Outline

Overview

This unit introduces and explores principles and issues surrounding bilingual education. Different models of bilingual education are introduced and issues surrounding the aims, rationale, and goals of these models are explored. Issues surrounding bilingual education theory, the teacher in bilingual settings, family and community involvement in bilingual education, bilingualism and biliteracy, and issues of power and identify are examined. The unit focuses on current research surrounding bilingual education. This unit is suited to students who teach in bilingual or immersion contexts, and to those more generally interested in catering for bilingual and multilingual students in all settings.

Unit details and rules

Unit code	EDPJ5025
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	David Hirsh, david.hirsh@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Case Study Written	50%	- Due date: 16 Apr 2023 at 23:59	3000 words
Outcomes assessed:
Assignment	Issues in Bilingual Education Written	50%	- Due date: 05 Jun 2023 at 23:59	3000 words
Outcomes assessed:

Assessment summary

see Canvas site

Assessment criteria

High Distinction (HD) 85% and above

Superior analysis, comprehensive research, sophisticated theoretical or methodological understanding, impeccable standard of written English and presentation.

Distinction (D) 75% - 84%

Thoroughly researched and well argued. Complex understanding of the subject matter, which is analyzed in depth. Superior standard of written English and presentation.

Credit (Cr) 65% - 74%

Average or better than average work, with solid research, perceptive analysis, effective preparation and presentation.

Pass (P) 50% - 64%

Completion of key tasks at an adequate level in argumentation, documentation and expression.

Fail (F) 49% and below

Not satisfactory

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

see Canvas site

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to bilingual education	Lecture (1 hr)
Week 02	Types and models of bilingual education	Lecture and tutorial (2 hr)
Week 03	Immersion and dual/two-way bilingual program models	Lecture and tutorial (2 hr)
Week 04	Language maintenance and revival	Lecture and tutorial (2 hr)
Week 05	Language planning and policy	Lecture and tutorial (2 hr)
Week 06	Cases: Europe and Africa	Lecture and tutorial (2 hr)
Week 07	Cases: North America and South America	Lecture and tutorial (2 hr)
Week 08	Cases: Asia and Australasia	Lecture and tutorial (2 hr)
Week 09	Bilingualism, biculturalism and biliteracy	Lecture and tutorial (2 hr)
Week 10	Teachers, parents and community	Lecture and tutorial (2 hr)
Week 11	Classroom materials and resources	Lecture and tutorial (2 hr)
Week 12	Assessing Bilingual Education	Lecture and tutorial (2 hr)
Week 13	Politics and power	Lecture and tutorial (2 hr)

Attendance and class requirements

You are reminded that the by-laws of the University of Sydney require 90% attendance at classes and other scheduled activities in each component of the unit.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Recommended Readings

Aga Rehamo, S., & Harrell, S. (2018). Theory and practice of bilingual education in China: lessons from Liangshan Yi autonomous prefecture. International Journal of Bilingual Education and Bilingualism, 1–16.

Baca, L.M. & Cervantes, H.T. (2004). The Bilingual Special Education Interface (4th Ed.). Upper Saddle River, NJ: Pearson.

Baetens Beardsmore, H. (1982). Bilingualism: Basic Principles. Clevedon, UK: Multilingual Matters.

Baetens Beardsmore, H. (1993). European models of bilingual education: Practice, theory and development. Journal of Multilingual and Multicultural Development, 14 (1 & 2), 103-120.

Barnard, R. & Glynn, T. (2003). (Eds). Bilingual children’s language and literacy development. Buffalo, NY: Multilingual Matters.

Bialystok, E. (1991). (Ed.). Language processing in bilingual children. Cambridge, New York: Cambridge University Press.

Bialystok, E. (2018). Bilingual Education for Young Children: Review of the Effects and Consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679.

Blackledge, A. (1994). Teaching bilingual children. Stoke-on-Trent, UK: Trentham Books.

Brisk, M.E. (1998). Bilingual education: from compensatory to quality schooling. Mahwah, NJ: Lawrence Erlbaum.

Brutt-Griffler, J. & Varghese, M. (2004). (Eds). Bilingualism and language pedagogy. Clevedon, UK: Multilingual Matters.

Contech, J. (2003). Success in diversity: culture, language and learning in primary classrooms. London: British Library.

Coyle, D. (2018). The Place of CLIL in (Bilingual) Education. Theory Into Practice, 57(3), 166–176.

Cummins, J. (2002). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Cleveland, UK: Multilingual Matters.

