This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Haley De Korne, Elizabeth Lockwood, Paul Edward Tanner, Coleen D. Carlson, Hsin-Yang Wu, Maria Carlo, Anja K. Steinlen, Andreas Rohde, Lisa-Jane Ward, and Elizabeth A. Skinner.
(2010). Project "Nueva Generacion" and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out, Teacher Education Quarterly. The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect persists between colleges of education, their students and the communities they strive to serve. In this article, the author will describe a nine-year old partnership between a teacher education program and a community-based organization that is a viable and complementary alternative to campus-based and community-based teacher education programs. The unique partnership between the Logan Square Neighborhood Association (LSNA) and the Bilingual Education Program at Chicago State University (CSU) essentially brought the university to the community at the community-based organization's request. The collaboration was initially funded as a federal Title VII grant. Since it began nine years ago, between 60 and 70 neighborhood residents, many of whom already worked in the community as teacher assistants, school volunteers, and community leaders, have had the opportunity to attend college and work toward a bachelor's degree and teaching credentials. Founded on LSNA's core belief that the members of their urban community can and should serve as resources in schools, Project "Nueva Generacion" (New Generation) is the model for the Grow Your Own teachers initiative in Illinois. The Grow Your Own teachers initiative provides funds to consortia consisting of a community based organization, a college of education, and a school district to recruit and prepare community leaders to become teachers. [More] [More] Descriptors: Schools of Education, Preservice Teacher Education, Teacher Education Programs, School Community Relationship
(2012). Timelines for English Language Acquisition: A Study of the Rates of Second Language Acquisition among Hispanic English Language Learners Including Exceptionalities, ProQuest LLC. This study explores No Child Left Behind's required timetable for English language learners (ELLs) to reach English language proficiency within five years, as outlined in the Annual Measurable Achievement Outcomes (AMAOs), despite the lack of research evidence to support this as a reasonable expectation. Analysis was conducted on the archived data from 1311 current and former Spanish-speaking ELLs, including students who qualify for Special Education (SpEd) and Talented and Gifted (TAG) programs. One-way chi-square analysis, contingency table analysis, relative frequency histograms, z-tests and t-tests were used to test hypotheses regarding statistically significant differences in TAG and SpEd identification rates and differences in acquisition timelines based on TAG or SpED classification, as well as instructional program model (bilingual versus English immersion). Results determined that Spanish-speaking ELLs were underidentified for TAG programs, despite extensive bilingual resources and staffing. Results further determine that ELLs as a whole require a mean 7.13 years to reach proficiency. Average ELLs without exceptionalities require 7.354 compared with 8.933 years for ELLs with disabilities (ELL-Ds), while TAG ELLs require 5.423 years, all longer than allowed by NCLB (five years) to reach proficiency. Significant differences were found in acquisition rates among TAG ELLs, ELL-Ds and average ELLs without exceptionalities. Analysis of timelines for ELLs in bilingual versus English immersion programs for ELLs as a whole, average ELLs and ELL-Ds with specific learning disabilities also found statistically significant differences, favoring bilingual programs. Overall, the results speak to the effectiveness of bilingual education program models for helping students to reach English proficiency and also to the need for consideration of additional factors in assessing schools based on AMAOs with five-year targets for language acquisition. [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: Learning Disabilities, Evidence, Bilingual Education, Statistical Analysis
(2012). Teacher Educators and Indigenous Language Rights Reform in Southern Mexico, ProQuest LLC. Nations throughout the world have increasingly looked at teacher education policy as a vehicle for reform of both the educational system and the society at large, and teacher quality is often positively associated with the quality of the overall educational system. Although such reforms often target pre-service teacher education, little is known about the teacher educators who play a central role in such reforms. While some studies have examined teachers as policy actors, little work has been done in the area of teacher educators as policy actors who interpret and implement education policy. This study fills that void by exploring the interaction between teacher educators' beliefs and values and a federal education policy in Mexico. One example of an attempt to engage in social reform by targeting teacher education is Mexico's General Law on the Linguistic Rights of Indigenous Peoples (2003), a measure aimed at improving educational opportunities for Mexico's