Bibliography: Bilingual Education (page 083 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Abelardo Villarreal, Raymond V. Padilla, Iliana Alanis, Bartholomew Dean, Ferran Ferrer, Jim Littlejohn, Marisa Cavalli, Kristi Lichtenberg, Wendy Schwartz, and Michael D. Guerrero.

Littlejohn, Jim (2000). The Impact of the Native American Languages Act on Public School Curriculum: A Different View, Journal of Law and Education. Responds to Scott Ferrin's argument (EJ 583 598) and, as the former policy director for the U.S. Office for Civil Rights (OCR), decries both Ferrin and OCR for their relentless and, in his view, unwarranted promotion of bilingual education. Contends that no civil-rights laws, including the Native American Languages Act (NALA), support or allow federal control of local school curricula or teaching methodologies. (Contains 40 footnotes.) Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Court Litigation

Ramos, Francisco (2007). What Do Parents Think of Two-Way Bilingual Education? An Analysis of Responses, Journal of Latinos and Education. Three hundred sixty-six parents of children enrolled in a school-wide English-Spanish two-way bilingual program participated in this study. They were asked to answer a survey that attempted to elicit information about their degree of satisfaction with the program, as well as the reasons that led them to select it, and their perception of and support for Spanish. In their responses, the parents showed strong support for the program, valued its academic and linguistic emphasis, had positive opinions about Spanish, and created home environments that facilitated their children's development of literacy skills in this language.   [More]  Descriptors: Parents, Literacy, Bilingualism, Immersion Programs

Ferrer, Ferran (2000). Languages, Minorities and Education in Spain: The Case of Catalonia, Comparative Education. Examines Catalan's remarkable revival in Catalonia (Spain) in the past 20 years. Discusses the 1978 referendum designating "autonomous communities," their languages having co-official status with Spanish; increases in Catalan usage in many sectors and among the young; Catalan usage in education; and challenges related to bilingual education, cross-cultural issues, rights of Spanish-speaking students, and telecommunications technology. Descriptors: Bilingual Education, Elementary Secondary Education, Foreign Countries, Language Maintenance

Cavalli, Marisa (2000). La notion de contrastive dans la mise en mots des representations sociales. Remarques methodologiques sur le bilinguisme en Vallee d'Aoste (The Notion of Contrastivity in the Verbalization of Social Representations. Methodological Remarks on Bilingualism in the Vallee d'Aoste), Travaux Neuchatelois de Linguistique (Tranel). As part of research on social representations of languages, bilingualism, and bilingual education carried out in the Aosta Valley, this article analyzes other contexts suggested by speakers in the Aosta Valley. It defines speech situations where associations, comparisons, or oppositions to other bilingual realities appear. Finally, on the basis of the works by Perelman and Olbrechts-Tyteca, the article situates them according to the role they play in argumentation.   [More]  Descriptors: Bilingual Education, Bilingualism, Discourse Analysis, Foreign Countries

Alanis, Iliana (2000). A Texas Two-Way Bilingual Program: Its Effects on Linguistic and Academic Achievement, Bilingual Research Journal. Among 56 Mexican American fifth-graders participating in two-way bilingual education for 3 years or more, standardized test scores of both English-dominant and Spanish-dominant participants equalled or surpassed those of nonparticipant peers. Participants developed high levels of English literacy skills, but Spanish literacy was not as well developed for native English speakers. (Contains 44 references.) Descriptors: Academic Achievement, Bilingual Students, Elementary Education, Grade 5

Guerrero, Michael D. (1999). Spanish Academic Language Proficiency of Bilingual Education Teachers: Is There Equity?, Equity & Excellence in Education. Explains why it is difficult for the majority of bilingual-education teachers to develop teacher-like proficiency in Spanish in the context of the United States. Explores the "subtractive" orientation of U.S. society toward bilingualism that favors replacing the native language with English. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, Equal Education

Dean, Bartholomew (1999). Language, Culture, and Power: Intercultural Bilingual Education among the Urarina of Peruvian Amazonia, Practicing Anthropology. The Peruvian national indigenous federation established a bilingual, intercultural teachers' training program to counter stereotypes of indigenous people portrayed in the authoritarian, monolingual Spanish national curriculum, and to enhance language preservation, ethnic mobilization, and cultural survival. A complementary transitional bilingual education program enables indigenous people in Peru's Amazon basin to complete their primary and secondary schooling locally. Descriptors: American Indian Languages, American Indians, Bilingual Education Programs, Cultural Maintenance

Romandia, Mona (2007). Case Studies of Minority Students in a Transitional Bilingual Education Program, 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 five 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.   [More]  Descriptors: Mainstreaming, English (Second Language), Second Language Learning, Bilingual Education

Shantie, Courtney; Hoffmeister, Robert J. (2000). Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue, Journal of Education. Examines why bilingual education for deaf children is the best option, suggesting ways to ensure that deaf students receive the necessary American Sign Language (ASL) models in their early education. Notes that the best way to achieve success in ASL, and consequently in English, is to require that preschool teachers of deaf students be native signers. Discusses problems using manual codes for English. (Contains references.) Descriptors: American Sign Language, Bilingual Education, Child Language, Communication Skills

