刊讯｜SSCI 期刊《国际双语教育与双语制》2022年第3期

INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM

Volume 25, Issue 3, 2022

Int. J. Biling. Educ. Biling.（SSCI一区，2021 IF：3.165）2022年第3期共发文25篇，其中论文22篇，书评3篇。研究论文涉及学前双语教育、内容与语言整合教学法、语码转换、二语习得、语义发展、词汇量发展、多语制、元语言意识等。

往期推荐：

刊讯｜SSCI 期刊《国际双语教育与双语制》2022年第2期

刊讯｜SSCI期刊《国际双语教育与双语制》2022年第1期

目录

ARTICLES

■ Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context, by Laura Karabassova, Pages 787-799.

■ ‘When they act, they speak more': strategies that encourage language production in a bilingual preschool, by Mila Schwarz , Inas Deeb, and Deborah Dubiner, Pages 800-818.

■ A longitudinal investigation of the semantic receptive-expressive gap in Spanish-English bilingual children, by Todd A. Gibson, Elizabeth D. Peña, Lisa M. Bedore, Kevin S. McCarter, Pages 819-833.

■ Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool, by Ersoy Erdemir, Janina Brutt-Griffler, Pages 834-865.

■Bilingualism and law in Hong Kong: Translatophobia and Translatophilia, by Tong King Lee, Pages 866-877.

■ Factors that challenge English learners and increase their dropout rates: recommendations from the field, by Diane Rodriguez, Angela Carrasquillo, Eva Garcia, Diane Howitt, Pages 878-894.

■ The pedagogical practices of Māori partial immersion bilingual programmes in Aotearoa/New Zealand, by Richard Hill, Pages 895-904.

■ Switching codes and shifting morals: how code-switching and emotion affect moral judgment, by Meagan Y. Driver, Pages 905-921.

■ Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals, by Jonathan J.D. Robinson Anthony, Henrike K. Blumenfeld, Irina Potapova, Sonja L. Pruitt-Lord, Pages 922-941.

■ How is the bilingual development of Portuguese heritage children perceived by their parents? Results from an ethnographic case study of a non-formal learning setting in Germany, by Juliane Costa Waetzold, Sílvia Melo-Pfeifer, Pages 942-962.

■ Heritage language maintenance and management across three generations: the case of Spanish-speakers in Israel, by Anat Stavans, Maya Ashkenazi, Pages 963-983.

■ L2 motivation among hearing learners of Finnish Sign Language, by Enikő Marton, Peter D. MacIntyre, Pages 984-996.

■Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programmes, by Ruth Fielding, Lesley Harbon, Pages 997-1020.

■ (De)legitimation of monolingual ideologies in a US teachers’ online forum, by Amy I. Kim, Pages 1021-1032.

■ ‘Shared Education’ and translanguaging; students at Jewish and Arab schools learning English together, by Dafna Yitzhaki, Michal Tannenbaum, Elana Shohamy, Pages 1033-1048.

■ Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment, by Valentina Carbonara, Andrea Scibetta, Pages 1049-1069.

■ Closing the enjoyment gap: heritage language maintenance motivation and reading attitudes among Chinese-American children, by Sara A. Smith, Zhengjie Li, Pages 1070-1087.

■The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers, by Jinsuk Yang, In Chull Jang, Pages 1088-1100.

■Executive function developmental trajectories kindergarten to first grade: monolingual, bilingual and English language learners, by Anabel Castillo, Alexander Khislavsky, Meaghan Altman, Jeffrey W. Gilger, Pages 1101-1119.

■ Special education needs in French Immersion: a parental perspective of supports and challenges, by Janani Selvachandran, Elizabeth Kay-Raining Bird, Jessica DeSousa, Xi Chen, Pages 1120-1136.

■ ‘If we don’t study the language, the history will be lost’: motivation to learn Welsh in Argentine Patagonia, by Darío Luis Banegas and Grisel Roberts, Pages 1137-1150.

■ Beyond deficit assessment in bilingual primary schools, by Matthew Knoester, Assaf Meshulam, Pages 1151-1164.

REVIEWS

■ Chinese literacy learning in an immersion program, by Haoda Feng, Jin Wang, Pages 1165-1167.

