Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices

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Lemberger, Nancy; Reyes-Carrasquillo, Angela

2011-01-01

This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…

Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

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Martínez-Roldán, Carmen María

2015-01-01

This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the…

Academic Dishonesty Tendencies and Values of Teacher Candidates

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Ayşegül KADI

2016-12-01

Full Text Available The purpose of this study was to examine the values and academic dishonesty tendencies of teacher candidates. The population of this study included teacher candidates who received pedagogic formation education during 2013-2014 academic semester at the Faculty of Education at Ege University. The study was conducted with 244 teacher candidates, who were chosen through convenient sampling method. Academic Dishonesty Tendency Scale and Portrait Values Questionnaire were used to collect data. It was a correlational study due to the investigation of the relationship between values and academic dishonesty tendencies of teacher candidates. It was also a survey study since the academic dishonesty tendencies and values of teacher candidates were examined in relation to demographic variables. The results suggested that there wass a significant difference between the values and academic dishonesty tendencies of teacher candidates for gender variable. The values and academic dishonesty tendencies of teacher candidates did not differ for different fields of study. There was not a significant relationship between the academic dishonesty tendencies and values of teacher candidates.

The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers.

NARCIS (Netherlands)

Oattes, Huub; de Graaff, H.C.J.; Oostdam, Ron; Wilschut, Arie

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by

An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils.

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Williamson, John

1989-01-01

Explores the attitudes of British secondary school teachers toward withdrawal and mainstream support as ways of helping bilingual pupils develop competence in English. Suggests that the results allow for envisaging an ideal classroom situation for teaching bilingual pupils. (KO)

Is There Room for Biliteracy? Credentialing California's Future Bilingual Teachers

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Olivos, Edward M.; Sarmiento, Lilia E.

2006-01-01

Despite the ethnic and linguistic diversity found in California's public schools, or because of it, in 1998 voters approved Proposition 227, a ballot initiative designed to dismantle bilingual education programs in the state. By the 2003-2004 school year, the California Department of Education reports that statewide 8,908 teachers were providing…

From Deficit to Diversity: How Teachers of Recently Arrived Emergent Bilinguals Negotiate Ideological and Pedagogical Change

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Ascenzi-Moreno, Laura

2017-01-01

Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary teachers of English as a new language uncover the diversity of their recently arrived emergent bilingual population by implementing translanguaging…

Correlation between Teaching Styles of Candidate Music Teachers and Mentor Music Teachers

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Ahmethan, Nurtug Bariseri

2016-01-01

Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness…

PROPOSING A LANGUAGE EXPERIENCE AND SELF-ASSESSMENT OF PROFICIENCY QUESTIONNAIRE FOR BILINGUAL BRAZILIAN SIGN LANGUAGE/PORTUGUESE HEARING TEACHERS

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Ingrid FINGER

2014-12-01

Full Text Available This article presents a language experience and self-assessment of proficiency questionnaire for hearing teachers who use Brazilian Sign Language and Portuguese in their teaching practice. By focusing on hearing teachers who work in Deaf education contexts, this questionnaire is presented as a tool that may complement the assessment of linguistic skills of hearing teachers. This proposal takes into account important factors in bilingualism studies such as the importance of knowing the participant’s context with respect to family, professional and social background (KAUFMANN, 2010. This work uses as model the following questionnaires: LEAP-Q (MARIAN; BLUMENFELD; KAUSHANSKAYA, 2007, SLSCO – Sign Language Skills Classroom Observation (REEVES et al., 2000 and the Language Attitude Questionnaire (KAUFMANN, 2010, taking into consideration the different kinds of exposure to Brazilian Sign Language. The questionnaire is designed for bilingual bimodal hearing teachers who work in bilingual schools for the Deaf or who work in the specialized educational department who assistdeaf students.

Teacher Candidate Selection and Evaluation.

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Collins, Mary Lynn; And Others

Summaries are presented of three papers presented at a summer workshop on Quality Assurance in Teacher Education conducted by the Association of Teacher Educators. The general topic covered by these presentations was teacher candidate selection and evaluation. Papers focused upon the following questions: (1) What entry level criteria should be…

The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education

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Aylward, M. Lynn

2010-01-01

This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers' talk identified discourse models of "academic truths" and…

Teacher Candidate Mental Health and Mental Health Literacy

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Dods, Jennifer

2016-01-01

Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common…

Examination of the Attitudes of Preschool Teacher Candidates and Teacher Candidates in Other Branches towards Scientific Research in Terms of Some Variables

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Ekici, Fatma Yasar

2017-01-01

The main objective of this study is to examine the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. Survey method was used. The study group consists of 547 teacher candidates studying in education faculty of a private university in the spring term of…

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

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Canbulat, Tuncay; Kiriktas, Halit

2017-01-01

The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyths…

Measuring growth in bilingual and monolingual children's english productive vocabulary development: the utility of combining parent and teacher report.

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Vagh, Shaher Banu; Pan, Barbara Alexander; Mancilla-Martinez, Jeannette

2009-01-01

This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur-Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bilingual children who spoke mostly English than mostly Spanish at home. Parent-teacher composite reports, like parent reports, significantly related to children's directly assessed productive vocabulary at ages 30 and 36 months, but parent reports fit the model better. Implications for vocabulary assessment are discussed.

ICT integration in bilingual education: perspectives of teacher education

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Jesús GARCÍA LABORDA

2011-12-01

Full Text Available Normal 0 21 false false false ES X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif"; mso-bidi-font-family:"Times New Roman";} There are numerous studies that show that the experiences as students or even personal experiences are, somehow, the main factor that bias the teacher’s performance in the classroom. That's why, the value of the attitudes of the teachers in training determines their own teaching career in the first years. In a time in which the term “ native digitalis ” is being replaced by“ digital user ” we can wonder what is the presence is of the technology in the bilingual classroom. This paper shows a study done in the university of Alcala through a questionnaire on the attitudes on the use of digital technology of future teachers for bilingual schools.

A Study of Taiwan Early Childhood Teacher Preparation Curriculum for Language Development, Language Teaching and Bilingualism within the Context of Higher Education

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Chou, Lan-Ying

2009-01-01

This study addresses one central issue: How do Taiwan's teacher education programs promote future teachers' knowledge that fosters bilingualism in children? Three bodies of knowledge were included in this study. The first reviews the theory of second-language acquisition and bilingualism. The second involves the literature of early childhood…

Opinions of the Geography Teacher Candidates toward Mind Maps

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Seyihoglu, Aysegul

2013-01-01

The purpose of this study is to reveal the opinions of the teacher candidates about mind mapping technique used in Geography education of undergraduate program. In this study, the qualitative research techniques were used. The study group consists of 55 teacher candidates. The teacher candidates have been asked for their opinions about the process…

Preparing Bilingual Teachers for the Future: Developing Culture and Linguistic Global Competence

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Alfaro, Cristina

2008-01-01

Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic…

Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers' Narratives

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Musanti, Sandra I.

2017-01-01

The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were…

Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

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Yeh, Cathery

2017-01-01

In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

Some Key Issues in Intercultural Bilingual Education Teacher Training Programmes--as Seen from a Teacher Training Programme in the Peruvian Amazon Basin.

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Trapnell, Lucy A.

2003-01-01

Presents a critical reflection of the author's 14-year experience in the Teacher Training Program for Intercultural Bilingual Education in the Peruvian Amazon Basin, developed by a national Peruvian indigenous confederation and the Loreto state teacher training college. Focuses on ethical, political, and pedagogical challenges that intercultural…

Evaluation of project based learning sufficiency of teacher candidates

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Vasfi Tugun

2012-01-01

Full Text Available The aim of that research, it is the project based learning process suffuciency of teacher candidates who developedmultimedia by working in online and blended groups. Importance of research Being able to guide to studies that is going tobe done about assessment of multimedia projection for project based educational application to teachers and teachercandidates and It has been thought as an advisor source about being arranged new educational environment for the futureto teacher and teacher candidates for project based educational application and multimedia projection. Research is anexperimental study and has been shaped according to pre-test and last-test research model with the two groups. This groupsare online group and blended group. Discussion of research In the result of the study, in the process of project basedlearning, it is determined that the success level in multimedia development of teacher candidates who work in blendedlearning model is higher than the success level of teacher candidates who work in online learning model.

Changing Perceptions of Teacher Candidates in High-Needs Schools

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DeJarnette, Nancy K.

2016-01-01

Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance…

Teacher Candidates in Context: Investigating Inquiry Learning, Self-Efficacy and Stress within Teacher Education

OpenAIRE

Coppersmith, Sarah A.

2017-01-01

Global changes since the 2008 economic collapse continue to impact teacher candidates worldwide who are facing unparalleled challenges as they prepare for service in educational systems experiencing reform. Research exists on college student stress, yet absent is data showing teacher candidates in relation to stress and self-efficacy as they engage in socio-constructivist inquiry learning. Teacher candidates hold employment while taking classes and serving in schools, yet research shows that ...

Breaking the Barriers of a "Silenced Identity": Teacher Trainees' Attitudes towards the Bilingual Presentation in Hebrew and Amharic

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Baratz Lea

2015-05-01

Full Text Available The current study investigated the attitudes of students in a teacher training college training regarding the bilingual presentation of children's literature -- in Hebrew and Amharic. A questionnaire on the importance of bilingual books was used with a group of students of Ethiopian descent (of the Beta Israel community and a group of students who do not belong to this community, with the expectation that a substantial difference would be found between the attitudes of the two groups. The study population, students training to be literature teachers, was aware of the qualities that make "a good story". The main findings emphasize that participants have a substantial understanding of the significance of bilingual books, both in terms of its function in the curriculum and in building a cultural narrative in order to break out of the silenced identity and eliminate cultural visibility.

Educating Bilingual/ESL Teachers in a Language/Culture Exchange Field School: A Collaborative Model in Teacher Education.

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Guadarrama, Irma N.

This paper describes a program that brings bilingual and English-as-a-Second-Language (ESL) teachers from the United States to a Mexican ESL school to teach in the Tetiz (Yucatan, Mexico) field school and in exchange, learn Mayan language and culture. The theoretical base for the project is drawn from the work of major theorists in second language…

Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

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Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

2012-01-01

The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…

A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

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Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

2017-01-01

A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587

A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

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Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

2017-01-01

A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions.

Metaphors of Social Studies Teacher Candidates on Democracy

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Tural, Aysegül

2018-01-01

Democracy is a form of government in which principle of equality is based, human rights and freedoms are protected. In this research, it is aimed to reveal democracy perceptions of social science teacher candidates through metaphors. Towards this aim, 105 social science teacher candidates are consulted about their democracy opinions. Study is a…

Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports

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Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J.

2017-01-01

Purpose: The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an…

Class Teacher Candidates' Opinions on Genetically Modified Organisms (GMO)

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Ural Keles, Pinar; Aydin, Suleyman

2017-01-01

This study was conducted to determine the Class teacher candidates' opinions on Genetically Modified Organisms. The study was carried out with 101 teacher candidates who were studying in the 3rd grade of Agri Ibrahim Çeçen University Classroom Teacher Department in 2016-2017 academic year. Of the students who participated in the survey, 56 were…

Reliability of Scores Obtained from Self-, Peer-, and Teacher-Assessments on Teaching Materials Prepared by Teacher Candidates

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Nalbantoglu Yilmaz, Funda

2017-01-01

This study aims to determine the reliability of scores obtained from self-, peer-, and teacher-assessments in terms of teaching materials prepared by teacher candidates. The study group of this research constitutes 56 teacher candidates. In the scope of research, teacher candidates were asked to develop teaching material related to their study.…

Perceptions of Linguistically Responsive Teaching in Teacher Candidates/Novice Teachers

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Tandon, Madhavi; Viesca, Kara Mitchell; Hueston, Colin; Milbourn, Tamara

2017-01-01

This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research…

Language Policy toward Equity: How Bilingual Teachers Use Policy Mandates to Their Own Ends

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Zuniga, Christian E.; Henderson, Kathryn I.; Palmer, Deborah K.

2018-01-01

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…

A Research on the Burnout and the Teaching Profession Attitudes of Teacher Candidates

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Kadi, Aysegül; Beytekin, Osman Ferda; Arslan, Hasan

2015-01-01

Purpose of this study is to examine burnout and teaching profession attitudes of teacher candidates. Research was conducted with 287 teacher candidates. By the findings; burnout and teaching profession attitudes of teacher candidates don't differ according to their gender. Burnout of teacher candidates differs according to their graduation status…

Physical education candidate teachers' beliefs about vocational self-esteem

OpenAIRE

OZSAKER, Murat; CANPOLAT, A. Meliha

2014-01-01

The purpose of this study was to determine epistemological belief and vocational self-esteem physical education candidate teachers of Physical Education and Sports Department in 3 different universities, and also to examine effect of epistemological beliefs on vocational self-esteem. A total of 346 candidate teacher respondents (137 female and 209 male) participated in the study. Epistemological Beliefs and Vocational Self-Esteem Scale were used to determine candidate teachers’ epistemologica...

Teacher Candidate Technology Integration: For Student Learning or Instruction?

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Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

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Anderson, Charlise Askew

2016-01-01

The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

Social Studies Teacher Candidates' Views on Historical Thinking Skills

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Ozmen, Cengiz

2015-01-01

Current study aimed to present Social Studies teacher candidates' views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adiyaman University…

Bilingual Intercultural Education in Indigenous Schools: An Ethnography of Teacher Interpretations of Government Policy

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Valdiviezo, Laura

2009-01-01

This paper explores how teachers' beliefs and practices create spaces for the contestation and innovation of bilingual intercultural education (BIE) policy, a policy of indigenous culture and language revitalization in Peru. Based on ethnographic research, there are two central arguments developed throughout this paper. First, the author argues…

Materiales en Marcha para el Esfuerzo Bilingue--Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), August 1972.

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San Diego City Schools, CA.

This newsletter seeks to promote the concept of bilingual-bicultural education. Among its articles are "Steps Toward Effective Bilingualism,""A 'Used' Teacher's View of New Language Arts Materials,""Rich Resources for Reading," and "Tidbits to Turn On Science Students and Teachers." Book reviews and a list of recommended reading materials are…

Oral Academic Language by Design: Bilingual Pre-Service Teachers' Purposeful Infusion of Paired Strategies during Science Instruction

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Arreguín-Anderson, María G.; Alanis, Iliana

2017-01-01

This study explores ways in which university science courses can be infused with opportunities for pre-service teachers to design student student interactions that promote language development and content mastery. Participants included bilingual pre-service teachers enrolled in an elementary science approaches course and its school-based fieldwork…

What is it like to grow up to be bilingual?-A survey report on bilingual high school students-

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Satoshi Tamiya

2014-10-01

Full Text Available In this era of globalization, Japanese teachers as well as teachers in other areas of the world have increasing chances of encountering bilingual students such as returnees and immigrants. It is important to understand the development of these students. The authors conducted a survey about bilingualism on 60 bilingual high school students at an international school in Japan. The survey questions asked about the students’ background and their experiences as a bilingual. Twenty-nine students responded to the survey. The responses were classified according to whether the reported advantages/disadvantages were linguistic, socio-cultural or identity-related. Linguistic disadvantages as well as advantages were experienced by most students. Bilingual influences on identity were mostly favorable, but some difficulties were common. Despite these disadvantages, socio-cultural advantages were prominent. It was reassuring to see that many bilingual high school students felt they were socio-culturally advantaged and mostly felt secure about their identity as a bilingual. However, we should not dismiss linguistic difficulties experienced by many of them and some cases of insecure identity, as these are crucially related to the mental health and creation of self-identity that is typical of adolescence.

The attitudes of classroom teacher candidates towards physical education lesson

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Gönül Tekkurşun Demir

2017-12-01

Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom

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Tyler, Robyn

2016-12-01

Full Text Available In bilingual classrooms, content is often learned simultaneously with a new language. Recent applied linguistics research has identified shifts in discourse made by teachers and learners as they work towards these two goals. Departing from a sociocultural perspective on teaching and learning, this study assumes learners and teachers bring rich and diverse linguistic repertoires to the classroom. This paper examines selected episodes of discourse shifts which took place in a week-long mathematics enrichment programme run by a non-government organisation in rural South Africa. In this Xhosa-English bilingual context, I undertook a small-scale ethnographically-informed case study in which evidence of and comment on discourse shifting was collected in the form of video and audio recordings of lessons and interviews with participants. The focus of the analysis is on the translanguaging strategies (especially register meshing of the teacher and a learning facilitator as they work to make the curriculum accessible to the learners. The argument made in the paper is that the unidirectional notion of discourse shifting from more everyday, spoken, home language discourses to more discipline-specific, written, English discourses is not adequate in explaining the complex multidirectional shifting apparent in my data.

Indigenous Worldviews in Intercultural Education: Teachers' Construction of Interculturalism in a Bilingual Quechua-Spanish Program

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Valdiviezo, Laura Alicia

2010-01-01

This paper examines teachers' implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core…

Guided by Care: Teacher Decision-Making in a Rural Intercultural Bilingual Classroom in Peru

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Linares, Rebecca E.

2017-01-01

This paper explores how one teacher working in an intercultural bilingual school in rural Peru implemented an ethic of care through three key actions: the incorporation of funds of knowledge, the focus on revitalising and repurposing Indigenous knowledge and local materials and the instruction and use of both Quechua and Spanish. The paper also…

A Study on Teacher Candidates' Competencies in Classroom Management

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Selçuk, Gülenaz; Kadi, Aysegül; Yildirim, Remzi; Çelebi, Nurhayat

2017-01-01

The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to…

Fostering the Development of Chemistry Teacher Candidates: A Bioecological Approach

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Lewthwaite, Brian; Wiebe, Rick

2012-01-01

This ongoing research inquiry investigates through the analysis of teacher candidate experiences the factors influencing two groups of chemistry teacher candidates' development during their extended practica in their second and final year of an after-degree bachelor of education at a university in central Canada. The tenets of Bronfenbrenner's…

Language Choices by Teachers in EFL Classrooms in Cyprus: Bidialectism Meets Bilingualism with a Call for Teacher Training Programmes in Linguistic Variation

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Yiakoumetti, Androula; Mina, Marina

2013-01-01

This study focuses on the interface between bidialectism and bilingualism and provides empirical support for the call for language educators to be trained in issues relating to linguistic variation. Drawing on the sociolinguistic setting of Cyprus, the study investigates the linguistic behaviour of bidialectal teachers in the English…

Holmes versus Traditional Teacher Candidates: Labor Market Receptivity.

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Young, I. Phillip; And Others

1997-01-01

"Typical" paper credentials were used to create 12 hypothetical teacher candidates. Credential contents were varied to reflect all combinations of college preparatory institutions (Holmes vs. traditional), education degree types, and chronological ages. Randomly selected high school principals then evaluated candidates. Holmes-prepared…

Teacher candidates' mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education.

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Sayeski, Kristin L; Earle, Gentry A; Eslinger, R Paige; Whitenton, Jessy N

2017-04-01

Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.

Unveiling EFL and Self-Contained Teachers' Discourses on Bilingualism within the Context of Professional Development

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Camargo Cely, Jennyfer Paola

2018-01-01

Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers' professional development. Data were collected through discussion group sessions,…

Examining Cyberbullying Tendency and Multidimensional Perceived Social Support Status of Teacher Candidates

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Levent, Faruk; Taçgin, Zeynep

2017-01-01

The teachers have a substantial role for students through consciously the Internet usage and struggle with cyberbullying. The purpose of this study is to investigate cyberbullying tendency and multidimensional perceived social support status of the teacher candidates. The participants of this research have become 412 teacher candidates as…

Mutually Beneficial Service Learning: Language Teacher Candidates in a Local Community Center

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Hildebrandt, Susan A.

2014-01-01

This article reports on a project designed to provide mutually beneficial solutions to challenges faced by world language teacher candidates, their preparation program, and a local community center. The project provided opportunities for teacher candidates enrolled in a world language (WL) teacher education course to complete clinical experiences…

Revelation of American Teachers' Multicultural Concept Training to Bilingual Teachers' Training in China%美国教师多元文化理念的培养对我国双语教师培训的启示

Institute of Scientific and Technical Information of China (English)

马静静

2014-01-01

Multicultural education, the teacher's own concept of multicultural education implemented far-reaching impact. Under the diversity and unity of our national education system, our implementation of bilingual education, in the face of dif-ferent cultural and educational circumstances, bilingual teachers should have the concept of multiculturalism, multicultural training for teachers, but also should strengthen the training of teachers in the concept of multiculturalism, which helps to de-velop our bilingual education. This paper analyzes the concept of multicultural training of teachers in the United States, and found inspiration for our bilingual teacher training, in order to provide our bilingual teacher training ideas.%多元文化教育中，教师自身的多元文化理念对多元文化教育的实施影响深远。在我国多元一体的民族教育体系之下，我国实施了双语教育，在面对不同的文化并进行教育的情形下，双语教师也应具备多元文化的理念，在对多元文化教师的培训中，也应加强对教师多元文化理念的培养，从而有助于我国双语教育的大力发展。本文从分析美国教师多元文化理念的培养，从中发现对我国双语教师培训的启示，以期对我国双语教师的培训提供思路。

Bilingual education in Slovakia: A Case Study

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Silvia Pokrivčáková

2013-06-01

Full Text Available Bilingual education is one of the areas in contemporary education that brings out some important controversies (philosophical, conceptual, sociological, political, economical, etc. and thus calls for extensive and intensive debate. Bilingual education in Europe (and here the European Union countries are meant has gained a very different status, due to the general European policy of developing language diversity and promoting “European plurilingualism and multilingualism”. In Slovakia, one of the younger members of the EU, bilingual education became an extraordinarily popular instrument for the fulfilment of this task.  Since the specifically defined topic of bilingual education and its current status in Slovakia has not been studied and systematically reviewed yet, the research presented in this paper was designed as a single-phenomenon revelatory case study investigating seven research areas: reflection of bilingual education in school legislation and state pedagogical documents, purposes of bilingual education in Slovakia, its organization (levels and types of schools, foreign languages incorporated, teachers, structure of bilingual schools curricula, types of bilingual education applied at Slovak bilingual schools, and how bilingual education is both reflected in and saturated by the latest research findings. The conclusions presented in the paper were collected from multiple sources: state curriculum, statistical data published by the Slovak Ministry of Education or its partner institutions, international treaties on establishing and supporting bilingual sections of schools, bilingual schools curricula, interviews with school directors, teachers, and learners, direct observations at bilingual schools, research studies and research reports, etc. In the conclusion, bilingual education in Slovakia is identified as a unique, dynamically developing system which is both significantly shaped by the foreign language education policy promoted by

Documenting Teacher Candidates' Professional Growth through Performance Evaluation

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Brown, Elizabeth Levine; Suh, Jennifer; Parsons, Seth A.; Parker, Audra K.; Ramirez, Erin M.

2015-01-01

In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation,…

Identifying the Relationship of Teacher Candidates' Humor Styles with Anxiety and Self-Compassion Levels

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Aydin, Aydan

2015-01-01

Problem Statement: Teacher candidates who will soon be responsible for educating the future generations should possess certain characteristics. Specific teacher candidates should have specific characteristics taken into consideration: pre-school and primary teacher candidates should be seen as role models by younger students; psychological…

Developing Expertise: Using Video to Hone Teacher Candidates' Classroom Observation Skills

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Cuthrell, Kristen; Steadman, Sharilyn C.; Stapleton, Joy; Hodge, Elizabeth

2016-01-01

This article explores the impact of a video observation model developed for teacher candidates in an early experiences course. Video Grand Rounds (VGR) combines a structured observation protocol, videos, and directed debriefing to enhance teacher candidates' observations skills within nonstructured and field-based observations. A comparative…

Developing HALM Teaching Competencies in PETE Teacher Candidates

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Wilkinson, Carol; Prusak, Keven; Zanandrea, Maria

2018-01-01

The lifetime activities approach, which grew out of the lifetime physical activity model, has informed the practice of one physical education teacher education (PETE) program as it prepares teacher candidates to teach K-12 students about the importance of health, health-related fitness, and physical activity. Health-enhancing behaviors such as…

Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

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Lucero, Audrey

2014-01-01

Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of…

THE PERCEPTION OF THE CANDIDATES FOR MUSIC TEACHER ON MUSICAL AESTHETICS

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Ulku Sevim SEN

2014-08-01

Full Text Available The basic aim of this study is to reveal the perception of the candidates for music teacher on musical aesthetics. In the light of this aim, the research question the study aims to answer: how is the perception of the candidates for music teacher on musical aesthetics? The participants in this research consist of overall eighty three freshman, sophomore, junior and senior students studying in the Department of Music Teaching, Ataturk Faculty of Fine Arts during spring term. The participants as the candidates for teacher involve forty nine women and thirty four men. The study is descriptive survey model of qualitative research.

Understanding and Affecting Science Teacher Candidates' Scientific Reasoning in Introductory Astrophysics

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Steinberg, Richard; Cormier, Sebastien

2013-01-01

This study reports on a content course for science immersion teacher candidates that emphasized authentic practice of science and thinking scientifically in the context of introductory astrophysics. We explore how 122 science teacher candidates spanning three cohorts did and did not reason scientifically and how this evolved in our program. Our…

Official Bilingualism and Field Narratives: Does School Practice Echo Policy Discourse?

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Nana, Genevoix

2013-01-01

This research builds on several layers of meaning representing views from education officials, head teachers, teachers and pupils to investigate the discourse and implementation of official bilingualism policy in primary schools in Cameroon. While at the macro-level, the celebration of the "National Bilingualism Day" in schools has…

Students’ voice: The hopes and fears of student-teacher candidates

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Shirli Shoyer

2016-12-01

Full Text Available It is widely claimed that learners interpret new information and experiences through their existing network of knowledge, experience, and beliefs. Research on professional identities of teachers highlight the impact of biographical factors such as teachers schooling experiences, motivations for entering teacher education programs, their initial teacher education experiences and contexts of professional practice, as influential of “construction, deconstruction and reconstruction” of teachers’ professional identities and the kind of teachers they become. The study investigates teacher education candidates’ hopes and fears concerning their future career as teachers. An open-ended questionnaire was distributed to 90 candidates in a teacher education college. The qualitative analysis identifies the domains of candidates’ hope and fears. The findings reveal that candidates expressed more hopes then fears. Their hopes and fears correspond with qualities of the “good teacher” and effective teaching. The study can support the development of prospective teachers towards expertise in teaching and assist program designers and educators in strengthening education programs by catering for students’ needs, taking into consideration their hopes and concerns.

Exploring the Salient Experiences of Pre-Service Teacher Candidates Who Were Former Volunteer Tutors

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Gallagher, Tiffany L.; Woloshyn, Vera E.; Elliott, Anne

2009-01-01

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates…

Elementary School Teacher Candidates' Perceptions of Good Problems

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Lee, Ji-Eun; Kim, Kyoung-Tae

2005-01-01

This study describes a classroom action research activity regarding a group of elementary school teacher candidates' perceptions of good mathematics problems. A questionnaire containing 20 problems was given, and the candidates were asked to rate the quality of each problem on a 5-point scale. The results revealed that the majority of the teacher…

Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: [E1] logro de la participacion de los padres. cuaderno 3. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Parent Participation, Book 3. Teacher Edition. Bilingual Education Teacher Training Packet).

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Rodriguez, Rodolfo, Comp.

This guide on training bilingual education teachers focuses on parents as advisors in the decision making process at bilingual schools. The two units, "An Introduction to Parent Participation" and "Parent Participation in Educational Decision Making," include objectives, definitions of terms, lists of materials and equipment, and learning…

Effects of Lesson Study on Science Teacher Candidates' Teaching Efficacies

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Pektas, Murat

2014-01-01

The aim of this study was to investigate the effects of the lesson study process on science teacher candidates' teaching in terms of lesson plan content, pedagogy and classroom management based on expert, peer and self-evaluations. The participants of this case study consisted of 16 teacher candidates in elementary science education in their…

What Do Teacher Candidates Think about the Teaching Education? The Example of Social Studies Teacher Candidates

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Tonga, Deniz

2016-01-01

In this research, it is aimed to reveal the opinions and observations of social studies teacher candidate about the courses they have taken during their 4-year university education. The focus group interview was used as the data collecting tool, and the content analyses were performed on the data obtained. The criterion sampling approach was used…

Voices of Teacher Candidates of Color on White Race Evasion: "I Worried about My Safety!"

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Amos, Yukari Takimoto

2016-01-01

This qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students…

International Practica Experiences as Events of Influence in a Teacher Candidates' Development

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Maynes, Nancy; Allison, John; Julien-Schultz, Lynn

2012-01-01

Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the…

Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions

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Graham, C. R.; Borup, J.; Smith, N. B.

2012-01-01

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate…

Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

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Solmaz, Dilek Yaliz

2017-01-01

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

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Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

STUDI KASUS PEMBELAJARAN MIPA BILINGUAL DI TIGA SMA RSBI DI JAWA TENGAH

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Gusti Astika

2013-01-01

RSBI in Central Java in their bilingual classes in terms of its proportion to Indonesian,grammaticalness, and complexity. It used a descriptive method and the data were collectedthrough direct observations of eight science classes and interviews with the science teachers and the school principals. The teacher talk and interview sessions were audio recorded, transcribed, and analysed qualitatively to provide answers to the research questions. The results indicate that the science teachers at the schools did not have sufficient mastery of English for bilingual classes, which affected the students’ attitudes to the bilingual program. The interviews with the teachers and school principals also revealed problems with teachers’ motivation to improve their English in spite of the supports provided by the school management.

Conflict and Consensus in Teacher Candidates' Discussion of Ethnic Autobiography.

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Florio-Ruane, Susan; deTar, Julie

A Future Teachers' Autobiography Club discussion group/research project invited six elementary teacher candidates to read, write about, and discuss ethnic autobiography in order to foster and investigate the potential of peer discussion in teacher learning. Using a selected list of six autobiographies, the researcher hosted monthly dinner…

A Phenomenological Study of the Perceptions of Candidate Teachers about the Concepts of School, Teacher and Student in Their Dreams

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Yildiz, Sevgi; Gizir, Siddika

2018-01-01

It was aimed in this study to determine through the metaphors how the first and fourth grade candidate teachers in the faculty of education dream of the school, student and teacher and to discuss the findings in the context of teacher training. The sample of the study is composed of 315 candidate teachers (181 in the first-grade and 134 in the…

Materiales en Marcha Para El Esfuerzo Bilingue--Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), March 1973.

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San Diego City Schools, CA.

