This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include George E. Marsh, Raija Kemppainen, Race Equality Teaching, Julia Scherba de Valenzuela, Martha Tapia, Boston. Massachusetts State Dept. of Education, Frank Lucido, Tomoko Wakabayashi, Maurice Carder, and Carol Beaumont.
(2000). The Preliterate Student: A Framework for Developing an Effective Instructional Program. ERIC/AE Digest. A special subgroup of Limited English Speaking students is often referred to as students with limited formal schooling (LFS) or "preliterates" because they have not yet had the opportunity to learn to read. This digest explores important aspects of the LFS student population, defining LFS students and discussing their impact on schools, individualized language development plans, classroom instruction, and the assessment of the LFS student. The LFS student is usually older, aged 12 to 21, and in most cases the LFS student possesses less than 2 years of formal education. The impact of LFS students on a school can be significant because they require special services and teacher professional development. It is recommended that an individualized language development plan be prepared for LFS students to ensure that their special needs are met. The LFS student requires a warm and supportive classroom where the goal is not only to teach literacy skills in the native language, but also to teach meaningful communication in and functional use of the English language. Assessing the progress of such students requires the use of a variety of assessment tools. (Contains 16 references.) [More] Descriptors: Beginning Reading, Bilingual Education, Elementary Secondary Education, Illiteracy
(2002). Schooling for Diverse Children in Hungary, Childhood Education. Examines the status of minority education in Hungary. Outlines key features of Hungarian education, examines status of education and schools for national minority students, and highlights the educational situation and needs of Romani (Gypsy) children. Describes two Hungarian initiatives for educating Romani children. Focuses on the importance of ensuring equal educational opportunities for all children. Descriptors: Bilingual Education, Children, Diversity (Student), Early Childhood Education
(2002). Young English Language Learners: Resourceful in the Classroom. Research in Review, Young Children. Focuses on complexities and challenges of the social and cognitive enterprise involved as young children learn English as a second language. Summarizes research on various types of bilingual programs and identifies effective program components. Presents implications for early childhood teachers, focusing on the importance of teachers having high expectations for students while allowing for individual variation within a flexible curriculum. Descriptors: Bilingual Education, Bilingualism, Early Childhood Education, Educational Practices
(2002). "Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge," edited by Jeanne Ellsworth and Lynda Ames. Book Review, Early Childhood Research Quarterly. Describes Ellsworth and Ames' edited book as an eclectic collection including historical, ethnographic, autobiographical, empirical, and self-reflective texts. Maintains that although the book is an important contribution to the literature by placing current practices into historical and social context, thereby leading to a more critical view of the revered program, the work omits an economic view. Descriptors: Bilingual Education, Book Reviews, Early Childhood Education, Early Intervention
(2002). Learning To Forget: Reflections on Identity and Language, Journal of Latinos and Education. A Puerto Rican scholar describes his second-grade experiences as a newcomer to the U.S. mainland: learning English required forgetting Spanish, and this "forgetting" was a requirement for successful inclusion into a new culture. Language has regulatory power to set up conditions for belonging and exclusion, but resistance to the hegemony and politics of language is possible. Descriptors: Acculturation, Bilingual Education, Bilingualism, Early Experience
(2000). Effect of Gender, Achievement in Mathematics, and Ethnicity on Attitudes toward Mathematics. The effects of gender, math achievement, and ethnicity on attitudes toward mathematics were examined using an inventory called Attitudes toward Mathematics Instrument (ATMI). The inventory was completed by 545 students at a college preparatory bilingual school in Mexico City. Data were analyzed using a multivariate factorial model with four factors of Math Attitude as dependent variables (self-confidence, value, motivation, and enjoyment of mathematics) and three independent variables (gender, math achievement, and ethnicity). Multivariate analysis of variance was performed. There was an overall significant effect of gender on two of the factors of ATMI. Male students scored higher than female students on self-confidence and value. Letter grade was significant, with "A" students scoring higher than others on all four factors of the ATMI. A similar relationship of letter grade to factors was found in the hierarchy from "B" through "F" students. Failing students scored lowest on self-confidence, motivation, value, and enjoyment. There was an overall significant effect of ethnicity on three factors. Mexican students scored significantly higher than American students on self-confidence, value, and enjoyment. Students with dual citizenship–students who had one American parent–scored higher than Americans with no other citizenship on the value of mathematics. (Contains 30 references.) [More] Descriptors: Bilingual Education, Foreign Countries, High Schools, Mathematics Achievement
