刊讯｜SSCI 期刊《国际双语教育与双语制》2022年第4期
International Journal of Bilingual Education and Bilingualism
Volume 25,Issue 4，2022
International Journal of Bilingual Education and Bilingualism （SSCI一区，2021 IF：3.165）2022年第4期共发文26篇，其中研究性论文24篇，书评2篇。研究论文涉及心理语言学、二语习得研究、二语教学研究、社会语言学研究等方面。主题包括沉浸式教师教育、应急二语学习、语言政策、翻译实践、语言测试等。
往期推荐：
刊讯｜SSCI 期刊《国际双语教育与双语制》2022年第3期
目录
ARTICLES
■ The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary, by Jin Kyoung Hwang, Jeannette Mancilla-Martinez, Israel Flores & Janna Brown McClain, Pages 1175-1193.
■ Addressing unsolved educational problems about linguistically diverse children: perspectives of early childhood educators in South Korea, by Shim Lew & Jayoung Choi, Pages 1194-1211.
■ A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement, by Si Chen, Jing Zhao, Laura de Ruiter, Jing Zhou & Jinzhen Huang, Pages 1212-1229.
■ Using scaffolded text with systematic progression of spelling patterns to promote Hispanic children’s early literacy, by
Gail M. Wolf, Pages 1230-1242.
■ Receptive multilingualism and second language acquisition: the language transition process of adopted children, by Alice Fiorentino, Pages 1243-1258.
■ Transitioning from a local language to English as a medium of instruction: Rwandan teachers’ and classroom-based perspectives, by Emmanuel Sibomana, Pages 1259-1274.
■ Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach, by Dmitri Leontjev & Mark Antony deBoer, Pages 1275-1291.
■ When homeland remains a distant dream: language attitudes and heritage language maintenance among Rohingya refugees in Saudi Arabia, by Morad Alsahafi, Pages 1292-1303.
■Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong, by Melanie Williams, Pages 1304-1323.
■Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation, by Annika Peltoniemi & Mari Bergroth, Pages 1324-1335.
■ Double-voicing and rubber ducks: the dominance of English in the imaginative play of two bilingual sisters, by Cassie Smith-Christmas, Pages 1336-1348.
■‘In other schools you can plan it that way’: a raciolinguistic perspective on dual language education, by Nelson Flores & Lauren McAuliffe, Pages 1349-1362.
■ Japanese L2 learners’ translanguaging practice in written peer feedback, by Sugene Kim & Chih-Hao Chang, Pages 1363-1376.
■ Adjunct instruction in higher education: examining the effects on English foreign language proficiency, by Helena Roquet, Alexandra Vraciu, Florentina Nicolás-Conesa & Carmen Pérez-Vidal, Pages 1377-1398.
■An innovative ‘simultaneous’ bilingual approach in Senegal: promoting interlinguistic transfer while contributing to policy change, by Carol Benson, Pages 1399-1416.
■‘Nabewa nabedayo!’: Foreign faculty members’ perceived need to learn the students’ L1, by Sugene Kim, Pages 1417-1432.
■L1 use in peer interaction: exploring time and proficiency pairing effects in primary school EFL, by Alexandra Vraciu & Elisabet Pladevall-Ballester, Pages 1433-1450.
■ Talking together: how language documentation and teaching practice support oral language development in bilingual education programs, by Samantha Disbray, Carmel O’Shannessy, Gretel MacDonald & Barbara Martin, Pages 1451-1466.
■ ‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class, by Giselle Martinez Negrette, Pages 1467-1483.
■ A characterization of language development in heritage speakers, by Nadja Ruhl, Darya Polkina, Elena Gorobets, Martina Ozbič & Andrea Marini, Pages 1484-1500.
■The influence of Hakka language immersion programs on children’s preference of Hakka language and cross-language, by Ya-Ling Chen & Tien-Lung Tsai, Pages 1501-1515.
■ Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms, by Juan A. Freire & Erika Feinauer, Pages 1516-1529.
■ Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences, by Laura Karabassova, Pages 1530-1545.