This newsletter is designed to promote the concept of bilingual-bicultural education. Included in this issue are articles on "Bilingual Education: Acceptance and Allocation,""A World History Reference,""History Teachers, Take Heart,""Social Studies Materials in Spanish," and "Pride of Aztlan." Articles appear in Spanish and English. Included is a…

Investigating Mathematics Teachers Candidates' Knowledge about Problem Solving Strategies through Problem Posing

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Ünlü, Melihan

2017-01-01

The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…

Dancing on Thin Ice: The Journey of Two Male Teacher Candidates Emerging as Professionals within a Teacher Education Dance Program

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Kalyn, Brenda; Campbell, Eric; McAvoy, Alekcei; Weimer, Michelle

2015-01-01

Teacher candidates entering the world of curricula face the realities of teaching a variety of subjects, some more conceptually foreign than others. One challenging area for teacher candidates, particularly males, is in dance education (Gard, 2008; Kiley, 2010). A teacher's former dance experience, beliefs about who dances and why, personal…

Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

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Demir, Sibel

2015-01-01

The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…

Examining Technology and Teaching Efficacy of Preservice Teacher Candidates: A Deliberate Course Design Model

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Willis, Jana M.

2015-01-01

Training programs that improve technology self-efficacy of teacher candidates will better prepare candidates to overcome technology challenges with greater levels of confidence. The purpose of this study was to examine self-efficacy levels of preservice teacher candidates who participated in scaffolded technology training designed to establish and…

SOFT SKILLS COMPETENCE DEVELOPMENT OF VOCATIONAL TEACHER CANDIDATES

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I Made Sudana

2015-02-01

Full Text Available Vocational education curriculum 2013 that applied nationally in the academic year 2014/2015 mandated that religious subject added character educational in which contactwith aspects of soft skills. This needs to be addressed by LPTK as producer vocational teacher candidate, so that future graduates are able to fulfill the mandate of the curriculum. Curriculum vocational teacher candidates who applied seems also still focused on providing hard skills competencies, so that graduates do not have adequate soft skills competence. On the other hand in the world of work has been going on trend shift in terms of hard skills to soft skills.Research and development is designed to go through stages and multiyear to produce soft skills development strategy for prospective teachers of vocational school. Development strategy departs from theoretical studies and mapping needs soft skills aspects of relevant research, analysis and LPTK vocational curriculum, soft skills needs and job requirements of future trends, soft skills required by vocational teachers, teaching soft skills already there, done to map the needs and later for further development until the hypothetical model generated Late models. Subjects were LPTK lecturers, teachers of vocational productive industrials. Data were obtained by observation and interviews, review of documents that the results were analyzed with descriptive qualitative and quantitative techniques. There are several aspects of the soft skills required candidates vocational school teachers, among others: (1 self-discipline, (2 responsibility, (3 the spirit of the work, (4 problem solving, (5 collaboration, (6 the ability of communication, (7 personality, (8 social attitudes, (9 critical thinking, (10 creative thinking and innovative, (11 confidence and (12 self-motivation. Soft skills development strategy skills prospective teachers through extra-curricular with gradual pattern through four stages, namely: (1 the development of

Problem Identification and Task Engagement Using the LIBRE Problem Solving Tool: A Case Study of Three Bilingual Teacher Candidates

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Guerra, Norma; Castro-Villarreal, Felicia; Cheatham, Nicholas; Claeys, Lorena

2014-01-01

Bilingual Latino students engage multiple languages, cultures and environments as they pursue educational and professional goals. For this underrepresented group, pursuing a post-secondary degree is a "lucha" (fight) to negotiate the complex interplay of historical, educational, and cultural variables and achieve academic success.…

Bryological exploration: field-trip based learning to develop competencies of science teacher candidate

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Wisanti; Astriani, D.

2018-04-01

The purpose of this study was analyze the competencies of science teacher candidate after the bryological exploration. The intended competence of science teacher candidate was the ability to apply the concept and science ability to explore plant diversity that could be found around the environment.This field trip was conducted by exploring liverworts, hornworts, and mosses as well. This descriptive research was conducted during March until April 2017 at Universitas Negeri Surabaya (UNESA) and Sumber Brantas Arboretum in Malang, as the location of exploration. The subjects of this study were 76 candidate of teachers from science educations department, which is divided into three classes. The competences observed on this study were describing, identifying, collecting specimens, furthermore. The research instruments were observation sheets, product assessment sheets, and response questionnaire. The data were analyzed descriptive-quantitatively, in percentage and then categorized. The results of this study indicated that: the describing skill was categorized as ‘good’ identifying skill and collecting bryophytes was categorized as ‘very good’ and communicating skills was categorized ‘good’. In addition, the teacher candidates gave a very good response to field-trip-based learning. It can be concluded that the bryological exploration can develop the competences of science teacher candidates of Science Education Department of UNESA.

Exploring epistemological beliefs of bilingual Filipino preservice teachers in the Filipino and English languages.

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Bernardo, Allan B I

2008-03-01

In this study, the author investigated the epistemological beliefs of 864 bilingual Filipino preservice teachers using Filipino and English versions of the Schommer Epistemological Questionnaire (M. Schommer, 1998). The author conducted confirmatory factor analyses to determine the dimensions and structure of the epistemological beliefs. The results revealed two factors: Simple Learning and Structured Learning. The same factors were found using the Filipino and English versions of the questionnaire. The author discusses the results in terms of how they contribute to the growing evidence regarding the possible problems with particular multidimensional theories and quantitative measures of epistemological beliefs. The results also indicate how the specific epistemological beliefs of the Filipino preservice teachers may reflect features of the Philippine educational system and its tensions regarding pedagogy.

Eliciting, Identifying, Interpreting, and Responding to Students' Ideas: Teacher Candidates' Growth in Formative Assessment Practices

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Gotwals, Amelia Wenk; Birmingham, Daniel

2016-06-01

With the goal of helping teacher candidates become well-started beginners, it is important that methods courses in teacher education programs focus on high-leverage practices. Using responsive teaching practices, specifically eliciting, identifying, interpreting, and responding to students' science ideas (i.e., formative assessment), can be used to support all students in learning science successfully. This study follows seven secondary science teacher candidates in a yearlong practice-based methods course. Course assignments (i.e., plans for and reflections on teaching) as well as teaching videos were analyzed using a recursive qualitative approach. In this paper, we present themes and patterns in teacher candidates' abilities to elicit, identify, interpret, and respond to students' ideas. Specifically, we found that those teacher candidates who grew in the ways in which they elicited students' ideas from fall to spring were also those who were able to adopt a more balanced reflection approach (considering both teacher and student moves). However, we found that even the teacher candidates who grew in these practices did not move toward seeing students' ideas as nuanced; rather, they saw students' ideas in a dichotomous fashion: right or wrong. We discuss implications for teacher preparation, specifically for how to promote productive reflection and tools for better understanding students' ideas.

Exploring Bilingual Pedagogies in Dual Language Preschool Classrooms

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Gort, Mileidis; Pontier, Ryan W.

2013-01-01

In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and strategic…

Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse

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Gort, Mileidis; Sembiante, Sabrina Francesca

2015-01-01

In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting's language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions…

Towards Treating Chemistry Teacher Candidates as Human

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Lewthwaite, Brian Ellis

2008-01-01

This research inquiry investigates the factors influencing chemistry teacher candidates' development during their extended practica in the second and final year of an After-Degree Bachelor of Education at a university in central Canada. A variety of data sources are used to identify the risk and protective factors impeding and contributing to the…

Foundations of Bilingual Education and Bilingualism. Fifth Edition. Bilingual Education & Bilingualism

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Baker, Colin

2011-01-01

The fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels. These include: (1) defining who is bilingual and multilingual; (2) testing language abilities…

Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes

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Grande, Marya; Pontrello, Camille

2016-01-01

The purpose of this study was to investigate if teacher candidates could gain knowledge of the principles of Universal Design for Learning by enhancing traditional picture books with Quick Response (QR) codes and to determine if the process of making these enhancements would impact teacher candidates' comfort levels with using technology on both…

Perceptions of teacher candidates concerning ethically suitable behaviours for teaching profession

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Balcı Süleyman

2016-01-01

Full Text Available Identifying the perceptions of teacher candidates regarding effective teacher charactheristics and teaching is necessary for knowing their program experiences to consider the appropriateness of those perceptions in terms of professional purposes and practices. Moreover, professional ethics determined for teaching profession enable teachers to make decisions easily at any difficult situations in education. Purpose of this study is to describe perceptions of teacher candidates working for secondary schools concerning ethically suitable behaviors for teaching profession. Participants of this study includes graduates of Mathematics, Nursing, Sociology, Turkish Language Literature Departments. Of those participants (n=163, 42 are graduates of Mathematics, 35 are Nursing, 45 are Sociology, 41 are Turkish Language Literature Departments and completed preservice teacher education curriculum (pedagogical education program at Education Faculty of Kırıkkale University in 2014–2015 academic calender. According to the results of this study most of the participants are aware of ethically suitable behaviors for teaching profession.

Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

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Gibbone, Anne; Mercier, Kevin

2014-01-01

Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

Preparing Globally Competent Teacher Candidates through Cross-Cultural Experiential Learning

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Kopish, Michael A.

2016-01-01

This manuscript presents findings and implications from a case study of one global educator's attempt to develop globally competent teacher candidates in an elective teacher preparation course. Global Citizenship Education served as the framing paradigm for the course and human experiences of immigrants and refugees served as the milieu for…

MULTICULTURAL EDUCATION, THE FRAME OF LEARNING ISLAMIC STUDIES TOWARDS ISLAMIC RELIGION TEACHERS BILINGUALLY

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Taranindya Zulhi Amalia

2014-05-01

Full Text Available Unity in Diversity as Indonesian motto turns into a saying which unifies the nation. Indonesia proudly presents many islands, races, ethnic groups, cultures, and also traditional languages. This symbolizes multiculturalism that has survived in the motherland. Generally, an Indonesian applies traditional and Indonesian languages in daily life and learns English at school or course. Some have practiced other foreign languages such as Arabic as well since it becomes the language of Al-Qur’an. However, English is usually taught as the compulsory subject in every level of disciplines. English belongs to any states of the world. In learning Islam, human being needs to learn and use English. Most references of Islamic studies are written particularly in Arabic and globally in English. Dealing with this issue, a teacher, in this case an Islamic religion teacher as a figure who educates students, should learn Islamic terms in bilingual versions beside his/her own competence. The teacher is expected to have not only multi-skills but also multicultural education. Having diverse students from multiethnic society probably occurs. Afterward, multicultural education nowadays is being a part of the school curriculum and made a compulsory school subject. It offers the prospect for both the teacher and students to learn inclusion materials that contain fundamental principles, such as democracy, humanism, and pluralism or inclusive religious values. All of those principles could be handed in Islamic Education Material Development Based Multicultural in order to build an inclusive religion at school. The materials are as follows (Salamah, 2011: First, the material of the Koran, in determining the choice of verses. Second, the jurisprudence material, can be extended to study fiqh siyasa (government. Third, the material character of the studies focus on the good-bad behavior against God, Apostle, fellow humans, ourselves, as well as the environment, critical to

Silencing Bilingualism: A Day in a Life of a Bilingual Practitioner

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Robertson, Leena H.; Drury, Rose; Cable, Carrie

2014-01-01

Based on sociocultural theories of learning, this paper draws on findings from a research project "a day in a life of a bilingual practitioner". It explores how two multilingual practitioners in English early years settings supported the learning of young 3-4 year-old children, and their parents and teachers. The paper challenges the…

Revising Teacher Candidates' Views of Science and Self: Can Accounts from the History of Science Help?

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Lewthwaite, Brian; Murray, John; Hechter, Richard

2012-01-01

Our inquiry uses accounts from the history of science to develop teacher-candidate (student teacher) understanding of the nature of science (NOS) in a science teacher education methods course. This understanding of the NOS is then used as a foundation for developing teacher candidate appreciation of the attributes of authentic science lessons.…

Identifying Canadian Teacher Candidates' Needs for Training in the Use of Inclusive Classroom Assessment

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Lin, Pei-Ying; Lin, Yu-Cheng

2015-01-01

To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model,…

Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning through the Vernacular

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Sayer, Peter

2013-01-01

This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom…

Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?

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Styron, Ronald A., Jr.; Bonner, Jessica L.; Styron, Jennifer L.; Bridgeforth, James; Martin, Cecelia

2016-01-01

The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on…

An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

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Ozer, Tugce; Demirel, Duygu H.

2017-01-01

Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal…

Variables that Affect Math Teacher Candidates' Intentions to Integrate Computer-Assisted Mathematics Education (CAME)

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Erdogan, Ahmet

2010-01-01

Based on Social Cognitive Carier Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2002), this study tested the effects of mathematics teacher candidates' self-efficacy in, outcome expectations from, and interest in CAME on their intentions to integrate Computer-Assisted Mathematics Education (CAME). While mathematics teacher candidates' outcome…

The Investigation of Elementary Mathematics Teacher Candidates' Problem Solving Skills According to Various Variables

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Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk

2014-01-01

The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…

Study of Self-Efficacy Perceptions of Social Studies Teacher Candidates on Educational Internet Usage

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Akman, Özkan

2016-01-01

This study aimed at examining the self-efficacy perceptions of social studies teacher candidates with respect to educational internet use. This research was conducted on a sample of 174 social studies teacher candidates enrolled in Gaziantep University Nizip Faculty of Education. The "Educational Internet Self-Efficacy Scale," developed…

Preparacion e Iniciacion de la Lectura en Espanol para Maestros de Programas Bilingues. Serie Tierra de Encanto (Preparation and Initiation of Reading in Spanish for Teachers of Bilingual Programs. Land of Enchantment Series).

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New Mexico Univ., Albuquerque.

Part of the "Land of Enchantment" series of instructional materials, this very detailed teaching manual is designed to help teachers in bilingual programs prepare students to read Spanish. It contains suggestions for developing reading readiness skills and ways to teach a basic 30-word reading vocabulary. The reading program follows five steps:…

Meaning That Social Studies Teacher Candidates Give to Value Concept and Their Value Rankings

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Aysegül, Tural

2018-01-01

This work determines the role that value education plays in shaping people's personal and social life. This research aims to put forward meaning that social studies teacher candidates give to value concept and its value ranking. To achieve this aim, the opinions of 12 social studies teacher candidates were obtained. During the data collection…

Turkish Primary Science Teacher Candidates' Understandings of Global Warming and Ozone Layer Depletion

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Yalcin, Fatma Aggul; Yalcin, Mehmet

2017-01-01

The purpose of the study was to explore Turkish primary science teacher candidates' understanding of global warming and ozone layer depletion. In the study, as the research approach the survey method was used. The sample consisted of one hundred eighty nine third grade science teacher candidates. Data was collected using the tool developed by the…

Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study

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Akyol, Bertan

2016-01-01

Problem Statement: While the concept of professional self-efficacy corresponds to the power and belief employees feel related to tasks they are performing, motivation can be defined as the internal energy which shapes work related behaviors of employees positively. Although there are many features that teachers and candidate teachers must have,…

A Comparison of the Life Satisfaction and Hopelessness Levels of Teacher Candidates in Turkey

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Gencay, Selcuk; Gencay, Okkes Alpaslan

2011-01-01

This study aims to explore the level of hopelessness and life satisfaction of teacher candidates from the view points of gender and branch variables. With this aim, the "Beck Hopelessness Scale and Life Satisfaction Scale" has been applied to a total of 278 teacher candidates, of which 133 were females and 145 were males. According to…

Los Programas de Inmersion Bilingue y la Adquisicion del Discurso Academico (Bilingual Immersion Programs and the Acquisition of Academic Discourse).

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Lopez-Bonilla, Guadalupe

2002-01-01

A study examined the strategies used by a fourth-grade teacher in a two-way bilingual immersion program (English/Spanish) that contributed to students' development of academic language in Spanish. Analysis of a science lesson highlighted the use of an appropriate Spanish-language textbook and the teacher's use of visual elements, repetition,…

Prevalence of Stuttering in Javanroud\\'s Bilingual Students

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Hiva Mohammadi

2008-04-01

Full Text Available Objective: Study of prevalence of stuttering in Iranian bilingual societies is essential for determine the effects of linguistic factors in stuttering and therapy demands in these bilingual societies. The aim of this study is to determine the prevalence of stuttering among Javanrud’s bilingual students. Materials & Methods: In this cross- sectional, descriptive and analytical study, all of bilingual students of Javanrud’s schools were examined and in order to this purpose, teacher referral method was used for the primary screening of speech disorders at all. Essential information about speech disorders specifically stuttering had been given to teachers before this primary step. Then researcher diagnosed stuttering students based on personal interview, reading, spontaneous speech and description of serial images that tell a story in Kurdish and Persian. Data were analysed by statistical tests such as Chi-square and Logistic Regression. Results: Among 11425 bilingual students of Javanrud’s schools, 129 students were identified as stutterers. These findings indicated that overall prevalence of stuttering in this population is 1/13 percent. Among primary, guidance and high school students the prevalence of stuttering was 2/06, 0/87 and 0/5 percent respectively. Prevalence of stuttering among boys was 1/35 and among girls was 0/88 percent. An overall male/female ratio was 1/5. Prevalence of stuttering in primary, guidance and high school was differ from each other significantly (P<0/001. Prevalence of stuttering in male was higher than female significantly (P=0/034. Conclusion: Prevalence of stuttering among Javanrood’s bilingual students was higher than accepted prevalence in monolinguals (1%. Risk of being stuttering in male was higher than female.

Teacher Candidates' Opinions on Erasmus Student Exchange Program

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Unlu, Ihsan

2015-01-01

This study contains teacher candidates' opinions who spent a portion of their educational career abroad as participants in the Erasmus Program regarding the academic, cultural, and personal gains of the program. Using the Quantitative Research Method, this study focuses on phenomena that researchers are aware of, but on which they do not have…

The E.N.A.C.T. Model: Enhancing Teacher Candidates' Ability to Manage Student Behavior

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Yost, Deborah S.; Mosca, Frank J.

2003-01-01

This program description presents a model of critical reflection that has helped teacher candidates appropriately apply behavior management theory to resolve behavioral problems. The authors developed the ENACT (Examine, Name, Analyze, Critically evaluate, and Treat) model to help teacher candidates analyze the cause of inappropriate behaviors to…

Bilingual Education Model in Prekmurje, and the Dictionary as a Teaching Aid

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Jutka Rudaš

2018-01-01

Full Text Available The model of bilingual education is one of the two-way models of preserving two languages and cultures. This paper describes the successful implementation of a bilingual education process, with a short developmental span and an emphasis on the key deficiencies of the model. By getting to know two cultures and two social relationships and by understanding them, pupils develop a positive attitude to cultural diversity as well as intercultural relationships. Within the framework of school subjects, we teach professional terminology in both languages and thus educate speakers in a way that they experience linguistic and cultural diversity in the ethnically mixed area of Prekmurje. The model of the two-way preservation of the mother tongue makes sense only if the community and the society benefit from bilingualism, and if important and above-average intercultural and social competences that contribute to peaceful coexistence of different cultures are allowed access. Practice shows that so far these goals have not been fully implemented, that there is no ideal relationship between the languages of instruction and that the desired results are not implemented. We have found that there are two shortcomings in this respect: the incomplete didactic aspect and the inadequate competence of teachers in bilingual educational institutions owing to the lack of possibility of acquiring the appropriate competences, particularly in the Hungarian language. Among the most important means for the efficiency of the language structure acquisition and language use are bilingual textbooks and other teaching aids. Based on these findings, this paper presents cognitive and other skills that enable the integration of a bilingual dictionary into the teaching process. As this is a demanding and important skill, it is crucial that teachers and pupils are trained in this activity. The dictionary as a didactic tool is not merely a means of information but also a basis for the

Technology pedagogy: Six teacher candidates' developing pedagogical models for the use of computers in science instruction

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Myhre, Oddmund Reidar

1997-12-01

This study investigated how teacher candidates' developing pedagogical beliefs and knowledge of technology influenced their perception of such tools in the teaching of subject matter as they complete the initial course work of their professional program. The purpose of the study was to conceptualize more clearly the relationship between prospective teachers' thinking about computer technology and the content of their professional education. A case study methodology was used to investigate changes in six pre-service secondary science teachers' thinking about technology as a pedagogical tool. Two of the teachers had extensive experience with technology upon entering the teacher preparation course-work, whereas the other four were novice computer users. Data included three semi structured interviews and non-participant observations during the technology course-work. Additional data were collected in the form of interviews with university faculty and cooperating teachers. Analysis of these data indicated that prospective candidates entered teacher education viewing technology as a tool that supports a teacher centered classroom. As the candidates explored more student centered approaches to teaching, they found less room for technology in their images of their future practice. The data also indicated that the technology course-work was isolated from the rest of the teacher education program and many of the misconceptions about technology that the candidates brought to their professional preparation were left unchallenged.

Teacher Candidates' Perceptions of Scientists: Images and Attributes

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McCarthy, Deborah

2015-01-01

The masculine image of scientists as elderly men wearing white coats and glasses, working alone in the laboratory has been documented since the 1950s. Because it is important that teacher candidates have a scientifically literate image of scientists due to the impact they have on their future students, this investigation is salient. This study…

Bilingual Preschool Education in the United States and Panama: A Comparative Analysis.

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Valdivia, Rebeca

This paper compares bilingual education policy and practice in Panama and the United States. Particular issues studied include the following: the social context of bilingual education in the two countries; programming and policy differences; teacher qualifications; availability of age-appropriate materials; and administrative support, level of…

The Rodeo and Cattle Industry -- Its Rich Spanish-Mexican Heritage. A Bilingual-Bicultural Resource Booklet for Teachers, Pre-School through Grade Six.

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Archuleta, Lena, Comp.

This teacher resource book describes the Spanish-Mexican contribution to the cattle industry, rodeo, and cowboy culture. It provides background material, resources, and activities for developing a bilingual-bicultural education course for primary, intermediate, and upper grades. The first three sections discuss the cattle industry, American rodeo,…

The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success

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Yildizbas, Füsun

2017-01-01

Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education…

Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course

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Rosenthal, Julie L.; Donnantuono, Marie; Lebron, Mary; Flynn, Christina

2017-01-01

This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course…

Investigation the Technology Usage Level of Teacher Candidates

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Korucu, Agah Tugrul; Yucel, Ahmet; Gundogdu, Mustafa M.; Gencturk, Tarik A.

2016-01-01

Necessity to train individuals who are away from the digital divide that is defined as the gap between the masses who can make use of information technology effectively and who do not have access to information technology due to lack of education (Uckan, 2009). The aim of this study is to analyse the digital competence of teacher candidates in…

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

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Naidoo, Kara

2017-12-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.

Teaching Planetary Sciences in Bilingual Classrooms

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Lebofsky, L. A.; Lebofsky, N. R.

1993-05-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. It also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80% feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K--3 and 38 minutes per day in 4--6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops

Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates

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Topçu, Ersin

2017-01-01

In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out…

Gestalt Psychology and Bilingual Education.

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Blomstedt, Bob; And Others

Several concepts detailed in Gestalt psychology/therapy appear to have a close relationship with many concepts being applied in bilingual education. The primary contribution of Gestalt psychology to learning theory in the U.S. is an emphasis on perception and reintegration of relationships within an organized whole. To the teacher this means that…

Bilingual teaching in nursing education in China: evolution, status, and future directions.

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He, Wei; Xu, Yu; Zhu, Jianhua

2011-09-01

Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks. © 2011 Blackwell Publishing Asia Pty Ltd.

"A Constant State of Flex and Change": A Teacher Candidate's Perceptions of and Experiences with Military-Connected Learners

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Sherbert, Vicki S.

2018-01-01

All teacher candidates enter the classroom with initial perceptions and assumptions regarding their students' diverse lived experiences and the role those experiences may play in the classroom (Wenger & Dinsmore, 2005). For teacher candidates with no military background, concerns may extend beyond those typical of teacher candidates in other…

Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates?

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Önal, Nezih; Ibili, Emin; Çaliskan, Erkan

2017-01-01

The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were…

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

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Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

Teacher Candidates' Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation between the Two?

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Akçaoglu, Mustafa Öztürk

2016-01-01

The current study aimed to identify teacher candidates' learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of…

Nurse teacher candidates learned to use social media during the international teacher training course.

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Salminen, Leena; Gustafsson, Marja-Liisa; Vilén, Liisa; Fuster, Pilar; Istomina, Natalja; Papastavrou, Evridiki

2016-01-01

The purpose of this study was to describe the nurse teacher candidates' learning outcomes and experiences in social media during the international nurse teacher training course, Empowering learning environments in nursing education, Intensive Program (EleneIP). The pre-post research design was used. The data was collected before and after the course, with the questionnaire consisting of structured and open questions. Altogether, 24 nurse teacher candidates from four different European countries participated in the course and this study. The results showed that the knowledge of using social media applications increased during the course from 5.2 (range 1-9) to 8.1 (range 4-10), and their skills increased from 4.5 (range 1-8) to 7.6 (range 4-10).The main topics learnt during the course were divided in two categories: subjects of the course and teaching and learning methods. The students' experiences concerning the EleneIP course were positive in both categories. The international group created during EleneIP course also allowed the students to achieve another important aim, learning from a collaborative group the importance and possibilities of different learning environments, considering the cultural and social characteristics of each country participating in it. Copyright © 2015 Elsevier Ltd. All rights reserved.

Metaphors of Teacher Candidates' Regarding the Concept of "Non-Governmental Organizations" (NGOs)

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Selanik-Ay, Tugba

2016-01-01

In this study, a learning area in social studies curriculum called "Groups, institutions and social organizations" was used. It can be seen that an important role for teachers in a social studies programme is to benefit from non-governmental organizations. The aim of this study is to investigate primary school teacher candidates' social…

THE FREQUENT USE OF TEACHING STRATEGIES/METHODS AMONG TEACHERS ACCORDING TO THE TEACHER CANDIDATES OBSERVATION

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Mukaddes SAKALLI

2007-06-01

Full Text Available The aim of this study is to show the frequent use of teaching stratergies/methods amongteachers which has been observed by teacher candidates currently undergoing their own field/area teaching program.This study undertakes the general research model and the tools used to obtain the necessary data are personalinformation form and a questionaire. “Teachers frequent use of teaching methods/stratergies” to obtain necessarydata a 4 likert scale type of questionaire has been used. The scale developed on behalf of the researcher involves 35teaching methods/stratergies.The data obtained through 71 quetionaires where evaluated from 4 (always and 1(none as points and has been evaluated through the SPSS package program. In addition, the resultsof the data havebeen analysed through the following techniques: percentage (%, average (X and standard deviation (SS.According to the observations made by the teacher candidates the following teaching methods/stratergies wereundertaken by the teachers according to thier teaching field: lecturing, question-answer method were always used,homework, practice in the classroom, problem solving, showing and practicing methods were frequently used,project work, anaylsing example situations, debates, similarity, computer based education, observing privatetutorials, eduational games, cooperative learning, brainstroming, field trips and reflecting/miroring situations,group/team work, experiment, role play, micro-learning technique, statement, speech,meeting, display, drama,conference, formal debates, sempozium, seminar, panel, umbrella technique, forum and opposite panel

Teacher Candidates' Attitudes towards the Teaching Profession in Turkey

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Tok, Turkay Nuri

2012-01-01

This study examined the attitudes of teacher candidates in Turkey towards the teaching profession. Descriptive surveys were used and the research data was obtained from Pamukkale University Classroom Teaching students. During data analysis, the arithmetic means and standard deviations of the groups were calculated and a t-test and One-Way ANOVA…

The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

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Williams, Nicole V.

2015-01-01

The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

“ALL IN ALL, I AM BILINGUAL” A STUDY OF BILINGUALISM

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Zeynep CANLI

2016-04-01

Full Text Available he aim of the study is to investigate whether EFL instructors in a university preparatory school consider themselves bilingual, or not; and the reasons for the EFL instructors to consider themselves bilingual or not. For the purpose of the study, a qualitative research was carried out. Thirty EFL instructors participated in this study. The data were collected via an open-ended questionnaire. Analyzing the results indicated that most of the participants considered themselves bilingual. The results of the study emphasized the importance of awareness of being bilingual in order to empower EFL instructors, encourage them to use more L2 in the classroom, and raise their self-esteem as non native speakers of English. The findings help instructors to make them less concerned about the grammar and focus more on communication, and explain their students that they would be bilingual too. This study might be of pedagogical help and significance to teachers interested in bilingualism in EFL context.

Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators

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Morales, Amanda R.; Shroyer, M. Gail

2016-01-01

This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants' desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by…

Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

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Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

2011-01-01

This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

[Agraphia and preservation of music writing in a bilingual piano teacher].

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Assal, G; Buttet, J

1983-01-01

A bilingual virtuoso piano teacher developed aphasia and amusia, probably due to cerebral embolism. The perfectly demarcated and unique lesion was located in the left posterior temporoparietal region. Language examinations in French and Italian demonstrated entirely comparable difficulties in both languages. The linguistic course was favorable after a period of auditory agnosia and global aphasia. Language became fluent again 3 months after the onset, with a marked vocabulary loss and phonemic paraphasias with attempts at self-correction. Repetition was altered markedly with a deficit in auditory comprehension but no remaining elements of auditory agnosia. Reading was possible, but with some difficulty and total agraphia and acalculia persisted. Musical ability was better conserved, particularly with respect to repetition and above all to writing, the sparing of the latter constituting a fairly uncommon dissociation in relation to agraphia. Findings are discussed in relation to data in the literature concerning hemispheric participation in various musical tasks.

Strategies for Educators of Bilingual Students: A Critical Review of Literature

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Chris Sclafani

2017-04-01

Full Text Available The education of bilingual students is a rather popular topic among educators in today's schools. Frequently, articles and research focus upon a singular phenomenon or strategy in this field. This literature review is aimed at providing teachers of students of all grade levels and ages with a guide containing prevalent theories and ideas related to providing high quality instruction to students with bilingual backgrounds. Educational practices such as translanguaging and the integration of biliteracy can assist students in using their native tongues along with the dominant language of their given settings. Additionally, the usage of cooperative groups and language buddies not only creates a sense of “fitting in” for new bilinguals, but also recognizes the ideology that young learners will learn the social aspects of a new language prior to learning the more academic and formalized version of speaking. Both new and experienced teachers would benefit from training that relates to these culturally responsive teaching strategies. There are also sections within this piece that promote the usage of community and parent outreach methods that aim to improve the school experience for all involved parties. The overarching goal of this literature review is providing teachers with a variety of literature connected to relevant theory and useful strategies that could potentially assist them in better understanding bilingual students, as well as enhance their overall knowledge base of this subject matter.