■ Bilingual learners and social equity: critical approaches to systemic functional linguistics, by Liangping Wu, Xinhua Yuan, Pages 1167-1171.

■ Translanguaging in EFL contexts: a call for changes, by Yumei Fan, Jinfen Xu, Pages 1171-1174.

摘要

Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context

Laura Karabassova, Nazarbayev University Graduate School of Education, Astana, Kazakhstan

Abstract This paper reports on research into the top-down implementation of CLIL in the trilingual context of Kazakhstan, with a focus on teachers’ conceptualization of integration. Kazakhstan is the first Central Asian country to introduce CLIL for using three different languages as a medium of instruction for different content subjects as part of an ambitious national language-in-education policy. With a constructivist position, the study sought to explore the reality, i.e. the conceptualization of CLIL from teachers’ own perspectives through interviews and observations with five participants, working in the network of 20 state-funded and highly selective Nazarbayev Intellectual Schools. Findings suggest that most of the participating teachers were not aware of the pedagogical intentions behind CLIL and understood it merely as just teaching through another language. The subject teachers, who worked in the context of demanding enquiry-based curriculum, prioritized content over language, assuming only an indirect role in facilitating students’ language development.

Key words: CLIL, integration, teachers’ conceptualization, trilingual education, Kazakhstan

‘When they act, they speak more': strategies that encourage language production in a bilingual preschool

Mila Schwarz, Language Department, MA Program, Advanced Studies Faculty, Oranim Academic College of Education, Kiryat Tivon, Israel

Inas Deeb, Center for Jewish-Arab Education in Israel “Hand in Hand”, Jerusalem, Israel

Deborah Dubiner, Language Department, MA Program, Advanced Studies Faculty, Oranim Academic College of Education, Kiryat Tivon, Israel

Abstract The objective of two-way language programs is to promote intergroup communicative competence and cultural awareness. The purpose of the study was to explore teachers’ strategies implemented to create a language-conducive classroom context. To address this purpose, we used triangulation of data sources: weekly classroom observations, video recording of teachers’ reflections during periodical formal meetings; and field notes. The findings indicated the following language-conducive strategies: the classroom as a community of learners, explicit request to use Arabic, ritual repetition, teacher mediated socio-dramatic play, associative mediator and language area. These strategies brought with them a change of pedagogical approach that led to increased openness to Arabic. An analysis of teachers’ critical reflections of the strategy implementation revealed that they perceived these strategies as a positive factor in the enhancement of openness to Arabic.

Key words: Preschool bilingual education, majority-minority languages, ecological n language learning, language-conducive contexts and strategies

A longitudinal investigation of the semantic receptive-expressive gap in Spanish-English bilingual children

Todd A. Gibson, Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, LA, USA

Elizabeth D. Peña, School of Education, University of California, Irvine, CA, USA

Lisa M. Bedore, Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA, USA

Kevin S. McCarter, Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, LA, USA

Abstract Although a semantic receptive-expressive gap appears to be a universal feature of early bilingualism, little is known about its development. We sought to determine if the magnitude of the discrepancy between receptive and expressive standard scores changed over time in bilingual children’s two languages. In this longitudinal study, standardized receptive and expressive semantics tests of 106 Spanish-English bilingual children with TD were taken at kindergarten and first grade in both English and Spanish. We used a multivariate analysis approach to identify interactions and main effects. Although both receptive and expressive standard scores improved across the year in both languages, the magnitude of the gap was similar for both languages at both time points. However, there was greater improvement in English than in Spanish. Expressive scores at the end of the year were similar to receptive scores a year earlier. The magnitude of this gap remains relatively constant at kindergarten and first grade in both English and Spanish, despite overall improvements in semantic performance in both languages. There is on average roughly a one year lag between receptive and expressive semantics skills. Clinicians should take caution in interpreting receptive-expressive semantic gaps.

