Bibliography: Bilingual Education (page 059 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Fay H. Shin, Helen Cody Rosier, Karen Elizabeth Mallett, G. J. Coles, Russell W. Rumberger, K. N. Nickel, Rebeca Valdivia, Joanna Fountain Chambers, Kenneth Kwan, and Mari-Luci Ulibarri.

Kwan, Kenneth (1981). Bilingual Education and the Social Context: A Review of Two Context-Oriented Typologies, Canadian Journal of Native Education. The "two context-oriented" typologies identify implications of current bilingual education, provide practical guidelines to develop a desirable form of bilingual education, and contribute to the development of a theoretical framework to unfold the complexities of social, economic, and political implications of bilingual education. Descriptors: Bilingual Education, Classification, Cultural Interrelationships, Economic Factors

Mallett, Karen Elizabeth (2009). Educational Language Policy and the Role of Advocacy among English Language Professionals in the United States: An Historical and Case Study Analysis, ProQuest LLC. Reform-oriented efforts geared toward transformative education and equal educational opportunities for all U.S. school children (regardless of race, gender, or cultural/linguistic background) are underway and advocacy is emerging as an important topic of discussion and debate among language-in-education specialists, applied linguists included.   In this dissertation, the author (1) draws on library-based and archival research to situate and trace the subject of advocacy within the broader, historical framework of the social sciences within the U.S.; (2) explores diverse origins, conceptualizations, and personal experiences of advocacy among select English Language Professionals (ELPs) via interviews; and (3) aims to move ELPs toward a more comprehensive understanding of and strategy for advocacy by presenting the first framework for advocacy in the field.   Library and archival research focuses on the emergence, development, and importance of the first U.S. social science organization–the American Social Science Association (ASSA). The pattern of growth, development, and evolution with respect to the present-day relationship between research-generated knowledge and advocacy-oriented action among ELPs.   With respect to modern-day understandings and experiences of advocacy, interviews were conducted with prominent ELPs in the following areas: civil rights law, second language acquisition, bilingual education, literacy development, organizational lobbying, language policy and planning, K-12 school administration, and English education. Interview data and analysis is organized according to three central themes: (1) the conceptualization of advocacy as a process; (2) the complexities part-and-parcel to the process of making research-generated knowledge accessible and applicable to a non-specialist audience/context; and (3) the need to discuss advocacy-oriented efforts and opportunities within the context of professional organizations specifically with respect to issues of professional development, educational leadership, and teacher education.   Finally, the Heuristic for Advocacy among English Language Professionals is presented and described. This model, providing ELPs with a structured and functional framework by which the process of advocacy can be more comprehensively understood and discussed, is comprised of five interwoven and non-sequential stages–Inquiry, Consciousness, Critique, Vision, and Action. The heuristic proposes a continuum in which the process of generating research-based knowledge is valued and positively linked to advocacy-oriented efforts.   [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: www.proquest.com…   [More]  Descriptors: Language Planning, Equal Education, Elementary Secondary Education, Bilingual Education

Montclair Education Review (1977). Bibliography of Selected References. Eighty-seven books, periodicals, articles, and reports related to bilingual education and bilingualism are listed alphabetically. Descriptors: Bibliographies, Bilingual Education, Bilingualism

Cohen, Andrew D. (1974). The Culver City Spanish Immersion Program: The first Two Years, Modern Language Journal. Reports on the Culver City, California, Spanish Immersion Program, modeled after the St. Lambert, Montreal, Canada bilingual education program. Descriptors: Bilingual Education, Intensive Language Courses, Language Instruction, Modern Languages

Cziko, Gary A. (1992). The Evaluation of Bilingual Education: From Necessity and Probability to Possibility, Educational Researcher. Discusses the evaluation of bilingual education programs, surveys the results of seven bilingual education evaluations, and presents their diverse findings. Argues that such research cannot say whether bilingual education is good or works. Describes a "bilingual immersion" program where language minority and majority students learn from each other. Descriptors: Bilingual Education Programs, Cultural Context, Curriculum Evaluation, Educational Assessment

Valdivia, Rebeca (2000). Bilingual Preschool Education in the United States and Panama: A Comparative Analysis. This paper compares bilingual education policy and practice in Panama and the United States. Particular issues studied include the following: the social context of bilingual education in the two countries; programming and policy differences; teacher qualifications; availability of age-appropriate materials; and administrative support, level of community support, and legal backing. Findings include the following: skills and proficiency in languages other than English are more respected in Panama than the United States; second language learning is typically introduced at an earlier age in Panama; U.S. bilingual education programs have transition into English as the primary goal, while Panamanian programs seek to maintain Spanish while teaching English; both countries suffer from a shortage of qualified teachers; and there are much greater expectations for parent involvement in the United States. (Contains 54 references.)   [More]  Descriptors: Bilingual Education, Case Studies, Comparative Analysis, Educational Policy

Nickel, K. N. (1979). Experimentation, Extrapolation, Exaggeration: Thy Name Is Research, Phi Delta Kappan. Criticizes the methodology used by the American Institute for Research in its evaluation of Title VII bilingual education programs.   [More]  Descriptors: Bilingual Education, Educational Research, Elementary Secondary Education, Research Methodology

Danoff, M. N.; Coles, G. J. (1979). AIR Researchers Respond to Nickel's Criticism, Phi Delta Kappan. Two researchers defend the methodology they used in their evaluation of Title VII bilingual education programs.   [More]  Descriptors: Bilingual Education, Educational Research, Elementary Secondary Education, Research Methodology

Amadi, Eugenia Ada (2012). Parents' and Teachers' Preferred Medium of Instruction in Primary Schools in Enugu, Nigeria, Educational Research and Reviews. This study which investigated parents' and teachers' preferred medium of instruction in primary schools was conducted in Enugu, South East, Nigeria. It employed the descriptive survey research method. 500 respondents were used for the study. 250 teachers were selected through simple random sampling technique. Two researcher-designed questionnaires were used to elicit the required data. The generated data were analysed using percentage and x[superscript 2] statistic. The findings showed that parents and teachers preferred the biliterate bilingual (code mixing) Education Policy in primary education. It also showed that there was a significant difference in parents' and teachers' preferences for medium of instruction in primary schools in Nigeria. It was concluded that the proper implementation of the language education policy spelt out in the National Policy on Education may still remain a mirage if proper consultation vis-a-vis education and sensitization of stakeholders–parents and teachers–is not carried out in due course. A thorough review of the existing policy is therefore recommended as part of educational reform agenda in Nigeria.   [More]  Descriptors: Foreign Countries, Language of Instruction, Elementary Education, Bilingual Education

Chambers, Joanna Fountain (1981). Bilingual News: Research in Progress, Curriculum Review. Reviews current and recently completed research projects and dissertations in the areas of bilingualism and bilingual education. Descriptors: Bilingual Education, Bilingualism, Doctoral Dissertations, Research Projects

Rosier, Helen Cody (1978). Chaa': Dine K'eji Naaltsoos Wolta'Boho'aa'igii, Book 2. This illustrated Navajo reader is intended for use by elementary school age children in a bilingual education setting. Descriptors: American Indian Languages, Athapascan Languages, Bilingual Education, Childrens Literature

Gandara, Patricia; Rumberger, Russell W. (2009). Immigration, Language, and Education: How Does Language Policy Structure Opportunity?, Teachers College Record. Background/Context: According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study: This article examines how language policy in the United States has shaped educational opportunities and outcomes for the nation's immigrant students. First, we examine the role of federal policy in shaping these students' educational opportunities, showing how the changing political landscape in Washington has resulted in inconsistencies in funding and direction for states attempting to serve EL students. Then we focus on how two states with high concentrations of ELs–California and Texas–have responded to the needs of ELs, including the provision of bilingual education, the training and support of properly prepared teachers, and the assessments used to gauge their educational performance. Research Design: The article uses secondary data sources. It draws on secondary data analysis to examine the growth of the immigrant and linguistic minority populations and their educational achievement; it draws on both historical analysis and secondary data analysis to review shifting federal policies; and it draws on demographic, achievement, and reclassification data in analyzing the education of ELs in California and Texas. Findings/Results: We found that the changing political landscape in Washington has resulted in inconsistencies in funding and direction for states attempting to serve EL students. We also found that California and Texas appear to have different success rates with their EL students, with Texas reclassifying its ELs to fluent English status at higher rates and outperforming California with respect to National Assessment of Educational Progress scores for this same population. Conclusions/Recommendations: The article concludes with the major recommendation that the federal government would do well to spearhead and fund a research agenda that addresses the truly important, and unanswered, questions around the education of ELs so that greater guidance can be given to the states in determining how to raise achievement and enhance the psychosocial development of these students   [More]  Descriptors: Language Minorities, Bilingual Education, Academic Achievement, Second Language Learning

Hernandez, Patricia (2012). Teachers' Perceptions of the Functionality and Effectiveness of the Response to Intervention Model, ProQuest LLC. The purpose of this study is to investigate teachers' perceptions of the functionality and effectiveness of the response to intervention model. Using a response to intervention (RTI) framework has become a priority for school district as they move to meet federal legislative mandates. Through this study teachers in the southwestern part of the United States in a single district, certified in General Education, Bilingual or English as a Second Language and Special Education in grades K-8 were surveyed, regarding their perception of administrative led or not, RTI teams. Teachers' perceptions regarding their knowledge of RTI teams and the three tiered process, adequacy of training, effectiveness of RTI teams and the three tiered process, eligibility requirements for special education, problems in the RTI process, and reasons for non-referral were examined. The present study used descriptive statistical analysis, Kruskal-Wallis and Mann Whitney, non parametric statistics to analyze the data collected from the perception survey. Information gathered in this study provided information to make recommendations for professional development, planning for effective implementation of RTI in schools, and future research. [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: www.proquest.com…   [More]  Descriptors: Response to Intervention, Models, Elementary School Teachers, Teacher Attitudes

Ulibarri, Mari-Luci (1972). Ambiente Bilingue: Professionals, Parents, and Children, Journal of Mexican American Studies. Bilingual education should be viewed as a component of bicultural education if cultural equality is to be achieved. Descriptors: Biculturalism, Bilingual Education, Cultural Pluralism, Parents

Shin, Fay H.; Krashen, Stephen (1996). Teacher Attitudes toward the Principles of Bilingual Education and toward Students' Participation in Bilingual Programs: Same or Different?, Bilingual Research Journal. A survey of 794 teachers from six school districts in central California found that although teachers strongly endorsed the principles of bilingual education, they indicated minimal support for actual participation by students in bilingual programs. Teachers with supplementary training in English as a Second Language and bilingual education were more supportive of bilingual education. Includes survey questionnaire. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Principles

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