Bibliography: Bilingual Education (page 054 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jim Cummins, Narciso L. Aleman, Shaw N. Gynan, Portmann-Tselikas Paul R., Sally M. Oran, Elizabeth M. Willis, Massachusetts Department of Education, Ingo Thonhauser, Rima Bahous, and Tim Boals.

Gynan, Shaw N. (2001). Language Planning and Policy in Paraguay, Current Issues in Language Planning. Discusses language planning and policy in Paraguay, a country that is unique among the countries of the Americas because nearly 90% of the non-indigenous population speaks Guarani, an indigenous language. Highlights an initiative to implement universal, two-way bilingual education in Guarani and Spanish that has resulted in widespread use of Guarani in the classroom. Descriptors: Bilingual Education Programs, Foreign Countries, Guarani, Language Planning

Lu, Ya-Lin (2008). The Relationship between Teachers' and Students' Preferences Regarding Adopting Various Classroom Activities in Adult, English as a Foreign Language (EFL) Classrooms in Taiwan, ProQuest LLC. Bilingual education has been a focus in Taiwan especially alter the educational reform in 2002 (Ministry of Education, 2003). With the educational reform, many teaching methods and approaches had been explored and implemented recently to enhance English as a Foreign Language (EFL) education. The traditional teaching approaches focused on the drills such as teaching students' subordinate language skills, or dividing students into different levels according to their mastery of language. Doing translation exercises, mimicking, and memorizing dialogue patterns were examples of the typical classroom activities which result in EFL students' lack of communicative competence. Learner-centered approaches had become the current trend and are gradually replacing the traditional EFL teaching approaches. Learner-centered education focused on maximizing learners' needs for meaningful communicative opportunities in students' second language (L2), promoting learners' active engagement in the classroom, and emphasizing learners' primary role in the learning processes.   The main purpose of this study was to compare teachers' and students' preferences in various EFL instructional activities; examine how well teachers were aware of their students' learning preferences; and provide suggestions or alternative teaching ideas to promote classroom interaction and effectiveness. The subjects of the study were Taiwanese EFL college students. The teacher participants were English teachers employed or had been employed in Taiwanese colleges or universities. This research design utilized both qualitative and quantitative methods with more emphasis on quantitative method. The survey contained a six-point Likert Scale questionnaire and open-ended questions to collect EFL students and teachers' perceptions and attitude in implementing various classroom activities. Descriptive statistics were implemented for data analysis and to determine if there was significant difference or mismatch between the perceptions of two group participants.   [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: Research Design, Class Activities, Learning Activities, Translation

White, Mary E. (2002). Evaluating the Bilingual Teacher: A Monolingual Administrator's Challenge. This paper examines evaluation processes used to assess bilingual educators' teaching performance when monolingual administrators conduct the review, highlighting the importance of bilingual teachers in bilingual education programs. The four basic types of bilingual instruction include the following: English immersion, English as a Second Language (ESL), transitional bilingual education, and two-way bilingual education. Prior to teaching, bilingual teachers must pass a professional development exam, a bilingual comprehensive exam related to the grade taught, and the Texas Oral Proficiency Test. Although research indicates that capable teachers are the essential link between public aspirations for high quality schooling and student achievement, little has been done to prepare monolingual administrators to equitably evaluate these intensely trained bilingual teachers. Alternative evaluations are allowing teachers to take on a more active role in the evaluation process via portfolios, professional conversations, and student achievement. Data from an informal survey of bilingual Texas teachers indicates that the current evaluative tool does not adequately assess teaching abilities in Spanish. Teachers feel that monolingual administrators evaluating ESL programs obtain a limited view of the lesson overall. Suggestions include the following: use bilingual administrators for evaluations, add a bilingual component to the existing evaluation tool, and place bilingual administrators in schools with over 35 percent Hispanic students. A bilingual teacher evaluation form is included. (Contains 11 references.)   [More]  Descriptors: Administrators, Bilingual Education, Bilingual Teachers, Elementary Secondary Education

