The cognitive development of young dual language learners: A critical review

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major databases for research conducted with typically developing, preschool-age dual language learners between 2000 and 2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.     

Radio and presidential campaigning

The advent of radio broadcasting brought some significant changes into presidential campaigns but it jailed to produce other changes that one might have expected to arise from the use of this new communications medium. This paper describes the changes that took place and examines the reasons for certain expected changes failing to materialize.     

An MMB Special: Survey of Broadcasting Texts Compared

Harrison B. Summers, Robert E. Summers, and John H. Pennybacker, Broadcasting and the Public (Belmont, Calif.: Wadsworth Publishing Co., 1978—$13.95)

Giraud Chester, Garnet R. Garrison, and Edgar E. Willis, Television and Radio (Englewood Cliffs, N.J.: Prentice-Hall, l978—price not given)

Saundra Hybels and Dana Ulloth, Broadcasting: An Introduction to Radio and Television (New York: D. Van Nostrand Co., 1978— price not given)     

Floating on the fringe: College of education students’ discourse about diversity

Abstract

This phenomenological research study focused on how education students perceived diversity in their academic lives, as well as the language they used when they talked about diversity. Focus groups with 36 undergraduate and graduate students in a college of education were conducted to explore these areas. Three themes were identified through a two-phase analytical approach. These were: (a) limited or inconsistent exposure to diversity at the college; (b) instances of othering and exclusion that took place in various spaces; and (c) divergent ways of talking about the diversity climate. The article concludes with a renewed call for increased attention to diversity in colleges of education.     

The ‘nature of science’ in the school curriculum: the great survivor

This paper explores the ways in which the ‘nature of science’ (NoS) has been interpreted, accommodated and justified within school curricula since science was first schooled in the mid-nineteenth century. It explores how different interpretations of ‘the NoS’ have been invoked by those seeking to reform school science education in response to wider political, economic or social concerns such as the demand to ‘humanise’ school science teaching, to increase the supply of qualified scientists or to promote scientific literacy. It offers some comments upon the implications of these interpretations for current attempts to promote the ‘NoS’ in school science education. The focus of attention is England and, to a lesser extent, the USA but the issues raised are of contemporary relevance to many other parts of the world.