Latvian Bilingual Education: Towards a new approach

During the transitional period from being part of the Soviet Union, with Russian as the official state language, to an independent state within the European Union, with special language policies supporting minority languages, Latvia has developed reasonable principles of bilingual education. Nevertheless, a lot of work still needs to be done to improve teaching methods, to develop effective programmes, and to assess the multifaceted process of language use at school, including sociolinguistic and psycholinguistic analysis of educational discourse and spontaneous bilingual communication. The quality of bilingual education depends upon different factors, which are subject to various influences. Some of these are not mentioned in the models being proposed by the government, such as the pedagogical relevance of a child-centered approach, the progression in language and cultural competence of participants, mixing/overlapping/avoidance strategies of language use, attitudes of families, children and teachers, etc. The challenge for teachers of both Latvian as a second and Russian as a first language is enormous. In the future, other bilingual situations will present themselves in Latvia as well. Because of this, Latvian society must consider their entire policy towards bilingualism in the educational system.     

Contextual,Output and Operational Variables in Bilingual Education in Latvia

This paper evaluates the implementation and implications of the recent Education Act in Latvia for the education of language minority children in Latvia. By analysing the output, contextual and operational variables that determine language education policy, comparisons are made with two established Western European models of multilingual education, the European School model and the system of trilingual education in the Grand Duchy of Luxembourg. These comparisons reveal that, as elsewhere, it is the output variables, modified by contextual variables, which determine the operational strategies that need to be addressed.     

Bilingual Education: The case of Latvia from a comparative perspective

This introduction briefly describes the historical, demographic, linguistic and educational background of Latvia. It discusses the concepts of identity and integration in the Latvian context, and also the educational and political motivations that exist in this society regarding bilingual education. Conclusions and recommendations are derived from this analysis, as well as from the contributions made by the various authors who participated in this special issue of Intercultural Education.     

Are You Sitting Comfortably Then We'll Begin: Three Gripping Policy Stories About Pension Reform

Throughout the 1990s, the issue of how to secure pension systems in the face of demographic change has been high on policy agendas in many countries. Yet, reforming pension systems has, more often than not, proved to be a particularly difficult and awkward political undertaking. The following article explores one of the many possible reasons why pension reform in Europe has been so arduous for the would-be reformers. After briefly reviewing some basic concepts and issues involved in reforming social security systems, the paper concentrates on how policy actors at international level have constructed the pension policy issue. Specifically, the paper reviews three pension reform policy stories. Each of the stories starts from differing assumptions, produces contradictory prognoses of the pension problem, and prescribes diverging policy solutions. Significantly, each policy story provides a normative vision of a 'good' pension reform. Thus, policy stories provide templates for producing plausible policy arguments in politiucal debates: yet, thay do so by weaving scientific knowledge, 'objective' fact and normative convictions about social welfare systems into a seamless rhetorical fabric. The final section, then, looks at the seams by analysing the more contentious assumptions of the different policy arguments.     

Equalising opportunities in health through educational policy

Despite the growing prominence of theoretical analysis of inequality of opportunity over the past twenty years, empirical work towards the normative evaluation of real-world policies has been minimal. This paper seeks to address this issue. It proposes a normative framework to model the influence of educational policy on health outcomes, grounded in Roemer’s model of equality of opportunity. We apply this model to the National Child Development Study cohort, who, since their schooling lay within the transition period of the comprehensive education reform in England and Wales, attended different types of secondary school. We use this reform in two ways: first, to evaluate the health outcomes of different educational policies under different normative principles; second, to simulate counterfactual distributions of health outcomes by neutralising the different channels through which early life circumstances influence health. Evidence on the comparative performance of the two educational systems is mixed, suggesting that the opportunity-enhancing effects of the comprehensive reform were, at best, modest in terms of adult health. For some of the health outcomes considered, this leads to a convergence between the policy recommendations made by the two ethical principles of equality of opportunity and utilitarianism, while for others, the two principles diverge in their evaluation.     

What can be Learned from Whom? Germany's Employment Problem in Comparative Perspective

In several (large) states of the European continent, particularly in Germany, progress in bringing down high unemployment has been slow. In contrast, 'employment miracles' occurring in a number of countries of the Western world receive increasing attention and raise the question of what can be learned from their obviously more successful political strategies and institutional reforms for attaining better employment performance. The first part of the paper discusses different criteria for evaluating 'successful' employment performance in comparative perspective. After looking into the 'employment miracles' and the policies and policy changes which are commonly ascertained as having been conducive to success - concentrating mainly on the Netherlands, Denmark and the USA - the question of transferability is addressed by examining which elements could be transferred to Germany and other countries of the European continent. The conclusion is that, apart from modernizing (active) labour market policy, there is not much to copy from others. However, successful institutional arrangements and policy innovations implemented elsewhere may be informative with regard to the hindrances of reform in one's own country and the search for possible 'functional equivalents'.     

