|
 |
| LEADERSHIP UPDATE |
| NOTES FROM THE CO-EDITORS |
| Francisco Ramos and Yvette Lapayese, Loyola Marymount University, Los Angeles, California, USA |
| Read More |
|
| Bilingual Education Interest Section (BEIS) |
|
Read More |
|
|
| ARTICLES |
| LINGUISTIC POLICY AND PRACTICE IN PAKISTAN: IMPLICATIONS FOR LITERACY AND THE EDUCATION OF CHILDREN |
| Eirini Gouleta, EdD, George Mason University, Fairfax, Virginia, USA |
|
This article discusses education realities and language of
instruction policies and practices in Pakistan, a country with more than
six million out-of-school children and alarmingly high illiteracy
levels. Tackling the education emergency in the country is critical for
poverty alleviation, progress, security, and world peace. Read More |
|
| IMPACT OF EDUCATIONAL POLICIES ON BILINGUAL AND INTERCULTURAL EDUCATION FOR THE MAPUCHE LANGUAGE IN CHILE |
| Rukmini Becerra, University of Washington, Seattle, USA |
|
Historically, indigenous languages have been marginalized in
Chilean society and forbidden in schools for decades. Although currently
not banned in schools, these languages lack the prestige of Spanish,
the majority language, and are consequently endangered due to the small
numbers of their respective current speakers. This article examines some
of the political, legal, and educational changes that have occurred in
Chile in regard to the promotion of intercultural and bilingual
education and revitalization of indigenous languages, particularly
Mapudungun. Read More |
|
| LIVING UNDOCUMENTED: HIGH SCHOOL, COLLEGE, AND BEYOND[1] |
| Tatyana Kleyn, City College of New York, New York, New York, USA |
|
Effectively educating undocumented students requires that
educators be informed about the current immigration context, educational
policies, and approaches to teaching about this topic. The film Living Undocumented and its accompanying documents
were created to provide timely information and stories for all students
and educators. It is available at www.livingundocumented.com. Read More |
|
|
| REFLECTIONS |
| FOREIGN LANGUAGES AND COLONIALISM IN LEBANON: A HISTORICAL PERSPECTIVE |
| Fares J. Karam, EdD Student, University of Virginia, Charlottesville, USA |
|
People are surprised to hear Arabic, French, and English spoken in Lebanon, a small Mediterranean country. How did this happen and what historical, colonial, cultural, and religious factors were involved in the main curricular shifts that led to this linguistic mosaic? What does history tell us? Read More |
|
| WRITING FOR COMMON CORE STATE STANDARDS |
| Elva R. Mellor, MA, Chula Vista Elementary School District, Chula Vista, California, USA & María G. Ramírez, PhD, University of Nevada, Las Vegas, USA |
|
To fully comprehend the impact of the new English language arts
standards of the Common Core State Standards (CCSS), it is necessary to
understand how the CCSS are different from previous standards, what
teachers need to absorb, and sample activities for
implementation. Read More |
|
| WHOSE WORD AND WORLD ARE ELLS READING? THE CONVERGENCE OF EFL AND ESL LEARNING |
| Liping Wei, EdD, University of Houston, Houston, Texas, USA |
|
The English language teaching in both EFL and ESL contexts lack
sensitivity for the culture of the English language learners. Learn how
they are different. Read More |
|
|
| VOICES FROM THE FIELD |
| MY ENGLISH, MY SPANISH, MY KOREAN... IS NOT VERY GOOD LOOKING: THE COMPLEXITIES OF BEING BILINGUAL |
| Yara I. Rodríguez, Rhode Island College, Providence, Rhode Island, USA<need embedded author email> |
|
Bilinguals are often expected to speak the two languages that they are associated with to perfection, in order to be fully embraced by both cultures… Yet what many monolinguals fail to comprehend is that “bilingualism is not monolingualism times two” (Garcia, 2009). Being bilingual is much more complex than that. Read More |
|