■ Towards more multilingual practices in the mathematics assessment of young refugee students: effects of testing language and validity of parental assessment, by Zahraa Attar, Elma Blom & Emmanuelle Le Pichon, Pages 1546-1561.
BOOK REVIEWS
■ROAD-MAPPING English medium education in the internationalised university by E. Dafouz and U. Smit, Switzerland, AG, Palgrave MacMillan, 2020, v–xvii 163 pp., € 51.99 (paperback), ISBN 978-3-030-23463-8, review by María del Mar Sánchez-Pérez, Pages1562-1564.
■ Second language processing: an introduction by Nan Jiang, New York, Routledge, 2018, 335 Pp., $124.00 (HB), ISBN 978-0415708036, review by Mohammad Hadi Mahmoodi & Moslem Yousefi, Pages 1564-1567.
摘要
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary
Jin Kyoung Hwang, School of Education, University of California, lrvine, CA, USA
Jeannette Mancilla-Martinez, Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USA
lsrael Flores, Department of Psychology and Human Development, Peabody college, Vanderbilt University, Nashville, TN, USA
Janna Brown McClain, Department of Teaching and Learning, Peabody college, Vanderbilt University, Nashville, TN, USA
Abstract This study investigated the relationship among home language use,parents’beliefs about dual language development,and Spanish-speaking children's vocabulary knowledge.Parents(n = 162)completed a questionnaire about their home language use and beliefs about dual language development,and elementary-age children(N = 190)–Kindergarten(Mage = 5.71,SD = .56),second grade(Mage = 7.52,SD = .31),and fourth grade(Mage = 9.35,SD = .45)–completed conceptually-scored vocabulary assessments.Principal component analyses revealed that Spanish-speaking parents’beliefs about dual language development are heterogeneous.Further,parents’beliefs can be characterized differently according to their children's English proficiency designations and grade levels.Structural equation modeling analyses revealed that the Bilingual Facility parental belief factor was associated with home language use practices,which in turn were associated with children's vocabulary.However,this association only applied to limited English proficient students and their parents.These results underscore the importance of attending to Spanish-speaking parents’beliefs,as they appear to relate to home language use practices and,importantly,they also relate to their children's vocabulary achievement.
Key words Dual language learners；conceptually-scored vocabulary；parental beliefs；home language use
Addressing unsolved educational problems about linguistically diverse children:perspectives of early childhood educators in South Korea
Shim Lew, Department of Teacher Education and Educational Leadership, University of West Florida, Florida,USA
Jayoung Choi, Department of Inclusive Education, Kennesaw State University, Georgia, USA
Abstract Despite efforts to adopt inclusive education practices and foster cultural competence in classrooms across the globe,adequate training and shifts in teachers’mindsets frequently seem to lag behind.Studies continue to find that teachers in a variety of contexts hold negative views of culturally and linguistically diverse(CLD)families.Individual teachers’attitudes and perspectives may take on more primacy in schools where CLD populations are relatively low and thus targeted interventions and policies to support multicultural and multilingual learners are not in place.
This study applied culturally and linguistically responsive teaching frameworks to explore perceptions about CLD students among mainstream early childhood educators—an under-researched group that plays a pivotal role in children’s language and identity development—in the rapidly diversifying country,South Korea.Our qualitative analysis of interviews with nine teachers revealed a tendency toward monolingual,Korean-centered ideology and deficit-oriented views that pathologized multilingualism with some exceptions where few teachers showed openness to languages other than Korean.These findings have implications for teacher training programs and highlight some of the challenges to realizing genuinely inclusive education for CLD children in South Korea.
