This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington National Advisory Council on Bilingual Education, Sonia Nieto, Keith Baker, Vera P. John, Virginia P. Collier, Teresa L. McCarty, Veronica Lopez Estrada, Kathleen Heugh, Pat Keel, and Jewelle Taylor Gibbs.
(1979). The Fourth Annual Report of the National Advisory Council on Bilingual Education. The fourth annual report of the National Advisory Council on Bilingual Education summarizes the condition of bilingual education in the United States and describes the administration and operation of Title VII. The Council recommendations include the following: (1) that the Commission on Foreign Languages collaborate and coordinate its effort with the National Advisory Council; (2) that there should be a separate Department of Education at the Cabinet level; (3) that the Bilingual Education Act be expanded to provide more than short-term transitional projects designed to promptly mainstream students into an all-English program; (4) that the bilingual education program take a holistic approach to education of the entire family and conduct research on adult learning; (5) that research be conducted that examines the existing methods of implementation of bilingual programs at the secondary level; (6) that longitudinal studies be conducted of those projects which would assess the cognitive and affective development of limited English proficiency children; (7) that the Office of Bilingual Education (OBE) place a higher priority on materials development and dissemination; (8) that the OBE develop conceptual models for inservice training programs in the target languages; and (9) that the OBE institute training programs for the preparation of bilingual personnel at the secondary level. Federal and state programs in bilingual education are detailed, and current federal research in bilingual education is described. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1999). Accelerated Schooling for English Language Learners, Educational Leadership. A promising, increasingly popular model for English learners is one-way developmental bilingual education (DBE). DBE is appropriate in districts with large numbers of students of one primary language heritage. A well-implemented DBE program accelerates all students' growth through a meaningful, relevant, bicultural grade-level curriculum. (11 references) Descriptors: Academic Achievement, Acceleration (Education), Bilingual Education, Cultural Awareness
(1999). How Can We Best Serve LEP Students? A Reply to Nicholas Meier and Stephen Krashen, Phi Delta Kappan. Meier and Krashen, both employed in California's education system, do an injustice to students in rehashing an already settled battle. Fed up with two decades of failure, California voters replaced bilingual education with structured English immersion. Meier and Krashen offer no suggestions for coping with Proposition 227. (27 references) Descriptors: Bilingual Education, Elementary Secondary Education, Immersion Programs, Language Proficiency
(1999). Living and Teaching along the U.S./Mexico Border: Midwestern Student Interns' Cultural Adaptation Experiences in Texas Schools, Bilingual Research Journal. Select student interns from Indiana University spent 6-15 weeks teaching in schools of the Rio Grande Valley in south Texas. An ethnographic study explored ways that cross-cultural teaching experiences affected cross-cultural awareness, self awareness, attitudes toward culturally relevant teaching, understandings of bilingual education, and knowledge and expectations concerning diverse student populations. (Contains 28 references.) Descriptors: Bilingual Education, Case Studies, Cross Cultural Training, Cultural Awareness
(1982). Communicative Competence in Bilingual Education–Theory and Research, Packet I. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Teacher Edition. Bilingual Education Teacher Training Packets. A bilingual education teacher training packet (teacher's edition) on theories and research concerning bilingual education, second language acquisition, and communicative competence is presented. A theoretical framework for integrating these theories and a theoretical rationale for bilingual education are also presented. In addition to state-of-the-art reviews, the packet contains: a syllabus, a pretest and answer key, a glossary, learning activity objectives, a small group activity plan and discussion items, discussion item answer key, a posttest and answer key, and a discussion of the implications of the theoretical frameworks for teacher trainers. Narrative materials are presented on the following topics: (1) demographic context of bilingual education; (2) historical definitions of bilingual education; (3) communicative competence theories; (4) first and second language acquisition theoretical frameworks; (5) the myth of bilingual handicaps; (6) research findings regarding mother tongue development as a positive force; and (7) implications for syllabus design and materials development, teaching methods, and teacher training. One section of the packet entitled, "A Theoretical Rationale for Bilingual Education," by Jim Cummins, includes information on seven bilingual education program evaluations, along with a framework that addresses the complexity of first and second language relationships and the devleopmental relationships between first and second language proficiency. [More] Descriptors: Bilingual Education, Bilingual Teachers, Communicative Competence (Languages), Higher Education
