In this post, I summarize a long book chapter by Wiley (2022), on a 60-year-long political campaign against bi/multilingual education in the U.S. that has a lot of money behind it. Prof. Wiley was President of the Center for Applied Linguistics from 2010-2017. He traces the anti-immigration sentiment from the immigration policy of the 1960sContinue reading “Well-funded lobbyists in the U.S. take resources away from bi/multilingual education”
Category Archives: longitudinal
Dual Language Bilingual Education: What do teachers need to know?
What book about dual language bilingual education (DLBE) is so astute that you want to recommend it to every DLBE teacher, regardless of grade or languages taught? Renée DePalma‘s (2012) book about an English-Spanish kindergarten is the perfect primer on teaching in this type of program. Prof. DePalma shows how implementing the “target language only”Continue reading “Dual Language Bilingual Education: What do teachers need to know?”
Canadian French Immersion: What did it actually achieve, and to what extent can those findings be generalized?
From December 2022 to December 2023, I will attempt to summarize and comment on the practical implications of 13 classic books about bi/multilingual education that continue to be relevant in the field. The first is Merrill Swain and Sharon Lapkin’s book about Canadian French immersion, Evaluating Bilingual Education: A Canadian Case Study (1981). This bookContinue reading “Canadian French Immersion: What did it actually achieve, and to what extent can those findings be generalized?”
Why are younger immigrant children so much “better” at learning the new country’s language?
Or, to take the other side of the coin: “Why are OLDER immigrant children so much better at heritage language maintenance?” These two questions were tackled in a 3-year longitudinal study of 10 Chinese children/teenagers who immigrated to New York and New Jersey in the mid-1990s. Gisela Jia (City University of New York) and DorisContinue reading “Why are younger immigrant children so much “better” at learning the new country’s language?”