Bibliography: Bilingual Education (page 049 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lisa Davis Clark, Guadalupe San Miguel, Belen C. Ongteco, Cheryl A. Roberts, Roberta Vann, Stan Koki, James E. Alatis, Ilham Nasser, Federal Aid Planner, and Zvi Bekerman.

Vazquez, Jose A. (1976). Bilingual Education's Greatest Potential: Enrichment for All, Journal of the National Association for Bilingual Education. Changes necessary for bilingual education to benefit everyone are discussed. Descriptors: Bilingual Education, Compensatory Education, Cultural Pluralism, Educational Change

Alatis, James E. (1979). The Role of ESL in Bilingual Education, NABE: The Journal for the National Association for Bilingual Education. Discusses the bilingual education-ESL (English as a Second Language) controversy, revealing similarities between accepted definitions of both approaches. Explains ESL theory and essential elements of bilingual education programs from an ESL viewpoint. Describes possible contributions to bilingual education programs from ESL teachers. Calls for united professional support of bilingual education. Descriptors: Bilingual Education, Cooperation, Cultural Awareness, Educational Policy

Vann, Roberta (1978). Bilingual Education Today: The Unresolved Issues, Language Arts. Discusses controversies regarding the practice of bilingual education and its basic rationale. Descriptors: Bilingual Education, Educational Policy, Elementary Education, Language Programs

Roberts, Cheryl A. (1995). Bilingual Education Program Models: A Framework for Understanding, Bilingual Research Journal. Examines the goals, outcomes, and educational costs and benefits of various models of bilingual education: "submersion" (mainstreaming without support); pull-out classes for English as a Second Language; transitional bilingual education; maintenance bilingual education; enrichment, two-way, or developmental bilingual education; and the Canadian model of immersion. Descriptors: Bilingual Education Programs, Educational Benefits, Educational Objectives, Elementary Secondary Education

Nasser, Ilham (2011). Perspectives of Palestinian and Jewish Parents in Israel on Bilingual Education, International Journal of Bilingual Education and Bilingualism. This article is based on a study conducted at the first Arabic and Hebrew bilingual school in Israel (Neve-Shalom/Wahat-Alsalam–NSWAS). The article focuses on Jewish as well as Palestinian parents' perspectives and responses to survey questions and interviews conducted at the school. Parents named reasons for choosing the school, satisfaction with the school, concerns, and their visions of the school's peace education goals and mission. The results of the study indicate a level of trust in the school's ability to promote cultural understanding and tolerance among children from both sides. The data analysis also suggests that Jewish parents chose the school mainly because it offers smaller classrooms while Palestinian parents chose it mainly because it is a bilingual school. The article provides analysis of the results, makes recommendations to establish and maintain the bilingual and bi-national nature of such schools in Israel and recommends directions for future research.   [More]  Descriptors: Jews, Arabs, Bilingual Schools, Bilingual Education

Clark, Lisa Davis (2009). Preparation of Experienced Teachers to Address Teacher Shortages: A Quantitative Study, ProQuest LLC. Public educational institutions are facing the problem of a shortage of experienced, certified, skilled teachers in the areas of special education, English as a Second Language, mathematics, biology or life science, bilingual education, and music. This shortage compounds difficulties in serving students in these areas. Reasons for this shortage are not fully understood. The purpose of this study, the foundation for which is in motivational theory, was to identify potential motivators for acquiring credentials in shortage areas by comparing the views of experienced teachers motivated to acquire such credentials with the views of experienced teachers not motivated to acquire such credentials, particularly with regard to acquisition of credentials in identified shortage areas. Using convenience sampling, this quantitative survey study included 147 teachers within a school system in a Northeastern U.S. metropolitan area. Data were analyzed using independent samples t tests, with the independent variable being acquisition/nonacquisition of credential in identified shortage area and the dependent variable being incentives for such acquisition. Results of the study indicated no difference between the 2 groups, experienced teachers who had and had not acquired additional credentials in shortage areas, in terms of their identification of motivational factors, that is, incentives to such acquisition. The finding of no difference between the 2 groups has implications for positive social change in that the finding clarifies for human resource departments that provision of the specific incentives examined in this study may or may not be effective in motivating experienced educators to acquire credentials in shortage areas. With this background, human resource departments may seek other means for motivating teachers to acquire the needed credentials.   [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:…   [More]  Descriptors: Credentials, Teacher Shortage, Predictor Variables, Metropolitan Areas

Kaplan, Leonard, Ed. (1979). Some Views on Bilingual Education. Survival Talk for Educators, Journal of Teacher Education. Differing views on the importance of bilingual education are presented.   [More]  Descriptors: Bilingual Education, Cultural Background, Educational Opportunities, Educational Responsibility

San Miguel, Guadalupe, Jr. (1988). Bilingual Education Policy Development: The Reagan Years, 1980-1987, NABE: The Journal for the National Association for Bilingual Education. Argues that the Reagan Administration halted the rapid expansion of bilingual education by reducing federal funding; redefined and weakened bilingual education policies by including single language programs within the definition of bilingual education; and severely restricted the civil rights aspects of bilingual education. Contains 38 references. Descriptors: Bilingual Education, Civil Rights, Educational Policy, Elementary Secondary Education

