Bibliography: Bilingual Education (page 076 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include John R. Edwards, Agapito Mendoza, Margaret Ellmer, Heidi Dulay, J. R. Edwards, Neriko Musha Doerr, Raymond V. Padilla, Gaynor Cohen, Francesco Cordasco, and Oscar Uribe.

Cordasco, Francesco (1977). Bilingual Education in American Schools, Montclair Education Review. Bilingual education is a product of the social currents of equalitarianism, which engulfed American institutions in the 1960s. It could not have been otherwise, since bilingual education, in its bicultural orientations, is a necessary concomitant of the new ethnic consciousness, which has recently gripped the American imagination. Descriptors: Biculturalism, Bilingual Education, Community Involvement, Educational Development

Cohen, Gaynor (1984). The Politics of Bilingual Education, Oxford Review of Education. Why U.S. bilingual education programs have failed to gain legitimacy is examined. A brief discussion of bilingual education in Wales supports the argument that the legitimacy of bilingual teaching within the education system itself and support from local parents and teachers are more important for its survival than public support. Descriptors: Bilingual Education, Comparative Analysis, Comparative Education, Elementary Secondary Education

Caballero, Diana (1986). Puerto Ricans and Bilingual Education, Interracial Books for Children Bulletin. The Puerto Rican community's fight for bilingual education is a political struggle against linguistic and cultural genocide. Outlining the history of Puerto Ricans in the U.S., argues that bilingual education is essential and efforts to ensure it must be intensified. Descriptors: Bilingual Education, Educational Policy, Equal Education, Hispanic Americans

Padilla, Raymond V., Ed. (1981). Bilingual Education Technology. Ethnoperspectives in Bilingual Education Research, Volume III. The 32 papers in this collection on the general topic of bilingual education technology are presented in three sections. The first group of papers deals with models, methods, and materials; the second group treats measurement and evaluation. The papers in the final section are about language mixing and bilingual education and public policy.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cross Cultural Training

Mendoza, Agapito (1984). Bilingual Education: An Analytical Assessment. Bilingual education has had great impact on education in the United States. Bilingual education programs have existed since 1845. Between 1854-1877, eight states enacted laws stipulating that local school boards had the power to require English-German bilingual programs. Many bilingual education programs were created, thrived, and eventually died; some continued according to the political climate. The government directly addressed the issue in 1968 by passing the Bilingual Education Act, Title VII, which made provisions for the special needs of children with limited English-speaking abilities, who came from low socioeconomic environments where the dominant language was not English. As of 1978, 22 states have enacted mandates requiring bilingual education in their schools. Among the arguments of opponents of bilingual education are that bilingual education is an effort to teach young children in their native tongue; that English monolingualism and acculturation to mainstream United States society are sure indicators of being worthy, productive citizens; and that children entering public schools speaking a language other than English need constant exposure to English, with any other language delimiting progress. However, bilingual education has been shown to be an imperative component in teaching non-English speakers basic skills necessary to succeed in an English-speaking environment. Descriptors: Acculturation, Bilingual Education, Court Litigation, Definitions

Penedes, Chaz (1997). Bilingual Education: Boom or Bust?, American Language Review. Although more money is being spent on bilingual education, legislators are becoming increasingly hostile to programs that use languages other than English. Underachievement of primarily Hispanic students is widely seen as a failure of bilingual education, despite evidence suggesting that other, largely socioeconomic factors play a significant role. Descriptors: Bilingual Education, English (Second Language), Hispanic Americans, Native Language Instruction

Ellmer, Margaret (2010). The Impact of the Shortage of Special Educators of Color on the Overrepresentation of Students of Color in Special Education, Online Submission. While disproportionate representation of students of color has been extensively documented, an understanding of the factors contributing to this phenomenon is limited. The purpose of this paper is to explore existing literature on the premise that a current shortage of special educators of color impacts this overrepresentation. Since the problem of the disproportionality of students of color in special education programs was first denounced more than forty years ago, only intermittent attention has been given to the problem. Overrepresentation is usually estimated by contrasting the proportion of a school's population with the representation of the same group in a special education program. In the United States African American, Latino Americans and Native Americans are represented in special education at a level greater than their proportionality of the total school population. Teachers of color represent only one-tenth of the teaching force, while students of color make up one-third of the total student population. The shortage is especially evident in fields such as bilingual and special education. The problems of the overrepresentation of students of color in special education and the shortage of teachers of color in the field appear to be closely intertwined. Currently, programs across the nation are being implemented which may prove beneficial in reducing the representation of students of color in special education as well as increasing the pool of special educators of color. Only by targeting both issues will improvement be shown.   [More]  Descriptors: American Indians, Disproportionate Representation, Special Education Teachers, Special Education

Edwards, John R. (1981). The Context of Bilingual Education, Journal of Multilingual and Multicultural Development. Illustrates some of the difficulties inherent in bilingual education, including inadequate appraisal of matters such as ethnicity, cultural pluralism, and language maintenance and shift. The paper suggests that bilingual education and its implications must be considered in the broadest possible sociocultural perspectives. Descriptors: Bilingual Education, Cultural Context, Cultural Pluralism, Ethnicity

Walker de Felix, Judith (1982). Governmental Impact on Bilingual Education, Integrated Education. Examines criticism of bilingual education programs and of the government role in such programs. Suggests that, despite negative public opinion, bilingual education provides many benefits, and that educators can utilize the bilingual experience to design programs that incorporate sound practices, provide for local financial support, and generate positive public attitudes. Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, Ethnic Discrimination

Edwards, J. R. (1976). Current Issues in Bilingual Education, Ethnicity. Notes that the important issues in current bilingual education in the United States are of two major sorts. One of these is concerned with the operation of existing bilingual programs, and includes problems of adequate teaching staff and proper integration of programs. The other deals with the perceived aims and purposes of bilingual education itself. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Cultural Pluralism

Doerr, Neriko Musha (2009). Laughing at Mistakes: Language Politics, Counter-Hegemonic Actions, and Bilingual Education in Aotearoa/New Zealand, Journal of Language, Identity, and Education. This article analyzes how minority-language students responded to what they felt to be disrespectful behavior of a mainstream teacher towards their language from a case at an Aotearoa/New Zealand school in 1997-1998. Even when minority language is recognized officially and institutionally, as in Aotearoa/New Zealand, some minority-language speakers still face disrespectful behavior towards their language in daily life. However, previous research on empowering minority language speakers has tended to focus on macrolevel reforms or microlevel survival strategies. By analyzing Maori/English bilingual students' laughing at a mainstream teacher's mispronunciation of Te Reo words, which had loaded effects due to the current cultural politics in Aotearoa/New Zealand, this article explores a microlevel strategy for minority language speakers to effectively challenge hegemonic norms that marginalize their language in daily life.   [More]  Descriptors: Language Minorities, Bilingual Students, Foreign Countries, Bilingualism

Haboud, Marleen (2009). Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education, International Journal of English Studies. Since the Universal Declaration of Linguistic Rights in 1996, there is a tendency not only to maintain linguistic and cultural diversity worldwide, but also to ease universal access to quality education which should comprise the learning of other languages and cultures and the generation of intercultural relations. In this sense, this article discusses the right that minoritized peoples in Ecuador have to learning other languages while reinforcing their own. After describing briefly the Ecuadorian main linguistic and educational policies in regards to the teaching of foreign languages, this article analyses the contrasting viewpoints of indigenous and non indigenous peoples towards the process of teaching-learning foreign languages. Finally, it offers some suggestions and general parameters related to foreign language teaching in the multilingual context of the study.   [More]  Descriptors: Multicultural Education, Indigenous Populations, Multilingualism, Educational Policy

Dulay, Heidi; Burt, Marina (1979). Research Priorities in Bilingual Education, Educational Evaluation and Policy Analysis. Seven priorities in bilingual education research are suggested: effectiveness of bilingual education programs; second language acquisition; acquisition and use of minority languages in the United States; cultural and other differences between students and school; readiness for instruction in the second language; student assessment and diagnosis; and teacher variables. Descriptors: Bilingual Education, Elementary Education, English (Second Language), Federal Programs

Uribe, Oscar, Jr. (1978). Bilingual Education vs. School Desegregation, Agenda. The article addresses those issues raised when bilingual education and school desegregation occur in the same school district. It is written to "demonstrate that the operation of bilingual education programs in desegregated settings is far from being an ill-operated proposal". Descriptors: Bilingual Education, Court Litigation, Educational Change, Educational Objectives

Fishman, Joshua A. (1973). Bilingual Education: What and Why?, Florida FL Reporter. Federal bilingual education legislation is discussed briefly, and a definition of bilingual education is given. The following topics are then discussed: (1) four types of bilingual programs – transitional, monoliterate, partial and full bilingualism; and (2) compensatory, enrichment and group maintenance programs. Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Compensatory Education

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