This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Bruce A. Gaarder, Brenda G. Juarez, C. M. B. Brann, Marcia D. Horne, Katherine Y. B. Yao, Tatyana Kleyn, Rebecca Oxford, Shirley Munoz-Hernandez, Linda Diamond, and Norma Varisco de Garcia.
(1986). Triglossia in Nigerian Education, NABE: The Journal for the National Association for Bilingual Education. Describes how triglossia in Nigerian education lies in the complementary distribution of languages by functions, with the languages of home, community, and school corresponding roughly to the affective, conative, and cognitive psychological categories. Provides a triglottic model which describes actual function of language in education in Nigeria. Descriptors: Diglossia, Elementary Secondary Education, Foreign Countries, Higher Education
(1976). Moving Toward Cultural Pluralism: "The Process of Enculturation", Journal of the National Association for Bilingual Education. The article suggests that a separate process of social integration labeled enculturation is able to function in a society where a culturally pluralistic view is fostered, and where this pluralistic view results in a sense of peoplehood. [More] Descriptors: Acculturation, Cultural Interrelationships, Cultural Pluralism, Definitions
(1981). Projections of Non-English Language Background and Limited English Proficient Persons in the United States to the Year 2000: Educational Planning in the Demographic Context, NABE: The Journal for the National Association for Bilingual Education. Unique in its use of several major national data sets to create a data base for future projections, this study reports the projected number of non-English language background and limited English proficient persons in the United States to the year 2000 for the nation, and by state, age, and language. [More] Descriptors: Adolescents, Adults, Age Groups, Asian Americans
(2008). Speaking in Colors: A Window into Uncomfortable Conversations about Race and Ethnicity in U.S. Bilingual Classrooms, GIST Education and Learning Research Journal. As the racial and ethnic make-up of the United States (U.S.) further diversifies, the need for open dialogue around stereotypes and discrimination intensifies. Schools can provide students with the opportunity to begin to unravel the complexities of race and ethnicity. Students in bilingual classrooms inevitably bring up the issues surrounding intra-and inter-group conflicts. This study looks at how bilingual teachers from four ethnolinguistic groups address these unplanned micro-interactions. A bibliography is included. [More] Descriptors: Student Diversity, Ethnic Diversity, Ethnic Stereotypes, Racial Discrimination
(1979). Aula/The Classroom: Teaching Science to Bilingual Children, NABE: The Journal for the National Association for Bilingual Education. Illustrates ways in which science activities that utilize culturally familiar materials can help bilingual students gain insight into the scientific concepts which underlie the functioning of cultural artifacts and tools. Specifically indicates how nine categories of materials familiar to Chinese and Hispanic cultures can be used in science instruction. [More] Descriptors: Bilingual Students, Cultural Enrichment, Elementary Education, Elementary School Science
(1979). Bilingualism and Cognition: Some Recent Findings, NABE: The Journal for the National Association for Bilingual Education. Hispanic children in grades 1 and 3 were tested to examine the relationship between degree of bilingualism in English and Spanish, intellectual development level, and performance on two tests of cognitive-perceptual functioning or field dependence/independence. A positive, significant relationship was found between relative language proficiency and cognitive perceptual performance. [More] Descriptors: Academic Achievement, Bilingualism, Cognitive Style, Cubans
(2008). Options for English Language Learners, School Administrator. Between 69 percent and 90 percent of English language learners (ELLs) in middle and high schools were born in the United States and have been in U.S. schools since kindergarten still have not achieved the academic proficiency to succeed in an all-English mainstream program. Various ELL program options are available for school districts to implement as whole-school programs or as additions to the regular curriculum. The two major models for ELLs are bilingual and monolingual programs. About two-thirds of the existing programs in K-12 schools are organized around five instructional strategies within these two programs as described here. The remaining third weave features of both the bilingual and monolingual models. As school districts choose the most effective program to meet the needs of their ELL populations, they must consider the needs and well-being of the students, their families and the communities in which they live. They also need a thorough understanding of the program options, district goals and available resources. With that knowledge, school leaders are better able to select and implement an effective education program that meets the needs of all English language learners. [More] Descriptors: Teaching Methods, Elementary Secondary Education, Second Language Learning, Monolingualism
(1990). Literacy, Biliteracy and Educational Achievement among the Mexican-Origin Population in the United States, NABE: The Journal of the National Association for Bilingual Education. Among Chicano and Mexican-born residents of five states, surveyed in 1979, inclusion of Spanish literacy produced a higher literacy rate than is generally cited for this population. Biliteracy and Spanish literacy were associated with educational achievement, family income, employment, and political participation. Associations with gender, age, place of nativity, parent education, and childhood language are also discussed. Descriptors: Adult Literacy, Bilingualism, Educational Attainment, Family Income
