Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society
von: B. Gloria Guzmán Johannessen
Springer-Verlag, 2019
ISBN: 9783030054960
Sprache: Englisch
290 Seiten, Download: 3405 KB
Format: PDF, auch als Online-Lesen
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Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society
| Acknowledgements | 5 | ||
| Contents | 6 | ||
| Editor and Contributors | 8 | ||
| Abstract | 10 | ||
| Introduction: Multilingualism and Bilingual Education: Politics, Policies, and Practices in a Globalized Society | 11 | ||
| 1 English as the World’s Lingua Franca | 12 | ||
| References | 15 | ||
| The Politics of Multilingualism and Bilingual Education | 17 | ||
| Mexico’s Politics, Policies and Practices for Bilingual Education and English as a Foreign Language in Primary Public Schools | 18 | ||
| 1 Mexico and the Mexican Education System | 19 | ||
| 2 Historical Evolution of Mexican Efforts to Provide EFL in Public Primary Schools | 20 | ||
| 3 Mexican Foreign Languages Policy | 26 | ||
| 4 Overview of the Current National English Program | 33 | ||
| 5 Achievements, Limitations, and Challenges | 36 | ||
| 6 Recommendations | 39 | ||
| 7 Conclusion | 40 | ||
| Appendix | 41 | ||
| References | 42 | ||
| Languages in Nigeria’s Educational Sector: Issues, Challenges and Perspectives | 47 | ||
| 1 Historical Perspective | 48 | ||
| 2 English Language | 49 | ||
| 3 Problems Associated with English Language | 51 | ||
| 4 Mother Tongue Language | 52 | ||
| 5 Pidgin English | 57 | ||
| 6 Conclusion and Discussion | 60 | ||
| References | 60 | ||
| Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion | 62 | ||
| 1 A Caveat: English and Bilingualism Overlap | 63 | ||
| 2 A Historical Overview of Language Teaching and Language Policy in Colombia: From the Colonialism to the Formation of Basic Learning Rights | 64 | ||
| 2.1 A Brief Introduction | 64 | ||
| 2.2 Revisiting the Bilingual and Language Initiatives: Whom Are We Marginalizing? | 69 | ||
| 3 Toward Responsive, Sustainable Bilingual/Language Education Policies: Our Proposal | 72 | ||
| 3.1 Defining Relevant and Sustainable Practices: The Notion of Culturally Relevant Pedagogy | 73 | ||
| 3.2 Incorporating CRP Principles into Bilingual/Language Policies: A Three-Pronged Proposal | 74 | ||
| 4 CODA: Embracing a More Inclusive View of Bilingualism in Colombia’s Shifting Landscape | 77 | ||
| References | 78 | ||
| Teacher Preparation | 85 | ||
| A Comparative Study of Bilingual Teacher Preparation Programs in California and Spain | 86 | ||
| 1 European Policies | 87 | ||
| 1.1 Mobility, Linguistic Competences, Employability, and Implications for Higher Education | 88 | ||
| 2 US Policies | 89 | ||
| 2.1 Languages Policies in California | 90 | ||
| 3 Teacher Preparation in Extremadura and California | 91 | ||
| 4 Units of Comparison | 92 | ||
| 5 Description of Programs | 92 | ||
| 5.1 Primary Education (Bilingual Section) Degree at the Universidad de Extremadura | 92 | ||
| 5.2 The Bilingual Certification and the M.A. in Bilingual Education at Loyola Marymount University | 94 | ||
| 6 Student Teaching Practice | 97 | ||
| 6.1 Universidad de Extremadura | 97 | ||
| 6.2 Loyola Marymount University | 98 | ||
| 7 Program Comparison | 99 | ||
| 8 Conclusion | 103 | ||
| References | 104 | ||
| Politics and Policies Affecting Bilingual Teacher Preparation Practices in United States: A Tale of Two Programs | 107 | ||
| 1 Language Ideologies and Policies Impacting Bilingual Education | 109 | ||
| 2 Bilingual Teacher Preparation | 111 | ||
| 3 The Dichotomy of Bilingual Education | 113 | ||
