English and a Mandarin-English bilingual program for its students in the first two to three years of their school education. It is one of only four government schools of over 1600 in the state of Victoria that implements such a program for mainly English-language learners. Bilingual education is a highly contested pedagogical arrangement (Crawford, 2000; May, 2001; Ovando & McLaren, 2000; Tollefson, 1995): especially when implemented with students from non-dominant language backgrounds. Against a background of the diminished status of immigrant and minority languages, this investigation drew on critical ethnographic methodologies that aim to foster empowering outcomes for the community under investigation (Corson, 2001; Fine & Weis, 1998; Fine et al., 2000; May, 1994, 1998).

<p> This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current definition for a dual immersion program states that students will gain bilingual, biliteracy and bicultural skills. While current research has examined the extent to which students gain bilingual and biliteracy skills in dual immersion programs, little exists on the third aspect of the triad, biculturalism. The research in this study examines the extent to which biculturalism exists within the dual immersion classroom and how it influences student engagement. Using the narrative inquiry approach, the researcher listened to the authentic voices of the participants and conveyed their story. Nvivo software was used as a tool to code and analyze emerging themes related to bicultural identity and student engagement. The researcher conducted semi structured conversational interviews with a preselected interview pool of elementary students, parents, dual immersion teachers and administrators. The findings from the research suggest strong ties between behavioral and emotional engagement with the development of a bicultural identity. Participants explained in detail how communication, trusting relationships and social networks impact the achievement as well as the identity of the students. Implications and recommendations for future research and practice are discussed.</p>

<p>With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training

A central question in racial and ethnic politics is whether bureaucratic representation benefits minorities. The theory of bureaucratic representation suggests that passive representation—representatives sharing characteristics of the represented—can lead to active representation—acting in a manner that represents the interests of the represented group. A growing body of empirical research has found that bureaucratic representation leads to improved policy outcomes for minorities. Most of the evidence for active representation, though, comes from representation by street-level bureaucrats. We do not know the impact of representation by upper-level bureaucrats, however. In this dissertation, I examine the impact of school superintendents on the generation and distribution of resources to English language learner programs. In particular, I investigate whether the presence of Latino superintendents leads to greater resources for these programs. Additionally, I also explore the impact of these programs on the Latino dropout rate. Using data from the Texas Education Agency, U.S. Census, and National Association of Latino Elected Officials, I find that upper-level bureaucrats do actively represent the needs of represented groups. Specifically, Latino superintendents distribute more resources, in the form of teachers, to English language learner (ELL) programs. Additionally, Latino superintendents are more likely to distribute resources to bilingual programs relative to English as a second language programs. In regard to the impact of different types of ELL programs, I do not find evidence that program type predicts Latino dropout rates. However, I do find that serving the needs of limited English proficient students, regardless of program type, helps to decrease the Latino dropout rate.

<p>The Simple View of Reading model (SVR) was used as a theoretical lens to explore some of the reading comprehension issues and challenges faced by Arabic Heritage Language Learners (HLLs) in the United States. This study investigated which of the two SVR model components, decoding and linguistic comprehension, is a better predictor of Arabic reading comprehension among HLLs. The study also examined if the level of reading proficiency affected the way the two components predict Arabic reading comprehension. To answer these questions, 70 participants from four different levels (i.e., fourth through seventh grade levels) from a southern California heritage language school were tested on one reading comprehension measure, one linguistic comprehension measure (i.e., a listening comprehension measure), and two decoding measures, word reading scores and spelling. </p><p> Results revealed that both components, linguistic comprehension and decoding, were equally significant predictors of reading comprehension in the overall sample accounting for 62% of the variance in reading comprehension. Moreover, the sample was then split into more skilled readers and less skilled readers. In the sample of less skilled readers, both linguistic comprehension and decoding were significant predictors of reading comprehension accounting for 42% of the variance in reading comprehension, with the spelling measure (i.e., decoding) being a slightly stronger predictor. In the sample of more skilled readers, only linguistic comprehension was a significant predictor of reading comprehension. However, when the decoding measure, spelling, was replaced with a fluency component (i.e., a fluency measure based on the recorded reading time of participants), both linguistic comprehension and the fluency component were equally significant predictors of reading comprehension accounting for 53% of the variance in reading comprehension. </p><p> Finally, additional preliminary observations and speculations were presented suggesting that: 1) the HLLs&rsquo; linguistic abilities may be closer to the abilities of second language learners; 2) the linguistic comprehension of HLLs may be influenced by multiple factors such as diglossia, language deterioration, and low oral proficiency; and finally, 3) the intertwined relationship between spelling and reading appeared to provide further insight into the literacy development of HLLs. </p>

Thesis (Ph.D.)--University of Melbourne, Dept. of Learning & Educational Development, 2006. / Typescript. Includes bibliographical references.