diverse indigenous population, who suffer high poverty, low literacy, and limited educational opportunity. The law gives Mexico's indigenous students the right to a teacher who both writes and speaks the language of their community. It also requires Mexico's teacher education institutions to establish programs in Intercultural, Bilingual Education (IBE) and to include indigenous culture and languages in the curriculum. This study uses Spillane's (2006) cognitive sense-making framework to investigate how teacher educators in two southern Mexican states with large indigenous populations make sense of the reform. Employing a mixed-methods approach, I examined teacher educator attitudes and beliefs as both a catalyst for and an impediment to indigenous educational reform. I further considered whether or not such attitudes and beliefs are affected by the institutional and geographic contexts of the teacher educators and I looked at how the personal backgrounds of the teacher educators affected their beliefs and attitudes. I also analyzed the sources of policy information they found most useful in keeping current on recent educational policy. The study has broad implications for the fields of education, political science, and international development. [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: Indigenous Populations, Indigenous Knowledge, Teacher Educators, Educational Policy
(2006). Bilingual Phonological Awareness: Multilevel Construct Validation among Spanish-Speaking Kindergarteners in Transitional Bilingual Education Classrooms, Journal of Educational Psychology. The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme elision, were measured in Spanish and in English and analyzed via multilevel confirmatory factor analysis at the task level. Results showed that the PA tasks defined a unitary construct at both the student and classroom levels in each language. English and Spanish PA factors were related to each other (.93 and .83 at the student and classroom levels, respectively) as well as to word reading, both within languages (correlations estimated between .74 and .93) and across languages (correlations estimated between .47 and .79). Although the PA constructs were statistically separable in each language, the high correlation between Spanish and English PA indicates considerable overlap in these abilities. [More] Descriptors: Reading Skills, Spanish, English (Second Language), Kindergarten
(2010). Indigenous Language Education Policy: Supporting Community-Controlled Immersion in Canada and the US, Language Policy. The vitality of most Indigenous languages in North America, like minority languages in many parts of the world, is at risk due to the pressures of majority languages and cultures. The transmission of Indigenous languages through school-based programs is a wide-spread approach to maintaining and revitalizing threatened languages in Canada and the US, where a majority of Indigenous children attend public schools. Policy for Indigenous language education (ILE) in public schools is controlled primarily on the regional (province/state/territory) level, and there is a lack of shared knowledge about policy approaches in different regions, as well as a lack of knowledge about effective ILE policy in general. While no ideal policy model is possible due to the diversity of different language and community contexts, there are several factors that have been identified as closely linked to the success of ILE; immersion approaches to education and community control of education. Using these two factors as an analysis framework, this study documents regional policies impacting ILE in Canadian and US public schools, showing that although there are many regions lacking ILE policy, there are a growing number of supportive ILE policies currently in place. The varying levels of support that different policies provide, and a discussion of different ways in which immersion and community control may be supported in ILE policy are illustrated through examples of existing policies. Several recommendations for the development of future ILE policy are offered, including the importance of diverse policy approaches, support for bilingual education in general, and further development of Indigenous language teacher training and Indigenous control of ILE. [More] Descriptors: Language Maintenance, Public Schools, Bilingual Education, Community Control
(2012). Applying Official Language Plus from the Perspectives of Linguistic Human Rights and Multiculturalism in Taiwan, ProQuest LLC. Taiwan began its political reform of languages in the 1990s. At this time, "Mandarin Plus" (Official Language Plus) became the core of Taiwanese language policy to deal with the aftermath of forced national linguistic assimilation under Chiang's administration (1945-1988). Mandarin Plus, defined as teaching vernacular languages other than Mandarin, was legalized by a series of administrative ordinances based on the authority of the Ministry of Education. The plan includes compulsory vernacular language education, Taiwan Mother Tongue day, regional bilingual education, language integration courses, language teacher certification, and teacher training courses. However, political muscle rather than a solid legal foundation was used to deal with