This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include C. June Maker, Eleni Pappamihiel, Maria G. Lopez, Carlos R. Soltero, Kimberly Lenters, Philippa Strum, Jack Ciminera, Trevor Johnston, Tunde Szecsi, and Debra A. Giambo.
(2004). Effects of a Two-Way Bilingual Program on the Literacy Development of Students in Kindergarten and First Grade, Bilingual Research Journal. This study examines the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. This study compared the literacy development of two groups of children who received different proportions of instruction in English and Spanish. Both the experimental and control groups consisted of students who were English language learners (ELLs), as well as students who were not ELLs (i.e., native English speakers and former ELLs who reached proficiency). Students in the experimental group participated in a two-way bilingual program in which instruction was in English approximately 70% of the time and in Spanish approximately 30% of the time. Students in the control group attended the same school but were in mainstream classes and received instruction in English about 90% of the time. Comparison of test scores (on district-developed assessments and the Scholastic Reading Inventory) of the two groups at the end of the school year indicated that in spite of the initially lower pretest scores in some subject areas, the experimental group's achievement was very close to that of the control group. It is concluded that two-way bilingual programs can assist schools in improving ELLs' academic achievement in English language arts. [More] Descriptors: Second Language Learning, Grade 1, Kindergarten, Experimental Groups
(2004). Second Language Acquisition for All: Understanding the Interactional Dynamics of Classrooms in Which Spanish and AAE Are Spoken, Research in the Teaching of English. Understandings of the ways home and school languages shape classroom dynamics and influence development, identity, and subsequent school success are important for teachers of both bilingual and African American students. This article builds a link between these complementary bodies of research by analyzing interactions in a second grade mainstream classroom in which the language development of bilingual and African American children were simultaneously relevant. We focus on two qualitatively different kinds of classroom language use: when instruction was solely in English, and when Spanish became a tool for instruction. Our findings suggest that the latter language practice subsequently marginalized the participation of English monolingual students; this especially affected the African American students in the classroom, who were interactionally delegitimized as participants in bilingual interaction despite their desire to participate in both languages. This study suggests the need to ensure that multilingualism is brought into the classroom as a resource for all students. Recognizing this need, however, necessitates interdisciplinary research that crosses the fields of second language acquisition, bilingual education, and sociolinguistics. Such disciplinary boundary crossing can usefully inform teachers and researchers looking for new understandings of language learning in contemporary classrooms. [More] Descriptors: Grade 2, Sociolinguistics, Monolingualism, Bilingualism
(2004). English for Speakers of Other Languages (ESOL) in Every Minute of the School Day, Childhood Education. Well-meaning teachers are often unprepared for the influx of ESOL students in their classrooms. Most often, the programs serving ESOL students in public schools include immersion, submersion, and sheltered instruction. Occasionally, bilingual education programs are an option. Consequently, general education teachers are responsible for teaching limited English proficient (LEP) students in their classrooms on a daily basis. This article describes teaching methods, strategies, and activities for facilitating the English language acquisition of non or limited English proficient children in the early grades. This review of literature suggests that second language acquisition for 5-to 8-year-old children should take place in a non-threatening, joyful environment that promotes interaction. Hands-on activities relevant to children's interests and background knowledge help to create the appropriate child-centered environment. All children could benefit, as language learners, from the teaching strategies described here for ESOL children. In the following sections, strategies for teachers to use with ESOL students ages 5 to 8 are presented in increasingly linguistically demanding content area examples to demonstrate that all sections of the school day are appropriate for second language development. Furthermore, to highlight the integrated nature of teaching, some possibilities for language and literacy development within the same context are outlined. While teaching methods, strategies, and activities were separated into distinct content areas for purposes of illustration, it should be noted that each could be used easily within other content areas. Descriptors: Teaching Methods, Literacy, Limited English Speaking, Childhood Interests
(2005). Inservice Training Helps Florida ESOL Teachers Raise Achievement of Students with Limited English, ERS Spectrum. This evaluation examines whether Project Bilingual/ESOL Special Training (BEST) achieved its goal of training qualified bilingual/ESOL education teachers through the appropriate endorsement programs. It also attempts to determine whether Project BEST had a positive impact on Limited English Proficiency (LEP) student achievement across the district during the five years of implementation. Specifically, the study answers these questions: How many teachers successfully completed the district inservice training program and the university courses offered through Project BEST from the 1999-2000 school year through the 2003-04 school years? Did the teachers benefit by completing the training offered through Project BEST? Additionally, did LEP students benefit from the teachers' BEST training? In short, the research indicates all parties did benefit. [More] Descriptors: Inservice Education, Academic Achievement, Limited English Speaking, Bilingual Teachers