<p> This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, &amp; Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding biliteracy as a social practice and valuing language as a resource (Ruiz, 1987). Funds of knowledge (Gonz&aacute;lez, Moll, Amanti, 2005; Moll, Gonz&aacute;lez, Amanti, &amp; Neff, 1994) is an important component in framing this qualitative study and applying methods informing an inclusive pedagogy for bilinguals. Subsequently, I go over the photographs and multimodal composition presented in two case studies of Spanish and English bilinguals. The first case study (Appendix B) documents biliteracy in the household and local community of bilinguals through photography. It contributes to previous research by Reyes, DaSilva Iddings, and Feller (2016) and the two themes from their analysis: 1) Expanding definitions of language and literacy and 2) Deepening the understanding of funds of knowledge. The second case study (Appendix C) examines how bilinguals critically and creatively expressed their Spanish and English in a multimodal composition. Thinking critically about literacy meant reflecting on their everyday reading and writing practices as bilinguals, while being creative meant thinking about the various modes of reading and writing in two languages. This moves literacy beyond a monolingual and monomodal practice into one that cultivates diversity for equity in education for bilinguals. I seek an empowering pedagogy for bilinguals by valuing and making space for linguistic and cultural diversity in the classroom. Biliteracy is a valuable contribution to class and the learning process of students with more than one language. The primary purpose of this dissertation, like funds of knowledge, was to develop critical innovations in teaching (Moll, Amanti, Neff, &amp; Gonz&aacute;lez, 1992) biliteracy for the 21st century. Findings from the photographs, multimodal compositions, written reflections, and retrospective interviews demonstrate how Spanish and English biliteracy is practiced in various modes (e.g. music, dancing, singing, traditional family recipes, and religious/spiritual altars) in the Arizona-Sonora borderland.</p><p>

The thesis is contextualized in the theory and research surrounding bilingualism and second language learning. In particular it concerns attitude to language as a key construct in the explication of language policy within a country. Three chapters provide the background to the research of the thesis. The first two chapters concern the history of the language situation and of bilingual education in Malaysia and consider how Bahasa Malaysia has recently been accorded increasing status in order to foster national unity and integration. The third chapter reviews attitude theory and measurement as it relates to language, with consideration of the world-wide research into language attitudes. The thesis proceeds to report two investigations carried out at four Teacher's Colleges in Malaysia. The investigations aimed to identify the major dimensions of language attitudes using a questionnaire approach. In both investigations, a factor analysis revealed five very similar dimensions: (i) a general instrumental and integrative orientation towards the English language, (ii) parental encouragement towards the English language, (iii) students' anxiety, boredom and nervousness in learning the English language, (iv) students' attitudes towards the home xiv country, its values, culture and language and, (v) students' attitudes towards foreigners. The study also examined the relationship between these five factors and selected variables such as gender, age, ethnic and home language, college and religious affiliation and parental educational background. The variety of inter-relationship help to validate the factor scales and provide an innovative scenario of differences in attitude amongst various groups of Malaysian trainee-teachers.

No description available.

This study was developed because there is very little research covering the topic of bilingual teachers. Literature that describes how bilingual teachers view their role within the whole school environment, what makes their career unique from other teachers, their perspectives on bilingual education, their needs, and the issues most affecting them, was lacking. Therefore, this study attempts to fill that gap within the literature. Through qualitative in-depth interviewing, the participants in this study were encouraged to discuss the issues and topics most relevant to them from a set of interview guide questions. Two groups of participants, former bilingual teachers and teachers currently working in a bilingual program, were selected to add breadth and depth to the research findings. The literature review chapter sheds light on what little data is available that is relevant to the target group and brings forth gray areas which need to be studied. Further, this chapter provides an overview of multiple issues which affect the field of bilingual education, but which do not currently consider the perspectives of bilingual teachers. This section was incorporated in order to provide solid background information as well as to allow the participants to give their views on some of the topics. This study documents the following general findings about bilingual teachers at Westpoint School District: (1) Most people who pursue a career in bilingual education are native speakers of the language in which they teach and have previous teaching experience in their native land. (2) Political threats to bilingual education are causing former bilingual teachers to leave their program, seeking job security. (3) Bilingual teachers' workloads are greater than average because of the lack of resources, the absence of support personnel, dual language teaching, student-related issues, the lack of student academic support programs, and having to implement the goals of the program. (4) A bilingual teacher's role entails performing the duties customarily performed by support personnel as well as implementing the goals of bilingual programs and student academic support programs. (5) Participants in this study perceive a lack of professional equality between bilingual teachers and other educators.