This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sylvain Moreno, Cathy Fillmore Hoyt, George Elford, Albert Cortez, Geert Driessen, Fabiola Romero-Gamboa, Juan Carlos Mijangos-Noh, Abbas Tashakkori, Ellen Bialystok, and Bernard J. McFadden.
(2000). The "Poor Quality" of Bilingual Education Research: Compared to What?. Critics of bilingual education claim that research supporting native language instruction is weak, a claim that has been echoed by some prominent supporters of bilingual education. This claim has had a damaging effect on the political fate of bilingual education in some states. This paper argues that the primary metric used to support this critique, the percentage of research studies meta-analysts consider methodologically acceptable, is a vague and not widely-accepted approach for weighing the quality of research. Data for the study come from prominent research reviews in the field of education and social sciences and from a random sample of empirical literature reviews from two major journals of research reviews. This paper suggests that the percentage of studies found methodologically acceptable in bilingual education research is not very different from similar federally funded research in education and the social sciences. It notes that there is little basis for comparison for bilingual education research and other psychology- and education-related literatures, since percentages of methodologically acceptable studies are rarely reported in research reviews. It concludes that higher quality research is necessary but should not be viewed in isolation to real-world constraints on such endeavors. (Contains 10 references.) [More] Descriptors: Bilingual Education, Educational Research, Elementary Secondary Education, Research Methodology
(2010). A Systemic Functional Contribution to Planning Academic Genre Teaching in a Bilingual Education Context, Language Awareness. Commencing study through a foreign language in senior secondary school brings huge challenges because of the cognitive-linguistic demands of academic subjects. This paper argues for the need to blend sociocultural and systemic functional linguistic (SFL) perspectives to address this enormous task. Firstly, readers' attention is drawn to the less than successful history, globally, of helping students overcome the challenges. Secondly, the paper sets out the author's intention to respond to the call by Coyle for bilingual educators working in a predominantly sociocultural paradigm to "connect" with other paradigms. Next, aiming to respond to two exploratory questions regarding the power of SFL to inform planning of language-aware teaching, which is richer and more productive than is evident in sociocultural scholarship, the paper proceeds towards descriptive and comparative analyses of a student's written outcome in science, using the SFL framework based on "text architecture". The SFL analyses exemplify what might be taught, with brief mention of how SFL practitioners do so, in order to raise awareness of academic genre creation. Finally, drawing on the paper's analyses and evidence from elsewhere, arguments for the paradigmatic blending are synthesised. [More] Descriptors: Writing (Composition), Second Language Learning, Bilingual Education, Intention
(1978). Bilingual Education Policies, English Quarterly. Points out factors to consider when implementing a policy for bilingual education, especially when regional differences are involved, as they are in Canada. Provides a checklist of variables in evaluating bilingual education policies. [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)
(2008). Uses of Mayan and Spanish in Bilingual Elementary Schools in Yucatan, Mexico, Online Submission. In this paper we present our study of the use of Mayan and Spanish in nine groups of pupils in bilingual elementary schools in the Mayan area of the Yucatan State, Mexico. Michael Cole's, as well as Guillermo Bonfil's, perspectives were used for the data analysis, in the sense of considering language as a cultural artifact, and an element of identity. Language mediates the educational process and allows, or does not allow, obtaining the official goals set by the Mexican State in relation to bilingual and intercultural education, as is discussed in this work. [More] Descriptors: Multicultural Education, Elementary Schools, Maya (People), Educational Change
(2010). Fearful Symmetry: Palestinian and Jewish Teachers Confront Contested Narratives in Integrated Bilingual Education, Teaching and Teacher Education: An International Journal of Research and Studies. The present paper deals with Jewish and Palestinian teachers who work in an integrated school in Israel, and shows the challenges and possibilities from examining these teachers' powerful historical narratives in the context of in-service training sessions. It is shown how these teachers essentially remain firmly rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives are considered to the reigning narratives. The findings highlight predominantly the failures in terms of the potential of educational efforts to help overcome situations of intractable conflict even within contexts specifically devised for this purpose; yet, also some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical tradition are difficult places to reach change or produce it–even in integrated schools in which partial structural change takes place–and teacher training may not always be the answer for the need to bring changes. However, it is also indicated that an ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives does offer openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process. [More] Descriptors: Jews, School Desegregation, Foreign Countries, Inservice Teacher Education
(2014). Producing Bilinguals through Immersion Education: Development of Metalinguistic Awareness, Applied Psycholinguistics. This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French. [More] Descriptors: Bilingualism, Metalinguistics, Immersion Programs, Syntax
(2003). Math Sense: Placement Test. Teacher's Guide. This booklet contains the teacher's guide to a mathematics placement test which was developed to assist teachers in providing the best match between instructional materials and student needs. It covers math skills from whole numbers to algebra. The placement test is divided into six parts, each consisting of 10 to 22 problems, and is based on exit skills that students need to master in order to move on to the next level of work. Correlations to the Texas Association for Bilingual Education (TABE) and the General Educational Development (GED) are included. Descriptors: Curriculum Design, Evaluation, Instructional Materials, Mathematics Education
(2000). The Limits of Educational Policy and Practice? The Case of Ethnic Minorities in The Netherlands, Comparative Education. Describes four types of immigrants to The Netherlands since World War II and three phases of educational policies aimed at compensating for their educational disadvantages. Discusses the disappointing outcomes of compensatory education, bilingual education, intercultural education, and preschool and early school programs, and describes the government's radical new approach involving decentralization, deregulation, and local autonomy. (Contains 55 references.) Descriptors: Bilingual Education, Comparative Education, Compensatory Education, Disadvantaged
