Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Collier, Virginia P.; Thomas, Wayne P.

doi:10.1017/s0267190517000034

Cited by 185 publications

(106 citation statements)

References 27 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…not one of their local indigenous languages) to be able to then use this language effectively for academic purposes (Heugh 2017; see Alidou et al 2006). We later refer to similar findings in non-African contexts (Collier and Thomas 2017;Cummins 2008). For the present, we wish simply to draw attention to Heugh's observation in relation to the African research that 'a child's mother tongue or local language is indispensable as the main medium of instruction [emphasis added] during these six to eight years' (2017, p. 2 of 4, online article).…”

Section: Different Language Immersion Models Relative To Opportunitiementioning

confidence: 87%

Language as an including or excluding factor in mathematics teaching and learning

Robertson

Graven

2019

Math Ed Res J

View full text Add to dashboard Cite

This article explores the power of language to either include or exclude certain groups of students from genuine opportunities for mathematical sense-making. The substantial increase worldwide in the number of students learning mathematics through a language other than their primary language makes this a particularly urgent issue. This paper focuses on the South African situation, where, because English is widely perceived as the language of opportunity, it is, by grade 4, overwhelmingly the chosen language of learning and teaching. The epistemological and pedagogical consequences of this choice are evidenced in the poor performance of the country's students on national and international assessments of mathematical proficiency. Drawing on research literature around language immersion education models and the extent to which these align with certain key principles of second language acquisition, this position paper motivates for a stronger and more sustained commitment to providing students, particularly those from marginalized and vulnerable communities, with opportunities for becoming both bilingual and biliterate. Empirical data from two South African grade 4 mathematics classrooms are used to illuminate aspects of the mathematical sense-making challenges students and their teachers face without such commitment.

show abstract

Section: Different Language Immersion Models Relative To Opportunitiementioning

confidence: 87%

Language as an including or excluding factor in mathematics teaching and learning

Robertson

Graven

2019

Math Ed Res J

View full text Add to dashboard Cite

show abstract

“…TWI is intended to expand linguistic repertoires, increase academic achievement, and offer opportunities for intercultural learning. Research has provided evidence of success especially in the first two areas (Burkhauser et al., ; Collier & Thomas, ; Steele et al., ). In this way, TWI programs are often thought of as transformational since groups who often struggle in other programs, such as students classified as “English learners,” show more positive academic outcomes.…”

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Subtirelu

Borowczyk

Hernández

et al. 2019

The Modern Language Journal

View full text Add to dashboard Cite

The Seal of Biliteracy is as an initiative to incentivize and credentialize bi‐/multilingualism in K–12 education in the United States. While it has been widely celebrated as a positive development in U.S. educational language policy, it is important to consider to what extent marginalized students benefit from this initiative. This critical policy analysis explores possible inequities in the way that the Seal has been promoted, enacted in policy, and implemented in schools, focused primarily on California. Three findings are reported. First, advocates and policy makers have constructed the purpose of the Seal as primarily aimed at promoting foreign or world language education, raising questions about the degree to which the recognition of language‐minoritized students’ linguistic repertoires is a focus. Second, the policy requirements for demonstrating biliteracy advantage students, especially native English‐speaking students, who are studying a foreign or world language as part of their school's curriculum. Third, schools with high percentages of students of color and students from low‐income families are less likely to participate in the program, suggesting that students privileged along lines of race and class have greater access to the program. This article concludes by suggesting improvements in policy and directions for future research that might contribute to addressing these inequities.

show abstract

“…The 90:10 model is more promising for ensuring that learners reach grade‐level achievement in the L2 (Thomas & Collier, 2002). Regardless of the program model, recent research has found that DLE programs provide benefits for all learners, including those who receive special education services (Collier & Thomas, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The effectiveness of the TWI program model for promoting bilingualism, biculturalism, and biliteracy, given several years of participating in an effective program, is well established through research (Collier & Thomas, 2017; K. Lindholm‐Leary, 2016). Both native English speakers and non‐native English speakers who begin a TWI program in kindergarten and continue through fifth grade outperform their monolingual peers (who participate in English‐only programs) on standardized tests in English (K. J. Lindholm‐Leary & Borsato, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Two‐way immersion teacher preparation

Hood

2020

Foreign Language Annals

View full text Add to dashboard Cite

The purpose of this qualitative study was to document the skills, knowledge, and dispositions needed for effective two‐way immersion (TWI) teacher training based on the perspectives of those practicing in the field. The research questions explored how preservice teachers, practicing TWI teachers, and TWI administrators perceived the skills, knowledge, and dispositions needed for effective TWI teaching, how they viewed the challenges for TWI teacher preparation programs and the role of a TWI field experience. The findings revealed that field experiences in a TWI classroom are essential for learning the complex pedagogy required for effective dual language education. The findings also showed that long‐term study abroad experiences in regions other than the mother country are necessary for expanding novice TWI teachers' language skills, specifically the learning of other dialects. Additional findings showed that TWI teachers' work extends beyond typical teacher capabilities, such as the teaching of academic content and literacy in two languages. This study also found that passion is fundamental for effective TWI teaching because it can inspire teachers to advocate for the program model and multilingualism. Based on the findings, the researcher recommends that TWI teacher preparation programs require specialized dual language education courses and field experiences.

show abstract

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Cited by 185 publications

References 27 publications

Language as an including or excluding factor in mathematics teaching and learning

Language as an including or excluding factor in mathematics teaching and learning

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Two‐way immersion teacher preparation

Contact Info

Product

Resources

About