Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society

Acknowledgements

Contents

Editor and Contributors

Abstract

Introduction: Multilingualism and Bilingual Education: Politics, Policies, and Practices in a Globalized Society

1 English as the World’s Lingua Franca

References

The Politics of Multilingualism and Bilingual Education

Mexico’s Politics, Policies and Practices for Bilingual Education and English as a Foreign Language in Primary Public Schools

1 Mexico and the Mexican Education System

2 Historical Evolution of Mexican Efforts to Provide EFL in Public Primary Schools

3 Mexican Foreign Languages Policy

4 Overview of the Current National English Program

5 Achievements, Limitations, and Challenges

6 Recommendations

7 Conclusion

Appendix

References

Languages in Nigeria’s Educational Sector: Issues, Challenges and Perspectives

1 Historical Perspective

2 English Language

3 Problems Associated with English Language

4 Mother Tongue Language

5 Pidgin English

6 Conclusion and Discussion

References

Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion

1 A Caveat: English and Bilingualism Overlap

2 A Historical Overview of Language Teaching and Language Policy in Colombia: From the Colonialism to the Formation of Basic Learning Rights

2.1 A Brief Introduction

2.2 Revisiting the Bilingual and Language Initiatives: Whom Are We Marginalizing?

3 Toward Responsive, Sustainable Bilingual/Language Education Policies: Our Proposal

3.1 Defining Relevant and Sustainable Practices: The Notion of Culturally Relevant Pedagogy

3.2 Incorporating CRP Principles into Bilingual/Language Policies: A Three-Pronged Proposal

4 CODA: Embracing a More Inclusive View of Bilingualism in Colombia’s Shifting Landscape

References

Teacher Preparation

A Comparative Study of Bilingual Teacher Preparation Programs in California and Spain

1 European Policies

1.1 Mobility, Linguistic Competences, Employability, and Implications for Higher Education

2 US Policies

2.1 Languages Policies in California

3 Teacher Preparation in Extremadura and California

4 Units of Comparison

5 Description of Programs

5.1 Primary Education (Bilingual Section) Degree at the Universidad de Extremadura

5.2 The Bilingual Certification and the M.A. in Bilingual Education at Loyola Marymount University

6 Student Teaching Practice

6.1 Universidad de Extremadura

6.2 Loyola Marymount University

7 Program Comparison

8 Conclusion

References

Politics and Policies Affecting Bilingual Teacher Preparation Practices in United States: A Tale of Two Programs

1 Language Ideologies and Policies Impacting Bilingual Education

2 Bilingual Teacher Preparation

3 The Dichotomy of Bilingual Education

4 Applicability of the Case Study Approach

5 Methodology

5.1 Population and Sampling

5.2 Case Binding

6 Case Studies

6.1 Case A: Struggling Bilingual Teacher Preparation Program

6.2 Case B: Exemplary Bilingual Teacher Preparation Program

7 Discussion

References

Culture Preservation and Identity

Multilingual Education in Kenya: Implications for Culture Preservation and Transmission

1 Relationship Between Language and Culture

2 Language Situation in Kenya

2.1 The Colonial Period (1885–1963)

2.2 The Post-colonial Period (1964–Present)

3 English Language: Form of Neo-colonialism

4 Role of Language in Culture Transmission

4.1 Pedagogical Implication

5 English and Kiswahili as Kenya’s Official Languages

5.1 English

5.2 Kiswahili

6 Language as a Status Symbol

7 Impact of English and Kiswahili Use on Local Languages

7.1 Sheng Language in Kenya

7.2 Impact of Sheng Language

7.3 Sheng and Culture

8 Recommendations for Incorporation of Native Languages as Medium of Instruction

References

Puerto Rico’s Cultural and Linguistic Realities: Search for National, Social, and Individual Identities