Classroom Teacher Candidates' Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis

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Ozenc, Emine Gül; Ozenc, Mehmet

2018-01-01

The purpose of this study is to determine and compare candidate classroom teachers' metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Ömer Halisdemir University's Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and…

The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

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Erbas, Mustafa Kayihan

2014-01-01

This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

Views of the Social Teacher Candidates about Light Pollution

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Polat, Suat; Bekdemir, Ünsal

2017-01-01

The purpose of this study is to determine the views of social studies of teacher candidates about light pollution. This research is designed by using qualitative research method. In the research, case studies--that is one of the qualitative research methods--is used. Case study is a kind of research that offers a rich perspective on analyzing the…

Teacher Candidates' Opinions Regarding Instructional and Safe Use of Social Networks and Internet Addiction Risk Levels

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Enis Fasli

2018-05-01

Full Text Available In conjunction with the development and advancement of internet technologies, social networking sites have created a socialization environment. Instructors point out that these tools must be used as an active and different form of communication with students. Also, participation of the students through social networking sites should be encouraged. However, the risk of internet addiction has also become widespread on the increase use of social networks. The aim of this research is to “determine the opinions of teacher candidates on the use of social networking sites in education and Internet addiction risk levels”. General survey model was used in this research in order to determine the opinions regarding social networks of teacher candidates from the education faculties in the Turkish Republic of Northern Cyprus and figure out their internet addiction risk levels. “Use of Social Networks in Education Scale” developed by Ozturk and Akgun and “Internet Addiction Test” developed by Young were used in this research. According to the results of the study, it has been figured out that almost all of the teacher candidates think that sharing information through social networking sites is either partially safe or not safe. Besides, most of the teacher candidates feel anxious about keeping information as confidential. Another important result is that teacher candidates are internet users at an average level. It also shows that they might spend too much time on the internet however they use internet in a controlled manner.

Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms

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Ajayi, Lasisi

2015-01-01

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism).

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San Diego City Schools, CA.

This newsletter is designed for use by teachers, counselors, and administrators involved in bilingual-bicultural education programs. The first three articles, by R. Garcia, R. Pena, and R. Wiezell, which are in Spanish, review language textbooks, materials for teaching elementary science, and several Spanish dictionaries. R. Garza discusses the…

Evaluation of the Knowledge and Misconceptions of Science Teacher Candidates in Turkey Regarding the Greenhouse Effect through the Use of Drawings

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Aksan, Zeynep; Çelikler, Dilek

2015-01-01

The aim of this study was to identify, through the use drawings, the knowledge and misconceptions of science teacher candidates regarding the greenhouse effect, and to thereby categorize their level of knowledge on this subject. The study was conducted with a group of 327 science teacher candidates. In this study, science teacher candidates were…

Reasons for Choosing the Teaching Profession and Beliefs about Teaching: A Study with Elementary School Teacher Candidates

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Dündar, Sahin

2014-01-01

The purpose of the present study was to examine elementary school teacher candidates' motivations for choosing the teaching profession, beliefs about teaching, and satisfaction with the choice. Data were collected from 176 freshman elementary school teacher candidates at two public universities in Turkey. Results showed that the decision to choose…

Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners

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Souto-Manning, Mariana

2016-01-01

In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Manning establishes the understanding that education…

Preparing Preschool Teacher Candidates for Inclusion: Impact of Two Special Education Courses on Their Perspectives

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Rakap, Salih; Cig, Oguzcan; Parlak-Rakap, Asiye

2017-01-01

Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre-service stage might influence their perceptions towards children with…

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

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Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

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Han, Heejeong Sophia; Brown, E. Todd

2013-01-01

This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

Investigation of Physics Teacher Candidates' Cognitive Structures about "Electric Field": A Free Word Association Test Study

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Türkkan, Ercan

2017-01-01

The aim of this study is to investigate the cognitive structures of physics teacher candidates about "electric field." Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at…

Navigating Academia: Developing a Road Map for a Professional Journey for Physical Education Teacher Candidates

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Lee, Okseon; Ravizza, Dean M.; Muller, Susan M.; Satern, Miriam N.

2017-01-01

Physical education teacher education programs provide teacher candidates with the knowledge, skills and dispositions required to impact student learning. Over the course of a long and successful career, however, quality physical education teachers must continue to adapt to the changing demands of their profession. The professional growth that…

Evaluation of Candidate Teachers Related to the Weblog Writing Process

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Çelik, Tugba; Demirgünes, Sercan

2016-01-01

Weblogs offer a new writing and reading environment. Most people in the education process may improve their writing skills and achieve new perspectives related to writing via weblogs. In this study the changes that weblog writing process created in undergraduates'/candidate teachers' minds regarding writing are revealed. The weblog writing process…

Investigating the effect of question-driven pedagogy on the development of physics teacher candidates' pedagogical content knowledge

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Milner-Bolotin, Marina; Egersdorfer, Davor; Vinayagam, Murugan

2016-12-01

This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates' design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

Russian Bilingual Science Learning: Perspectives from Secondary Students.

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Lemberger, Nancy; Vinogradova, Olga

2002-01-01

Describes one secondary Russian/English bilingual science teacher's practice and her literate students' experiences as they learn science and adapt to a new school. Discusses the notion of whether literacy skills in the native language are transferable to a second language. (Author/VWL)

Who Is Responsible for Vulnerable Pupils? The Attitudes of Teacher Candidates in Serbia and Slovenia

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Pecek, Mojca; Macura-Milovanovic, Suncica

2012-01-01

In the ongoing trend towards inclusive education, initial teacher education programmes must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable…

Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

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Kildan, Abdullah Oguzhan; Incikabi, Lutfi

2015-01-01

This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

Developing the Bilingual Competence in Learning Foreign Languages

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T. A. Znamenskaya

2013-01-01

Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching. 

Translanguaging in a Latin@ Bilingual Community: Negotiations and Mediations in a Dual-Language Classroom

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Garza, Armando; Langman, Juliet

2014-01-01

Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (García, 2009) as a learning and teaching tool in social studies and science classes. In this particular classroom, the…

The Perceptions of Primary School Teachers and Teacher Candidates towards the Use of Mass Media in Teaching Turkish Language

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Karadag, Ruhan

2014-01-01

The aim of the study is to explore the perceptions of primary school teachers and teacher candidates of the use of mass media in teaching Turkish in primary education. The data for this descriptive study is collected via semi-structured interviews--one of the qualitative data analysis methods and the collected data is analyzed by employing…

Science and Mathematics Teacher Candidates' Environmental Knowledge, Awareness, Behavior and Attitudes

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Yumusak, Ahmet; Sargin, Seyid Ahmet; Baltaci, Furkan; Kelani, Raphael R.

2016-01-01

The purpose of this study was to measure science and mathematics teacher candidates' environmental knowledge level, awareness, behavior and environmental attitudes. Four instruments comprising Environmental Sensitivity Scale, environmental Behavior Scale, Environmental Attitudes Scale and Environmental Knowledge Test were administered to a total…

El Renacer de Maestras Bilingues: Actualizing Cultural Efficaciousness

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Garcia, Claudia Trevino

2016-01-01

This study focused attention on three constructs as they relate to bilingual education teachers' (BETs) dispositions working with culturally and linguistically diverse students (CLDS). The three constructs are sociocultural consciousness, affirming advocacy, and culturally responsive teaching. The quantitative data was collected via a Likert-based…

Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

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Caukin, Nancy G.; Brinthaupt, Thomas M.

2017-01-01

Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher…

Opportunities for Academic Language and Literacy Development for Emergent Bilingual Students during Group Work

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Molle, Daniella; Lee, Naomi

2017-01-01

The present paper argues for a shift in teacher knowledge and beliefs about the role of group work in the teaching and learning of emergent bilingual students. Using case study data from an eighth grade classroom, the authors analyze the role of collaboration in the interaction with grade-level text of emergent bilingual students. The analysis…

Teacher Candidates' Attitudes to Using Oral History in History Education

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Demircioglu, Ebru

2016-01-01

The aim of this research is to determine the views of history teacher candidates towards an oral history project carried out in the Special Teaching Method Course of the history pedagogy program of the Fatih Faculty of Education (FFE) at Karadeniz Technical University in Turkey. An open-ended questionnaire and semi-structured interview were the…

Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

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Shanks, Joyce

2016-01-01

The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

Investigation of Mathematics Teacher Candidates' Conceptual Structures about "Measurement" through Word Association Test: The Example of Turkey

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Erdogan, Ahmet

2017-01-01

The purpose of this research is to determine mathematics teacher candidates' conceptual structures about the concept of "measurement" that is the one of the important learning fields of mathematics. Qualitative research method was used in this study. Participants of this study were 58 mathematics teacher candidates studying in one of the…

Developing the Sufficiency Perception Scale in the Area of Accompaniment with Piano for Candidate Music Teachers

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PİJİ, Duygu

2013-01-01

The music teacher’s accompanying the songs by piano in music education at schoolappears to be important regarding the development of melody, rhythm and harmony feelingsof the students. The music teacher candidates receive their knowledge and skill in the areaof piano accompaniment through the Accompaniment lesson within the Music TeachingLicense Program. In this research, with the purpose of defining the perception of sufficiencyregarding the accompaniment levels of music teacher candidates a...

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

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Naidoo, Kara

2017-01-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the…

Bilingual Education: An Experience in Peruvian Amazonia.

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Larson, Mildred L., Ed.; Davis, Patricia M., Ed.

This book reports on an experimental bilingual education program conducted in Peru by Peruvian educators and Summer Institute of Linguistics (SIL) linguists. Sections of the book discuss: (1) the historical perspective of the program; (2) program aspects such as teacher training, goals, and curriculum; (3) what this program may contribute to the…

Classroom to Communities of Practice: Benefits for English Learners and Teacher Candidates through Partnerships

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Regalla, Michele; Davies, Alex; Grissom, Donita; Losavio, Antonio

2018-01-01

This study investigates a service-learning program for university students seeking teacher certification examined through the lens of sociocultural theory. Data was collected from teacher candidates (TCs) in the form of surveys and an open-ended writing assignment. Administrators from the partner schools were also interviewed to provide their…

The Viewpoints of Physics Teacher Candidates towards the Concepts in Special Theory of Relativity and Their Evaluation Designs

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Turgut, Umit; Gurbuz, Fatih; Salar, Riza; Toman, Ufuk

2013-01-01

In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open…

Interdependence and Management in Bilingual Classrooms. Final Report.

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Cohen, Elizabeth G.; Intili, Jo Ann

Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine…

The Opinions of the Turkish Teacher Candidates about the Webquest

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Akçay, Ahmet

2017-01-01

Webquest, first introduced by Dodge in 1995, is a research and inquiry tool that uses the Internet as a resource. The interest of the students regarding the characteristics is included in the related literature according to the researches made. There is a need for studies to be regarded by the teacher candidates for the webquests regarded by the…

Investigation of the Self-Efficacy Beliefs in Teaching Science and Attitudes towards Teaching Profession of the Candidate Teachers

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Uyanik, Gökhan

2016-01-01

The aim of this study is to investigate the attitudes of the primary school teacher candidates towards teaching profession and self-efficacy beliefs in teaching science. The research was conducted with a survey model. The sample of the study consisted of 182 teacher candidates who were studying at the 2015-2016 spring term from Kastamonu…

Use of Monolingual and Bilingual Dictionaries among Students of English

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Monika Kavalir

2010-12-01

Full Text Available The study of dictionary use in 32 firstyear students of English at the University of Ljubljana in the academic year 2009/2010 shows that students use a variety of dictionaries with a slight preponderance of monolingual dictionaries over bilingual ones. The bilingual dictionaries listed do not include some of the most recent and most comprehensive dictionaries while some of the most frequently used resources are quite modest sized. The students are already predominantly users of electronic and online dictionaries with a lower frequency of printed resources – a trend which is only likely to accelerate with the advent of new bilingual online dictionaries. These results have practical relevance for teachers in all sectors, from primary and secondary schools to universities, as they point towards a need for additional training in the use of bilingual dictionaries. The transition from printed to electronic and online resources can also be expected to induce changes in EFL methodology at all levels.

Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education

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Nasir, Ambareen; Heineke, Amy J.

2014-01-01

This study investigates how early clinical experiences impact teacher candidates' learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of…

Current Piano Education of Turkish Music Teacher Candidates: Comparisons of Instructors and Students Perceptions

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Jelen, Birsen

2015-01-01

In recent years almost every newly opened government funded university in Turkey has established a music department where future music teachers are educated and piano is compulsory for every single music teacher candidate in Turkey. The aim of this research is to compare piano teaching instructors' and their students' perceptions about the current…

Exploring Writing Circles as Innovative, Collaborative Writing Structures with Teacher Candidates

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Roberts, Sherron Killingsworth; Blanch, Norine; Gurjar, Nandita

2017-01-01

Writing circles are "small groups... meeting regularly to share drafts, choose common writing topics, practice positive response, and in general, help each other become better writers" (Vopat, 2009, p. 6). In this exploratory study, writing circles were employed with elementary teacher candidates in hopes of enhancing their perceptions…

Teacher Candidates' Experiences with Clinical Teaching in Reading Instruction: A Comparison between the Professional Development School Environment and the Non-Professional Development School Environment

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Hopper, Cynthia J.

2016-01-01

Teacher candidates experience a variety of school settings when enrolled in teacher education methods courses. Candidates report varied experiences when in public school classrooms. This dissertation investigated clinical experiences of teacher candidates when placed in two different environments for clinical teaching. The two environments were a…

An Investigation of Non-Thesis Master's Program Geography Teacher Candidates' Attitudes towards Teaching Profession regarding Several Socio-Cultural Features

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Sezer, Adem; Kara, Hasan; Pinar, Adnan

2011-01-01

The purpose of this study is to examine the attitudes of non-thesis master's degree program: geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted in different universities with 218 geography teacher candidates enrolled in the geography education non-thesis master's degree…

The Examination of the Relation between Teacher Candidates' Problem Solving Appraisal and Utilization of Motivated Strategies for Learning

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Turgut, Ozden; Ocak, Gurbuz

2017-01-01

This study examines the relation between teacher candidates' problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has…

Determination of Factors Affecting Preschool Teacher Candidates' Attitudes towards Science Teaching

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Timur, Betul

2012-01-01

The purpose of this study was to determine preschool teacher candidates' attitudes towards science teaching and to examine the reasons behind their attitudes in depth. In this study, mixed methods were used including quantitative and qualitative data. Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by…

Application of the First Law of Thermodynamics to the Adiabatic Processes of an Ideal Gas: Physics Teacher Candidates' Opinions

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Gonen, S.

2014-01-01

The present study was carried out with 46 teacher candidates taking the course of "Thermodynamics" in the Department of Physics Teaching. The purpose of the study was to determine the difficulties that teacher candidates experienced in explaining the heat, work and internal energy relationships in the processes of adiabatic compression…

A storied-identity analysis approach to teacher candidates learning to teach in an urban setting

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Ibourk, Amal

While many studies have investigated the relationship between teachers' identity work and their developing practices, few of these identity focused studies have honed in on teacher candidates' learning to teach in an urban setting. Drawing upon narrative inquiry methodology and a "storied identity" analytic framework, I examined how the storied identities of science learning and becoming a science teacher shape teacher candidates' developing practice. In particular, I examined the stories of three interns, Becky, David, and Ashley, and I tell about their own experiences as science learners, their transitions to science teachers, and the implications this has for the identity work they did as they navigated the challenges of learning to teach in high-needs schools. Initially, each of the interns highlighted a feeling of being an outsider, and having a difficult time becoming a fully valued member of their classroom community in their storied identities of becoming a science teacher in the beginning of their internship year. While the interns named specific challenges, such as limited lab materials and different math abilities, I present how they adapted their lesson plans to address these challenges while drawing from their storied identities of science learning. My study reveals that the storied identities of becoming a science teacher informed how they framed their initial experiences teaching in an urban context. In addition, my findings reveal that the more their storied identities of science learning and becoming a science teacher overlapped, the more they leveraged their storied identity of science learning in order to implement teaching strategies that helped them make sense of the challenges that surfaced in their classroom contexts. Both Becky and Ashley leveraged their storied identities of science learning more than David did in their lesson planning and learning to teach. David's initial storied identity of becoming a science teacher revealed how he

Teacher Identity in a Multicultural Rural School: Lessons Learned at Vista Charter

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Wenger, Kerri J.; Dinsmore, Jan; Villagomez, Amanda

2012-01-01

In this paper, we describe a 30-month qualitative exploration of diverse teachers' identities in a high-poverty, bilingual, K-8 public charter school in rural eastern Oregon. First, we use the perspectives of saberes docentes and a situated view of teacher development to document the life histories of monolingual and bilingual teachers at Vista…

Teacher Candidates' Perceptions of Debriefing Circles to Facilitate Self-Reflection during a Cultural Immersion Experience

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Addleman, Rebecca A.; Brazo, Carol J.; Dixon, Kristin; Cevallos, Tatiana; Wortman, Shary

2014-01-01

This study followed 9 teacher candidates through a 3-week cultural immersion experience in which they volunteered in educational settings where they were not members of the majority culture. This learning experience was designed to help candidates better understand their culturally, ethnically, and linguistically diverse future students. A…

A Collaborative Children's Literature Book Club for Teacher Candidates

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Scheffel, Tara-Lynn; Cameron, Claire; Dolmage, Lindsay; Johnston, Madisen; Lapensee, Jemanica; Solymar, Kirsten; Speedie, Emily; Wills, Meagan

2018-01-01

This paper highlights the two-year journey of an extra-curricular book club for teacher candidates as they explored children's literature in order to further their teaching practice. Initial themes were confirmed and refined as the journey of the book club concluded after two years. A sociocultural theoretical framework guided this work and…

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

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Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Conceptual Change in Elementary School Teacher Candidate Knowledge of Rock-Cycle Processes.

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Stofflett, Rene Therese

1994-01-01

Investigates the knowledge of elementary school teacher candidates on rock-cycle processes. Three different instructional interventions were used to improve their knowledge: (1) conceptual-change teaching; (2) traditional didactic teaching; and (3) microteaching. The conceptual-change group showed the most growth in understanding, supporting…

Poder es Saber. Workshop: Developing a Bilingual Curriculum (New Mexico Highlands University, Las Vegas, New Mexico, June 1977).

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Bass de Martinez, Bernice

Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in…

Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism, August 1973).

Science.gov (United States)

San Diego City Schools, CA.

This newsletter is designed to promote the concept of bilingual-bicultural education. The following articles are included in this issue: (1) Elementary Art in the Push-Button Era, (2) Games Pupils Play (and Teachers Too), (3) Field-Testing Favorites, (4) Sample Lesson on Mayan Culture, and (5) Using RAF Charts in Science and Reading. Included is a…

Science education in a bilingual class: problematising a translational practice

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Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2016-10-01

In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

Awareness and Cognitive Load Levels of Teacher Candidates towards Student Products Made by Digital Storytelling

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Kilic, Figen

2014-01-01

The purpose of this research is to assess the student products created by digital storytelling, and to determine the awareness towards learning the topic and the cognitive loads of students during the process. Research was performed with a total of 52 teacher candidates attending 2nd class at "Classroom Teacher" department of Mersin…

Foundations of Bilingual Education and Bilingualism. Sixth Edition

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Baker, Colin; Wright, Wayne E.

2017-01-01

The sixth edition of this bestselling textbook has been substantially revised and updated to provide a comprehensive introduction to bilingualism and bilingual education in the 21st century. Written in a compact and clear style, the book covers all the crucial issues in bilingualism at individual, group and societal levels. Updates to the new…

Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

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Olga Lucía León Corredor

2011-04-01

Full Text Available This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

The scientific argumentation profile of physics teacher candidate in Surabaya

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Ain, T. N.; Wibowo, H. A. C.; Rohman, A.; Deta, U. A.

2018-03-01

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

One University's Experience with Foreign-trained Teachers

Directory of Open Access Journals (Sweden)

Belinda Bustos Flores

2001-05-01

Full Text Available Texas like many states is facing a teacher shortage. The author suggests that the teacher shortage should be considered in light of the diverse school population. Across states there is a need for well-prepared teachers to work with linguistically and culturally diverse school populations. Thus, areas such as bilingual education continue to be critical shortage areas. While different attempts are currently underway to increase the number of preservice bilingual educators, another way districts have addressed this issue is to employ foreign-trained teachers as paraprofessionals or as teachers. Recently, Texas passed a regulation that would allow legally residing foreign-trained teachers to become certified Texas teachers upon passing the appropriate teacher competency exams and demonstrating English proficiency. The passing of this "fast-track" regulation appears to demonstrate that the state board is thinking out of the box by tapping into a community's resources and acknowledging that immigrants can offer the community services beyond menial tasks. However, the researcher cautions that such actions may not increase the number of teachers and may not assure teacher quality. To support this notion, the researcher offers an analysis of a university's experience with the integration of legally residing foreign-trained Mexican teachers in their bilingual education teacher preparation program. The researcher posits that increasing the number of qualified teachers does require for entities to think out of the box, such as tapping into a community's natural resources; nevertheless, any plan of action should be critically examined and deliberated.

How bilingualism protects the brain from aging: Insights from bimodal bilinguals.

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Li, Le; Abutalebi, Jubin; Emmorey, Karen; Gong, Gaolang; Yan, Xin; Feng, Xiaoxia; Zou, Lijuan; Ding, Guosheng

2017-08-01

Bilingual experience can delay cognitive decline during aging. A general hypothesis is that the executive control system of bilinguals faces an increased load due to controlling two languages, and this increased load results in a more "tuned brain" that eventually creates a neural reserve. Here we explored whether such a neuroprotective effect is independent of language modality, i.e., not limited to bilinguals who speak two languages but also occurs for bilinguals who use a spoken and a signed language. We addressed this issue by comparing bimodal bilinguals to monolinguals in order to detect age-induced structural brain changes and to determine whether we can detect the same beneficial effects on brain structure, in terms of preservation of gray matter volume (GMV), for bimodal bilinguals as has been reported for unimodal bilinguals. Our GMV analyses revealed a significant interaction effect of age × group in the bilateral anterior temporal lobes, left hippocampus/amygdala, and left insula where bimodal bilinguals showed slight GMV increases while monolinguals showed significant age-induced GMV decreases. We further found through cortical surface-based measurements that this effect was present for surface area and not for cortical thickness. Moreover, to further explore the hypothesis that overall bilingualism provides neuroprotection, we carried out a direct comparison of GMV, extracted from the brain regions reported above, between bimodal bilinguals, unimodal bilinguals, and monolinguals. Bilinguals, regardless of language modality, exhibited higher GMV compared to monolinguals. This finding highlights the general beneficial effects provided by experience handling two language systems, whether signed or spoken. Hum Brain Mapp 38:4109-4124, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS

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Zuzana Naštická

2016-08-01

Full Text Available The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students’ responses to various intercultural differences which students are unfamiliar with.

Language Learners' Use of a Bilingual Dictionary: A Comparative ...

African Journals Online (AJOL)

The basic task of a bilingual dictionary is to provide L2 equivalents of Ll lexical items. .... They argue further that although teachers use dictionaries as valuable ..... languages has its own verb form (present tense) conjugated from the base form. ... be expected to remember the pattern or consult a grammar book whenever.

The Effect of an Education-Themed Movie on the Academic Motivation of Teacher Candidates and Their Attitude Towards Teaching Profession

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Kontas, Hakki

2016-01-01

The purpose of this study is to analyze the effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. The study was carried out in the fall term in 2014-2015 academic year with the participation of 89 teacher candidates (53 in experimental group and 36 for control group).…

Using the Reggio Exhibit to Enrich Teacher Candidates' Perceptions of How Children Construct and Represent Knowledge

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Ede, Anita R.; Da Ros-Voseles, Denise A.

2010-01-01

This teacher research study explores the changes in early childhood teacher candidates' perceptions of how children construct and represent knowledge following repeated exposure to "The Wonder of Learning: the Hundred Languages of Children" exhibit. When the renowned exhibit from Reggio Emilia was housed on the study participants' campus for 6…

Perspectives on the "Silent Period" for Emergent Bilinguals in England

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Bligh, Caroline; Drury, Rose

2015-01-01

This article draws together the research findings from two ethnographic studies as a means to problematize the "silent period" as experienced by young bilingual learners in two English speaking early-years settings in England. Most teachers and senior early-years practitioners in England are monolingual English speakers. The children…

Evaluating a Bilingual Text-Mining System with a Taxonomy of Key Words and Hierarchical Visualization for Understanding Learner-Generated Text

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Kong, Siu Cheung; Li, Ping; Song, Yanjie

2018-01-01

This study evaluated a bilingual text-mining system, which incorporated a bilingual taxonomy of key words and provided hierarchical visualization, for understanding learner-generated text in the learning management systems through automatic identification and counting of matching key words. A class of 27 in-service teachers studied a course…

Social Studies Teacher Candidates' Opinions about Digital Citizenship and Its Place in Social Studies Teacher Training Program: A Comparison between the USA and Turkey

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Karaduman, Hidir

2017-01-01

This research aims to determine and compare what social studies teacher candidates living in two different countries think about digital citizenship and its place within social studies and social studies teacher training program and to produce suggestions concerning digital citizenship education. Having a descriptive design, this research has…

Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development

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Jennyfer Paola Camargo Cely

2018-01-01

Full Text Available Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers’ professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants’ discourses drew on hegemonic, colonial, and manipulative ideas. Nevertheless, when dialoguing and peer coaching, a discourse of resistance was constituted. The study suggested further research into teachers’ professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one.

The Impact of Curriculum Developed in Line with Authentic Learning on the Teacher Candidates' Success, Attitude and Self-Directed Learning Skills

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Hursen, Cigdem

2016-01-01

The purpose of this study is to determine the impact of the curriculum developed in line with authentic learning on the teacher candidates' success, attitudes towards courses and self-directed learning skills. The study, that is quantitative in nature, is carried out with 64 teacher candidates studying at Near East University and taking the course…

Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

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Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

2007-04-01

Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

Compositions in English: Comparing the Works of Monolinguals, Passive Bilinguals, and Active Bilinguals

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Julia Eka Rini

2010-01-01

Full Text Available This study tries to see whether the subjects’ “monolingualism” and “bilingualism” (monolinguals learning an L2 and bilinguals learning an L3 influence their study on English, especially writing. The term “bilinguals” also means “multilinguals” in this study. Bilinguals in this paper are classified into two; first, passive bilinguals who are only exposed to another local language, besides speaking Bahasa Indonesia at home, and second, active bilinguals who are exposed to and also speak other language(s and Bahasa Indonesia at home. The findings show that the monolingual and the active bilingual are better than the passive one; the active bilingual is better than the monolingual. However, if the passive and the active bilingual are combined, the monolingual is better than the bilinguals.

Influence of Nature and History of Science Courses on Value Perceptions of Elementary Science Teacher Candidates in Conceptual Dimension in Turkey

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Aktamis, Hilal; Higde, Emrah

2018-01-01

This study aimed to determine the changes in understanding about the nature of science (NOS) and conceptual values of 28 elementary science teacher candidates who engaged in the instruction of the nature and history of science (NHOS). A values scale was used to determine the values of science teacher candidates in six areas of the conceptual…

The Perception of Educational Software Development Self-Efficacy among Undergraduate CEIT Teacher Candidates

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Uzun, Adem; Ozkilic, Ruchan; Senturk, Aysan

2013-01-01

The objective of this study was to analyze self-efficacy perceptions for education software development of teacher candidates studying at Department of Computer Education and Instructional Technologies, with respect to a range of variables. The Educational Software Development Self-Efficacy Perception Scale was used as data collection tool. Sixty…

The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

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Dagal, Asude Balaban; Bayindir, Dilan

2016-01-01

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…

Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course

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Naidoo, Kara

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching self-efficacy. The central premise of this study was that many of these issues could be alleviated through course modifications designed to address these issues. The design tested and presented here provided prospective elementary educators' authentic science teaching experiences with elementary students in a low-stakes environment with the collaboration of peers and science teacher educators. The process of comprehensive reflection was developed for and tested in this study. Comprehensive reflection is individual and collective, written and set in dialogic discourse, focused on past and future behavior, and utilizes video recordings from shared teaching experiences. To test the central premise, an innovative science methods course was designed, implemented and evaluated using a one-group mixed-method design. The focus of the analysis was on changes in self-efficacy, identity and teaching practices as a function of authentic science teaching experiences and comprehensive reflection. The quantitative tools for analysis were t-tests and repeated-measures ANOVA on the Science Teaching Efficacy Belief Instrument-B (STEBI-B) and weekly self-rating on confidence as a learner and a teacher of science, respectively. The tools used to analyze qualitative data included thematic analysis and interpretative phenomenological analysis. In addition, theoretically grounded tools were developed and used in a case study to determine the ways one prospective educator's science teaching identity was influenced by experiences in the course. The innovative course structure led the development of teacher candidates' science teaching identity

Bilingualism and cognition

NARCIS (Netherlands)

de Groot, A.M.B.; Chapelle, C.A.

2013-01-01

Scientific interest in the effects of (individual) bilingualism on cognition dates back to at least the first quarter of the 20th century, as illustrated by two articles that were published in 1923 on the relation between bilingualism and mental development (Smith, 1923) and between bilingualism and

Language, Culture, and Power: Intercultural Bilingual Education among the Urarina of Peruvian Amazonia.

