Bilingual education in the United States: an historical overview and examination of two-way immersion

Kim, Yoon Kyong; Hutchison, Lindsey A.; Winsler, Adam

doi:10.1080/00131911.2013.865593

Cited by 44 publications

(20 citation statements)

References 28 publications

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“…Then, they spread to some of the places in the United States. However, the immersion programs provided in this country are not only French but also Spanish and Germany (Kim, Hutchison & Winsler, 2015). The first immersion program was in Curer City, California, in the fall of 1971, followed by other places such as Milwaukee and Cincinnati (Curtain, 1986).…”

Section: Immersion Programmentioning

confidence: 99%

The Need Analysis of Participation in an English Immersion Village at Kampung Inggris Pare

Pratiwi

Atmowardoyo

Salija

2020

ijole

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The privilege of English as an international lingua franca force many countries to open a wider opportunity for society to learn the language. However, the unbalance between societal needs and the role of English as a foreign language in Indonesia sometimes find the obstacles in the process of learning. This paper reveals the learners’ initial perception of English and analyzes the need for participation in an English immersion program. 24 participants from six English institutions contributed to this qualitative study. The data collected through participant observation and semi-structured interviews for three months in Kampung Inggris Pare, Kediri, East Java, Indonesia. Most of the learners had a negative perception of English before participating in this immersion program that they perceived this language was difficult. This perception is associated with negative experiences during the process of learning English at school. However, their awareness of low self-confidence and poor speaking performance in facing globalization invited them to participate in an English immersion village in Kampung Inggris Pare. This paper concludes that the necessities, the lacks, and students' desire underlie the need analysis of participating in an English immersion program in Kampung Inggris Pare.

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Section: Immersion Programmentioning

confidence: 99%

The Need Analysis of Participation in an English Immersion Village at Kampung Inggris Pare

Pratiwi

Atmowardoyo

Salija

2020

ijole

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“…The language used in childcare and schools varies considerably across children and communities (Goldenberg, 2015;Kim, Hutchison, & Winsler, 2015). Some children attend school exclusively in the majority language, which may or may not be their first language.…”

Section: Educational Contextmentioning

confidence: 99%

The Case for Measuring and Reporting Bilingualism in Developmental Research

Byers‐Heinlein

Esposito

Winsler

et al. 2019

Collabra: Psychology

Self Cite

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Many children around the world grow up bilingual, learning and using two or more languages in everyday life. Currently, however, children's language backgrounds are not always reported in developmental studies. There is mounting evidence that bilingualism interacts with a wide array of processes including language, cognitive, perceptual, brain, and social development, as well as educational outcomes. As such, bilingualism may be a hidden moderator that obscures developmental patterns, and limits the replicability of developmental research and the efficacy of psychological and educational interventions. Here, we argue that bilingualism and language experience in general should be routinely documented in all studies of infant and child development regardless of the research questions pursued, and provide suggestions for measuring and reporting children's language exposure, proficiency, and use.

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“…Given that most PSTs in the United States are monolingual (Kibler & Roman, 2013), this emphasis is not particularly surprising. Nonetheless, the lack of attention to bilingual orientations and strategies is striking, especially given growing interest in dual language education (Kim, Hutchison, & Winsler, 2015) and translanguaging (García et al, 2017). As many states offer increasing numbers of dual language programs, it is important to examine whether and how teachers will be prepared to support MLLs in these contexts.…”

Section: Comparative Analyses Across Policy Contextsmentioning

confidence: 99%

Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Solano-Campos

Hopkins

Quaynor

2018

Journal of Teacher Education

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This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts.

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Bilingual education in the United States: an historical overview and examination of two-way immersion

Cited by 44 publications

References 28 publications

The Need Analysis of Participation in an English Immersion Village at Kampung Inggris Pare

The Need Analysis of Participation in an English Immersion Village at Kampung Inggris Pare

The Case for Measuring and Reporting Bilingualism in Developmental Research

Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

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