the aftermath of Mandarin Only. Whether Mandarin Plus can achieve either the multiculturalism envisioned by the constitutional amendments or the full potential of linguistic human rights remains in doubt. Therefore, further analysis is needed on whether Taiwan can comply with its constitutional aspiration and achieve linguistic human rights. This dissertation poses, examines and answers several questions from the perspective of linguistic human rights and applies the framework of language planning and international law to the Taiwanese situation. The questions considered include: What legal history and current issues affect language planning and policy in Taiwan? What is the applicable approach of "normative standards" on language law? What is the source of law for the concept of linguistic human rights? What specific linguistic human rights can be identified? What conflicts exist between the current Mandarin Plus centric system and normative standards of linguistic human rights? This dissertation does not intend to negate the indispensability of the de facto official language in Taiwan. Rather, using international human rights law as a framing device for linguistic human rights, it pursues a balanced perspective between the official language and other languages while proposing legal modifications needed to contribute to Taiwan's special language circumstances. Analysing Mandarin Plus centric language planning in Taiwan using the concepts of linguistic human rights contributes to our understanding of a related model–the U.S. English Plus system–and extends our understanding of the linguistic human rights domain. [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: Mandarin Chinese, Native Language, Foreign Countries, Official Languages
(2006). The Aspira Consent Decree: A Thirtieth-Anniversary Retrospective of Bilingual Education in New York City, Harvard Educational Review. In this article, Luis O. Reyes provides a retrospective of the historic 1974 Aspira Consent Decree between the New York City Board of Education and Aspira of New York, which established bilingual instruction as a legally enforceable federal entitlement for New York City's non-English-speaking Puerto Rican and Latino students. Reyes analyzes the fate of the Aspira Consent Decree over the last thirty years. He discusses the demographic and sociopolitical changes between 1974 and the present, the pedagogical and political struggles associated with the consent decree over the years, the lessons learned, and the emerging trends and prospects for bilingual education in New York City's public school system, which is now under direct mayoral control. [More] Descriptors: Puerto Ricans, Bilingualism, Bilingual Education, Hispanic American Students
(2012). Lessons from Afar: A Review of www.daisakuikeda.org, Official Website of Daisaku Ikeda, Critical Inquiry in Language Studies. Daisaku Ikeda (1928- ) is a Buddhist leader, peace builder, school founder, and poet. His own biography and lifework provide a model for how one can transform adversity into alternative opportunities for some of the most disenfranchised students. Scrutinizing Ikeda's official website (www.daisakuikeda.org) reveals an extensive collection of his essays, lectures, United Nations proposals, and poems in the areas of Buddhism, peace, culture, and education. The website also includes Ikeda's biography, an Ikeda quote page, a list of Ikeda's books translated into English, and a collection of his photography. Finally, it contains resources for the classroom and links to nongovernmental organizations (NGOs), other human rights and peace-building organizations, and to the official websites of Tsunesaburo Makiguchi and Josei Toda, fellow Soka (value-creating) educators and, respectively, the first and second president of the Soka Gakkai, the Buddhist NGO of which Ikeda is the third president. Reviewing Ikeda's early history and development, his essays, and his creative and radical ideas regarding education as a liberating and transformative experience challenges educators in the United States to reconsider their teaching styles, build more effective curriculum, and push for more resources from the inside out for all students in general and for marginalized students in particular. More concretely, Ikeda's work in education suggests that a critical reinvestment and refocus on education is perhaps the most important service that should be provided by the nation-state. Instead of moving toward quick-fix private models and corporate structures, educators need to rethink and restructure education as transformative learning of what Ikeda calls "human revolution." Ikeda's proposals give educators new direction and focus. Instead of value being created through numbers and tests, they need to rethink value-creation through sociocultural differences and interconnection with the broader environment. Second, if the goal of bilingual education lies in tapping children's lived experiences (i.e., their homeland, identity, and customs) as a foundation to build literacy skills and second language acquisition, then it might be a prime discipline in which to implement some of Ikeda's ideas more broadly in a U.S. context. Ikeda gives educators a foundation and a model to begin rebuilding from the inside out an educational system that is broken at its very core. Unless they take Ikeda's ideas, learn from them, and transform them into a lived practice of value creation, educators remain merely cogs in a broader system, which will ultimately reproduce the same kinds of inequalities and unfairly target poor students of color. [More] Descriptors: Web Sites, Educational Philosophy, Student Centered Curriculum, Transformative Learning
