Bibliography: Bilingual Education (page 070 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include IL. Chicago Public Schools, Robin Henke, Benjamin A. Cohen, Andrew Hamilton, Marilyn McMillen Seastrom, Daniel J. McGrath, Patricia Pardinas, Rosalind Latiner Raby, Thomas B. Parrish, and Washington Congress of the U.S..

Chicago Public Schools, IL. (1972). De Todo un Poco (A Little of Everything). This document contains articles and reports relevant to the bilingual education programs in the Chicago Public Schools. The booklet includes announcements of cultural and learning activities; projects and opportunities for teachers; articles on bilingual education in America, accountability, and the National Conference on Bilingual Education; poetry by famous authors as well as by students, reports of student assemblies and field trips; and educational games. Items appear in either English or Spanish. Descriptors: Accountability, Biculturalism, Bilingual Education, Bilingualism

Moin, Victor; Breitkopf, Anna; Schwartz, Mila (2011). Teachers' Views on Organizational and Pedagogical Approaches to Early Bilingual Education: A Case Study of Bilingual Kindergartens in Germany and Israel, Teaching and Teacher Education: An International Journal of Research and Studies. The article focuses on bilingual kindergartens in Germany and Israel offering education in both host (German or Hebrew) and immigrant (Russian) languages. The main questions are how teachers of bilingual kindergartens understand and explain the organizational and pedagogical principles of the kindergartens and how they negotiate home and host country pedagogical experience. The methodological background of the study is Critical Discourse Analysis. The results reveal differences in the organizational and pedagogical principles that can be attributed to the preschool education policies in Germany and Israel, the status of the Russian language, and the specific characteristics of the kindergartens.   [More]  Descriptors: Foreign Countries, Teacher Attitudes, Educational Policy, Educational Principles

Seastrom, Marilyn McMillen; Gruber, Kerry J.; Henke, Robin; McGrath, Daniel J.; Cohen, Benjamin A. (2002). Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching, 1987-88 to 1999-2000. Statistical Analysis Report. This study examined teacher qualifications and out-of-field teaching using National Center for Education Statistics' Schools and Staffing Survey (SASS) data from 1988-00. It emphasized teachers without a major, minor, or certification in the subject taught and teachers without a major and certification in the subject taught. Overall, in middle school in 1999-00, 11-14 percent of students taking social science, history, and foreign languages, and 14-22 percent of students taking English, math, and science were in classes led by teachers without a major, minor, or certification. In high school in 1999-00, 5-10 percent of students in English, math, science, social science, arts and music, and physical education had teachers without these credentials. When examining teachers without a major or certification, out-of field teaching increased. About 6 out of 10 middle school students in English, foreign language, math, science, history, and ESL/bilingual education were taught by such teachers, while 6 out of 10 high school students in physical science, history, and ESL/bilingual education had these teachers. Middle schools had relatively fewer teachers with certification and in-field majors than high schools. Out-of-field teaching tended to decrease over time. Three appendixes present technical notes, detailed data tables, and standard error tables. (Contains 23 references.)   [More]  Descriptors: Degrees (Academic), High Schools, Higher Education, Majors (Students)

Betances, Samuel (1991). Diversity. Education and Business Can Profit from the Talents of People of Diverse Cultures, Vocational Education Journal. Discusses the importance of managing diversity in the workplace, dealing with multiculturalism in schools, and the need for bilingual education. Descriptors: Bilingual Education, Cultural Pluralism, Elementary Secondary Education, Work Environment

Hamilton, Andrew (1975). The Old Equalizer, American Education. Bilingual education has been around a long time but a new twist is its role in expanding educational opportunities for minority youth. Descriptors: Biculturalism, Bilingual Education, Educational Opportunities, Minority Groups

Maxwell-Reid, Corinne (2011). The Challenges of Contrastive Discourse Analysis: Reflecting on a Study into the Influence of English on Students' Written Spanish on a Bilingual Education Program in Spain, Written Communication. This article discusses challenges involved in contrastive discourse analysis that emerged while carrying out a follow-up study into a Content and Language Integrated Learning (CLIL) program in Spain. Reversing the focus on English of much contrastive rhetoric work, the study investigates the effect of second-language-English on first-language-Spanish writing. The motivation for this focus and the choice of tools from Systemic Functional Linguistics (SFL) for genre and clause analysis are discussed. Reflecting on the difficulties involved in contrastive discourse analysis, in particular the challenges of comparing texts, it is suggested that contrastive work benefits from a more differentiating analytical method and a more dynamic conception of language. The implications of an influence from English are also considered, with the theses of hybridity and of homogeneity contributing to indicate a role for language awareness work in schools.   [More]  Descriptors: Rhetoric, Metalinguistics, Bilingual Education, Discourse Analysis