(1969). Bilingual Education. PREP-6. The five documents in this PREP kit report on the significant R&D findings and current practice in bilingual education, from a project supported under OE's Targeted Communications Program. "Administration of Bilingual Education," one of the documents in the kit, is directed to administrators, school board members, and others who must make policy decisions concerning such a program. It treats such topics as the goals of a bilingual education program, the role of the administrator, the selection of the right teacher for bilingual education, materials available for teaching bilingual education, testing, and Federal funds available for these programs. A second document, directed to the teacher of bilingual children, discusses some of the cultural differences and problems encountered in the teaching of these children, and present practical recommendations and suggestions for strengthening classroom approaches. Annotated bibliographies accompany sections of this document. The remaining documents contain brief descriptions of 10 ongoing exemplary bilingual education programs, a listing of other programs by State, and some current research documents on bilingual education from the ERIC system, with information for ordering them from EDRS. [More] Descriptors: Administrator Guides, Biculturalism, Bilingual Education, Bilingual Students
(2010). Los Elefantes Rosas en las Cupulas en la Legislatura: An Empirical Analysis of the Texas Education Finance Mechanism with Special Emphasis on Bilingual Education, Journal of the Association of Mexican American Educators. The State of Texas' education finance mechanism–known as the Foundation School Program (FSP)–was challenged in a series of litigation known as "Edgewood v. Kirby I-IV" and "West Orange Cove I-II". Though the state Supreme Court's holding ultimately moved the Texas Assembly to make changes in the funding mechanism, not since the 1980s has there been a systematic evaluation of the fiscal efficacy of the State of Texas' FSP. In this article, the authors examine empirically levels of vertical and horizontal finance equity generated by Texas' education finance system. Information is presented in five sections that describe and discuss: (a) summations of the Texas Supreme Court decisions on K-12 education finance since 1989; (b) analyses of initial statistical results generated from efficacy analyses of the Texas Foundation School Program; and (c) policy recommendations guided by the results. [More] Descriptors: Elementary Secondary Education, Bilingual Education, Educational Finance, Court Litigation
(1975). Controversial Aspects of Bilingual Education. Two kinds of objections to bilingual education are examined in this paper. The philosophical objection questions whether the use of a foreign language in the U.S. educational system can be justified; the practical objection questions the usefulness of bilingual education in increasing educational achievement. Since misunderstandings about bilingual education and cultural identity are implicit in these objections, they are discussed at some length. Finally, a response is made to both kinds of objections. It is argued that bilingual education tends to produce a bilingual whose loyalty to this country is strong, that bilingualism is good for all Americans, and that bilingualism, far from being a fad, is on the rise. The apparent success, so far, of bilingual education is pointed out in response to the second type of objection, and diachronic studies are called for to determine the actual effectiveness of bilingual education in academic and social achievement. By way of conclusion, bilingual education is termed the single most important effort of modern American education to break with ethocentric rigidity. [More] Descriptors: Academic Achievement, Acculturation, Biculturalism, Bilingual Education
(2000). Equality v. Liberty v. Pluralism: Latinos in American Constitutional Law. This paper examines how U.S. courts, particularly the Supreme Court, have applied constitutional law principles to Latino communities and individuals in three areas: public education, the status of Puerto Rico, and jury selection. Consistent with traditional views of American society as biracial (black and white), constitutional law discussions frequently focus only on liberty or equality. This paper shows examples of how courts have resisted constitutional challenges based on pluralism or have favored principles of equality over those of pluralism, and how resulting decisions have not protected Latino rights. Over the past century, Latinos have sought equal educational opportunities through desegregation, bilingual education, and challenges to school funding schemes. Efforts to improve educational conditions initially focused on breaking down segregation based on notions of equality, as Latino precursors to Brown v. Board of Education exemplify. In the Southwest, Mexican Americans emerged as a separate identifiable class, which greatly complicated the desegregation analysis. In addition, some Mexican American parents wanted to maintain a "critical number" of Latino students in particular schools as a necessary prerequisite for bilingual education programs. In Colorado, the Tenth Circuit Court mandated desegregation, ruling that bilingual education could not substitute for desegregation. This paper also discusses Supreme Court rulings that jury trials are not required in Puerto Rico and that Spanish-speaking bilinguals may be removed from a jury when they might challenge a translation of testimony in Spanish. [More] Descriptors: Bilingual Education, Civil Rights, Constitutional Law, Court Litigation
