Browsing by Subject "bilingual education"

Now showing 1 - 4 of 4
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    Bilingual educational language policies in context: A multidimensional examination of California’s bilingual teaching authorization
    (2019-06) Mitchell, Kathleen
    This study examines ideologies of language and orientations to bilingual education in California. Specifically, this study examines how three bilingually authorized first- and second-year teachers in one bilingual Oakland elementary school experienced professional development, and how that professional development connected, in multiple dimensions, to California’s bilingual authorization policy. The findings of this study are fivefold. The first finding is that the state of California’s legislative bodies and Commission on Teacher Credentialing promote an orientation toward bilingual education that does not match the visions of the bilingual teachers at the Oakland school, the English Language Learners and Multilingual Achievement office in Oakland Unified School District, nor subtle voices visible in California’s bilingual authorization program standards. The language-as-problematic resource orientation produced by the State is problematic. Any promotion of languages other than English in bilingual education as less “academic” than English, or as secondary in priority to English, devalues these languages, their speakers, and the teachers who teach in them. Early-career teachers in this study interpreted this unequal valuation with varying degrees of discomfort, from outspoken resistance to self-minimization. The second finding, that Oakland Unified’s model of distributed leadership may contribute to uneven and inequitable outcomes of teacher support, highlights the importance of professional development of teacher educators in bilingual settings. When left on his own to decide what he thought would be useful professional development, Olmeda’s monolingual (in English) instructional coach drew upon his own contextual understandings to plan and conduct professional development sessions. This context did not match the needs of teachers, specifically those who taught in Spanish. The third finding, that early-career teachers can access professional development and grow through it when they are able to work within their individual zones of proximal development, is not surprising. However, what is visible in this study is how the structures of California’s teacher induction requirement interrupted professional growth due to rigid timing and perceptions of English as the only language usable during induction. Connected to this third finding is the fourth, that when professional development tasks are viewed as interruptions to “real” professional growth – in other words, as hoops through which to jump – they also may position the requirers of development, i.e. the District or the State, as forces to oppose. This oppositional positioning runs counter to collaboration paramount to successful growth in a classroom, coaching, or other teaching and learning environment. Finally, the fifth finding, that English became the default language and English Learners became the default “struggling learners” during a BTSA induction project – even though the language of instruction was Spanish – connects directly back to the first finding’s hierarchizing of English in bilingual education. In this manner, I show how, to use Levinson et al.’s (2009) terminology, the State, via its orientation to bilingualism and biliteracy in education, defines reality, orders behavior, and allocates resources in ways that promote inequality. Important discussion topics around the importance of “critical consciousness” (Cervantes-Soon et al., 2017) in bilingual education arise from these findings.
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    An Evaluation of the Transitional Language Center Program in the Saint Paul Public Schools: Final Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-05-18) Bigelow, Martha; Ngo, Bic; Wahlstrom, Kyla; Ingram, Debra; Whitehouse, Elizabeth M.; Center for Applied Research and Educational Improvement
    In anticipation of the arrival of approximately 1,000 Hmong newcomers from the Wat Tham Krabok refugee camp in Thailand, the Saint Paul Public School District in Minnesota, worked with the community to develop an education program that would specifically address the needs of these students. The resulting program, the Transitional Language Center (TLC), was established at five elementary schools during the 2004-2005 academic year as a temporary educational model for the newcomers. In spring 2005, the district contracted with the Center for Applied Research and Educational Improvement to conduct an evaluation that compared the TLC model with the Language Academy (LA) model already in use by the district.
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    Language Input and Outcomes in Bilingual Persian-English Children Attending an Immersion Preschool
    (2015-08) Payesteh, Bita
    Background: Despite the growing number of Persian-speaking people in the U.S., little is known regarding the language development of children learning Persian and English. Researchers studying Persian or Persian-English speakers typically only investigate one or two very specific areas of speech or language. However, there is no research examining how the amount of exposure to Persian and English and the amount of Persian and English spoken by children influences their language skills (e.g., vocabulary, morphosyntax). Method: Participants were two groups of preschool children, Persian-English bilingual (BI) children (n = 15) and English-only speaking (EO) children (n = 17); all children were 2 through 5 years of age. BI children attended a Persian immersion preschool in the San Francisco area and EO children attended English-only preschools in the Minneapolis area. BI participants completed a series of vocabulary and morphosyntax tasks in Persian and English; EO participants completed the same English series. Results: Results indicate a) no significant differences between the English scores of the BI and EO groups, b) significant differences in the BI group's English and Persian scores, c) significant cross-domain relationships within Persian and within English for the BI group, d) significant cross-linguistic relationships for Persian and English vocabulary and Persian and English morphosyntax, and e) notable trends that highlight the impact of the amount of parental language input and child language production on language skills. Conclusion: Across all the analyses, study results consistently suggest that greater heritage language support is beneficial for bilingual children and not detrimental to language development of the majority language, English.
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    Thinking About Language In All The Right Places: A Critical Ethnography Of Bilingualism In Non-Classroom Spaces
    (2023-09) Stanton, David
    This critical ethnography examines how the language ideologies of non-teaching staff (NTS) shape language practices in a bilingual PreK-8 school. Recent research on two-way bilingual education reveals the ways that the language ideologies of teachers, administrators, and parents can support the privileging of English in bilingual programs by prioritizing the values and needs of English-dominant students and families over those of language-minoritized students and families. This study shifts the focus to another inner layer of the policy onion, the NTS who comprise half of school staff. Non-teaching staff interact with students, families, and other staff in the hallways, cafeteria, playground, front desk, and other non-instructional areas of the school site, and they too are policy agents who impact language uses and school culture. The findings of this study reveal that (1) NTS make the entire school site at El Sol a bilingual and bicultural space; (2) NTS model the ways that bilingualism is process, not outcome; (3) NTS come to work at El Sol because they want to give back to their community by sharing their own linguistic and cultural lived experience; (4) the actions of NTS at El Sol are the action of educators who work to carry out the mission and vision of the school; and (5) NTS resist the privileging of English at El Sol, yet there exist still hierarchies of Spanish. Non-teaching staff protect the school from mission drift by challenging English dominance and transforming non-instructional spaces into sites of bilingualism and biculturalism.