Key words: Childhood bilingualism, second language learning, school-age children, semantic development

Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool

Ersoy Erdemir, Department of Primary Education, Faculty of Education, Boğaziçi University, Istanbul, Turkey

Janina Brutt-Griffler, Department of Learning and Instruction, Graduate School of Education, State University of New York, Buffalo, USA

Abstract Language development of preschoolers can be positively stimulated and enhanced by exposure to language of peers. Likewise, interactions of young learners with native-monolingual classmates may contribute to their L2 development. However, research on peer interaction effects in young learners’ domains of L2 development is meager. This qualitative study investigated incidental vocabulary learning of an immigrant emergent bilingual child through his interactions with monolingual classmates in a preschool classroom. The focal child was observed and videotaped across preschool year. Videotapes of 33 peer interaction episodes were analyzed with discourse analytic approach to document the patterns and processes of making vocabulary gains from peers. Results showed that interactions with monolingual peers contributed to vocabulary learning of the focal child and enriched his expressive word repertoire. Incidental peer-initiated vocabulary scaffolds provided language-mediating patterns that resulted in vocabulary gains. Conditions that facilitated or impeded vocabulary learning from peers, as well as gradual improvement in peer interaction skills, were documented. Informed by sociocultural theory and L2 expert-novice notion, this study emphasizes the significance of peer interactions to promote vocabulary learning of young children. Broadly interpreted, results suggest increased exposure to language of monolingual peers mediate L2 development of emergent bilingual children in early childhood classrooms.

Key words: Vocabulary development, English language learners, peer interactions, preschool, literacy, young bilinguals

Bilingualism and law in Hong Kong: Translatophobia and Translatophilia

Tong King Lee, School of Chinese, University of Hong Kong, Hong Kong, Hong Kong

Abstract Although translation may be considered the sine qua non of bilingual legislation, the perceived authenticity and equivalence of different language versions of the same law are contingent on the disavowal of translation. Yet precisely because of such disavowal, translated versions of law are paradoxically valorized as equal in meaning and status to their originals, notwithstanding possible infelicities in the translation, so as not to compromise the precepts of legal bilingualism. This paper theorizes such a situation in relation to Hong Kong’s bilingual jurisdiction. On the basis of relevant legislation, official guidelines on statutory interpretation, and court cases in Hong Kong, the paper proposes the terms Translatophobia and Translatophilia to highlight the double bind that entraps translation in institutional discourses on legal bilingualism. More specifically, it reveals the language ideology generating anxieties over translation, and observes how such anxieties may be channelled into a fetishization of translation.

Key words: Legal bilingualism, translation, Translatophobia, Translatophilia, language ideology, Hong Kong

Factors that challenge English learners and increase their dropout rates: recommendations from the field

Diane Rodriguez, Graduate School of Education, Fordham University, New York, NY, USA

Angela Carrasquillo, Graduate School of Education, Fordham University, New York, NY, USA

Eva Garcia, Graduate School of Education, Fordham University, New York, NY, USA

Diane Howitt, Graduate School of Education, Fordham University, New York, NY, USA

Abstract This descriptive study surveyed the perceptions of teachers, counselors, and administrators on issues pertaining to school services and academic and instructional challenges of English Learners (ELs) in NYC public high schools. This study attempted to identify factors that increase the dropout rate of high school English learners. In addition, this study sought to identify school services, if any, provided to ELs that improve academic and learning success. A list of recommendations is provided for all stakeholders.

Key words: English learners, drop-out rate, instructional challenges, high school

The pedagogical practices of Māori partial immersion bilingual programmes in Aotearoa/New Zealand

Richard Hill, Te Kura Toi Tangata, University of Waikato, Hamilton, Aotearoa/New Zealand

Abstract Level 2 Māori medium programmes with 51–80% Māori language instruction make an important contribution to developing Māori language skills and lifting Māori student achievement, yet these programmes are largely hidden from discussions about Māori education attainment. Offering lower levels of Māori immersion than kura kaupapa Māori and being predominantly situated within English medium schools, these programmes give families opportunities to access a unique form of education which unlike high immersion kura kaupapa Māori, maintain significant levels of English language instruction. However, Level 2 programmes suffer from poor support and resourcing, including sourcing teachers highly fluent in the Māori language and knowledgeable in bilingual education approaches. This article, which discusses the pedagogical practices of teachers in 44 New Zealand programmes, found that schools have developed a wide range of bilingual approaches to satisfy their unique situations, and demonstrate high commitment to providing an important education to communities. Despite this, historical assimilationist policies continue to impact schools’ ability to form cohesive programmes that produce highly proficient bilingual students. Schools require more support, particularly to lift teachers’ Māori language fluency and knowledge of bilingual education theory and practice.