Key words heritage languages；bilingualism；language minorities；early childhood educators；South Korea；monolingualism
Melanie Williams, School of Education, Edith Cowan University, Perth, Australia
Abstract Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in the spontaneous translanguaging of emergent bilinguals. In response, this study aims to expand bilingualism research by investigating the ways in which fifth-grade emergent bilinguals’ draw from their semiotic repertoires when translanguaging in content-based science lessons. Multimodal transcriptions made from video recordings of the lessons allow a cross-case analysis of the emergent bilinguals’ shifts from oral to gestural or tactile modes during a biology and physics unit. Findings illustrate that emergent bilinguals use non-linguistic modes to aid their science discourse in four distinct ways: replacement, support, demonstration and imitation. For instance, gestural and tactile meanings replace unknown everyday words and science language during demonstrations. A fine-grained analysis of the semiotic units shows that tactile moves, gesticulations, pantomime and imitation each play a role in the semiotic processes involved when translanguaging in a content-based science class. They allow the expression of ideas, the mediation of language and the unaided flow of discourse.
Key words Content-based instruction; emergent bilinguals; translanguaging; semiotic repertoire; gestural and tactile modes; science meaning-making; content language integrated learning
Developing language-aware immersion teacher education: identifying
characteristics through a study of immersion teacher socialisation
Annika Peltoniemi, Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
Mari Bergroth, Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
AbstractLanguage aware schools need to be supported by language aware teacher education. In this study we analysed teacher socialisation among class teachers in Swedish immersion in Finland by qualitative content analysis of immersion teacher group discussions. We found that immersion teacher socialisation occurred mainly after entering the profession, as the participants had not participated in immersion themselves and had not attended a teacher education programme specifically designed for immersion. Based on the findings related to immersion socialisation we argue how the teacher education needs to be developed in order to better support teacher socialisation for language aware schools.
Key words Immersion education; language immersion; teacher education; language awareness; teacher education; immersion teacher socialisation
Double-voicing and rubber ducks: the dominance of English in the imaginative play of two bilingual sisters
Cassie Smith-Christmas, National University of Ireland, Galway, Republic of Ireland
Abstract Through analysis of a video recording of two bilingual siblings playing with rubber ducks, this article explores the concept that imaginative play can serve as a potential site for language shift. The article argues that the siblings use English as a means to ‘double voice’ (Bakhtin, M. M. (1981[1963]). The Dialogic Imagination (C. Emerson and M. Holquist). Austin: University of Texas Press) their imaginary narrative, thus transmuting the adult world and demarcating their play from the ongoing interaction with their mother. By triangulating this microinteractional analysis with interviews with the siblings’ mother and Irish immersion pre-school leader, the paper further argues that the dominance of English in imaginative play may relate in part to the pro-Irish Family Language Policy (FLP) enacted by their mother and the robust Irish language ethos of the pre-school; in other words, the siblings’ sense of agency is heightened by using English, the language they are not ‘supposed’ to speak. The paper concludes by discussing the conundrum this explanation poses for language maintenance efforts, as it is only through initiatives such as pro-minority language FLPs and minority language immersion classrooms that children are able to acquire the minority language in the first place.
Key words Imaginative play; code-switch; ingdouble-voicing; Irish; family language policy
Nelson Flores, School of Education, University of Pennsylvania, Philadelphia, PA, USA
Lauren McAuliffe, School of Education, University of Pennsylvania, Philadelphia, PA, USA
Abstract In recent years, there has been a massive expansion of dual language education (DLE) programs across the United States. Many of these programs are located in relatively affluent areas with large numbers of white professional families. Yet, most Latinx students attend high-poverty schools. In this article, we use the School District of Philadelphia as a case study of efforts to expand DLE in such high-poverty schools with large concentrations of Latinx students. We first offer a historical overview of bilingual education in Philadelphia, emphasizing the ways that broader political and economic challenges impeded efforts to develop and sustain quality programs. We then examine a recent effort to expand DLE in the district. Using case studies of three different schools, we illustrate the ways that broader racialized histories that have created and exacerbated the segregation and poverty of Latinx communities within the city have made it difficult for these programs to be successfully implemented.
