刊讯｜SSCI期刊《国际双语教育与双语制》2021年第4期

International Journal of Bilingual Education and Bilingualism 

 Volume 24  Issue 4 (2021) 

International Journal of Bilingual Education and Bilingualism（SSCI一区，2020 IF: 4.159）2021年第4期共发文11篇，其中论文部分8篇，书评部分3篇。论文部分涉及双语教学、语言语境、少数民族语言教育、职前小学教师发展潜力、图片词汇测试以及普通教育与双元语言等研究领域。

目录

Articles

■Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns by Bernstein Katie A.;Kilinc Sultan;Troxel Deeg Megan;Marley Scott C.;Farrand Kathleen M.;Kelley Michael F. Pages:457-480

■Toward a better understanding of the language conducive context: an ecological perspective on children’s progress in the second language in bilingual preschool by Schwartz Mila;Deeb Inas Pages:481-499

■Learning Upper Sorbian. The problems with minority language education for non-native pupils in the Upper Sorbian Grammar School in Bautzen/Budyšin by Dołowy Rybińska Nicole Pages:500-514

■Developing potentiality: pre-service elementary teachers as learners of language immersion teaching by Ó Ceallaigh T. J.;Hourigan Máiréad;Leavy Aisling Pages:515-532

■Literacy engagement in the extended French and French immersion programmes (Grades 4–6) by Antony Newman Marina Pages:533-545

■Using the peabody picture vocabulary test in L2 children and adolescents: effects of L1 by Goriot Claire;van Hout Roeland;Broersma Mirjam;Lobo Vanessa;McQueen James M.;Unsworth Sharon Pages:546-568

■Placement of former english language learners in middle schools: general education or dual language? by Torff Bruce;Murphy Audrey Figueroa Pages:569-576

■Exploring bilingual adolescents’ translanguaging strategies during online reading by Song Kwangok;Cho Byeong Young Pages:577-594

Book Review

■Content and language integrated learning (CLIL): an effective methodological approach to teach foreign languages in mainstream education by Virginia Vinuesa, Madrid, Dyckinson & Universidad Rey Juan Carlos, 2017, 148 pp, 14.25 €, ISBN 9788491483601,Salvador Montaner-Villalba,Pages:595-597

■New perspectives on transfer in second language learning by edited by Liming Yu and Terence Odlin, Bristol/Buffalo/Toronto, Multilingual Matters, 2016, xi + 265 pp., $159.55 (hardback), ISBN 978-1-78309-433-2,Renhua Wang & Xiaoliu Qiao,Pages:597-600

■ Teaching writing for academic purposes to multilingual students: instructional approaches,edited by John Bitchener, Neomy Storch and Rosemary Wette, New York, Routledge, 2017, xiii + 220pp., £95.00 (hardback), ISBN 978-1-138-28421-0，Zhicheng Mao & Longxing Li,Pages: 600-603

摘要

Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns

Bernstein Katie A.;Kilinc Sultan;Troxel Deeg Megan;Marley Scott C.;Farrand Kathleen M.;Kelley Michael F.

Abstract 

This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). “Language ideology dimensions of politically active Arizona voters: an exploratory study.” Language Awareness 20 (4): 295–314; Fitzsimmons-Doolan, S. (2014). “Language ideologies of Arizona voters, language managers, and teachers.” Journal of Language, Identity, and Education 13 (1): 34–52], we analyzed the preschool teachers’ language ideologies, as well as the relationships between the ideologies and demographic and experiential variables. We found that teachers generally held pro-multilingual ideologies, but that particular ideologies correlated with different teacher experiences. For instance, while teachers’ level of education and having studied a language other than English were positive correlates of pro-multilingual beliefs, years of teaching overall was instead positively associated with viewing English as a tool and years at the current placement was positively related to viewing multiple languages as a problem. Neither general teaching experience nor experience having a home language other than English was a significant predictor of pro-multilingual beliefs. Qualitative analysis of transcripts from teacher focus groups reflected teachers’ pro-multilingual beliefs, but also showed teachers’ concerns with DLE implementation. We found, however, that these concerns were practical – balancing district priorities; managing new divisions of labor in the classroom – rather than ideological. Our findings highlight the theoretical and methodological importance of viewing teachers’ experiences, ideologies, and classroom language policies as connected.

Toward a better understanding of the language conducive context: an ecological perspective on children’s progress in the second language in bilingual preschool

Schwartz Mila;Deeb Inas

Abstract 

Van Lier’s [2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Boston: Kluwer Academy] concept of ecology of language learning is applicable to our focus on children’s active engagement in bilingual preschool classroom activities, which are conducive to language learning. The aim of this study was to explore the nature of relationships between these activities and phases in L2 progress and to identify the activities that are conducive to productive L2 use in the bilingual Hebrew–Arabic-speaking preschool classroom in Israel. During one academic year, we applied a mixed methods design, combining quantitative and qualitative ethnographic approaches to data collection and analysis. The credibility of the weekly field notes and video-recorded observations was enhanced by semi-structured interviews with the teachers. We took a close look at six 3-year-old children – three L1 Arabic-speaking children and three L1 Hebrew-speaking children. The analysis revealed that, during all classroom activities, the children demonstrated diverse developmental phases. The phases’ frequency of occurrence differed from activity to activity. The teacher-led activities were characterized mostly by receptive bilingual knowledge and telegraphic and formulaic speech, with few cases of L2 production. At the same time, the child-led activities were the most conducive to the children’s initiation of productive L2 use.