Key words: Māori, bilingual, Māori medium, pedagogy, biliteracy, partial immersion

Switching codes and shifting morals: how code-switching and emotion affect moral judgment

Meagan Y. Driver, Department of Spanish and Portuguese, Georgetown University, Washington, DC, USA

Abstract The present study expands the literature on the Foreign Language Effect by investigating differences in moral judgment for 280 English-Spanish late bilinguals when processing the button and bridge moral scenarios of the canonical trolley dilemma (Thomson, 1985) in an online questionnaire in either a native (NL), foreign (FL), or code-switched (CS) language environment. The study furthermore examines the effects of emotion on moral standards across these three language contexts, analysing self-reports of individuals’ emotions following their moral decisions. Overall, moral judgments in the CS and NL conditions patterned similarly for both dilemmas, while, in line with previous studies, the FL condition elicited an increased percentage of utilitarian decisions in the high-conflict bridge scenario. Unique emotions did not vary significantly across language contexts in either scenario, and no reduction in emotion was seen in participants’ FL. However, an interaction between language condition and emotion in the high-conflict dilemma suggests that the ratio and relative ranking of various emotions, and not just the degree of emotionality, may have an influence on moral evaluations. The present study elucidates the previously neglected variable of moral decision processing in the context of code-switching and discusses cognitive and emotional explanations for the Foreign Language Effect.

Key words: Decision making, emotion, code-switching, bilingualism, Foreign Language Effect

Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

Jonathan J.D. Robinson Anthony, SDSU/UCSD JDP in Language & Communicative Disorders, San Diego State University, San Diego, CA, USA

Henrike K. Blumenfeld, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USA

Irina Potapova, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USA

Sonja L. Pruitt-Lord, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USA

Abstract The current work investigates whether language dominance predicts transfer of skills across cognitive-linguistic levels from the native language (Spanish) to the second language (English) in bilingual preschoolers. Sensitivity to cognates (elephant/elefante in English/Spanish) and metalinguistic awareness (MLA) have both been shown to transfer from the dominant to the nondominant language. Examining these types of transfer together using a continuous measure of language dominance may allow us to better understand the effect of the home language in children learning a majority language in preschool. Forty-six preschool-aged, Spanish-English bilinguals completed English receptive vocabulary and metalinguistic tasks indexing cognate effects and MLA. Language dominance was found to predict crosslinguistic (cognate) facilitation from Spanish to English. In addition, MLA skills also transferred from Spanish to English for children with lower English proficiency, and no transfer of MLA was evident for children with higher English proficiency. Altogether, findings suggest that transfer from a dominant first language to a nondominant second language happens at linguistic and cognitive-linguistic levels in preschoolers, although possibly influenced by second language proficiency. The current study has implications for supporting the home language for holistic cognitive-linguistic development.

Key words: Language transfer, cognates, metalinguistic awareness, bilingual development, language dominance

How is the bilingual development of Portuguese heritage children perceived by their parents? Results from an ethnographic case study of a non-formal learning setting in Germany

Juliane Costa Waetzold, Faculty of Education, University of Hamburg, Hamburg, Germany

Sílvia Melo-Pfeifer, Faculty of Education, University of Hamburg, Hamburg, Germany

Abstract In the context of German linguistic policies, Heritage Language (HL) education ranges from formal and informal to non-formal offers. Families with migratory backgrounds seeking acquisition and maintenance of the HL frequently resort to educational or maintenance opportunities that are not institutionalized. In the region of Bavaria (Germany), the geographical context of this study, the teaching of Portuguese as an HL (PHL) mainly occurs in non-formal and informal educational spaces. The present empirical study follows an ethnographic perspective and examines how learners’ parents in such non-formal environments perceive their children's bilingualism. As a secondary focus, the linguistic educational tool ‘Mala de Herança’ (MH) (Heritage Suitcase – free translation) shall be examined in order to assess its possible input in shaping the bilingual individual, following Van Lier’s [2004. The Ecology and Semiotics of Language Learning. A Sociocultural Perspective. Dordrecht: Springer.] ecological approach to language teaching. The data described in the study, obtained from parents’ interviews, were collected through semi-structured interviews and interpreted through content analysis. Results point towards a very heterogeneous perception of the ‘bilingual child’ by the parents, compatible with the reviewed literature.