Key words Bilingual education; dual language education; Latinx students; neoliberalism; raciolinguistic perspective; Philadelphia
Japanese L2 learners’ translanguaging practice in written peer feedback
Sugene Kim, a Department of English Studies, Nagoya University of Commerce & Business, Nisshin, Japan
Chih-Hao Chang, Faculty of International Studies, Nagoya University of Commerce & Business, Nisshin, Japan
Abstract Although peer review is widely adopted in tertiary L2 writing classes, students’ use of different languages – or translanguaging – in written peer feedback remains underresearched. Three studies that have explored the issue – Yu and Lee (2014), Yu (2016), and Yeh (2018) – were all conducted on Chinese-speaking participants, suggesting the need for studies in different contexts for a broader generalisability of the findings. To bridge the research gap, this study examined feedback comments produced by 24 Japanese college students. In addition to comparing feedback profiles according to language use, stimulated recall interviews were conducted to determine the factors underlying Japanese L2 learners’ translanguaging practices. The findings suggest that most Japanese L2 learners make language choices based on context as a result of the interaction between inter- and intrapersonal factors such as the (relative) L2 proficiency of the peer reviewer and the affective need to mitigate negative feedback. This study adds to the rather sparse literature on L2 learners’ language choices in written peer feedback and factors contributing to such decisions.
Key words Peer review; written peer feedback; translanguaging; language choice; L2 writing; Japanese L2 learners
Adjunct instruction in higher education: examining the effects on English foreign language proficiency
Helena Roquet, Institute for Multilingualism, Universitat Internacional de Catalunya, Barcelona, SpainAlexandra Vraciu, Faculty of Education, University of Lleida, Lleida, SpainFlorentina Nicolás-Conesa, Faculty of Education. University of Murcia, Murcia, SpainCarmen Pérez-Vida, Faculty of Education. University of Murcia, Murcia, Spain
Abstract This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruction (EMI) group, with no explicit L2 teaching/learning objectives, (n = 25) and an L1 group (n = 27) (Catalan/Spanish). In the L1 group, students had to read articles and teachers’ powerpoint presentations in the L2.
Quantitative data collected by means of a battery of tests over 16 weeks indicate that adjunct instruction leads to statistically significant improvement in overall L2 language scores for all students alike. Nonetheless, results show that adjunct instruction tends to bring larger L2 grammatical improvement and significantly higher gains in receptive skills to Dentistry students who receive minimal English Foreign Language exposure (i.e. the L1 strand) than to those with massive exposure to English (i.e. the EMI strand).
Key words Adjunct instruction; English medium instruction; receptive skills; lexico-grammatical knowledge
An innovative ‘simultaneous’ bilingual approach in Senegal: promoting interlinguistic transfer while contributing to policy change
Carol Benson, Teachers College, Columbia University, New York, USA
Abstract This paper describes an innovative bilingual education program developed and implemented in 208 primary classes in Senegal from 2009 to 2018 by a Senegalese NGO working with the national Ministry of Education to address issues of quality in primary education. L’approche simultanée or simultaneous approach, also known as bilinguisme en temps réel or real-time bilingualism, developed organically through a consultative process between NGO development actors, university linguists and educators. Unlike the early-exit transitional bilingual programs previously piloted in Senegal that are common throughout West Africa, this program taught literacy, mathematics and the sciences in both a national language (Wolof or Pulaar) and French from the first year of primary school. Using data collected for an external evaluation conducted in 2018, along with follow-up research conducted in 2019 with designers and implementers of the simultaneous approach, this paper analyzes the effectiveness of the program and its implications for Senegal, where the Ministry of Education appears close to adopting a national language-in-education policy. There are also implications for the field of L1-based multilingual education, as ARED’s simultaneous approach provides a refreshing new perspective on teaching and learning non-dominant and dominant languages.
