Bibliography: Bilingual Education (page 079 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include F. Howard Nelson, Jeff McQuillan, Bernard Spolsky, Stephen Krashen, Tony C. M. Lam, Laurent Gajo, Renzo Titone, Marsha Youngblood, Lucy Tse, and Alvin Y. So.

Taylor, Josephine Ann (2007). Intercultural Communication Competence through Experiential Learning: The Importance of Student-Initiated Strategies and Dialogic Encounters, GIST Education and Learning Research Journal. Approaches to intercultural communication competence (ICC) generally argue the need for objective knowledge about another culture as well as knowledge about and the ability to achieve appropriate behaviors of that target culture. Most of these approaches continue to base themselves on a conception of culture as comprehensive but static. Intercultural contact in this sense is a matter of contrasting and overcoming differences between one's own culture and the host or target culture. Other approaches, however, are adopting a more multicultural and pluricultural view of intercultural competence, and a more fluid and dynamic conceptualization of culture. These approaches tend to see the intercultural dynamic as an opportunity for "third places" to emerge where entirely new cultural knowledge and behavior can be constructed through cross-cultural contact and the interaction process in itself. This view sees cultures not as fixed entities to be learned and then copied, but rather as a hybrid and emergent phenomenon of today's societies. What are needed, it is argued, are individuals who are more aware of their own "linguaculture" in a much deeper way, and who are open to exploring new identities and perspectives as part of their daily contact with others. Here, the other is not only the different culture, with the emphasis on "different," but rather the other may be anyone with whom the individual chooses to interact. This paper explores the Subculture Adaptation Project conducted with third semester students in the bilingual education program at the "Institución Universitaria Colombo Americana." Students were asked to choose a subculture to which they wanted to or needed to belong, and complete a series of tasks to document the adaptation process. This exercise reveals that students who achieved the greatest degree of adaptation were those who were not limited to focusing on differences between themselves and members of the subculture. Rather, these students consistently sought out emergent third places where they could construct relationships and interactions that brought together self and other in dialogic encounters where new understandings, relationships and identities could emerge.   [More]  Descriptors: Intercultural Communication, Interpersonal Competence, Experiential Learning, Learning Strategies

Weiner, Richard E. (1983). Teaching the Immigrant's Child: A Model Plan for Court-Ordered Bilingual Education, Journal of Law and Education. Develops specific guidelines for establishing a bilingual education plan based on an analysis of the Lau v. Nichols decision and a series of federal laws. Argues that such a program will aid courts that must mandate the establishment of bilingual education plans. Descriptors: Bilingual Education Programs, Court Litigation, Early Childhood Education, Elementary Education

Temes, Peter S. (1988). Learning from the Debate on Bilingual Education: Resistance to Change and Insight into Improving Pedagogy, Bilingual Review. A review of often unstated pedagogical assumptions that adversely affect the effectiveness of bilingual education precedes the proposal of an alternative paradigm that reduces reliance on "contract"-centered education and encourages the exploration and increased use of such natural resources as other students and student motivation for bilingual education. (13 references) Descriptors: Bilingual Education, Bilingualism, Educational Philosophy, English (Second Language)

Youngblood, Marsha (1995). The Cost of Bilingual Education in the U.S.: A Review of the ALEC Report, READ Perspectives. Discusses a report on costs and other issues related to bilingual education in the United States. Findings reveal that funding decisions at the federal and state levels show a marked preference for native language intensive programs and that there is no conclusive research demonstrating the educational superiority of bilingual education over English-as-a-Second-Language programs. (11 references) Descriptors: Bilingual Education, Economic Factors, Educational Finance, Elementary Secondary Education

Lam, Tony C. M. (1992). Review of Practices and Problems in the Evaluation of Bilingual Education, Review of Educational Research. The lack of sound and practical guidelines and materials, which precludes adequate technical assistance, is one cause of the inferior quality of evaluation practices in bilingual education. Other contributing factors include incompetent program evaluators, misinformed local administrations, inappropriate state and federal policies, and complex issues concerning bilingual education itself. Descriptors: Bilingual Education Programs, Educational Assessment, Educational Policy, Elementary Secondary Education

Fishman, Joshua A. (1975). Bilingual Education and the Future of Language Teaching and Language Learning in the United States, Bulletin of the Association of Departments of Foreign Languages. A sociolinguist looks at language teaching and the need for bilingual education to help the non-English-speaking poor and to preserve diverse cultures. Bilingual education and second language instruction are seen as interdependent fields with great potential for helping each other. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Bilingualism

Titone, Renzo (1985). Measurement and Evaluation of Bilingualism and Bilingual Education: A Psycholinguistic Perspective, Issues in Applied Psycholinguistics. Discusses the issues entailed in measuring bilingual competency in individuals and measuring the outcomes of bilingual education. Measurement instrument types are reviewed briefly and existing research is cited. The indications on bilingualism are taken from a 1967 seminar in Moncton, New Brunswick; the bilingual education indications, from the University of Rome. Descriptors: Bilingual Education, Bilingualism, Evaluation Criteria, Interference (Language)

