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Education, Bilingual.

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There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims to meet this need.

Education, Bilingual --- Government policy

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The wave of migrants arriving in Europe fleeing from war or hard living conditions represents both a challenge and a great educational opportunity for the European school systems. Currently, research and good practice in this field have been mainly developed within the boundaries of national educational politics and policies, addressing distinct populations. This fragmentation has stood in the way of a systematic analysis of the question at the European level, which is a necessary condition for the advancement of successful educational interventions. The book aims to offer substantive insights for researchers, policy makers, and teachers concerned with the effective inclusion of refugees within education by collecting and comparing the growing body of knowledge that is emerging from eight European countries. Contributors are: Oula Abu-Amsha, Miki Aristorenas, Tatjana Atanasoska, Benjamin Brass, Henrik Bruns, Heike de Boer, Sanja Grbić, Hermina Gunnþórsdóttir, Laure Kloetzer, Tünde Kovacs Cerović, Louise Pagden, Michelle Proyer, Wayne Veck, Dragan Vesić, and Julie Wharton.

Refugees --- Immigrants --- Education, Bilingual --- Education

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"This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers. Many national professional organizations would have interest in this text, including National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), and the National Council of State Supervisors for Languages (NCSSFL), as well as local affiliates for bilingual, English as a second language (ESL), and world language education (e.g., California Association of Bilingual Education; Illinois Council for Teaching Foreign Languages)"--

Education, Bilingual --- States --- Government policy

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This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom.

Education, Bilingual --- Special education --- Bilingualism --- Multilingual education