Challenges and complexities in the assessment of the bilingual student.

2013 ◽  
pp. 7-24 ◽  
Author(s):  
Elisabeth C. O'Bryon
Keyword(s):  
Bilingual Student

Parallel processing of the target language during source language comprehension in interpreting

2013 ◽  
Vol 16 (3) ◽  
pp. 682-692 ◽  
Author(s):  
YANPING DONG ◽  
JIEXUAN LIN
Keyword(s):  
Parallel Processing ◽  
Language Comprehension ◽  
Developmental Stages ◽  
Target Language ◽  
Cognitive Resources ◽  
Source Language ◽  
Bilingual Student ◽  
Two Factors ◽  
Link Strength

Two experiments were conducted to test the hypothesis that the parallel processing of the target language (TL) during source language (SL) comprehension in interpreting may be influenced by two factors: (i) link strength from SL to TL, and (ii) the interpreter's cognitive resources supplement to TL processing during SL comprehension. The influence of the first factor was supported by the contrasting performance on bidirectional SL and TL interpreting tasks by unbalanced bilingual student interpreters, and the second factor was supported by the contrasting performance between participants’ two developmental stages in interpreting. Implications are discussed.

scholarly journals Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention

2020 ◽  
Vol 13 (2) ◽  
pp. 205979912092169 ◽  
Author(s):  
Sharon Chang ◽  
Carmen Martínez-Roldán ◽  
María E Torres-Guzmán
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teaching ◽  
Teacher Identity ◽  
Major Change ◽  
Bilingual Teaching ◽  
Bilingual Student ◽  
Bilingual Teacher ◽  
Teacher Identity Formation ◽  
Mediating Tools

While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the collective movement toward identity formation as the Change Laboratory participants (bilingual preservice teachers) conveyed their dilemma of to-be or not-to-be a bilingual teacher. We provide evidence on the relationship between the bilingual preservice teachers’ identity formation and their participation in the Change Laboratory intervention. The analysis made salient the role of two new Change Laboratory mediating tools, the adapted disturbance diary and individually generated four-field models, for the bilingual preservice teachers’ collective transformation in bilingual teaching. It also crystallized the importance of deepening the bilingual preservice teachers’ analysis of multiple languages and pedagogy as understood in the new bilingual teaching model in the Change Laboratory intervention.

Standardized Entrance/Aptitude Testing in the Era of Foucault’s Panopticon: The Bilingual Student and the Minority Student

2019 ◽  
Vol 52 (6) ◽  
pp. 847-871
Author(s):  
Shana Sanam Khan
Keyword(s):  
Middle Class ◽  
Standardized Testing ◽  
Minority Students ◽  
Minority Student ◽  
Entrance Examination ◽  
Aptitude Testing ◽  
Bilingual Student ◽  
White Middle Class ◽  
Who Code ◽  
Standardized Examinations

Standardized testing is an applauded system of testing due to the uniformity that it offers. The idea is that in standardized testing, because every student is being asked exactly the same question and each question has only one specific answer, standardized examinations are neutral, value free, and exonerated from the subjectivity that an examiner or teacher may inhibit. The reality is far from it. Using a Foucauldian panoptic perspective and focusing on what is known as the aptitude or entrance examination, I argue that standardized examinations are designed in such a way that bilingual and minority students shall not score on par with their monolingual majority counterparts. The questions are designed in such a way that those students who code switch (due to bilingualism) are placed at a disadvantage. Similarly, the culture represented in the examination is White middle class, hence making the examination relatively more difficult for minority students.

scholarly journals Обучение чтению как культурному событию в смешанной аудитории при изучении русского как второго иностранного в школах Чехии

2020 ◽  
Author(s):  
N.I. Getmanenko ◽  
L. Rozbuodova ◽  
L. Shafrankova
Keyword(s):  
Bilingual Students ◽  
School Students ◽  
The Czech Republic ◽  
Cultural Event ◽  
Bilingual Student ◽  
The Family ◽  
New Type ◽  
Principal Points ◽  
Selection Of

В учебных учреждениях появился новый тип обучаемого ученик-билингв. В связи с этим необходимо менять современную образовательную модель, особо обращая внимание на чтение как вид речевой деятельности и принципы отбора дидактического материала при обучении чтению в смешанной аудитории на уроках РКИ в школах Чехии. В качестве примера приводится один из авторских текстов, которому отводится ролькультурного событияпри чтении в семейном кругу, в классе или во внеурочное время. Авторы обосновывают необходимость и особенность целенаправленной и систематической методической работы с текстами, чтение которых может стать культурным событием. Предложена авторская методика работы с подобными текстами.The concept of this article is based on the following three principal points. The first one is connected with the advent of a new type of student in schools, a bilingual student, and, due to this, the necessity to introduce changes to the modern educational model. The second one is related to the role of reading as a species of speech activity and is concerning the principles of selection of didactic materials when teaching reading to a diverse audience (including bilingual students) in classes of Russian as a Foreign Language in schools of the Czech Republic. As an example, there is provided one of the authors texts which plays the role of a cultural event for school students and primary school students who are mono- and bilinguals, when reading in the family circle, in class or out-of-class. The third one substantiates the necessity and specialty of a purposeful and systematic methodological work with texts, the reading of which could become a cultural event. The authors methodology of work with such texts is proposed.

The teaching of reading in Spanish to the bilingual student [La enseñanza de la lectura en Español para el estudiante bilingüe] (2nd ed.). Angela Carrasquillo and Philip Segan (Eds.). Mahwah, NJ: Erlbaum, 1998. Pp. 229.

1999 ◽  
Vol 20 (4) ◽  
pp. 597-600
Author(s):  
Maria Estela Brisk
Keyword(s):  
Content Area ◽  
Bilingual Student ◽  
Teaching Of Reading ◽  
American Schools ◽  
Reading In Spanish

Literacy for bilinguals draws great interest from researchers and practitioners because it is central to success in school. In American schools, the ability to read in English is fundamental to mastering content area materials. Consequently, much of the literature on teaching bilinguals has concentrated on English (Carrell, Devine, & Eskey, 1988; Hudelson, 1989; Johnson & Roen, 1989; Kroll, 1990; Peregoy & Boyle, 1997; Reid, 1993).

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