This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Victoria Chou, Sheila M. Shannon, Mark R. Stewart, Angel Huguet, Lilia D. Monzo, Christine H. Rossell, Tommaso M. Milani, Karen Sakash, Glynda A. Hull, and Esther Garza.
(2004). Phonological Awareness and Bilingual Preschoolers: Should We Teach It and, If So, How?, Early Childhood Education Journal. This article briefly reviews recent research on teaching phonological awareness skills to preschoolers as well as the benefits of different types of bilingual education. A more in-depth analysis of research on cross-language transfer of phonological awareness/metalinguistic skills follows. The major recommendation resulting from this review is that the teaching of phonological awareness skills in both the home language and school language of preschoolers is the preferred intervention. [More] Descriptors: Educational Research, Reading Skills, Reading Instruction, Preschool Children
(2007). Creating a Discourse of Difference, Education, Citizenship and Social Justice. Recent educational policy has attempted to alleviate glaring achievement gaps within increasingly diverse student groups in the USA. Despite these efforts districts not making yearly Adequate Yearly Progress (AYP) are predominantly in disenfranchised areas or may be serving very diverse students. This article showcases recent research, which has produced some significant results in closing achievement gaps within traditionally marginalized groups. Despite many years of research within the coexisting fields of inclusion, bilingual education, diversity and overrepresentation of minorities in special education, a cyclopic system unable to address the increasing diversity within our schools perseverates. This article will also investigate underlying ideologies that seem bent on defining micro-boundaries within differences, thereby continually redefining conditions for exclusion from a mythical homogeneous mass. Inclusion is seen as the unifying thread for an increasingly fragmented public education system. The process of coherence making is further illustrated and supported by theoreticians such as Clark, Dyson and Millward, and Fullan. [More] Descriptors: Academic Achievement, Achievement Gap, Student Diversity, Minority Group Children
(2005). Latino Parents' "Choice" for Bilingual Education in an Urban California School: Language Politics in the Aftermath of Proposition 227, Bilingual Research Journal. This paper examines the choices parents have made regarding language of instruction in their children's classrooms, particularly in California after the implementation of Proposition 227. The data for this study are drawn from a 2-year ethnography of eight Latino families from an urban immigrant Latino community. The parents in the study held a high value for bilingual education, particularly in the elementary grades. However, parents' choice for language of instruction was not always a choice but rather determined by lack of access to information and school-community power relations. [More] Descriptors: Hispanic Americans, Parent Attitudes, Bilingual Education, Urban Schools
(2007). Minority Languages and Curriculum: The Case of Spain, Language, Culture and Curriculum. From a legal and institutional point of view, the current situation of the different languages in Spain has a double basis: the fact that the Spanish Constitution acknowledges the country's multilingual and multicultural character, and the country's organisation into Autonomous Communities. Such a constitutional framework has made it possible for bilingual education to develop remarkably during the last 20 years in Spain. The fact that Autonomous Communities have a language of their own with full educational rights has generated an important number of bilingual educational programmes. Apart from the experiences of partial bilingual programmes in other territories, both Catalonia and the Basque Country now organise their education on the basis of fully bilingual criteria. Based on current statistics, the legal basis and social context in which minority languages are taught in schools is examined, the actions undertaken are assessed and some challenges for the future are put forward. [More] Descriptors: Foreign Countries, Social Environment, Multilingualism, Bilingualism
(1999). The Linguistic Minority Parents' Perceptions of Bilingual Education, Bilingual Research Journal. A Los Angeles-area survey of 290 Latino parents of elementary and middle school children enrolled in bilingual education classes found that most parents did not understand the different models of bilingual education but thought that use of two languages facilitated their children's development of English. Although supporting bilingual education, most parents wanted their children placed in mainstream classrooms. Descriptors: Bilingual Education, Educational Attitudes, Elementary Education, Hispanic Americans
(2007). Voices of Authority in Conflict: The Making of the Expert in a Language Debate in Sweden, Linguistics and Education: An International Research Journal. The present paper aims to investigate an aspect of a recent public debate about bilingual education in Sweden. Focusing on the textual exchanges between some of the academics who intervened in the debate in the columns of one of the leading Swedish dailies, "Dagens Nyheter," the paper will draw upon performativity theory to argue that expertise in language debates is a complex phenomenon which is constantly enacted and contested through discourse. Rather than pre-positing who is the expert and therefore speaks with authority in a given matter, the paper will try to tease out some of the strategies that social actors, under certain discursive constraints, deploy to construct their competence in a specific issue, thus investing their statements with authority. [More] Descriptors: Bilingual Education, Foreign Countries, Newspapers, Discourse Analysis
