Bilingual Research Journal Research Articles

Challenging the ‘Dual’: designing translanguaging spaces in a Mandarin-English dual language bilingual education program

ABSTRACT In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. “Reframing Language Allocation Policy in Dual Language Bilingual Education.” Bilingual Research Journal 41 (1): 37–51.] translanguaging allocation policy could be strategically and purposefully implemented in a Grade 3 Mandarin classroom in a U.S. Mandarin-English DLBE program where the majority of the students were English-dominant speakers. Taking the form of participatory design research [Bang, M., and S. Vossoughi. 2016. “Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making.” Cognition and Instruction 34 (3): 173–193.], I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging spaces within and across three content areas: Chinese Language Arts, Science, and Social Studies. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artefacts and interviews throughout one whole school year. Inductive and deductive coding were adopted for data analysis. Findings revealed that it was a balancing act to create translanguaging spaces while maintaining the language-minoritized space and privileging students’ use of Mandarin. Translanguaging spaces took many shapes based on contextual factors such as different learning objectives and curricular demands of each content area. Students were able to demonstrate a fuller picture of their academic performance, develop deeper content understandings, build cross-linguistic connections, and become more aware of their bi/multilingual and bi/multicultural identities.

Translanguaging design in a third grade Chinese Language Arts class

Abstract Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García, Ofelia & Angel M. Y. Lin. 2017. Translanguaging in bilingual education. In Ofelia García, Angel M. Y. Lin & Stephen May (eds.), Bilingual and multilingual education, 117–130. Cham: Springer International Publishing). To recognize the dynamic nature of bilingualism and leverage bilingual learners’ full semiotic and linguistic repertoire as a resource, this study looks at how to strategically and purposefully develop flexible and multilingual educational spaces in a third grade Chinese Language Arts (CLA) class in a Mandarin-English DLBE program in the New England area, U.S. Drawing upon Sánchez, María Teresa (Maite), Ofelia García & Cristian Solorza. 2018. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41(1). 37–51. https://doi.org/10.1080/15235882.2017.1405098, translanguaging allocation policy framework, the researcher and the teacher co-designed and implemented translanguaging documentation, translanguaging rings, and translanguaging transformation spaces in the CLA class throughout the school year of 2018–19. Taking the form of participatory design research (Bang, Megan & Shirin Vossoughi. 2016. Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction 34(3). 173–193. https://doi.org/10.1080/07370008.2016.1181879), this collaborative inquiry demonstrates that translanguaging pedagogies could promote student engagement, contribute to their academic learning, and build home-school connections. It aims to provide authentic, sustainable knowledge for both researchers and practitioners to better serve bilingual learners in DLBE programs.

‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class

ABSTRACT Dual language immersion (DLI) programs have emerged in the U.S. as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all. However, the proliferation of these programs has raised concerns regarding issues of inequity and dissimilar power dynamics in these spaces (Cervantes-Soon, 2014, “A Critical Look at Dual Language Immersion in the New Latin@ Diaspora.” Bilingual Research Journal 37 (1): 64–82; Flores, 2016, Do Black Lives matter in Bilingual Education [Web log post]. Accessed May 1, 2017. https://educationallinguist.wordpress.com/2016/09/11/do-black-lives-matter-in-bilingual-education/; Valdes, 1997, “Dual language immersion programs: A cautionary note concerning the education of language-minority students.” Harvard Educational Review 67: 391–430, 2018, “Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes.” Bilingual Research Journal). With this in mind, this study aims to shed light on the intricate social processes at work in DLI contexts. In particular, this paper examines first, how notions of language use, race, and ethnicity are socially constructed and intersect in DLI settings; and second, it explores how these ideas are discerned and re-shaped by young children into their own social and linguistic norms. Employing qualitative research methods, this year-long ethnographic case study uses the intersectional lens of raciolinguistics (Alim, Rickford & Ball, 2016, Raciolinguistics: how language shapes our ideas about race. New York, NY: Oxford University Press; Rosa & Flores, 2017, “Unsettling race and language: Toward a raciolinguistic perspective.” Language in Society 46 (5): 621–647), to examine the intricate cross-cutting dynamics at play in bilingual spaces. The exploration of these ideas helps to illuminate the ways in which language practices and interactions are shaped by social constructions from a very early age. Furthermore, it contributes to understandings of social perceptions and relations in multilingual/multicultural/multiethnic contemporary school settings.