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Dean, Bartholomew

1999-01-01

The Peruvian national indigenous federation established a bilingual, intercultural teachers' training program to counter stereotypes of indigenous people portrayed in the authoritarian, monolingual Spanish national curriculum, and to enhance language preservation, ethnic mobilization, and cultural survival. A complementary transitional bilingual…

Interactions between Levels of Attention Ability and Levels of Bilingualism in Children’s Executive Functioning

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Sorge, Geoff B.; Toplak, Maggie E.; Bialystok, Ellen

2016-01-01

Attention difficulty is associated with poor performance on executive functioning (EF) tasks, yet EF is enhanced in bilingual children. However, no research to date has investigated the possible interaction between bilingualism and attention ability in children to determine the consequences for EF when both are present. We assessed a sample of typically-developing children who were 8- to 11-years old for their ability in attention control and level of bilingualism on the basis of questionnaires completed by parents and teachers. Children performed three tasks requiring aspects of EF: stop signal task (inhibition), flanker task (interference control), and frogs matrices task (spatial working memory). Results from hierarchical regressions confirmed that both attention ability and bilingualism contributed to performance on the EF tasks. Where interaction effects were significant, they showed that attention ability was a stronger predictor for an inhibition task, namely stop signal, and bilingualism a stronger predictor for an interference task, namely flanker. Furthermore, these results allow us to discuss the relation between EF and attention ability. PMID:26875024

The Evaluation of CEIT Teacher Candidates in Terms of Computer Games, Educational Use of Computer Games and Game Design Qualifications

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Hakkı BAĞCI

2014-04-01

Full Text Available Computer games have an important usage potential in the education of today’s digital student profile. Also computer teachers known as technology leaders in schools are the main stakeholders of this potential. In this study, opinions of the computer teachers about computer games are examined from different perspectives. 119 computer teacher candidates participated in this study, and the data were collected by a questionnaire. As a result of this study, computer teacher candidates have a positive thinking about the usage of computer games in education and they see themselves qualified for the analysis and design of educational games. But they partially have negative attitudes about some risks like addiction and lose of time. Also the candidates who attended the educational game courses and play games from their mobile phones have more positive opinions, and they see themselves more qualified than others. Males have more positive opinions about computer games than females, but in terms of educational games and the analysis and design of the computer games, there is no significant difference between males and females.

Reading in 3 Languages. La lectura en 3 idiomas. La lecture en langues. Manual Prepared for the Bilingual Demonstration Project, Title VII.

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New York City Board of Education, Brooklyn, NY. Office of Bilingual Education.

The manual contains forms, handouts, checklists, and other materials used in and developed by the Bilingual Screening and Reading Clinic Demonstration Project of New York City's Community School District 3. The materials are provided for teachers and administrators to use or modify for working with bilingual school populations in need of…

Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices during Shared Book Readings

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Pontier, Ryan; Gort, Mileidis

2016-01-01

This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and…

An examination of key experiences which contribute to a positive change in attitude toward science in two elementary education teacher candidates at the University of Wyoming

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Cason, Maggie A.

This investigation utilized life history methodology (Armstrong, 1987; Bogdan & Biklen, 1998; Lawrence-Lightfoot, 1977; Marshall & Rossman, 1995; Patton, 1987; Taylor & Bogdan; 1984) to examine lifelong science experiences of two elementary education teacher candidates at a land grant institution with a large, undergraduate teacher education program. Purposive sampling techniques (Bogdan & Biklen, 1998) led to the selection of two teacher candidates who reported high science anxiety when they began university coursework. The investigation focused on five broad questions: (a) What were key experiences in the elementary teacher education program which contributed to a positive change in attitude toward science? (b) What science experiences, in and out of school, did the teacher candidates encounter while they were in elementary school, junior high school, high school, and college? (c) How did the elementary education program's science course structure, professors, and field experiences contribute to the change in attitude toward science? (d) How much time was involved in the change in attitude toward science? and (e) What were the effects of the change in attitude on the teaching of science in the elementary classroom? Each candidate completed approximately twenty hours of interviews yielding rich descriptions of their lifelong science experiences. Data also included interviews with science and science education professors, journaling, and observations of student teaching experiences. Data analysis revealed four over-arching themes with implications for teacher educators. First, data showed the importance of relationship building between professors and teacher candidates. Professors must know and work with teacher candidates, and provide a structure that encourages question asking. Second, course structure including hands-on teaching strategies and students working in small groups over an extended period of time was vital. Third, integrating language arts with

The Perspectives of Primary Mathematics Teacher Candidates about Equal Sign: The EEG Case

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Ayvaz,Ülkü; Yaman, Hakan; Mersin, Nazan; Yilmaz, Yasemin; Durmus, Soner

2017-01-01

In this study, it was aimed to investigate the primary mathematics teacher candidates' perceptions about the equal sign within the scope of neuroscience studies. To reveal their perceptions about the equal sign, three types of addition operations were asked to the participants: a+b=[], []=a+b, a+b=[]+c. Their brain waves were recorded by EEG…

BILINGUAL EDUCATION: LINGUO-DIDACTIC ASPECTS

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Natalia Zakordonets

2016-12-01

Full Text Available The article presents the research of linguo-didactic aspects and models of bilingual education. On the basis of the study of scientific literature the definition analysis of the notions «bilingualism» «bilingual teaching» and «bilingual education» has been carried out. Didactic-methodological bases and approaches to the content of bilingual teaching at higher educational institutions have been determined. This article considers theoretical and methodological foundations of the concept of bilingual teaching. There have been outlined the peculiarities and problems of the designing and implementing bilingual programs and curriculum materials development. It has been stated that characteristics of the latest stage of elaboration of theory and practice of bilingual education have been framed in terms of the transition to a multi-perspectival paradigm of polycultural education. This paper deals with the common didactic fundamentals of personality-oriented philosophy of higher education. The distinctions that require the formulation of specific principles of bilingual teaching have been considered.

"Until I Became a Professional, I Was Not, Consciously, Indigenous": One Intercultural Bilingual Educator's Trajectory in Indigenous Language Revitalization

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Hornberger, Nancy H.

2014-01-01

Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator's trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language…

The Views of Teacher Candidates Attending the Pedagogical Formation Program Regarding the Teaching Practice Course

OpenAIRE

Dursun, Fevzi; Kiraz, Zafer

2016-01-01

One of the important aspects that increase the efficiency of learning is well trained teacher. Besides, increasing quality and ensuring permanent learning is undoubtedly dependent on teacher’s effort to achieve these and active participation of student in the teaching process more actively and willingly. This study was conducted to review the views of teacher candidates for the practices they performed at relevant schools in the scope of teaching practice. In the study, it was aimed to determ...

The Investigation of the Level of Self-Directed Learning Readiness According to the Locus of Control and Personality Traits of Preschool Teacher Candidates

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Balaban Dagal, Asude; Bayindir, Dilan

2016-01-01

The aim of this study is to investigate the relationship between the level of self-directed learning readiness, locus of control and the personality traits of preschool teacher candidates. The survey method was used for this study. The study group consisted of 151 teacher candidates who volunteered to participate in the study from Preschool…

The Predictive Power of the Self-Efficacy Beliefs of Physical Education Candidate Teachers on Their Attitudes towards the Assessment and Evaluation in Education

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Varol, Yaprak Kalemoglu

2016-01-01

The aim of the research is to examine relationship between self-efficacy beliefs and attitudes for assessment and evaluation of physical education candidate teachers. In this research, the relational model has been used. Study group consists of 86 women (48%), 93 men (52%) and total 179 physical education teacher candidates (M[subscript age] =…

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

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Bahng, EunJin; Lee, Mimi

2017-01-01

The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an…

English Acquisition in Puerto Rico: Teachers' Insights

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Eisenstein Ebsworth, Miriam; Ebsworth, Timothy John; Cai, Chencen

2018-01-01

Acquiring English in Puerto Rico involves the perceived advantages of bilingualism in contact with socio-political and economic forces that encourage and constrain the development of a population that is bilingual and biliterate in Spanish and English. Using a mixed design we report the perspectives of 86 experienced English teachers on the…

Bilingualism as a Model for Multitasking.

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Poarch, Gregory J; Bialystok, Ellen

2015-03-01

Because both languages of bilinguals are constantly active, bilinguals need to manage attention to the target language and avoid interference from the non-target language. This process is likely carried out by recruiting the executive function (EF) system, a system that is also the basis for multitasking. In previous research, bilinguals have been shown to outperform monolinguals on tasks requiring EF, suggesting that the practice using EF for language management benefits performance in other tasks as well. The present study examined 203 children, 8-11 years old, who were monolingual, partially bilingual, bilingual, or trilingual performing a flanker task. Two results support the interpretation that bilingualism is related to multitasking. First, bilingual children outperformed monolinguals on the conflict trials in the flanker task, confirming previous results for a bilingual advantage in EF. Second, the inclusion of partial bilinguals and trilinguals set limits on the role of experience: partial bilingual performed similarly to monolinguals and trilinguals performed similarly to bilinguals, suggesting that degrees of experience are not well-calibrated to improvements in EF. Our conclusion is that the involvement of EF in bilingual language processing makes bilingualism a form of linguistic multitasking.

Bilingualism and Musicianship Enhance Cognitive Control

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Scott R. Schroeder

2016-01-01

Full Text Available Learning how to speak a second language (i.e., becoming a bilingual and learning how to play a musical instrument (i.e., becoming a musician are both thought to increase executive control through experience-dependent plasticity. However, evidence supporting this effect is mixed for bilingualism and limited for musicianship. In addition, the combined effects of bilingualism and musicianship on executive control are unknown. To determine whether bilingualism, musicianship, and combined bilingualism and musicianship improve executive control, we tested 219 young adults belonging to one of four groups (bilinguals, musicians, bilingual musicians, and controls on a nonlinguistic, nonmusical, visual-spatial Simon task that measured the ability to ignore an irrelevant and misinformative cue. Results revealed that bilinguals, musicians, and bilingual musicians showed an enhanced ability to ignore a distracting cue relative to controls, with similar levels of superior performance among bilinguals, musicians, and bilingual musicians. These results indicate that bilingualism and musicianship improve executive control and have implications for educational and rehabilitation programs that use music and foreign language instruction to boost cognitive performance.

Bilingualism and Musicianship Enhance Cognitive Control.

Science.gov (United States)

Schroeder, Scott R; Marian, Viorica; Shook, Anthony; Bartolotti, James

2016-01-01

Learning how to speak a second language (i.e., becoming a bilingual) and learning how to play a musical instrument (i.e., becoming a musician) are both thought to increase executive control through experience-dependent plasticity. However, evidence supporting this effect is mixed for bilingualism and limited for musicianship. In addition, the combined effects of bilingualism and musicianship on executive control are unknown. To determine whether bilingualism, musicianship, and combined bilingualism and musicianship improve executive control, we tested 219 young adults belonging to one of four groups (bilinguals, musicians, bilingual musicians, and controls) on a nonlinguistic, nonmusical, visual-spatial Simon task that measured the ability to ignore an irrelevant and misinformative cue. Results revealed that bilinguals, musicians, and bilingual musicians showed an enhanced ability to ignore a distracting cue relative to controls, with similar levels of superior performance among bilinguals, musicians, and bilingual musicians. These results indicate that bilingualism and musicianship improve executive control and have implications for educational and rehabilitation programs that use music and foreign language instruction to boost cognitive performance.

One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?

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Donovan, Loretta; Green, Tim; Hansen, Laurie E.

2012-01-01

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model…

An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

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Incikabi, Lutfi; Tuna, Abdulkadir; Biber, Abdullah Cagri

2013-01-01

This study aimed to investigate the existence of the relationship between mathematics teacher candidates' critical thinking skills and their logical thinking dispositions in terms of the variables of grade level in college, high school type, and gender. The current study utilized relational survey model and included a total of 99 mathematics…

ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

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Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

2016-01-01

The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

Designation of teacher candidates self-efficacy and success level about designing multimedia

OpenAIRE

Vasfi Tugun; Fezile Özdamlı

2016-01-01

This research aims to determine the self-efficacy and success levels of teacher candidates on developing multimedia to the Docebo learning management system through integrating various online tools in developing multimedia course and using this method in project-based learning process. Second year students from the department of Computer Education and Educational Technology participated in this research. Random selection method was used in order to assign the students to the groups. Online (3...

"Abriendo Puertas" (Opening Doors) through Writing

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Sarmiento, Lilia E.; Vasquez, Sergio A.

2010-01-01

A Latina college professor describes the family history-writing project she uses in her reading/language arts teacher preparation course. The project provides opportunities for Spanish bilingual teacher candidates to gain greater understanding of their cultural selves and to consider ways to successfully deploy that new insight as teachers in…

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

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Yang, Eunah

2012-01-01

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed…

Encendiendo una Llama. Bilingual Gifted and Talented Program: Overview, Identification of Students, and Instructional Approaches.

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Hartford Public Schools, CT.

Three pamphlets describe facets of "Encendiendo Una Llama," a Hartford (Connecticut) demonstration program for bilingual gifted and talented students. An overview pamphlet summarizes key aspects of the model program: identification procedures, instructional services, teacher training, parent involvement, evidence of effectiveness, implementation…

Weaving Together Science and English: An Interconnected Model of Language Development for Emergent Bilinguals

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Ciechanowski, Kathryn M.

2014-01-01

This research explores third-grade science and language instruction for emergent bilinguals designed through a framework of planning, lessons, and assessment in an interconnected model including content, linguistic features, and functions. Participants were a team of language specialist, classroom teacher, and researcher who designed…

Bilingualism: Research and Policy

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McCardle, Peggy

2015-01-01

Bilingualism, commonplace throughout the world, is not well accepted or supported in many parts of the United States. Education policies and practices regarding bilingualism are often based on myths and attitudes rather than facts, despite scientific evidence on both the disadvantages and advantages of bilingualism. Based on a brief overview of…

Can I Teach English to Children? Turkish Preservice Teacher Candidates and Very Young Learners

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Bekleyen, Nilufer

2011-01-01

This study was conducted in the English Language Teaching Department of a state university in Turkey. The aim of the study was to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The study was performed during the first term of the…

Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: El logro de la participacion de los padres, cuaderno III. Edicion para el estudiante. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Success with Parent Participation, Book III. Student Edition. Bilingual Education Teacher Training Packet).

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Rodriguez, Rodolfo, Comp.

The student version of a learning module for teacher training in bilingual education is one of three focusing on promoting parent participation in the school system, and concentrates specifically on the role of parents as counselors and co-participants in decisionmaking. An introductory section discussing the overall objectives of the materials is…

Teacher Educators' Perceptions and Practices Pertaining to Multicultural Teacher Education.

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Burcalow, Janet V.

This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the…

Intersections between immigration, language, identity, and emotions: a science teacher candidate's journey

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Rivera Maulucci, Maria S.

2008-04-01

This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity, learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning in a social justice teacher education program, and her field experiences in an international high school. The analysis spans macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies for English language learners interact with aspects of Elena's core identity, particularly in school settings. The findings show some of the ways language and literacy verified and/or denied aspects of Elena's core identity; specific instances where second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations; and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes accountability in schools, at the expense of students' primary language proficiency and affirmation of core identity markers.

The making of a bilingual science educator: An autobiographical study

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Chacon, Hugo Alejandro

This qualitative study explores the journey of a Latino educator in becoming a bilingual high school science teacher and university professor. It focuses on discovering how the practice of teaching and learning is shaped through social, psychological, and cultural factors. Through the use of an autobiographical method known as currere, the researcher recounts personal and educational experiences that address important issues in education related to language, science, culture, and social class through the perspective of one doing the work. The study reviews the literature on autobiographical forms of research in the field of education and suggests how autobiography in education, an emerging genre, holds the promise for creating new meanings of the self while at the same time attempts to develop a theory of autobiography that acknowledges the importance of people of color and other marginalized groups. Data collected include 22 hours of audiotaped recordings, conversations, and educational artifacts including notes from innovative classroom projects, lesson plans, conference presentations, computer files, graduate coursework, classroom videotaping, university course evaluations, and department memos. Findings of this study revealed that: (a) the process of becoming a transformative educator involves critical self-reflection on one's cultural/ethnic identity and linguistic heritage; (b) the importance of self-reflection on one's teaching is a critical component in moving towards a more culturally and linguistically responsive curriculum; (c) the bilingual educator can achieve a greater understanding of the important role in the maintenance, implementation, and promotion of minority language education through a reflective practice; and (d) the development of the underrepresented voice in education and the awakening to one's personal and philosophical worldviews is as important as the preparation one receives in becoming a bilingual teacher.

Examination of the Professional Self-Esteem of Teacher Candidates Studying at a Faculty of Education

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Aral, Neriman; Gursoy, Figen; Ceylan, Remziye; Bicakci, Mudriye Yildiz

2009-01-01

This study aims to determine the professional self-esteem levels of teacher candidates studying at the Faculty of Education, Ahi Evran University, Kirsehir, Turkey, to examine whether certain variables create any differences in their professional self-esteem levels and to propose suggestions in accordance with the results. The study was conducted…

A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First

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Marco-Bujosa, Lisa; Levy, Abigail Jurist; McNeill, Katherine

2018-01-01

Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher's understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee's (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher's identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.

Bilingualism with and without CLIL, a Double-Edged Sword: Comparing Bilingual and Non Bilingual Young Learners' Beliefs about EFL and Science Learning

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Sandoval Brotons, Alfonso Victor

2015-01-01

Bilingualism and its reference methodology: CLIL are spreading at a very fast pace all through educative systems from some years on. The young status of bilingual programmes leads to little research about how bilingualism is influencing real learning contexts and which factors play important roles in that influence. In this way, this study aims to…

Balanced bilingualism and early age of second language acquisition as the underlying mechanisms of a bilingual executive control advantage: why variations in bilingual experiences matter.

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Yow, W Quin; Li, Xiaoqian

2015-01-01

Recent studies revealed inconsistent evidences of a bilingual advantage in executive processing. One potential source of explanation is the multifaceted experience of the bilinguals in these studies. This study seeks to test whether bilinguals who engage in language selection more frequently would perform better in executive control tasks than those bilinguals who engage in language selection less frequently. We examined the influence of the degree of bilingualism (i.e., language proficiency, frequency of use of two languages, and age of second language acquisition) on executive functioning in bilingual young adults using a comprehensive battery of executive control tasks. Seventy-two 18- to 25-years-old English-Mandarin bilinguals performed four computerized executive function (EF) tasks (Stroop, Eriksen flanker, number-letter switching, and n-back task) that measure the EF components: inhibition, mental-set shifting, and information updating and monitoring. Results from multiple regression analyses, structural equation modeling, and bootstrapping supported the positive association between age of second language acquisition and the interference cost in the Stroop task. Most importantly, we found a significant effect of balanced bilingualism (balanced usage of and balanced proficiency in two languages) on the Stroop and number-letter task (mixing cost only), indicating that a more balanced use and a more balanced level of proficiency in two languages resulted in better executive control skills in the adult bilinguals. We did not find any significant effect of bilingualism on flanker or n-back task. These findings provided important insights to the underlying mechanisms of the bilingual cognitive advantage hypothesis, demonstrating that regular experience with extensive practice in controlling attention to their two language systems results in better performance in related EFs such as inhibiting prepotent responses and global set-shifting.

Balanced bilingualism and early age of second language acquisition as the underlying mechanisms of a bilingual executive control advantage: why variations in bilingual experiences matter

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Yow, W. Quin; Li, Xiaoqian

2015-01-01

Recent studies revealed inconsistent evidences of a bilingual advantage in executive processing. One potential source of explanation is the multifaceted experience of the bilinguals in these studies. This study seeks to test whether bilinguals who engage in language selection more frequently would perform better in executive control tasks than those bilinguals who engage in language selection less frequently. We examined the influence of the degree of bilingualism (i.e., language proficiency, frequency of use of two languages, and age of second language acquisition) on executive functioning in bilingual young adults using a comprehensive battery of executive control tasks. Seventy-two 18- to 25-years-old English–Mandarin bilinguals performed four computerized executive function (EF) tasks (Stroop, Eriksen flanker, number–letter switching, and n-back task) that measure the EF components: inhibition, mental-set shifting, and information updating and monitoring. Results from multiple regression analyses, structural equation modeling, and bootstrapping supported the positive association between age of second language acquisition and the interference cost in the Stroop task. Most importantly, we found a significant effect of balanced bilingualism (balanced usage of and balanced proficiency in two languages) on the Stroop and number–letter task (mixing cost only), indicating that a more balanced use and a more balanced level of proficiency in two languages resulted in better executive control skills in the adult bilinguals. We did not find any significant effect of bilingualism on flanker or n-back task. These findings provided important insights to the underlying mechanisms of the bilingual cognitive advantage hypothesis, demonstrating that regular experience with extensive practice in controlling attention to their two language systems results in better performance in related EFs such as inhibiting prepotent responses and global set-shifting. PMID:25767451

Balanced bilingualism and early age of second language acquisition as the underlying mechanisms of a bilingual executive control advantage: Why variations in bilingual experiences matter.

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W. Quin eYow

2015-02-01

Full Text Available Recent studies revealed inconsistent evidences of a bilingual advantage in executive processing. One potential source of explanation is the multifaceted experience of the bilinguals in these studies. This study seeks to test whether bilinguals who engage in language selection more frequently would perform better in executive control tasks than those bilinguals who engage in language selection less frequently. We examined the influence of the degree of bilingualism (i.e., language proficiency, frequency of use of two languages, and age of second language acquisition on executive functioning in bilingual young adults using a comprehensive battery of executive control tasks. Seventy-two 18- to 25-year-old English-Mandarin bilinguals performed four computerized executive function tasks (Stroop, Eriksen flanker, number-letter switching and n-back task that measure the executive function components: inhibition, mental-set shifting, and information updating and monitoring. Results from multiple regression analyses, structural equation modeling, and bootstrapping supported the positive association between age of second language acquisition and the interference cost in the Stroop task. Most importantly, we found a significant effect of balanced bilingualism (balanced usage of and balanced proficiency in two languages on the Stroop and number-letter task (mixing cost only, indicating that a more balanced use and a more balanced level of proficiency in two languages resulted in better executive control skills in the adult bilinguals. We did not find any significant effect of bilingualism on flanker or n-back task. These findings provided important insights to the underlying mechanisms of the bilingual cognitive advantage hypothesis, demonstrating that regular experience with extensive practice in controlling attention to their two language systems results in better performance in related executive functions such as inhibiting prepotent responses and global

Does Bilingualism Influence Cognitive Aging?

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Bak, Thomas H; Nissan, Jack J; Allerhand, Michael M; Deary, Ian J

2014-01-01

Recent evidence suggests a positive impact of bilingualism on cognition, including later onset of dementia. However, monolinguals and bilinguals might have different baseline cognitive ability. We present the first study examining the effect of bilingualism on later-life cognition controlling for childhood intelligence. We studied 853 participants, first tested in 1947 (age = 11 years), and retested in 2008–2010. Bilinguals performed significantly better than predicted from their baseline cognitive abilities, with strongest effects on general intelligence and reading. Our results suggest a positive effect of bilingualism on later-life cognition, including in those who acquired their second language in adulthood. PMID:24890334

Beliefs about Bilingualism, Bilingual Education, and Dual Language Development of Early Childhood Preservice Teachers Raised in a Prop 227 Environment

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Garrity, Sarah; Aquino-Sterling, Cristian R.; Van Liew, Charles; Day, Ashley

2018-01-01

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction. This belief was codified into law in California via the 1998 passage of Proposition 227, which banned…

Language Control Abilities of Late Bilinguals

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Festman, Julia

2012-01-01

Although all bilinguals encounter cross-language interference (CLI), some bilinguals are more susceptible to interference than others. Here, we report on language performance of late bilinguals (Russian/German) on two bilingual tasks (interview, verbal fluency), their language use and switching habits. The only between-group difference was CLI:…

Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates

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Moffett, Noran L.; Frizzell, Melanie M.; Brownlee-Williams, Yolanda; Thompson, Jill M.

2014-01-01

The action research methodology for this study reports descriptive statistical findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. Researcher-moderators provided a treatment plan of focused summer workshops, conceptualized based upon the…

AWARENESS AND COGNITIVE LOAD LEVELS OF TEACHER CANDIDATES TOWARDS STUDENT PRODUCTS MADE BY DIGITAL STORYTELLING

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Figen KILIC

2014-07-01

Full Text Available The purpose of this research is to assess the student products created by digital storytelling, and to determine the awareness towards learning the topic and the cognitive loads of students during the process. Research was performed with a total of 52 teacher candidates attending 2nd class at “Classroom Teacher” department of Mersin University Faculty of Education in 2012-2013 education years. General scanning model was used to determine the cognitive loads and awareness of student products, created by teacher candidates through digital storytelling, for learning the topic. As a result of the Research, we reached the conclusion that the awareness related to basic concepts and program created by digital storytelling increased, and there was not a cognitive overload. Also, students’ opinions were taken on the process and according to acquired data, it was concluded that the students were pleased with the process, their awareness increased, and they made plans to improve what they learned and use them in the future. In line with acquired findings, it was suggested that experimental studies should be made on this topic. -

Re-Examining Teacher Translanguaging: An Ecological Perspective

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Allard, Elaine C.

2017-01-01

A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important…

Bilingualism and National Development in Malaysia.

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Ozog, A. Conrad K.

1993-01-01

Malaysia's long tradition of English medium instruction and bilingualism officially ended in 1970. This paper reviews the role of bilingualism in the development of the country, including the role of a bilingual population in national development and the possible effects of the abandonment of bilingual education. (Contains 38 references.)…

SUMMARY OF MONITORING SYSTEMS PROFESSIONAL READINESS OF STUDENTS TO COMMUNICATIVELY-SPEECH DEVELOPMENT IN PRESCHOOLERS BILINGUAL

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Neonila Vyacheslavovna Ivanova

2015-12-01

Full Text Available Purpose. The article describes the main provisions of the monitoring system of professional readiness of the future teachers of pre-school education.Methodology. Presented in the paper position monitoring system of professional readiness of students to develop communicative speech bilingual children in the profil «Preschool education» are analized based on the principles: compliance with the general content of the training and disciplinary purposes of vocational training; Unity of its substantive and procedural right; structural integrity of the contents; orientation of its content for the implementation of the system, the personal, the activity, polysubject (Dialogic, cultural approaches.Results. We studid and summarized some of the theoretical and practical aspects, given the scientific substantiation of organizational methods of monitoring of professional readiness of the future teachers to the communicative and language development of preschool children bilingual.Practical implications. Еducational system of higher education.

Un Bosquejo del Proyecto Bilingue (Outline of a Bilingual Project).

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Compton City Schools, CA.

Bilingual education in English and Spanish is intended to give native speakers of both languages insights into two cultures, a broader background, and greater life opportunities. Spanish-speaking students in bilingual programs can retain their language ties and the ability to communicate with their families and older relatives. The directors of…

Mainstream Teacher Candidates' Perspectives on ESL Writing: The Effects of Writer Identity and Rater Background

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Kang, Hyun-Sook; Veitch, Hillary

2017-01-01

This study explored the extent to which the ethnic identity of a writer and the background (gender and area of teaching) of a rater can influence mainstream teacher candidates' evaluation of English as a second language (ESL) writing, using a matched-guise method. A one-page essay was elicited from an ESL learner enrolled in an intensive English…

Dual Coding and Bilingual Memory.

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Paivio, Allan; Lambert, Wallace

1981-01-01

Describes study which tested a dual coding approach to bilingual memory using tasks that permit comparison of the effects of bilingual encoding with verbal-nonverbal dual encoding items. Results provide strong support for a version of the independent or separate stories view of bilingual memory. (Author/BK)

The English proficiency and academic language skills of Australian bilingual children during the primary school years.

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Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

2016-04-01

Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

BILINGUALISM: MULTICULTURALISM HOLOPRAXIOLOGY OF THE VENEZUELAN DEAF

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Héctor Florencio Martínez Pérez

2014-04-01

Full Text Available The formation of the child has been made regularly and without many prejudices or tbacks,  until this had some physical characteristic or perceptual, who twisted his attention.  To those who were born with the inability to listen or hear properly, excluded in all respects. At the end of the 20th century, the deaf began to defend their identity and differed between Deafness (lack of hearing of deafness, with "S", which is a socio-anthropological perspective, which includes the use of sign language and the learning of reading and writing of the Spanish (bilingualism in their training. This research had as general objective to unveil bilingualism from an intercultural intersubjectivity of the deaf in Venezuela by applying a qualitative related paradigm with methodology fenomenologica-hermeneutica of Max Van Manen. The information collected observing and interviewing in depth (12 deaf students, parents or representatives (6, (3 researchers and educational specialists deaf and listeners (12. To analyze and triangulate information, obtained the following conclusions about the bilingual deaf: their physical and intellectual abilities are exactly the same to the listeners;  they can achieve the necessary qualification for any job; is required the language of signs so that you can put into practice the language; those who have the organizational capacity to develop oral language, it should not hinder him this opportunity, without detriment to the learning of the language of signs and the systematic training of the deaf teachers and deaf family, educational managers, political and employer of the deaf is essentially required.

Achievement Motivation of Primary Mathematics Education Teacher Candidates According to Their Cognitive Styles and Motivation Styles

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Yaman, Hakan; Dündar, Sefa; Ayvaz, Ülkü

2015-01-01

The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods…

Bilingual Advertising in Melbourne Chinatown

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Chen, Sherry Yong

2014-01-01

This paper explores the function of bilingual advertising by analyzing a case study of bilingual advertising in the Chinatown of Melbourne, Australia. The use of bilingual advertising in an immigrant setting differentiates itself from those in Asian settings where English is not used by dominant proportion of speakers in the society, and this…

Methods and Beyond: Learning to Teach Latino Bilingual Learners in Mainstream Secondary[superscript3] Classes

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Schall-Leckrone, Laura; Pavlak, Christina

2014-01-01

This article reports empirical evidence about the influence of a pre-service methods course on preparing aspiring and practicing content teachers to work with adolescent bilingual learners in secondary schools. Qualitative methods were used to analyze the extent to which participants developed abilities to plan instruction and to think complexly…

Factors Affecting the Participation of Social Studies Teacher Candidates in Discussions on Controversial Issues

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A. Figen ERSOY

2013-05-01

about culturally and socially sensitive issues. 40.5% pre-service teachers in the study shared that they do not have discussions with their peers who are not tolerant to different ideas and perspectives. On the other hand, 48.7% participants argued that if the discussions become a personal battles between peers, they are not comfortable sharing their ideas. 54.8% of the participants stated that even if they feel like the teacher supports one of group against other groups, they still are comfortable expressing themselves during classroom discussions; however, 32.8% participants pointed out that they do not participate in the discussions if they believe the teacher is not objective about the sensitive issue.The findings of the study show that participants’ gender, income, their parents’ education, residency, the university they attend, grade level, and high school they graduated from are contributed to their level of participation in the classroom discussions about controversial issues. Female participants stated that if they feel like they do not have enough knowledge about the discussion topic or the topic is a culturally and socially sensitve issue, they either do not participate at all or their participation is limited. However, male pre-service teachers shared that they are more concerned about peer interaction and having good relationships with their peers after the discussion is ended as well. Another finding of the study indicate that pre-service teachers from low socio-economic status shared that if they feel like the teacher’s judgement might be compromised based on students’ contradicted ideas, they rarely participate in the discussions. In addition, students whose parents have limited education (i.e., elementary level said that they have difficulty expressing themselves during classroom discussions. Furthermore, another finding show that teacher candidates who come from big cities feel more comfortable participating in the classroom discussions about

Exploring graduate teachers' perceptions of their praxis after an AELS course

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Arnold, Laura Jane

2015-12-01

Full Text Available While speakers of English as an additional language are more common than native English speakers, most English teachers do not know how to teach plurilingual learners in their classrooms. Though studies have looked at the effect of teacher education on praxis, there is a dearth of studies in South Africa that have examined teachers’ perceptions of their praxis after a course on bilingual education models and practices. This study investigates whether in-service teachers feel that the ‘Paradigms and Methods in Applied English Language Studies’ course helped them to further develop their praxis. Students’ weekly reflection pieces were examined for evidence of critical reflection before interviews were conducted with three students who have taught, or are currently teaching in under-resourced areas. All participants reported that they had developed a more bilingual teaching praxis, but they often felt unsure of how to practically implement their learning from the course. Based on this finding two recommendations to lecturers and course coordinators of AELS courses are provided. Teacher praxis could be strengthened by 1 referring students to articles on bilingual education models and practices that mirror their teaching contexts and 2 explicitly teaching students how to reflect on implementing the theories that they have learned during the course within their classrooms.

