Brittany Lambert
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0010
- Subject:
- Psychology, Developmental Psychology
Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and ...
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Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and raised achievement among its majority Indigenous population through an ambitious home-language learning program implemented in 1500 schools nation-wide. The Intercultural Bilingual Education Program’s approach consisted of teaching Indigenous children to read and write in their home language first, then gradually integrating Spanish. The chapter describes how the program improved Indigenous children’s educational outcomes, increased their levels of participation and engagement in class, and improved the status of Indigenous languages. Despite these successes, the chapter also highlights several challenges that the program has encountered, including management problems, human resources problems, conceptual problems and public opinion problems.Less
Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and raised achievement among its majority Indigenous population through an ambitious home-language learning program implemented in 1500 schools nation-wide. The Intercultural Bilingual Education Program’s approach consisted of teaching Indigenous children to read and write in their home language first, then gradually integrating Spanish. The chapter describes how the program improved Indigenous children’s educational outcomes, increased their levels of participation and engagement in class, and improved the status of Indigenous languages. Despite these successes, the chapter also highlights several challenges that the program has encountered, including management problems, human resources problems, conceptual problems and public opinion problems.
Angela M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.001.0001
- Subject:
- Education, Secondary Education
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in ...
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Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies. The public debates, however, have largely not been able to benefit from the existing international body of research in bilingual education as well as the educational experiences of other countries. The reason is that such knowledge is often either couched in specialized, technical language or scattered over diverse journals and books, which are often off-putting to teachers, parents, school principals, policy makers and the general public. There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book. Government officials and policy makers involved in language policy and planning, as well as school principals, parents and university administrators will also find this book especially useful in providing them with a research-based LPP framework for discussing and studying the pivotal issues in LPP in their respective contexts.Less
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies. The public debates, however, have largely not been able to benefit from the existing international body of research in bilingual education as well as the educational experiences of other countries. The reason is that such knowledge is often either couched in specialized, technical language or scattered over diverse journals and books, which are often off-putting to teachers, parents, school principals, policy makers and the general public. There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book. Government officials and policy makers involved in language policy and planning, as well as school principals, parents and university administrators will also find this book especially useful in providing them with a research-based LPP framework for discussing and studying the pivotal issues in LPP in their respective contexts.
Natalia Mehlman Petrzela
- Published in print:
- 2015
- Published Online:
- March 2015
- ISBN:
- 9780199358458
- eISBN:
- 9780199358489
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199358458.003.0002
- Subject:
- History, American History: 20th Century, Cultural History
This chapter focuses on California in order to explain the federal Bilingual Education Act’s (1968) origins and impact. By 1968, California had for nearly a century grappled with educating its ...
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This chapter focuses on California in order to explain the federal Bilingual Education Act’s (1968) origins and impact. By 1968, California had for nearly a century grappled with educating its linguistically diverse population. Before newly politicized Chicanos became the public face of “the bilingual issue” in the late 1960s, local and state politicians and bureaucrats had cooperated across party lines to devise curricula and legislation to address the growing Spanish-speaking population. Their efforts evinced an impressive degree of grass-roots and state-level innovation in an era most often characterized as one of expanded federal power. This chapter also explores how pivotal the BEA was in gaining a federal commitment to the educational achievement of limited-English-speaking children and in spurring state and local action. At the same time, examining the act’s development from an ambitious bill to its passage in 1968 reveals how philosophically and fiscally limited its terms actually were.Less
This chapter focuses on California in order to explain the federal Bilingual Education Act’s (1968) origins and impact. By 1968, California had for nearly a century grappled with educating its linguistically diverse population. Before newly politicized Chicanos became the public face of “the bilingual issue” in the late 1960s, local and state politicians and bureaucrats had cooperated across party lines to devise curricula and legislation to address the growing Spanish-speaking population. Their efforts evinced an impressive degree of grass-roots and state-level innovation in an era most often characterized as one of expanded federal power. This chapter also explores how pivotal the BEA was in gaining a federal commitment to the educational achievement of limited-English-speaking children and in spurring state and local action. At the same time, examining the act’s development from an ambitious bill to its passage in 1968 reveals how philosophically and fiscally limited its terms actually were.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0002
- Subject:
- Education, Secondary Education
This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a ...
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This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a medium of instruction in schools for the dual goal of achieving bilingualism/biliteracy and cognitive/academic learning. Major theories, principles, concepts and programme options/models in bilingual education are delineated. The factors and conditions promoting or inhibiting success in bilingual education are critically reviewed. Their implications for Hong Kong and other Southeast Asian contexts are discussed.Less
This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a medium of instruction in schools for the dual goal of achieving bilingualism/biliteracy and cognitive/academic learning. Major theories, principles, concepts and programme options/models in bilingual education are delineated. The factors and conditions promoting or inhibiting success in bilingual education are critically reviewed. Their implications for Hong Kong and other Southeast Asian contexts are discussed.