Learning Upper Sorbian. The problems with minority language education for non-native pupils in the Upper Sorbian Grammar School in Bautzen/Budyšin

Dołowy Rybińska Nicole

Abstract 

This study examines the attitudes of German-speaking pupils towards Sorbian-language education and the problems these pupils indicate as an obstacle to becoming bilingual through educational settings. Based on the research carried out in the Upper Sorbian Grammar School in Bautzen/Budyšin (Germany) combining a statistical survey, in-depth interviews with pupils and participant observation of pupils language practices, this paper discusses the case study of a school with a three-type education programme of Upper Sorbian language: immersion, bilingual, and teaching it as a foreign language. The paper contributes to the discussion on the effectiveness of bilingual and foreign minority language learning in a situation of unequal bilingualism in a territory inhabited by a small minority language community. The text presents these problems from the German-speaking pupils’ viewpoint and concerns: the teaching methods and their effectiveness; possible language contacts as a factor of acquiring a minority language; attitudes of native pupils and teachers to learners; the ideology of language ownership and speakers legitimisation. These aspects are presented in the context of different types of minority language speakers: ‘learners’, ‘new speakers’ and ‘native speakers’ and is presented against the background of the discussion on minority language education in the process of Upper Sorbian language revitalisation.

Developing potentiality: pre-service elementary teachers as learners of language immersion teaching

Ó Ceallaigh T. J.;Hourigan Máiréad;Leavy Aisling

Abstract 

Research has shown immersion to be effective, yet our understanding about the integration of language and content in Irish-medium immersion (IMI) pedagogy remains incomplete. This article reports on how the teaching of mathematics in the IMI elementary setting, supported pre-service teachers in bridging the language and content gap. The study utilised Japanese Lesson Study (LS) to design and implement mathematics lessons and qualitative data were collected from a variety of sources. Findings provide unique insights into the knowledge demands related to designing and implementing content lessons and reveal the challenges for pre-service teachers in providing balanced language and content instruction.

Literacy engagement in the extended French and French immersion programmes (Grades 4–6)

Antony Newman Marina

Abstract 

This paper examines literacy engagement of plurilingual students from bilingual programmes. The mixed-methods research was a formative home intervention with Grade 4–6 Extended French and French Immersion students during the summer. The students were reading for pleasure in L1, writing summaries and participating in weekly discussions, which helped to investigate how their first language use impacted literacy engagement in L1 (Russian), L2 (English) and L3 (French). The analysis of the four components of literacy engagement for each language reflected that L1 use in literacy activities not only greatly enhanced literacy engagement in the first language, but it facilitated L2 and L3 literacy engagement. Affective use of L1 influenced cognitive component of literacy engagement in L2 and activity-based component of L3, enhancing overall literacy engagement.

Using the peabody picture vocabulary test in L2 children and adolescents: effects of L1

Goriot Claire;van Hout Roeland;Broersma Mirjam;Lobo Vanessa;McQueen James M.;Unsworth Sharon

Abstract 

This study investigated to what extent the Peabody Picture Vocabulary Test (PPVT-4) is a reliable tool for measuring vocabulary knowledge of English as a second language (L2), and to what extent L1 characteristics affect test outcomes. The PPVT-4 was administered to Dutch pupils in six different age groups (4-15 years old) who were or were not following an English educational programme at school. Our first finding was that the PPVT-4 was not a reliable measure for pupils who were correct on maximally 24 items, but it was reliable for pupils who performed better. Second, both primary-school and secondary-school pupils performed better on items for which the phonological similarity between the English word and its Dutch translation was higher. Third, young unexperienced L2 learners’ scores were predicted by Dutch lexical frequency, while older more experienced pupils’ scores were predicted by English frequency. These findings indicate that the PPVT may be inappropriate for use with L2 learners with limited L2 proficiency. Furthermore, comparisons of PPVT scores across learners with different L1s are confounded by effects of L1 frequency and L1-L2 similarity. The PPVT-4 is however a suitable measure to compare more proficient L2 learners who have the same L1.

Placement of former english language learners in middle schools: general education or dual language?

Torff Bruce;Murphy Audrey Figueroa

Abstract 

Historically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n=99) at the middle-school level. In both subjects, DL students outperformed GE students on two of four yearly test administrations following reclassification, and for ELA averaged across the four, with single-test effects stronger in math than ELA. GE students did not outperform DL students on any of eight tests. Calling into question policies favoring placement of former ELLs in GE classes, the results underscore the efficacy of continuing to use students’ home language in instruction following reclassification.

Exploring bilingual adolescents’ translanguaging strategies during online reading

Song Kwangok;Cho Byeong Young

Abstract 

Bilingual adolescents actively participate in literacy practices on the multilingual Internet. However, research has paid little attention to these readers’ use of their linguistic knowledge and skills as they choose and learn from multilingual resources on the Internet. With think-aloud protocols, this study examined how Korean-English bilingual middle school students accessed their two languages during online reading. The findings demonstrated that these adolescents strategically used their two languages to facilitate their actions for information searching and learning from online resources. Notably, their translanguaging strategies operated at a metacognitive level as a function of self-monitoring of their comprehension and language choice. Participants’ use of translanguaging appeared to depend on individuals’ decision-making and preference as each participant used translanguaging in different frequencies and patterns regardless of their reading proficiency in either language. Finally, this study provides pedagogical implications that developing bilingual learners’ access to their two languages during online reading can enhance their learning from multilingual texts.

期刊简介

The Journal is multidisciplinary and focuses on all aspects of bilingualism and bilingual education around the world. Theoretical and conceptual analysis, foundational and applied research using qualitative or quantitative approaches, critical essays, and comparative book reviews are all invited. Contributions from varied disciplines are welcome: linguistics, sociology, psychology, education, law, women’s studies, history and economics, informatics included. 

本文来源：Int. J. Biling. Educ. Biling.

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