Translanguaging as a pedagogy for equity of language minoritized students

ABSTRACT For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the ‘purity’ of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi:10.1016/j.pragma.2010.10.006; García, 2014. Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), The global-local interface, language choice and hybridity (pp. 100–118). Bristol, UK: Multilingual Matters). The authenticity and the effectiveness of these practices have recently been questioned, and alternative pedagogical approaches, which view bilingualism as a unitary linguistic system and a resource for content and language learning, have been proposed. Translanguaging is one of these pedagogical approaches that has emerged to counteract the strict separation of language policies in schools and advocates that an effective pedagogy should mirror the fluid languaging practices of bilinguals (Sánchez, García, & Solorza, 2017. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 1–15). This paper aims to explain the development of translanguaging as a teaching method in schools and the intersections between translanguaging as a pedagogical tool and the tenets of critical teaching. First, monoglossic and heteroglossic language ideologies and how they perceive bilingualism are discussed. Next, translanguaging is defined and differentiated from code-switching. Finally, translanguaging is discussed as a transformative pedagogy used to promote equity in the classrooms that include language-minoritized students. Although translanguaging has international relevance, this study draws only from the U.S. context.

The Bilingual Research Journal: Dreams, possibilities, and necessity

ABSTRACTThe Elementary and Secondary Education Act (ESEA), signed in 1965, was a pivotal civil rights law to address the dream of equitable education for all children on the mainland and in U.S. territories. The ESEA was followed by the Bilingual Education Act (BEA), signed by President Johnson in 1968. The BEA specifically addressed the necessities of students whose dominant language was not English. Together these two Acts passed in the 1960s offered new government attention in the form of grants and programs for the purpose of providing bilingual education. Both Acts were reauthorized in their 50-year-plus history. Rather than dwell on the government documents themselves, this article examines the question: In what ways do research studies published in the Bilingual Research Journal inform and hold us accountable to the dream of equity—a dream that mandates equitable access to and opportunities for successful learning outcomes for children from all communities including immigrant communities? A qualitative analysis is used to address the question.

Second language anxiety among Latino American immigrants in Australia

ABSTRACTResearch into second language anxiety (SLA) has largely focused on second language learners rather than immigrants. However, living in an environment where the target language (TL) is the language of everyday communication may constitute a significant source of anxiety that generalises beyond the language classroom [Pappamihiel, N. E. 2001. “Moving from the ESL Classroom into the Mainstream: An Investigation of English Language Anxiety in Mexican Girls.” Bilingual Research Journal 25: 31–39. doi:10.1080/15235882.2001.10162783; Rose, Glenda. 2008. “Language Acculturation Anxiety in Spanish Apeaking Adult Immigrants Learning English in the United States.” PhD diss., University of Texas. Available from ProQuest Dissertations and Theses database (UMI No. 3315370); Woodrow, L. 2006. “Anxiety and Speaking English as a Second Language.” RELC Journal 37: 308–328. doi:10.1177/0033688206071315]. This study explored SLA across different social contexts in a sample of 190 adult immigrants from Latin America to Australia who spoke Spanish as their first language (L1) and English as their second language (L2). The aims were to (a) investigate the presence and severity of SLA among L2 long-term immigrants, and (b) examine sources of individual differences in SLA. Results indicated that SLA exists among L2 immigrants at moderate, high and very high levels, and that levels of anxiety vary significantly across social contexts. Self-perceived L2 proficiency was found to be the strongest predictor of SLA followed by extroversion and age, with higher scores on all three variables associated with lower SLA. Gender, education level, duration of residency in Australia, and emotional stability did not predict SLA in any of the contexts. These findings suggest that SLA is a significant problem for adult immigrants, permeating most aspects of their everyday lives. Practical implications and recommendations for future research are discussed.

