This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kathee M. Christiansen, Adam R. Nelson, Abbas Tashakkori, Maria G. Lopez, A. Mear-Crine, Rebeca Maria Barrera, Mary Jenkins, Jose A. Cardenas, Susan Katz, and Juan Clemente Zamora.
(2003). Effects of Two-Way Bilingual Education on the Literacy Development of Students in Kindergarten and the First Grade. 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 in kindergarten and first grade. Two groups of children were compared in terms of their academic achievement in English language arts. The groups included students with limited English proficiency (LEP) as well as students who were not LEP. One group 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 same school but were enrolled in a regular program. Participants were 46 treatment group students in kindergarten, compared with 41 other kindergarten students, and 57 first graders, compared with 71 other first graders. Results indicate that after 1 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. Results show that students in the EFL program make adequate academic progress, confirming the usefulness of the two-way bilingual program in reducing the achievement gap between LEP students and others. (Contains 3 tables and 14 references) [More] Descriptors: Bilingual Education, Bilingual Students, Language Arts, Limited English Speaking
(2005). The Elusive Ideal: Equal Educational Opportunity and the Federal Role in Boston's Public Schools, 1950-1985, University of Chicago Press. In recent years, federal mandates in education have become the subject of increasing debate. Adam R. Nelson's "The Elusive Ideal"–a postwar history of federal involvement in the Boston public schools–provides lessons from the past that shed light on the continuing struggles of urban public schools today. This far-reaching analysis examines the persistent failure of educational policy at local, state, and federal levels to equalize educational opportunity for all. Exploring deep-seated tensions between the educational ideals of integration, inclusion, and academic achievement over time, Nelson considers the development and implementation of policies targeted at diverse groups of urban students, including policies related to racial desegregation, bilingual education, special education, school funding, and standardized testing. An ambitious study that spans more than thirty years and covers all facets of educational policy, from legal battles to tax strategies, "The Elusive Ideal" provides a model from which future inquiries will proceed. A probing and provocative work of urban history with deep relevance for urban public schools today, Nelson's book reveals why equal educational opportunity remains such an elusive ideal. [More] Descriptors: Urban Schools, Public Schools, Equal Education, Racial Integration
(1978). Perspectiva Historica de la Educacion Bilingue en los Estados Unidos (A Historical Perspective of Bilingual Education in the United States), Hispania. This article defines bilingualism and bilingual education and traces the history of bilingual education in the United States, starting with the Spanish missions in the west. (Text is in Spanish.) Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Cultural Education
(1990). The Effectiveness of Bilingual Education, Journal of Multilingual and Multicultural Development. Bilingual education research methods should incorporate a multilevel model of pupils, classrooms, and schools and consider various cognitive and noncognitive outcome variables focusing on progress rather than attainment to determine not whether bilingual education is more effective than monolingual instruction but which aspects of bilingual education are more effective. (35 references) Descriptors: Bilingual Education, Comparative Analysis, Educational Research, Instructional Effectiveness
(2004). Narrowing the Gap: Effects of a Two-Way Bilingual Education Program on the Literacy Development of At-Risk Primary Students, Journal of Education for Students Placed at Risk. Children with limited English proficiency are known to be at higher risk of school failure than their peers. Risk starts early, and the achievement lag of these children often widens with age and progression in the educational system. This study attempted to determine the effects of a 2-way bilingual education program on the literacy development of at-risk kindergarten students who had lower English proficiency and were in a higher failure risk bracket than a comparison group who had higher initial English competence and participated in regular education. Students in the experimental group were instructed in English approximately 70% of the time and in Spanish approximately 30% of the time. At the end of the 1st grade, no statistically significant differences were found between the 2 groups on the Scholastic Reading Inventory (SRI) or a combination of 6 other indicators of English literacy development. [More] Descriptors: Grade 1, Spanish, English (Second Language), Literacy Education
(1996). Beginnings Workshop. Bilingual Education, Child Care Information Exchange. Presents four bilingual education workshop sessions: (1) educational needs of bilingual children and the rationale for bilingual education; (2) developing teachers' role in bilingual education, including building home language skills and enhancing language development; (3) building teacher-parent relationships through positive personal contacts; and (4) creating culturally consistent and inclusive early childhood programs for all children and families. Descriptors: Bilingual Education, Bilingual Students, Childhood Needs, Culturally Relevant Education
