, and the enablement by building mutual relationships between parents and practitioners. The democratic motif does not appear in the data, meaning shared decision-making practices are not present in the institutions.

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.

Dimensions of bilingual education program implementation in schools serving linguistically minoritized students in the Czech-Polish border region

IntroductionA core challenge for the implementation of bilingual programs is ensuring that linguistically minoritized students have equitable access to instruction that honors and values their linguistic and cultural assets and strengths. To understand how leaders of bilingual programs might address this challenge, this study sought to identify dimensions of program implementation in bilingual schools serving Polish minorities in the Zaolzie region on the Czech Republic side of the Czech-Polish border.MethodsEmploying a sequential explanatory mixed methods design, the research team first collected surveys from 123 teachers and used factor analytical techniques to identify key dimensions of program implementation. Then, interview and observational data were collected and analyzed using deductive coding to develop descriptions of each dimension in this specific border region.ResultsThe analysis revealed four dimensions of program implementation: (a) program structure and alignment; (b) culturally and linguistically responsive instruction; (c) staff quality and professional learning; and (d) family engagement and community support. They also showed how a network of community-based organizations partnered with schools and families in ways that supported each dimension and facilitated integration across dimensions.DiscussionThe findings have several implications for leaders and researchers in bilingual schools including the important role that community organizations and binational cooperation can play in positively contributing to the education of linguistically minoritized populations.