This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual…

Teachers in traditional bilingual settings confront strict program requirements under the guise of No Child Left Behind (NCLB), excessive assessment demands (state, district and program assessments in both English and Spanish), and negative attitudes about bilingual education from many in the political and public spheres. Since 1998, the passage…

Four types of geometric configurations used in illustrating bilingual education plans are described. The first type and one of the earliest consisted of a matrix form with horizontal/vertical columns. Three instructional designs based on this figure are a full-immersion approach, a dual language transitional plan, and a third plan in which the…

Presents a theory that all developing and developed bilinguals have a preferred and a second language (L2) and that the bilingual increases L2 competence through fluctuating activity between bilingual preferred L2 medium-oriented communication and monolingual L2 message-oriented communication. Discusses implications of the theory for language…

Reviews the literature to determine the importance of immersion in language restoration or preservation. Defines immersion and its goals, and discusses effects on students' English cognitive ability. Examines the success of Indian nations in retaining/restoring Native languages and concludes that, if nothing is done, additional Native languages…

French immersion teacher training should have its own structure, philosophy, and criteria, and should not be confused with or diluted by other types of teacher training. At Simon Fraser University, French immersion teachers spend twelve months specializing in immersion, with six months spent in classroom practice. (MSE)

There is more to French immersion programs in Canada than social class analysis. Program success is determined not by social class per se, but by use of appropriate strategies, staff, resources, and curriculum implementation. (CJ)

Responding to O. Weininger's concern about Early French Immersion (EFI) programs, the author declares that evaluations from all over Canada have shown that EFI students achieve high levels of French proficiency at no apparent academic cost. Other objections to Weininger's conclusions are also raised. (PP)

Focuses on African-American students' math and reading achievement in a Spanish-English two-way immersion program, from grade 1 to grade 4. Shows African-American students perform significantly lower than do majority White students on achievement tests at all grades. There is no significant difference between the two ethnic groups in Spanish…

As a multicultural teacher educator, the author has committed her professional life to helping future teachers understand their roles and responsibilities in working with the populations that Delpit (1995) referred to as "other people's children." Since the author is a former bilingual instructional assistant and English as a second language…

An overview of some basic issues underlying the national debate on bilingual education: its history, goals, and political implications. Contrasts the maintenance and transitional approaches. Argues that bilingual education is a civil rights and an equity issue, an essential part of multicultural education. (LHW)

In the context of an increasingly interdependent world society, discusses the benefits of early acquisition of a second language for American children. Benefits cited include the ease of learning a second language at an early age, improved abilities in concept formation, greater cognitive flexibility, and appreciation of cultural diversity. Second…

The meta-analysis by A. C. Willig of bilingual education evaluation literature was not successful in comparison with and did not replicate the Baker and de Kanter narrative review. Willig's conclusion that bilingual education is effective is not supported by the analysis. (SLD)

The existing minority language situation of French Canadians in Manitoba, Ontario, Quebec, and the Maritime Provinces is examined, highlighting the historical, political, social, and educational aspects of bilingualism in Canada. Additive and subtractive forces in Canadian bilingualism and biculturalism are outlined for comparison. French…

This selection of papers presents perspectives on various issues in language policy and language planning. The following papers are included: (1) "Teachers of --What? A Global Look at the 'E' of TESOL," by P. Strevens; (2) "Pidgin English: Hawaii's Unique Resource," by R. R. Day; (3) "National Language Policy in Nigeria:…