Carlos Kevin Blanton
- Published in print:
- 2015
- Published Online:
- May 2015
- ISBN:
- 9780300190328
- eISBN:
- 9780300210422
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300190328.003.0012
- Subject:
- History, Latin American History
In the 1960s George I. Sánchez entered the most highly engaged phase of his career with regard to national politics, particularly with the Political Association of Spanish-Speaking People (PASSO). He ...
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In the 1960s George I. Sánchez entered the most highly engaged phase of his career with regard to national politics, particularly with the Political Association of Spanish-Speaking People (PASSO). He supported the election of John F. Kennedy and served his administration in an advisory capacity as a Latin American expert. He likewise served Lyndon Johnson's administration, though he disliked Johnson personally. He remained an integration purist by continuing to rail against various programs and policies, even when they were designed to help the disadvantaged, earning a reputation at the University of Texas and beyond for his willingness to protest. And he shaped Senator Ralph Yarborough's Bilingual Education Act while briefly being considered by Johnson for an appointment to the Equal Employment Opportunity Commission. It was at the end of this period that Sánchez's health declined rapidly.Less
In the 1960s George I. Sánchez entered the most highly engaged phase of his career with regard to national politics, particularly with the Political Association of Spanish-Speaking People (PASSO). He supported the election of John F. Kennedy and served his administration in an advisory capacity as a Latin American expert. He likewise served Lyndon Johnson's administration, though he disliked Johnson personally. He remained an integration purist by continuing to rail against various programs and policies, even when they were designed to help the disadvantaged, earning a reputation at the University of Texas and beyond for his willingness to protest. And he shaped Senator Ralph Yarborough's Bilingual Education Act while briefly being considered by Johnson for an appointment to the Equal Employment Opportunity Commission. It was at the end of this period that Sánchez's health declined rapidly.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0007
- Subject:
- Education, Secondary Education
In this chapter, a brief review of the approaches to LPP is provided. Then a new LPP framework which is specifically useful for understanding bilingual education in Southeast Asian contexts is ...
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In this chapter, a brief review of the approaches to LPP is provided. Then a new LPP framework which is specifically useful for understanding bilingual education in Southeast Asian contexts is proposed. The cases of Hong Kong, Singapore and Malaysia are discussed in light of this framework, and innovative approaches to bilingual education are discussed with a view to exploring possible fruitful directions for tackling LPP difficulties and dilemmas experienced in these societies.Less
In this chapter, a brief review of the approaches to LPP is provided. Then a new LPP framework which is specifically useful for understanding bilingual education in Southeast Asian contexts is proposed. The cases of Hong Kong, Singapore and Malaysia are discussed in light of this framework, and innovative approaches to bilingual education are discussed with a view to exploring possible fruitful directions for tackling LPP difficulties and dilemmas experienced in these societies.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0004
- Subject:
- Education, Secondary Education
In this chapter, a historical account of the development of the language-in-education (LIE) policy in Hong Kong is provided. The socio-political context is also described in an attempt to situate ...
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In this chapter, a historical account of the development of the language-in-education (LIE) policy in Hong Kong is provided. The socio-political context is also described in an attempt to situate this policy in the historical context. Major policy developments including the MIGA exercise introduced in 1994, the mandatory linguistic streaming policy introduced in 1998, and recent policy revisions, are also discussed. We make the observation that Hong Kong's postcolonial LIE policy has been plagued with charges of elitism and social stratifying effects. Ironically, the situation seems to be worse than it was during colonial times. In conclusion, we discuss how Hong Kong's postcolonial mother-tongue education policy seems to be more a result of narrowly focused technical rationality than of postcolonial nationalism, and how this decontextualized rationality has run into trouble by failing to pay attention to the larger socio-economic and socio-political effects of the policies. Discussion is also given to the recent policy of implementing Putonghua as MOI for Chinese Language and Literature which, although likely to be driven by the agenda to spread China's national language to Hong Kong, is legitimized in the Hong Kong government's discourse by the pedagogical benefits of Putonghua teaching on the writing skills of Modern Standard Chinese.Less
In this chapter, a historical account of the development of the language-in-education (LIE) policy in Hong Kong is provided. The socio-political context is also described in an attempt to situate this policy in the historical context. Major policy developments including the MIGA exercise introduced in 1994, the mandatory linguistic streaming policy introduced in 1998, and recent policy revisions, are also discussed. We make the observation that Hong Kong's postcolonial LIE policy has been plagued with charges of elitism and social stratifying effects. Ironically, the situation seems to be worse than it was during colonial times. In conclusion, we discuss how Hong Kong's postcolonial mother-tongue education policy seems to be more a result of narrowly focused technical rationality than of postcolonial nationalism, and how this decontextualized rationality has run into trouble by failing to pay attention to the larger socio-economic and socio-political effects of the policies. Discussion is also given to the recent policy of implementing Putonghua as MOI for Chinese Language and Literature which, although likely to be driven by the agenda to spread China's national language to Hong Kong, is legitimized in the Hong Kong government's discourse by the pedagogical benefits of Putonghua teaching on the writing skills of Modern Standard Chinese.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0005
- Subject:
- Education, Secondary Education
In this chapter, an overview of key empirical studies conducted on issues related to the medium of instruction in Hong Kong schools is presented. The overview follows a chronological order and ...