| 4 Applicability of the Case Study Approach | 115 | ||
| 5 Methodology | 115 | ||
| 5.1 Population and Sampling | 116 | ||
| 5.2 Case Binding | 116 | ||
| 6 Case Studies | 117 | ||
| 6.1 Case A: Struggling Bilingual Teacher Preparation Program | 117 | ||
| 6.2 Case B: Exemplary Bilingual Teacher Preparation Program | 119 | ||
| 7 Discussion | 120 | ||
| References | 123 | ||
| Culture Preservation and Identity | 127 | ||
| Multilingual Education in Kenya: Implications for Culture Preservation and Transmission | 129 | ||
| 1 Relationship Between Language and Culture | 131 | ||
| 2 Language Situation in Kenya | 133 | ||
| 2.1 The Colonial Period (1885–1963) | 133 | ||
| 2.2 The Post-colonial Period (1964–Present) | 135 | ||
| 3 English Language: Form of Neo-colonialism | 138 | ||
| 4 Role of Language in Culture Transmission | 139 | ||
| 4.1 Pedagogical Implication | 140 | ||
| 5 English and Kiswahili as Kenya’s Official Languages | 141 | ||
| 5.1 English | 141 | ||
| 5.2 Kiswahili | 142 | ||
| 6 Language as a Status Symbol | 142 | ||
| 7 Impact of English and Kiswahili Use on Local Languages | 144 | ||
| 7.1 Sheng Language in Kenya | 144 | ||
| 7.2 Impact of Sheng Language | 145 | ||
| 7.3 Sheng and Culture | 146 | ||
| 8 Recommendations for Incorporation of Native Languages as Medium of Instruction | 147 | ||
| References | 148 | ||
| Puerto Rico’s Cultural and Linguistic Realities: Search for National, Social, and Individual Identities | 151 | ||
| 1 Perspectives on Puerto Rican Languages and Education | 151 | ||
| 1.1 Historic Perspective | 152 | ||
| 2 Puerto Rican Linguistic Complexity | 153 | ||
| 2.1 Evolution of Puerto Rican Dialect | 153 | ||
| 2.2 Puerto Rican Identity | 154 | ||
| 3 Political and Military Perspectives | 155 | ||
| 3.1 The Military Regime | 155 | ||
| 3.2 The Foraker Law | 156 | ||
| 3.3 Puerto Rican American Citizenship | 157 | ||
| 3.4 Federal Relations Act | 157 | ||
| 3.5 Puerto Ricans Serving in the U.S. Military Forces | 158 | ||
| 4 Puerto Rican Politics | 159 | ||
| 5 Perspectives on Language and Language Policies | 161 | ||
| 5.1 Americanization | 163 | ||
| 5.2 Language Policy | 164 | ||
| 6 Puerto Rican Diaspora | 166 | ||
| 6.1 Migration Waves | 167 | ||
| 6.2 Puerto Rican Diaspora and Its Implication on Education | 167 | ||
| 7 Political Puerto Rican Conditions in the 21st Century | 169 | ||
| 7.1 Consciousness of Bilingualism | 170 | ||
| 7.2 Transition into the 21st Century | 170 | ||
| 8 Final Thoughts | 171 | ||
| Appendix A | 172 | ||
| Appendix B | 173 | ||
| Appendix C | 179 | ||
| References | 180 | ||
| Dual Language Teachers: An Exploration of Teachers’ Linguistic Identities and Pedagogy in a U.S.-Mexico Frontera Dual Language Program | 185 | ||
| 1 Problem and Context: Bilingual Education and Latinos in the U.S. | 186 | ||
| 1.1 Significance | 187 | ||
| 1.2 Bilingual-Certified Teachers and U.S. Schooling | 187 | ||
| 1.3 U.S.-Mexico Border Context | 188 | ||
| 1.4 Dual Language Programs in the U.S. | 189 | ||
| 2 Theoretical Framework | 190 | ||
| 2.1 Sociocultural Views of Literacy and Biliteracy | 190 | ||
| 2.2 Identity Formation | 191 | ||
| 2.3 DL Teachers’ Self-knowledge | 192 | ||
| 2.4 Teacher Preparation for Bilingual-Certified Teachers | 193 | ||
| 3 Methodology | 194 | ||
| 3.1 The Purpose of Ethnography for Literacy Research | 194 | ||
| 3.2 Researcher Roles in Ethnography | 194 | ||
| 3.3 Research Question | 194 | ||
| 4 Research Setting and Participants | 195 | ||
| 4.1 Setting | 195 | ||
| 4.2 Participants | 195 | ||
| 5 Data Collection and Analysis | 196 | ||
| 5.1 Interviews | 196 | ||