(2005). The "Discover" Project: Improving Assessment and Curriculum for Diverse Gifted Learners, National Research Center on the Gifted and Talented. C. June Maker, Professor at the University of Arizona, has developed a unique performance-based assessment in which children are observed by teams of teachers, counselors, paraprofessionals, administrators, specialists in education of the gifted and bilingual education, and local community members. The assessment, designed initially to increase the participation of students from diverse groups in programs for the gifted, was later expanded to include the identification of the strengths of all children so their positive traits could be recognized and developed. This assessment and the corresponding model for designing appropriate curriculum and instruction to meet the needs of diverse groups are consistent with research in cognitive science and an emerging paradigm in the field of education of the gifted. These approaches are based on the theories and research of Stephen Ceci, Howard Gardner, and Robert Sternberg and represent Maker's synthesis during 16 years of research and development through the Discovering Intellectual Strengths and Capabilities (DISCOVER) Projects. Maker is extending this work by integrating it with the work of educators in Europe and Asia, and has developed a new classification of human abilities based on her research. In this monograph, an Introduction provides readers with a context for the framework Maker has developed. She cites research from cognitive science, psychology, cultural anthropology, education of the gifted, and bilingual education–and combines this with personal experiences in teaching and studying in the field–to support ideas for changes needed to improve programs for gifted students from culturally, linguistically, economically, and geographically diverse backgrounds. In the second section, "Setting the Stage," in a personal way, she describes her own thinking and research process as the framework evolved and was tested. The assessment and curriculum models are described briefly in this section and results of research on their use and effectiveness are presented in a readable style. Following the "Setting the Stage" section is a descriptive account of the assessment, along with many ways the curriculum principles of DISCOVER can be implemented in general classrooms or classrooms for gifted students. This is the "Practical Applications" section, and in it she continues with real examples by presenting six case studies of schools, school districts, a state, and two other countries using the models. She concludes the practical applications section by presenting the new framework developed with colleagues in Europe and Asia. The "Conclusion" is a synthesis of ideas; and here Maker presents specific, clear recommendations for policy-makers, coordinators, principals, and teachers interested in using her ideas and research. Additional resources are listed in this section, and practical materials to assist various audiences and practitioners are included in the Appendices: an annotated bibliography of publications about DISCOVER (Appendix A), correlations between DISCOVER activities at different grade levels (Appendix B), an interview format to use with teachers instead of written forms for rating student characteristics and making referrals (Appendix C), suggested activities for teachers to use to provide a setting for observing children's problem solving in different ability areas (Appendix D), checklists of observable characteristics to use with these activities (Appendix E), and three teaching units based on the DISCOVER Curriculum principles (Appendices F, G, and H). Eight appendixes are included: (1) Annotated Bibliography of Publications About DISCOVER ; (2) Correlations Between DISCOVER Activities at Different Grade Levels; (3) Interview Guide for Reporting Student Characteristics and Making Referrals; (4) Suggested Activities for Observing Children's Problem Solving in Different Ability Areas; (5) Checklists of Observable General Problem Solving Characteristics to Supplement Checklists of Specific Characteristics Included in Appendix D to Observe the Activities Suggested in Appendix D; (6) Teaching Unit for Early Elementary Students Based on the DISCOVER Curriculum Model; (7) Teaching Unit for Middle School Students Based on the DISCOVER Curriculum Model; and(8) Teaching Unit for High School Students Based on the DISCOVER Curriculum Model. [More] Descriptors: Gifted, Bilingual Education, Problem Solving, Program Effectiveness
(2004). No Half Measures: Reading Instruction for Young Second-Language Learners, Reading Teacher. Consideration of literacy practices that ensure success for young second-language learners has become crucial for educators, given the growing linguistic diversity in an ever-increasing number of regions, the limited resources of school systems, and the swirling public debate on bilingual education. This article explores principles regarding bilingualism and the young child as a means of untangling the occasionally conflicting interpretations found in the research. The picture that emerges from the discussion is that children experience important cognitive (in addition to affective) gains through bilingualism. These gains, however, are experienced only when both languages are developed to a point of proficiency so that transfer can take place between the two. It is this dual proficiency that we must keep in mind when we consider reading instruction for young second-language learners. In general, the development of this proficiency dictates that throughout their primary school years, bilingual children should receive dual-language instruction, with no half measures in either language. These specific findings also provide some guidelines for undertaking second-language reading instruction with young children. [More] Descriptors: Reading Instruction, Second Language Learning, English (Second Language), Bilingualism