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In this chapter, an overview of key empirical studies conducted on issues related to the medium of instruction in Hong Kong schools is presented. The overview follows a chronological order and covers key studies in four main periods: (1) from the 1970s to the early 1980s, (2) the 1980s, (3) the 1990s, and (4) the 2000s. Major research findings in the past three decades point to the general lack of prerequisites for the successful implementation of English-medium education in the majority of secondary schools in Hong Kong. The unfavourable conditions found in these allegedly English-medium schools include: (1) inadequate English skills of the students to benefit from studying in English, (2) lack of language support provided by the school to these students, (3) lack of professional development opportunities for both EMI content teachers and English language subject teachers, (4) lack of Language Across the Curriculum (LAC) co-ordination: little co-ordination among EMI content teachers themselves as well as between the EMI content teachers and English language subject teachers, and (5) unsuccessful design and implementation of the existing Bridging Courses (i.e. the Longman and Macmillan Bridging Courses). In the final section of this chapter, some future directions for research are outlined.Less
In this chapter, an overview of key empirical studies conducted on issues related to the medium of instruction in Hong Kong schools is presented. The overview follows a chronological order and covers key studies in four main periods: (1) from the 1970s to the early 1980s, (2) the 1980s, (3) the 1990s, and (4) the 2000s. Major research findings in the past three decades point to the general lack of prerequisites for the successful implementation of English-medium education in the majority of secondary schools in Hong Kong. The unfavourable conditions found in these allegedly English-medium schools include: (1) inadequate English skills of the students to benefit from studying in English, (2) lack of language support provided by the school to these students, (3) lack of professional development opportunities for both EMI content teachers and English language subject teachers, (4) lack of Language Across the Curriculum (LAC) co-ordination: little co-ordination among EMI content teachers themselves as well as between the EMI content teachers and English language subject teachers, and (5) unsuccessful design and implementation of the existing Bridging Courses (i.e. the Longman and Macmillan Bridging Courses). In the final section of this chapter, some future directions for research are outlined.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0006
- Subject:
- Education, Secondary Education
In this chapter, the historical development of bilingual education policy and practice in Singapore will first be outlined. In particular, with regard to the bilingual education policy in Singapore ...
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In this chapter, the historical development of bilingual education policy and practice in Singapore will first be outlined. In particular, with regard to the bilingual education policy in Singapore which underscores the development of both the English language and the heritage languages, we discuss how it has gradually become a weak form of bilingual education. The heritage languages are merely maintained as a subject while all other subjects are taught in English. Implications of this weak form of bilingual education for other Southeast Asian contexts are discussed. Then the historical development of bilingual education policy and practice in Malaysia is outlined. The tension between nationalist agendas and practical responses to globalization forces is discussed in the context of how LIE policy and practice have gone on a zigzag route in Malaysia. Some implications of the experiences of Singapore and Malaysia for other Southeast Asian contexts are discussed.Less
In this chapter, the historical development of bilingual education policy and practice in Singapore will first be outlined. In particular, with regard to the bilingual education policy in Singapore which underscores the development of both the English language and the heritage languages, we discuss how it has gradually become a weak form of bilingual education. The heritage languages are merely maintained as a subject while all other subjects are taught in English. Implications of this weak form of bilingual education for other Southeast Asian contexts are discussed. Then the historical development of bilingual education policy and practice in Malaysia is outlined. The tension between nationalist agendas and practical responses to globalization forces is discussed in the context of how LIE policy and practice have gone on a zigzag route in Malaysia. Some implications of the experiences of Singapore and Malaysia for other Southeast Asian contexts are discussed.
