Bibliography: Bilingual Education (page 065 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Susan Roberta Katz, Emilio De Torre, Ann-Marie Wiese, Rebecca Freeman, Carlos J. Ovando, Jane Freeland, Michael D. Guerrero, Augustine Garcia, Jose Manuel Juarez Nunez, and Celia Viramontes.

Mora, Jill Kerper (2000). Staying the Course in Times of Change: Preparing Teachers for Language Minority Education, Journal of Teacher Education. Describes how passage of Proposition 227, California's initiative restricting bilingual education, has influenced teacher preparation to authorize specialized instruction for limited English proficient students. The response to Proposition 227 by San Diego State University's College of Education is explored to illustrate the reaffirmation of a commitment to educational equity and ongoing program development to support multicultural teaching. Descriptors: Bilingual Education, Bilingualism, Diversity (Student), Educational Legislation

Garcia, Augustine (2000). Informed Parent Consent and Proposition 227, Bilingual Research Journal. A study interviewed 360 parents in three California school districts that did exemplary jobs in informing parents of the option of requesting a waiver from English immersion requirements of Proposition 227. Results clearly show that the best informed parents in an atmosphere of complete disclosure were those who chose a waiver and bilingual education. (Contains 14 references.) Descriptors: Bilingual Education, Educational Attitudes, Educational Change, Elementary Secondary Education

Freeman, Rebecca (2000). Contextual Challenges to Dual-Language Education: A Case Study of a Developing Middle School Program, Anthropology & Education Quarterly. Describes how a team of urban middle school educators developed a dual-language program to address the needs of their low-income, predominantly Puerto Rican students. Demonstrates how the structural, sociolinguistic, and ideological context influenced the way that this bilingual program functioned on the local level, challenging the dichotomous thinking that characterizes most discussions of bilingual education. Descriptors: Bilingual Education Programs, Diversity (Student), Hispanic American Students, Low Income Groups

Valdez, Elsa O. (2000). Political Activism, Ethnic Identity, and Regional Differences among Chicano and Latino College Students in Southern California and Northern New Mexico, Perspectives in Mexican American Studies. Surveys of 242 Hispanic students attending New Mexico Highlands University and California State University, San Bernardino, examined students' political attitudes, political activism, and attitude toward bilingual education in relation to students' choice of ethnic label (Hispanic, Chicano, or Mexican American), level of acculturation, income, and geographic location. Differing sociocultural influences in California and New Mexico are discussed. Descriptors: Acculturation, Activism, College Students, Differences

De Torre, Emilio; Fradkin, Bernard (1976). Bilingual Resource Centers and Federal Funding, NALLD Journal. College bilingual education programs seeking federal funds were hampered by the requirement that they cooperate with local education agencies. A resource center in bilingual education can support programs with instructional materials, testing, and multiplying time available to teachers. Bilingual teacher education in special learning laboratories is a promising development. Descriptors: Bilingual Education, Bilingual Teachers, English (Second Language), Federal Aid

Wiese, Ann-Marie (2000). "Trying To Find A Way To Make This Work": A Bilingual Teacher's Negotiation of Goals and Instruction. The purpose of this study is to understand how teachers negotiate decisions about goals and instruction for language minority students and how these decisions play out in classroom interactions. Much of bilingual education research focuses on program evaluation and implementation and, consequently, overlooks the critical role teachers play in the actual implementation of policies, namely, how the teacher makes decisions, what influences those decisions, and how those decisions are linked to and constructed by the school's bilingual program. Teachers make decisions about student language goals and instruction that shape the actual academic experiences of their students. Research in bilingual education should attend more carefully to the role of the teacher in learning and instruction. The research project discussed here investigates the student language goals and classroom instruction of an urban elementary school bilingual teacher and presents an analysis of the many influences that guided her instruction over 2 academic years, during which the bilingual program at her school underwent restructuring. The theoretical framework of this study draws upon educational policy and research on both teaching and bilingual education. The influence and effects of the Bilingual Education Act of 1968 and Title VII of the Elementary and Secondary Education Act of 1965 are extensively examined. Some of the weaknesses in the system that the teacher encountered include the following: (1) weak support structures for teacher collaboration; (2) inconsistent student language goals; (3) lack of strategic student placement; and (4) a lack of program articulation in Title VII meetings. (Contains 29 references.) Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Classroom Techniques

Alamillo, Laura; Viramontes, Celia (2000). Reflections from the Classroom: Teacher Perspectives on the Implementation of Proposition 227, Bilingual Research Journal. Interviews with 77 California teachers who either continued teaching bilingual education, switched to English immersion, or continued teaching English immersion sought their perspectives on impacts of Proposition 227 to the teaching profession, instructional practices, students, school culture, and teacher relationships. Implementation of Proposition 227, high stakes testing, and increased accountability created a tense and demoralizing environment for teachers. Descriptors: Bilingual Education, Collegiality, Educational Change, Educational Environment

Ovando, Carlos J. (2000). "I Couldn't Answer When You Called My Name": A Journey of Language and Cultural Integration, Teacher Educator. Presents the story of a Nicaraguan immigrant who came to America as a child in 1955, describing his experiences moving through an English-speaking school system that did not make accommodations for his linguistic and cultural minority needs. The paper discusses bilingual education and explains that educators, researchers, and policymakers must stay attuned to the needs of language minority students. Descriptors: Acculturation, Bilingual Education, Cultural Differences, Diversity (Student)

Guerrero, Michael D. (2000). The Unified Validity of the Four Skills Exam: Applying Messick's Framework, Language Testing. Seventeen states in the United States use Spanish-language proficiency tests to ensure that bilingual education teachers are able to deliver academic instruction in Spanish to school-age students. The unified validity of the Four Skills Exam (FSE), used in New Mexico for nearly 18 years, was evaluated using Messick's framework (1989). Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, Language Proficiency

Matiki, Alfred J. (2006). Literacy, Ethnolinguistic Diversity and Transitional Bilingual Education in Malawi, International Journal of Bilingual Education and Bilingualism. This paper examines recent attempts by the Malawi government to introduce local languages into the primary school system and other secondary domains of national life, breaking more than 30 years of Chichewa/English monopoly. In a country where the language policy has essentially established the hegemony of English over indigenous languages, the fundamental question that this policy must consider should revolve around the role that these languages can play in the development of Malawi(ans) from a traditionally oral to an increasingly literate culture, ever more connected to the international community through the English language. For many Malawians, economic success is predicated on one's ability to speak, read and write English. There are, therefore, enormous attitudinal, political, economic and social problems that the policy has to contend with.   [More]  Descriptors: Foreign Countries, Literacy, Linguistics, Bilingual Education

Rebert, Robert J., Ed.; And Others (1971). Bilingual Education for American Indians. This curriculum bulletin contains articles relevant to problems in bilingual education for American Indians. The first section includes articles presenting a broad view of past and present activities in bilingual education for American Indians and Eskimos. The history of language instruction in American Indian schools and of bilingual education in Bureau of Indian Affairs schools is discussed along with the Bilingual Education Act and its effect on the American Indian. Two statements on bilingualism appear, and a summary of pertinent research in bilingual education is included. Part Two deals with practical aspects and case studies. One article discusses what classroom teachers should know about bilingual education. Three others discuss programs for Navaho children. The final section is a bibliography of approximately 70 books and articles on bilingualism written between 1953 and 1971; some of the more important entries are annotated. One appendix provides a glossary of relevant terms. The second appendix presents some linguistic principles for describing language.   [More]  Descriptors: American Indians, Annotated Bibliographies, Applied Linguistics, Biculturalism

Katz, Susan Roberta (2000). Promoting Bilingualism in the Era of Unz: Making Sense of the Gap between Research, Policy, and Practice in Teacher Education, Multicultural Education. Examined efforts to promote bilingualism in a course for prospective teachers, Education of Bilingual Children: Theory and Practice, focusing on how student teachers grappled with the complex relationship between research, policy, and practice within bilingual education. Analysis of five types of literacy events indicated that students experienced a process of transformation in developing more positive attitudes toward bilingualism. Descriptors: Bilingual Education, Bilingualism, Diversity (Student), Educational Policy

Comboni Salinas, Sonia; Juarez Nunez, Jose Manuel (2000). Education, Culture and Indigenous Rights: The Case of Educational Reform in Bolivia, Prospects: Quarterly Review of Comparative Education. Examines the implementation of intercultural bilingual education throughout Bolivia and its relationship to the linguistic and cultural rights of the majority indigenous population. Discusses institutional and curriculum reforms, particularly in rural schools; a new emphasis on students' learning needs; relationship to indigenous self-determination; community participation in educational decision making; and teacher resistance to change. (Contains 23 references.) Descriptors: American Indians, Bilingual Education, Cultural Pluralism, Decentralization

Freeland, Jane (2003). Intercultural-Bilingual Education for an Interethnic-Plurilingual Society? The Case of Nicaragua's Caribbean Coast, Comparative Education. Latin American models of "intercultural-bilingual" education may be inappropriate for multilingual, interethnic regions such as Nicaragua's Caribbean Coast, where five indigenous and Afro-Caribbean minorities interact in overlapping territories. Examination of one such program and of Coast people's complex linguistic and cultural practices suggests that such programs' efficacy in promoting cultural/linguistic maintenance and "interculturality" is limited by their binary conception and design. (Contains 85 references.) Descriptors: American Indian Education, Bilingual Education Programs, Black Education, Educational Needs

Quezada, Maria S.; Wiley, Terrence G.; Ramirez, J. David (2000). How the Reform Agenda Shortchanges English Learners, Educational Leadership. In 1998, passage of Proposition 227 virtually eliminated bilingual education programs and called for instruction overwhelmingly in English. However, diverse student populations require diverse instructional approaches. Standards-based reform aids only students who can fully understand and assimilate high academic content. Constructivists value building on students' prior knowledge. (Contains 18 references.) Descriptors: Academic Standards, Bilingual Education, Diversity (Student), Educational Change

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