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

Dr. B. Gloria Guzman Johannessen is Professor Emeritus from California State University Pomona and retired professor from Texas State University. Her academic background and professional work are on applied linguistics and sociolinguistics. The span of her professional career includes teaching and research in literacy, intercultural bilingual education, program administration, testing, evaluation, social justice, and faculty mentoring. Her academic and research focus was influenced by her work with language minority students in USA and Latin America, and especially with Indigenous and Creole-English populations. These experiences added relevance to her teaching and research by furthering her vision that critical language, critical pedagogy, and critical literacy are the foundation for equitable education and social justice.

Acknowledgements 5
Contents 6
Editor and Contributors 8
Abstract 10
Introduction: Multilingualism and Bilingual Education: Politics, Policies, and Practices in a Globalized Society 11
1 English as the World’s Lingua Franca 12
References 15
The Politics of Multilingualism and Bilingual Education 17
Mexico’s Politics, Policies and Practices for Bilingual Education and English as a Foreign Language in Primary Public Schools 18
1 Mexico and the Mexican Education System 19
2 Historical Evolution of Mexican Efforts to Provide EFL in Public Primary Schools 20
3 Mexican Foreign Languages Policy 26
4 Overview of the Current National English Program 33
5 Achievements, Limitations, and Challenges 36
6 Recommendations 39
7 Conclusion 40
Appendix 41
References 42
Languages in Nigeria’s Educational Sector: Issues, Challenges and Perspectives 47
1 Historical Perspective 48
2 English Language 49
3 Problems Associated with English Language 51
4 Mother Tongue Language 52
5 Pidgin English 57
6 Conclusion and Discussion 60
References 60
Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion 62
1 A Caveat: English and Bilingualism Overlap 63
2 A Historical Overview of Language Teaching and Language Policy in Colombia: From the Colonialism to the Formation of Basic Learning Rights 64
2.1 A Brief Introduction 64
2.2 Revisiting the Bilingual and Language Initiatives: Whom Are We Marginalizing? 69
3 Toward Responsive, Sustainable Bilingual/Language Education Policies: Our Proposal 72
3.1 Defining Relevant and Sustainable Practices: The Notion of Culturally Relevant Pedagogy 73
3.2 Incorporating CRP Principles into Bilingual/Language Policies: A Three-Pronged Proposal 74
4 CODA: Embracing a More Inclusive View of Bilingualism in Colombia’s Shifting Landscape 77
References 78
Teacher Preparation 85
A Comparative Study of Bilingual Teacher Preparation Programs in California and Spain 86
1 European Policies 87
1.1 Mobility, Linguistic Competences, Employability, and Implications for Higher Education 88
2 US Policies 89
2.1 Languages Policies in California 90
3 Teacher Preparation in Extremadura and California 91
4 Units of Comparison 92
5 Description of Programs 92
5.1 Primary Education (Bilingual Section) Degree at the Universidad de Extremadura 92
5.2 The Bilingual Certification and the M.A. in Bilingual Education at Loyola Marymount University 94
6 Student Teaching Practice 97
6.1 Universidad de Extremadura 97
6.2 Loyola Marymount University 98
7 Program Comparison 99
8 Conclusion 103
References 104
Politics and Policies Affecting Bilingual Teacher Preparation Practices in United States: A Tale of Two Programs 107
1 Language Ideologies and Policies Impacting Bilingual Education 109
2 Bilingual Teacher Preparation 111
3 The Dichotomy of Bilingual Education 113
4 Applicability of the Case Study Approach 115
5 Methodology 115
5.1 Population and Sampling 116
5.2 Case Binding 116
6 Case Studies 117
6.1 Case A: Struggling Bilingual Teacher Preparation Program 117
6.2 Case B: Exemplary Bilingual Teacher Preparation Program 119
7 Discussion 120
References 123
Culture Preservation and Identity 127
Multilingual Education in Kenya: Implications for Culture Preservation and Transmission 129
1 Relationship Between Language and Culture 131
2 Language Situation in Kenya 133
2.1 The Colonial Period (1885–1963) 133
2.2 The Post-colonial Period (1964–Present) 135
3 English Language: Form of Neo-colonialism 138
4 Role of Language in Culture Transmission 139
4.1 Pedagogical Implication 140
5 English and Kiswahili as Kenya’s Official Languages 141
5.1 English 141
5.2 Kiswahili 142
6 Language as a Status Symbol 142
7 Impact of English and Kiswahili Use on Local Languages 144
7.1 Sheng Language in Kenya 144
7.2 Impact of Sheng Language 145
7.3 Sheng and Culture 146
8 Recommendations for Incorporation of Native Languages as Medium of Instruction 147
References 148
