Bibliography: Bilingual Education (page 058 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include John B. Tsu, Macrina Gomez, Melissa E. Whiting, A. Bruce Gaarder, Iris C. Rotberg, Jean Ann Nunez, Adalberto Aguirre, Keith Baker, Anne D'Antonio Stinson, and Peter L. LoPresti.

Tsu, John B. (1977). Chinese Bilingual Education and Chinese Language Teaching, Journal of the Chinese Language Teachers Association. This survey discusses the following: definition of bilingual education; origin and development of bilingual education; history of the Chinese bilingual program; the learners; language transfer or maintenance; types of Chinese bilingual education; treatment of language mediums; courses in a bilingual program; and teaching Chinese as a first language. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism

Gaudart, Hyacinth (1987). A Typology of Bilingual Education in Malaysia, Journal of Multilingual and Multicultural Development. Offers a typology of bilingual education in Malaysia, identifying four main types of transfer varieties (initial transfer, retransfer, circular transfer, and gradual transfer) of bilingual education and presenting an overview of bilingual education choices in Malaysia's public schools. Descriptors: Bilingual Education, Chinese, Developing Nations, English

Brown, Deborah; Beavis, Catherine; Kalman, Judith; Gomez, Macrina; Rijlaarsdam, Gert; Stinson, Anne D'Antonio; Whiting, Melissa E. (2003). Annotated Bibliography of Research in the Teaching of English, Research in the Teaching of English. Presents a selected bibliography of research in the teaching of English published between July and December of 2002. Addresses topics including bilingual/foreign language education, discourse processes, literacy, professional development, reading, technology and literacy, and writing. Descriptors: Annotated Bibliographies, Bilingualism, Educational Research, English Instruction

Rotberg, Iris C. (1984). Bilingual Education Policy in the United States, Prospects: Quarterly Review of Education. Examined are (1) the educational history of bilingual education in the United States, including educational legislation; (2) research findings concerning bilingual education and student achievement, student attitudes and behavior, student integration, and cost and feasibility; and (3) the implications of these legal and research issues for federal bilingual education policy. Descriptors: Academic Achievement, Bilingual Education, Economic Factors, Educational History

Gonzalez, Josue M. (1975). Coming of Age in Bilingual/Bicultural Education: A Historical Perspective, Inequality in Education. Outlines the history of American bilingual education and summarizes the present state of bilingual/bicultural schooling. Descriptors: Biculturalism, Bilingual Education, Civil Rights, Cultural Pluralism

Stern, H. H.; Weinrib, Alice (1978). Le lingue straniere ai bambini: Orientamenti e verifiche (Teaching Foreign Languages to Children: Directions and Findings), Rassegna Italiana di Linguistica Applicata. This article discusses the historical background of bilingual education and the directions bilingual education has taken in the United States, Canada, Britain, France, and other European countries. Findings concerning the effectiveness of bilingual programs are reported.   [More]  Descriptors: Age, Bilingual Education, Bilingualism, Cognitive Processes

Gaarder, A. Bruce (1975). Linkages Between Foreign Language Teaching and Bilingual Education, Bulletin of the Association of Departments of Foreign Languages. Distinguishes between folk bilingualism and elitist bilingualism. Bilingual education deals with the former. How second language teaching and bilingual education can be brought closer together, and the need for bilingual education among non-native speakers of English and among monolingual speakers of English, are discussed. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Bilingualism

Yang, Winston L. Y. (1979). Problems and Issues in Asian and Pacific Bilingual Education, NABE: The Journal for the National Association for Bilingual Education. Report analyzes some problems and issues confronting Asian and Pacific bilingual education raised in a study commissioned by the National Advisory Council on Bilingual Education. Areas examined include training and certification of bilingual education teachers, types of basic programs, and materials development, assessment and dissemination.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Instructional Materials

Conn, Katharine (2014). Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Rigorous Impact Evaluations, ProQuest LLC. The aim of this dissertation is to identify effective educational interventions in Sub-Saharan African with an impact on student learning. This is the first meta-analysis in the field of education conducted for Sub-Saharan Africa. This paper takes an in-depth look at twelve different types of education interventions or programs and attempts to not only present analytics on their relative effectiveness, but to also explore why certain interventions seem to be more effective than others. After a systematic literature review, I combine 56 articles (containing 66 separate experiments, 83 treatment arms, and 420 effect size estimates), and I use random-effects meta-analytic techniques to both a.) evaluate the relative impact of different types of interventions and b.) explain variation in effect sizes within and across intervention types. When I examine the relative pooled effect sizes of all twelve intervention areas, I find that interventions in pedagogical methods (changes in instructional techniques) have a higher pooled effect size on achievement outcomes than all other eleven intervention types in the full sample (e.g., school management programs, school supplies interventions, or interventions that change the class size or composition). The pooled effect size associated with these pedagogical interventions is 0.918 standard deviations in the full sample (SE = 0.314, df = 15.1, p = 0.01), 0.566 in the sample excluding outliers and including only randomized controlled trials (SE = 0.194, df = 11, p = 0.01), and 0.228 in a sample that includes only the highest quality studies (SE = 0.078, df = 5.2, p = 0.03). These findings are robust to a number of moderating factors. Using meta-regression, I find that on average, interventions in pedagogical methods have an effect size over 0.30 standard deviations (significant at the 5% level) greater than all other intervention areas combined, even after controlling for multiple study-level and intervention-level variables. Beyond this average effect, I show that studies that employ adaptive instruction and teacher coaching techniques are particularly effective. Further, while studies that provide health treatments or school meals have on average the lowest pooled effect size, I show that if these studies are analyzed using cognitive assessments (tests of memory and attention), health treatments actually produce a relatively large pooled effect size of 0.176 standard deviations (SE = 0.028, df = 2.18); this is particularly true of studies that either prevent or treat malaria. In addition, this meta-analysis examines the state of current education impact evaluation research in Sub-Saharan Africa and highlights both research gaps as well as differences in study design, methodology, and reporting of metrics by academic field. I find that the bulk of the research in this area comes from the field of economics (62%), followed by the fields of education (23%) and public health (15%). Further, the majority of this research has been conducted in a set of six countries: Kenya, Nigeria, South Africa, Uganda, Burkina Faso, and Madagascar, while rigorous evaluations of education programs have never taken place in others. Moreover, topics currently under rigorous study are not necessarily representative of the major issues facing many Sub-Saharan African school systems today. For example, there are no impact evaluations of multi-grade or multi-shift teaching and only one evaluation of a bilingual education program. This meta-analysis thus recommends a shift in the impact evaluation research agenda to include both a broader geographic and topical focus, as well as an increased emphasis on improvements in pedagogical methods, without which other interventions may not reach their maximum potential impact. [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: African American Achievement, Foreign Countries, Research Methodology, Intervention

Nunez, Jean Ann; Karr-Kidwell, PJ (2000). Academic Benefits of Transitional Bilingual Education: A Literary Review, Staff Development, and Guidebook for Elementary Administrators and Educators. This paper provides a literature review, staff development information, and a guidebook for elementary administrators and educators that explains the academic benefits of Transitional Bilingual Education (TBE) for prekindergarten through fifth grade students. TBE allows limited English speaking students to learn a second language while being taught in their first language. The first section review related literature, discussing bilingual education versus English immersion; TBE; language proficiency assessment of limited English proficiency (LEP) students; academic assessment of LEP students; and administrative support for the bilingual program. The second section focuses on the need to establish guidelines to which bilingual education staff will adhere. The third section concludes that the effectiveness of TBE programs ultimately comes with the success of the students. This requires qualified, trained teachers and support staff. An appendix, which comprises the bulk of this document, presents information on TBE training programs. (Contains 70 references.)   [More]  Descriptors: Bilingual Education Programs, Bilingual Students, Educational History, Elementary Education

LoPresti, Peter L.; And Others (1981). The Education of Limited-English Speaking Students: An Emerging Success Story, California Journal of Teacher Education. The implications for teachers in California of the bilingual education movement are discussed. Cooperative efforts involving school districts, professional organizations, and universities are advocated to continue the expansion of bilingual education for limited English speaking students.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Cultural Pluralism, Educational Change

Lewis, E. Glyn (1977). Bilingualism in Education–Cross-National Research, Linguistics. Discusses the concept that one must work from within bilingual education outward toward other disciplines rather than from the outside, or from the pursuit of other disciplines inward toward an understanding of bilingual education.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Comparative Analysis

Schirmer, Barbara R.; And Others (1996). Innovative Literacy Practices for ESL Learners (Diverse Learners in the Classroom), Reading Teacher. Discusses briefly issues related to bilingual education and making English the official United States language. Describes an innovative and successful bilingual education program in a public school district in Oregon. Descriptors: Bilingual Education Programs, Bilingualism, Elementary Education, English (Second Language)

Aguirre, Adalberto, Jr. (1984). Parent and Teacher Opinions of Bilingual Education: Comparisons and Contrasts, NABE: The Journal for the National Association for Bilingual Education. The study examined the correspondence level between the opinions of 600 Mexican American parents of children in bilingual education classes and 60 Mexican American teachers in bilingual classes. Parents and teachers agreed on rationales for bilingual education programs and disagreed on the operative features of bilingual education in the classroom. Descriptors: Bilingual Education, Comparative Analysis, Educational Attitudes, Mexican Americans

Rossell, Christine; Baker, Keith (1988). Selecting and Exiting Students in Bilingual Educational Programs, Journal of Law and Education. Traces the entry and exit criteria of transitional bilingual education programs through federal court decisions, laws, and regulations over the past decade. Examines the validity of the rules used to decide who needs transitional bilingual education. Descriptors: Bilingual Education Programs, Court Litigation, Educational Diagnosis, Elementary Secondary Education

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