Bibliography: Bilingual Education (page 067 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jimmy Lopez, Dawn Salgado, Steve Guberman, Maria Medina Swanson, Sonia Nieto, Theodore Andersson, Cynthia Reeves, Cinthia Salinas, Patricia Cahape Hammer, and Georgia Hughes.

Rodriguez, Haydee Marie; Salinas, Cinthia; Guberman, Steve (2005). Creating Opportunities for Historical Thinking with Bilingual Students, Social Studies and the Young Learner. While an abundance of classroom and teacher education research has been dedicated towards understanding young elementary children's use of primary sources, not nearly enough exemplars have been examined that demonstrate the teaching of historical reasoning within linguistically and culturally diverse settings. The complexity of teaching social studies is especially significant when teaching second language learners (SLL) who bring multiple historical background knowledge and perspectives, and for whom the relevancy of the instructional episode in terms of personal experience may be very different. Thus, attending to how teachers and students come to understand the past is critical. In this article, the authors examine how two elementary bilingual education pre-service teachers applied ideas on historical thinking to the preparation and implementation of lessons for SLLs. The authors follow this pair of teachers as they develop, implement, and evaluate their team-taught exemplary social studies lesson. The article concludes with some suggested general guidelines that may be used by teachers to create opportunities for historical thinking in bilingual classrooms.   [More]  Descriptors: Thinking Skills, Preservice Teachers, Second Language Learning, Teaching Methods

Dulay, Heidi; Burt, Marina (1979). The Efficacy of Bilingual Education, Educational Evaluation and Policy Analysis. Bilingual education programs for students who speak little or no English are defended as effective by citing research and evaluation studies. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Elementary Secondary Education

Jappinen, Aini-Kristiina (2005). Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland, Language and Education. This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or CLIL. CLIL refers to all those diverse programmes, including some forms of immersion and bilingual education, where a foreign language is a medium of instruction, affecting the entire learning process of the learner. Thinking and content learning in CLIL manifests itself as analogical CLIL reasoning systems, based on two languages, and is assumed to affect cognitional development. Cognitional development was studied with 669 Finnish mainstream L1 learners aged 7-15 in the public comprehensive school. The experimental group, 335 learners, was taught through English, French or Swedish. The experimental group was compared with a control group of 334 learners, taught through the mother tongue, i.e. Finnish. Cognitional development was studied in terms of individual concepts and conceptual structures that are here called meaning schemes. The results of four measurements in 2002-2003 are presented in which statistical differences were found between the experimental and the control group in cognitional development.   [More]  Descriptors: Teaching Methods, Foreign Countries, Learning Processes, Mathematics Instruction

Menard-Warwick, Julia (2005). Intergenerational Trajectories and Sociopolitical Context: Latina Immigrants in Adult ESL, TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. In this ethnographic study, I contrast the educational experiences of two Central American immigrant women in an English as a second language (ESL) family literacy program in the San Francisco Bay area in 2002. Based on life-history interviews and classroom observations, I argue that these learners' second language and literacy development can only be understood within the larger sociopolitical context over time. To this end, I draw on participants' life-history narratives to situate their experiences of studying English within the larger social history of immigration in California and within the intergenerational trajectories of education in their families. Specifically, these narratives illustrate participants' perspectives on how their language learning opportunities have been mediated by such factors as their parents' messages about education, their previous experiences of schooling, U.S. immigration policies, the 2001 economic downturn, and the availability of bilingual education for their children. I conclude by arguing that to meet the diverse needs and goals of learners in their classrooms, ESL educators need to incorporate into the curriculum the specific sociocontextual issues that these learners confront in their daily lives.   [More]  Descriptors: Hispanic Americans, Social History, Immigration, Family Literacy

Hammer, Patricia Cahape; Hughes, Georgia; McClure, Carla; Reeves, Cynthia; Salgado, Dawn (2005). Rural Teacher Recruitment and Retention Practices: A Review of the Research Literature, National Survey of Rural Superintendents, and Case Studies of Programs in Virginia, Appalachia Educational Laboratory at Edvantia (NJ1). In 2004, Edvantia, Inc. (formerly AEL) and the National Association of State Boards of Education (NASBE) initiated an effort to identify successful strategies for recruiting and retaining highly qualified teachers in rural areas. They reviewed non-rural-specific and rural-specific research and practice literature, surveyed rural superintendents across the nation, and conducted case studies of three Virginia programs that support teacher recruitment and retention. Generally, the literature shows that the problem of teacher shortages varies across geography, demography, and subject area. The schools that find it hardest to recruit and retain highly qualified teachers are those in highly urban and rural areas (especially those serving minority or low-income students) and schools in the Southeast, Southwest, and the West. Especially needed are teachers in special education, bilingual education, math, and science. Edvantia/NASBE survey results and case studies amplify these findings and offer insights into challenges and promising practices in rural teacher recruitment and retention. Appended are: (1) Rural Survey Questionnaire; and (2) Rural Survey Letters. (Contains 9 tables and 12 figures.) [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).]   [More]  Descriptors: Demography, Boards of Education, Superintendents, Rural Areas

Andersson, Theodore (1971). Bilingual Education: The American Experience, Modern Language Journal. Revision of a paper presented at the Conference on Bilingual Education in Toronto, Canada, on March 13, 1971, at the Ontario Institute for Studies in Education. Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, English (Second Language)

Burry, James (1979). Evaluation in Bilingual Education. Desegregation and the Rights of Hispanic Students: the Los Angeles Case, Evaluation Comment. Two topics are discussed in this publication: evaluation needs in bilingual education, and desegregation and the rights of Hispanic students. Evaluation needs in bilingual education were identified from three sources; a review of federal and state legislation for the design and evaluation of bilingual education, including program implementation and evaluation; a literature review of bilingual education evaluation, including testing problems and design problems; and a survey of bilingual education administrators on evaluation practices and training needs. The following topics are discussed in the article on desegregation and the rights of Hispanic students: an overview of desegregation litigation in Los Angeles; linguistic needs of limited-English speaking students in Los Angeles; the conflict between a desegregation plan and provision of bilingual education programs; the establishment of a critical mass of bilingual students; availability of teachers; curricular planning and corrdination; and Anglo participation in bilingual programs. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Desegregation Litigation

National Advisory Council on Bilingual Education, Washington, DC. (1985). New Directions in Late '80s. National Advisory and Coordinating Council on Bilingual Education. Ninth Annual Report, 1984-1985. The first section of the ninth annual report of the National Advisory and Coordinating Council on Bilingual Education (NACCBE) provides an overview of the Council's functions and activities. It also discusses current bilingual education law; the changed structure of the advisory council; the new doors opened by the 1984 Amendments of the Bilingual Education Act; the language groups served by the Office of Bilingual Education and Minority Languages Affairs (OBEMLA); multifunctional support centers; capacity building projects; and public hearing recommendations. Section 2 discusses the state of bilingual education at the national level, and also presents data from a number of states about state programs. Section 3 assesses the National Clearinghouse for Bilingual Education. Section 4 looks at relevant research. The final section offers recommendations for change. Appended are a glossary; a list of acronyms used in the report; OBEMLA and NACCBE budgets: 1983-85; NACCBE's charter; and the names and business addresses of NACCBE members.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Educational Finance

Nieto, Sonia (2005). Public Education in the Twentieth Century and Beyond: High Hopes, Broken Promises, and an Uncertain Future, Harvard Educational Review. What have been some of the high points and disappointments of K-12 education over the past 75 years? How have shifting demographics in terms of race, ethnicity, social class and other differences shaped the educational experiences of various segments of the U.S. population? Sonia Nieto examines these questions, beginning with a discussion of the impact of demographic changes on U.S. educational policy. Nieto traverses 75 years of theory, attempting to explain the differences in achievement among U.S. students; explicating cultural inferiority, social reproduction, cultural incompatibility, voluntary and involuntary immigrant, resistance, and various other achievement theories. Nieto then discusses three movements towards the eradication of these inequities: desegregation, bilingual education, and multicultural education, contending that all three of these advancements have been systematically eroded by domestic pressure and policy. Nieto concludes that U.S. education has drifted far from its democratic ideals, and that a recommitment to the possibilities of U.S. education envisioned by Dewey and Mann is necessary.   [More]  Descriptors: Elementary Secondary Education, Public Education, Academic Achievement, Underachievement

Swanson, Maria Medina; Quigg, Philip W. (1979). Bilingual Education: Es Importante?, Instructor. Briefly presents the opinions of two experts–one pro and one con–on the issue of bilingual education. Descriptors: Bilingual Education, Educational Philosophy, Elementary Secondary Education, Opinions

Development Associates, Inc., Washington, DC. (1977). Report on Extra-State Jurisdictions. A Study of State Programs in Bilingual Education, Supporting Volume I. This volume contains an overview of bilingual education in each of the five extra-state jurisdictions which the study staff visited: American Samoa, Guam, the Commonwealth of Puerto Rico, Micronesia, and the Virgin Islands. The study was concerned primarily with the impact of federal bilingual education policy on each of the territories' bilingual education programs. Local bilingual education projects, therefore, were not visited or reviewed. Brief historical sketches of the status of bilingual education in each of the five U.S. territories, including philosophy, goals, budgetary considerations, materials and curriculum development, and legislation, are included. In addition, an analysis of the impact of federal bilingual education policy is provided.   [More]  Descriptors: Bilingual Education, Chamorro, Educational Policy, Elementary Secondary Education

Garcia, Ramiro (1976). Bilingual Education: Progress Under Pressure, UCLA Educator. Outlines the advances that bilingual education has made in its efforts to justify its existence on the American educational scene. Descriptors: Bilingual Education, Cultural Background, Educational Attitudes, Educational Improvement

Lopez, Jimmy (2005). Characteristics of Selected Multilingual Education Programs from around the World: A Review of the Literature, Online Submission. During the past several years, the debate on how best to educate the increasing number of linguistically and culturally diverse students in the United States has intensified. Second language learners in this country are not achieving grade level proficiency in English as required by current federal mandates (Callahan, Unz & Vega, 1998). "English-Only" and 'bilingual education' policies have dominated the discourse of policy makers, educators and the body public as the two primary possibilities to deal with the challenges facing educators in classrooms across the U. S. at the present time. Some scholars have suggested that the United States should look at education systems from around the world with a successful history of multilingual education to derive solutions to its current challenges and enable all students, including second language learners, to achieve the required grade level proficiency in English. This review of the literature in multilingual education collects and organizes the scholarship over the last twenty years from selected countries representing each continent in the world. [Master's Thesis, Dominican University of California.]   [More]  Descriptors: Second Languages, Multilingualism, Bilingual Education, Teacher Education Programs

Curriculum Review (1979). Bilingual Education: Texts and Supplements. Describes and reviews 16 texts, supplements, kits, and professional references for bilingual education and English for foreign speakers. Nine items relate specifically to Spanish speakers. Descriptors: Annotated Bibliographies, Bilingual Education, Book Reviews, Elementary Secondary Education

Ryan, Andrew M. (2005). The Effectiveness Of The Manchester Even Start Program In Improving Literacy Outcomes for Preschool Latino Students, Journal of Research in Childhood Education. Although widely implemented, the effectiveness of the Even Start program and other programs involving home-visiting and bilingual education in improving preschool literacy outcomes, particularly among Latino students, is uncertain. This study used a non-equivalent groups design to compare preschool literacy outcomes (measured by the PALS-PreK assessment) of 4-year-old Latino preschool students enrolled in the Manchester Even Start program to a comparison group consisting of low-income and ethnically diverse 4-year-old students enrolled in Manchester's Title I preschool program. The primary differences between the Even Start and Title I preschool programs were the presence of a bilingual teacher in the Even Start class and the participation of the Even Start students and their families in home visits, parent and child interactive literacy activities, and adult ESOL classes. Multiple regression analysis, controlling for pretest scores, indicated that 4-year-old students' participation in the Even Start program. (N=12) was associated with posttest scores that were 14.51 points higher (p<.05) than those of 4-year-old Title I students (N=25). While the ability to generalize these findings is limited due to the non-randomized study design and the small sample size, the results provide evidence of the short-term effectiveness of the Manchester Even Start program. Descriptors: Program Effectiveness, Preschool Children, Home Visits, Bilingual Teachers

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