Cummins, J. (2002). Rights and responsibilities of educators of bilingual-bicultural children. In L.D. Soto (Ed.). Making a difference in the lives of bilingual-bicultural learners. New York: Peter Lang.

Cummins, J. & Swain, M. (1986). Bilingualism in education: aspects of theory, research and practice. London, New York: Longman.

Datta, M. (2000). Bilinguality and literacy; Principles and practice. London: Continuum.

Day, E.M. (2002). Identity and the young English language learner. Clevedon, UK: Multilingual Matters.

De Courcy, M. (1997). Benowa High: A decade of French immersion in Australia. In R.K. Johnson & M. Swain (Eds). Immersion Education: International Perspectives. Cambridge: Cambridge University Press.

De Courcy, M.C. (2002). Learners’ experiences of immersion education: case studies of French and Chinese. Clevedon, UK: Multilingual Matters.

De Mejia, A. (2002). Power, Prestige and Bilingualism: International perspectives on Elite Bilingual Education. Clevedon: Multilingual Matters.

Del Pilar Garcia Mayo, M. & Lecumberi, M.L.G. (2003). (Eds). Age and the acquisition of English as a Foreign Language. Clevedon, UK: Multilingual Matters.

Denton, C.A., Anthony, J.L., Parker, R. & Hasbrouck, J.E. (2004). Effects of two tutoring programs on the English Reading Development of Spanish-English bilingual students. The Elementary School Journal, 104 (4), 289-305.

Deuchar, M. & Quay, S. (2000). Bilingual acquisition: theoretical implications of a case study. Oxford: Oxford University Press.

Dewaele, J., Housen, A. & Li, W. (2003). (Eds) Bilingualism: Beyond Basic Principles. Clevedon: Multilingual Matters.

Feinberg, R.C. (2002). Bilingual education: A reference handbook. Santa Barbara, CA: ABC-CLIO.

Gao, X., & Ren, W. (2018). Controversies of bilingual education in China. International Journal of Bilingual Education and Bilingualism, 1–7.

Garcia, O. & Baker, C. (1995). (Eds). Policy and practice in bilingual education: a reader extending the foundations. Clevedon: Multilingual Matters.

Goldstein, T. (2003). Teaching and learning in a multilingual school. London: Lawrence Erlbaum.

Graville, M. (1996). Supporting bilingual learning in schools. London: British Library.

Herriman, M. & Burnaby, B. (1996). (Eds). Language policies in English-dominant countries. Clevedon, UK: Multilingual Matters.

Hornberger, N.H. (2003). Continua of Biliteracy: An ecological framework for educational policy,

Johnson, R.K. & Swain, M. (1997). Immersion education: international perspectives. Cambridge, UK: Cambridge University Press.

Jones, G.M. (1996). (Ed.). Bilingualism through the classroom: strategies and practices. Clevedon, UK: Multilingual Matters.

Jurado, B.C., & Garcia, C.M. (2018). Students’ Attitude and Motivation in Bilingual Education. International Journal of Educational Psychology, 7(3), 317–342.

Kimbrough Oller, D. & Eilers, R.E. (2002). (Eds). Language and literacy in bilingual children. Clevedon, UK: Multilingual Matters.

Kinberg, M. (2001). Perspectives on foreign language immersion programs. Lewiston: Mellen Press.

Kirkpatrick, A. (2002). Englishes in Asia: communication, identity, power and education. Melbourne: Language Australia.

Kroeger, S. D. & Bauer, A.M. (2004). Exploring diversity: A Video Case Approach. Upper Saddle River, NJ: Pearson.

Language Australia. (2000). A description and exploratory evaluation of program types in indigenous and community languages: final report. Melbourne: Language Australia.

Lapkin, S., Harley, B. & Hart, D. (2001). Block scheduling for language study in middle grades: A summary of the Carleton case study. In S. Lapkin, B. Harley & D. Hart, (Eds). Canadian Parents for French, The state of French-second-language education in Canada 2001. (pp. 24- 25). Ottawa, ON: Canadian Parents for French.

Lessow-Hurley, J. (2005). The Foundations of Dual Language Instruction. New York: Pearson.

Liddicoat, A.J. (1991). (Ed). Bilingualism and Bilingual Education. Melbourne: NLLIA.

Lindholm-Leary, K.J. (2001). Dual language education. Clevedon: Multilingual Matters.

Mukminin, A., Haryanto, E., Sutarno, S., Sari, S., Marzulina, L., Hadiyanto, A., & Habibi, A. (2018). Bilingual education policy and Indonesian students’ learning strategies. Elementary Education Online, 17(3), 1204–1223.