Reexamining the NS and NNS Dichotomy in Taiwanese Higher EFL Education

The globalization trend has raised various issues in the field of English language teaching (ELT) for both language teachers and learners (Norton, TESOL Quarterly 31(3):409–429, 1997). Since the reality of English as an international language (EIL) has started to emerge, the traditional native speaker (NS) and non-native speaker (NNS) dichotomy has been called to be reexamined (Mckay, International Journal of Applied Linguistics 13(1):1–22, 2003). While it is believed that parents generally prefer NS teachers when it comes to language teaching since they provide the target model for language learning (Harmer, The practice of English language teaching, Longman, London 1991; Kachru, The other tongue: English across cultures, University of Illinois Press, Urbana, 1992; Oladejo, Bilingual Research Journal 30(1):147–170, 2006), high-level language learners have not been explored so far in Taiwanese tertiary English as a foreign language (EFL) education. Hence, the aim of this study was to reexamine the preference, perceptions, and attitudes toward NS and NNS teachers of Taiwanese advanced EFL learners. The data were collected qualitatively from 30 English majors at three top-rated universities in Taiwan including two semistructured interviews and an open-ended questionnaire for each participant. The results revealed that no particular preference was shown, but one important factor was found to make NS and NNS teachers different. Students were not only discovered to be aware of the pros and cons of both NS and NNS teachers’ teaching at tertiary level, but in the end, value NNS teachers more for the awareness of EIL that they have developed over the years. This article argues that instead of treasuring the NS model fervently, it is crucial for language learners to develop thorough and adaptive comprehension competence. This article concludes with several pedagogical implications for ELT professionals.

CIES Bibliography 2010

CIES Bibliography 2010

Perspective From The Canadian Modern Language Review/La revue canadienne des langues vivantes

The Modern Language JournalVolume 94, Issue 4 p. 638-640 Perspective From The Canadian Modern Language Review/La revue canadienne des langues vivantes LAURA COLLINS, LAURA COLLINS Concordia UniversitySearch for more papers by this authorDIANE DAGENAIS, DIANE DAGENAIS Simon Fraser UniversitySearch for more papers by this author LAURA COLLINS, LAURA COLLINS Concordia UniversitySearch for more papers by this authorDIANE DAGENAIS, DIANE DAGENAIS Simon Fraser UniversitySearch for more papers by this author First published: 22 November 2010 https://doi.org/10.1111/j.1540-4781.2010.01097.xCitations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume94, Issue4Winter 2010Pages 638-640 RelatedInformation

Teaching & Learning Guide for: Multilingualism in Educational Contexts: Identities and Ideologies

This Teaching and Learning Guide is intended to provide instructors of courses in Sociolinguistics some guidance in incorporating the topic of multilingualism in educational contexts into their syllabi. Although schools the world over are increasingly serving multilingual populations, awareness of this reality has not, in many cases, sifted through to public consciousness, and incorporation of this topic into the sociolinguistic curriculum is a crucial step in addressing this gap in awareness. The incidence of multilingualism in educational contexts has increased greatly in the last few decades in a number of critical ways. First, while multilingualism has long been the norm in educational settings in places such as India and some countries of Africa, widespread multilingualism has only recently begun to be seen as a factor in education in many parts of the Americas, Europe, and Asia. Second, in addition to there being more regions of the world that have multilingual populations of schoolchildren, the demographics of these populations are also changing. There are increasing numbers of middle class professionals moving to countries in which immigrants were previously overwhelmingly citizens of poor countries who came to work unskilled jobs. Third, not only have different patterns of immigration led to a broader range of regions and social groups becoming multilingual, but the ability to speak more than one language is increasingly seen as desirable for those who stay put. Bilingual education or intensive language study for the children of majority language populations is gaining popularity in Europe, the United States, and Asia. What this amounts to is that multilingualism in schools is becoming more common, and the situations in which it occurs are as varied as the languages involved. This article addresses the social issues of language ideologies and identity construction in this context.

The Effect of Mental Illness on Language Regression to the Mother Tongue in Bilingual Teenagers

The Effect of Mental Illness on Language Regression to the Mother Tongue in Bilingual Teenagers