The Impact of M-Learning Activities on the IT Success and M-Learning Capabilities of the Special Education Teacher Candidates

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Emrah Soykan

2016-11-01

Full Text Available The advantages of using mobile devices and cloud computing services in education are accepted by many researchers. Also, in educating students who are in need of special education, the use of cloud computing services is inevitable. So, this case requires teacher candidates who are planning to teach in those special education centers to be able to use these technologies sufficiently, be able to perceive positively and in order to be able to follow future improvements and innovations. Therefore, the aim of this study is to identify the perceptions of teacher candidates’ mobile learning implementations that are supported by cloud computing services towards mobile learning. This is an experimental study. Study group consists of 56 teacher candidates from special education department. Lessons are lectured in a blended learning environment of SkyDrive cloud with a variety of materials. Pre-test and post-test results of the students in terms of using mobile tools in mobile learning environment, success in information technology.

Does bilingualism influence cognitive aging?

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Bak, Thomas H; Nissan, Jack J; Allerhand, Michael M; Deary, Ian J

2014-06-01

Recent evidence suggests a positive impact of bilingualism on cognition, including later onset of dementia. However, monolinguals and bilinguals might have different baseline cognitive ability. We present the first study examining the effect of bilingualism on later-life cognition controlling for childhood intelligence. We studied 853 participants, first tested in 1947 (age = 11 years), and retested in 2008-2010. Bilinguals performed significantly better than predicted from their baseline cognitive abilities, with strongest effects on general intelligence and reading. Our results suggest a positive effect of bilingualism on later-life cognition, including in those who acquired their second language in adulthood. © 2014 The Authors Annals of Neurology published by Wiley Periodicals, Inc. on behalf of American Neurological Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

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Saracaloglu, Asuman Seda; Gerçeker, Ceren Saygi; Aladag, Soner

2018-01-01

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University…

"Invisible" Bilingualism--"Invisible" Language Ideologies: Greek Teachers' Attitudes Towards Immigrant Pupils' Heritage Languages

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Gkaintartzi, Anastasia; Kiliari, Angeliki; Tsokalidou, Roula

2015-01-01

This paper presents data from two studies--a nationwide quantitative research and an ethnographic study--on Greek schoolteachers' attitudes towards immigrant pupils' bilingualism. The quantitative data come from a large-scale questionnaire survey, which aimed at the investigation of the needs and requirements for the implementation of a pilot…

THE BILINGUAL INTERCULTURAL APPROACH AND ITS IMPACT ON THE QUALITY OF INDIGENOUS EDUCATION: CASE STUDY

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José Viveros-Márquez

2014-01-01

Full Text Available This study presents the results of a systematic evaluation of the implementation of the Bilingual Intercultural approach (EIB in indigenous primary education and its impact on the quality of education, in the dimensions of equity, relevance, effectiveness and efficiency of education; in two indigenous regions of Mexico, with a comparative approach between the cases studied. The study is qualitative descriptive-explanatory section; the evaluation model CIPP (Context, Input, Process and Product and Shinkfield Stufflebeam (1987 was applied. It also appealed to the school ethnography, for data collection techniques of participant observation (class sessions focus group (teachers and parents, and semi-structured interview (managers and supervisors of each indigenous region. The results show that the EIB has had a limited impact on the quality of education; associated internal and external factors of each school and context; shape in the lack of effectiveness of the EIB in elementary school that significantly reduces the outcomes achieved by the indigenous teachers and education regarding bilingualism, multiculturalism and educational quality.

Speech and language intervention in bilinguals

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Eliane Ramos

2011-12-01

Full Text Available Increasingly, speech and language pathologists (SLPs around the world are faced with the unique set of issues presented by their bilingual clients. Some professional associations in different countries have presented recommendations when assessing and treating bilingual populations. In children, most of the studies have focused on intervention for language and phonology/ articulation impairments and very few focus on stuttering. In general, studies of language intervention tend to agree that intervention in the first language (L1 either increase performance on L2 or does not hinder it. In bilingual adults, monolingual versus bilingual intervention is especially relevant in cases of aphasia; dysarthria in bilinguals has been barely approached. Most studies of cross-linguistic effects in bilingual aphasics have focused on lexical retrieval training. It has been noted that even though a majority of studies have disclosed a cross-linguistic generalization from one language to the other, some methodological weaknesses are evident. It is concluded that even though speech and language intervention in bilinguals represents a most important clinical area in speech language pathology, much more research using larger samples and controlling for potentially confounding variables is evidently required.

The Influence of Pintrich's Self-Regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

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Çetin, Baris

2017-01-01

The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted…

"A Rainforest in Front of a Bulldozer": The Literacy Practices of Teacher Candidates Committed to Social Justice

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Johnson, Janet D.

2012-01-01

This critical ethnographic study explores how two teacher candidates in English education used specific and varied literacy practices to enact their social justice priorities at a troubled high school in a high-need district. Data include interviews before and after the student teaching experience; observations of teaching, blogs, journals, and…

Normal and abnormal aging in bilinguals

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Alfredo Ardila

Full Text Available Abstract Bilinguals use two different language systems to mediate not only social communication, but also cognitive processes. Potential differences between bilinguals and monolinguals in task-solving strategies and patterns of cognitive decline during normal and abnormal aging have been suggested. Main contribution: A research review of the area suggests that normal aging is associated with increased interference between the two languages and tendency to retreat to a single language. General cognitive functioning has been found to be higher in demented bilingual patients if communication is carried out in L1 rather than in L2. Recent research has reported that bilingualism can have a protective effect during aging, attenuating the normal cognitive decline associated with aging, and delaying the onset of dementia. Conclusions: Regardless of the significant heterogeneity of bilingualism and the diversity of patterns in language use during life-span, current research suggests that bilingualism is associated with preserved cognitive test performance during aging, and potentially can have some protective effect in dementia.

An Analysis of the Relationship between Scientific Epistemological Beliefs and Educational Philosophies: A Research on Formation Teacher Candidates

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Terzi, Ali Riza; Uyangör, Nihat

2017-01-01

This research explores the relationship between scientific epistemological beliefs and educational philosophies of formation teacher candidates. The research was conducted in the summer pedagogical formation program at Balikesir University of Necatibey Education Faculty during the 2016-17 academic years. The research, conducted with 379 candidate…

Latina/o Pre-Service Teachers' Use of Language and Culture while Assisting Children in Mathematics

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Vomvoridi-Ivanovic, Eugenia

2009-01-01

Guided by symbolic interactionism and cultural historical activity theory this study investigated how four bilingual Latina/o pre-service teachers use language (Spanish and English) and culture, defined as social practices, as instructional resources in mathematics. The setting of the study was an after-school bilingual mathematics program, namely…

Connecting Past, Present and Future: How African American Teacher Candidates' School Experiences Inform Their Motivations to Teach, Educational Philosophies, and Identities as Future Teachers

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Wilson, Brandy

2012-01-01

The stories of students and teacher candidates of Color hold powerful lessons and tremendous insight for educational reform efforts. Yet, rarely do educators and policymakers solicit or critically engage the educational narratives of students of Color. Indeed, despite resurgence in a four-decade long conversation regarding the shortage of teachers…

Information Architecture for Bilingual Web Sites.

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Cunliffe, Daniel; Jones, Helen; Jarvis, Melanie; Egan, Kevin; Huws, Rhian; Munro, Sian

2002-01-01

Discusses creating an information architecture for a bilingual Web site and reports work in progress on the development of a content-based bilingual Web site to facilitate shared resources between speech and language therapists. Considers a structural analysis of existing bilingual Web designs and explains a card-sorting activity conducted with…

Surviving Teacher Education: A Community Cultural Capital Framework of Persistence

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Tolbert, Sara; Eichelberger, Serina

2016-01-01

In this article, we communicate the experiences of a bilingual/biracial Peruvian-Anglo European student teacher, Serina, enrolled in a "teacher education for diversity" program. Although the majority of the 13 (mostly Anglo European) students in Serina's cohort expressed satisfaction with the social justice focus of the program, Serina…

Semantic facilitation in bilingual first language acquisition.

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Bilson, Samuel; Yoshida, Hanako; Tran, Crystal D; Woods, Elizabeth A; Hills, Thomas T

2015-07-01

Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language. Copyright © 2015 Elsevier B.V. All rights reserved.

Bilingualism and Creativity in Early Childhood

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Leikin, Mark; Tovli, Esther

2014-01-01

This study examined the possible effect of bilingualism on creativity in nonmathematical and mathematical problem solving among bilingual and monolingual preschoolers. Two groups of children (M age = 71.9 months, SD = 3.6) from the same monolingual kindergartens participated in this study: 15 Russian/Hebrew balanced bilinguals and 16 native…

Deaf Children's Bimodal Bilingualism and Education

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Swanwick, Ruth

2016-01-01

This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of…

Integration of Bilingual Emphasis Program into University Curriculum. Multiple Subjects Credential Program: Hupa, Yurok, Karuk, or Tolowa Emphasis.

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Bennett, Ruth

A description of the American Indian Bilingual Teacher Credential Program offered by Humboldt State University (California) provides background information on the linguistic groups served by the program. Accompanying the program descriptions are lists of lower and upper division requirements, descriptions of competency exam, program schedule,…

Cognitive advantages and disadvantages in early and late bilinguals.

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Pelham, Sabra D; Abrams, Lise

2014-03-01

Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual after childhood (late bilinguals) can produce the cognitive advantages and disadvantages typical of early bilinguals. Participants were 30 monolingual English speakers, 30 late English-Spanish bilinguals, and 30 early Spanish-English bilinguals who completed a picture naming task (lexical access) and an attentional network task (executive function). Late and early bilinguals manifested equivalent cognitive effects in both tasks, demonstrating lexical access deficits and executive function benefits. These findings provide support for the hypothesis that cognitive effects associated with bilingualism arise as the result of proficient, habitual use of 2 languages and not of developmental changes associated with becoming bilingual during childhood.

Bilingualism: consequences for mind and brain.

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Bialystok, Ellen; Craik, Fergus I M; Luk, Gigi

2012-04-01

Building on earlier evidence showing a beneficial effect of bilingualism on children's cognitive development, we review recent studies using both behavioral and neuroimaging methods to examine the effects of bilingualism on cognition in adulthood and explore possible mechanisms for these effects. This research shows that bilingualism has a somewhat muted effect in adulthood but a larger role in older age, protecting against cognitive decline, a concept known as 'cognitive reserve'. We discuss recent evidence that bilingualism is associated with a delay in the onset of symptoms of dementia. Cognitive reserve is a crucial research area in the context of an aging population; the possibility that bilingualism contributes to cognitive reserve is therefore of growing importance as populations become increasingly diverse. Copyright © 2012 Elsevier Ltd. All rights reserved.

Simultaneous vs. Successive Bilingualism among Preschool-Aged Children: A Study of Four-Year-Old Korean-English Bilinguals in the USA

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Kim, Ah-Young; Park, Anne; Lust, Barbara

2018-01-01

The current study compares simultaneous vs. successive bilingualism through a mixed-method research design with four four-year-old Korean-English bilingual children who were born and raised in the USA. Two simultaneous bilinguals were exposed to Korean and English from birth, whereas two successive bilinguals were exposed to Korean from birth, but…

Impact of Bilingualism on Cognitive Outcome After Stroke.

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Alladi, Suvarna; Bak, Thomas H; Mekala, Shailaja; Rajan, Amulya; Chaudhuri, Jaydip Ray; Mioshi, Eneida; Krovvidi, Rajesh; Surampudi, Bapiraju; Duggirala, Vasanta; Kaul, Subhash

2016-01-01

Bilingualism has been associated with slower cognitive aging and a later onset of dementia. In this study, we aimed to determine whether bilingualism also influences cognitive outcome after stroke. We examined 608 patients with ischemic stroke from a large stroke registry and studied the role of bilingualism in predicting poststroke cognitive impairment in the absence of dementia. A larger proportion of bilinguals had normal cognition compared with monolinguals (40.5% versus 19.6%; Pdementia and vascular mild cognitive impairment (monolinguals 77.7% versus bilinguals 49.0%; Pbilinguals 10.5%; P=0.354). Bilingualism was found to be an independent predictor of poststroke cognitive impairment. Our results suggest that bilingualism leads to a better cognitive outcome after stroke, possibly by enhancing cognitive reserve. © 2015 American Heart Association, Inc.

Being Bilingual: Issues for Cross-Language Research

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Bogusia Temple

2006-01-01

Full Text Available The current political debates in England highlight the role of language in citizenship, social exclusion, and discrimination. Similar debates can also be found around the world. Correspondingly, research addressing different language communities is burgeoning. Service providers and academics are increasingly employing bilingual community researchers or interpreters to carry out research. However, there is very little written about the effect of working with bilingual researchers. What it means to be bilingual is often essentialised and rarely problematised. Bilingual researchers are seen as unproblematically acting as bridges between communities just because they are bilingual. Their ties to communities, their use of language, and their perspectives on the research are rarely investigated. Language is tied in an unproblematic way to meaning, values, and beliefs. In this article, I use examples from my own research to question what it means to be bilingual and to do cross-language research. I argue that there is no straightforward way in which meanings can be read off from researchers’ ties to language and that being bilingual is not the same for everyone.

Does Bilingualism Delay the Development of Dementia?

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Amy L Atkinson

2016-08-01

Full Text Available It has been suggested that bilingualism (where individuals speak two languages may delay the development of dementia. However, much of the research is inconclusive. Some researchers have reported that bilingualism delays the onset and diagnosis of dementia, whilst other studies have found weak or even detrimental effects. This paper reviews a series of nine empirical studies, published up until March 2016, which investigated whether bilingualism significantly delays the onset of dementia. The article also explores whether the inconsistent findings can be attributed to differences in study designs or the definitions of bilingualism used between studies. Based on current evidence, it appears that lifelong bilingualism, where individuals frequently use both languages, may be protective against dementia. However, becoming bilingual in adulthood or using the second language infrequently is unlikely to substantially delay onset of the disease.

Teaching Concepts to Young Children Through Cultural Cooking Experiences. Bilingual/Bicultural Child Development Associate Pilot Project: Module XIV.

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Smith, Teresa R.

This Child Development Associate (CDA) module, the fourteenth in a series of 16, suggests ways concepts can be taught by involving preschool children in carefully planned classroom cooking activities. Designed for bilingual/bicultural preschool teacher trainees, the module provides tips on food preparation as a learning experience. Required…

Internet and Democracy: Is the Internet an Important Predictor for Physical Education Teacher Candidates' Attitudes towards Democracy?

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Ünlü, Hüseyin

2017-01-01

Today, in the digital age, the Internet usage is common among university students. The Internet is also an important platform for actively participating in democracy. This study explores physical education (PE) candidate teachers' attitudes toward the Internet and democracy. It also explores whether the Internet is an important predictor for…

Bilingual language control and general purpose cognitive control among individuals with bilingual aphasia: evidence based on negative priming and flanker tasks.

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Dash, Tanya; Kar, Bhoomika R

2014-01-01

Bilingualism results in an added advantage with respect to cognitive control. The interaction between bilingual language control and general purpose cognitive control systems can also be understood by studying executive control among individuals with bilingual aphasia. objectives: The current study examined the subcomponents of cognitive control in bilingual aphasia. A case study approach was used to investigate whether cognitive control and language control are two separate systems and how factors related to bilingualism interact with control processes. Four individuals with bilingual aphasia performed a language background questionnaire, picture description task, and two experimental tasks (nonlinguistic negative priming task and linguistic and nonlinguistic versions of flanker task). A descriptive approach was used to analyse the data using reaction time and accuracy measures. The cumulative distribution function plots were used to visualize the variations in performance across conditions. The results highlight the distinction between general purpose cognitive control and bilingual language control mechanisms. All participants showed predominant use of the reactive control mechanism to compensate for the limited resources system. Independent yet interactive systems for bilingual language control and general purpose cognitive control were postulated based on the experimental data derived from individuals with bilingual aphasia.

Discourses on Bilingualism in Canadian French Immersion Programs

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Roy, Sylvie; Galiev, Albert

2011-01-01

The present article examines discourses on bilingualism in French immersion schools and connects local ideologies of bilingualism to a more global view of what it means to be bilingual in Canada. Bilingualism is usually regarded as two isolated monolingualisms (or monolingual systems) in which there is no place for code-switching, uneven language…

Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts

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Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; Everaert, Emma

2017-01-01

Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6–7 years, with a monolingual control group. We were specifically interested in testing whether the bilingual cognitive advantage is modulated by the sociolinguistic context of language use. All three bilingual groups were exposed to a minority language besides the nation’s dominant language (Dutch). Two bilingual groups were exposed to a regional language (Frisian, Limburgish), and a third bilingual group was exposed to a migrant language (Polish). All children participated in two working memory tasks (verbal, visuospatial) and two attention tasks (selective attention, interference suppression). Bilingual children outperformed monolinguals on selective attention. The cognitive effect of bilingualism was most clearly present in the Frisian-Dutch group and in a subgroup of migrant children who were relatively proficient in Polish. The effect was less robust in the Limburgish-Dutch sample. Investigation of the response patterns of the flanker test, testing interference suppression, suggested that bilingual children more often show an effect of response competition than the monolingual children, demonstrating that bilingual children attend to different aspects of the task than monolingual children. No bilingualism effects emerged for verbal and visuospatial working memory. PMID:28484403

Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts.

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Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; Everaert, Emma

2017-01-01

Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6-7 years, with a monolingual control group. We were specifically interested in testing whether the bilingual cognitive advantage is modulated by the sociolinguistic context of language use. All three bilingual groups were exposed to a minority language besides the nation's dominant language (Dutch). Two bilingual groups were exposed to a regional language (Frisian, Limburgish), and a third bilingual group was exposed to a migrant language (Polish). All children participated in two working memory tasks (verbal, visuospatial) and two attention tasks (selective attention, interference suppression). Bilingual children outperformed monolinguals on selective attention. The cognitive effect of bilingualism was most clearly present in the Frisian-Dutch group and in a subgroup of migrant children who were relatively proficient in Polish. The effect was less robust in the Limburgish-Dutch sample. Investigation of the response patterns of the flanker test, testing interference suppression, suggested that bilingual children more often show an effect of response competition than the monolingual children, demonstrating that bilingual children attend to different aspects of the task than monolingual children. No bilingualism effects emerged for verbal and visuospatial working memory.

Bilingualism accentuates children's conversational understanding.

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Michael Siegal

Full Text Available BACKGROUND: Although bilingualism is prevalent throughout the world, little is known about the extent to which it influences children's conversational understanding. Our investigation involved children aged 3-6 years exposed to one or more of four major languages: English, German, Italian, and Japanese. In two experiments, we examined the children's ability to identify responses to questions as violations of conversational maxims (to be informative and avoid redundancy, to speak the truth, be relevant, and be polite. PRINCIPAL FINDINGS: In Experiment 1, with increasing age, children showed greater sensitivity to maxim violations. Children in Italy who were bilingual in German and Italian (with German as the dominant language L1 significantly outperformed Italian monolinguals. In Experiment 2, children in England who were bilingual in English and Japanese (with English as L1 significantly outperformed Japanese monolinguals in Japan with vocabulary age partialled out. CONCLUSIONS: As the monolingual and bilingual groups had a similar family SES background (Experiment 1 and similar family cultural identity (Experiment 2, these results point to a specific role for early bilingualism in accentuating children's developing ability to appreciate effective communicative responses.

Effects of Marathi-Hindi Bilingualism on Neuropsychological Performance

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Kamat, Rujvi; Ghate, Manisha; Gollan, Tamar H.; Meyer, Rachel; Vaida, Florin; Heaton, Robert K.; Letendre, Scott; Franklin, Donald; Alexander, Terry; Grant, Igor; Mehendale, Sanjay; Marcotte, Thomas D.

2013-01-01

The present study aimed to examine if bilingualism affects executive functions and verbal fluency in Marathi and Hindi, two major languages in India, with a considerable cognate (e.g., activity is actividad in Spanish) overlap. A total of 174 native Marathi speakers from Pune, India, with varying levels of Hindi proficiency were administered tests of executive functioning and verbal performance in Marathi. A bilingualism index was generated using self-reported Hindi and Marathi proficiency. After controlling for demographic variables, the association between bilingualism and cognitive performance was examined. Degree of bilingualism predicted better performance on the switching (Color Trails-2) and inhibition (Stroop Color-Word) components of executive functioning; but not for the abstraction component (Halstead Category Test). In the verbal domain, bilingualism was more closely associated with noun generation (where the languages share many cognates) than verb generation (which are more disparate across these languages), as predicted. However, contrary to our hypothesis that the bilingualism “disadvantage” would be attenuated on noun generation, bilingualism was associated with an advantage on these measures. These findings suggest distinct patterns of bilingualism effects on cognition for this previously unexamined language pair, and that the rate of cognates may modulate the association between bilingualism and verbal performance on neuropsychological tests. PMID:22206622

Effects of Marathi-Hindi bilingualism on neuropsychological performance.

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Kamat, Rujvi; Ghate, Manisha; Gollan, Tamar H; Meyer, Rachel; Vaida, Florin; Heaton, Robert K; Letendre, Scott; Franklin, Donald; Alexander, Terry; Grant, Igor; Mehendale, Sanjay; Marcotte, Thomas D

2012-03-01

The present study aimed to examine if bilingualism affects executive functions and verbal fluency in Marathi and Hindi, two major languages in India, with a considerable cognate (e.g., activity is actividad in Spanish) overlap. A total of 174 native Marathi speakers from Pune, India, with varying levels of Hindi proficiency were administered tests of executive functioning and verbal performance in Marathi. A bilingualism index was generated using self-reported Hindi and Marathi proficiency. After controlling for demographic variables, the association between bilingualism and cognitive performance was examined. Degree of bilingualism predicted better performance on the switching (Color Trails-2) and inhibition (Stroop Color-Word) components of executive functioning; but not for the abstraction component (Halstead Category Test). In the verbal domain, bilingualism was more closely associated with noun generation (where the languages share many cognates) than verb generation (which are more disparate across these languages), as predicted. However, contrary to our hypothesis that the bilingualism "disadvantage" would be attenuated on noun generation, bilingualism was associated with an advantage on these measures. These findings suggest distinct patterns of bilingualism effects on cognition for this previously unexamined language pair, and that the rate of cognates may modulate the association between bilingualism and verbal performance on neuropsychological tests.

Binational Teacher Development: Teacher Ambassador Exchange Program, New Mexico, USA and Nuevo Leon, Mexico.

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Habermann, Mary Jean

The report describes the rationale for and history of an exchange program for Nuevo Leon (Mexico) and New Mexico bilingual education teachers. The program evolved from the need to help Spanish-speaking students maintain their own language and culture while in the United States. New Mexico's state policy concerning language-minority children and…

A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education

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Sural, Serhat; Dedebali, Nurhak Cem

2018-01-01

The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were…

Bilingualism alters brain functional connectivity between "control" regions and "language" regions: Evidence from bimodal bilinguals.

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Li, Le; Abutalebi, Jubin; Zou, Lijuan; Yan, Xin; Liu, Lanfang; Feng, Xiaoxia; Wang, Ruiming; Guo, Taomei; Ding, Guosheng

2015-05-01

Previous neuroimaging studies have revealed that bilingualism induces both structural and functional neuroplasticity in the dorsal anterior cingulate cortex (dACC) and the left caudate nucleus (LCN), both of which are associated with cognitive control. Since these "control" regions should work together with other language regions during language processing, we hypothesized that bilingualism may also alter the functional interaction between the dACC/LCN and language regions. Here we tested this hypothesis by exploring the functional connectivity (FC) in bimodal bilinguals and monolinguals using functional MRI when they either performed a picture naming task with spoken language or were in resting state. We found that for bimodal bilinguals who use spoken and sign languages, the FC of the dACC with regions involved in spoken language (e.g. the left superior temporal gyrus) was stronger in performing the task, but weaker in the resting state as compared to monolinguals. For the LCN, its intrinsic FC with sign language regions including the left inferior temporo-occipital part and right inferior and superior parietal lobules was increased in the bilinguals. These results demonstrate that bilingual experience may alter the brain functional interaction between "control" regions and "language" regions. For different control regions, the FC alters in different ways. The findings also deepen our understanding of the functional roles of the dACC and LCN in language processing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Bilingual Language Control and General Purpose Cognitive Control among Individuals with Bilingual Aphasia: Evidence Based on Negative Priming and Flanker Tasks

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Dash, Tanya; Kar, Bhoomika R.

2014-01-01

Background. Bilingualism results in an added advantage with respect to cognitive control. The interaction between bilingual language control and general purpose cognitive control systems can also be understood by studying executive control among individuals with bilingual aphasia. Objectives. The current study examined the subcomponents of cognitive control in bilingual aphasia. A case study approach was used to investigate whether cognitive control and language control are two separate systems and how factors related to bilingualism interact with control processes. Methods. Four individuals with bilingual aphasia performed a language background questionnaire, picture description task, and two experimental tasks (nonlinguistic negative priming task and linguistic and nonlinguistic versions of flanker task). Results. A descriptive approach was used to analyse the data using reaction time and accuracy measures. The cumulative distribution function plots were used to visualize the variations in performance across conditions. The results highlight the distinction between general purpose cognitive control and bilingual language control mechanisms. Conclusion. All participants showed predominant use of the reactive control mechanism to compensate for the limited resources system. Independent yet interactive systems for bilingual language control and general purpose cognitive control were postulated based on the experimental data derived from individuals with bilingual aphasia. PMID:24982591

Introducing Rubrics to Physical Education Teacher Candidates

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Shaw, Gerard F.

2014-01-01

The importance of using rubrics as an assessment tool has been well established. Rubrics communicate to students what is expected of them, scaffold learning, provide feedback to students and teachers concerning the teaching-learning process, and allow teachers and students to self- and peer-assess. They also help teachers evaluate consistently and…

"Hey, Teacher, Speak Black Please": The Educational Effectiveness of Bilingual Education in Burkina Faso

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Lavoie, Constance

2008-01-01

Africa's educational systems are undergoing a quiet revolution. As these systems move away from working exclusively in the old colonial languages, usually English or French, bilingual schools which use local indigenous languages are springing up in many regions of Africa. This paper points out the historical processes driving the bilingual…

Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners.

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Ruiz-Felter, Roxanna; Cooperson, Solaman J; Bedore, Lisa M; Peña, Elizabeth D

2016-07-01

Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. To investigate the influence of age of first exposure to English and the amount of current input-output on phonological accuracy in English and Spanish in early bilingual Spanish-English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish-English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single-word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early-, middle- and late-developing (EML) sounds correct were calculated. Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input-output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input-output of a language was associated with greater accuracy in that language, English-dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish-dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English

Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

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Michael Whitacre

2013-01-01

Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

Survey of Bilingualism in Autism Spectrum Disorders

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Kay-Raining Bird, Elizabeth; Lamond, Erin; Holden, Jeanette

2012-01-01

This survey study investigates issues related to bilingualism and autism. Bilingualism is common around the world but there is little published information to guide professionals and parents in making decisions about bilingualism for children with autism. Participants were 49 parents or guardians of children with autism who were members of a…

Bilingualism: Consequences for Mind and Brain

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Bialystok, Ellen; Craik, Fergus I. M.; Luk, Gigi

2012-01-01

Building on earlier evidence showing a beneficial effect of bilingualism on children’s cognitive development, we review recent studies using both behavioral and neuroimaging methods to examine the effects of bilingualism on cognition in adulthood and explore possible mechanisms for these effects. This research shows that bilingualism has a somewhat muted effect in adulthood but a larger role in older age, protecting against cognitive decline, a concept known as “cognitive reserve”. We discuss...

The Effect of Script Similarity on Executive Control in Bilinguals

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Emily L Coderre

2014-09-01

Full Text Available The need for executive control (EC during bilingual language processing is thought to enhance these abilities, conferring a ‘bilingual advantage’ on EC tasks. Recently, the reliability and robustness of the bilingual advantage has been questioned, with many variables reportedly affecting the size and presence of the bilingual advantage. This study investigates one further variable that may affect bilingual EC abilities: the similarity of a bilingual’s two languages. We hypothesize that bilinguals whose two languages have a larger degree of orthographic overlap will require greater EC to manage their languages compared to bilinguals who use two languages with less overlap. We tested three groups of bilinguals with language pairs ranging from high- to low-similarity (German-English (GE, Polish-English (PE, and Arabic-English (AE, respectively and a group of English monolinguals on a Stroop and Simon task. Two components of the bilingual advantage were investigated: an interference advantage, such that bilinguals have smaller interference effects than monolinguals; and a global RT advantage, such that bilinguals are faster overall than monolinguals. Between bilingual groups, these effects were expected to be modulated by script similarity. AE bilinguals showed the smallest Stroop interference effects, but the longest overall RTs in both tasks. These seemingly contradictory results are explained by the presence of cross-linguistic interference in the Stroop task. We conclude that similar-script bilinguals demonstrated more effective domain-general EC than different-script bilinguals, since high orthographic overlap creates more cross-linguistic activation and increases the daily demands on cognitive control. The role of individual variation is also discussed. These results suggest that script similarity is an important variable to consider in investigations of bilingual executive control abilities.

Metalinguistic Aspects of Bilingual Processing.

