Bibliography: Bilingual Education (page 061 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Washington Congress of the U.S., Mariana Fuentes, Rosalinda Quintanar-Sarellana, Philip M. Adamek, Kristin Liu, Ann-Marie Wiese, Martha Thurlow, Jeff MacSwan, Abdeljalil Akkari, and Manuel Barrera.

Adamek, Philip M. (2004). Habits of Household Lingualism, TESL-EJ. This essay contrasts two approaches to household bilingual education with respect to the notion of identity. The notion of lingualism is presented. Lingualism emphasizes the continuum between monolinguals and bilinguals through a nonquantifying understanding of language (including speech, writing, gestures, and language potential). Kouritzin's (2000) account of raising bilingual children defines identity in terms of one's first or native language. Mastery of grammatical and cultural standards is assured by the native experience of language, which itself presents a barrier to authentic L2 acquisition. Identity-bound languages are mutually conflictual and minority languages need barriers to survive. Harding's and Riley's (1986) study of bilingual families subordinates the notion of identity to that of linguistic identification. It views languages in a relationship of cross-fertilization. From this comparison, and in dialogue with works by Baker, Grosjean, Skutnabb-Kangas and Phillipson, the essay argues for a multilingual approach to multilingualism that does not reproduce monolingual ideology.   [More]  Descriptors: Bilingual Education, Self Concept, Children, Child Rearing

Illinois State Board of Education (2004). Guide To The 2004 IMAGE Assessment: Illinois Measure Of Annual Growth In English And IMAGE Mathematics. The Illinois State Board of Education (ISBE) administered Illinois Measure of Annual Growth in English (IMAGE) tests in Spring 2004. IMAGE tests are administered to Limited English Proficient (LEP) students who have been in either a Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) program since September 30 of the current school year, but less than five years. IMAGE reading and writing tests were given to eligible LEP students in grades 3-11, and IMAGE mathematics tests were given to eligible LEP students in grades 3, 5, 8, and 11. ISBE initially developed the tests in response to a General Assembly Task Force?s recommendation to administer a standardized reading and writing English proficiency assessment to eligible LEP students. IMAGE mathematics tests were introduced for the first time in 2002 to meet federal school accountability requirements. This document reviews the percentages for the state of Illinois as a whole on the IMAGE Assessment tests from 2000-2004.   [More]  Descriptors: State Standards, Language Proficiency, Student Evaluation, Reading Achievement

Rodriguez, Jose L. (2004). Defining Our Transitional Bilingual Program, Intercultural Development Research Association. Bilingual education is meant to build a bridge that helps students become proficient in their native language and English. Many children do not make it over that bridge. Often, it is not discovered until they are in the second or third grade that the student does not have a proficiency in either language. When a third grade teacher finds students who are still classified as non-Spanish speakers and limited English speakers, then something very wrong has happened, especially if the students have been enrolled in the district since pre-kindergarten. When teachers discover that children cannot read in either English or Spanish, they find it extremely difficult to bring the students up to grade level. Most often these students are language-minority students, or English language learners. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.]   [More]   [More]  Descriptors: Second Language Learning, Bilingualism, English (Second Language), Bilingual Education

Quintanar-Sarellana, Rosalinda (2004). ?Si Se Puede! Academic Excellence and Bilingual Competency in a K-8 Two-Way Dual Immersion Program, Journal of Latinos and Education. The purpose of this article is to describe a school that has successfully prepared its students for a multilingual society using a 2-way bilingual immersion program. Students' high SAT scores, as well as their participation at school and in the community, provide evidence that acquiring 2 languages does not sacrifice academic achievement. Indicators of effective 2-way bilingual immersion programs were used to analyze the effects of this program on students' academic achievement. This article contributes to our knowledge of successful 2-way bilingual immersion programs by identifying additional factors, which are instrumental in the planning of new programs. Key words: two-way dual immersion, bilingual education, Latino education, successful schools, indicators for two-way dual immersion, language acquisition   [More]  Descriptors: Multilingualism, Bilingualism, Bilingual Education, Academic Achievement

Wink, Joan; And Others (1995). California: A Picture of Diverse Language Groups and ESL/Bilingual Programs, Bilingual Research Journal. Personal narratives of California teachers in linguistically diverse classrooms portray four models of bilingual education: ESL, sheltered English, and peer tutors; ESL, sheltered English, and some or adequate first-language support; and bilingual education including native-language instruction. Reflects on negative teacher attitudes, hidden racism, and a potential fifth model of bilingual education that encompasses community and global realities. Descriptors: Bilingual Education Programs, Diversity (Institutional), Educational Practices, Elementary Education

Rossier, Robert E. (1993). Second Language Teaching: A Theoretical Baseline for Policy Makers, READ Perspectives. Argues that the theoretical consensus on second language learning, which focuses on instruction in the target language, contradicts the main premises used by bilingual education advocates to gain respectability for bilingual education programs. The roles of translation, transfer, input, and interaction in the Eastman model of bilingual education, used extensively in California, are examined. (Contains 42 references.) Descriptors: Bilingual Education, Criticism, Educational Attitudes, Educational Policy

Bernal, Joe J. (1976). Analyzing Bilingual Education Costs. This paper examines the particular problems involved in analyzing the costs of bilingual education and suggests that cost analysis of bilingual education requires a fundamentally different approach than that followed in other recent school finance studies. Focus of the discussion is the Intercultural Development Research Association's (IDRA) effort to analyze bilingual education using the weighted-pupil technique. IDRA found that the typical weighted-pupil approach was inadequate because it requires identification of "best practice" school districts. Since bilingual education is an evolving area, identification of such lighthouse districts proved to be impossible. Therefore IDRA instead developed a hypothetical model of bilingual education that could serve both as a curriculum development model for bilingual education programs and as a basis for later cost analysis studies. Much of the paper describes and discusses IDRA's "exemplary model" for bilingual education.   [More]  Descriptors: Bilingual Education, Cost Indexes, Curriculum Development, Educational Finance

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. (1998). Bilingual Education Reform. Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce. House of Representatives, One Hundred Fifth Congress, Second Session (San Diego, CA, February 18, 1998). The purpose of this hearing was to obtain the input of California citizens on federal legislation similar to 1998's California Bilingual Education ballot initiative. Present were Representatives Frank Riggs (chair), Bobby Scott, Randy Cunningham, Bob Filner, and Brian Bilbray. Offering testimony generally in support of bilingual education, or at least the option of it, were Dr. Eugene Garcia, Dean of the Graduate School of Education at the University of California at Berkeley; and Celia Ruiz, an attorney representing four California school districts. Dr. Garcia based his support for bilingual education on the conclusions of a number of government and academic studies showing overall positive effects of bilingual education. Ms. Ruiz focused her testimony not on the merits or drawbacks of bilingual education but on a defense of the legal process that federal law has created to allow school districts to choose from a range of educational options, from English immersion to long-term bilingual education programs. Cathy Liska, a teacher from Anaheim, California, and George S. Louie, a parent of a child placed in a bilingual education setting from Oakland, California, spoke against bilingual education. Mr. Louie's child had very negative experiences. Ms. Liska's experience as an elementary school teacher with first-hand classroom experience of bilingual education has convinced her it does not serve limited-English-speaking students well and should be ended.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

MacSwan, Jeff (2004). Bad Data Poison Language Study. Point of View Essay, Education Policy Research Unit. Just 10 weeks ago, a consortium of researchers from Arizona's universities and research institutes released a comprehensive report indicating that a lack of good data has the state largely in the dark about the effectiveness of its education policies. Regrettably, concerns raised over the adequacy of available data did not prevent state schools Superintendent Tom Horne from releasing a study of the anti-bilingual education policy upon which his campaign for office had been based, using the very data researchers had warned about. Horne's study concluded that his department's vigorous ban on Spanish was working wonders for students. In this essay, the author discusses why even modest boasting of the study's results would be unjustified.   [More]  Descriptors: Institutional Research, Researchers, Data, Educational Policy

Fernandez-Viader, Maria del Pilar; Fuentes, Mariana (2004). Education of Deaf Students in Spain: Legal and Educational Politics Developments, Journal of Deaf Studies and Deaf Education. This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture–teachers, interpreters, deaf adult models–are incorporated in bilingual deaf schools.   [More]  Descriptors: Foreign Countries, Sign Language, Bilingual Education, Deafness

Thurlow, Martha; Albus, Deb; Shyyan, Vitaliy; Liu, Kristin; Barrera, Manuel (2004). Educator Perceptions of Instructional Strategies for Standards-Based Education of English Language Learners with Disabilities. ELLs with Disabilities Report 7, National Center on Educational Outcomes, University of Minnesota. The study reported here was conducted as part of a larger investigation designed to identify instructional strategies most beneficial for English language learners with disabilities. Other aspects of the investigation are examining the research literature, information from parents and students, and the effects of specific strategies. In this study, the goal was to determine which instructional strategies are recommended for English language learners with disabilities by teachers across disciplines (special education, ESL/bilingual education, mainstream content areas). Specifically, the purpose was to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English language learners with disabilities. Appended are: (1) Descriptive Data for Phase I, 30 Teachers; (2) Instrument Used in Final Data Collection; (3) Glossary of Strategies; (4) Data Used in the Analysis; (5) Sample Page of Content Area Survey for Reading; and (6) Use and Feasibility Data.   [More]  Descriptors: Educational Strategies, Bilingual Education, Second Language Learning, Disabilities

Akkari, Abdeljalil; Loomis, Colleen (1998). Toward a New Understanding of Language Minority Students' Experiences with Bilingual Education in the United States, Bulletin suisse de linguistique applique. This discussion of bilingual education in the United States begins with a review of the historical and political context in which it has evolved since the late 1800s. Policy issues and some research are examined here. It then outlines the theoretical and conceptual debate, focusing on four major theoretical frameworks used to justify bilingual education: those of linguistic interdependence; vernacular advantage; language transfer; and sociolinguistic/sociocultural theory. An overview of research concerning the effects and effectiveness of bilingual education is offered, distinguishing three periods in research focus. A number of program types or designs are identified, and the future of bilingual education is discussed briefly. (Contains 57 references.)   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Cultural Context, Educational History

Schulter, Beatrice (2001). Pedagogical and Methodological Considerations for Bilingual Education in Kyrgyzstan. This paper examines pedagogical and methodological considerations involved in language immersion programs in Kyrgyzstan, discussing bilingual education program goals, how children acquire first languages, how language and content can be taught and learned simultaneously, and steps that have been taken to make immersion programs successful in Kyrgyzstan's schools. Kyrgyzstan's bilingual education is designed to facilitate and improve second language learning and maintain bilingualism. It teaches students to communicate in the second language, not just grammatical rules. Immersion programs follow roughly the same progression as first language learning. When teachers and students concentrate on content, they experience the second language as a natural means of communication which does not rank higher or lower than their first language in status or usefulness. The teacher is responsible for creating real communicative situations in the classroom and concentrating on content rather than form. Task-based learning lets students experiment and find solutions to problems on their own. This requires a learner-oriented lesson organization.   [More]  Descriptors: Bilingual Education, Communication Skills, Educational Objectives, Elementary Secondary Education

Wiese, Ann-Marie (2004). Bilingualism and Biliteracy for All? Unpacking Two-Way Immersion at Second Grade, Language and Education. This study unpacks the inherent tension that arises when any school adopts a particular model for reform–how to mesh a model with the reality of daily life in the classroom. In the field of bilingual education, programme models abound, and the literature reflects a great diversity among them, as well as efforts to evaluate their relative effectiveness. This interpretive, ethnographic study reveals how one particular programme model, two-way immersion, is enacted in the context of Monte Vista Elementary. The study illustrates the tension between the two-way immersion model and implementation at the school site. The staff developed a series of school-wide agreements regarding student placement, outcome goals, and literacy instruction. These agreements shaped the nature of literacy instruction, and for one teacher led to a focus on language of instruction rather than rich, authentic literacy events for all students.   [More]  Descriptors: Student Placement, Educational Change, Ethnography, Bilingual Education

Martinez-Roldan, Carmen M.; Malave, Guillermo (2004). Language Ideologies Mediating Literacy and Identity in Bilingual Contexts, Journal of Early Childhood Literacy. This article presents a qualitative case study of a seven-year-old Mexican American student and his family. Using Critical Discourse Analysis, we examine both the child's emergent ideas about language, as expressed in bilingual literature discussions, and his parents' ideological discourses about the use of a minority language in public schools. Vygotsky's theory of learning oriented this research on language ideologies, focusing on how parents' ideological discourses shape both literacy development and identity formation in early childhood. Our findings illustrate the importance of looking beyond the classroom and school contexts to identify diverse factors that may affect children's development of biliteracy in early childhood, such as the role of language ideologies. This study demonstrates the complex relationships between literacy, language ideologies, and issues of identity within the broader contexts of controversies over bilingual education and official English laws in the USA.   [More]  Descriptors: Learning Theories, Ideology, Discourse Analysis, Official Languages

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