(2002). Alternative Assessment for Transitional Readers, Bilingual Research Journal. A teacher-developed alternative assessment of reading comprehension was specifically designed for transitional English language learners. Use of the measure with 89 fifth-graders in their first year of English language instruction showed that the students could successfully engage with English texts and provided teachers with useful information to guide instruction. (Contains 78 references.) Descriptors: Alternative Assessment, Bilingual Education, Elementary Education, Elementary School Students
(2000). Approved Bilingual Dictionaries for Use on the MCAS by Students with Limited English Proficiency. This documents provides a comprehensive list (including the name of the dictionary, name and address of the publisher, ISBN, and cost) of dictionaries in numerous languages approved for limited-English-proficient student use when taking MCAS (Massachusetts Comprehensive Assessment System) tests. Examples are provided for 55 different languages. [More] Descriptors: Bilingual Education Programs, Dictionaries, Limited English Speaking, Standardized Tests
(2002). Helping English Learners Increase Achievement through Inquiry-Based Science Instruction, Bilingual Research Journal. A 4-year science education project in a rural southern California elementary school involved kit- and inquiry-based science instruction, including the use of science notebooks. Evaluations of fourth- and sixth-grade students in the program for 0-4 years found that English-learners with longer program participation had increased achievement scores in science, writing, reading, and mathematics. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, English (Second Language)
(2002). Intercultural Awareness, Bilingualism and ESL in the International Baccalaureate, with Particular Reference to the Middle Years Programme, International Schools Journal. Describes the ESL Program at the Vienna International School (VIS). States that students who come to international schools with poor English skills are those who struggle the most. Advocates separating ESL programs, diversity awareness training for instructors, and mother tongue programs. Descriptors: Bilingual Education, Community Colleges, Curriculum, English
(2002). Race Equality Policies and Practice: Resources on the Internet, Summer 2002. Presents resources available on the Internet that deal with racial equality policies and practice. Topics include legal requirements in education; institutional racism; community cohesion; diversity; curriculum; national identity; citizenship education; race and identity; suppliers, booksellers, and publishers; links with schools in other countries; refugee education; dealing with bullying and conflict; and language and bilingualism. Descriptors: Bilingual Education, Bullying, Citizenship Education, Diversity (Student)
(2000). The Influence of Bilingualism on English Reading Scores, Reading Improvement. Examines the English reading scores of a group of primary aged children in South Texas being educated in a dual language program (Spanish and English). Finds that balanced language development (equal competence in all areas of the two languages) does not have a negative influence on reading comprehension in English. Finds that the more balanced bilinguals received highest scores. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, English
(2002). Parental Choice and Language-of-Instruction Policies and Practices in Estonia, Education and Urban Society. Examines how language-of-instruction choice affects Estonian Russian-speaking minority students following legislation requiring Estonian-only secondary education. Research indicates that Russian-speaking choice parents selecting Estonian-speaking schools differ from nonchoice Russian-speaking parents in resourcefulness. Despite Soviet-era constraints to Estonian's survival and current emphasis on the Estonian language, language policies and practices suggest understanding of issues involved in second language acquisition in schools. (Contains references.) Descriptors: Access to Education, Bilingual Education, Educational Legislation, Elementary Secondary Education
(2000). "No Hablo Ingles": Bilingualism and Multiculturalism in Preschool Settings, Early Childhood Education Journal. Discusses the role and components of both bilingualism and multiculturalism in preschool settings. Notes implications for the preparation of teachers and suggests strategies that preschool administrators could utilize in meeting needs of bilingual communities. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism
(2002). Bilingualism as a Future Investment: The Case of Japanese High School Students at an International School in Japan, Bilingual Research Journal. A study examined the outcomes of early bilingualism for majority-language speakers. English and Japanese proficiency of 48 Japanese high school students attending an English-medium international school in Japan were assessed using standardized tests, writing samples, and oral tasks. Students who had received initial schooling in Japanese developed the highest level of balanced bilingualism. (Contains 37 references.) Descriptors: Bilingual Education Programs, Bilingual Students, Bilingualism, English (Second Language)