(2001). The Politics of Bilingual Education and Educational Levels in Ethnic Minority Communities in China, International Journal of Bilingual Education and Bilingualism. Using 1990 Chinese national census data, this study examines educational levels in ethnic minority communities during three stages in the politics of bilingual education over the last 50 years. Descriptors: Bilingual Education, Census Figures, Educational Attainment, Ethnic Groups
(2007). Increasing the Supply of Latino Bilingual Teachers for the Chicago Public Schools, Teacher Education Quarterly. The prevailing situation in which students of color represent over one-third of school enrollments, yet teachers of color represent merely one-tenth of the nation's teacher force, is an important yet rarely considered factor amidst the constant claims of teacher shortages. Urban and rural schools struggle with an inadequate supply of teachers, but shortages are more concentrated in selected fields such as bilingual education and special education. In urban school districts that are majority children and youth of color, students have great need for teachers who can be cultural intermediaries to navigate between school and home cultures. In this article, the authors describe their programmatic efforts to address the urgent shortage of certified Latino bilingual teachers for the Chicago Public Schools. They start by setting the Chicago context and introducing the "Pathways" opportunity, portray their Project 29 Pathways program in some detail, and close by discussing outcomes and lessons learned. [More] [More] Descriptors: Urban Schools, Public Schools, Bilingual Students, Teacher Shortage
(2010). A Comparison of Bilingual Education and Generalist Teachers' Approaches to Scientific Biliteracy, ProQuest LLC. The purpose of this study was to determine if educators were capitalizing on bilingual learners. use of their biliterate abilities to acquire scientific meaning and discourse that would formulate a scientific biliterate identity. Mixed methods were used to explore teachers. use of biliteracy and Funds of Knowledge (Moll, L., Amanti, C., Neff, D., & Gonzalez, N., 1992; Gonzales, Moll, & Amanti, 2005) from the students. Latino heritage while conducting science inquiry. The research study explored four constructs that conceptualized scientific biliteracy. The four constructs include science literacy, science biliteracy, reading comprehension strategies and students. cultural backgrounds. There were 156 4th-5th grade bilingual and general education teachers in South Texas that were surveyed using the Teacher Scientific Biliteracy Inventory (TSBI) and five teachers. science lessons were observed. Qualitative findings revealed that a variety of scientific biliteracy instructional strategies were frequently used in both bilingual and general education classrooms. The language used to deliver this instruction varied. A General Linear Model revealed that classroom assignment, bilingual or general education, had a significant effect on a teacher's instructional approach to employ scientific biliteracy. A simple linear regression found that the TSBI accounted for 17% of the variance on 4th grade reading benchmarks. Mixed methods results indicated that teachers. were utilizing scientific biliteracy strategies in English, Spanish and/or both languages. Household items and science experimentation at home were encouraged by teachers to incorporate the students' cultural backgrounds. Finally, science inquiry was conducted through a universal approach to science learning versus a multicultural approach to science learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: General Education, Regression (Statistics), Grade 5, Grade 4
(2015). The Dialogues between Content and Language: Cautions and Challenges in the Emergence of a Bilingual Education Program, Latin American Journal of Content and Language Integrated Learning. This paper presents a set of ideas about the basics for developing interdisciplinary dialogues between content (science) and language (English) in bilingual educational processes, under the premise that a satisfactory relationship between those elements help guarantee successful content-based instruction (CBI) in its form known as "sheltered instruction." Additionally, a practical example (based on a science curriculum) is presented to demonstrate some principles that inform approaches to teaching such content. Finally, based on the authors' interdisciplinary work and pedagogical experiences, some recommendations on teaching content and language in bilingual settings are presented in the form of cautions (a balance of actions) and challenges (prospects). [More] Descriptors: Bilingual Education Programs, Course Content, Teaching Methods, Second Language Learning
(1999). Language Rights or Language Privileges?, TESOL Journal. Lessons learned from an Irish-English case study reveal new ways of thinking about Spanish-English bilingual education in the United States and bilingual education in general. Descriptors: Bilingual Education, Case Studies, English (Second Language), Irish
