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Bilingual Education (bilingual + education)
Selected AbstractsBilingual Education in Flanders: Policy and Press Debate (1999,2006)MODERN LANGUAGE JOURNAL, Issue 3 2010KATRIEN BOLLEN Although Belgium is officially trilingual (Dutch, French, and German), its legislation does not allow for bilingual education (BE). Recently, concerns about the position of Dutch in the face of French and immigrant languages have politicized the issue in the bilingual capital of Brussels and the Dutch-speaking region of Flanders. Considering Belgium's linguistic and educational policies, the authors analyze the media coverage of BE in Flanders by looking at the region's major newspapers for the pivotal period 1999,2006. Their content-analytical approach reveals a fairly positive bias toward BE. Yet, Flemish newspapers also reflect a tendency described by Brisk (2005): the tension between the promotion of BE for the majority (i.e., native speakers of Dutch and French) and its rejection for minorities (i.e., immigrants). Nevertheless, the fear of "frenchification" remains prominent in articles on majority-language BE. The study therefore sheds light on the complexities of the BE public debate in Flanders and on current political developments in the field. [source] The evolving sociopolitical context of immersion education in Canada: some implications for program development1INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2005Merrill Swain l'immersion; l'éducation bilingue; le multilingualisme; la théorie socioculturelle In 1997 Swain and Johnson defined immersion as one category within bilingual education, providing examples and discussion from multiple international perspectives. In this article, we review the core features of immersion program design identified by Swain and Johnson and discuss how current sociopolitical realities and new research on second language learning serve to update and refresh the discussion of these features. One feature identified by Swain and Johnson is that "the classroom culture is that of the local L1 community". The dramatic increase in ethnic diversity in Canada's urban centres calls into question the notion of a monolithic culture in the school community. A second example concerns the use of the L1 in the classroom: while a central feature of immersion education is the use of the L2 as medium of instruction, new research suggests that allowing a judicious use of the L1 on the part of learners may be warranted. The article concludes with suggestions for building on multiple L1s in the immersion classroom. En 1997, Swain et Johnson ont défini l'immersion comme une catégorie del'éducation bilingue, fournissant des exemples et une discussion à partir de multiples perspectives internationales. Dans cet article, nous passons en revue les éléments de base du programme d'immersion tels qu'identifiés par Swain et Johnson, et portons la discussion sur la façon dont les réalités socio-politiques actuelles et les nouvelles recherches sur l'apprentissage de la langue seconde permettent de mettre à jour et de reprendre la discussion de ces éléments. Un de ceux-ci, identifié par Swain et Johnson signale que «la culture de la salle de classe est celle de la langue première de la communauté locale.» La remarquable augmentation de la diversité ethnique dans les centres urbains du Canada remet en question la notion d'une culture monolithique dans la communauté scolaire. Un deuxième exemple concerne l'utilisation de la langue première en salle de classe. Bien que l'utilisation de la langue seconde comme moyen d'enseignement reste un élément central de l'immersion, de nouvelles recherches suggèrent que de permettre une utilisation judicieuse de la langue première chez les apprenants peut se justifier. En conclusion, l'article présente des suggestions pour tirer parti des multiples langues premières dans la classe d'immersion. [source] Bilingual Education in Flanders: Policy and Press Debate (1999,2006)MODERN LANGUAGE JOURNAL, Issue 3 2010KATRIEN BOLLEN Although Belgium is officially trilingual (Dutch, French, and German), its legislation does not allow for bilingual education (BE). Recently, concerns about the position of Dutch in the face of French and immigrant languages have politicized the issue in the bilingual capital of Brussels and the Dutch-speaking region of Flanders. Considering Belgium's linguistic and educational policies, the authors analyze the media coverage of BE in Flanders by looking at the region's major newspapers for the pivotal period 1999,2006. Their content-analytical approach reveals a fairly positive bias toward BE. Yet, Flemish newspapers also reflect a tendency described by Brisk (2005): the tension between the promotion of BE for the majority (i.e., native speakers of Dutch and French) and its rejection for minorities (i.e., immigrants). Nevertheless, the fear of "frenchification" remains prominent in articles on majority-language BE. The study therefore sheds light on the complexities of the BE public debate in Flanders and on current political developments in the field. [source] Putting the community back in community ecology and education: the role of field schools and private reserves in the ethical training of primatologistsAMERICAN JOURNAL OF PRIMATOLOGY, Issue 9 2010P.A. Garber Abstract In 1993 and 1999, with the assistance of a Nicaraguan family, we founded La Suerte Biological Research Station in northeastern Costa Rica and Ometepe Biological Research Station in southern Nicaragua as a privately owned conservation-oriented business. Our goal was to develop a program of sustainable community ecology focused on education, research, and the conservation of primates and tropical forests. In order to accomplish this we developed field courses in which undergraduate and graduate students conduct scientific research, experience local cultures, and learn about conservation. Over 120 of these students have received doctoral degrees or are currently in graduate programs. Four doctoral dissertations, several MA theses, and some 20 scientific articles have been published based on research conducted at our field stations. In order to achieve our long-term goals of preserving the environment, we also needed to engage directly with local communities to address their needs and concerns. To this end, we developed a series of community-based initiatives related to health care, bilingual education, and conservation education using traditional and on-line teaching tools. In this article, we describe our efforts in Costa Rica and Nicaragua teaching conservation-oriented field courses and working with the local human communities. Building upon these experiences, we outline a set of ethical considerations and responsibilities for private reserves, conservation-oriented businesses, NGOs, and conservancies that help integrate members of the local community as stakeholders in conservation. Am. J. Primatol. 72:785,793, 2010. © 2010 Wiley-Liss, Inc. [source] Performativity in the Bilingual Classroom: The Plight of English Learners in the Current Reform ContextANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2010Mariana Pacheco This article analyzes illustrative classroom events documented during an ethnographic study of bilingual classrooms in a "high-achieving" school. Through a performativity lens that emphasizes the discursive constitution of subjectivities, I demonstrate how discourses around achievement and success in the current reform context exacerbated one bilingual teacher's deficit-oriented ideologies about English learners and their families. This analysis has implications for practitioners and researchers interested in effectively supporting our most vulnerable student populations, and their teachers, in public schools.,[English learners, accountability, literacy, performativity, bilingual education] [source] Language-dependent memory in bilingual learningAPPLIED COGNITIVE PSYCHOLOGY, Issue 8 2006Viorica Marian Spanish-English bilinguals were taught academic-type information about History, Biology, Chemistry and Mythology in their two languages. Upon testing, it was found that memory was more accurate and retrieval was faster when the language of retrieval and the language of encoding matched than when they did not match. For accuracy, the pattern of results was influenced by bilinguals' language proficiency, so that only balanced bilinguals whose high proficiency levels were similar in both languages showed language-dependent recall. For reaction time, bilinguals were faster to retrieve information when the languages of retrieval and encoding matched than when they mismatched, but only for material encoded in Spanish. The influence of encoding and retrieval languages on error patterns was also examined. Together, the study's findings suggest that bilingual learning may be subject to language dependency and that experience with a language may increase the strength of linguistic cues in producing language-dependent memory. The results are consistent with previous findings of language-dependent memory in autobiographical narratives, carry applied implications for bilingual education, and are discussed within the theoretical framework of the relationship between language and memory. Copyright © 2006 John Wiley & Sons, Ltd. [source] | ||||||||||