Portmann-Tselikas Paul R. (2001). Cognitive-Academic Language Proficiency and Language Acquisition in Bilingual Instruction–with an Outlook on a University Project in Albania, Mediterranean Journal of Educational Studies. Explores the contribution of cognitive-academic language proficiency to second language acquisition in instructional contexts, using Cummins' concepts of bilingual education. Discusses Albania's educational practices and reviews a joint project by Austrian and Albanian universities that shows how cognitive academic proficiency, along with situational and motivational factors, is essential in determining success in educational contexts using foreign languages for instruction. Descriptors: Bilingual Education, Cognitive Processes, Elementary Secondary Education, Foreign Countries

Boals, Tim (2001). Ensuring Academic Success: The Real Issue in Educating English Language Learners, Mid-Western Educational Researcher. The bilingual education debate often focuses solely on quick mastery of English versus native language maintenance, ignoring the more important issue of overall academic success for English language learners. Research suggests that the effectiveness of late-exit bilingual programs may be related to their provision of long-term academic support and access to mainstream curriculum. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English (Second Language)

Aleman, Narciso L. (2001). Telpochcalli Irma Guerra, La Escuela Preparatoria Progresiva, Mid-Western Educational Researcher. Examines the educational foundations of a proposed two-way bilingual/bicultural charter school for adolescent Latino parents in Milwaukee (Wisconsin). Discusses teenage pregnancy in the two contexts of Hispanic cultural values and educational alternatives available to teen parents in Milwaukee; the school-community partnership; and arguments for culturally relevant, bilingual education. (Contains 19 references.) Descriptors: Bilingual Schools, Charter Schools, Cultural Context, Culturally Relevant Education

Sujo de Montes, L. E.; Oran, Sally M.; Willis, Elizabeth M. (2002). Power, Language, and Identity: Voices from an Online Course, Computers and Composition. Notes that distance learning, especially in computer-mediated environments, is the new trend in education. Describes a bilingual education course in which participants were involved in extensive writing and publishing of their ideas on the Web. Explains that through bulletin board postings, power relationships between majority and minority students became evident. Offers implications for interactions between instructors, students, and peers in online environments. Descriptors: Bilingual Education, Computer Mediated Communication, Distance Education, Higher Education

Bahous, Rima; Thonhauser, Ingo (2001). Editorial Introduction: Multilingualism and Education around the Mediterranean, Mediterranean Journal of Educational Studies. Introduces a special issue on the complex relationship between multilingualism and education in the Mediterranean region. Articles examine Maltese bilingual education; teaching English in Algeria; shifts in environmental literacy in Lebanon; multilingual education in Lebanon; cognitive-academic language proficiency and language acquisition in bilingual instruction in Albania; and current research on multilingualism and education in Lebanon. Descriptors: Bilingual Education, Diversity (Student), Elementary Secondary Education, English (Second Language)

Massachusetts Department of Education (2008). Report to the Legislature: English Language Acquisition Professional Development. Line Item 7027-1004. The Department of Education respectfully submits this "Report to the Legislature: English Language Acquisition Professional Development" pursuant to Chapter 61 of the Acts of 2007, line item 7027-1004, and pursuant to G.L c. 69s.1I, the Department of Education addressing several provisions. School district implementation of sheltered English immersion (SEI) began in school districts in September 2003 and has two components, English as a Second Language (ESL) instruction and sheltered content instruction taught in English, with all printed classroom materials in English. The change from Transitional Bilingual Education (TBE) to sheltered English immersion has had a substantial impact on the skills and knowledge needed by elementary and secondary subject matter content teachers of English language learners. The Department is currently using a combination of state and federal funds to support the second year of the Massachusetts English Language Teacher Initiative (MELT), designed to provide instruction, support and mentoring to 40 licensed teachers currently employed in Boston Public Schools and Worcester Public Schools who wish to become licensed ESL teachers. There are 290 school districts that report at least one English language learner, but ESL teachers are employed in only 129 districts. More districts currently need ESL teachers due to changing demographics, but face a shortage of available teachers. Attachments 7 and 8 present district data on English language learners in Massachusetts by school district and English language learner program type using October 2007 data and the number of students in identified first language classifications. Data are provided for the five most common first languages of English language learners in Massachusetts: Spanish, Portuguese, Khmer, Vietnamese, and Creole Haitian.   [More]  Descriptors: Public Schools, Bilingual Education, Second Language Learning, School Districts