Sirgado, Isabel Cid (1976). Bilingual Education: Is It Here to Stay?, Journal of the National Association for Bilingual Education. The role of college educators in bilingual education programs is briefly discussed. Descriptors: Administrator Attitudes, Attitude Change, Bilingual Education, College Role

Seda, Eduardo (1974). Bilingual Education in a Pluralistic Context, Rican. Discusses the raionale for bilingual education and for ethnic studies in a culturally pluralistic society. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Blacks

Bekerman, Zvi (2005). Complex Contexts and Ideologies: Bilingual Education in Conflict-Ridden Areas, Journal of Language, Identity, and Education. Bilingual education, though acknowledged as having the potential to help overcome a wide variety of societal and cultural tensions, remains controversial and frequently misunderstood. The present study examines the extent to which socio-historical and political contexts, in conflict-ridden areas, influence language attitudes and the implementation of bilingual educational initiatives geared toward encouraging sociocultural tolerance and the recognition of each of the participating groups while enabling students to become bilingual. More specifically I investigate and document how a particular bilingual Arabic-Hebrew program is interpreted and implemented in an integrated Palestinian-Jewish educational initiative in Israel. The current effort hopes to stimulate educators, parents, and policymakers into thinking about how to develop dual-language programs to address the particular contextual challenges which, when left unaccounted for, can prejudice their bilingual educational efforts.   [More]  Descriptors: Foreign Countries, Ideology, Bilingual Education, Bilingualism

Pablo, Josephine Dicsen; Ongteco, Belen C.; Koki, Stan (2000). A Historical Perspective on Title VII Bilingual Education Projects in Hawai'i: Compendium of Promising Practices. This paper reviews the history of Title VII bilingual education in Hawaii for the purpose of sharing promising practices that have emerged. The implementation of these models in Hawaii has resulted in such outcomes as the following: (1) improvement in students' English language skills; (2) improvement in students' academic achievement; (3) enhanced self-concept; (4) enhanced pride in cultural heritage; (5) increased competencies of bilingual and mainstream teachers and school, district, and state staff; and (6) increased involvement of limited-English-proficient (LEP) parents and community representatives in the schools. Topics covered include the linguistic and socioeconomic context for Title VII bilingual education projects in Hawaii, a historical review of Hawaii's efforts in bilingual education, Hawaii's Title VII bilingual education projects, 1975-2000, an extensive listing of lessons learned, and speculation on the future of Hawaii's Title VII bilingual education projects. In addition to references, there are three appendices. Appendix A is a listing of Hawaii State Department of Education Title VII project-developed materials in bilingual and multicultural education, divided into teacher and student resource materials. Appendix B lists Hawaii's promising practices in education with a listing of 25 past projects and 5 ongoing ones. Appendix C is a bar chart depicting all of Hawaii's bilingual education projects, from 1975 to 2000.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

Federal Aid Planner (1972). Directory of State Coordinators for Bilingual Education. Provides names, addresses, and phone numbers for 14 State coordinators for bilingual education. Descriptors: Bilingual Education, Directories, Intercultural Programs, Language Programs

Willig, Ann C. (1981). The Effectiveness of Bilingual Education: Review of a Report, NABE: The Journal for the National Association for Bilingual Education. A recent report by the U.S. Department of Education on the effectiveness of bilingual education programs reflects numerous issues that are at the very core of bilingual education. Two of these issues and their implications are discussed: the purpose of bilingual education and the nature of bilingual education programs. Descriptors: Bilingual Education Programs, Educational Practices, Educational Research, Immersion Programs

Chou, Lan-Ying (2009). A Study of Taiwan Early Childhood Teacher Preparation Curriculum for Language Development, Language Teaching and Bilingualism within the Context of Higher Education, ProQuest LLC. This study addresses one central issue: How do Taiwan's teacher education programs promote future teachers' knowledge that fosters bilingualism in children? Three bodies of knowledge were included in this study. The first reviews the theory of second-language acquisition and bilingualism. The second involves the literature of early childhood teacher education in Taiwan. The third illuminates the level of the knowledge base in teacher education in general as a background for a discussion of promoting and fostering bilingualism.   Mixed methods employed in this study to answer the research questions included three distinct components: (a) a document content analysis, (b) a national survey and, (c) five in-depth interviews.   A variety of implications for this issue include the following: First, the overall teacher education program plan and the curriculum should reflect the language diversity of Taiwan and encourage bilingualism in children. Second, early childhood education departments should provide Second-Language Acquisition and Bilingual Education in their schedule of courses. Third, providing more opportunities for preservice teachers to observe, teach, and interact with children is essential. Fourth, during the 4-year course of study, early childhood education departments should increase preservice teachers' understanding of the importance of maintaining native culture and mother tongues as well as broaden their world outlook. Fifth, teacher educators should be encouraged to blend children's language development and issues related to language teaching into the curriculum.   [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:…   [More]  Descriptors: Preservice Teacher Education, Preservice Teachers, Schools of Education, Teacher Education Programs

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