Key words: Portuguese as a Heritage Language, non-formal teaching and learning, bilingual education, ecological approach

Heritage language maintenance and management across three generations: the case of Spanish-speakers in Israel

Anat Stavans, Beit Berl College, Kfar Saba, Israel

Maya Ashkenazi, Beit Berl College, Kfar Saba, Israel

Abstract Spanish in Israel has been the heritage language (HL) of some 130,000 Spanish speakers. The uniqueness of this immigrant community lays in the evolution, existence and maintenance of Spanish as the (HL). This study showcases Spanish speakers as an example of a well-integrated minority. The results of this study showed that the two first generations maintained Spanish as a means of communication with their families and immigrant friends, but at the same time quickly learned Hebrew to communicate in their wider professional and social circles. The usage, efforts, values, benefits, and motivation to maintain and foster the HL is mostly enforced by the older members of the family. The second – the ‘transitional’ – generation strive to maintain the HL but are cognizant of its sustainability for the generation above and below. The third generation – the young – finds practical and instrumental benefits in the HL particularly for communicating with older family members. We conclude by recognizing that though families are the propelling force for HL, the role of the educational system should be more central and greater efforts must be made to make it a dominant transfer agent of HL policy and practice.

Key words: Heritage language, maintenance, loss, inter-generational, migration, language policy

L2 motivation among hearing learners of Finnish Sign Language

Enikő Marton, Department of Finnish, Finno-Ugrian and Scandinavian Studies, University of Helsinki, Helsinki, Finland

Peter D. MacIntyre, Psychology, School of Science and Technology, Cape Breton University, Sidney, Canada

Abstract The realisation of the linguistic rights of Deaf individuals is, to a considerable extent, dependent upon whether there are majority language speakers who acquire a sign language as an L2 and use their L2 skills. Still, the motivation of hearing persons in learning sign languages as L2s is a largely unmapped area. This study seeks to capture the motivation underlying the L2 use among hearing learners of Finnish Sign Language (FSL) in terms of current theorising on L2 motivation and to test the applicability of central constructs in L2 motivation research in a specific SLA context. We collected data in 2018 using an anonymous online questionnaire (N = 173). We tested a serial mediational model that linked L2 learning orientations and L2 learning experience, through a set of mediating variables, to L2 use. The model was statistically significant and explained 66% of the variance in L2 use. In addition, integrativeness significantly moderated the effect of L2 competence on L2 use. The findings from the quantitative analysis are enriched with the analysis of the respondents’ comments. We discuss the results from the perspective of how hearing learners of sign languages can extend the communication networks of Deaf sign language users.

Key words: Sign language, integrative motivation, bilingualism, language minorities, second language acquisition

Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programmes

Ruth Fielding, Faculty of Education, Monash University, Melbourne, Australia

Lesley Harbon, University of Technology Sydney, Sydney, Australia

Abstract The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners’ literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, where bilingual programmes were implemented to teach subject content through an additional language. Data from the national standardised literacy and numeracy assessment were gathered to compare students within the bilingual programmes with those not in the bilingual programmes. Results show higher performance for students in the bilingual programmes compared to their peers in monolingual classes. Drawing on data from a broader study of formal and informal assessment in these schools, this paper presents the standardised test results and teacher qualitative beliefs about literacy development. Findings show that the bilingual style of learning suits children irrespective of many contextual factors and that children’s literacy in English is enhanced by the addition of a second or subsequent language.

