International Journal of Bilingual Education and Bilingualism 

About: International Journal of Bilingual Education and Bilingualism is an academic journal published by Routledge. The journal publishes majorly in the area(s): Bilingual education & First language. It has an ISSN identifier of 1367-0050. Over the lifetime, 1616 publications have been published receiving 44007 citations.

Bilingual education in the 21st century: a global perspective

Abstract: Bilingual education in the 21st century: a global perspective, by Ofelia Garcia with contributions by Hugo Baetens Beardsmore, Oxford, UK, Wiley-Blackwell, 2009, 496 pp., US$99.95 (hardback), ISBN ...

Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens

Abstract: As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as ‘English language learners,’ in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction and first language literacy is discouraged and undervalued poses unusual challenges for learners whose communicative repertoires encompass translanguaging practices. Drawing on the critical sociolinguistics of globalization and on ethnographic data from US and international educational contexts, we argue via a continua of biliteracy lens that the welcoming of translanguaging and transnational literacies in classrooms is not only necessary but desirable educational practice. We suggest that Obama's current policies on the one hand and our schools' glaring needs on the other offer new spaces to be exploited for innovative programs, curricula, and practices that recogn...

Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies

Abstract: This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develop CLIL pedagogies from a ‘holistic’ perspective. Using the 4Cs Framework for analysis, the author concludes that for CLIL research to ‘mature’, the nature and design of the research must evolve to identify CLIL-specific issues whilst drawing on a much wider frame of reference. This poses a challenge for a future CLIL research agenda which must ‘connect’ and be ‘connected’ if the potential of CLIL is to be realised.

Scaffolding Instruction for English Language Learners: A Conceptual Framework

Abstract: Adolescent students learning academic subject matter in a new language face a number of challenges, both local and global in nature, as they negotiate the linguistic, academic and social world of schooling. Making a case for a pedagogy of rigour and hope, the author presents a model of scaffolding that emphasises the interactive social nature of learning and the contingent, collaborative nature of support and development. Drawing on Sociocultural Theory, as well as a large body of empirical research on effective practices with second language learners, the author examines the use of specific types of scaffolding to promote linguistic and academic develop-ment. The model, developed by the author, conceives of scaffolding as both structure and process, weaving together several levels of pedagogical support, from macro-level planning of curricula over time to micro-level moment-to-moment scaffolding and the contingent variation of support responsive to interactions as they unfold.