(2008). Teaching Bilingual Students with Special Needs: A Teacher Training Issue, Journal on Educational Psychology. The issue of special needs and the English Language Learner is a complex and complicated one. It involves all of the issues that education for children with special needs has, such as legal issues, psychological issues, parental involvement issues, and the involvement of general education classroom teachers. These issues are intertwined with those of the English Language Learner, such as limited English proficiency of the child and/or parent, cultural issues, language learning issues, and the ability of general education to adequately meet the needs of the ELL students. This article examines research in this field and suggests how schools of education can better prepare teachers for working with this population of students. [More] Descriptors: Bilingual Education, Bilingual Students, Special Needs Students, English (Second Language)
(2008). The Politics of Race in Two Languages: An Empirical Qualitative Study, Race, Ethnicity and Education. Drawing upon critical analyses of participant observations of classrooms, school documents, and in-depth interviews with teachers, administrators, and school-district supervisors conducted from 1999 to 2002, this qualitative study employs a post-structuralist framework to probe one US public elementary school's quest to realize educational equity through dual language education. Focused on exploring the ways that students' racial identities influenced teachers' pedagogies, analyses of discourses and practices salient within the school's context revealed an ambivalent racial logic based on whiteness which paradoxically fostered the increased participation of English language learners in educational activities that constrained their access to valued learning resources and schooling opportunities. [More] Descriptors: Race, Equal Education, Second Language Learning, Racial Identification
(1986). Towards a Cultural Understanding of Teacher Talk: The Teacher Disapproval Category Reexamined, NABE: The Journal for the National Association for Bilingual Education. Reexamines category of teacher talk commonly called teacher disapproval. Presents expanded framework for examining behaviors in this category. Identifies and describes nine variations of teacher disapproval based on analysis of transcripts of interactions involving fourth, fifth, and sixth grade classroom Anglo, Hispanic, and Conservative Jewish teachers. Descriptors: Classroom Communication, Cultural Awareness, Cultural Context, Cultural Influences
(1976). Education and the Spanish Speaking Woman: A Sad Reality, Journal of the National Association for Bilingual Education. [More] Descriptors: Educational Background, Employed Women, Females, Income
(1976). El Mantenimiento o Desplazamiento Linguistico: El Futuro del Espanol en los Estados Unidos. (Linguistic Maintenance or Replacement: The Future of Spanish in the United States), Journal of the National Association for Bilingual Education. What is the probability that Spanish, as a vernacular language, will survive in the U.S. with an increasing usage and prestige? Or will its usage, its speakers and its importance diminish rapidly in number and geographical extension? Can it be retained or will there be a shift into English? This article, written in Spanish, addresses these questions by examining various factors which today are determinants of the answers. [More] Descriptors: Bilingualism, Futures (of Society), Language Attitudes, Language Usage
(1979). Occupational Attitudes: A Comparison of Monolingual and Bilingual Student Groups, NABE: The Journal for the National Association for Bilingual Education. Discusses possibly significant effect of social acceptance and the negligible effects of culture and sex on attitudes of 271 bilingual and monolingual fourth grade students towards occupational groups. Discusses children's early awareness of society's attitudes towards occupations and the probable existence of a reasonably stable hierarchy of occupational preference. [More] Descriptors: Bilingual Students, Career Choice, Cultural Influences, Elementary Education
(2008). Assessing Reading: Multiple Measures for Kindergarten through Twelfth Grade. 2nd Edition, Consortium on Reading Excellence (NJ3). This book contains a collection of formal and informal reading assessments for use with students in Grades K-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these assessments can be administered individually. Each assessment was selected because it measures an important research-based reading skill and because it is quick, reliable, and easy to use. Each assessment provides clear and accurate individual student information. The assessments included in this book are informal assessments designed to measure specific skills critical to successful reading. Some of the assessments are curriculum-based, while others are criteria-based, depending on the purpose of the assessment. Similarly, some assessments target specific skills, some are instruments for broader screening, and some can be used for both types of assessment. Spanish assessments are provided for the early grades where many students may still be in bilingual programs or may be receiving Spanish primary language instruction before transitioning to English programs. Profile Forms and Class Records found in the Appendix provide an easy way for teachers to summarize assessment results. Appended are: (1) CORE Reading Assessment Profile Forms; (2) CORE Reading Assessment Class Records; (3) Performance Criteria for Fluency and Fluency Scores: A Discussion; (4) Assessment-Driven Instruction: A Systems Approach; and (5) Resources for Assessing Reading. [Contributing authors include: Orna Lenchner, Michael Milone, and Jacalyn Mahler.] [More] Descriptors: Reading Achievement, Systems Approach, Bilingual Education Programs, Program Effectiveness