Puerto Rico’s Cultural and Linguistic Realities: Search for National, Social, and Individual Identities 151
1 Perspectives on Puerto Rican Languages and Education 151
1.1 Historic Perspective 152
2 Puerto Rican Linguistic Complexity 153
2.1 Evolution of Puerto Rican Dialect 153
2.2 Puerto Rican Identity 154
3 Political and Military Perspectives 155
3.1 The Military Regime 155
3.2 The Foraker Law 156
3.3 Puerto Rican American Citizenship 157
3.4 Federal Relations Act 157
3.5 Puerto Ricans Serving in the U.S. Military Forces 158
4 Puerto Rican Politics 159
5 Perspectives on Language and Language Policies 161
5.1 Americanization 163
5.2 Language Policy 164
6 Puerto Rican Diaspora 166
6.1 Migration Waves 167
6.2 Puerto Rican Diaspora and Its Implication on Education 167
7 Political Puerto Rican Conditions in the 21st Century 169
7.1 Consciousness of Bilingualism 170
7.2 Transition into the 21st Century 170
8 Final Thoughts 171
Appendix A 172
Appendix B 173
Appendix C 179
References 180
Dual Language Teachers: An Exploration of Teachers’ Linguistic Identities and Pedagogy in a U.S.-Mexico Frontera Dual Language Program 185
1 Problem and Context: Bilingual Education and Latinos in the U.S. 186
1.1 Significance 187
1.2 Bilingual-Certified Teachers and U.S. Schooling 187
1.3 U.S.-Mexico Border Context 188
1.4 Dual Language Programs in the U.S. 189
2 Theoretical Framework 190
2.1 Sociocultural Views of Literacy and Biliteracy 190
2.2 Identity Formation 191
2.3 DL Teachers’ Self-knowledge 192
2.4 Teacher Preparation for Bilingual-Certified Teachers 193
3 Methodology 194
3.1 The Purpose of Ethnography for Literacy Research 194
3.2 Researcher Roles in Ethnography 194
3.3 Research Question 194
4 Research Setting and Participants 195
4.1 Setting 195
4.2 Participants 195
5 Data Collection and Analysis 196
5.1 Interviews 196
5.2 Participant Observation 196
5.3 Observations and Document Collection 196
5.4 Data Analysis 197
6 Findings and Discussion 198
6.1 Latina DL Teachers’ Beliefs About Language 198
6.2 Language Ideologies About Spanish 198
6.3 Ideologies and Nonstandard Varieties: Negative Attitudes 202
7 Conclusions and Implications 203
7.1 Implications for Bilingual Education Teacher Preparation and Practice 204
7.2 Recommendations for Key Stakeholders and School District Administrators 205
7.3 Conclusions 206
References 206
Education of Language Minorities Populations 211
Intercultural Bilingual Education in the Miskito Coast of Nicaragua 212
1 Literature Review 215
1.1 Historical Overview of Social, Political, Economic, and Educational Inequalities 215
1.2 Globalization 216
1.3 Educational Approaches and Methodologies 216
2 BASE II Project Interventions, Research, and Training 217
2.1 Program Activities 218
2.2 IBE Teacher and Administrator Training Workshops 223
3 Results, Impact, and Discussion 227
References 229
Is Globalization Revitalizing Indigenous and Minority Languages in Chile? 232
1 Chileans and Their Concern for Indigenous Education 235
2 Brief Overview of the Language and Culture of the Mapuche 236
3 Globalization and the Need for Interculturality 238
4 Implementation of the Intercultural Bilingual Program (IBE) 240
5 IBE Weaknesses and Strengths 243
6 Discrimination and Lack of Inclusion in IBE 244
6.1 Lack of Indigenous Knowledge and Teacher Preparation 246
7 Improving the Implementation of IBE 246
8 Conclusion and Final Remarks 247
References 250
Bilingual Education at a Time of Crisis 253
Saving the Children: The Challenges of Educating Refugee Youth 254
1 Issue Affecting Refugee Children 257
1.1 Trauma Experienced by Refugee Children 257
1.2 Language Background Impact on Immigrant Students 258
2 Education Challenges in Lesvos, Greece 258
2.1 The Refugees 260
2.2 Phase I—Assessment 260
2.3 Phase II—Teaching English 262
3 Analysis and Lessons Learned 263
3.1 Forming Relationship 263
3.2 Flexible and Informal Environment 263
3.3 Assessment Lessons 263
4 Conclusion and Implications 264
4.1 Creating a Safe, Nurturing, and Accepting School Environment for Refugee Children 264
4.2 Assessment of Refugee Youth Literacy 265
References 266
Cambodia’s Emerging Bilingual Education Programs—Success in a System in Crisis 269
1 The Overall Situation Today 270
1.1 Low Quality Instruction 271
1.2 Current Factors Contributing to Low Quality Instruction 271
1.3 Bilingual Education for Cambodian Language Minorities 272
1.4 Factors Leading to Today’s Crisis 272
2 Bilingual Education for Cambodia’s Indigenous Peoples 275
2.1 Bilingual Program Successes and Struggles 277
3 Bilingualism in Higher Education 278
3.1 Why Bilingualism Is Important in Higher Education 279
3.2 English Instruction in Cambodia 280
3.3 Study Abroad Second Language Contexts 281
3.4 STEM Teacher Trainer Upgrades 283
4 Conclusion 284
4.1 Bilingual Education for Language Minorities 284
4.2 English-Khmer Bilingual Education 286
References 289