Lavoie, Constance; Benson, Carol (2011). Drawing-Voice as a Methodological Tool for Understanding Teachers' Concerns in a Pilot Hmong-Vietnamese Bilingual Education Programme in Vietnam, Language, Culture and Curriculum. This paper illustrates how a methodological tool called "drawing-voice" can be used to demonstrate qualitatively what statistical and policy data are not able to reveal regarding the educational realities of Hmong minority communities in northern Vietnam, particularly with regard to the role of local language and culture in school. This paper describes the approach of using drawing to stimulate authentic discussion, which is then analysed in light of the current conditions of educational services for Hmong speakers. This visual methodology was seen by the participants themselves as culturally appropriate. The drawing-voice activities conducted with teachers from Hmong community schools in northern Vietnam have demonstrated that teachers' identities and practices are influenced by certain linguistic, cultural, and environmental issues. According to the drawing-voice participants, the reasons for educational inequity include the use of Vietnamese as the language of instruction, a lack of cultural sensitivity in the curriculum and by some teachers, a lack of school materials, and difficult physical conditions such as geographic isolation, poor road conditions, and deterioration of schools. This combination of conditions explains why so few ethnic minority learners survive the school system long enough to become professionals and how the lack of Hmong teachers contributes to this vicious cycle.   [More]  Descriptors: Community Schools, Hmong People, Bilingual Education, Language of Instruction

Golub, Lester S. (1976). A Computer-Assisted Bilingual/Bicultural Teacher Education Program (Spanish/ English). The purpose of this project was to accomplish two goals: (1) to provide the school district of Lancaster (Pennsylvania) with an inservice program for teachers in the bilingual education program; and (2) to develop a computer-assisted bilingual education teacher training program. Seven two-day workshops were held. In addition to providing inservice training, these workshops collected and experimented with materials for the computer-assisted (CAI) bilingual education teacher training program. A two-week summer workshop was also held for about 20 participants, for two purposes: (1) to review and assist with the development of the CAI program, and (2) to participate in seminars and independent study in bilingual education. During the workshops, changes were observed in teacher behavior, attitudes, classroom procedures, and curriculum. The CAI bilingual education teacher training program was designed for preservice and inservice teachers and for administrators and other teachers working with bilingual communities. It contains four units: (1) language teaching in bilingual education, (2) culture and community in bilingual education, (3) curriculum and instruction in bilingual education, and (4) assessment in bilingual education. Descriptors: Biculturalism, Bilingual Education, Computer Assisted Instruction, Curriculum Development

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1977). Hearings Before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, on H.R. 15. Part 3: Bilingual Education. This is a report of the June 7-9, 1977, hearings on H.R. 15, a bill to extend for five years the Elementary and Secondary Education Act and related legislation. The focus of the hearings was on federal funding for bilingual education. The report consists of statements by persons prominent in the field of bilingual education and representatives of organizations concerned with bilingual education. Appendices contain: (1) the Bilingual Education Act, as amended through 1976; (2) the Emergency School Aid Act; (3) the executive summary of the Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Programs; (4) the first report by the U.S. Commissioner of Education on "The Condition of Bilingual Education in the Nation"; (5) the executive summary of "A Study of State Programs in Bilingual Education"; (6) "Bilingual Education: An Unmet Need," a report by the General Accounting Office; (7) memoranda from the Office of Civil Rights; (8) articles, including Joshua A. Fishman's "The Bilingual Education Act; High Time for Change"; and (8) miscellaneous letters, statements, and correspondence. Descriptors: Bilingual Education, Educational Legislation, Educational Policy, Educationally Disadvantaged