Key words: Bilingual education, CLIL, standardised assessment, first and second language literacy, language achievement

(De)legitimation of monolingual ideologies in a US teachers’ online forum

Amy I. Kim, Department of Linguistics, Georgetown University, Washington, DC, USA

Abstract The prevalence of English monolingualism in the current sociopolitical public has well been documented in the field of educational linguistics. In the United States, the monolingual underpinnings of educational policies have been criticized extensively for putting language minority (LM) students at a disadvantage. An important consequence of such policies is that teachers, who are in the position to enact them, could internalize the covert ideological underpinnings, and in turn, engage in the reproduction of unequal power structure through teaching and discursive practices. Drawing on Critical Discourse Analysis and Systemic Functional Linguistics, this study examines the teacher discourse produced in an online forum and explores how they talk about language, monolingualism, and multilingualism. Adopting Van Leeuwen’s [2008. Discourse and Practice: New Tools for Critical Discourse Analysis. Oxford University Press] categorization of legitimation strategies, the analysis illustrates some prevalent ways in which (de)legitimation strategies are used to reinforce marginalization of LM students. Also, the study shows examples of counter discourse among those who advocate for more bi/multilingual and inclusive ways to work with LM students. The paper further discusses the role of teachers’ discursive practices in reproducing and maintaining predominant monolingual ideologies and practices.

Key words: Multilingualism, language minorities, language ideologies, (de)legitimation, critical discourse analysis

‘Shared Education’ and translanguaging; students at Jewish and Arab schools learning English together

Dafna Yitzhaki, School of Education, Tel Aviv University, Tel Aviv, Israel

Michal Tannenbaum, School of Education, Tel Aviv University, Tel Aviv, Israel

Elana Shohamy, School of Education, Tel Aviv University, Tel Aviv, Israel

Abstract This paper reports on a study that examined a Shared Education program recently implemented in Israel based on the Northern Ireland model. Sixth-grade children from two schools – one Jewish and one Arab, who study in separate education systems and have very limited contacts with one another – met to learn English (as an additional language) together. The study explored patterns of language use (English, Arabic, Hebrew) as well as the ways children perceive the meetings as an arena to meet ‘the others’ and their languages. Findings show that the shared education approach yielded rich interactions between the three languages, enabled open encounters with the ‘others,’ and allowed diverse teaching methods. The analysis of the lessons’ transcripts via a coding system developed specifically for this study revealed a complex pattern of translanguaging between the three languages that served specific pedagogical purposes and expressions of solidarity as well as situations of discomfort and concern vis-à-vis the ‘other.’ Results are discussed in terms of their contribution to the concept of translanguaging and its role in such complex education settings, as well as their practical implications for the role that Shared Education and contact can play in the promotion of tolerance.

Key words: Shared Education, Israel, translanguaging, conflict, tolerance

Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment

Valentina Carbonara, Università per Stranieri di Siena, Siena, Italy

Andrea Scibetta, Università per Stranieri di Siena, Siena, Italy

Abstract The present contribution aims at describing the main phases of implementation of a Transformative Action-Research project named ‘L’AltRoparlante’. This project began in school year 2016/2017 and is still being implemented in five Italian multilingual schools. Its main purpose is to acknowledge students’ individual and collective multilingual repertoires through a translanguaging pedagogy. First, we will provide an overview about the current situation of educational and language policy in Italy, mostly focusing on the tension between monolingualism and plurilingualism in schools. After that, the European concept of plurilingualism and translanguaging will be analyzed in relation to the debate regarding ‘named languages’. In the second part, attention will be dedicated to the analysis of 71 focus groups conducted with the children involved in the ‘L’AltRoparlante’ project. The research questions which guided the analysis concern pupils’ language uses and attitudes before and after the integration of translanguaging pedagogy at a curricular level. The results show the emergence of empowerment dynamics among students and the legitimization of more flexible multilingual practices. The main implications are related to the need for a better understanding of inclusivity in the Italian school system

Key words: Italian schools, translanguaging pedagogy, plurilingualism, multilingual education, language rights

Closing the enjoyment gap: heritage language maintenance motivation and reading attitudes among Chinese-American children

Sara A. Smith, Department of Teaching and Learning, University of South Florida, Tampa, FL, USA

Zhengjie Li, Department of Teaching and Learning, University of South Florida, Tampa, FL, USA