Bournot-Trites, Monique; Reeder, Kenneth (2001). Interdependence Revisited: Mathematics Achievement in an Intensified French Immersion Program, Canadian Modern Language Review. Examines the effect of teaching mathematics in French on mathematics achievement evaluated in English. Analyzes the effect of increased intensity of bilingual education on mathematics achievement and the effects of language of testing in the context of French immersion at the intermediate level. Descriptors: Bilingual Education, Foreign Countries, French, Immersion Programs

Brunn, Michael; Delany-Barmann, Gloria (2001). Migrant Children and Language Policies, Rural Educator. A sudden increase in Hispanic migrant students in a small, rural Illinois school district necessitated pedagogical, curricular, and philosophical changes, particularly with regard to bilingual education. This experience highlighted the importance of bilingual faculty, policies and programs based on sound theory and research, faculty training in sociocultural and language acquisition issues, and parental involvement in planning. (Contains 22 references.) Descriptors: Bilingual Education Programs, Community Change, Culturally Relevant Education, Educational Change

Hakuta, Kenji; Cummins, Jim; Fillmore, Lily Wong (2002). Professional Development for Teachers and Administrators Working with English Language Learners. Videotapes of 2002 NABE Conference. NABE Star Series. [Teacher Training Kit]. This professional development kit for teachers and administrators working with English language learners (ELLs) offers three videotapes of three presentations from the 2002 NABE Conference, as well as agendas, presenter's notes, classroom activities, a list of resources, and transparencies for half-day or full-day workshops. The topics discussed in the videos address some of the effects of current education policies and practices on bilingual education programs and bilingual students, each in a different way. "From Lau to Unz: An Anatomy of the Policy Debate over Bilingual Education" (Kenji Hakuta) examines judicial and legislative decisions in the education of ELLs during the last 25 years. "Beyond Curricular Scripts and Instructional Techniques: Implementing Classroom Instructional Interactions that Foster Power, Identity, Imagination, and Intellect among Bilingual Students" (Jim Cummins) addresses the need to look at the education part of bilingual education since many of the current reform efforts do not lead to appropriate, effective education because they do not foster power, affirm identity, engage imagination, or challenge intellect in bilingual students. "Teachers Teaching or Teachers Testing? A Question of Priorities" (Lily Wong Filmore) shows how current education reform has, in some cases, led to overemphasis on assessment, discussing the effects of this on teaching and on ELLs. Descriptors: Bilingual Education, Bilingual Students, Class Activities, Educational Change

Cortes, Lydia (1977). A Student's Reaction to Bilingual Special Education. Discussed is the need for an interdisciplinary approach to bilingual special education with emphasis on the integration of the fields of bilingual education and special education. Descriptors: Bilingual Education, Ethnic Groups, Exceptional Child Education, Interdisciplinary Approach

Center for Applied Linguistics, Washington, DC. (1971). A Brief Guide to Bilingual Education. Basic questions about bilingual education are answered in this guide: (1) What is bilingual education? (2) Why have bilingual education? (3) Who is bilingual education for? (4) When should bilingual education begin? (5) How does a bilingual program start? A program design is provided, listing the methods by which a community may initiate bilingual education in a local school district, including guidelines for teacher selection and training, as well as methods for encouraging community participation. In addition, the most important research needs are cited. Sources of professional assistance and information and a list of materials centers and publications are included.   [More]  Descriptors: Bilingual Education, Community Involvement, Community Programs, Intercultural Programs

Lotherington, Heather (2001). A Tale of Four Teachers: A Study of an Australian Late-Entry Content-based Programme in Two Asian Languages, International Journal of Bilingual Education and Bilingualism. Summarizes the results of a multidimensional study of a content-based bilingual education program piloted in a suburban high school in Melbourne, Australia in which specialist subjects taught in Vietnamese and Chinese were offered to Grades 9 and 10 students who were optionally enrolled in the Chinese-English or Vietnamese-English stream. Incorporated a coordinated action research methodology. Descriptors: Action Research, Bilingual Education Programs, Chinese, Foreign Countries

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