(2004). Reclassification of English Learners, Education Policy Analysis Archives. Ron Unz, originator of Proposition 227, claimed, prior to the passage of Prop. 227, that the five percent annual reclassification rate of English learners to fluent English proficient indicated bilingual education was a failure. Critics of Prop. 227 have countered that the annual reclassification rate has changed little since the passage of Prop. 227, indicating the new legislation had no effect on reclassification rates. Unfortunately, the annual reclassification rate does not provide a clear indicator of how long it takes students to be reclassified after entering the school system. To better estimate reclassification rates for English learners in California, cohorts were created to track the same groups of students over time. Ron Unz also claimed that test scores for immigrant students improved dramatically after the passage of Prop. 227. To evaluate his claim, average test scores were calculated by language fluency. Based on statewide data from three different cohorts tracked across four years, Prop. 227 has had no effect on reclassification rates or test scores. [More] Descriptors: Second Language Learning, English (Second Language), Classification, Bilingual Education
(2004). The Assessment and Achievement of Proficiency in a Native Sign Language within a Sign Bilingual Program: The Pilot Auslan Receptive Skills Test, Deafness and Education International. The assessment of sign language proficiency is essential for evaluating the outcomes of sign bilingual education. This paper reports an attempt to assess the sign language proficiency of children in a self-described sign bilingual program in Sydney by adapting a British Sign Language (BSL) test to Australian Sign Language (Auslan). The test appears to measure basic Auslan skills in young children and, in particular, appears to identify native-like signers. However, two qualifications need to be made regarding how standardized norms are established (and thus their interpretation) and the make-up and population size of this study. Namely, the original BSL test is not normed on native signers alone; and the number of subjects in the study is extremely small and varied. These factors limit the generalizations that can be made from the data. Further testing with a larger population of signers is essential before results could be confidently interpreted. However, due to the small number of potential subjects in Australia, such data may never become available. Despite these observations and qualifications, it does appear from this study that the sign bilingual program under investigation faces important challenges in ensuring that all children achieve early native-like proficiency in the community signed language. [More] Descriptors: Sign Language, Bilingual Education, Program Effectiveness, Foreign Countries
(1970). Bilingual Education: A Handbook for Educators. Interpretive Studies on Bilingual Education. This comprehensive handbook on bilingual education, designed to aid administrators primarily, presents program guidelines, procedures for program initiation, and an annotated bibliography. Based on analyses of some 2,000 reports on bilingual and bicultural education, the work stresses social, cultural, and psychological concepts in sections treating: (1) objectives of bilingual education programs, (2) program description, (3) teacher role, (4) materials, (5) evaluation, (6) counseling, and (7) program initiation and implementation. [More] Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Bilingual Teachers
(2005). Education and Immigrant Integration in the United States and Canada. Proceedings of a Conference sponsored by the Division of United States Studies and the Canada Institute, Woodrow Wilson International Center for Scholars, and The Migration Policy Institute (April 25, 2005), Woodrow Wilson International Center for Scholars. The Conference proceedings include an Introduction by Demetrios Papademetriou. Two panels presented speakers as follows: Panel I: Elementary and Secondary (K-12) Education: (1) Immigrant Integration and "Bilingual" Education (Alec Ian Gershberg); (2) Absent Policies: Canadian Strategies for the Education and Integration of Immigrant Children and Youth (Fariborz Birjandian); (3) Commentary: Policies in the United States (Margaret McHugh); (4) Commentary: Policies in Canada (Charles Ungerleider). Panel II: Adult Literacy and Workforce Training: (5) Adult Literacy and Workforce Training in the United States (Heide Spruck Wrigley); (6) The Role of Colleges in Integrating Internationally Trained Immigrants (Sabra Desai); (7) Commentary: Policies in the United States (B. Lindsay Lowell); (8) Commentary: Policies in Canada (Howard Duncan). The Keynote Address: Immigration and Diversity in Ontario (Dr. Marie Bountrogianni). [These proceedings also produced by Migration Policy Institute.] [More] Descriptors: Foreign Countries, Elementary Secondary Education, Adult Literacy, Immigrants
(2004). The Legislation of Migrancy: Migrant Education in Our Courts and Government. Until the 1960s, the special needs of migrant students were seldom considered in the formulation of educational policy. Since that time, migrant parents and other concerned parties have sought redress in the court system, and Congress has passed legislation to provide support for migrant education. This chapter describes major pieces of federal legislation and several court cases that have shaped migrant education. First passed in 1965 and reauthorized many times since, the Elementary and Secondary Education Act (ESEA) provides the framework for state-run migrant education programs to receive federal funds. Reauthorizations of ESEA, such as the No Child Left Behind Act, outline eligibility requirements for student participation; facilitate interstate cooperation, particularly with regard to the transfer of student records; and mandate accountability procedures and certain actions by schools, such as establishment of parent advisory councils. Important court cases include Valdes v. Grover, a Wisconsin case that reinforced the participation of significant numbers of migrant parents in their children's education; Zavala v. Contreras, a Texas case about school district cut-off dates that prevented migrant students from participating in an extended-day program to make up missed work; and Lau v. Nichols, a U.S. Supreme court ruling requiring schools to meet the special educational needs of English language learners. The Equal Educational Opportunity Act of 1974 reinforced this decision. The impact of the Bilingual Education Act of 1968 on migrant education is also discussed. [More] Descriptors: Court Litigation, Elementary Secondary Education, Federal Aid, Federal Legislation