(1999). You'd Never Know How Racist I Was, If You Met Me on the Street, Journal of Counseling & Development. If you don't get racism from your parents, it's easy to catch it at school. This Hispanic author recounts his experience of learning to hate his own people. He provides insight into peeling away layers of personal devaluation and racism and discusses the question of bilingual education. Descriptors: Acculturation, Bilingual Education, Childhood Attitudes, Coping
(1999). The California Crucible: Towards a New Paradigm of Race and Ethnic Relations, Journal of Multicultural Social Work. Racial relations in California, projected to have parity between white and non-white populations by 2050, illustrates the challenges of an increasingly multiracial society in policy areas such as affirmative action, bilingual education, and immigration reform. A new paradigm is needed that goes beyond the current black-white model to encompass increasing cultural and linguistic diversity. Contains 29 references. Descriptors: Affirmative Action, Asian Americans, Bilingual Education, Blacks
(1988). Bilingual Education & the American Dream: A Bridge or a Barrier?. The Bilingual Education Act of 1968 (also know as Title VII of the Elementary and Secondary Education Act of 1965) recognized that the educational needs of Limited English Proficient (LEP) students could not be met by traditional, English-only instruction. This legislation provided funding to state education agencies and local school districts to encourage development and implementation of bilingual education programs and has undergone revision in 1974, 1978, 1984, and is part of the Hawkins-Stafford Amendments of 1988 (PL 100-297). The purpose of this paper is to increase school social workers' knowledge about bilingual education and to generate ideas about how they can promote bilingual education for LEP students. Growing evidence in longitudinal studies supports the claim that early positive school learning experiences result in lower retention and dropout rates. Making use of the LEP students' home languages in initial contacts with school will increase their chances of having positive learning experiences. Success in school will enable LEP students to break the cycle of poverty and ease their entry into mainstream America. The paper presents: (1) an overview of the Hawkins-Stafford Amendments; (2) a case for bilingual education for Hispanic LEP children; (3) pro and con positions on bilingual education; (4) a synthesis of recent research findings; and (5) the role of school social workers in bilingual education. A list of 27 references is included. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingualism, Educational Legislation
(1999). Reclaiming Indigenous Languages, Common Ground: Archeology and Ethnography in the Public Interest. Examines the efforts of indigenous communities in the United States to maintain and revitalize their languages by restoring traditional learning environments and creating new ones. Describes immersion programs in Hawaiian and Navajo, bilingual education programs, master-apprentice programs, development of a Hualapai writing system and resources, and critical program characteristics. Discusses the remarkable comeback of Hawaiian. Descriptors: American Indian Education, American Indian Languages, Bilingual Education Programs, Cultural Maintenance
(2009). Contesting the Monolingual Practices of a Bilingual to Multilingual Policy, English Teaching: Practice and Critique. English has always occupied the most privileged position in the South African economy, yet legislative and material provision emphasised bilingual or trilingual education prior to political change in 1994. Educational changes since this time have been accompanied by ambiguous stances towards languages other than English in the classroom. Whilst this is not detrimental to middle-class students, it offers a chimera of access to English as the language of socio-economic goods, but it cannot facilitate epistemological access to the curriculum for 85% of students. Delays in the implementation of multilingual education policy have led to inertia across the system. However, the principal of a poor, inner-city, linguistically diverse school has sought to reinstate the use of the languages best known and used by students in the classroom. They are included in teaching and in extra-curricular activities alongside English. The innovation has been accompanied by significant changes in student positions from initial resistance to linguistically inclusive teaching, to a clarification of language rights and thence to explicit student choice of a bilingual Xhosa-English teaching and learning process. Narratives show, however, the difficulty of ensuring that written texts accompany and support languages used alongside English in the classroom in the absence of system-wide implementation. They signal, therefore, the locus for further systematic support of multilingual classrooms and also the need for longitudinal observation and data-collection for nuanced understandings of shifting positions towards the linguistic ecology, as these affect learning. [More] Descriptors: Middle Class, Multilingualism, Civil Rights, Monolingualism