Abstract Research demonstrates strong associations between psychosocial factors (motivation, attitudes, beliefs), outside of class behavior, and second language (L2) learning, particularly reading achievement [Briggs and Walter 2016. Read On! Extensive Reading and Young Second Language Learners’ Motivation and Attitudes; Masgoret and Gardner 2003. “Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates.” Language Learning 53 (S1): 167–210]. Fewer studies have explored the attitudes of students studying a heritage language (HL). Mandarin Chinese is the second most commonly spoken home language among dual language learner children in the U.S. [Park, Zong, and Batalova 2018. Growing Superdiversity among Young US Dual Language Learners and its Implications. Washington, DC: Migration Policy Institute] and increasing numbers of children receive explicit Chinese instruction. Comparatively less is known, however, regarding their attitudes toward Chinese maintenance and reading or the impact on intended effort. The current study addressed language learning attitudes and motivations, language specific reading attitudes, and out-of-school language use in physical and digital environments, among 58 children ages 10–18 enrolled in Chinese school. Findings revealed that ideal self accounted for significant variance in school effort (12%), but less than previously found in other contexts. L1/L2 reading attitudes had a significant negative relationship; the more enjoyable reading in English, the less enjoyable reading in Chinese. Chinese reading activity in digital environments uniquely accounted for significant variance in school effort. Results expand our understanding of motivation variability and underscore the importance of digital environments for young learners.

Key words: Heritage language maintenance, Chinese heritage language, language learning motivation, reading attitudes, biliteracy, family and community support, language proficiency

The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers

Jinsuk Yang, Department of Language and Culture, Osaka Prefecture University, Osaka, Japan

In Chull Jang, Department of English Language and Culture, Konkuk University, Chungju, South Korea

Abstract Many stakeholders tend to believe that native English-speaking teachers are more qualified and legitimized in teaching English only in English in the EFL context. Considering the theoretical importance of language ideology in understanding pedagogical practices, this study takes the approach that the proactive adaptations of the English-only policy into contemporary EFL classrooms are ideologically driven. Drawing on data from ethnographic fieldwork at an English-only language school in South Korea, this study examines the ways in which Korean bilingual teachers at the school interpreted, valorized, or challenged the monolingual policy in and out of classroom. While the school required Korean bilingual teachers to stick to the English-only policy, they showed different responses to the school's policy in terms of students using their first language and the expansion of the English-only policy beyond the classroom. Results suggest that the teachers’ everyday practice of the English-only policy is a complex process of negotiating interconnected ideologies and identities related to native-speakerism, gendered nationalism, and professionalism. The academic need for the local and ethnographic understanding of the language policy and its professional implications for nonnative English teachers are discussed.

Key words: Bilingual teacher, ethnography, English-only, South Korea, native-speakerism

Executive function developmental trajectories kindergarten to first grade: monolingual, bilingual and English language learners

Anabel Castillo, Psychological Sciences, University of California, Merced, CA, USA

Alexander Khislavsky, Psychological Sciences, University of California, Merced, CA, USAPsychological Sciences, University of California, Merced, CA, USA

Meaghan Altman, Psychological Sciences, University of California, Merced, CA, USA

Jeffrey W. Gilger, Psychological Sciences, University of California, Merced, CA, USA

Abstract Many studies examine how bilinguals and monolinguals differ in their executive function abilities at one time-point or cross-sectionally. Fewer examine how these groups of children may differ over time. Using nationally representative data obtained from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), this study examines the developmental trajectories of executive functions among bilingual, monolingual and ELL (English Language Learner) children during their early school years across four time points from the start of kindergarten to the end of first grade while controlling for sex and socioeconomic status. Latent growth curve models show that ELL children start with lower executive function skills on the dimensional change card sort (DCCS) and Numbers Reversed. Yet, have a steeper slope on both tasks. Bilinguals also had a steeper slope on the DCCS Task despite not differing initially. In addition to cognitive assessments, we also evaluated teacher reports of children’s executive function skills. Results from teacher reports showed that bilingual children have an initial higher perceived executive function in comparison to monolinguals. Together, the findings indicate that bilinguals and monolinguals are in some ways different in their cognitive control trajectories. Implications for findings regarding ELLs are further discussed.

