Pei Li-pin

Bio: Pei Li-pin is an academic researcher. The author has contributed to research in topics: Teaching and learning center & Bilingual education. The author has an hindex of 1, co-authored 1 publications receiving 244 citations.

The bilingual education of

Abstract: Bilingual education in universities and colleges is viewed as an effective and feasible measure to develop talented graduates more competent in the international market.Considering the present situation of bilingual teaching in Modern Control Theory,we pointed out the current problems restricting the teaching method in the four aspects: teaching mode in class,teacher training,teaching materials and English proficiency of students.To improve the efficiency of bilingual teaching in Modern Control Theory,we proposed some constructive and available approaches after we presented and analyzed each of these problems.

The long-term impact of subtractive schooling in the educational experiences of secondary English language learners

Abstract: This study examines a lesser-known population of students, called ‘long-term English language learners’ (LTELLs) in the USA, who now comprise one-third of all English language learners in New York City secondary schools. A major finding from our research, which explores the characteristics and educational needs of this student population, is that the students' prior schooling has been subtractive, posing significant challenges for their academic literacy acquisition. Having attended school in the USA for seven years or more, LTELLs have experienced programming that has not provided sufficient opportunities to fully develop their native language literacy skills, in spite of research which states that such opportunities are correlated with school success. LTELLs thus arrive in high school with limited academic literacy in English or their native languages, in spite of their oral bilingualism, posing difficulties for them in all subject areas. As part of a three-year research project, we conducted q...

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades A Synthesis of Research

Abstract: This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13 qualifying studies met the inclusion criteria for language of instruction. Though the overall findings indicate a positive effect (effect size = .21) in favor of bilingual education, the largest and longest term evaluations, including the only multiyear randomized evaluation of transitional bilingual education, did not find any differences in outcomes by the end of elementary school for children who were either taught in Spanish and transitioned to English or taught only in English. The review also identified whole-school and whole-class interventions with good evidence of effectiveness for ELLs, including Success for All, cooperative learning, Direct Instruction, ...

Exploring bilingualism in a monolingual school system: insights from Turkish and native students from Belgian schools

Abstract: A growing body of empirical studies indicates the educational benefits of bilingualism. Despite this tendency, bilingual minority students are being pressured by school authorities to shed their mother tongues. We conducted qualitative interviews with Turkish-bilingual and native-monolingual students in Flemish (Belgium) secondary schools to investigate how students evaluate their languages, how Dutch monolingualism is imposed, and how students respond to the dominance of monolingualism. Our results indicate that the mother tongues of bilingual students are mainly perceived as a barrier to educational and occupational success, while the benefits of bilingualism are unknown. Thus, both Turkish-bilingual and native-monolingual students approved of speaking one language. We also found that monolingualism was strongly imposed on students by explicit encouragement, formal punishment when bilinguals speak their mother tongue, and exclusion of foreign languages from the cultural repertoire of the school. These results are discussed as they relate to policy-makers, scholars of bilingualism and institutional racism.

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Abstract: This chapter summarizes the findings of 32 years of research from all of our longitudinal studies to date, conducted in 36 school districts in 16 U.S. states, more than 7.5 million student records analyzed, following English learners (of all language backgrounds) as far as Grades K–12. These studies are very generalizable to all regions and contexts of the United States and have been replicated in other countries, answering questions regarding program effectiveness for policymakers in education. We have shown that English-only and transitional bilingual programs of short duration only close about half of the achievement gap between English learners and native English speakers, while high-quality, long-term bilingual programs close all of the gap after 5–6 years of schooling through the students’ first and second languages (L1 and L2). In addition, our studies answer the linguistic question of how long it takes student groups to reach grade-level achievement in their L2, and we have developed and refined our theoretical Prism model by collecting and analyzing program effectiveness data, basing the Prism model on our empirical findings.

The Misleading Academic Discourse on Chinese–English Bilingual Education in China

Abstract: Although official promotion of content-based English language teaching started in mainland China only at the turn of the century, this form of language instruction, widely known in China as “Chinese–English bilingual education,” has gathered great momentum in the last 6 years and is now rattling across the country like a juggernaut. So-called Chinese–English bilingual education has always been controversial. Although small numbers of opponents have raised concerns about potential negative consequences and the constraints compromising optimistically envisioned goals, their voices have been drowned in the overwhelming academic discourse by a growing contingent of vocal advocates. This discourse is a driving force behind “the great leap forward” for Chinese–English bilingual education. This article problematizes the prevalent discourse on bilingual education in China. Based on analysis of systematically selected data sources, it contends that the academic discourse with its misconceptions, misrepresentations...