1 Perspectives on Puerto Rican Languages and Education

1.1 Historic Perspective

2 Puerto Rican Linguistic Complexity

2.1 Evolution of Puerto Rican Dialect

2.2 Puerto Rican Identity

3 Political and Military Perspectives

3.1 The Military Regime

3.2 The Foraker Law

3.3 Puerto Rican American Citizenship

3.4 Federal Relations Act

3.5 Puerto Ricans Serving in the U.S. Military Forces

4 Puerto Rican Politics

5 Perspectives on Language and Language Policies

5.1 Americanization

5.2 Language Policy

6 Puerto Rican Diaspora

6.1 Migration Waves

6.2 Puerto Rican Diaspora and Its Implication on Education

7 Political Puerto Rican Conditions in the 21st Century

7.1 Consciousness of Bilingualism

7.2 Transition into the 21st Century

8 Final Thoughts

Appendix A

Appendix B

Appendix C

References

Dual Language Teachers: An Exploration of Teachers’ Linguistic Identities and Pedagogy in a U.S.-Mexico Frontera Dual Language Program

1 Problem and Context: Bilingual Education and Latinos in the U.S.

1.1 Significance

1.2 Bilingual-Certified Teachers and U.S. Schooling

1.3 U.S.-Mexico Border Context

1.4 Dual Language Programs in the U.S.

2 Theoretical Framework

2.1 Sociocultural Views of Literacy and Biliteracy

2.2 Identity Formation

2.3 DL Teachers’ Self-knowledge

2.4 Teacher Preparation for Bilingual-Certified Teachers

3 Methodology

3.1 The Purpose of Ethnography for Literacy Research

3.2 Researcher Roles in Ethnography

3.3 Research Question

4 Research Setting and Participants

4.1 Setting

4.2 Participants

5 Data Collection and Analysis

5.1 Interviews

5.2 Participant Observation

5.3 Observations and Document Collection

5.4 Data Analysis

6 Findings and Discussion

6.1 Latina DL Teachers’ Beliefs About Language

6.2 Language Ideologies About Spanish

6.3 Ideologies and Nonstandard Varieties: Negative Attitudes

7 Conclusions and Implications

7.1 Implications for Bilingual Education Teacher Preparation and Practice

7.2 Recommendations for Key Stakeholders and School District Administrators

7.3 Conclusions

References

Education of Language Minorities Populations

Intercultural Bilingual Education in the Miskito Coast of Nicaragua

1 Literature Review

1.1 Historical Overview of Social, Political, Economic, and Educational Inequalities

1.2 Globalization

1.3 Educational Approaches and Methodologies

2 BASE II Project Interventions, Research, and Training

2.1 Program Activities

2.2 IBE Teacher and Administrator Training Workshops

3 Results, Impact, and Discussion

References

Is Globalization Revitalizing Indigenous and Minority Languages in Chile?

1 Chileans and Their Concern for Indigenous Education

2 Brief Overview of the Language and Culture of the Mapuche

3 Globalization and the Need for Interculturality

4 Implementation of the Intercultural Bilingual Program (IBE)

5 IBE Weaknesses and Strengths

6 Discrimination and Lack of Inclusion in IBE

6.1 Lack of Indigenous Knowledge and Teacher Preparation

7 Improving the Implementation of IBE

8 Conclusion and Final Remarks

References

Bilingual Education at a Time of Crisis

Saving the Children: The Challenges of Educating Refugee Youth

1 Issue Affecting Refugee Children

1.1 Trauma Experienced by Refugee Children

1.2 Language Background Impact on Immigrant Students

2 Education Challenges in Lesvos, Greece

2.1 The Refugees

2.2 Phase I—Assessment

2.3 Phase II—Teaching English

3 Analysis and Lessons Learned

3.1 Forming Relationship

3.2 Flexible and Informal Environment

3.3 Assessment Lessons

4 Conclusion and Implications

4.1 Creating a Safe, Nurturing, and Accepting School Environment for Refugee Children

4.2 Assessment of Refugee Youth Literacy

References

Cambodia’s Emerging Bilingual Education Programs—Success in a System in Crisis

1 The Overall Situation Today

1.1 Low Quality Instruction

1.2 Current Factors Contributing to Low Quality Instruction

1.3 Bilingual Education for Cambodian Language Minorities

1.4 Factors Leading to Today’s Crisis

2 Bilingual Education for Cambodia’s Indigenous Peoples

2.1 Bilingual Program Successes and Struggles

3 Bilingualism in Higher Education

3.1 Why Bilingualism Is Important in Higher Education

3.2 English Instruction in Cambodia

3.3 Study Abroad Second Language Contexts

3.4 STEM Teacher Trainer Upgrades

4 Conclusion

4.1 Bilingual Education for Language Minorities

4.2 English-Khmer Bilingual Education

References