Muysken, P. (2000). Bilingual speech: a typology of code-mixing. Cambridge, UK: Cambridge University Press.

Nicol, J.L. (2001). (Ed.). One mind, two languages: bilingual language processing. Malden, MA: Blackwell.

Oller, D.K. & Eilers, R.E. (2002). (Eds). Language and Literacy in Bilingual Children. Clevedon, UK: Multilingual Matters.

Ovando, C.J. (2003). Bilingual education in the United States: Historical Development and Current Issues. Bilingual Research Journal, 27 (1).

Paulston, C.B. (1980). Bilingual education: Theories and issues. Rowley, MA: Newbury House.

Perez, B. (2004). Becoming biliterate: a study of two-way bilingual immersion. Mahwah, NJ: Lawrence Erlbaum.

research, and practice in multilingual settings. Clevedon, UK: Multilingual Matters.

Romanowski, P., & Jedynak, M. (2018). Current Research in Bilingualism and Bilingual Education. Cham: Springer

Sánchez, M., García, O., & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37–51.

Schauber, H., Morrissette, P.L. & Langlois, L.R. (1995). The second language component of primary French immersion in Montreal, Quebec, Canada. The Bilingual Research Journal, 19 (3 & 4), 525-536.

Schwartz, M. (2018). Preschool Bilingual Education Agency in Interactions Between Children, Teachers, and Parents . Cham: Springer

Singh, M. (2005). Worlds of learning: globalisation and multicultural education. New York: Common Ground.

Smyth, G. (2003). Helping bilingual pupils to access the curriculum. London: David Fulton.

Soltero, S.W. (2002). Key programmatic decisions in dual language education. Illinois Association for Multilingual Multicultural Education Bulletin, 27 (1), 7-11.

Soltero, S.W. (2004). Dual language: Teaching and learning in two languages. New York: Pearson.

Soto, L.D. (2002). (Ed.) Making a difference in the lives of bilingual-bicultural learners. New York: Peter Lang.

Swain, M. & Johnson, R.K. (1997). Immersion education: a category within bilingual education. In R.K. Johnson & M. Swain (Eds). Immersion Education: International Perspectives. Cambridge: CUP.

Swain, M. & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.

Thompson, L. (1999). Young bilingual children in nursery school. Bilingual education and bilingualism, 104-106.

Truckenbrodt, A. & De Courcy, M. (2002). Implementing a bilingual program. South Yarra, VIC: Association of Independent Schools of Victoria.

Tse, L. (2001). Why don’t they learn English? Separating fact from fallacy in the US language debate. New York: Teachers College Press.

Turnbull, B. (2018). Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual. International Journal of Bilingual Education and Bilingualism, 21(8), 1041–1048.

Turnbull, M., Sinclair Bell, J. & Lapkin, S. (2002). (Eds). From the classroom: Grounded activities for language learning. Toronto: University of Toronto Press.

Vasquez, O. A. (2003). La clase mágica: Imagining optimal possibilities in a bilingual community of learners. Mahwah, NJ: Lawrence Erlbaum.

Wakabayashi, T. (2002). Bilingualism as a future investment: the case of Japanese high school students at an international school in Japan. Bilingual Research Journal, 26 (3), 631-645.

Xiong, T., & Feng, A. (2018). Localizing immersion education: A case study of an international bilingual education program in south China. International Journal of Bilingual Education and Bilingualism, 1–14.

Zhao, R., Zhou, M., & Gao, X. (2018). Concluding commentary: the discursive space for bilingual education programs in China. International Journal of Bilingual Education and Bilingualism, 1–6.

Journals

Babel

Bilingual Research Journal

Bilingual Review

Bilingualism: Language and Cognition

International Journal of Bilingual Education and Bilingualism

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate understandings about the bilingual context
LO2. Demonstrate understandings about the goals of bilingual education
LO3. Demonstrate understandings about bilingualism and biliteracy
LO4. Demonstrate understandings about models of practice
LO5. Demonstrate understandings about language planning and policy
LO6. Demonstrate understandings about teacher, parent and community issues
LO7. Demonstrate understandings about classroom materials and resources
LO8. Demonstrate understandings about assessment of programs
LO9. Demonstrate understandings about politics and power issues

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

see Canvas site

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Fail (F) 49% and below

Not satisfactory

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDPJ5025: Bilingual Education

Semester 1, 2023 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Fail (F) 49% and below

Not satisfactory

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect