Bibliography: Bilingual Education (page 060 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Mileidis Gort, Mihyon Jeon, John Young, Holly R. Cashman, Jo Worthy, Merrill Swain, Nadire Gulcin Aydin, Michael Allen, Charles W. Edwards, and Alfred C. Aarons.

Porter, Rosalie Pedalino (1999). The Future of Bilingual Education in Massachusetts: Lessons from California. The history of bilingual education in Massachusetts since its first bilingual education law in 1971 is examined and compared to the experience of California, which is offered as an example of how bilingual education policy and practice may evolve in other states. It is suggested that Massachusetts has paralleled the California experience in failing to collect student performance data over the last two decades, to demonstrate good or bad results of transitional bilingual education programs. The reading test administered to third-graders across Massachusetts in 1997 and 1998 is proposed as an example of this resistance to accountability. Increased flexibility in local program choice and participation of English language learners in the assessment process is recommended for Massachusetts.   [More]  Descriptors: Accountability, Bilingual Education, Comparative Analysis, Educational History

Holland, R. Fount (1972). School in Cherokee and English, Elementary School Journal. Describes the activities of the Cherokee Bilingual Education Center, created in 1969 by Northeastern State College at Tahlequah, Oklahoma. Descriptors: American Indians, Bilingual Schools, Bilingual Teacher Aides, Cherokee

Eby, Gulsun; Yuzer, T. Volkan (2013). Project Management Approaches for Online Learning Design, IGI Global. Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design" boldly focuses on this unique area of virtual learning by adopting a theoretical point of view and discussing the planning, organizing, securing and managing of resources to bring about the successful completion of online learning goals and objectives. This reference source brings together project management based approaches with an exclusive focus on each online learning design project. Contents include: (1) Project Management-Based Design for Online Learning (Gulsun Eby and T. Volkan Yuzer); (2) eLearning Project Management for Innovation Management: Team Project-Based eLearning and Assessment at the IT Institute (Niki Lambropoulos, Alain Gourdin, Marcella Soamiadana, Sophi Danis, and Aneesha Bakharia); (3) Online Freedom (Simber Atay); (4) Using an Evolving Electronic Stylebook as a Touchstone for Online Learning Project Management (Shalin Hai-Jew); (5) Managing and Cultivating Professional Online Learning Communities: Three Cases (Anne L. Scott, Helen Butler, and Millie Olcay); (6) Project Management for a University-Sponsored Online High School: An Evaluation of the First Year of Implementation (Bryce L. Walker and Nicholas D. Hartlep); (7) Accessibility Implementation for Disabled Students in PMBOLD Environments (Henry C. Alphin); (8) The "Online Teaching, Design, and Development" Course: Supporting K-State Faculty in E-Learning and Instructional Design on the Axio[TM] Learning/Course Management System (A Case Study) (Shalin Hai-Jew); (9) Training of Avatar Moderator in Sliding Mode Control Environment for Virtual Project Management (Vardan Mkrttchian and Galina Stephanova); (10) Using Public Relations Process in Setting up Websites: A Model Proposal for Open and Distance Education Universities (Berrin Ozkanal); (11) Managing Quality in Online Education (Teresa L. Coffman and Mary Beth Klinger); (12) Cost Estimation in E-Learning Design Project Management (Mediha Tezcan); (13)Strategic Planning for Online Learning (Figen Kilic); (14) Through the Looking Glass to Ourselves: Developing Self-Understanding in the Online Multicultural and Bilingual Teacher Education Classroom (Gwen Stowers, Kenneth Fasching-Varner, Mark Brimhall-Vargas, and Christine Clark); (15) Managing the Ecology and Sustainability of Online Learning Environments (Mirac Banu Gundogan); (16) Managing an E-Marketing Plan for an Online Learning Curriculum (Shalin Hai-Jew); and (17) Interface for Interaction and Knowledge Building on the Web: A Look at the Educational Curriculum and the Social Network of the Systematic Learning Group (Neli Maria Mengalli and Nuria Pons Vilardell Camas).   [More]  Descriptors: Instructional Design, Electronic Learning, Distance Education, Internet

Baker, Keith (1992). Ramirez et al.: Misled by Bad Theory, Bilingual Research Journal: The Journal of the National Association for Bilingual Education. Critiques two theories dominating bilingual education. The facilitation hypothesis predicts long-term advantage for bilingual education over all-English instruction. The time-on-task hypothesis predicts that all-English instruction is superior to bilingual education in teaching English. Argues that bilingual programs may facilitate English learning better than all-English instruction only in the early grades. Descriptors: Academic Achievement, Bilingual Education, Educational Theories, Elementary Education

Worthy, Jo; Rodriguez-Galindo, Alejandra (2006). "Mi Hija Vale Dos Personas": Latino Immigrant Parents' Perspectives about Their Children's Bilingualism, Bilingual Research Journal. This paper presents the voices of 16 Latino immigrant parents whose children were upper elementary students in a bilingual education class in the southwestern United States. In interviews that focused on their children's language learning and usage, the parents spoke of a commitment to a better life for their children. All believed that English proficiency and bilingualism were keys to social and economic advancement and that speaking Spanish represented an essential tie to familial and cultural roots, and all demonstrated awareness and involvement in their children's education and language use. Many parents had begun to notice subtle signs of Spanish erosion and resistance, despite the fact that Spanish was the home language of all. To counteract the social and political forces drawing their children away from bilingualism, the parents were using a variety of strategies although most of them worked long hours simply to survive, and thus, had little free time. This study urges that educators take the time to listen and learn how parents are able and willing to assist their children.   [More]  Descriptors: Leisure Time, Bilingualism, Bilingual Education, English (Second Language)

Aarons, Alfred C., Comp. (1971). Useful Materials, Florida FL Reporter. Bibliographical listing of materials covering culture, language and linguistics, bilingual education, reading instruction, and foreign language education. Descriptors: Applied Linguistics, Bibliographies, Bilingual Education, Cultural Context

Young, John (1976). Essential Considerations in Compiling Asian Bilingual Curriculum Development Materials, Journal of the Chinese Language Teachers Association. This article outlines approaches, methods, and techniques in materials development for bilingual education in English and various Asian languages.   [More]  Descriptors: Asian Americans, Biculturalism, Bilingual Education, Bilingual Schools

Allen, Michael (2011). The Equitable Distribution of Effective Teachers: Can States Meet the Research Challenges Required for Success?, CNA Corporation. One of the provisions of the No Child Left Behind Act that has gained prominence as a policy focus only in the last several years is the requirement that poor and minority children be served by highly qualified teachers to no less a degree than other, more affluent children. Under the Obama administration, the focus on "highly qualified" teachers has shifted to "effective" teachers, and the push for states to ensure equitable distribution is a key requirement for the State Fiscal Stabilization Fund program and Race to the Top (RTT) funding, as well as a key piece of the administration's Blueprint for the reauthorization of the Elementary and Secondary Education Act (ESEA). Complying with the equitable distribution provision is a formidable challenge for states under the best of circumstances. It may involve the renegotiation of teacher union contracts in order to make transfer and seniority provisions less of an obstacle to teacher reassignment. It may meet the reality that in fields such as bilingual education, science, and mathematics, there are not enough qualified and effective teachers to go around. States may also face the prospect that there are schools, either because of location or reputation, at which effective teachers simply do not want to teach and will not stay in spite of incentives they may be offered. Given the tough economic conditions that states across the country face at the present time, the difficulty of complying with the equitable distribution requirement is even greater as states and districts struggle to avoid teacher layoffs and are hard-pressed to find the extra cash required to lure successful teachers to schools in need and keep them there. The challenges are ongoing, and addressing them successfully requires consistent and long term data reporting and analysis. CNA has come to comprehend the significant research and analytical burden teacher distribution and many other reform efforts impose on states and the capacity gap in these areas that must be closed if state education reform efforts ultimately are to realize their full potential for success. This discussion highlights 3 key research-related challenges that the REL Appalachia states and others are facing in their efforts to achieve more equitable distribution of effective teachers: (1) Conceptual Clarification; (2) Solid Understanding of Research; and (3) Solid Grasp of the State Education Picture. The conversation draws on the perceptions of the staff of CNA Education, many of whom serve client states as researchers directly embedded in state departments of education–a unique technical assistance model that CNA employs in all of its research areas, both military and civilian. It also draws on interviews with state education officials and the study of relevant state documents by this paper's author. "Equitable Distribution of Effective Teachers: Federal Definitions" is contained in the appendix.   [More]  Descriptors: Teacher Effectiveness, Educational Change, State Policy, State Programs

Jeon, Mihyon (2007). Language Ideologies and Bilingual Education: A Korean-American Perspective, Language Awareness. This paper is an ethnographic record of an ongoing journey during which I have tried to understand the kinds of language ideologies that my students and I have constructed about the Korean language. My students are mainly Korean-American university students who have never successfully achieved native fluency in their heritage language, although several attended Korean Saturday schools as children. A special expression, 'FOB' (Fresh Off the Boat), which I discovered during this journey, proved crucial to my understanding of my students' language ideology about the Korean language. My language ideology and that of my students appeared to be in conflict. My students were highly motivated to learn Korean, but they were opposed to Korean-English two-way immersion (TWI) programmes. I, however, strongly favoured these programmes. After a process of reflection, debate, journaling and interviewing, I reached a new understanding, reconciling the apparent ideological conflict that has separated me from my students. My findings suggest that ideologies towards the Korean language are inextricably bound to their views on English proficiency and Korean immigrants.   [More]  Descriptors: Learning Motivation, Ideology, Korean, Immigrants

Swain, Merrill (1976). Bibliography: Research on Immersion Education for the Majority Child, Canadian Modern Language Review. This bibliography lists articles on bilingual education and elementary level French immersion programs for English-speaking children. Descriptors: Bibliographies, Bilingual Education, Educational Research, FLES

Ahvakana, Floyd (1973). Tikigagmigguuq. This illustrated children's reader in the Barrow Inupiaq language is intended for use in a bilingual education setting. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education

Aydin, Nadire Gulcin (2011). A National Study: School Counselor Involvement in School, Family and Community Partnerships with Linguistically Diverse Families, ProQuest LLC. In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF). Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF. This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement. Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration). Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF. Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores. Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have higher number of students on FRPL status. These issues illuminate the complex interplay of challenges facing LDS, such as limited resources, limited number of bilingual school staff and a need for bilingual education. This study highlights the multitude of factors that determine the degree of school counselor involvement by examining caseloads, specific training on LDS and LDF, the use of translators, and bilingual ability. [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: School Counselors, Participation, Public Schools, Student Diversity

Gort, Mileidis (2006). Strategic Codeswitching, Interliteracy, and Other Phenomena of Emergent Bilingual Writing: Lessons from First Grade Dual Language Classrooms, Journal of Early Childhood Literacy. This qualitative study investigated the writing processes of eight emergent bilingual children as they composed stories in two languages in a Writing Workshop (WW) context. The research was situated in two grade 1 classrooms in a Spanish/English Two-Way Bilingual Education program in the north-eastern USA. For six months, researchers observed students in Spanish and English WWs, interviewed students about their writing behaviors and understandings, and collected samples from all stages of the writing process. Cross-case analyses of individual bilingual writing profiles revealed similarities and differences in students' cross-linguistic skills, as well as patterns of transfer. Patterns of bilingual writing related to strategic codeswitching, positive literacy transfer, and interliteracy led to the development of a preliminary model of bilingual writing development for English-dominant and Spanish-dominant bilingual learners.This model presents phenomena unique to bilingual writers, relates these to bilingualism and biliteracy, and proposes anticipated expression of the phenomena for developing Spanish-dominant and English-dominant bilingual writers.   [More]  Descriptors: Emergent Literacy, Grade 1, Qualitative Research, Writing Workshops

Edwards, Charles W. (1975). Administrator's Corner, Illinois Career Education Journal. Suggestions are given for two types of programs: the general bilingual education program and the Vietnamese Refugee Program. Descriptors: Administrator Guides, Agency Cooperation, Bilingual Education, Cambodians

Cashman, Holly R. (2006). Who Wins in Research on Bilingualism in an Anti-Bilingual State?, Journal of Multilingual and Multicultural Development. Despite its multilingual heritage, the USA has a history of linguistic intolerance. Arizona, in the country's desert Southwest, is decidedly anti-bilingual although it has significant non-English-speaking groups, especially Spanish-speaking Mexicans/Mexican-Americans and indigenous groups such as the Navajo, Hopi and Yaqui tribes, among many others. This anti-bilingual ideology has resulted in the passage of legislation restricting residents' linguistic rights, such as Proposition 106 to make English the sole official language of all state business and Proposition 203 to eliminate bilingual education in state-funded schools. Several explanations have been put forth to account for this anti-bilingual ideology, from racism to ignorance to fear. In this paper I argue that researchers of bilingualism in a state ideologically opposed to language minority groups' bilingualism have certain responsibilities vis-a-vis the members of language minority groups who are the participants in their research. I suggest that each explanation, were it true, would require a different approach from researchers working to protect and advance language minority groups' rights. I conclude that it is crucial for sociolinguists to take their responsibilities to the communities they research seriously due to the pressing political situation engendered by the latest wave of linguistic intolerance and repression.   [More]  Descriptors: Language Minorities, Language Research, Linguistics, Bilingual Education

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