Key words Bilingual education; language policy; Senegal; simultaneous bilingualism; national languages
Sugene Kim, Department of English Studies, Nagoya University of Commerce & Business, Nisshin, Japan
Abstract This paper is part of an ongoing research project that examines translanguaging practice in predominantly monolingual social domains, and it reports on the views and practices of non-Japanese English teachers’ translanguaging in Japanese higher education. Fifteen faculty members from four universities were interviewed about their perspectives on translanguaging and their reasons for supporting or rejecting the practice. Additionally, the participants were asked about their views on the necessity of acquiring proficiency in the learners’ mother tongue (L1). A thematic analysis of the interview data indicated that translanguaging is prevalently and purposefully implemented for pedagogical and sociocultural purposes in and out of the classroom. Affective benefits were also identified that underline foreign teachers’ desire to establish close rapport with their students. All participants agreed on the necessity of foreign teachers being proficient in the students’ L1, including because proficiency increases cultural literacy. The lack of cultural literacy likely necessitates repeated requests for elaboration of culture-laden lexis such as ‘nabe’, to which frustrated students with limited proficiency could only counter, ‘Nabewa nabedayodo!’ [Nabe is nabe!]. The findings suggest the need to develop theorised translanguaging pedagogies that can help teachers make strategic language choices for optimal learning outcomes.
Key words Translanguaging; language choice; EMI; monolingual society; Japanese higher education
L1 use in peer interaction: exploring time and proficiency pairing
effects in primary school EFL
Alexandra Vraciu, Departament de Didàctiques Específiques, Facultat d'Educació, Psicologia i Treball Social, Universitat de Lleida, Lleida, Spain
Elisabet Pladevall-Ballester, Departament de Filologia Anglesa i de Germanística, Facultat de Filosofia i Lletres, Universitat Autònoma de Barcelona, Bellaterra, Spain
Abstract This longitudinal study explores the effects of time and proficiency pairing on the amount and purpose of L1 use in task-based peer interaction by EFL primary school learners. Most of the studies available to date on L1 use in peer interaction involve adult learners, and we have little empirical evidence on the role played by the L1 in child peer interaction, particularly in low exposure contexts. Oral production data was elicited from forty Catalan/Spanish bilingual children who performed a spot-the-differences task, paired up in mixed and matched proficiency dyads. The data were collected twice over the course of two academic years (i.e. when children were 9–10 and 11–12 years old). The results show time effects on the frequency of L1 use and the range of functions it fulfils in child peer interaction, but very limited effects of proficiency pairing. We discuss the implications of our findings for the EFL classroom practice.
Key words L1 use; peer interaction; young learners; EFL; task; proficiency pairing
Talking together: how language documentation and teaching practice
support oral language development in bilingual education programs
Samantha Disbray, University of Queensland and ARC Centre of Excellence for the Dynamics of Languages, Australian National University, Canberra, Australia
Carmel O’Shannessy, Australian National University, College of Arts and Social Sciences, Canberra, Australia
Gretel MacDonald, Australian National University, College of Arts and Social Sciences, Canberra, Australia
Barbara Martin, Yuendumu School, Yuendumu, Australia
Abstract When an endangered or minority language is spoken by children and taught in schools, both oral and literacy skills are crucial for continued language maintenance. In school settings, literacy skills are often prioritised to support the transition to second language literacy, and rich oral language development is overlooked. This paper presents a transdisciplinary collaboration between a language researcher, curriculum support staff and educators in Warlpiri schools, designed to address this. In the project, language documentation research was re-purposed to support professional learning for oral first language development. Educators increased their metalinguistic knowledge and understandings of children's oral language development. They planned programs to meet the learning needs identified from children’s data and mapped these to curriculum documents. They enhanced their capacity to develop the Warlpiri language skills of their students and promote children’s bilingual, and potentially biliterate, language development. The process and practice described are transferable to other minority, Indigenous and endangered language teaching and learning contexts.