(1983). Bilingual Education and the Law, Journal of Law and Education. Discusses the definition, recipients, and effectiveness of bilingual education; traces the legal history of the concept and the various attempts in search of a constitutional right to bilingual education; and summarizes the present interpretation by courts. Descriptors: Bilingual Education, Bilingual Education Programs, Court Litigation, Elementary Education
(2002). Good Schools and Classrooms for Children Learning English: A Guide. This guide is based on a research study, "Successful Bilingual Education Programs: Development and Dissemination of Criteria to Identify Promising/Exemplary Practices in Bilingual Education at the National Level." The guide presents an analytic rubric for evaluating a school's success in educating English language learners. The rubric assesses five dimensions: school indicators (e.g., retention rate, dropout rate, and test exemption rates); student outcomes (e.g., oral and written language proficiency and content area mastery); leadership (e.g., vision and goals, school climate, and school organization and accountability); support (e.g., e.g., professional development, parent involvement, and community involvement); and programmatic and instructional practices (e.g., classroom climate, curriculum and instruction, and teacher expectations). For each criterion, the guide indicates which specific educational equity goal(s) it reflects: comparably high academic achievement and other student outcomes; equitable access and inclusion; equitable treatment; equitable opportunity to learn; and equitable resources. Bilingual education resources are listed. [More] Descriptors: Academic Achievement, Access to Education, Bilingual Education, Classroom Environment
(2006). Differential Outcomes of Two Bilingual Education Programs on English Language Learners, Bilingual Research Journal. This study investigated the effects of two types of bilingual programs (two-way and transitional) on the academic performance and attitudes of fifth-grade students who entered kindergarten or first grade with different levels of English proficiency. A mixed methods design with both quantitative and qualitative data collection and analyses phases was employed. Quantitative data analyses indicated no significant differences in standardized measures of English achievement, although significant differences were found in other measures, including measures of oral language acquisition in English, Spanish-reading ability, students' attitudes, and perceived levels of proficiency in English and Spanish. Qualitative data analysis indicated that the students in two-way bilingual education programs were more likely to express positive attitudes towards bilingualism. Based on the mixed data, it is concluded that despite some similarity in the effects, each of the bilingual programs also has unique effects. Policy decisions should be made on the basis of relative importance, value, and the costs of these unique advantages and disadvantages. [More] Descriptors: Second Language Learning, Grade 5, Oral Language, Bilingual Students
(2002). Embracing Race: Why We Need Race-Conscious Education Policy. This book examines unsolved issues of race and education, emphasizing four major race-conscious education policies: bilingual education, multicultural curricula, affirmative action, and remedial education. It suggests that such policies are critical to fostering self-determination and personal autonomy in students who would otherwise receive a deficient education. After an introduction, chapter 2 examines self-determination as a crucial underpinning of an education for justice and democracy, discussing the concept of personal autonomy within political philosophy. Chapter 3 examines bilingual education policy in light of Arizona's Proposition 203 and California's Proposition 227, defending bilingual education policy as a way to ensure that English language learners receive an education that improves their contexts of choice and supports the worth of their cultural identities. Chapter 4 explores the controversy surrounding multicultural curricula at the K-12 and college levels, viewing it as an educational approach that teaches students what they need to know to grow and succeed within a diverse society. Chapter 5 reviews and responds to common arguments against affirmative action in college admissions. Chapter 6 examines the debate over remedial education policy at the college level, defending its place in four-year colleges. (Contains approximately 350 references.) Descriptors: Access to Education, Affirmative Action, Bilingual Education, College Admission
(1983). Catholic Schools and Bilingual Education, Momentum. Traces the bilingual education movement since 1968, reviewing laws, controversies, and goals. Focuses on the present bilingual education philosophy of Catholic schools. Reveals that most Catholic schools provide all English instruction with informal help for language minority students. Descriptors: Bilingual Education, Catholic Schools, Educational History, Elementary Secondary Education
(2002). Preparing All Teachers for Linguistic Diversity in K-12 Schools. This study assessed a range of pre-service teachers' beliefs about second language learning and teaching language to minority students. A group of 91 beginning pre-service teachers completed a survey that asked them to rate their agreement with 16 statements about non-English speakers and second language learners. The statements reflected key language acquisition principles drawn from research and practice in the fields of bilingual education and English as a Second Language (ESL). Data analysis indicate that respondents generally agreed with language acquisition principles that are widely accepted as core to bilingual education and ESL. The strongest agreement was with statements about the importance of developing a child's native language. The strongest positive correlation was between agreement with accepted language acquisition principles and pre-service teacher proficiency in a second language and with coursework in bilingual education. A significant percentage of all student teachers claimed some prior experience working with non-English speaking children, mostly through classroom observations in public schools, volunteer work in youth programs outside the classroom, and one-on-one tutoring. Most respondents did not intend to teach in bilingual or ESL classrooms. (Contains 34 references.) [More] Descriptors: Elementary Secondary Education, English (Second Language), Higher Education, Language Minorities
(1989). Bilingual Education, Annual Review of Applied Linguistics. In the past two decades, bilingual education has become an educational movement and a field of academic inquiry worldwide. An overview focuses on the main trends that have evolved out of the international debate surrounding bilingual education. (82 references) Descriptors: Bilingual Education, Bilingual Education Programs, Educational Trends, Multilingualism