| 5.2 Participant Observation | 196 | ||
| 5.3 Observations and Document Collection | 196 | ||
| 5.4 Data Analysis | 197 | ||
| 6 Findings and Discussion | 198 | ||
| 6.1 Latina DL Teachers’ Beliefs About Language | 198 | ||
| 6.2 Language Ideologies About Spanish | 198 | ||
| 6.3 Ideologies and Nonstandard Varieties: Negative Attitudes | 202 | ||
| 7 Conclusions and Implications | 203 | ||
| 7.1 Implications for Bilingual Education Teacher Preparation and Practice | 204 | ||
| 7.2 Recommendations for Key Stakeholders and School District Administrators | 205 | ||
| 7.3 Conclusions | 206 | ||
| References | 206 | ||
| Education of Language Minorities Populations | 211 | ||
| Intercultural Bilingual Education in the Miskito Coast of Nicaragua | 212 | ||
| 1 Literature Review | 215 | ||
| 1.1 Historical Overview of Social, Political, Economic, and Educational Inequalities | 215 | ||
| 1.2 Globalization | 216 | ||
| 1.3 Educational Approaches and Methodologies | 216 | ||
| 2 BASE II Project Interventions, Research, and Training | 217 | ||
| 2.1 Program Activities | 218 | ||
| 2.2 IBE Teacher and Administrator Training Workshops | 223 | ||
| 3 Results, Impact, and Discussion | 227 | ||
| References | 229 | ||
| Is Globalization Revitalizing Indigenous and Minority Languages in Chile? | 232 | ||
| 1 Chileans and Their Concern for Indigenous Education | 235 | ||
| 2 Brief Overview of the Language and Culture of the Mapuche | 236 | ||
| 3 Globalization and the Need for Interculturality | 238 | ||
| 4 Implementation of the Intercultural Bilingual Program (IBE) | 240 | ||
| 5 IBE Weaknesses and Strengths | 243 | ||
| 6 Discrimination and Lack of Inclusion in IBE | 244 | ||
| 6.1 Lack of Indigenous Knowledge and Teacher Preparation | 246 | ||
| 7 Improving the Implementation of IBE | 246 | ||
| 8 Conclusion and Final Remarks | 247 | ||
| References | 250 | ||
| Bilingual Education at a Time of Crisis | 253 | ||
| Saving the Children: The Challenges of Educating Refugee Youth | 254 | ||
| 1 Issue Affecting Refugee Children | 257 | ||
| 1.1 Trauma Experienced by Refugee Children | 257 | ||
| 1.2 Language Background Impact on Immigrant Students | 258 | ||
| 2 Education Challenges in Lesvos, Greece | 258 | ||
| 2.1 The Refugees | 260 | ||
| 2.2 Phase I—Assessment | 260 | ||
| 2.3 Phase II—Teaching English | 262 | ||
| 3 Analysis and Lessons Learned | 263 | ||
| 3.1 Forming Relationship | 263 | ||
| 3.2 Flexible and Informal Environment | 263 | ||
| 3.3 Assessment Lessons | 263 | ||
| 4 Conclusion and Implications | 264 | ||
| 4.1 Creating a Safe, Nurturing, and Accepting School Environment for Refugee Children | 264 | ||
| 4.2 Assessment of Refugee Youth Literacy | 265 | ||
| References | 266 | ||
| Cambodia’s Emerging Bilingual Education Programs—Success in a System in Crisis | 269 | ||
| 1 The Overall Situation Today | 270 | ||
| 1.1 Low Quality Instruction | 271 | ||
| 1.2 Current Factors Contributing to Low Quality Instruction | 271 | ||
| 1.3 Bilingual Education for Cambodian Language Minorities | 272 | ||
| 1.4 Factors Leading to Today’s Crisis | 272 | ||
| 2 Bilingual Education for Cambodia’s Indigenous Peoples | 275 | ||
| 2.1 Bilingual Program Successes and Struggles | 277 | ||
| 3 Bilingualism in Higher Education | 278 | ||
| 3.1 Why Bilingualism Is Important in Higher Education | 279 | ||
| 3.2 English Instruction in Cambodia | 280 | ||
| 3.3 Study Abroad Second Language Contexts | 281 | ||
| 3.4 STEM Teacher Trainer Upgrades | 283 | ||
| 4 Conclusion | 284 | ||
| 4.1 Bilingual Education for Language Minorities | 284 | ||
| 4.2 English-Khmer Bilingual Education | 286 | ||
| References | 289 |