Key words Maintenance bilingual education; teacher professional learning; Warlpirilanguage documentation
‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class
Giselle Martinez Negrette, College of Education, Department of Curriculum & Instruction, University of Illinois at Urbana-Champaign, Champaign, IL, USAAbstract Dual language immersion (DLI) programs have emerged in the U.S. as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all. However, the proliferation of these programs has raised concerns regarding issues of inequity and dissimilar power dynamics in these spaces (Cervantes-Soon, 2014, “A Critical Look at Dual Language Immersion in the New Latin@ Diaspora.” Bilingual Research Journal 37 (1): 64–82; Flores, 2016, Do Black Lives matter in Bilingual Education [Web log post]. Accessed May 1, 2017. https://educationallinguist. wordpress. com/2016/09/11/do-black-lives-matter-in-bilingual-education/; Valdes, 1997, “Dual language immersion programs: A cautionary note concerning the education of language-minority students.” Harvard Educational Review 67: 391–430, 2018, “Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes.” Bilingual Research Journal). With this in mind, this study aims to shed light on the intricate social processes at work in DLI contexts. In particular, this paper examines first, how notions of language use, race, and ethnicity are socially constructed and intersect in DLI settings; and second, it explores how these ideas are discerned and re-shaped by young children into their own social and linguistic norms. Employing qualitative research methods, this year-long ethnographic case study uses the intersectional lens of raciolinguistics (Alim, Rickford & Ball, 2016, Raciolinguistics: how language shapes our ideas about race. New York, NY: Oxford University Press; Rosa & Flores, 2017, “Unsettling race and language: Toward a raciolinguistic perspective.” Language in Society 46 (5): 621–647), to examine the intricate cross-cutting dynamics at play in bilingual spaces. The exploration of these ideas helps to illuminate the ways in which language practices and interactions are shaped by social constructions from a very early age. Furthermore, it contributes to understandings of social perceptions and relations in multilingual/multicultural/multiethnic contemporary school settings.
Key words Bilingual education; bilingualism; childhood bilingualism; dual language immersion; two-way immersion; dual language programme
A characterization of language development in heritage speakers
Nadja Ruhl, Dipartimento di Lingue e Letterature, Comunicazione, Formazione e Società, University of Udine, Udine, Italy;b Laboratory of Clinical Linguistics, Kazan Federal University, Kazan, Russia
Darya Polkina, Nuova Scuola Russa Znanie, Rome, Italy
Elena Gorobets, Laboratory of Clinical Linguistics, Kazan Federal University, Kazan, Russia
Martina Ozbič, Scientific Institute, IRCCS E. Medea, dipartimento/Unità Operativa Pasian di Prato, Udine, Italy
Andrea Marini, Dipartimento di Lingue e Letterature, Comunicazione, Formazione e Società, University of Udine, Udine, Italy;d Scientific Institute, IRCCS E. Medea, dipartimento/Unità Operativa Pasian di Prato, Udine, Italy
Abstract This study focuses on the assessment of working memory and linguistic skills in 21 Italian–Russian speaking bilingual children who were born in Italy and inherited Russian from their parents. Their performance was compared to that of 21 monolingual Russian-speaking and 21 monolingual Italian-speaking peers. For the assessment of the two languages (Russian and Italian) in bilinguals and the respective languages (Russian OR Italian) in monolinguals, the equivalent forms of the same battery of tests were used. Overall, the bilinguals showed enhanced verbal working memory with respect to Italian monolinguals but not Russian ones. The lexical skills of the participants in the bilingual group, as measured via semantic fluency, naming and lexical comprehension, appeared to be rather limited in Russian when compared to those of the monolingual group. Their vocabulary was mainly made of words with medium-to-high frequency. Passive, reversible and negative sentences appeared to be the most difficult for the participants who inherited Russian from their parents. The findings are discussed in the light of current theories of heritage languages acquisition.
Key words Bilingualism; verbal working memory; heritage speakers; Russian; Italian
The influence of Hakka language immersion programs on children’s preference of Hakka language and cross-language
Ya-Ling Chen, Department of Early Childhood Education, National Pingtung University, Pingtung, Taiwan
Tien-Lung Tsai, Department of Applied Mathematics, National Pingtung University, Pingtung, Taiwan
Abstract This study examined whether one Taiwan’s heritage language immersion influences children’s preference for the heritage language or cross-language. The research questions are: (1) What are children’s attitudes toward the Hakka language (HL)? Does a significant difference exist in children’s attitudes between those in the Hakka Language Immersion Program (HLIP) and children not participating in the program? (2) What are children’s language preferences? Is there a significant difference in children’s language preference between HLIP and non-HLIP (NHLIP)? This study used a causal comparative method to identify relationships between independent and dependent variables after the HLIP was implemented. The participants were selected from one HLIP (n = 37) and one NHLIP (n = 39). Both groups of children received a pretest and posttest, namely, the ‘HL attitude measurement test,’ which included ‘HL opinion’ and ‘language preference’ tests and had satisfactory reliability and validity. This study used covariate analysis to determine if a significant difference could be observed. The results demonstrated that the preference for the HL or cross-language in the HLIP was not significantly higher than those in the comparison group. Nevertheless, the children’s HL preference in the cognitive domain and cross-language preference in the behavior domain exhibited a significantly positive effect.
