Bilingual Education Research Articles

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

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

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

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

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

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

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

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

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

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

Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual secondary school in Madrid (Spain). Content and language teachers in pairs designed content and language integrated instructional sequences, implemented them, and assessed the students’ output. Four sessions in which teachers reflected on the activity, in collaboration with researchers, were audio recorded, transcribed, and analyzed. The data were analyzed using a social realist framework for investigating knowledge-building practices, Legitimation Code Theory (LCT). The analysis showed how content and language teachers refer to three types of knowledge (content, language, and language and content integration) in terms of ‘what’ is known (conceptual frameworks) and ‘how’ it is approached (following specific methods). The results confirm the importance of developing CLIL teachers’ language awareness through on-site collaboration which is closely linked to their normal teaching activities.

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.

The Role of English Language Education in Multilingual Societies

English language education in multilingual societies plays a pivotal role in fostering global communication, educational opportunities, and socioeconomic development. This paper explores the integration of English with local languages in educational contexts, emphasizing policies that balance global competitiveness with the preservation of cultural identity. By examining the challenges and strategies in English language education, including innovative pedagogical approaches and technological integration, the study underscores how proficiency in English enhances access to global opportunities and promotes social mobility. Ultimately, understanding the transformative impact of English language education informs inclusive practices that prepare individuals for global citizenship while maintaining linguistic diversity. This review summarizes the comprehensive discussions on the role of English language education in multilingual societies, highlighting its significance in both educational and socioeconomic contexts. Keywords: English language education, Multilingual societies, Bilingual education, Socioeconomic development, Global communication

Principal's Leadership Style In The Era Of Globalization In An Effort To Improve Teachers' Performance Teacher Performance at SMP Teuku Nyak Arif Fatih Bilingual School

This study aims to 1) describe the development of the principal's leadership style in the era of globalization in an effort to improve teacher performance at Teuku Nyak Arif Fatih Bilingual School Banda Junior High School, 2) to find out the effectiveness of the development of a clear development of the leadership style of school leaders in the era of globalization in an effort to improve teacher performance at Teuku Nyak Arif Fatih Bilingual School Banda Aceh Junior High School, and 3) can evaluate the development of school leadership styles in the era of globalization in an effort to improve teacher performance at Teuku Nyak Arif Fatih Bilingual School Banda Aceh Junior High School. This research uses a qualitative approach and a descriptive method. The subjects of this study consist of principals, teachers, and administrative staff of Teuku Nyak Arif Fatih Bilingual School Banda Aceh Junior High School. Data collection techniques with observation, interviews and documentation studies. The data analysis techniques used are data reduction, data display and drawing conclusions. The results of this study are: 1) the development of the principal's leadership style in the era of globalization in an effort to improve teacher performance 2) the implementation of the role of the principal in an effort to improve teacher performance, so as to help foster an increase in the understanding of the school community in improving teacher performance and 3) the implementation of the principal's leadership in an effort to improve performance through the school and can foster the awareness of school residents on the importance of improving teachers' performance to be taught from an early age which will develop into a culture for them.

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.

Interculturality in Latin American Rural Bilingual Education: A Systematic Literature Review

This systematic literature review examines the panorama of interculturality in rural contexts of bilingual education in Latin America. It aims to provide a comprehensive overview of the current state of knowledge in Latin America and identify key themes, challenges, and gaps in the field. The review highlights the importance of recognizing and valuing linguistic and cultural diversity, particularly in marginalized rural communities. It also discusses the lack of adequate resources and educational policies as significant challenges to promoting intercultural bilingual education in these contexts. The findings underscore the need for further research and the development of effective strategies to enhance intercultural understanding and bilingual education in Latin American rural areas.

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.

ADAPTATION PROBLEMS OF ETHNOLINGUISTIC MINORITIES FROM SOCIAL PSYCHOLOGICAL AND SOCIETAL PERSPECTIVES

ABSTRACT: Aim: The aim of this article is to present adaptation problems faced by bilingual representatives of ethnolinguistic minorities – from a socio-psychological perspective. Methods: This text is a review of literature on the subject matter under discussion. Results: Referring to the results of research conducted in the field, attention is paid to the most common adaptation problems from a socio-psychological perspective experienced by representatives of various ethnolinguistic minorities in bilingual education. The text also discusses issues related to the concept of bilingualism as well as its typology, outlining the differentia specifica existing between additive bilingualism and subtractive bilingualism. Conclusion: Bilingual education is an active, creative process that draws on linguistic, communicative and cognitive resources of the developing child (F. Genesee 2003). For that reason, quite a few studies have been carried out on simultaneous acquisition of two languages; equally interesting would be research results conducted among representatives of ethnolinguistic minorities in trilingual or quadrilingual language acquisition. Originality: The issues described are important for practical applications in the second language acquisition process. Keyword: bilingualism, immersion, submersion, biculturalism, ethnolinguistic minorities, adaptation problems

Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors

Promoting plurilingualism and the provision of inclusive and good-quality education are currently two converging challenges. However, despite the difficulties expressed by teachers in catering to diversity in their bilingual classrooms, the implementation of inclusive practices has received little attention. This study aims to analyse how teachers perceive their use of inclusive practices in primary school bilingual programmes and to identify associated sociodemographic characteristics. In total, a sample of 300 teachers completed the ad hoc designed Inclusive Teaching Practices in Bilingual Education scale. The results of the survey showed that inclusive practices associated with the dimensions of linguistic aspects, materials and resources, and assessment are more frequently used than those associated with methodology, groupings, and collaboration with teachers and families. Moreover, those teachers who were English specialists, were more experienced at teaching in a bilingual programme, used English to a greater extent in the classroom, were highly proficient in English, and who received help from a support teacher used inclusive practices more frequently in their classrooms. Overall, teachers in bilingual education have a positive perception of their use of inclusive practices, but more work is needed regarding collaboration and providing a more personalised approach to education through appropriate scaffolding strategies and feedback.

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.

Bibliometric exploration of Intercultural Bilingual Education: an analysis of scientific production and its implications

Bibliometric exploration of Intercultural Bilingual Education: an analysis of scientific production and its implications

Changes in an early childhood education and care teacher’s practical theory in language pedagogy as a nexus:

This case study focuses on an expert early childhood education and care teacher’s practical theory in language pedagogy when implementing bilingual pedagogy (Finnish–Swedish) in a linguistically heterogeneous group of children aged 3–5 years. Practical theory refers to teachers’ views of good teaching that guide their practices. Applying a mediated discourse analysis approach (nexus analysis), we examine the interplay of factors that promote and challenge changes in the practical theory of language pedagogy in early childhood education and care. The discourses show that the changes are related to Swedish use (a new language for the children) and the use of the children’s home languages. Several personal, interactional, and contextual factors circulate in the expert teacher’s discourses, affecting the changes in her practical theory. Personal factors include reflection, beliefs, and experiences. Feedback from parents and children represents interactional factors, whereas contextual factors cover concepts such as participation and language-enriched teaching. This study highlights the significance of the multiple interrelated factors that are present when an expert teacher’s practical theory of language pedagogy changes, which needs to be reflected upon both in the practice of early childhood education and in teacher training.

Translation Techniques Used in Biological Terms in Bilingual Biology 1 Textbook for Senior High School Class X

This article investigates the translation of English biological terms into Indonesian in a high school textbook. Using a descriptive-qualitative approach, it examines translation techniques, drawing on Molina and Albir's framework. Data collection methods include content analysis. The study identifies four translation techniques: pure borrowing, literal, borrowing, and amplification. Pure borrowing is the most common technique used. The discussion emphasizes the importance of balancing linguistic accuracy and cultural relevance. The research contributes to understanding translation strategies in cross-cultural communication, aligning with Molina and Albir's framework. Overall, it sheds light on translators' choices in conveying biological concepts in bilingual education.

Bilingual intercultural education and the construction of Quechua-Aymara citizenship among university students in the Altiplano region

In this study, we analyzed intercultural bilingual education and the construction of Quechua-Aymara citizenship among university students in the highland region. A quantitative methodology with a non-experimental, descriptive, and correlational design was employed. The sample consisted of 130 Sociology and Anthropology students from the Faculty of Social Sciences at the National University of the Altiplano–Puno, using surveys with questionnaires as data collection techniques. The results revealed a moderate positive correlation (r=0.444) between intercultural bilingual education and the construction of Quechua-Aymara citizenship, with this correlation being statistically significant (p<0.001). This finding suggests that strengthening intercultural bilingual education fosters greater awareness and civic engagement among Quechua and Aymara students. However, low levels observed in both variables highlight the urgent need to improve educational programs to promote inclusive, respectful, and responsible citizenship toward cultural diversity.

Interculturalidad y bilingüismo: entre el normativismo funcional y las posturas emergentes en el diseño curricular oficial de formación docente en educación intercultural bilingüe en el Perú

The purpose of this article is to review the educational approaches to interculturalism and bilingualism in the intercultural bilingual education (IBE) syllabus of the National Basic Curriculum Design (DCBN) for initial teacher education (ITE). The Peruvian State, faced with the cultural and linguistic diversity expressed in 55 native peoples who communicate in 48 languages, applies IBE policies to the students from these peoples with teachers who have a higher education. Through documentary analysis, the information was organized to describe, analyze and interpret using categorization and codification by means of the deductive-inductive criterion. The results highlight the effort of the official document to incorporate interculturalism and bilingualism approaches, including the contributions of current trends. The relevance of normative-functional interculturalism is a proposal of the ITE only for indigenous people, since this curricular design, due to its national scope, has limitations to interculturalize teacher training from a more critical stance. When dealing with native languages in IBE and Spanish, it strives for technical-curricular goals of oral and written skills, neglecting the rescue and recovery of the oral, written or textualities of indigenous peoples, ignoring their social and dynamic use.