Bilingual Programs Involving Aboriginal Languages in Australia

Harris, Stephen; Devlin, Brian

doi:10.1007/978-94-011-4531-2_1

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…The substantial research output from China on this subject matter can be explained by the bulk of studies focused on minority-language students [45] and English-Chinese bilingual education, especially in Hong Kong after British colonialism [46,47]. Australian scientific production can be attributed to the notable number of studies on bilingual education focused on indigenous-language speakers [25,48], immigrant groups [49], and mainstream English speakers seeking additional language study during the late 20th and early 21st centuries [50], among others. The plentiful scientific output of European countries can be attributed to the boundless proliferation of studies on CLIL developed in Central Europe in the last two decades [33].…”

Section: Discussionmentioning

confidence: 99%

“…TWI was considered in the late 20th century to be an effective model for educating non-native English-speaking students, developing L2 skills in English-speaking students by conserving the Ll skills of minority students and enhancing cross-cultural understanding and appreciation. Finally, other forms, such as heritage bilingual education, have been associated with education through indigenous languages, e.g., aboriginal languages in Australia [25], among others.…”

Section: Bilingual Education: Concept and Typesmentioning

confidence: 99%

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Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Sánchez-Pérez

Manzano‐Agugliaro

2021

Education Sciences

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Despite the wealth of studies on bilingual education, there is a dearth of meta-research on the worldwide development and trends of this area of investigation over the past few decades. The occupation of this gap allows scholars to take stock of current states of research, get overviews of the contributions made to the field, foresee future research trends, and identify research needs and gaps that may be addressed in future investigation. This study analyses the evolution and trends of bilingual education research during a 50-year period (1969–2018) from a bibliometric perspective. The results show a steady increase in the number of publications, and was exponential in the last decade, mainly in the form of research articles, which makes bilingual education a truly consolidated and increasingly evolving research field. The US is the leading country with respect to the number of publications, affiliations, and sponsors, followed, primarily, by some other North American (e.g., Canada), European (e.g., UK and Spain), and Asian (e.g., China) countries, as well as Australia. There is a large research network cluster led by the US involving intercontinental interaction among institutions from Europe, Asia, and, to a lesser extent, South America. However, a scant level of internationalisation of scholars publishing works on bilingual education was observed, with most author collaboration being limited to different US institutions. The most influential authors belong to institutions from the US, Canada, Spain, and Israel, and, to a lesser extent, Australia. The main research topics in the field depend on the contexts and include regulations of language institutions, bilingual education models, language skills, pedagogical strategies, education levels, and ages, among others. These results may contribute to the identification of new research needs and therefore, to the development of future directions in bilingual education research.

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Section: Discussionmentioning

confidence: 99%

Section: Bilingual Education: Concept and Typesmentioning

confidence: 99%

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Sánchez-Pérez

Manzano‐Agugliaro

2021

Education Sciences

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“…First, the common form of bilingual education generally takes place in early childhood education programs. In Australia, the most common bilingual programs are designed to cater to indigenous children (Harris and Devlin, 1997). In contrast, bilingual programs are almost non-existent in Australian higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflections on a bilingual peer assisted learning program

Cui

Huang

Cortese

et al. 2015

International Journal of Educational Management

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Purpose -The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University.Design/methodology/approach -A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement.Findings -Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program.Originality/value -Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

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“…Initial literacy skills were taught in the vernacular languages, but they were progressively phased out so that by Year 5 the programme was taught predominantly in English thereafter. See Gale (1990) and Harris and Devlin (1997) for a more detailed discussion. In December 1998, the Northern Territory Government announced the axing of bilingual education programmes.…”

Section: Language Planning and Australia's Indigenous Languagesmentioning

confidence: 99%

Language Planning and Language Revival

Amery¹

2001

Current Issues in Language Planning

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This paper explores the interface between language planning and language revival, based on current efforts to reclaim and reintroduce Kaurna, the language of the Adelaide Plains. This language probably had not been used on a daily basis for the best part of 130 years, until recent efforts in the 1990s to revive it. Using written records, efforts are now being made to piece the language together and to develop a written and spoken language that addresses contemporary needs. Micro language planning is salient in the revival context. Indeed, language planning in this context typically involves individual learners and users of the language, small groups and very small organisations. This paper extends the vision of language planners to include languages hitherto regarded as 'dead' or 'extinct'. Language planning has as much to offer in these situations as it does for major world languages.

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Bilingual Programs Involving Aboriginal Languages in Australia

Cited by 8 publications

References 12 publications

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Reflections on a bilingual peer assisted learning program

Language Planning and Language Revival

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