This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which demonstrates a positive effect for bilingual education ...

This article overviews the research on the complex relationship between bilingualism and cognitive development and the important implications of this relationship for bilingual education. Recent studies are discussed that examine the cognitive development in bilingual children with regard to metalinguistic awareness, concept formation, and analogical reasoning. A case is made for additive bilin...

Mapudungun is spoken by over 900,000 people (Mapuche) in Chile and Argentina. Thanks to an active bilingual and multicultural education program, Mapuche children are now being taught to be literate in both Mapudungun and Spanish. The Chilean Ministry of Education has teamed up with the Language Technologies Institute’s AVENUE project to collect data and produce language technologies that suppor...

Mapudungun is spoken by over 900,000 people (Mapuche) in Chile and Argentina. Thanks to an active bilingual and multicultural education program, Mapuche children are now being taught to be literate in both Mapudungun and Spanish. The Chilean Ministry of Education has teamed up with the Language Technologies Institute’s AVENUE project to collect data and produce language technologies that suppor...

Widely hailed as an educational success story, Singapore, a multilingual island nation in Southeast Asia, embraces an officially bilingual education policy. English is the medium of all content-area education from the start of schooling, with students’ official “mother tongue” required as a single subject. Although called the student’s “mother tongue,” these languages may not be the student’s h...

As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and rese...