(1975). Systemes D'Education Bilingue pour les Indiens du Canada (Bilingual Education Systems for the Indians of Canada), Revue des Langues Vivantes. This article discusses bilingual education programs for Canadian Indians. Four different systems are described: the informal, complementary, transitional, and bimodular, the general conclusion being that bilingual education for Canadian Indians is basically disorganized. (Text is in French.) [More] Descriptors: American Indian Languages, Bilingual Education, Educational Policy, English
(1976). Bilingual Education: The Need for an Alternative Instructional Approach, Colorado Journal of Educational Research. This article discusses bilingual education as it relates to the Spanish-surnamed students of the Southwest. Descriptors: Bilingual Education, Bilingualism, English (Second Language), Individualized Instruction
(1977). Bilingual Education and School Desegregation: A Case of Uncoordinated Remedies, Bilingual Review. This article theorizes that bilingual education is not readily compatible with desegregation, and uses Hartford, Connecticut, as an example. Descriptors: Bilingual Education, Bilingual Schools, Blacks, Cultural Background
(1979). Bilingual Education Program for Spanish-Speaking Children in the United States, Canadian Modern Language Review. Presents an overview of bilingual education in the United States, with particular reference to the Spanish-speaking. [More] Descriptors: Bilingual Education, Educational Policy, Elementary Education, Language Planning
(1983). Bilingual Education: Myths and Related Issues, Educational Perspectives. Examines three myths about bilingual education and issues related to them. Topic areas include: types of bilingual education; maintenance, enrichment, and transitional programs; language choice in the bilingual classroom; second language development; and criteria for mainstreaming, the goals of bilingual education, and the linguistic interdependence hypothesis. Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, Language Acquisition
(2000). Promoting Bilingualism in the Era of Unz: Making Sense of the Gap between Research, Policy and Practice in Teacher Education. This paper was written as a response to the political debate in California regarding the proper role of bilingual education in the state's kindergarten through high school public school system. Specifically, it examines, in light of the positions and prescriptions of Proposition 227 (an initiative holding that all California students be taught English as rapidly as possible, effectively mandating substantial revision in the operation and design of bilingual education programs in the state, and approved by the voters by a 61-39 margin in the election in June 1998), how educators of up and coming bilingual education professionals should prepare their students to deal personally and professionally with this emerging situation. The purpose of this study is to gain understanding of how potential bilingual education teachers and researchers should grapple with the complex relationship of research, policy, and practice within the field of bilingual education. Specifically, what does it mean to focus on scholarship that strongly supports native language instruction when, at the same time, public opinion and policy are swiftly shifting in the opposite direction? Most importantly, what kinds of pedagogical experiences can be provided for these students to assist them in making sense of these incongruities? It is concluded that engaging these newly-minted professionals in their own research in bilingual settings, based upon their own questions, provides the best response. [More] Descriptors: Bilingual Education Programs, Bilingual Teachers, Case Studies, Chinese Americans
(1971). Bilingual Education in New York City. This report attempts to place in perspective the position of bilingual education in New York City. It is divided into the following sections: (1) Bilingual Education–A Historical Perspective, (2) The Puerto Rican Child in the New York City School System, (3) Bilingual Education in the New York City School System, (4) Funding for Bilingual Programs, (5) Rationale for Bilingual Education, (6) Summary and Conclusions, (7) Appendixes, and (8) Bibliography. Included are various tables for the presentation of statistical material. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1975). Bilingual Education, Segregation, and a Third Alternative, Inequality in Education. Suggests instructional and organizational methods to use in developing bilingual education in schools enrolling small numbers of bilingual students. Descriptors: Bilingual Education, Differentiated Staffs, Educational Legislation, Elementary Secondary Education
(1989). ASL/ESL: A Bilingual Approach to Education of Children Who Are Deaf, Teaching English to Deaf and Second-Language Students. Examines the status and methods of bilingual education for deaf children, involving the teaching of a signed language, and compares such education to bilingual education involving two spoken languages. Descriptors: Bilingual Education, Deafness, Oral Language, Sign Language