Bilingual education & bilingualism

07–469Dicker Hostos, Susan J. (City U New York, USA), Dominican Americans in Washington Heights, New York: Language and culture in a transnational community. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 713–727.07–470Fitts, Shanan (California State U, USA), Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 337–365.07–471Hall, Anne-Marie (U Arizona, USA), Keeping La Llorona alive in the shadow of Cortés: What an examination of literacy in two Mexican schools can teach. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 385–406.07–472Han Chung, Haesook (Defense Language Institute, USA), Code switching as a communicative strategy: A case study of Korean–English bilinguals. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 293–307.07–473Hilmarsson-Dunn, A. M. (U Southampton, UK; amhd@soton.ac.uk), Protectionist language policies in the face of the forces of English: The case of Iceland. Language Policy (Springer) 5.3 (2006), 295–314.07–474Hogan-Brun, Gabrielle (U Bristol, UK; g.hogan-brun@bristol.ac.uk), At the interface of language ideology and practice: The public discourse surrounding the 2004 education reform in Latvia. Language Policy (Springer) 5.3 (2006), 315–335.07–475Jiménez, Terese C. (Loyola Marymount U, USA), , Alexis L. Filippini & Michael M. Gerber, Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 431–452.07–476King, Kendall & Lyn Fogle (Georgetown U, USA), Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 695–712.07–477Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–478Mar-Molinero, Clare & Patrick Stevenson (Centre for Transnational Studies, U Southampton, UK; cmm@soton.ac.uk), Breaching the peace: Struggles around multilingualism in Switzerland. Language Policy (Springer) 5.3 (2006), 239–245.07–479Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle': Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–480Pagett, Linda (U Plymouth, UK; l.pagett@plymouth.ac.uk), Mum and Dad prefer me to speak Bengali at home: Code switching and parallel speech in a primary school setting. Literacy (Blackwell) 40.3 (2006), 137–14507–481Ransdell, Sarah (Nova Southeastern U, Ft Lauderdale, FL, USA), Marie-Laure Barbier & Toomas Niit, Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 728–741.07–482Souto-Manning, Mariana (U Georgia, USA), A critical look at bilingualism discourse in public schools: Autoethnographic reflections of a vulnerable observer. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 559–577.07–483Worthy, Jo & Alejandra Rodríguez-Galindo (U Texas, USA), ‘Mi hija vale dos personas': Latino immigrant parents’ perspectives about their children's bilingualism. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 579–601.

Teacher education

07–460Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–461Garrison, Leslie (San Diego State U, USA), Teacher attrition and retention along the Mexican border. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 365–384.07–462Harrison, Jennifer (U Leicester, UK), An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: ‘Professional values and practice’ – outcomes or opportunities?European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 431–454.07–463Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers.Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–464Márquez-López, Teresa I. (U California, USA), Dual-language student teachers' classroom-entry issues: Stages toward gaining acceptance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 499–520.07–465Rankin, Jamie (Princeton U, USA; jrankin@princeton.edu) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–466Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 81–97.07–467Sook Lee, Jin & Eva Oxelson (U California, Santa Barbara, USA), ‘It's not my job’: K–12 teacher attitudes toward students' heritage language maintenance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 453–477.07–468Tudor, Ian (U Libre de Bruxelles, Belgium), Teacher training and ‘quality’ in higher education language teaching: Strategies and options. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 519–532.

Language testing

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

Language learning

Language learning

Reading & writing

07–430Anson, Chris M. (N Carolina State U, Raleigh, USA; chris_anson@ncsu.edu), Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing (Elsevier) 11.2 (2006), 100–112.07–431Chanock, Kate (La Trobe U, Bundoora, Australia; c.chanock@latrobe.edu.au), Help for a dyslexic learner from an unlikely source: The study of Ancient Greek. Literacy (Oxford University Press) 40.3 (2006), 164–170.07–432Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–433Daniels, Peter T. (New Jersey, USA). On beyond alphabets. Written Language and Literacy (Benjamins) 9.1 (2006), 7–24.07–434Dovey, Teresa (U Technology, Sydney, Australia), What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’. English for Specific Purposes (Elsevier) 25.4 (2006), 387–402.07–435Dowdall, Clare (U Plymouth, UK; c.dowdall@plymouth.ac.uk), Dissonance between the digitally created words of school and home. Literacy (Oxford University Press) 40.3 (2006), 153–163.07–436Elbow, Peter (U Massachusetts, Amherst, USA; elbow@english.umass.edu), Do we need a single standard of value for institutional assessment? An essay response to Asao Inoue's ‘community-based assessment pedagogy’. Assessing Writing (Elsevier) 11.2 (2006), 81–99.07–437Green, Anthony (U Cambridge, ESOL Examinations, Cambridge, UK; Green.A@cambridgeesol.org), Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing (Elsevier) 11.2 (2006), 113–134.07–438Holme, Randal & Bussabamintra Chalauisaeng (Hong Kong Institute of Education, Hong Kong, China), The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes (Elsevier) 25.4 (2006), 403–419.07–439Jia, Yueming Zohreh R. Eslami, & Lynn M. Burlbaw (Texas A & M U, USA), ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 407–430.07–440Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–441Lambirth, Andrew (Canterbury Christ Church U, UK; al4@cant.ac.uk) & Kathy Goouch, Golden times of writing: The creative compliance of writing journals. Literacy (Blackwell) 40.3 (2006), 146–152.07–442Li, Yongyan (City Hong Kong, China), A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for Specific Purposes (Elsevier) 25.4 (2006), 456–478.07–443Moreira, Sylvia (City U New York, USA) & Maryellen Hamilton. Goats don't wear coats: An examination of semantic interference in rhyming assessments of reading readiness for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 547–557.07–444Penney, Catherine (U Newfoundland, Canada) James Drover, Carrie Dyck & Amanda Squires, Phoneme awareness is not a prerequisite for learning to read. Written Language and Literacy (Benjamins) 9.1 (2006), 115–133.07–445Serniclaes, Willy (U René Descartes, Paris, France), Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit. Written Language and Literacy (Benjamins) 9.1 (2006), 135–152.07–446Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–447Stapleton, Paul (Hokkaido U, Sapporo, Japan) & Rena Helms-Park, Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes (Elsevier) 25.4 (2006), 438–455.07–448Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