(2010). Bilingual Preschools. Volume 2: Best Practices, Online Submission. Drawing on data from eleven preschools in four European countries (Germany, Belgium, Sweden, and the UK), this edited volume explores the progress of preschool children learning English over a period of two years. This edited volume (Volume II) gives details on best practices in bilingual preschools as well as background and training on topics such as second language acquisition, intercultural communication, green immersion, material development and guidelines for language use and the implementation of bilingual preschools. The following are included in this report: (1) Introduction (Kristin Kersten, Andreas Rohde, Christina Schelletter, & Anja K. Steinlen); Part A: Results and Best Practices: (2) Foreign Language Education in Europe: Why Include Preschools? (Henning Wode); (3) Results of the ELIAS Research Studies: A Summary (Anja K. Steinlen, Ute Massler, Christina Schelletter, Shannon Thomas, Suzanne Akerman, Petra Burmeister, Aafke Buyl, Michael Ewig, Anna Flyman Mattsson, Lydia Gerlich, Gisela HÃ¥kansson, Alex Housen, Elke Kalbe, Holger Kersten, Kristin Kersten, Katharina Neils, Svenja Pahl, Thorsten Piske, Rachel Ramsey, Andreas Rohde, Martina Weitz, & Insa Wippermann); (4) How to Start a Bilingual Preschool: Practical Guidelines (Kristin Kersten, Martina Drewing, Jessica Granados, Barbara Leloux, Annette Lommel, Anke Schneider, & Sarah Taylor); (5) Guidelines for Language Use in Bilingual Preschools (Kristin Kersten, Anja K. Steinlen, Christine Tiefenthal, Insa Wippermann, & Anna Flyman Mattsson). Part B: Background and Training: (6) Introduction to Second Language Acquisition (Andreas Rohde); (7) Introduction to Intercultural Communicative Competence in Bilingual Preschools (Ute Massler); (8) Bilingual Education for Sustainable Development: Green Immersion in Bilingual Preschools (Shannon Thomas); and (9) Material for Bilingual Preschools (Christine Tiefenthal, Insa Wippermann, Annelie Schober, Lena Gotthardt, & Shannon Thomas). [For "Bilingual Preschools. Volume I: Learning and Development," see ED572867.] [More] Descriptors: Foreign Countries, Bilingual Education, Preschool Education, English (Second Language)
(1981). The Sociology of Bilingual Education in the United States, Journal of Education. Discusses four possible purposes of bilingual education in local settings: (1) bilingual education is more equitable for language minority children; (2) bilingual education is more effective in teaching English; (3) bilingual education promotes minority group bilingualism; and (4) bilingual education helps attain bilingualism for all children. Descriptors: Acculturation, Bilingual Education, Cultural Influences, Educational Objectives
(2010). Indigenous Worldviews in Intercultural Education: Teachers' Construction of Interculturalism in a Bilingual Quechua-Spanish Program, Intercultural Education. This paper examines teachers' implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core educational principle with a neglected pedagogy. The lack of preparation of BIE teachers in intercultural pedagogy has both forced and allowed them intuitively to make sense of interculturalism in practice. Based on an ethnographic study of BIE teachers, this paper discusses teachers' interpretations of interculturalism and of indigenous culture. The study aims to inform educators and policy-makers concerned with interculturalism about the challenges and possibilities of a pedagogy that affirms diversity and advocates quality education for all. [More] Descriptors: Multicultural Education, Indigenous Populations, Educational Principles, Ethnography
(2014). An Approach to Chinese-English Bilingual Music Education, Victorian Journal of Music Education. Music departments in Chinese universities incorporate Western musicology and instruments as part of their undergraduate or graduate courses (or both). However, many of these students may have had limited exposure to Western classical music and English, as a medium of communication. Furthermore, these courses are predominantly offered in Chinese. This article suggests that only a bilingual approach to teaching can help these students participate in global music making and research. In this way, the language and cultural divide which exists between Chinese mainland students and the West can be narrowed to facilitate cross-cultural learning. [More] Descriptors: Chinese, English (Second Language), Second Language Learning, Bilingual Education