Raby, Rosalind Latiner, Comp. (2001). Comparative and International Education: A Bibliography (2000), Comparative Education Review. Comparative Education Review's bibliography for 2000 contains 1,232 articles from 181 journals. Categories include adult, rural, and vocational education; world regions; comparative education; curriculum and instruction; educational planning and development; ethnicity, race, and class; gender; higher education; indigenous education; bilingual and multicultural education; methodology and theory; minority education; policy analysis; primary education; secondary education; special education; teacher education; and technology. Descriptors: Comparative Education, Foreign Countries, International Education, Journal Articles

Pardinas, Patricia (1977). Los Estudiantes Hispanos de Hoy: Quienes Son? [The Hispano Students of Today: Who Are They?], Agenda. Written in Spanish, the article briefly discusses the composition of Hispano students in elementary schools. The role of bilingual education programs is discussed. Descriptors: Bilingual Education, Bilingual Students, Ethnic Origins, Parent Participation

Pons-Ridler, Suzanne (1978). Interraction langue maternelle-langue seconde (Interaction between the Native and the Second Language), Canadian Modern Language Review. Discusses the advantages of a bilingual education, and in particular the benefits of mother tongue instruction on the learning of the second language. Descriptors: Bilingual Education, Cultural Education, Language Acquisition, Language Maintenance

Reyna, Tadeo (1984). Major Findings on the Effectiveness of Bilingual Education. A review of 10 major studies, conducted since 1976, assessing the effectiveness of Title VII bilingual education programs suggest that bilingual education is a viable instructional program for children of limited English-speaking ability. The studies examined are: "Bilingual Education: An Appraisal of Empirical Research," Zappert and Cruz; "Effectiveness of Bilingual Education: A Review of the Literature," Baker and de Kanter; "Political Experience on Educational Research: An Analysis of Baker and de Kanter's Review of the Literature of Bilingual Education," Seidner; "Baker de Kanter Review: Inappropriate Conclusions on the Efficacy of Bilingual Education," Yates; "Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program," American Institute for Research; "The AIR Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Programs: An IDRA Response," Intercultural Development Research Association; "Longitudinal Study: Title VII Program Sante Fe Public Schools," California State University, Los Angeles; "An Evaluation of Bilingual Education Instructional Program Administered in Michigan: 1979-80 School Year," Michigan Department of Education-Bilingual Education Office; "Bilingual/Bicultural Education: The Colorado Success Story," Egan and Goldsmith; "Texas Bilingual Education Programs Demonstrate Their Effectiveness," Jackson. Only the American Institute for Research report and the Baker and de Kanter study gave negative findings and the validity of these reports has been challenged. Descriptors: Bilingual Education, Bilingual Education Programs, Comparative Analysis, Elementary Secondary Education

Parrish, Thomas B.; Linquanti, Robert; Merickel, Amy (2002). Proposition 227 and Instruction of English Learners in California: Evaluation Update. This update summarizes the first 2 years of a 5-year evaluation of the implementation of California's Proposition 227 (which replaces the state's bilingual education programs with 1-year English immersion programs) and its effects on the education of English language learners (ELLs). Researchers used the percentage of ELLs receiving primary language instruction at a school in 1997-1998, before Proposition 227, and 3 years later to classify three types of schools: continuing bilingual, never bilingual, and transitioning from bilingual. Results suggest that only 15 percent of California schools were substantially impacted by Proposition 227. However, the Proposition did affect a substantial portion of the state's ELLs enrolled in bilingual programs. Prior to Proposition 227, 29 percent of ELLs were receiving bilingual education. In 2002, that figure dropped to 11 percent. While ELLs scored significantly lower on standardized tests than their native English speaking peers, the performance gap was closing slightly. All three types of schools were equally effective in raising ELLs' achievement. Interviews with key stakeholders reported mixed or neutral effects of Proposition 227 on educational quality for ELLs. However other findings suggest that curriculum for ELLs may be watered down. Fifteen recommendations for education leaders and policymakers are included. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Educational Legislation

Walsh, Sister Marie Andre (1972). Preparing Teachers for Bilingual Schools. Problems in the design and implementation of bilingual education programs are explored in this paper. Fundamental problems critical to the success of a national program in bilingual education are noted to be the dearth of qualified teachers and the lack of teacher education programs which have as their major objective the preparation of teachers for bilingual schools. Procedures and suggestions for the development of teacher training programs in bilingual education are suggested.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, English (Second Language)

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