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Bialystok, Ellen

2001-01-01

Examines differences in metalinguistic development between monolingual and bilingual children in terms of three subcategories: word awareness, syntactic awareness, and phonological awareness. In each case, some studies have reported advantages for bilingual children, while others have found either no difference between the groups or monolingual…

Bilingual Language Switching: Production vs. Recognition

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Mosca, Michela; de Bot, Kees

2017-01-01

This study aims at assessing how bilinguals select words in the appropriate language in production and recognition while minimizing interference from the non-appropriate language. Two prominent models are considered which assume that when one language is in use, the other is suppressed. The Inhibitory Control (IC) model suggests that, in both production and recognition, the amount of inhibition on the non-target language is greater for the stronger compared to the weaker language. In contrast, the Bilingual Interactive Activation (BIA) model proposes that, in language recognition, the amount of inhibition on the weaker language is stronger than otherwise. To investigate whether bilingual language production and recognition can be accounted for by a single model of bilingual processing, we tested a group of native speakers of Dutch (L1), advanced speakers of English (L2) in a bilingual recognition and production task. Specifically, language switching costs were measured while participants performed a lexical decision (recognition) and a picture naming (production) task involving language switching. Results suggest that while in language recognition the amount of inhibition applied to the non-appropriate language increases along with its dominance as predicted by the IC model, in production the amount of inhibition applied to the non-relevant language is not related to language dominance, but rather it may be modulated by speakers' unconscious strategies to foster the weaker language. This difference indicates that bilingual language recognition and production might rely on different processing mechanisms and cannot be accounted within one of the existing models of bilingual language processing. PMID:28638361

One Quarter of California’s Teachers for English Learners Not Fully Certified

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Rumberger, Russell W.

2003-01-01

Although the passage of Proposition 227 reduced the demand for bilingual teachers, an acute shortage of teachers qualified to deliver needed instructional services to English learners remains. In 1998, prior to the passage of 227, 43 percent of the teachers providing instructional services to English learners were not fully certified to provide those services—33 percent of teachers were in training to provide English language development (ELD) or Specially Designed Academic Instruction in Eng...

SKILL OF TEACHER CANDIDATES IN INTEGRATING THE CONCEPT OF SCIENCE WITH LOCAL WISDOM

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Parmin -

2015-11-01

Full Text Available Learning science is not limited to reviewing the concepts, but strengthens the identity of a nation that has a diversity of cultures. Science learning objectives that have been set in Indonesia, including the student is able to apply the science wisely, to maintain and preserve the cultural survival. The study aims to measure students' ability to relate concepts of science with local knowledge to use mind maps compiled individually. The results showed that 85% of teacher candidates are able to determine the relationship of science and local knowledge correctly. The ability to link the two domains, through the literature review, observation and interviews.

Presentacio?n. Experiencias y propuestas de educacio?n intercultural bilingu?e en los cantones Cayambe y Pedro Moncayo (Ecuador)

OpenAIRE

Granda Mercha?n, Sebastia?n

2014-01-01

En el 2004, luego de 10 an?os de experiencia en los pa?ramos andinos de la Provincia de Cotopaxi, la Universidad Polite?cnica Salesiana oferta la Carrera de Educacio?n Intercultural Bilingu?e en la ciudad de Cayambe con el objetivo de atender las demandas de formacio?n de los docentes de las escuelas y colegios de la Jurisdiccio?n de Educacio?n Intercultural Bilingu?e de la zona. Para ese entonces, habi?an transcurrido ya 15 an?os desde que se institucionalizo? la Educacio?n Intercultural Bil...

Effects of a Food and Nutrition Course on the Self-Reported Knowledge and Behavior of Preschool Teacher Candidates

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Unusan, Nurhan

2007-01-01

This study examined effects of food and nutrition knowledge on the self-reported behaviors of preschool teacher candidates who completed a 10-week course. Self-reported information was gathered at entry, after completion of the course, and follow up 4 months after completion of the course. A paired t-test compared responses at pre, post and follow…

Longitudinal effects of bilingualism on dual-tasking.

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Sörman, Daniel Eriksson; Josefsson, Maria; Marsh, John E; Hansson, Patrik; Ljungberg, Jessica K

2017-01-01

An ongoing debate surrounds whether bilinguals outperform monolinguals in tests of executive processing. The aim of this study was to investigate if there are long-term (10 year) bilingual advantages in executive processing, as indexed by dual-task performance, in a sample that were 40-65 years at baseline. The bilingual (n = 24) and monolingual (n = 24) participants were matched on age, sex, education, fluid intelligence, and study sample. Participants performed free-recall for a 12-item list in three dual-task settings wherein they sorted cards either during encoding, retrieval, or during both encoding and retrieval of the word-list. Free recall without card sorting was used as a reference to compute dual-task costs. The results showed that bilinguals significantly outperformed monolinguals when they performed card-sorting during both encoding and retrieval of the word-list, the condition that presumably placed the highest demands on executive functioning. However, dual-task costs increased over time for bilinguals relative to monolinguals, a finding that is possibly influenced by retirement age and limited use of second language in the bilingual group.

Materiales en Marcha Para El Esfuerzo Bilingue--Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), February 1973.

Science.gov (United States)

San Diego City Schools, CA.

This newsletter is intended to promote the cause of bilingual-bicultural education. It contains a poem celebrating the birthday of Abraham Lincoln and articles on "Exploring Modern Bilingual Biology,""New Covers on the ESL Scene,""Bilingual-Bicultural Education: Background and Foreground," and "Field-Testing…

PARAGRAPH DEVELOPMENT THROUGH MASS AND MISS OF THE TEACHER CANDIDATE STUDENTS OF THE ENGLISH EDUCATION DEPARTMENT OF THE UNIVERSITY OF PGRI SEMARANG

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Siti Musarokah

2017-04-01

Full Text Available This study mainly aims at describing the expository paragraph development through Major Supporting Sentences (MASS and Minor Supporting Sentences (MISS of the teacher candidate students of the English Education Department of the University of PGRI Semarang in the academic year 2013-2014. This study also aims at finding out whether or not the paragraphs reach completeness through the MASS and MISS. The type of this study is descriptive qualitative research. The object of the study was expository paragraphs written by the third semester students of the English Education Department of the University of PGRI Semarang in the academic year 2013/2014. Documentation was used to collect the data; it was the teacher candidate students‘ writing result. In analyzing the data, there were three steps done, namely data reduction, data display, and drawing conclusion. The result of the study shows that The MASS and the MISS had been used well by the 10 teacher candidate students or 40% in developing expository paragraphs, and the completeness was reachable. There were 6 paragraphs or 24% which were categorized half complete; it means the MASS and the MISS had been less appropriately applied. The last categorization found in the paragraphs was incomplete. There were 9 paragraphs or 36% belong in this categorization. Therefore, the MASS and the MISS of these paragraphs did not reach completeness.

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

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Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

Does simultaneous bilingualism aggravate children's specific language problems?

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Korkman, Marit; Stenroos, Maria; Mickos, Annika; Westman, Martin; Ekholm, Pia; Byring, Roger

2012-09-01

There is little data on whether or not a bilingual upbringing may aggravate specific language problems in children. This study analysed whether there was an interaction of such problems and simultaneous bilingualism. Participants were 5- to 7-year-old children with specific language problems (LANG group, N = 56) or who were typically developing (CONTR group, N = 60). Seventy-three children were Swedish-Finnish bilingual and 43 were Swedish-speaking monolingual. Assessments (in Swedish) included tests of expressive language, comprehension, repetition and verbal memory. Per definition, the LANG group had lower scores than the CONTR group on all language tests. The bilingual group had lower scores than the monolingual group only on a test of body part naming. Importantly, the interaction of group (LANG or CONTR) and bilingualism was not significant on any of the language scores. Simultaneous bilingualism does not aggravate specific language problems but may result in a slower development of vocabulary both in children with and without specific language problems. Considering also advantages, a bilingual upbringing is an option also for children with specific language problems. In assessment, tests of vocabulary may be sensitive to bilingualism, instead tests assessing comprehension, syntax and nonword repetition may provide less biased methods. © 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

Intercultural bilingual education in Chile

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Williams Ibarra Figueroa

2016-08-01

Full Text Available This article is based on analysis of the actions of public bodies and institutions that are being created in Chile to meet demand in Intercultural Bilingual Education (IBE. The aim is to analyze the practical training of students in initial teacher training in intercultural basic education at the Catholic University of Temuco. In addition, reveal the working methods of collaborative field between family-school- community partnership in key initial identification and subsequent components and devices in the proper relationship of individuals, in order to establish criteria by biopsychosocial processes from the identity the Other and You as host in the plural diversity of human beings, with aim is to recommend  a public policy with an emphasis on multicultural values of each community, enriching the human condition and biopolitics regarding the integration from the educational training and the role that fits the state.

Bilingual and Monolingual Children Prefer Native-Accented Speakers

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Andre L. eSouza

2013-12-01

Full Text Available Adults and young children prefer to affiliate with some individuals rather than others. Studies have shown that monolingual children show in-group biases for individuals who speak their native language without a foreign accent (Kinzler, Dupoux, & Spelke, 2007. Some studies have suggested that bilingual children are less influenced than monolinguals by language variety when attributing personality traits to different speakers (Anisfeld & Lambert, 1964, which could indicate that bilinguals have fewer in-group biases and perhaps greater social flexibility. However, no previous studies have compared monolingual and bilingual children’s reactions to speakers with unfamiliar foreign accents. In the present study, we investigated the social preferences of 5-year-old English and French monolinguals and English-French bilinguals. Contrary to our predictions, both monolingual and bilingual preschoolers preferred to be friends with native-accented speakers over speakers who spoke their dominant language with an unfamiliar foreign accent. This result suggests that both monolingual and bilingual children have strong preferences for in-group members who use a familiar language variety, and that bilingualism does not lead to generalized social flexibility.

Bilingual and monolingual children prefer native-accented speakers.

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Souza, André L; Byers-Heinlein, Krista; Poulin-Dubois, Diane

2013-01-01

Adults and young children prefer to affiliate with some individuals rather than others. Studies have shown that monolingual children show in-group biases for individuals who speak their native language without a foreign accent (Kinzler et al., 2007). Some studies have suggested that bilingual children are less influenced than monolinguals by language variety when attributing personality traits to different speakers (Anisfeld and Lambert, 1964), which could indicate that bilinguals have fewer in-group biases and perhaps greater social flexibility. However, no previous studies have compared monolingual and bilingual children's reactions to speakers with unfamiliar foreign accents. In the present study, we investigated the social preferences of 5-year-old English and French monolinguals and English-French bilinguals. Contrary to our predictions, both monolingual and bilingual preschoolers preferred to be friends with native-accented speakers over speakers who spoke their dominant language with an unfamiliar foreign accent. This result suggests that both monolingual and bilingual children have strong preferences for in-group members who use a familiar language variety, and that bilingualism does not lead to generalized social flexibility.

How bilingualism shapes the functional architecture of the brain: A study on executive control in early bilinguals and monolinguals.

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Costumero, Víctor; Rodríguez-Pujadas, Aina; Fuentes-Claramonte, Paola; Ávila, César

2015-12-01

The existence of a behavioral advantage of bilinguals over monolinguals during executive tasks is controversial. A new approach to this issue is to investigate the effect of bilingualism on neural control when performing these tasks as a window to understand when behavioral differences are produced. Here, we tested if early bilinguals use more language-related networks than monolinguals while performing a go/no-go task that includes infrequent no-go and go trials. The RTs and accuracy in both groups did not differ. An independent component analyses (ICA) revealed, however, that bilinguals used the left fronto-parietal network and the salience network more than monolinguals while processing go infrequent cues and no-go cues, respectively. It was noteworthy that the modulation of these networks had opposite correlates with performance in bilinguals and monolinguals, which suggests that between-group differences were more qualitative than quantitative. Our results suggest that bilinguals may differently develop the involvement of the executive control networks that comprise the left inferior frontal gyrus during cognitive control tasks than monolinguals. © 2015 Wiley Periodicals, Inc.

The long-term effects of bilingualism on children of immigration: student bilingualism and future earnings

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Agirdag, O.

2014-01-01

In this study, we examine the largely neglected long-term effects of bilingualism for students with roots in immigration. Our central research question is whether students' bilingual proficiencies have an impact on their future earnings in the USA. For this purpose, we used two different data-sets,

Juegos - Cuentos - Cantos - Y - Rimas. Programa Piloto de Entrenamiento Para El Asociado Bilinque y Bicultural En El Desarrollo del Nino: Guia XII [Games - Stories - Songs -And - Rhymes. Pilot Program for the Training of Bilingual and Bicultural Teachers for the Cognitive Development of the Child: Guide XII].

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de Celis, Margarita

This Child Development Associate (CDA) training module, the twelfth in a series of 16, is designed for preschool teachers and paraprofessional trainees and contains (in four separate sections) games, stories, songs and rhymes in Spanish that can be used in a bilingual, multicultural classroom setting. The module, written in Spanish, offers…

Neuroanatomical profiles of bilingual children.

Science.gov (United States)

Archila-Suerte, Pilar; Woods, Elizabeth A; Chiarello, Christine; Hernandez, Arturo E

2018-02-26

The goal of the present study was to examine differences in cortical thickness, cortical surface area, and subcortical volume between bilingual children who are highly proficient in two languages (i.e., English and Spanish) and bilingual children who are mainly proficient in one of the languages (i.e., Spanish). All children (N = 49) learned Spanish as a native language (L1) at home and English as a second language (L2) at school. Proficiency of both languages was assessed using the standardized Woodcock Language Proficiency Battery. Five-minute high-resolution anatomical scans were acquired with a 3-Tesla scanner. The degree of discrepancy between L1 and L2 proficiency was used to classify the children into two groups: children with balanced proficiency and children with unbalanced proficiency. The groups were comparable on language history, parental education, and other variables except English proficiency. Values of cortical thickness and surface area of the transverse STG, IFG-pars opercularis, and MFG, as well as subcortical volume of the caudate and putamen, were extracted from FreeSurfer. Results showed that children with balanced bilingualism had thinner cortices of the left STG, left IFG, left MFG and a larger bilateral putamen, whereas unbalanced bilinguals showed thicker cortices of the same regions and a smaller putamen. Additionally, unbalanced bilinguals with stronger foreign accents in the L2 showed reduced surface areas of the MFG and STS bilaterally. The results suggest that balanced/unbalanced bilingualism is reflected in different neuroanatomical characteristics that arise from biological and/or environmental factors. Published 2018. This article is a U.S. Government work and is in the public domain in the USA.

Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies

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Adnan Baki

2009-11-01

Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers‟ competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; YeĢilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özpınar, 2009. As the common result of these studies indicate that teachers‟ interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of

The Effect of Three Levels of Inquiry on the Improvement of Science Concept Understanding of Elementary School Teacher Candidates

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Artayasa, I. Putu; Susilo, Herawati; Lestari, Umie; Indriwati, Sri Endah

2018-01-01

This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design.…

Assessing multilingual children: disentangling bilingualism from language impairment

NARCIS (Netherlands)

Armon-Lotem, S.; de Jong, J.; Meir, N.

2015-01-01

This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of Specific Language Impairment (SLI), making use of both models of bilingualism and models of language impairment.

A longitudinal study of memory advantages in bilinguals.

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Jessica K Ljungberg

Full Text Available Typically, studies of cognitive advantages in bilinguals have been conducted previously by using executive and inhibitory tasks (e.g. Simon task and applying cross-sectional designs. This study longitudinally investigated bilingual advantages on episodic memory recall, verbal letter and categorical fluency during the trajectory of life. Monolingual and bilingual participants (n=178 between 35-70 years at baseline were drawn from the Betula Prospective Cohort Study of aging, memory, and health. Results showed that bilinguals outperformed monolinguals at the first testing session and across time both in episodic memory recall and in letter fluency. No interaction with age was found indicating that the rate of change across ages was similar for bilinguals and monolinguals. As predicted and in line with studies applying cross-sectional designs, no advantages associated with bilingualism were found in the categorical fluency task. The results are discussed in the light of successful aging.

Input and language development in bilingually developing children.

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Hoff, Erika; Core, Cynthia

2013-11-01

Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Bilingual experience and executive functioning in young children.

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Carlson, Stephanie M; Meltzoff, Andrew N

2008-03-01

Advanced inhibitory control skills have been found in bilingual speakers as compared to monolingual controls (Bialystok, 1999). We examined whether this effect is generalized to an unstudied language group (Spanish-English bilingual) and multiple measures of executive function by administering a battery of tasks to 50 kindergarten children drawn from three language groups: native bilinguals, monolinguals (English), and English speakers enrolled in second-language immersion kindergarten. Despite having significantly lower verbal scores and parent education/income level, Spanish-English bilingual children's raw scores did not differ from their peers. After statistically controlling for these factors and age, native bilingual children performed significantly better on the executive function battery than both other groups. Importantly, the relative advantage was significant for tasks that appear to call for managing conflicting attentional demands (Conflict tasks); there was no advantage on impulse-control (Delay tasks). These results advance our understanding of both the generalizability and specificity of the compensatory effects of bilingual experience for children's cognitive development.

The concept of a bilingual dictionary

DEFF Research Database (Denmark)

Tarp, Sven

2005-01-01

The term bilingual dictionary is widely used, not only by librarians and dictionary users en general but also by professional lexicographers dedicated to the theory and practice of dictionary making. For this reason it should be expected that there were a common and well-established definition...... of the concept of a bilingual dictionary. It is evident that most people has an intuitive idea of what is meant by «bilingual dictionary». But science-based lexicographic theory - at least if it wants to be considered as such - must go beyond intuition and furnish precise definitions of the concepts used...... chapters, various definitions will be discussed and related to dictionary practice and, subsequently, the very concept of a bilingual dictionary will be examined in the light of a dictionary typology based upon the modern theory of lexicographic functions....

Bilingualism and Cognition: Informing Research, Pedagogy, and Policy

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Garcia, Eugene E.; Nanez, Jose E., Sr.

2011-01-01

In the United States, approximately 7% to 10% of children are raised in bilingual households. Despite inherent advantages to bilingualism, some bilingual children experience a significant lag in academic success relative to other groups. Bridging the fields of cognitive psychology and education, this volume presents research-based knowledge on…

The effects of bilingualism on children's perception of speech sounds

NARCIS (Netherlands)

Brasileiro, I.

2009-01-01

The general topic addressed by this dissertation is that of bilingualism, and more specifically, the topic of bilingual acquisition of speech sounds. The central question in this study is the following: does bilingualism affect children’s perceptual development of speech sounds? The term bilingual

Immersive bilingualism reshapes the core of the brain.

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Pliatsikas, Christos; DeLuca, Vincent; Moschopoulou, Elisavet; Saddy, James Douglas

2017-05-01

Bilingualism has been shown to affect the structure of the brain, including cortical regions related to language. Less is known about subcortical structures, such as the basal ganglia, which underlie speech monitoring and language selection, processes that are crucial for bilinguals, as well as other linguistic functions, such as grammatical and phonological acquisition and processing. Simultaneous bilinguals have demonstrated significant reshaping of the basal ganglia and the thalamus compared to monolinguals. However, it is not clear whether these effects are due to learning of the second language (L2) at a very young age or simply due to continuous usage of two languages. Here, we show that bilingualism-induced subcortical effects are directly related to the amount of continuous L2 usage, or L2 immersion. We found significant subcortical reshaping in non-simultaneous (or sequential) bilinguals with extensive immersion in a bilingual environment, closely mirroring the recent findings in simultaneous bilinguals. Importantly, some of these effects were positively correlated to the amount of L2 immersion. Conversely, sequential bilinguals with comparable proficiency and age of acquisition (AoA) but limited immersion did not show similar effects. Our results provide structural evidence to suggestions that L2 acquisition continuously occurs in an immersive environment, and is expressed as dynamic reshaping of the core of the brain. These findings propose that second language learning in the brain is a dynamic procedure which depends on active and continuous L2 usage.

A Tale of Two Courses: Exploring Teacher Candidates' Translation of Science and Special Education Methods Instruction into Inclusive Science Practices

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Kahn, Sami; Pigman, Ryan; Ottley, Jennifer

2017-01-01

Early childhood educators teach science to all students, including students with disabilities. Strategies for accommodating students with disabilities in science, including familiarity with equitable frameworks such as Universal Design for Learning (UDL) are therefore a critical aspect of early childhood teacher candidates' pedagogical content…

Bilingualism as a kind of therapy?

NARCIS (Netherlands)

Hulk, A.; Unsworth, S.

2010-01-01

In her very interesting Keynote Article, Johanne Paradis gives a clear overview of recent research at the interface of bilingual development and child language disorders, and highlights its theoretical and clinical implications. She raises the challenging question of "whether bilingualism can be

Main Trands and Prospects of Bilingual Education Development

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Y. Solntseva-Nakova

2015-02-01

Full Text Available The paper deals with the system of bilingual education, its development history, causes and effects of transformation of multi-ethnical education into polycultural one. The correlation between the bilingual and polycultural teaching is emphasized, its intensification resulting from the historical and socio-cultural background, as well as the global trends in philosophy, pedagogy and psychology. The author specifies the term of bilingual teaching; examines its various models emphasizing that their preferences depend on the particular socio-lingual backgrounds; demonstrates the relevance of bilingual teaching resulted from the general trend of economic, cultural and political integration. The advantages of bilingual education are enumerated: the access to information in various spheres and in a broader scale, continuing educational growth and competitiveness in the European and world labor markets. 

Main Trands and Prospects of Bilingual Education Development

Directory of Open Access Journals (Sweden)

Y. Solntseva-Nakova

2012-01-01

Full Text Available The paper deals with the system of bilingual education, its development history, causes and effects of transformation of multi-ethnical education into polycultural one. The correlation between the bilingual and polycultural teaching is emphasized, its intensification resulting from the historical and socio-cultural background, as well as the global trends in philosophy, pedagogy and psychology. The author specifies the term of bilingual teaching; examines its various models emphasizing that their preferences depend on the particular socio-lingual backgrounds; demonstrates the relevance of bilingual teaching resulted from the general trend of economic, cultural and political integration. The advantages of bilingual education are enumerated: the access to information in various spheres and in a broader scale, continuing educational growth and competitiveness in the European and world labor markets. 

Does Bilingualism Delay the Development of Dementia?

OpenAIRE

Amy L Atkinson

2016-01-01

It has been suggested that bilingualism (where individuals speak two languages) may delay the development of dementia. However, much of the research is inconclusive. Some researchers have reported that bilingualism delays the onset and diagnosis of dementia, whilst other studies have found weak or even detrimental effects. This paper reviews a series of nine empirical studies, published up until March 2016, which investigated whether bilingualism significantly delays the onset of dementia. Th...

Preparing Net Gen pre-service teachers for digital native classrooms

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Valentin Ekiaka Nzai

2014-09-01

Full Text Available This paper explored Net Gen Bilingual pre-service teachers’ perspectives future digital native classrooms based on the National Education Technology Plan (2010 postulates. Participants were Seven Net Gen bilingual future teachers enrolled at a semester – long laboratory of practices project for Literacy Development for English Language Learners. Data were collected using Ginsburg’s (1989 narrative strategy, which consisted of analyzing information from participants’ life stories produced during two audiotaped focus group conversations. Findings showed that pre-service teachers had positive perceptions and beliefs toward the laboratory of practices built upon the experimental cyberlearning workstation frame designed by the authors. The hands-on experiences helped them enhance their digital native-like citizenship in order to meet future students’ individual abilities and learning styles, and stimulate teaching with digital technologies. Some recommendations and limitations are also addressed.

Building Scaffolds in the Field: The Benefits and Challenges of Teacher Candidate Peer Mentorship

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Arlene Grierson

2011-05-01

Full Text Available This paper details the perspectives of teacher candidates who participated in a paired practicum peer mentorship program. A total of 227 dyads of novice first year and mentor second or third year concurrent education students took part in a program that was developed with the intent of providing scaffolding through opportunities to engage in reciprocal learning. Of the 454 potential study participants, 166 elected to complete anonymous electronic post-program surveys documenting their perceptions of the benefits and challenges of this field experience model. Findings indicated that the majority perceived the practicum peer mentorship program to provide increased support through reciprocal learning and collegial collaboration, which enhanced their confidence and professional growth. Challenges included adjusting to the paradigm shift of paired practicum experiences, which necessitates deviating from perceptions of teaching as independent practice and developing contextual supports in collaboration with school board partners. The findings and implications may provide direction for teacher educators seeking to implement paired practicum experiences in attempts to scaffold candidates’ growth and promote their enculturation into collaborative communities of professional practice.

A CLOSE LOOK AT BILINGUALISM RESEARCH IN ASIA

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Evynurul Laily Zen

2017-09-01

Full Text Available Asia is a ‘homeland’ for bilingualism research in regards to its diversity. It is considered as a vivid research site where there is significant growth of academic areas of exploration. Yet, there are very few scientific attempts to map bilingualism research in an Asian context so far. Thus, I bring the idea of mapping previous works through this literature study by specifically scrutinizing (a bilingualism research in Southeast Asia, (b bilingualism research in other parts of Asia, and (c lessons to learn as a stepping stone to define the future of Indonesian bilingualism. The general data mapping I have explored includes Southeast Asian countries (Malaysia, Singapore, Indonesia, Thailand, and Vietnam and other parts of Asia (China, India, Israel, and Kazakhstan. The findings from the 33 previous works can be considered as empirical evidence that I will use to portray the research trends in Asia’s bilingualism. The trends show that 19 (55% works have approached bilingual data from sociolinguistics perspective, whereas the other 14 (45% have framed their analysis under psycholinguistic approach. Based on the methodological concerns from these works, I propose two major areas of exploration: Family Language Policy (FLP and trilingual acquisition. FLP in Indonesian is a promising ground, as it brings together issues in language maintenance and shift that instigate a wider aspect of investigation; these aspects include bilingual language dominance, cross language influence, and so forth. Trilingual acquisition, the situation most Indonesian children are growing with, has a potentially significant impact on education, especially where a language curriculum is carefully planned and implemented. In conclusion, this mapping will hopefully shed a light on how bilingualism has academically been very appealing and will continue to fascinate more researchers.

Novel word retention in bilingual and monolingual speakers.

Science.gov (United States)

Kan, Pui Fong; Sadagopan, Neeraja

2014-01-01

The goal of this research was to examine word retention in bilinguals and monolinguals. Long-term word retention is an essential part of vocabulary learning. Previous studies have documented that bilinguals outperform monolinguals in terms of retrieving newly-exposed words. Yet, little is known about whether or to what extent bilinguals are different from monolinguals in word retention. Participants were 30 English-speaking monolingual adults and 30 bilingual adults who speak Spanish as a home language and learned English as a second language during childhood. In a previous study (Kan et al., 2014), the participants were exposed to the target novel words in English, Spanish, and Cantonese. In this current study, word retention was measured a week after the fast mapping task. No exposures were given during the one-week interval. Results showed that bilinguals and monolinguals retain a similar number of words. However, participants produced more words in English than in either Spanish or Cantonese. Correlation analyses revealed that language knowledge plays a role in the relationships between fast mapping and word retention. Specifically, within- and across-language relationships between bilinguals' fast mapping and word retention were found in Spanish and English, by contrast, within-language relationships between monolinguals' fast mapping and word retention were found in English and across-language relationships between their fast mapping and word retention performance in English and Cantonese. Similarly, bilinguals differed from monolinguals in the relationships among the word retention scores in three languages. Significant correlations were found among bilinguals' retention scores. However, no such correlations were found among monolinguals' retention scores. The overall findings suggest that bilinguals' language experience and language knowledge most likely contribute to how they learn and retain new words.

Influence of Bilinguism on Socio-Cognitive Personality Development

Directory of Open Access Journals (Sweden)

I. V. Sokolova

2012-01-01

Full Text Available The paper gives an overeview of foreign studies devoted to bilinguism and its influence on socio-cognitive personality development. Experimental research conducted in the recent years has broken the myth of negative influence of childhood bilinguism. Moreover, based on the comparative analysis, the present research shows the advantages of children and adults grown up in the bilingual environment. Their advantages compared with the monolingual peers include the well-developed meta-lingual abilities and executive functions - executive control, attention, planning, concentration, rejection of inessential information - necessary for fulfilling verbal tasks and activity control. The paper emphasizes the influence of bilinguism on cognitive decentration, ability to learn foreign languages and develop higher social sensitivity regarding both verbal and non-verbal communication (i.e. interpretation of mimics, gestures, intonations, and more adequate reaction to communicative behavior of surrounding people.The author concludes that bilinguism stimulates creativity, facilitates divergent thinking necessary for observing a variety of possible solutions and creative ideas development. Bilingual skills broaden children’s mental horizons leaving them more prepared for adult life compared to their monolingual peers. 

Bilingualism provides a neural reserve for aging populations.

Science.gov (United States)

Abutalebi, Jubin; Guidi, Lucia; Borsa, Virginia; Canini, Matteo; Della Rosa, Pasquale A; Parris, Ben A; Weekes, Brendan S

2015-03-01

It has been postulated that bilingualism may act as a cognitive reserve and recent behavioral evidence shows that bilinguals are diagnosed with dementia about 4-5 years later compared to monolinguals. In the present study, we investigated the neural basis of these putative protective effects in a group of aging bilinguals as compared to a matched monolingual control group. For this purpose, participants completed the Erikson Flanker task and their performance was correlated to gray matter (GM) volume in order to investigate if cognitive performance predicts GM volume specifically in areas affected by aging. We performed an ex-Gaussian analysis on the resulting RTs and report that aging bilinguals performed better than aging monolinguals on the Flanker task. Bilingualism was overall associated with increased GM in the ACC. Likewise, aging induced effects upon performance correlated only for monolinguals to decreased gray matter in the DLPFC. Taken together, these neural regions might underlie the benefits of bilingualism and act as a neural reserve that protects against the cognitive decline that occurs during aging. Copyright © 2015 Elsevier Ltd. All rights reserved.

The influence of bilingualism on statistical word learning.