Cummins, Jim (1999). The Ethics of Doublethink: Language Rights and the Bilingual Education Debate, TESOL Journal. Documents the processes of "doublethink"–holding two contradictory beliefs about the same thing– regarding the merits of bilingual education in the United States. Questions the ethical responsibility of academics and media commentators to address internal contradictions in the arguments they advance that are intended to deny first-language learning opportunities to bilingual children. Descriptors: Bilingual Education, Bilingualism, Language Minorities, Mass Media

Padilla, Raymond V., Ed. (1983). Theory, Technology, and Public Policy on Bilingual Education. A collection of papers on bilingual education covers these topics: (1) second-language acquisition theories relevant to bilingual education; (2) the age factor in native language maintenance and in the development of English proficiency of overseas Japanese children; (3) applying the Cummins language proficiency model to students who acquire language bimodally; (4) acquisition of Spanish sounds in two-year-old Chicanos; (5) bilingual education's role in Puerto Rican students' cultural adjustment; (6) qualitative analysis of teacher disapproval behavior; (7) assessing a community's ethnolinguistic complexity; (8) a bilingual education program effective with both Spanish and Asian language students; (9) Spanish mathematics instruction in some Texas schools; (10) oral history in bilingual social studies; and (11) a ten-year-old language learner's journal. Other topics include (1) improving vocational education for bilingual students; (2) the microcounseling approach for limited-English-proficient adults; (3) linguistic interferences among Korean students learning English; (4) scoring a Spanish informal reading inventory for bilingual students; (5) classroom observation for Spanish-speaking parents; (6) bilingual education on television; (7) the impact of state evaluation systems on limited-English-speakers; (8) issues in bilingual education policy formation; (9) language rights versus racial nondiscrimination; (10) bilingual education in higher education; (11) bilingual bicultural education; and (12) Hispanic women in higher education.   [More]  Descriptors: Adult Education, Asian Americans, Bilingual Education, Bilingualism

Gates, Gordon S.; Lichtenberg, Kristi (2005). Accountability Data and Decision Making in Texas Bilingual Education Programs, Journal of Latinos and Education. This study reports data collected from a survey of 140 Texas bilingual program directors to explore the use of accountability data for program decision making. Examined are findings related to the availability, kinds of decisions made, and evaluation activities conducted using 11 sources of data (i.e., the Texas Assessment of Academic Skills, English norm-reference tests, Spanish norm-reference tests, report card grades, oral language proficiency, high school status of "on track to graduate," retention, attendance, student socioeconomic status, student discipline, and student mobility). Implications of findings for practice are drawn, as well as relevance to current accountability policy.   [More]  Descriptors: Decision Making, Student Mobility, Grades (Scholastic), Oral Language

Villarreal, Abelardo (1999). Rethinking the Education of English Language Learners: Transitional Bilingual Education Programs, Bilingual Research Journal. The success of transitional bilingual programs depends on program support at all levels of the school hierarchy and on the level of knowledge of bilingual education as evidenced through curriculum and instructional activities. Negative impacts and challenges of three types of inappropriate transitional bilingual programs are outlined along with strategies that principals can use to improve a struggling program. (Contains 43 references.) Descriptors: Academic Achievement, Administrator Attitudes, Administrator Role, Bilingual Education Programs

Schwartz, Wendy, Ed. (2000). New Trends in Language Education for Hispanic Students. ERIC/CUE Digest Number 155. This digest summarizes the effective bilingual strategies described in a commissioned paper, "Transforming Education for Hispanic Youth: Exemplary Practices" by Anne Turnbaugh Lockwood and Walter G. Secada, and the recommendations of the Hispanic Dropout Project (U.S. Department of Education) for transforming bilingual education at all school levels. Several educational policies are necessary to promote effective bilingual education practices. Native Spanish-speaking students need to continue in a bilingual program until they have a solid linguistic foundation that enables their mastery of other academic subjects as well as English and Spanish. Schools need to convey the expectation that students will become literate in English and learn to high standards. Bilingual education should be depoliticized, and the early tracking of limited English proficient students into low reading groups and other slow classes must be discontinued. Teacher training is essential to effective bilingual education programs. Some exemplary programs at high school, middle school, and elementary levels are identified, and the instructional strategies of these schools are discussed. Tutoring programs may provide valuable help for bilingual students, and two such programs are described. Components of effective bilingual programs are not all the same, but some universal principles emerge. Successful programs revise their approaches as new strategies are proven effective and new student needs are identified. Effective schools recognize the necessity of proficiency in both languages, and they offer individualized instruction and other aids. Successful schools also maintain an atmosphere that supports the belief that all students are equally valuable and that they all will succeed.   [More]  Descriptors: Bilingual Education, Bilingual Students, Dropouts, Educational Policy

Merisuo-Storm, Tuula (2007). Pupils' Attitudes towards Foreign-Language Learning and the Development of Literacy Skills in Bilingual Education, Teaching & Teacher Education: An International Journal of Research and Studies. The study investigated the effects of bilingual teaching on the development of children's literacy skills and attitudes towards language learning. In the bilingual classes 20% of the instruction was given in English. Pupils' literacy skills in the bilingual classes were significantly better than in the monolingual classes. When observing pupils who started first grade with either a poor or an excellent level of school readiness, there was no significant difference between bilingual and monolingual groups. In addition, the pupils in bilingual classes showed significantly more positive attitudes towards foreign-language learning than the pupils in monolingual classes.   [More]  Descriptors: Grade 1, School Readiness, Monolingualism, Bilingualism

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