Bilingual education & bilingualism

Bilingual education & bilingualism

The Politics of Preschool Education Vouchers in Taiwan

Previous articleNext article No AccessThe Politics of Preschool Education Vouchers in TaiwanMing‐sho HoMing‐sho Ho Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 1February 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/498329 Views: 60Total views on this site Citations: 14Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Yuki Uchida, Tetsuo Ono Generational conflict and education politics: Implications for growth and welfare, Journal of Macroeconomics 69 (Sep 2021): 103315.https://doi.org/10.1016/j.jmacro.2021.103315Gail Yuen, Mei Seung Lam Mothers' experiences of a voucher scheme within the context of Hong Kong's early education: Issues of affordability and justice, Children and Youth Services Review 82 (Nov 2017): 185–194.https://doi.org/10.1016/j.childyouth.2017.09.030Eva E. Chen, Hui Li Early Childhood Education in Taiwan, (Jan 2017): 217–232.https://doi.org/10.1007/978-94-024-1004-4_13Suzannie K. Y. Leung, Eva E. Chen An Examination and Evaluation of Postmillennial Early Childhood Education Policies in Taiwan, (Sep 2016): 245–262.https://doi.org/10.1007/978-981-10-1528-1_11Ester J. de Jong, Zhuo Li, Aliya M. Zafar, Chiu-Hui (Vivian) Wu Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation, Bilingual Research Journal 39, no.3-43-4 (Nov 2016): 200–212.https://doi.org/10.1080/15235882.2016.1224988Suzannie K. Y. Leung Evaluating the Free Early Childhood Education Policies in Taiwan with the 3A2S Framework, International Journal of Chinese Education 3, no.22 (Jan 2021): 268–289.https://doi.org/10.1163/22125868-12340040I-Fang Lee Assemblages of Quality Early Childhood Education and Care in the Cross-Taiwan Strait Geopolitical Space in Asia, International Review of Qualitative Research 7, no.11 (May 2014): 80–92.https://doi.org/10.1525/irqr.2014.7.1.80Ka Ho Mok, Kar Ming Yu, Yeun-wen Ku After massification: the quest for entrepreneurial universities and technological advancement in Taiwan, Journal of Higher Education Policy and Management 35, no.33 (Jun 2013): 264–279.https://doi.org/10.1080/1360080X.2013.786857Belinda J. Hardin, Hsuan-Fang Hung A Cross-Cultural Comparison of Services for Young Children with Disabilities Using the ACEI Global Guidelines Assessment (GGA), Early Childhood Education Journal 39, no.22 (Feb 2011): 103–114.https://doi.org/10.1007/s10643-011-0448-yMing-sho Ho, Jane Hindley The Humanist Challenge in Taiwan's Education: Liberation, Social Justice and Ecology, Capitalism Nature Socialism 22, no.11 (Mar 2011): 76–94.https://doi.org/10.1080/10455752.2010.546653William Yat Wai Lo Decentralization of higher education and its implications for educational autonomy in Taiwan, Asia Pacific Journal of Education 30, no.22 (Jun 2010): 127–139.https://doi.org/10.1080/02188791003721572Gail Yuen, Susan Grieshaber Parents' Choice of Early Childhood Education Services in Hong Kong: A Pilot Study about Vouchers, Contemporary Issues in Early Childhood 10, no.33 (Sep 2009): 263–279.https://doi.org/10.2304/ciec.2009.10.3.263Hui Li, Jessie Ming Sin Wong, X. Christine Wang Early childhood education voucher in Hong Kong: Perspectives from online communities, International Journal of Early Childhood 40, no.22 (Oct 2008): 49–63.https://doi.org/10.1007/BF03165839Ka Ho Mok, William Yat Wai Lo, Ja Oek Gu Reforming school governance in Taiwan and South Korea, International Journal of Educational Management 22, no.66 (Aug 2008): 506–526.https://doi.org/10.1108/09513540810895435