Science.gov (United States)

Poepsel, Timothy J; Weiss, Daniel J

2016-07-01

Statistical learning is a fundamental component of language acquisition, yet to date, relatively few studies have examined whether these abilities differ in bilinguals. In the present study, we examine this issue by comparing English monolinguals with Chinese-English and English-Spanish bilinguals in a cross-situational statistical learning (CSSL) task. In Experiment 1, we assessed the ability of both monolinguals and bilinguals on a basic CSSL task that contained only one-to-one mappings. In Experiment 2, learners were asked to form both one-to-one and two-to-one mappings, and were tested at three points during familiarization. Overall, monolinguals and bilinguals did not differ in their learning of one-to-one mappings. However, bilinguals more quickly acquired two-to-one mappings, while also exhibiting greater proficiency than monolinguals. We conclude that the fundamental SL mechanism may not be affected by language experience, in accord with previous studies. However, when the input contains greater variability, bilinguals may be more prone to detecting the presence of multiple structures. Copyright © 2016 Elsevier B.V. All rights reserved.

Interference Control In Elderly Bilinguals: Appearances Can Be Misleading.

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Ansaldo, Ana Inés; Ghazi-Saidi, Ladan; Adrover-Roig, Daniel

2015-01-01

Bilingualism has been associated with successful aging. In particular, research on the cognitive advantages of bilingualism suggests that it can enhance control over interference and help delay the onset of dementia signs. However, the evidence on the so-called cognitive advantage is not unanimous; furthermore, little is known about the neural basis of this supposed cognitive advantage in bilingual as opposed to monolingual elderly populations. In this study, elderly bilingual and monolingual participants performed a visuospatial interference control task during functional magnetic resonance imaging (fMRI) scanning. Response times and accuracy rates were calculated for congruent and incongruent conditions of the Simon task, and the neurofunctional correlates of performance on the Simon task were examined. The results showed equivalent performance on the Simon task across groups but different underlying neural substrates in the two groups. With incongruent trials, monolinguals activated the right middle frontal gyrus, whereas bilinguals relied upon the left inferior parietal lobule. These results show that elderly bilinguals and monolinguals have equivalent interference control abilities, but relay on different neural substrates. Thus, while monolinguals show a classical PASA (posterior-anterior shift in aging) effect, recruiting frontal areas, bilinguals activate visuospatial processing alone and thus do not show this posterior-anterior shift. Moreover, a modulation of frontal activity with task-dynamic control of interference, observed in the elderly bilingual group alone, suggests that elderly bilinguals deal with interference control without recruiting a circuit that is particularly vulnerable to aging.

Beneficial effect of bilingualism on Alzheimer's disease CSF biomarkers and cognition.

Science.gov (United States)

Estanga, Ainara; Ecay-Torres, Mirian; Ibañez, Almudena; Izagirre, Andrea; Villanua, Jorge; Garcia-Sebastian, Maite; Iglesias Gaspar, M Teresa; Otaegui-Arrazola, Ane; Iriondo, Ane; Clerigue, Monserrat; Martinez-Lage, Pablo

2017-02-01

Bilingualism as a component of cognitive reserve has been claimed to delay the onset of Alzheimer's disease (AD). However, its effect on cerebrospinal fluid (CSF) AD-biomarkers has not been investigated. We assessed cognitive performance and CSF AD-biomarkers, and potential moderation effect of bilingualism on the association between age, CSF AD-biomarkers, and cognition. Cognitively healthy middle-aged participants classified as monolinguals (n = 100, n CSF  = 59), early (n = 81, n CSF  = 55) and late bilinguals (n = 97, n CSF  = 52) were evaluated. Models adjusted for confounders showed that bilinguals performed better than monolinguals on digits backwards (early-bilinguals p = 0.003), Judgment of Line Orientation (JLO) (early-bilinguals p = 0.018; late-bilinguals p = 0.004), and Trail Making Test-B (late-bilinguals p = 0.047). Early bilingualism was associated with lower CSF total-tau (p = 0.019) and lower prevalence of preclinical AD (NIA-AA classification) (p = 0.02). Bilingualism showed a moderation effect on the relationship between age and CSF AD-biomarkers and the relationship between age and executive function. We conclude that bilingualism contributes to cognitive reserve enhancing executive and visual-spatial functions. For the first time, this study reveals that early bilingualism is associated with more favorable CSF AD-biomarker profile. Copyright © 2016 Elsevier Inc. All rights reserved.

The effects of bilingual growth on toddlers' executive function.

Science.gov (United States)

Crivello, Cristina; Kuzyk, Olivia; Rodrigues, Monyka; Friend, Margaret; Zesiger, Pascal; Poulin-Dubois, Diane

2016-01-01

The mastery of two languages provides bilingual speakers with cognitive benefits over monolinguals, particularly on cognitive flexibility and selective attention. However, extant research is limited to comparisons between monolinguals and bilinguals at a single point in time. This study investigated whether growth in bilingual proficiency, as shown by an increased number of translation equivalents (TEs) over a 7-month period, improves executive function. We hypothesized that bilingual toddlers with a larger increase of TEs would have more practice in switching across lexical systems, boosting executive function abilities. Expressive vocabulary and TEs were assessed at 24 and 31 months of age. A battery of tasks, including conflict, delay, and working memory tasks, was administered at 31 months. As expected, we observed a task-specific advantage in inhibitory control in bilinguals. More important, within the bilingual group, larger increases in the number of TEs predicted better performance on conflict tasks but not on delay tasks. This unique longitudinal design confirms the relation between executive function and early bilingualism. Copyright © 2015 Elsevier Inc. All rights reserved.

An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training and Classroom Integration

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Groce, Robin D.

2004-01-01

The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously collecting and analyzing data. Storytelling was found to be a valuable tool…

Bilingualism, dementia, cognitive and neural reserve.

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Perani, Daniela; Abutalebi, Jubin

2015-12-01

We discuss the role of bilingualism as a source of cognitive reserve and we propose the putative neural mechanisms through which lifelong bilingualism leads to a neural reserve that delays the onset of dementia. Recent findings highlight that the use of more than one language affects the human brain in terms of anatomo-structural changes. It is noteworthy that recent evidence from different places and cultures throughout the world points to a significant delay of dementia onset in bilingual/multilingual individuals. This delay has been reported not only for Alzheimer's dementia and its prodromal mild cognitive impairment phase, but also for other dementias such as vascular and fronto-temporal dementia, and was found to be independent of literacy, education and immigrant status. Lifelong bilingualism represents a powerful cognitive reserve delaying the onset of dementia by approximately 4 years. As to the causal mechanism, because speaking more than one language heavily relies upon executive control and attention, brain systems handling these functions are more developed in bilinguals resulting in increases of gray and white matter densities that may help protect from dementia onset. These neurocognitive benefits are even more prominent when second language proficiency and exposure are kept high throughout life.

A Case for Multidimensional Bilingual Assessment

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Sanchez, Serafin V.; Rodriguez, Billie Jo; Soto-Huerta, Mary Esther; Villarreal, Felicia Castro; Guerra, Norma Susan; Flores, Belinda Bustos

2013-01-01

Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…

Performance on Auditory and Visual Tasks of Inhibition in English Monolingual and Spanish-English Bilingual Adults: Do Bilinguals Have a Cognitive Advantage?

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Desjardins, Jamie L.; Fernandez, Francisco

2018-01-01

Purpose: Bilingual individuals have been shown to be more proficient on visual tasks of inhibition compared with their monolingual counterparts. However, the bilingual advantage has not been evidenced in all studies, and very little is known regarding how bilingualism influences inhibitory control in the perception of auditory information. The…

Enhanced music sensitivity in 9-month-old bilingual infants

NARCIS (Netherlands)

Liu, L.; Kager, R.W.J.

This study explores the influence of bilingualism on the cognitive processing of language and music. Specifically, we investigate how infants learning a non-tone language perceive linguistic and musical pitch and how bilingualism affects cross-domain pitch perception. Dutch monolingual and bilingual

Becoming Bilingual: A View Towards Communicative Competence

Directory of Open Access Journals (Sweden)

Lilla Musyahda

2003-01-01

Full Text Available The phenomenon of foreign language mastery shall always be the main issue in the pedagogy since it has numerous advantages in human life, especially in terms of economic value. The definition of bilingualism is connected with the speaking of two languages or expression in two languages and it can be used to describe societies or individuals (Lyon, 1995. The way that a bilingual adapts to a certain condition leads to a certain phenomenon, which is quite interesting to analyze. The texture of the bilingual's creativity is essentially the result of the process of translation and transcreation, and insightful approaches to stylistics-its theory and methodology must be take into consideration. When people speak more than one languages, they may have different levels of proficiency in each of the languages, and use them for very different social purposes and in different situations. The languages that a bilingual speaks affect each other in various ways, so much that there is a regular study of what happens when one language comes into contact with another. In educational setting, it is important to know how a bilingual's first language may affect the function of other languages. The paper will discuss the phenomenon of bilingual and the implication towards communicative competence which would consists, minimally, of four areas of knowledge and skills; grammatical competence, sociolinguistic competence, discourse competence and strategic competence.

Becoming Bilingual: A View Towards Communicative Competence

Directory of Open Access Journals (Sweden)

Lilla Musyanda

2002-01-01

Full Text Available Abstract: The phenomenon of foreign language mastery shall always be the main issue in the pedagogy since it has numerous advantages in human life, especially in terms of economic value. The definition of bilingualism is connected with the speaking of two languages or expression in two languages and it can be used to describe societies or individuals (Lyon, 1995. The way that a bilingual adapts to a certain condition leads to a certain phenomenon, which is quite interesting to analyze. The texture of the bilingual's creativity is essentially the result of the process of translation and transcreation, and insightful approaches to stylistics-its theory and methodology must be take into consideration. When people speak more than one languages, they may have different levels of proficiency in each of the languages, and use them for very different social purposes and in different situations. The languages that a bilingual speaks affect each other in various ways, so much that there is a regular study of what happens when one language comes into contact with another. In educational setting, it is important to know how a bilingual's first language may affect the function of other languages. The paper will discuss the phenomenon of bilingual and the implication towards communicative competence which would consists, minimally, of four areas of knowledge and skills; grammatical competence, sociolinguistic competence, discourse competence and strategic competence.

Bilingualism and age are continuous variables that influence executive function.

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Incera, Sara; McLennan, Conor T

2018-05-01

We analyzed the effects of bilingualism and age on executive function. We examined these variables along a continuum, as opposed to dichotomizing them. We investigated the impact that bilingualism and age have on two measures of executive control (Stroop and Flanker). The mouse-tracking paradigm allowed us to examine the continuous dynamics of the responses as participants completed each trial. First, we found that the Stroop effect was reduced with younger age and higher levels of bilingualism; however, no Bilingualism by Age interaction emerged. Second, after controlling for baseline, the Flanker effect was not influenced by bilingualism or age. These results support the notion that bilingualism is one way of enhancing some aspects of executive function - specifically those related to the Stroop task - across the adult life span. In sum, different levels of bilingualism, and different ages, result in varying degrees of executive function as measured by the Stroop task.

Semantic Convergence in the Bilingual Lexicon

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Ameel, Eef; Malt, Barbara C.; Storms, Gert; Van Assche, Fons

2009-01-01

Bilinguals' lexical mappings for their two languages have been found to converge toward a common naming pattern. The present paper investigates in more detail how semantic convergence is manifested in bilingual lexical knowledge. We examined how semantic convergence affects the centers and boundaries of lexical categories for common household…

Bilingual Enhancements Have No Socioeconomic Boundaries

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Krizman, Jennifer; Skoe, Erika; Kraus, Nina

2016-01-01

To understand how socioeconomic status (SES) and bilingualism simultaneously operate on cognitive and sensory function, we examined executive control, language skills, and neural processing of sound in adolescents who differed in language experience (i.e. English monolingual or Spanish-English bilingual) and level of maternal education (a proxy…

Bilingual education as a way to decolonization

OpenAIRE

Cocco, Elisa; Prip, Kasper; Arenas, Marisol; Todorova, Natalyia; Pedersen, Stefan

2014-01-01

This paper concerns the link between a post-colonial nation and a bilingual education and more specifically how bilingual education methods can be used as a means towards decolonization and a decolonized identity . The scope of our work is purposely focused on Peru in order to solve our problem formulation, which sounds: ‘‘Is it possible to create a conscious decolonized identity through a bilingual education program?’’ Comparative analyses of different relevant non-fiction literature as well...

Culturally Responsive Pedagogy for Teachers of Color

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Gist, Conra D.

2017-01-01

This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator's and teacher candidates' of color teaching and learning experiences in a…

RITES: Online (Reaching In-service Teachers with Earth Sciences Online)

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Baptiste, H.

2003-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believed that the power of technology could not be effectively utilized unless it was grounded in new models of teaching and learning based on a student centered and project based curriculum, that increased opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believed the aforementioned ideas and points to be equally true for the teacher candidates and inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses were delivered by distance learning via the university WebCt distance education system to teacher candidates (preservice teachers) and inservice teachers. Teacher candidates and inservice teachers were encouraged to use technology when involving their students in science inquiry activities and to record their students' involvement in science activities with digital cameras. Teacher candidates and inservice teachers involve in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight teacher candidates and inservice teachers in the roles of designer, researcher, and collaborator. Examples of student works will also be a part of the Power point presentation. As a result of our courses our teachers have attained the following positive outcomes: 1) Teacher candidates and

Cognitive advantages of bilingual children in different sociolinguistic contexts

NARCIS (Netherlands)

Blom, E.; Boerma, T.; Bosma, E.; Cornips, L.M.E.A.; Everaert, E.

2017-01-01

Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6–7 years, with a monolingual control

Working with Bilingual Learners: An Introduction

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Willenberg, Ingrid

2015-01-01

This article seeks to provide a theoretical overview of bilingualism and discuss the key concepts and theories that inform classroom pedagogy with bilingual learners. Although some specific classroom strategies are introduced, the primary purpose is not to offer strategies, but rather to offer guiding principles based on theory and research to…

Factor analysis for instruments of science learning motivation and its implementation for the chemistry and biology teacher candidates

Science.gov (United States)

Prasetya, A. T.; Ridlo, S.

2018-03-01

The purpose of this study is to test the learning motivation of science instruments and compare the learning motivation of science from chemistry and biology teacher candidates. Kuesioner Motivasi Sains (KMS) in Indonesian adoption of the Science Motivation Questionnaire II (SMQ II) consisting of 25 items with a 5-point Likert scale. The number of respondents for the Exploratory Factor Analysis (EFA) test was 312. The Kaiser-Meyer-Olkin (KMO), determinant, Bartlett’s Sphericity, Measures of Sampling Adequacy (MSA) tests against KMS using SPSS 20.0, and Lisrel 8.51 software indicate eligible indications. However testing of Communalities obtained results that there are 4 items not qualified, so the item is discarded. The second test, all parameters of eligibility and has a magnitude of Root Mean Square Error of Approximation (RMSEA), P-Value for the Test of Close Fit (RMSEA <0.05), Goodness of Fit Index (GFI) was good. The new KMS with 21 valid items and composite reliability of 0.9329 can be used to test the level of learning motivation of science which includes Intrinsic Motivation, Sefl-Efficacy, Self-Determination, Grade Motivation and Career Motivation for students who master the Indonesian language. KMS trials of chemistry and biology teacher candidates obtained no significant difference in the learning motivation between the two groups.

The Impact of M-Learning Activities on the IT Success and M-Learning Capabilities of the Special Education Teacher Candidates

Science.gov (United States)

Soykan, Emrah; Ozdamli, Fezile

2016-01-01

The advantages of using mobile devices and cloud computing services in education are accepted by many researchers. Also, in educating students who are in need of special education, the use of cloud computing services is inevitable. So, this case requires teacher candidates who are planning to teach in those special education centers to be able to…

Lifelong bilingualism maintains neural efficiency for cognitive control in aging.

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Gold, Brian T; Kim, Chobok; Johnson, Nathan F; Kryscio, Richard J; Smith, Charles D

2013-01-09

Recent behavioral data have shown that lifelong bilingualism can maintain youthful cognitive control abilities in aging. Here, we provide the first direct evidence of a neural basis for the bilingual cognitive control boost in aging. Two experiments were conducted, using a perceptual task-switching paradigm, including a total of 110 participants. In Experiment 1, older adult bilinguals showed better perceptual switching performance than their monolingual peers. In Experiment 2, younger and older adult monolinguals and bilinguals completed the same perceptual task-switching experiment while functional magnetic resonance imaging (fMRI) was performed. Typical age-related performance reductions and fMRI activation increases were observed. However, like younger adults, bilingual older adults outperformed their monolingual peers while displaying decreased activation in left lateral frontal cortex and cingulate cortex. Critically, this attenuation of age-related over-recruitment associated with bilingualism was directly correlated with better task-switching performance. In addition, the lower blood oxygenation level-dependent response in frontal regions accounted for 82% of the variance in the bilingual task-switching reaction time advantage. These results suggest that lifelong bilingualism offsets age-related declines in the neural efficiency for cognitive control processes.

Creating a Translanguaging Space for High School Emergent Bilinguals

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Li, Shuzhan; Luo, Wenjing

2017-01-01

Translanguaging is a rapidly developing concept in bilingual education. Working from the theoretical background of dynamic bilingualism, a translanguaging lens posits that bilingual learners draw on a holistic linguistic repertoire to make sense of the world and to communicate effectively with texts. What is relatively underdeveloped is the…

Cognitive Advantages and Disadvantages in Early and Late Bilinguals

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Pelham, Sabra D.; Abrams, Lise

2014-01-01

Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual "after"…

Language, Culture and Identity: A Sociolinguistic Study of Bilingual ...

African Journals Online (AJOL)

This paper explores the dynamics of bilingual speech in the Lagos Island speech community in Central Lagos. Against the background of the unique social motivations for bilingual behaviour in this cosmopolitan community, this study explores the various sociolinguistic acts utilized by the Yoruba-English bilinguals in the ...

Language preference and development of dementia among bilingual individuals.

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McMurtray, Aaron; Saito, Erin; Nakamoto, Beau

2009-10-01

In bilingual individuals, regression to a primary language may be associated with development of cognitive impairment and increased risk for development of dementia. This report describes two bilingual patients who presented with early symptoms of dementia after regression to their primary language. The results of this study may help clinicians identify aging bilingual patients who are beginning to develop cognitive impairment or dementia and suggest that further studies on the long term cognitive effects of bilingualism and interactions with the aging process are indicated.

RELATION OF DEAF PERSONS TOWARDS BILINGUALISM AS COMMUNICATION MODE

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Naim Salkić

2013-02-01

Full Text Available Bilingualism of a deaf child implies concurrent cognition and usage of sign language, as community language and oral-voice language as language of greater community in which deaf persons live. Today, most authors consider that deaf persons should know both of these languages and that deaf persons need to be educated in both languages, because of their general communication and complete psycho-social development. Through research on sample of 80 deaf examinees, we affirmed the kind of relation that deaf persons have towards bilingualism, bilingual way of education and communication. The research results have shown that bilingualism and bilingual way of education and communication is acceptable to deaf persons and that there is no statistically significant difference between the sub-samples of examinees.

An Interaction Between the Effects of Bilingualism and Cross-linguistic Similarity in Balanced and Unbalanced Bilingual Adults' L2 Mandarin Word-Reading Production.

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Hsu, Hsiu-Ling

2017-08-01

We conducted three experiments investigating in more detail the interaction between the two effects of bilingualism and L1-L2 similarity in the speech performance of balanced and unbalanced bilinguals. In Experiment 1, L1 Mandarin monolinguals and two groups of Hakka and Minnan balanced bilinguals (Hakka: more similar to Mandarin) performed a non-contextual single-character reading task in Mandarin, which required more inhibitory control. The two bilingual groups outperformed the monolinguals, regardless of their L1 background. However, the bilingual advantage was not found in a contextual multi-word task (Experiment 2), but instead the effect of cross-linguistic similarity emerged. Furthermore, in Experiment 3, the Hakka unbalanced bilinguals showed an advantage in the non-contextual task, while their Minnan counterparts did not, and the impact of L1-L2 similarity emerged in both tasks. These results unveiled the way the two effects dynamically interplayed depending on the task contexts and the relative degrees of using L1 and L2.

Contribution of Bilingualism in Language Teaching

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Sipra, Muhammad Aslam

2013-01-01

This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students' communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design…

Cognitive control, cognitive reserve, and memory in the aging bilingual brain

OpenAIRE

Grant, Angela; Dennis, Nancy A.; Li, Ping

2014-01-01

In recent years bilingualism has been linked to both advantages in executive control and positive impacts on aging. Such positive cognitive effects of bilingualism have been attributed to the increased need for language control during bilingual processing and increased cognitive reserve, respectively. However, a mechanistic explanation of how bilingual experience contributes to cognitive reserve is still lacking. The current paper proposes a new focus on bilingual memory as an avenue to explo...

How age of bilingual exposure can change the neural systems for language in the developing brain: a functional near infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children.

Science.gov (United States)

Jasinska, K K; Petitto, L A

2013-10-01

Is the developing bilingual brain fundamentally similar to the monolingual brain (e.g., neural resources supporting language and cognition)? Or, does early-life bilingual language experience change the brain? If so, how does age of first bilingual exposure impact neural activation for language? We compared how typically-developing bilingual and monolingual children (ages 7-10) and adults recruit brain areas during sentence processing using functional Near Infrared Spectroscopy (fNIRS) brain imaging. Bilingual participants included early-exposed (bilingual exposure from birth) and later-exposed individuals (bilingual exposure between ages 4-6). Both bilingual children and adults showed greater neural activation in left-hemisphere classic language areas, and additionally, right-hemisphere homologues (Right Superior Temporal Gyrus, Right Inferior Frontal Gyrus). However, important differences were observed between early-exposed and later-exposed bilinguals in their earliest-exposed language. Early bilingual exposure imparts fundamental changes to classic language areas instead of alterations to brain regions governing higher cognitive executive functions. However, age of first bilingual exposure does matter. Later-exposed bilinguals showed greater recruitment of the prefrontal cortex relative to early-exposed bilinguals and monolinguals. The findings provide fascinating insight into the neural resources that facilitate bilingual language use and are discussed in terms of how early-life language experiences can modify the neural systems underlying human language processing. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

Bilingual First Language Acquisition: Exploring the Limits of the Language Faculty.

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Genesee, Fred

2001-01-01

Reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code mixing, grammatical constraints on child bilingual code mixing, and bilingual syntactic development. Examines implications from these domains for the understanding of the limits of the mental faculty to acquire language. (Author/VWL)

Using Bilingual Dictionaries.

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Thompson, Geoff

1987-01-01

Monolingual dictionaries have serious disadvantages in many language teaching situations; bilingual dictionaries are potentially more efficient and more motivating sources of information for language learners. (Author/CB)

Is bilingualism losing its advantage? A bibliometric approach.

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Sanchez-Azanza, Victor A; López-Penadés, Raúl; Buil-Legaz, Lucía; Aguilar-Mediavilla, Eva; Adrover-Roig, Daniel

2017-01-01

This study uses several bibliometric indices to explore the temporal course of publication trends regarding the bilingual advantage in executive control over a ten-year window. These indices include the number of published papers, numbers of citations, and the journal impact factor. According to the information available in their abstracts, studies were classified into one of four categories: supporting, ambiguous towards, not mentioning, or challenging the bilingual advantage. Results show that the number of papers challenging the bilingual advantage increased notably in 2014 and 2015. Both the average impact factor and the accumulated citations as of June 2016 were equivalent between categories. However, of the studies published in 2014, those that challenge the bilingual advantage accumulated more citations in June 2016 than those supporting it. Our findings offer evidence-based bibliometric information about the current state of the literature and suggest a change in publication trends regarding the literature on the bilingual advantage.

Language choice in bimodal bilingual development

Directory of Open Access Journals (Sweden)

Diane eLillo-Martin

2014-10-01

Full Text Available Bilingual children develop sensitivity to the language used by their interlocutors at an early age, reflected in differential use of each language by the child depending on their interlocutor. Factors such as discourse context and relative language dominance in the community may mediate the degree of language differentiation in preschool age children.Bimodal bilingual children, acquiring both a sign language and a spoken language, have an even more complex situation. Their Deaf parents vary considerably in access to the spoken language. Furthermore, in addition to code-mixing and code-switching, they use code-blending – expressions in both speech and sign simultaneously – an option uniquely available to bimodal bilinguals. Code-blending is analogous to code-switching sociolinguistically, but is also a way to communicate without suppressing one language. For adult bimodal bilinguals, complete suppression of the non-selected language is cognitively demanding. We expect that bimodal bilingual children also find suppression difficult, and use blending rather than suppression in some contexts. We also expect relative community language dominance to be a factor in children’s language choices.This study analyzes longitudinal spontaneous production data from four bimodal bilingual children and their Deaf and hearing interlocutors. Even at the earliest observations, the children produced more signed utterances with Deaf interlocutors and more speech with hearing interlocutors. However, while three of the four children produced >75% speech alone in speech target sessions, they produced <25% sign alone in sign target sessions. All four produced bimodal utterances in both, but more frequently in the sign sessions, potentially because they find suppression of the dominant language more difficult.Our results indicate that these children are sensitive to the language used by their interlocutors, while showing considerable influence from the dominant

How does the bilingual experience sculpt the brain?

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Costa, Albert; Sebastián-Gallés, Núria

2014-05-01

The ability to speak two languages often marvels monolinguals, although bilinguals report no difficulties in achieving this feat. Here, we examine how learning and using two languages affect language acquisition and processing as well as various aspects of cognition. We do so by addressing three main questions. First, how do infants who are exposed to two languages acquire them without apparent difficulty? Second, how does language processing differ between monolingual and bilingual adults? Last, what are the collateral effects of bilingualism on the executive control system across the lifespan? Research in all three areas has not only provided some fascinating insights into bilingualism but also revealed new issues related to brain plasticity and language learning.

Bilingualism--A Sanguine Step in ELT

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Anil, Beena

2014-01-01

Bilingualism can be used as a teaching aid in teaching and learning English language in an Indian classroom and to improve the language accuracy, fluency, and clarity of learners. Bilingualism can aid the teaching and learning process productively in the classroom. In India, most of the students consider English as a subject rather than a tool of…

Effects of bilingualism on white matter integrity in older adults.

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Anderson, John A E; Grundy, John G; De Frutos, Jaisalmer; Barker, Ryan M; Grady, Cheryl; Bialystok, Ellen

2018-02-15

Bilingualism can delay the onset of dementia symptoms and has thus been characterized as a mechanism for cognitive or brain reserve, although the origin of this reserve is unknown. Studies with young adults generally show that bilingualism is associated with a strengthening of white matter, but there is conflicting evidence for how bilingualism affects white matter in older age. Given that bilingualism has been shown to help stave off the symptoms of dementia by up to four years, it is crucial that we clarify the mechanism underlying this reserve. The current study uses diffusion tensor imaging (DTI) to compare monolinguals and bilinguals while carefully controlling for potential confounds (e.g., I.Q., MMSE, and demographic variables). We show that group differences in Fractional Anisotropy (FA) and Radial Diffusivity (RD) arise from multivariable interactions not adequately controlled for by sequential bivariate testing. After matching and statistically controlling for confounds, bilinguals still had greater axial diffusivity (AD) in the left superior longitudinal fasciculus than monolingual peers, supporting a neural reserve account for healthy older bilinguals. Copyright © 2017 Elsevier Inc. All rights reserved.

Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities

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Martínez-Álvarez, Patricia

2017-09-01

The field of bilingual special education is currently plagued with contradictions resulting in a serious underrepresentation of emergent bilinguals with learning disabilities in professional science fields. This underrepresentation is due in large part to the fact that educational systems around the world are inadequately prepared to address the educational needs of these children; this inadequacy is rooted in a lack of understanding of the linguistic and cultural factors impacting learning. Accepting such a premise and assuming that children learn in unexpected ways when instructional practices attend to culture and language, this study documents a place-based learning experience integrating geoscience and literacy in a fourth-grade dual language classroom. Data sources include transcribed audio-taped conversations from learning experience sessions and interviews that took place as six focus children, who had been identified as having specific learning disabilities, read published science texts (i.e. texts unaltered linguistically or conceptually to meet the needs of the readers). My analysis revealed that participants generated responses that were often unexpected if solely analyzed from those Western scientific perspectives traditionally valued in school contexts. However, these responses were also full of purposeful and rich understandings that revealed opportunities for expansive learning. Adopting a cultural historical activity theory perspective, instructional tools such as texts, visuals, and questions were found to act as mediators impacting the learning in both activity systems: (a) teacher- researcher learning from children, and (b) children learning from teachers. I conclude by suggesting that there is a need to understand students' ways of knowing to their full complexity, and to deliberately recognize teachers as learners, researchers, and means to expansive learning patterns that span beyond traditional learning boundaries.

The impact of bilingualism on working memory in pediatric epilepsy

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Veenstra, Amy L.; Riley, Jeffrey D.; Barrett, Lauren E.; Muhonen, Michael G.; Zupanc, Mary; Romain, Jonathan E.; Lin, Jack J.; Mucci, Grace

2016-01-01

Impairments in executive skills broadly span across multiple childhood epilepsy syndromes and can adversely affect quality of life. Bilingualism has been previously shown to correlate with enhanced executive functioning in healthy individuals. This study seeks to determine whether the bilingual advantage in executive functioning exists in the context of pediatric epilepsy. We retrospectively analyzed neuropsychological data in 52 children with epilepsy and compared executive function scores in monolingual versus bilingual children with epilepsy, while controlling for socioeconomic status and ethnicity. Bilingual children performed significantly better on the Working Memory scale than did monolingual children. There were no significant differences on the remaining executive function variables. The bilingual advantage appears to persist for working memory in children with epilepsy. These findings suggest that bilingualism is potentially a protective variable in the face of epilepsy-related working memory dysfunction. PMID:26720703

Cognitive flexibility in drawings of bilingual children.

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Adi-Japha, Esther; Berberich-Artzi, Jennie; Libnawi, Afaf

2010-01-01

A. Karmiloff-Smith's (1990) task of drawing a nonexistent object is considered to be a measure of cognitive flexibility. The notion of earlier emergence of cognitive flexibility in bilingual children motivated the current researchers to request 4- and 5-year-old English-Hebrew and Arabic-Hebrew bilingual children and their monolingual peers to draw a flower and a house that do not exist (N=80). Bilinguals exhibited a significantly higher rate of interrepresentational flexibility in their drawings (e.g., "a giraffe flower,"a chair-house," found in 28 of 54 drawings), whereas the level of complex intrarepresentational change was similar across groups. Interrepresentational drawings were previously reported only for children older than 7 years. The specific mechanisms by which bilinguals' language experience may lead to interrepresentational flexibility are discussed. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

Can bilingual two-year-olds code-switch?