Rossell, Christine H. (1988). The Problem with Bilingual Research: A Critique of the Walsh & Carballo Study of Bilingual Education Projects, Equity and Excellence. Despite their claim to the contrary, Walsh and Carballo in their report, "Transitional Bilingual Education in Massachusetts: A Preliminary Study of Its Effectiveness" (1986), did not demonstrate the superiority of bilingual education because their study was marred by a number of problems, here identified. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Research, Elementary Secondary Education

Berthoud, Anne-Claude; Gajo, Laurent (1998). Formation des enseignants et education bilingue en Suisse (Teacher Training and Bilingual Education in Switzerland), Bulletin suisse de linguistique applique. A discussion of bilingual education teacher training in Switzerland begins with an introduction to the unique and complex linguistic situation of the country, the political and policy context for bilingual education, and the organization of teacher training in general. A more detailed description of both pre-service and in-service training of bilingual education teachers, at both university and non-university levels, follows. Special attention is given to new developments in the domain of bilingual teaching strategy and technique, including a trend toward experimentation with program design and course organization, use of new technologies and self-paced learning, the language teaching profession's support of bilingual education through programs and resources, teacher and student exchange programs, and classroom teaching innovations. Areas for further progress are identified in pre-service and in-service teacher education and the politics of education. (Contains 12 references.)   [More]  Descriptors: Bilingual Education, Classroom Techniques, Course Organization, Educational Strategies

Spolsky, Bernard (1974). American Indian Bilingual Education. Navajo Reading Study Progress Report No. 24. Bilingual education programs have been established in such Native American languages as Aleut, Yupik, Tlingit, Haida, Athabaskan, Cherokee, Lakota, Navajo, Papago, Pomo, Passamaquoddy, Seminole, Tewa, and Zuni. These programs include the: Choctaw Bilingual Education Program, Northern Cheyenne Bilingual Education Program, Lakota Bilingual Education Project, Rough Rock Demonstration School Bilingual/Bicultural Project, Ramah Navajo High School Bilingual Education Program, Papago Bilingual Education Program, Seminole Bilingual Project; San Juan Pueblo Tewa Bilingual Project, and Wisconsin Native American Languages Project. These programs are funded by three main sources of Federal funds–the 1965 Elementary and Secondary Education Act (ESEA) Title I, the 1968 ESEA Title VII (Bilingual Education Act), and Title IV of the 1972 Education Amendments (Indian Education Act). A model proposed for the description and analysis of bilingual programs tries to map all relevant factors onto a single integrated structure and to suggest some of the lines of interaction (see RC 009 343). This report describes 17 of the currently existing Native American Bilingual Education programs. Using the proposed model (which is briefly described) as a guide, the differences among the 17 programs are discussed.   [More]  Descriptors: Alaska Natives, American Indian Languages, American Indians, Bilingual Education

Wiley, Ed III (1993). Scholars Urge Secretary Riley to Keep Bilingual Education a High Priority, Black Issues in Higher Education. Supporters of bilingual education focus on the need to emphasize the advantages of bilingualism to all students, improve training of bilingual education teachers, and build on existing skills of limited-English-proficient students. The U.S. system of locally controlled schools both helps and hinders this effort. Descriptors: Bilingual Education, Bilingual Teachers, Educational Needs, Educational Trends

Krashen, Stephen (1997). Bilingualism and Bilingual Education: Good for English, Good for the Bilingual, Good for Society, American Language Review. Outlines reasons for which bilingualism and bilingual education, when approached correctly, are beneficial to the future of the language, to the individual, and to society and suggests that one major improvement in bilingual education would be improved availability of English-language books for English learners. Descriptors: Bilingual Education, Bilingualism, Educational Attitudes, Educational Needs

Nelson, F. Howard (1983). Controversy Over Illinois' Bilingual Education Mandate: Political, Fiscal, and Educational Implications, Illinois Schools Journal. Describes the debate in Illinois over proposed bilingual education policy changes. Analyzes these issues: the effectiveness of transitional bilingual education, the inclusion of a cultural component, language assessment, the overprescriptiveness of current Illinois law, the impact of extending services to all limited-English proficient students, and the dilution of State funding and monitoring. Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Eligibility

So, Alvin Y. (1983). The High School and Beyond Data Set: Its Relevance for Bilingual Education Research, NABE: The Journal for the National Association for Bilingual Education. The High School and Beyond data set, despite sample constraints, is an invaluable resource for researchers in bilingual education; it contains information from Hispanic students and parents, and from teachers and school administrators, and includes an excellent language file, useful for studying language shift and impact of bilingual education programs. Descriptors: Academic Aspiration, Bilingual Education Programs, Hispanic Americans, Language Maintenance

McQuillan, Jeff; Tse, Lucy (1996). Does Research Matter? An Analysis of Media Opinion on Bilingual Education, 1984-1994, Bilingual Research Journal. Analysis of research articles and editorials from national newspapers and news magazines published during 1984-94 revealed that although research reported favorably on bilingual education, most newspaper articles took positions against bilingual education. Opinion writers did not base their positions on research, but rather on government reports, news reports, and personal anecdotes. Contains 65 references. Descriptors: Bilingual Education, Editorials, Educational Policy, Educational Research

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