The Politics of Preschool Education Vouchers in Taiwan

Previous articleNext article No AccessThe Politics of Preschool Education Vouchers in TaiwanMing‐sho HoMing‐sho Ho Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 1February 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/498329 Views: 64Total views on this site Citations: 15Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Bryn Thomas, Chuing Prudence Chou The motivations of foreign teachers in Taiwan’s private preschool institutions, International Journal of Research Studies in Education 12, no.11 (Feb 2023).https://doi.org/10.5861/ijrse.2023.6Yuki Uchida, Tetsuo Ono Generational conflict and education politics: Implications for growth and welfare, Journal of Macroeconomics 69 (Sep 2021): 103315.https://doi.org/10.1016/j.jmacro.2021.103315Gail Yuen, Mei Seung Lam Mothers' experiences of a voucher scheme within the context of Hong Kong's early education: Issues of affordability and justice, Children and Youth Services Review 82 (Nov 2017): 185–194.https://doi.org/10.1016/j.childyouth.2017.09.030Eva E. Chen, Hui Li Early Childhood Education in Taiwan, (Jan 2017): 217–232.https://doi.org/10.1007/978-94-024-1004-4_13Suzannie K. Y. Leung, Eva E. Chen An Examination and Evaluation of Postmillennial Early Childhood Education Policies in Taiwan, (Sep 2016): 245–262.https://doi.org/10.1007/978-981-10-1528-1_11Ester J. de Jong, Zhuo Li, Aliya M. Zafar, Chiu-Hui (Vivian) Wu Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation, Bilingual Research Journal 39, no.3-43-4 (Nov 2016): 200–212.https://doi.org/10.1080/15235882.2016.1224988Suzannie K. Y. Leung Evaluating the Free Early Childhood Education Policies in Taiwan with the 3A2S Framework, International Journal of Chinese Education 3, no.22 (Jan 2021): 268–289.https://doi.org/10.1163/22125868-12340040I-Fang Lee Assemblages of Quality Early Childhood Education and Care in the Cross-Taiwan Strait Geopolitical Space in Asia, International Review of Qualitative Research 7, no.11 (May 2014): 80–92.https://doi.org/10.1525/irqr.2014.7.1.80Ka Ho Mok, Kar Ming Yu, Yeun-wen Ku After massification: the quest for entrepreneurial universities and technological advancement in Taiwan, Journal of Higher Education Policy and Management 35, no.33 (Jun 2013): 264–279.https://doi.org/10.1080/1360080X.2013.786857Belinda J. Hardin, Hsuan-Fang Hung A Cross-Cultural Comparison of Services for Young Children with Disabilities Using the ACEI Global Guidelines Assessment (GGA), Early Childhood Education Journal 39, no.22 (Feb 2011): 103–114.https://doi.org/10.1007/s10643-011-0448-yMing-sho Ho, Jane Hindley The Humanist Challenge in Taiwan's Education: Liberation, Social Justice and Ecology, Capitalism Nature Socialism 22, no.11 (Mar 2011): 76–94.https://doi.org/10.1080/10455752.2010.546653William Yat Wai Lo Decentralization of higher education and its implications for educational autonomy in Taiwan, Asia Pacific Journal of Education 30, no.22 (Jun 2010): 127–139.https://doi.org/10.1080/02188791003721572Gail Yuen, Susan Grieshaber Parents' Choice of Early Childhood Education Services in Hong Kong: A Pilot Study about Vouchers, Contemporary Issues in Early Childhood 10, no.33 (Sep 2009): 263–279.https://doi.org/10.2304/ciec.2009.10.3.263Hui Li, Jessie Ming Sin Wong, X. Christine Wang Early childhood education voucher in Hong Kong: Perspectives from online communities, International Journal of Early Childhood 40, no.22 (Oct 2008): 49–63.https://doi.org/10.1007/BF03165839Ka Ho Mok, William Yat Wai Lo, Ja Oek Gu Reforming school governance in Taiwan and South Korea, International Journal of Educational Management 22, no.66 (Aug 2008): 506–526.https://doi.org/10.1108/09513540810895435

Language learning

Language learning