Latino Children's Integration into American Society: The Dynamics of Bilingual Education

Abstract

The Latino population has grown in recent decades due to increased immigration. This group is largely urban, disproportionately young, and typically enters American society with a low socioeconomic status, which has implications for urban schools. Using data from a three-year investigation of the bilingual education program at Maya Angelou Elementary in Texas, this study examines the integration of Latino students into the educational system. More specifically, I utilize a sociological framework which incorporates structural and sociocultural factors of immigrant adaptation to investigate bilingual education at Angelou and the broader context of educating Latino English Language Learners (ELLs). At Angelou, I find evidence of commitment to bilingualism, yet structural constraints in the school undermine this commitment. However, these challenges are minimal in comparison to the broader policy environment concerning the ELLs' education. On this front, Angelou must confront teacher shortages, scarcity of materials, and high-stakes standardized testing. Conclusions indicate the treatment of Spanish language and Latino culture as subordinate despite the school's efforts to serve their students.     

A Search to Merge

This paper describes and discusses bilingual education and educational policies in Latvian primary education, especially with respect to the education of ethnic minorities. I assess whether the educational opportunities provided in the Latvian government's proposed models might support the integration of minorities into Latvian society. Furthermore, recommendations are given that relate to minority education in the future.     

Bilingual Education Models in Latvia: A view from Belarus

In this article, we look at several issues relating to bilingual education in Latvia, as prescribed by the Latvian Ministry of Education and Science. We examine these issues from the perspective of the past and present situation in Belarus, Russia and the former Soviet Union. It is clear, in our view, that bilingual offers both advantages, but also various drawbacks if it is not implemented in an appropriate way. This applies to both the societal and the personal (cognitive level). Movement towards the dominant languages (in this case Latvian) needs to be viewed as a gradual process. Although each generation of newcomers might start with a passive knowledge of the dominant (second) language, this changes into a fluent grasp of the second language across generations. The original native language will lose its dominance in this process.     

YOUR LANGUAGE OR MINE? THE NONCOMMUNICATIVE BENEFITS OF LANGUAGE SKILLS

Do languages matter beyond their communicative benefits? We explore the potential role of preferences over the language of use, theoretically and empirically. We focus on Catalonia, a bilingual society where everyone is fully proficient in Spanish, to isolate linguistic preferences from communicative benefits. Moreover, we exploit the language‐in‐education reform of 1983 to identify the causal effects of language skills. Results indicate that the policy change has improved the Catalan proficiency of native Spanish speakers, which in turn increased their propensity to find Catalan‐speaking partners. Hence, the acquisition of apparently redundant language skills has reduced endogamy. (JEL C26, C78, I28, J12, J15, Z13)     

'Nihonjin no yoo to omoimashita' (I think I'm like a Japanese): Additional Language Learning and the Development of Multiple Selves

This paper addresses the questions of how and what kinds of multiple self-presentations may inhabit the same narrative space. I draw on two types of data, both of which highlight changes that have occurred to individuals who have learned another language. By foregrounding the topical life histories of two Anglo-Celt Australians who have learned Japanese as an additional language after the age of 11 years, it was possible to investigate: (i) the extent to which multiple self-presentations are 'scaffolded' by the ability to make meaning in Japanese as an additional language; and (ii) the process of 'identity slippage' as part of the social semiotic construction of a bilingual self. In this paper, I challenge how 'Asian', and more specifically, 'Japanese' identities have been traditionally described.     

Researching social work: Doctoral work in the UK

This paper discusses some current issues in relation to doctoral studies in social work in the UK. It draws on recent research and other sources to illustrate that our knowledge about the scope and scale of such doctoral work is limited. However, developments within the discipline and the wider policy and institutional context of professional education suggest that research (in general) has an increasing profile. This trend, together with debates about focus and research approaches in social work, has implications for the possible extension of opportunities for doctoral studies. It is further suggested that 'professional doctorate' programmes or 'PhD by publication' routes may be more suited to the needs of doctoral students in social work, given different career paths relative to students in some other disciplines.     

Becoming an intercultural primary school teacher: Experiences from Bolivia

The article analyses various developments that took place within the context of a Technical Cooperation project, financed by the German Federal Ministry of Economic Cooperation and Development, and implemented by GTZ (the German Technical Cooperation Agency) together with Bolivian Educational Ministry during 1997 and 1998. The project focused on teacher education, especially initial teacher education, in the course of national educational reform in Bolivia and concentrated on intercultural bilingual education in the Bolivian highlands.     

