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Sources of individual differences in the dual language development of heritage bilinguals
Bilingual children are a more heterogenous group than their monolingual counterparts with respect to the sources of variation in their language learning environments, as well as the wide individual variation in their language abilities. Such heterogeneity in both individual difference factors and language abilities argues for the importance of an individual differences approach in research on bilingual development. The main objective of this article is to provide a review and synthesis of research on the sources of individual differences in the second language (L2) and heritage language (HL) development of child bilinguals. Several child-internal and child-external individual difference factors are discussed with respect to their influence on children’s dual language abilities. In addition, the emergent research on individual differences in bilingual children with developmental language disorder is reviewed. Both the theoretical and applied relevance of individual difference approaches to bilingual development are discussed.
Journal Article
From bilingual to biliterate : secondary discourse abilities in bilingual children's story telling : evidence from Greek heritage language speakers in Germany and the United States
This study investigates the oral and written story productions of 56 10?12-year-old Greek-German and Greek-English bilingual children in order find out to which extent their narrative abilities develop conjointly across their two languages and which factors affect this. Quantitative and qualitative measures of narrative discourse ability are related to a composite score of bilingual language dominance (Bilingual Index Score). Results indicate that the degree to which bilinguals can share abilities across their two languages is highly dependent on the type of ability and the degree of dominance and ? to a lesser degree ? on crosslinguistic differences and modality of production. As such, this study reveals nontrivial implications for the educational support of bi- and multilingual children.
Book
Rethinking bilingual education in postcolonial contexts
Taking an ethnographic study of the purpose and value of bilingual education in Mozambique as a starting point, this book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South.
eBook
Bilingual education
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies
eBook
Current research in bilingualism and bilingual education
\"This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview of current theory, research and practice in the field of bilingualism. Each chapter is written by a specialist in the field. Part I focuses on the numerous and heterogeneous relations between languages as well as the implications arising from bilingual speech processing. In Part II, a series of contextualized studies on bilingual classrooms are presented, with diverse research designs applied in different educational settings being a key feature of these studies. Part III bridges theory and practice by offering an insight into mono- and multilingual school settings showcasing examples of educational institutions where bilingualism successfully soared and depicts the needs related to language education. \"-- Provided by publisher.
Book
Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom
The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre-kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, the authors attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction. (Verlag, adapt.).
Journal Article
Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform
Standards-based reforms in many Anglophone nations have been informed by monoglossic language ideologies that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards-based reform. This article argues that standards-based reform initiatives will not be able to address the needs of emergent bilingual students unless they create ideological spaces that move away from monoglossic language ideologies toward heteroglossic language ideologies and implementational spaces that provide concrete tools for enacting this vision in the classroom. With a particular focus on the Common Core State Standards in the U.S. context, the article develops a vision for standards-based reform that begins to affirm and build on the dynamic bilingualism of emergent bilingual students. Specifically, the article explores two classrooms and the New York State Bilingual Common Core Initiative as starting points for theorizing how to develop ideological and implementational spaces that infuse heteroglossic language ideologies into standards-based reform initiatives while also emphasizing the role of monoglossic approaches to assessments in ultimately undermining the attempts that are currently being made.
Journal Article