(2004). Researching English in the Philippines: Bibliographical Resources, World Englishes. The academic literature on issues related to the Philippine English language and literature is substantial. This bibliography surveys relevant work on such related fields as the sociology of language and language planning, Bilingualism, bilingual education, and languages in education, language attitudes, code-switching and code-mixing, Philippine English as a new English, and Philippine creative writing in English. It is hoped that this bibliography will be of use to students and researchers overseas as well as in the Philippines. [More] Descriptors: Foreign Countries, Language Attitudes, Language Planning, Creative Writing
(2007). Geographies of Hope: A Study of Urban Landscapes, Digital Media, and Children's Representations of Place, Online Submission. (Purpose) The purpose of this study was to examine the short-term effects of a two-way bilingual education program on the literacy development of students from kindergarten to 12th grade. (Methodology) The community and groups of children were compared in terms of their academic achievement in English language arts. The Urban Landscapes included students from low-income communities and with limited English proficiency (LEP) or lacking basic skills as well as students who were not LEP. One group of students was instructed in English approximately 70% of the time and in Spanish approximately 30% of the time in a two-way bilingual education (Extended Foreign Language [EFL]) program. The academic performance of these students was compared with that of a group of students who attended the schools in other areas were compared with children outside of the area. Participants were and other groups children from school age groups of kindergarteners, compared with 41 other kindergarten students, and 57 first graders, compared with 71 other children from other areas and graders. (Results) Results indicate that after one year of the intervention, there were statistically significant differences between the two groups only in sight vocabulary (at kindergarten and grade 1) and in alphabet (kindergarten). In all other areas of language development, there were no statistically significant differences between the achievement scores of the two groups. (Conclusions) Results show that students in the EFL program make adequate academic progress, confirming the usefulness of communication and representation of space and place. The program in reducing the achievement gap between LEP students and others. (Recommendations) Educators need to increase their knowledge of the effects of instructional programs on the language acquisition of LEP students in order to improve the students' academic development and understanding of space and place shows that Urban Landscapes and digital Media play a role in a child's representation of self and place. [More] Descriptors: Bilingual Education, Sight Vocabulary, Limited English Speaking, Bilingualism
(2002). Dismantling Bilingual Education Implementing English Immersion: The California Initiative. This study explored bilingual education in California, analyzing California law on instruction for English Learners before and after Proposition 227. Proposition 227 required that all English Learners (EL) participate in a sheltered English immersion program in which most instruction was in English with curriculum and presentation designed for children learning the language for a transition period not normally intended to exceed one year. This approach was designed to replace the existing system of bilingual education. The study also describes the process by which a child is designated limited English proficient or EL, the characteristics of these students, and trends in the number of students redesignated fluent-English-proficient. Also studied were bilingual education enrollment before and after Proposition 227 and the characteristics of students enrolled, testing rates for all EL students and EL students in bilingual education, and research findings on the effectiveness of bilingual education. Data came from the California State Department of Education database, classroom observations and interviews of teachers and principals, school documents, and findings from other research studies. Findings indicate that Proposition 227 may have a positive effect on the academic achievement of EL students, but it is not going to turn them into high scoring students. Bilingual education may not be an effective way of teaching EL students, but it was not the primary cause of their low achievement. In addition, redesignation standards are as problematic as ever, and may be more unrealistic than they were before Proposition 227. Some recommendations are made to amend Proposition 227. Ten appendices contain supplemental information about the study. (Contains 21 tables, 27 figures, and 70 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Educational Change
(1999). Alternative Paradigms in Bilingual Education Research: Does Theory Have a Place?, Educational Researcher. The dominant paradigm in research on bilingual education is limited, yielding little for educational policy. Recommends an alternative paradigm, highlighting strengths and limitations of each, examining how they are employed in the bilingual education debate, noting policy-relevant findings from each, and concluding that only the alternative paradigm yields sufficient information with direct relevance to bilingual education policy. Descriptors: Bilingual Education, Bilingual Students, Educational Policy, Educational Research