Tax incentives and family labor supply in Austria

The family policy reform 2009 introduced tax deductibles for children and child care expenditures in Austria. In this paper we evaluate this reform based on a structural labor supply model with unitary households which has been estimated on the European Statistics on Income and Living Conditions cross-sections 2004–2008. We find that the reform had only small employment effects, most of them being generated through the introduction of a child care deductible. However, to illustrate the employment potential of a shift from universal child transfers to tax deductibles we propose additional simulations showing that such a policy shift would yield an increase in full time equivalents of approximately .70 % of overall employment, with married females increasing their labor supply by up to 1.5 %. While the proposed policy shifts have regressive effects in terms of their distributional impact, we show that phasing-out the tax deductible at higher income allows for the compensation of lower-income households without jeopardizing positive employment effects.     

Training for No Secrets : A strategic initiative

Current Department of Health guidance on multi-agency policy and procedure to protect vulnerable adults from abuse requires the design and implementation of comprehensive training programmes. This paper identifies three issues of critical significance to the development of a local training strategy, namely, language ('vulnerability' versus 'rights'), the relative significance of 'awareness', and the scheduling of training in relation to overall policy development. These issues are illustrated by a local training course which, in addition to imparting basic information on the new agenda and locating the latter within the wider context of adult welfare services generally, actively facilitated practitioners' contributions to multi-agency policy development. The outcomes of this initiative are reported in terms of the Department of Health's radical vision of 'mainstreaming' staff involvement.     

交通运输类职业院校双语教学的改革策略

中国不同层次的教育一般都会依据本层次教育实施双语教育的目的、教育的对象,教师的专业素养、双语教育的内容、双语教育的政策法规等构建有本层次教育特色的双语教学模式或策略。文章拟对不同教育层次的人才培养目标进行分类,对国外双语教育的主要模式进行分析述评,进而在剖析国外双语教育模式的特征与交通运输类职业院校实施双语教育模式的利弊和实施条件的基础上,提出构建具有交通运输类职业院校特色的双语教学策略。     

Policy Windows for CSOs in Latin America: Looking Outside Legal and Regulatory Frameworks

This paper presents a comparison of the legal and regulatory frameworks for civil society organizations (CSOs) in the Andean countries. Given the restrictive policies, CSOs are becoming policy entrepreneurs and identifying policy windows, that is, opportunities in public policies that are not inherently related to their sector. It focuses on the case of Ecuador and its 2010 higher education reform that requires universities to generate more research and to establish community outreach. The paper argues that while collaborations with universities might not bring substantial financial resources to CSOs, and that the roles and responsibilities in collaborative projects are constructed through a learning process, the higher education reform might have the potential to create win–win relationships among universities and CSOs. Opportunities like this, allow CSOs to demonstrate their expertise and experience in social development, and in doing so, gain, and in some cases regain, their legitimacy. In the process, CSOs might stave off further restrictive public policy.     

Spanish–English immersion in the wake of California Proposition 227: five cases

Two‐way bilingual immersion programs are noteworthy within the context of US public education because, in them, the children of immigrants are essential assets. Language‐minority and English‐speaking pupils are grouped together, starting in kindergarten or earlier and extending at least through grade five, with a goal of bilingual proficiency and biliteracy for all. This paper explores two‐way immersion educators’ and parents’ responses to California Proposition 227, which severely restricted bilingual education. Given this obstacle, what has motivated the maintenance and further initiation of two‐way bilingual immersion? And to what ends? Answers hinge on varied institutional climates at the school district level and parent–teacher activism towards the goal of truly multicultural education. Proposition 227 was a disastrous move, but dedicated educators, parents and communities have been proactive in creating two‐way bilingual programs to help maintain bilingual education in a way that benefits all students.     

INTEGRATING TRANSPORT,LAND USE PLANNING AND ENVIRONMENT POLICY

Various recent policy documents stress the need for the integration of sectoral policies. In practice, policy-makers recognize the need for policy-integration but often do not have a complete picture of what it entails or how to put theory into practice. This paper reports on a research project that examines attitudes and approaches to integrating transport, land use and environment policies in three local authority case studies in Denmark, Germany and England.1 1. This paper is based on a research project funded by The Netherlands Agency for Energy and the Environment (NOVEM) as part of their research programme on Regional Transport Performance (VervoersPrestatie Regionaal or VPR). View all notes The paper reflects on how different institutional and political factors can affect policy integration, focusing particularly on the integration of transport, land use and environment policies. The institutional and political factors covered in this paper include the division of roles and responsibilities within an organisation, the nature of inter-departmental and inter-agency relationships, the diversity of professional skills and education of the workforce, and the role of political and public support.