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Lanza, E

1992-10-01

Sociolinguists have investigated language mixing as code-switching in the speech of bilingual children three years old and older. Language mixing by bilingual two-year-olds, however, has generally been interpreted in the child language literature as a sign of the child's lack of language differentiation. The present study applies perspectives from sociolinguistics to investigate the language mixing of a bilingual two-year-old acquiring Norwegian and English simultaneously in Norway. Monthly recordings of the child's spontaneous speech in interactions with her parents were made from the age of 2;0 to 2;7. An investigation into the formal aspects of the child's mixing and the context of the mixing reveals that she does differentiate her language use in contextually sensitive ways, hence that she can code-switch. This investigation stresses the need to examine more carefully the roles of dominance and context in the language mixing of young bilingual children.

THE OBSERVATION OF TEACHER CANDIDATE RELATED SCIENCE AND TECHNOLOGY TEACHER'S PROFICIENCY

OpenAIRE

BAHŞİ, Muammer; TURAN, Mehmet; YILAYAZ, Ömer

2009-01-01

In this study it is evaluated science and tecnology teacher's proficiency based on students insights of science and tecnology education students in education faculty. It was used Standarts for Teacher Proficiency which is prepared from Ministry of National Education. The research was conducted on 85 Science and Tecnology students (4th classes) studying at the education faculty of Firat University. Data from results of study was analysed by using SPSS.

Lithuanian speaking childrens' bilingualism. language situation and policy

OpenAIRE

Paškauskaitė, Ieva

2017-01-01

Lithuanian Speaking Childrens' Bilingualism. Language Situation and Policy The purpose of this study is to investigate the language situation of Lithuanian speaking children in Sweden and its causes. This study is specifically concerned with the subjects of bilingualism and family language policy: language strategies and methods. The concept of bilingualism is complex and can be defined in different ways, therefore this study is based on a table which was introduced by T. Skutnabb-Kangas in 1...

The impact of bilingualism on working memory in pediatric epilepsy.

Science.gov (United States)

Veenstra, Amy L; Riley, Jeffrey D; Barrett, Lauren E; Muhonen, Michael G; Zupanc, Mary; Romain, Jonathan E; Lin, Jack J; Mucci, Grace

2016-02-01

Impairments in executive skills broadly span across multiple childhood epilepsy syndromes and can adversely affect quality of life. Bilingualism has been previously shown to correlate with enhanced executive functioning in healthy individuals. This study sought to determine whether the bilingual advantage in executive functioning exists in the context of pediatric epilepsy. We retrospectively analyzed neuropsychological data in 52 children with epilepsy and compared executive function scores in monolingual versus bilingual children with epilepsy while controlling for socioeconomic status and ethnicity. Bilingual children performed significantly better on the Working Memory Index than did monolingual children. There were no significant differences on the remaining executive function variables. The bilingual advantage appears to persist for working memory in children with epilepsy. These findings suggest that bilingualism is potentially a protective variable in the face of epilepsy-related working memory dysfunction. Copyright © 2015 Elsevier Inc. All rights reserved.

L1 and L2 Picture Naming in Mandarin-English Bilinguals: A Test of Bilingual Dual Coding Theory

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Jared, Debra; Poh, Rebecca Pei Yun; Paivio, Allan

2013-01-01

This study examined the nature of bilinguals' conceptual representations and the links from these representations to words in L1 and L2. Specifically, we tested an assumption of the Bilingual Dual Coding Theory that conceptual representations include image representations, and that learning two languages in separate contexts can result in…

Enhanced music sensitivity in 9-month-old bilingual infants.

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Liu, Liquan; Kager, René

2017-02-01

This study explores the influence of bilingualism on the cognitive processing of language and music. Specifically, we investigate how infants learning a non-tone language perceive linguistic and musical pitch and how bilingualism affects cross-domain pitch perception. Dutch monolingual and bilingual infants of 8-9 months participated in the study. All infants had Dutch as one of the first languages. The other first languages, varying among bilingual families, were not tone or pitch accent languages. In two experiments, infants were tested on the discrimination of a lexical (N = 42) or a violin (N = 48) pitch contrast via a visual habituation paradigm. The two contrasts shared identical pitch contours but differed in timbre. Non-tone language learning infants did not discriminate the lexical contrast regardless of their ambient language environment. When perceiving the violin contrast, bilingual but not monolingual infants demonstrated robust discrimination. We attribute bilingual infants' heightened sensitivity in the musical domain to the enhanced acoustic sensitivity stemming from a bilingual environment. The distinct perceptual patterns between language and music and the influence of acoustic salience on perception suggest processing diversion and association in the first year of life. Results indicate that the perception of music may entail both shared neural network with language processing, and unique neural network that is distinct from other cognitive functions.

The bilingual brain: Flexibility and control in the human cortex

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Buchweitz, Augusto; Prat, Chantel

2013-12-01

The goal of the present review is to discuss recent cognitive neuroscientific findings concerning bilingualism. Three interrelated questions about the bilingual brain are addressed: How are multiple languages represented in the brain? how are languages controlled in the brain? and what are the real-world implications of experience with multiple languages? The review is based on neuroimaging research findings about the nature of bilingual processing, namely, how the brain adapts to accommodate multiple languages in the bilingual brain and to control which language should be used, and when. We also address how this adaptation results in differences observed in the general cognition of bilingual individuals. General implications for models of human learning, plasticity, and cognitive control are discussed.

Bilingualism at the core of the brain. Structural differences between bilinguals and monolinguals revealed by subcortical shape analysis.

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Burgaleta, Miguel; Sanjuán, Ana; Ventura-Campos, Noelia; Sebastian-Galles, Núria; Ávila, César

2016-01-15

Naturally acquiring a language shapes the human brain through a long-lasting learning and practice process. This is supported by previous studies showing that managing more than one language from early childhood has an impact on brain structure and function. However, to what extent bilingual individuals present neuroanatomical peculiarities at the subcortical level with respect to monolinguals is yet not well understood, despite the key role of subcortical gray matter for a number of language functions, including monitoring of speech production and language control - two processes especially solicited by bilinguals. Here we addressed this issue by performing a subcortical surface-based analysis in a sample of monolinguals and simultaneous bilinguals (N=88) that only differed in their language experience from birth. This analysis allowed us to study with great anatomical precision the potential differences in morphology of key subcortical structures, namely, the caudate, accumbens, putamen, globus pallidus and thalamus. Vertexwise analyses revealed significantly expanded subcortical structures for bilinguals compared to monolinguals, localized in bilateral putamen and thalamus, as well as in the left globus pallidus and right caudate nucleus. A topographical interpretation of our results suggests that a more complex phonological system in bilinguals may lead to a greater development of a subcortical brain network involved in monitoring articulatory processes. Copyright © 2015 Elsevier Inc. All rights reserved.

Does bilingualism contribute to cognitive reserve? Cognitive and neural perspectives.

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Guzmán-Vélez, Edmarie; Tranel, Daniel

2015-01-01

Cognitive reserve refers to how individuals actively utilize neural resources to cope with neuropathology to maintain cognitive functioning. The present review aims to critically examine the literature addressing the relationship between bilingualism and cognitive reserve to elucidate whether bilingualism delays the onset of cognitive and behavioral manifestations of dementia. Potential neural mechanisms behind this relationship are discussed. PubMed and PsycINFO databases were searched (through January 2014) for original research articles in English or Spanish languages. The following search strings were used as keywords for study retrieval: "bilingual AND reserve," "reserve AND neural mechanisms," and "reserve AND multilingualism." Growing scientific evidence suggests that lifelong bilingualism contributes to cognitive reserve and delays the onset of Alzheimer's disease symptoms, allowing bilingual individuals affected by Alzheimer's disease to live an independent and richer life for a longer time than their monolingual counterparts. Lifelong bilingualism is related to more efficient use of brain resources that help individuals maintain cognitive functioning in the presence of neuropathology. We propose multiple putative neural mechanisms through which lifelong bilinguals cope with neuropathology. The roles of immigration status, education, age of onset, proficiency, and frequency of language use on the relationship between cognitive reserve and bilingualism are considered. Implications of these results for preventive practices and future research are discussed. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Does Bilingualism Contribute to Cognitive Reserve? Cognitive and Neural Perspectives

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Guzmán-Vélez, Edmarie; Tranel, Daniel

2015-01-01

Objective Cognitive reserve refers to how individuals actively utilize neural resources to cope with neuropathology in order to maintain cognitive functioning. The present review aims to critically examine the literature addressing the relationship between bilingualism and cognitive reserve in order to elucidate whether bilingualism delays the onset of cognitive and behavioral manifestations of dementia. Potential neural mechanisms behind this relationship are discussed. Method Pubmed and PsychINFO databases were searched (through January 2014) for original research articles in English or Spanish languages. The following search strings were employed as keywords for study retrieval: ‘bilingual AND reserve’, ‘reserve AND neural mechanisms’, and ‘reserve AND multilingualism’. Results Growing scientific evidence suggests that lifelong bilingualism contributes to cognitive reserve and delays the onset of Alzheimer's disease symptoms, allowing bilingual individuals affected by Alzheimer's disease to live an independent and richer life for a longer time than their monolingual counterparts. Lifelong bilingualism is related to more efficient use of brain resources that help individuals maintain cognitive functioning in the presence of neuropathology. We propose multiple putative neural mechanisms through which lifelong bilinguals cope with neuropathology. The roles of immigration status, education, age of onset, proficiency and frequency of language use on the relationship between cognitive reserve and bilingualism are considered. Conclusions Implications of these results for preventive practices and future research are discussed. PMID:24933492

Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Directory of Open Access Journals (Sweden)

Mehmet Firat

2017-01-01

Full Text Available Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher candidates participated in this survey. The findings show that the candidate teachers in on-campus and distance-learning programs have an average level of Internet usage adequacy and that the younger candidate teachers and those in higher classes use the Internet more frequently. Pre-service foreign language teachers have been found to have a moderate level of Internet usage frequency, adequacy and technology ownership in comparison with the other preservice teacher groups.

An Investigation of Self-Efficacy Beliefs in Terms of the Reasons for the Choice of the Teaching Profession by Teacher Candidates

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Çetin, Baris

2015-01-01

The aim of this study is to determine whether there is a difference between the reasons for the choice of the teaching profession by teacher candidates and their self-efficacy beliefs. Survey method was used in this study. The sample of the study consisted of 972 students (232 males and 740 females) studying at Primary School Education, Science…

The relationship of bilingualism to cognitive decline: The Australian Longitudinal Study of Ageing.

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Mukadam, Naaheed; Jichi, Fatima; Green, David; Livingston, Gill

2018-02-01

We wished to clarify the link between bilingualism and cognitive decline, and examine whether improved executive function due to bilingualism may be a factor in preventing cognitive decline. We used the Australian Longitudinal Study of Ageing which collected data on 2087 participants aged over 65 over 20 years. We compared baseline demographics, health, and social characteristics between bilingual and non-bilingual participants. We used linear mixed models analysis to explore the effect of bilingualism on MMSE score over time and linear regression to explore the effect of bilingualism on baseline MMSE scores, controlling for pre-specified potential confounders. Bilingual participants had lower baseline MMSE scores than the non-bilingual population (mean difference = -2.3 points; 95% confidence intervals = 1.56-2.90). This was fully explained by education and National Adult Reading Test scores (17.4; standard deviation [SD] =7.7 versus 28.1; SD = 8.2) which also partly explained baseline executive function test scores differences. Bilingual and non-bilingual participants did not differ in MMSE decline over time (-0.33 points, P = 0.31) nor on baseline tests of executive function (-0.26, P = 0.051). In this cohort, education rather than bilingualism was a predictor of MMSE score, and being bilingual did not protect from cognitive decline. We conclude that bilingualism is complex, and when it is not the result of greater educational attainment, it does not always protect from cognitive decline. Neuroprotective effects of bilingualism over time may be attributable to the precise patterns of language use but not to bilingualism per se. Copyright © 2017 John Wiley & Sons, Ltd.

Translanguaging and the Writing of Bilingual Learners

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Velasco, Patricia; García, Ofelia

2014-01-01

This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes…

Physics Structure Analysis of Parallel Waves Concept of Physics Teacher Candidate

International Nuclear Information System (INIS)

Sarwi, S; Linuwih, S; Supardi, K I

2017-01-01

The aim of this research was to find a parallel structure concept of wave physics and the factors that influence on the formation of parallel conceptions of physics teacher candidates. The method used qualitative research which types of cross-sectional design. These subjects were five of the third semester of basic physics and six of the fifth semester of wave course students. Data collection techniques used think aloud and written tests. Quantitative data were analysed with descriptive technique-percentage. The data analysis technique for belief and be aware of answers uses an explanatory analysis. Results of the research include: 1) the structure of the concept can be displayed through the illustration of a map containing the theoretical core, supplements the theory and phenomena that occur daily; 2) the trend of parallel conception of wave physics have been identified on the stationary waves, resonance of the sound and the propagation of transverse electromagnetic waves; 3) the influence on the parallel conception that reading textbooks less comprehensive and knowledge is partial understanding as forming the structure of the theory. (paper)

Bilingualism modulates dual mechanisms of cognitive control: Evidence from ERPs.

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Morales, Julia; Yudes, Carolina; Gómez-Ariza, Carlos J; Bajo, M Teresa

2015-01-01

Recent behavioral findings with the AX-Continous Performance Task (AX-CPT; Morales et al., 2013) show that bilinguals only outperform monolinguals under conditions that require the highest adjustment between monitoring (proactive) and inhibitory (reactive) control, which supports the idea that bilingualism modulates the coordination of different control mechanisms. In an ERP experiment we aimed to further investigate the role that bilingualism plays in the dynamic combination of proactive and reactive control in the AX-CPT. Our results strongly indicate that bilingualism facilitates an effective adjustment between both components of cognitive control. First, we replicated previous behavioral results. Second, ERP components indicated that bilingualism influences the conflict monitoring, response inhibition and error monitoring components of control (as indexed by the N2 and P3a elicited by the probe and the error-related negativity following incorrect responses, respectively). Thus, bilinguals exerted higher reactive control than monolinguals but only when they needed to overcome the competing cue-information. These findings join others in suggesting that a better understanding of the cognitive benefits of bilingualism may require consideration of a multi-component perspective. Copyright © 2014 Elsevier Ltd. All rights reserved.

Using computer simulation to improve high order thinking skills of physics teacher candidate students in Compton effect

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Supurwoko; Cari; Sarwanto; Sukarmin; Fauzi, Ahmad; Faradilla, Lisa; Summa Dewi, Tiarasita

2017-11-01

The process of learning and teaching in Physics is often confronted with abstract concepts. It makes difficulty for students to understand and teachers to teach the concept. One of the materials that has an abstract concept is Compton Effect. The purpose of this research is to evaluate computer simulation model on Compton Effect material which is used to improve high thinking ability of Physics teacher candidate students. This research is a case study. The subject is students at physics educations who have attended Modern Physics lectures. Data were obtained through essay test for measuring students’ high-order thinking skills and quisioners for measuring students’ responses. The results obtained indicate that computer simulation model can be used to improve students’ high order thinking skill and can be used to improve students’ responses. With this result it is suggested that the audiences use the simulation media in learning

Self-Repair and Language Selection in Bilingual Speech Processing

Directory of Open Access Journals (Sweden)

Inga Hennecke

2013-07-01

Full Text Available In psycholinguistic research the exact level of language selection in bilingual lexical access is still controversial and current models of bilingual speech production offer conflicting statements about the mechanisms and location of language selection. This paper aims to provide a corpus analysis of self-repair mechanisms in code-switching contexts of highly fluent bilingual speakers in order to gain further insights into bilingual speech production. The present paper follows the assumptions of the Selection by Proficiency model, which claims that language proficiency and lexical robustness determine the mechanism and level of language selection. In accordance with this hypothesis, highly fluent bilinguals select languages at a prelexical level, which should influence the occurrence of self-repairs in bilingual speech. A corpus of natural speech data of highly fluent and balanced bilingual French-English speakers of the Canadian French variety Franco-Manitoban serves as the basis for a detailed analysis of different self-repair mechanisms in code-switching environments. Although the speech data contain a large amount of code-switching, results reveal that only a few speech errors and self-repairs occur in direct code-switching environments. A detailed analysis of the respective starting point of code-switching and the different repair mechanisms supports the hypothesis that highly proficient bilinguals do not select languages at the lexical level.Le niveau exact de la sélection des langues lors de l’accès lexical chez le bilingue reste une question controversée dans la recherche psycholinguistique. Les modèles actuels de la production verbale bilingue proposent des arguments contradictoires concernant le mécanisme et le lieu de la sélection des langues. La présente recherche vise à fournir une analyse de corpus mettant l’accent sur les mécanismes d’autoréparation dans le contexte d’alternance codique dans la production verbale

The joint effect of bilingualism and ADHD on executive functions.

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Mor, Billy; Yitzhaki-Amsalem, Sarin; Prior, Anat

2015-06-01

The current study investigated the combined effect of ADHD, previously associated with executive function (EF) deficits, and of bilingualism, previously associated with EF enhancement, on EF. Eighty University students, Hebrew monolinguals and Russian Hebrew bilinguals, with and without ADHD participated. Inhibition tasks were a Numeric Stroop task and a Simon arrows task. Shifting tasks were the Trail Making Test (TMT) and a task-switching paradigm. Participants with ADHD performed worse than controls, but we did not find a bilingual advantage in EF. The negative impact of ADHD was more pronounced for bilinguals than for monolinguals, but only in interference suppression tasks. Bilingual participants with ADHD had the lowest performance. Bilingualism might prove to be an added burden for adults with ADHD, leading to reduced EF abilities. Alternatively, the current findings might be ascribed to over- or under-diagnosis of ADHD due to cultural differences between groups. These issues should be pursued in future research. © 2014 SAGE Publications.

Plasticity, Variability and Age in Second Language Acquisition and Bilingualism.

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Birdsong, David

2018-01-01

Much of what is known about the outcome of second language acquisition and bilingualism can be summarized in terms of inter-individual variability, plasticity and age. The present review looks at variability and plasticity with respect to their underlying sources, and at age as a modulating factor in variability and plasticity. In this context we consider critical period effects vs. bilingualism effects, early and late bilingualism, nativelike and non-nativelike L2 attainment, cognitive aging, individual differences in learning, and linguistic dominance in bilingualism. Non-uniformity is an inherent characteristic of both early and late bilingualism. This review shows how plasticity and age connect with biological and experiential sources of variability, and underscores the value of research that reveals and explains variability. In these ways the review suggests how plasticity, variability and age conspire to frame fundamental research issues in L2 acquisition and bilingualism, and provides points of reference for discussion of the present Frontiers in Psychology Research Topic.

Bilingualism Alters Children's Frontal Lobe Functioning for Attentional Control

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Arredondo, Maria M.; Hu, Xiao-Su; Satterfield, Teresa; Kovelman, Ioulia

2017-01-01

Bilingualism is a typical linguistic experience, yet relatively little is known about its impact on children's cognitive and brain development. Theories of bilingualism suggest early dual-language acquisition can improve children's cognitive abilities, specifically those relying on frontal lobe functioning. While behavioral findings present much conflicting evidence, little is known about its effects on children's frontal lobe development. Using functional Near-Infrared Spectroscopy (fNIRS), the findings suggest that Spanish-English bilingual children (n=13, ages 7-13) had greater activation in left prefrontal cortex during a non-verbal attentional control task relative to age-matched English monolinguals. In contrast, monolinguals (n=14) showed greater right prefrontal activation than bilinguals. The present findings suggest early bilingualism yields significant changes to the functional organization of children's prefrontal cortex for attentional control and carry implications for understanding how early life experiences impact cognition and brain development. PMID:26743118

Cognitive advantage in bilingualism: an example of publication bias?

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de Bruin, Angela; Treccani, Barbara; Della Sala, Sergio

2015-01-01

It is a widely held belief that bilinguals have an advantage over monolinguals in executive-control tasks, but is this what all studies actually demonstrate? The idea of a bilingual advantage may result from a publication bias favoring studies with positive results over studies with null or negative effects. To test this hypothesis, we looked at conference abstracts from 1999 to 2012 on the topic of bilingualism and executive control. We then determined which of the studies they reported were subsequently published. Studies with results fully supporting the bilingual-advantage theory were most likely to be published, followed by studies with mixed results. Studies challenging the bilingual advantage were published the least. This discrepancy was not due to differences in sample size, tests used, or statistical power. A test for funnel-plot asymmetry provided further evidence for the existence of a publication bias. © The Author(s) 2014.

Variation among heritage speakers: Sequential vs. simultaneous bilinguals

Directory of Open Access Journals (Sweden)

Teresa Lee

2013-08-01

Full Text Available This study examines the differences in the grammatical knowledge of two types of heritage speakers of Korean. Early simultaneous bilinguals are exposed to both English and the heritage language from birth, whereas early sequential bilinguals are exposed to the heritage language first and then to English upon schooling. A listening comprehension task involving relative clauses was conducted with 51 beginning-level Korean heritage speakers. The results showed that the early sequential bilinguals exhibited much more accurate knowledge than the early simultaneous bilinguals, who lacked rudimentary knowledge of Korean relative clauses. Drawing on the findings of adult and child Korean L1 data on the acquisition of relative clauses, the performance of each group is discussed with respect to attrition and incomplete acquisition of the heritage language.

Drafting. A Bilingual Text = Dibujo Mecanico. Un Texto Bilingue.

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Los Angeles Unified School District, CA. Div. of Career and Continuing Education.

This bilingual instructional text, one in a series of six texts covering various vocational and technical topics, provides secondary level English and Spanish instruction in drafting. Addressed in the individual units are the following topics: safety, drafting tools and techniques, sketching, geometric construction, working drawings, sectioning,…

SALT 2010 Bilingual S/E Version: A Tool for Assessing the Language Production of Bilingual (Spanish/English) Children

Science.gov (United States)

Miller, Jon F.; Iglesias, Aquiles; Rojas, Raul

2010-01-01

Assessing the language development of bilingual children can be a challenge--too often, children in the complex process of learning both Spanish and English are under- or over-diagnosed with language disorders. SLPs can change that with "SALT 2010 Bilingual S/E Version" for grades K-3, the first tool to comprehensively assess children's language…

The Value of Bilingualism in Pupils' Understanding of Scientific Language.

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Kearsey, John; Turner, Sheila

1999-01-01

Argues that, although some bilingual pupils may be at a disadvantage in understanding scientific language, there may be some circumstances where being bilingual is an advantage in understanding scientific language. Presents evidence of circumstances where being bilingual was an advantage and circumstances where it was a disadvantage in…

Bilingualism in children with developmental disorders: A narrative review.

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Kay-Raining Bird, Elizabeth; Genesee, Fred; Verhoeven, Ludo

Children with developmental disabilities (DD) often need and sometimes opt to become bilingual. The context for bilingual acquisition varies considerably and can impact outcomes. In this first article of the special issue, we review research on the timing and amount of bilingual exposure and outcomes of either direct language intervention or educational placements in three groups of children with DD: Specific Language Impairment (SLI), Autism Spectrum Disorders (ASD), and Down syndrome (DS). Children with SLI have been studied more than the other two groups. Findings showed that, on the one hand, the communication skills of simultaneous bilinguals and matched monolinguals with DD were similar for all groups when the stronger language or both languages of the bilingual children were considered. On the other hand, similar to typically developing children, sequential bilinguals and matched monolinguals with SLI (other groups not studied) differed on some but not all second language (L2) measures; even after an extended period of exposure, differences in L2 outcomes were not completely resolved. There is emerging evidence that the typological similarity of the languages being learned influences L2 development in sequential bilinguals, at least in children with SLI. Increasing the frequency of exposure seems to be more related to development of the weaker language in bilinguals with DD than their stronger language. Language intervention studies show the efficacy of interventions but provide little evidence for transfer across languages. In addition, only one (unpublished) study has compared the language and academic outcomes of children with DD in different language education programs. Research on bilingual children with DD in different educational settings/programs is limited, probably as a result of restricted inclusion of these children in some educational settings. We argue for the implementation of full inclusion policies that provide increased access to dual

Latina Early Childhood Teachers Negotiating Language Policies "en La Frontera"

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Valdez, Verónica E.

2014-01-01

Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers' language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with…

Bilingualism and increased attention to speech: Evidence from event-related potentials.

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Kuipers, Jan Rouke; Thierry, Guillaume

2015-10-01

A number of studies have shown that from an early age, bilinguals outperform their monolingual peers on executive control tasks. We previously found that bilingual children and adults also display greater attention to unexpected language switches within speech. Here, we investigated the effect of a bilingual upbringing on speech perception in one language. We recorded monolingual and bilingual toddlers' event-related potentials (ERPs) to spoken words preceded by pictures. Words matching the picture prime elicited an early frontal positivity in bilingual participants only, whereas later ERP amplitudes associated with semantic processing did not differ between groups. These results add to the growing body of evidence that bilingualism increases overall attention during speech perception whilst semantic integration is unaffected. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Detection of bilingual plagiarism

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Frank Zamora R.

2016-06-01

Full Text Available In this paper a computational algorithm for text alignment in the task of automatically detecting bilingual plagiarism is proposed. The method of detecting bilingual plagiarism uses machine translation services, in order to have the documents in question a base language, and apply techniques of monolingual plagiarism. The algorithm was tested with The corpus belonging to the International Competition Plagiarism 2013, with the objective of evaluating the step of detecting monolingual plagiarism. Besides it’s experimented with the collection of texts EUROPARL, a collection of documents pertaining to the meeting the European Parliament, specifically it´s to English and Spanish documents.

A Hungarian Preschool for the Children, Teachers, and Families

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Szilagyi, Janka; Szecsi, Tunde

2005-01-01

This article describes an exceptional Eastern European preschool where all stakeholders--children, teachers, and parents--place a high value on the unique synergy of inclusive and bilingual education. In this environment, each child is able to experience love and happiness, while developing at his or her own pace. The families feel involved in…

Executive function and bilingualism in young and older adults

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Shanna eKousaie

2014-07-01

Full Text Available Research suggests that being bilingual results in advantages on executive control processes and disadvantages on language tasks relative to monolinguals. Furthermore, the executive function advantage is thought to be larger in older than younger adults, suggesting that bilingualism may buffer against age-related changes in executive function. However, there are potential confounds in some of the previous research, as well as inconsistencies in the literature. The goal of the current investigation was to examine the presence of a bilingual advantage in executive control and a bilingual disadvantage on language tasks in the same sample of young and older monolingual anglophones, monolingual francophones, and French/English bilinguals. Participants completed a series of executive function tasks, including a Stroop task, a Simon task, a sustained attention to response task (SART, the Wisconsin Card Sort Test (WCST, and the digit span subtest of the Wechsler Adult Intelligence Scale, and language tasks, including the Boston Naming Test (BNT, and category and letter fluency. The results do not demonstrate an unequivocal advantage for bilinguals on executive function tasks and raise questions about the reliability, robustness and/or specificity of previous findings. The results also did not demonstrate a disadvantage for bilinguals on language tasks. Rather, they suggest that there may be an influence of the language environment. It is concluded that additional research is required to fully characterize any language group differences in both executive function and language tasks.

Materiales en Marcha Para El Esfuerzo Bilingue--Bicultural (Materials on the March for the Promotion of Bilingualism), January 1973.

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San Diego City Schools, CA.

This newsletter, intended to promote the cause of bilingual-bicultural education, contains articles on "Chicano Federation and Bilingual-Bicultural Education,""Have I Got a Math Series for You!,""Puerto Rican Social Studies Perspective," and "Multilingual Assessment Program Builds Better Testing Mousetrap." The first article appears in Spanish and…

Linguistic Predictors of Cultural Identification in Bilinguals

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Schroeder, Scott R.; Lam, Tuan Q.; Marian, Viorica

2017-01-01

Most of the world's population has knowledge of at least two languages. Many of these bilinguals are also exposed to and identify with at least two cultures. Because language knowledge enables participation in cultural practices and expression of cultural beliefs, bilingual experience and cultural identity are interconnected. However, the specific…

Chinese Translation Errors in English/Chinese Bilingual Children's Picture Books

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Huang, Qiaoya; Chen, Xiaoning

2012-01-01

The aim of this study was to review the Chinese translation errors in 31 English/Chinese bilingual children's picture books. While bilingual children's books make definite contributions to language acquisition, few studies have examined the quality of these books, and even fewer have specifically focused on English/Chinese bilingual books.…

Bilingualism and Creativity: Benefits in Convergent Thinking Come with Losses in Divergent Thinking

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Hommel, Bernhard; Colzato, Lorenza S.; Fischer, Rico; Christoffels, Ingrid K.

2011-01-01

Bilingualism is commonly assumed to improve creativity but the mechanisms underlying creative acts, and the way these mechanisms are affected by bilingualism, are not very well understood. We hypothesize that learning to master multiple languages drives individuals toward a relatively focused cognitive-control state that exerts strong top-down impact on information processing and creates strong local competition for selection between cognitive codes. Considering the control requirements posed by creativity tasks tapping into convergent and divergent thinking, this predicts that high-proficient bilinguals should outperform low-proficient bilinguals in convergent thinking, while low-proficient bilinguals might be better in divergent thinking. Comparing low- and high-proficient bilinguals on convergent-thinking and divergent-thinking tasks indeed showed a high-proficient bilingual advantage for convergent thinking but a low-proficient bilingual advantage for fluency in divergent thinking. These findings suggest that bilingualism should not be related to “creativity” as a unitary concept but, rather, to the specific processes and mechanisms that underlie creativity. PMID:22084634

Bilingualism and creativity: Benefits in convergent thinking come with losses in divergent thinking

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Bernhard eHommel

2011-11-01

Full Text Available Bilingualism is commonly assumed to improve creativity but the mechanisms underlying creative acts, and the way these mechanisms are affected by bilingualism, are not very well understood. We hypothesize that learning to master multiple languages drives individuals towards a strongly focused cognitive-control state that exerts strong top-down impact on information processing and creates strong local competition for selection between cognitive codes. Considering the control requirements posed by creativity tasks tapping into convergent and divergent thinking, this predicts that high-proficient bilinguals should outperform low-proficient bilinguals in convergent thinking, while low-proficient bilinguals might be better in divergent thinking. Comparing low- and high-proficient bilinguals on convergent-thinking and divergent-thinking tasks indeed showed a high-proficient bilingual advantage for convergent thinking but a low-proficient bilingual advantage for fluency in divergent thinking. These findings suggest that bilingualism should not be related to creativity as a unitary concept but, rather, to the specific processes and mechanisms that underlie creativity.

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning