Bibliography: Bilingual Education (page 069 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Emma Chavez Roos, Sona Alizadeh, Deb Albus, James Crawford, Daniel Ward, Kendra Hamilton, Patricia M. Arredondo-Dowd, Claudine Brohy, Washington Office of Education (DHEW), and Martha L. Thurlow.

Zhang, Shuang (2008). China's Bilingual Education Policy and Current Use of Miao in Schools, Chinese Education and Society. Bilingual teaching in which ethnic minority spoken and written language are used along with the Han language is China's basic policy for minority education. By means of a survey of the present state of the use of Miao written language in teaching, this article analyzes problems in the policies for minority-language teaching in ethnically mixed communities in southwestern China and points out that the ways to resolve these problems are level-by-level management, development of specific policies, and the formulation of special policy implementation measures.   [More]  Descriptors: Written Language, Bilingual Education, Foreign Countries, Bilingualism

Romandia, Mona (2008). Case Studies of Minority Students in a Transitional Bilingual Education Program "(Continues)", Journal of the Association of Mexican American Educators. The educational system in many schools fails to meet the academic needs of minority students. The dramatic shifts in student demographics are demanding changes in the ways teachers are teaching them. It is essential to understand the long term effects of past educational practices and bilingual programs. Research indicates that there are many academic, historical, socioeconomic and language factors that can contribute to minority students' success in schools. This research looks into the factors that have influenced the academic success or failure of native Spanish speaking students who were placed in monolingual English instruction programs in their early schooling. The project presents case studies of these students over thirteen years in one district. The students' case histories reflect many of the same academic and social problems encountered by minority students in the school system. The parents' lack of formal educational experiences provided limited home support for the students. The families' and students' language and cultural backgrounds were in conflict with the school district's focused method of delivering academic instruction. The students' academic history showed the limited academic skills learned through their English instruction. Test scores did not show a steady upward growth of skills and students never reached parity with their English speaking peers. In this article, a second case of the study, Alex, is presented.   [More]  Descriptors: Minority Groups, Academic Achievement, Educational Practices, Monolingualism

Arefi, Marzieh; Alizadeh, Sona (2008). The Effects of Bilingualism on Cognitive Development: A Case of Bilingual Children in Iran, Hacettepe University Journal of Education. In Urmia city, many children learn and speak their first language (either Azari or Kurdish) at home and study all of their courses in Farsi throughout their education. This bilingual quality of education needs to be researched to attain high quality educational practices. The purpose of this study was to examine the effects of bilingualism on cognitive development. 135 primary bilingual and monolingual students in grades 1, 3, and 5 were tested. The data were collected through tests that rely on Piaget's theories. The major finding showed that increase in age predicted the cognitive development stages of children as hypothesized. It was also found that there are no signification differences between bilingual and monolingual groups on Piagetian tasks.   [More]  Descriptors: Educational Practices, Monolingualism, Foreign Countries, Piagetian Theory

Ward, Daniel, Ed. (2003). Language Magazine: The Journal of Communication & Education, 2003, Language Magazine: The Journal of Communication & Education. Articles are included on such issues as the following: heritage languages; the psychology of language; the Voice of America broadcasts; dual language programs; linguistic autobiography in the language classroom; pronunciation; electronic education; dialects; world languages; bilingual education; language travel; language structure; conceptual metaphor for language learners; language teacher training; medical language; study abroad; misleading test scores in California; English-as-a-Second-Language (ESL) grammar teaching; student participation in classroom decision making; world languages; second language reading; dual languages; computerized testing of ESL students at a community college; world English; faculty development to help new teachers work with culturally and linguistically diverse students; succeeding in multicultural classrooms; workplace languages; language acquisition; young ESL learners; Spanish destinations; adapting ESL teaching in light of corpus knowledge; and Spanish immersion programs.   [More]  Descriptors: Bilingual Education, Computer Uses in Education, Cultural Awareness, Dialects

Arredondo-Dowd, Patricia M.; Gonsalves, John (1980). Preparing Culturally Effective Counselors, Personnel and Guidance Journal. A counselor training program with a specialization in bilingual-multicultural education is proposed. This requires specific attitudes, skills, and competencies based on the interdisciplinary philosophies of counseling, bilingual education, and multicultural education. Descriptors: Attitudes, Bilingual Education, Counseling Effectiveness, Counselor Training

Speight, Tamara D. (1982). Current Legislation of Significance to the English as a Second Language and Bilingual Education Communities, Foreign Language Annals. Describes some of the bills of importance to the English as a Second Language and bilingual education communities and gives their present status in congress.   [More]  Descriptors: Bilingual Education, English (Second Language), Federal Legislation

Roos, Peter; Roos, Emma Chavez (1975). The Massachusetts Transitional Bilingual Education Act: Problems in the Classroom and Possible Legislative Responses, Inequality in Education. Presents classroom problems, and possible solutions to them, that arose in relation to the transitional approach mandated by the Massachusetts Transitional Bilingual Education Act.   [More]  Descriptors: Advisory Committees, Bilingual Education, Classroom Environment, Educational Finance

Brohy, Claudine, Ed.; Pietro, Jean-Francois de, Ed. (1995). Situations d'enseignment bilingue. Compte rendu des Premieres Recontres intersites a propos de l'apprentissage bilingue (1er, Bale, Suisse, janvier 20-22, 1994) = Bilingual Teaching Situations. Summary of Proceedings of an Intersite Conference on Bilingual Education (1st, Basel, Switzerland, January 20-22, 1994). The summary of a conference on the role of cultural context in bilingual education includes: brief overviews in French, German, Italian, and English; an introductory essay on the conference topic (Jacques-Andre Tschoumy); a foreword in German; background information on the sponsoring organization (Institut Romand de Recherches et Documentation Pedagogiques) and the series of conferences on bilingual education (Claudine Brohy, Jean-Francois de Pietro); summaries of four discussion groups (sociolinguistic context and bilingual program design; forms of bilingual education; bilingual teacher education; evaluation of and within bilingual education); a closing statement in German (Ursina Fried-Turnes); and appended materials concerning the conference structure and participants, and two bibliographies–one about bilingual programs in specific geographic areas and the other, a general bibliography concerning bilingual education. Contains 77 references in all.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Comparative Analysis, Cultural Context

Office of Education (DHEW), Washington, DC. (1976). The Condition of Bilingual Education in the Nation. First Report by the U.S. Commissioner of Education to the President and the Congress. This report is the first attempt by the Office of Education to determine: (1) what the condition of bilingual education is in the United States, (2) what advances have been made, and (3) what problems remain to be solved. Following a discussion of the history and rationale of bilingual education, and the quantification of the need for bilingual education, resources required to meet the education needs of limited-English-speaking persons are considered. Fourteen Federal programs most directly concerned with meeting these needs are discussed, including the Bilingual Education Act, ESEA Title VII; the Emergency School Aid Act; the Vocational Education Act; the Adult Education Program; the Library Services and Construction Act; the Civil Rights Act, Title IV; the Education of Disadvantaged Children, ESEA Title I; the Supplementary Educational Centers and Services, ESEA Title III; Follow Through; Right To Read; special programs for students from disadvantaged backgrounds; the Indian Education Act, Title IV; the Strengthening Developing Institutions Program of the Higher Education Act, Title III; research on bilingual education carried out by the National Institute of Education; state bilingual education programs; and educational television. Evaluations of bilingual education and the administration of federal bilingual education programs are handled. Appendices include statistics relevant to bilingual education, and the 1975 survey of languages.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Educational Legislation

Wright, Wayne E.; Choi, Daniel (2006). The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona, Education Policy Analysis Archives. This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies–Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state's high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher's views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.   [More]  Descriptors: Federal Legislation, Bilingual Education, Second Language Learning, High Stakes Tests

Hamilton, Kendra (2006). Bilingual or Immersion?, Diverse: Issues in Higher Education. A group of new studies is providing fresh evidence of what many researchers have been saying all along: English immersion has more political appeal than educational merit. Dr. Amy Merickel, co-author of "Effects of the Implementation of Proposition 227 on the Education of English Learners K-12," says it is not possible given the data available to definitively answer the question "which is better–bilingual or immersion?" Merickel also says they do not see conclusive evidence that bilingual education is superior to English immersion, and they do not see conclusive evidence for the reverse. They think it is the wrong question. It is not the model of instruction that matters–it is the quality. Dr. Tim Shanahan, professor of curriculum and instruction at the University of Illinois-Chicago and director of its Center for Literacy, agrees. Shanahan and a team of more than a dozen researchers from institutions across the nation recently completed a synthesis of all the available research on literacy, including second language literacy for the U.S. Department of Education. Shanahan says when they looked at all the past attempts to get at this issue and analyzed their data, essentially what they concluded was that, in fact, kids did somewhat better if they received some amount of instruction in their home language. How much? It was not clear from the available data. What should it look like? That was not entirely clear either. Across the board, the impact of some instruction in home language seemed to be beneficial. The discussion about quality has only begun, says Shanahan, noting that his review found only 17 studies concerned with educational quality, compared with more than 450 studies examining types of reading programs. Meanwhile the discussion about the language of instruction–a discussion Shanahan says is deeply political–seems never-ending.   [More]  Descriptors: Second Language Learning, Literature Reviews, Language of Instruction, Educational Quality

Albus, Deb; Shyyan, Vitaliy; Thurlow, Martha L. (2006). Online Survey on Instructional Strategies for English Language Learners with Disabilities. Report 13, National Center on Educational Outcomes, University of Minnesota. The current study, an online survey about instructional strategies for English language learners (ELLs) with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators' perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only middle school level educators. Because of the study design, the authors opened participation to any educator of ELLs with disabilities in reading, mathematics, and science across special education, ESL/bilingual education, and general education settings. It is one study of a project designed to identify and test effective instructional strategies for ELLs with disabilities. For this survey, the goal was to use an online environment to learn more about the influences shaping educators' use of certain strategies in the classroom (e.g., state or district mandates, professional development training, etc.). Among the influences that were explored were student and setting characteristics. The primary research question that was addressed centered around discerning the instructional practices that teachers recommend for delivering grade-level, standards-based instruction to English language learners with disabilities. Additionally, there were two other research questions: How do educators who report working with ELLs with disabilities rate the importance and use of strategies; and what do educators report as being the most influential factor in their choice of strategies overall? Finally, the authors gathered other supporting interpretive information about the respondents' familiarity with standards, educator demographics, and reported student characteristics.   [More]  Descriptors: Second Language Learning, Teaching Methods, Educational Environment, Student Characteristics

Crawford, James (1998). Ten Common Fallacies about Bilingual Education. ERIC Digest. Although a growing body of research points to the potential benefits of bilingual education, there are a number of commonly held beliefs that run counter to research findings. Based on current research, this digest clarifies some of the myths and misconceptions surrounding language use and bilingual education in the United States. The fallacies highlighted include: (1) English is losing ground to other languages in the United States; (2) newcomers to the United States are learning English more slowly than in previous generations; (3) the best way to learn a language is through "total immersion"; (4) children learning English are retained too long in bilingual classrooms, at the expense of English acquisition; (5) school districts provide bilingual instruction in scores of native languages; (6) bilingual education means instruction mainly in students' native languages, with little instruction in English; (7) bilingual education is far more costly than English language instruction; (8) disproportionate dropout rates for Hispanic students demonstrate the failure of bilingual education; (9) research is inconclusive on the benefits of bilingual education; and (10) language-minority parents do not support bilingual education because they feel it is more important for their children to learn English than to maintain the native language (Contains 15 references.)   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Hispanic Americans

Snow, Catherine E. (1988). The Problem with Bilingual Education Research Critiques: A Response to Rossell, Equity and Excellence. Rossell's critique of the Walsh and Carballo (1986) study of five bilingual education programs in Massachusetts is marred by a number of problems, here identified. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Research, Elementary Secondary Education

Inclan, Rosa G. (1972). Can Bilingual-Cultural Education Be the Answer?, Educational Horizons. Author, consultant on bilingual education for the Dade County (Florida) schools, describes an instructional program aimed at a multicultural, bilingual society."   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Elementary School Students

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