Key words Hakka immersion program; Hakka language attitude; cross-language attitude; heritage teaching
Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms
Juan A. Freire, Department of Teacher Education, Brigham Young University, Provo, UT, USA
Erika Feinauer, Department of Teacher Education, Brigham Young University, Provo, UT, USA
Abstract Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the reproduction of deficit language ideologies in DLBE classrooms that may harm students. In this essay, we call for programs to adopt vernacular forms of Spanish, including translanguaging practices, in bilingual and biliteracy instruction in order to meet the needs of Spanish-speaking students and combat deficit language ideologies and practices. From a critical pedagogical perspective, deliberate inclusion of vernacular Spanish (and translanguaging) in bilingualism and biliteracy is an ideal means to develop critical consciousness for students in DLBE, which can serve to combat deficit language ideologies, and aligns to the proposal of critical consciousness as the fourth goal of DLBE. We offer recommendations for teacher educators and DLBE practitioners.
Key words Dual language education; translanguaging; vernacular Spanish; deficit ideologies; critical consciousness
Is top-down CLIL justified? A grounded theory exploration of
secondary school Science teachers’ experiences
Laura Karabassova, Nazarbayev University Graduate School of Education
Abstract The research reported in this paper explored secondary Science teachers’ experiences in a large-scale and top-down CLIL initiative where schools and teachers had little agency in implementing educational change
Key words Top-down CLIL; Science teachers’ experiences; teachers’ English language; proficiency; partnership with students; CLIL teacher training; Grounded theory study
Towards more multilingual practices in the mathematics assessment of young refugee students: effects of testing language and validity of parental assessment
Zahraa Attar, Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, Netherlands
Elma Blom, Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, Netherlands
Emmanuelle Le Pichon, Department of Languages, Literature and Communication, Utrecht Institute of Linguistics, Utrecht University, Utrecht, Netherlands;c Department of Curriculum Teaching & Learning, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
Abstract The study focuses on the assessment of young refugee students, and the role of language and parents therein. Low achievement at tests can stem from lack of knowledge of the content being tested. However, it can also be due to low proficiency in the language of testing. Additionally, poor communication between refugee parents and schools caused by language or cultural differences may lead to underestimation of children’s potential. We investigated, first, to what extent the language factor affects the performance of young Syrian refugee students in the Netherlands in mathematics and, second, the validity of parents’ judgements of their children’s mathematics ability. A linear mixed-effects model with random intercepts per participant was used to analyze the data. Results showed that the students performed significantly better in their mother tongue than in the school language. Additionally, parents’ ratings of their children’s mathematics ability correlated significantly with the mathematics scores on both versions of the tests. The study confirms the value of linguistically appropriate assessments and parental assessment when accommodating refugee students.
Key words Testing language; refugee student; sparental assessment; emergent bilingua
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.
该杂志是多学科的，关注全世界双语和双语教育的各个方面。理论和概念分析、使用定性或定量方法的基础研究和应用研究、评论文章和比较书评均受邀参加。欢迎来自不同学科的投稿：语言学、社会学、心理学、教育学、法学、妇女研究、历史与经济学、信息学等。
Book reviews should be no more than 2000 words and should include the full bilbiographic details of the reviewed book.
书评不应超过2000字，并应包括完整的传记详细审查的书。
官网地址：
https://www.tandfonline.com/journals/rbeb20
本文来源：International Journal of Bilingual Education and Bilingualism官网
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