(2010). Deaf Community Mobilization in Uruguay, ProQuest LLC. There are more than 50 million (or approximately 15%) persons with disabilities living in Latin America and the Caribbean: 80 percent live in impoverished conditions, lack employment, and encounter social exclusion. Deaf and hard of hearing persons are particularly impacted as they are frequently denied access to most sectors of society. This includes limited availability of trained and qualified sign language interpreters, ineffective or under-enforced deaf-related legislation, inaccessible telecommunication services, the absence of bilingual education, inadequate employment opportunities, no official recognition of a distinct language and culture, and the widespread lack of knowledge and awareness of the situation of deaf and hard of hearing individuals. In contrast, the Deaf Uruguayan community has effectively mobilized to implement significant deaf-related programs, policies, and laws. This dissertation is a case study of the Deaf Uruguayan community in Montevideo. The research draws on an identity-based grassroots development and social movement framework to provide insight into the development and sustainability of this unique community. Qualitative data was gathered over a 12-month period through in-depth interviews with 14 community leaders and 12 community members, extensive participant observation, and document analysis. The findings of the research illustrate effective strategies of collective leadership, strong intra-group networks, Deaf and hearing alliances within and outside the community, the use of interpreters, accessible education, and media and technology. In addition, the research demonstrates a different path of community cohesion and integration into majority society structures. These strategies contribute to community empowerment and continued efforts in gaining achievements. [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: Deafness, Community, Social Action, Empowerment
(2006). Is There Room for Biliteracy? Credentialing California's Future Bilingual Teachers, Issues in Teacher Education. Despite the ethnic and linguistic diversity found in California's public schools, or because of it, in 1998 voters approved Proposition 227, a ballot initiative designed to dismantle bilingual education programs in the state. By the 2003-2004 school year, the California Department of Education reports that statewide 8,908 teachers were providing primary language instruction to English learners (ELs), down dramatically from the 16,360 teachers who taught in primary language settings just five years prior. To date, the effectiveness of Proposition 227 and bilingual education are still being debated among politicians, policymakers, and educators with no end in sight. Notwithstanding the changing political climate and the educational policy shifts of the last 10 years, the need to effectively educate ethnically and linguistically diverse students is apparent. It is clear that the United States' public school system continues to become increasingly diverse and this is most evident in California, which has one of the most diverse student populations in the nation. Statewide, over 68 percent of students in public schools are classified as non-white, and over 1.5 million are classified as non-English-speaking. Within the latter group, over 85% of these students come from Spanish-speaking backgrounds. Given this large critical mass, these students' needs are the focus of this article. The authors argue that in order to work effectively with this population, and to combat the long history of Latino student underachievement in the public education system, the state must improve the overall quality of education provided. This includes, among other things, having access to "highly qualified" teachers capable of providing the necessary critical and technical skills to succeed academically and socially in the global society. Within the context of this journal, Senate Bill 2042 (SB 2042) has been addressed in great detail, particularly as it relates to the bill's consequences on teacher preparation and teacher credentialing. This article will focus on specific implications and consequences, both intended and unintended, of SB 2042 with regard to the essential preparation of teachers who possess the background knowledge, expertise, and dispositions to serve the large number of Spanish-speakers within a heritage language context, "despite" the decreasing presence of bilingual education programs statewide. [More] [More] Descriptors: Public Schools, Speech Communication, Bilingual Education, Bilingual Education Programs
(2006). Evaluation of Bilingual Secondary Education in the Netherlands: Students' Language Proficiency in English, Educational Research & Evaluation. In this longitudinal study, we examined the effects of the use of English as the language of instruction in the first 4 years of secondary education in The Netherlands on the students' language proficiency in English and Dutch, and achievement in subject matters taught through English. Compared to a control group in regular secondary education, students attending this form of bilingual education showed higher scores for their English language proficiency in terms of oral proficiency and reading comprehension. No effects have been found for receptive word knowledge and no negative effects have been found with respect to the results of their school leaving exams at the end of secondary education for Dutch and subject matters taught through English. [More] Descriptors: Foreign Countries, Indo European Languages, Language of Instruction, Reading Comprehension