Key words: Bilingualism, executive function, early bilingualism, English language learner, developmental trajectories

Special education needs in French Immersion: a parental perspective of supports and challenges

Janani Selvachandran, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

Elizabeth Kay-Raining Bird, School of Communication Sciences and Disorders, Dalhousie University, Halifax, Canada

Jessica DeSousa, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

Xi Chen, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

Abstract This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion enrolment, educational supports and withdrawal for children with special education needs. The findings showed a relationship between the severity of a special education need and the amount of supports that were needed for a child in an immersion program as might be expected. A lack of accessibility to and availability of supports resulted in parents seeking external resources to help alleviate the learning difficulties of their children. This study highlights an impending need to improve the accessibility of supports in French Immersion in the form of assessments, resources and teacher training.

Key words: Special education, accessibility in education, bilingualism, language acquisition, French Immersion

‘If we don’t study the language, the history will be lost’: motivation to learn Welsh in Argentine Patagonia

Darío Luis Banegas, School of Education, University of Strathclyde, Glasgow, UK

Grisel Roberts, ISFD N° 809, Esquel, Argentina

Abstract This study examines the motivations of learners studying Welsh in the city of Esquel, Argentine Patagonia. Welsh is considered a heritage immigrant language in this region, given the fact that a group of Welsh settlers arrived in 1865 and established successful settlements. After a flourishing period, the process of acculturation reduced the number of Welsh speakers. However, through different projects, Welsh has started to grow in the community by attracting Argentines with and without Welsh roots to learn the language. Framed as a qualitative study, this article presents the findings that emerged from in-depth interviews with ten adult and young learners at a local Welsh learning centre in Esquel. Based on the qualitative data collected and on complementary theories of language learning motivation, it may be concluded that for the participants motivation is driven by family and community-driven interests in language maintenance and revitalisation. Also, integrative orientation, influenced by the official narrative of overrepresenting the Welsh in Patagonia (Berg, K. 2018. “Chubut, Argentina: A Contested Welsh ‘First-Place’.” International Journal of Heritage Studies 24: 154–166. doi:10.1080/13527258.2016.1274667), was identified as influential.

Key words: Heritage language, motivation, Welsh, Patagonia, rooted L2 self

Beyond deficit assessment in bilingual primary schools

Matthew Knoester, Department of Educational Studies, Ripon College, Ripon, WI, USA

Assaf Meshulam, Department of Education, Ben Gurion University of the Negev, Beer-Sheva, Israel

Abstract In this paper, we analyze the harm that high-stakes standardized tests in the U.S. render to maintenance-oriented dual-language bilingual primary schools and, in particular, to minoritized bilingual learners. We argue that these schools must resist the negative incentives and prevailing logic that passing standardized tests is crucial for students’ future success and act to mitigate the potential harm to their school missions and pedagogy that this form of assessment presents. The alternative anti-deficit qualitative approaches to assessment we describe here rely on assessments of student learning and knowledge that are strengths-based, culturally aware and mindful, and seek to motivate students to accomplish ambitious, albeit differentiated, goals. These assessments carry a tone of empowerment and cultural affirmation and foster positive academic identity development of emergent bilingual children. We hope here to persuade that these assessments will assist dual-language bilingual primary schools to resist the neoliberal pressure to tie high-stakes decisions to standardized testing, which impair the cultural, educational, and personal development of their most vulnerable students.

Key words: Assessment, dual-language, bilingual education, primary schools, critical race theory, antiracism, multiculturalism

期刊简介

The Journal is multidisciplinary and focuses on all aspects of bilingualism and bilingual education around the world. Theoretical and conceptual analysis, foundational and applied research using qualitative or quantitative approaches, critical essays, and comparative book reviews are all invited. Contributions from varied disciplines are welcome: linguistics, sociology, psychology, education, law, women’s studies, history and economics, informatics included.

《国际双语教育与双语制》是一本跨学科的期刊，专注于世界各地双语和双语教育的各个方面。该期刊欢迎理论和概念分析、使用定性或定量方法的基础和应用研究、批判性论文和比较书评；也欢迎来自不同学科的投稿（包括语言学、社会学、心理学、教育学、法律、妇女研究、历史和经济学、信息学等）。

官网地址：

https://www.tandfonline.com/journals/rbeb20

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