(1999). Teaching Community Languages, MCT–Multicultural Teaching. Surveyed urban educators in England to study educational practices related to teaching community languages and training teachers in those languages for bilingual education. Responses of 17 educators show few opportunities at the primary level for children to learn their home languages in school. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, Family Characteristics
(1980). Curriculum and Teacher Training in Bilingual Education: A Vision for the 80's. While much has been done in the area of bilingual education since Title VII was passed in 1968, some changes in the direction of programs should be made. Advances have occurred in systematizing curriculum development, producing more materials, developing teacher competencies, and generating greater interest in bilingual education. However, preservice education has prepared few teachers to work with minority students and in bilingual programs. Furthermore, teacher education has not addressed the prevailing tendency, reflected even in national policy and legislation, to view bilingual education programs as remedies for the problems of non-English speakers, and to emphasize language more than culture in such programs. Redirecting bilingual education requires that: (1) programs integrate culture and history into the curriculum, thus reflecting the aims of parents who initially called for bilingual education for their children; (2) bilingual education not be identified with compensatory education, which assumes that speaking a language other than English is a limitation; (3) teacher education emphasize field training, humanistic approaches, the teacher's role as change agent, and training of paraprofessionals; (4) curriculum development consider the many factors surrounding schooling and students' lives; and (5) research focus on elements leading to quality and effectiveness in bilingual education. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Instructional Materials, Community Involvement
(1982). Communicative Competence in Bilingual Education–Theory and Research, Packet I. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets. A bilingual education teacher training packet (student's edition) on theories and research concerning bilingual education, second language acquisition, and communicative competence is presented. A theoretical framework for integrating these theories and a theoretical rationale for bilingual education are also presented. In addition to state-of-the-art reviews, the packet contains: a syllabus, a pretest, a glossary, learning objectives, a small group activities plan, learning activities, discussion items, a posttest, and a discussion of the implications of the theoretical frameworks for teacher trainers. Narrative sections are presented on the following topics: (1) demographic context of bilingual education, historical definitions of bilingual education, and communicative competence theories; (2) first and second language acquisition theoretical frameworks; (3) the myth of bilingual handicaps; (4) research findings regarding mother tongue development as a positive force; and (5) implications for syllabus design, materials development, teaching methods, and teacher training. One section of the packet entitled, "A Theoretical Rationale for Bilingual Education," by Jim Cummins, provides information on several bilingual education program evaluations, along with a framework that addresses the developmental relationships between first and second language proficiency. [More] Descriptors: Bilingual Education, Bilingual Teachers, Communicative Competence (Languages), Higher Education
(1971). Early Childhood Bilingual Education. This book, written from the viewpoint of both the immigrant and the native-born, provides practical information that is helpful to communities attempting to present their demands for better education more cogently and helps educators meet such demands with appropriate programs. The three major groups most affected by bilingual education programs are identified as the Puerto Rican, the Mexican American, and the American Indian. Contents include sections on: (1) demographic information on minorities, (2) language groups, (3) program descriptions, (4) teacher recruitment, (5) curriculum materials, (6) testing and evaluation procedures, (7) research in bilingual education, and (8) models of bilingual education. [More] Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Students, Bilingual Teachers
(1977). The Third Annual Report of the National Advisory Council on Bilingual Education. This report assesses the condition of bilingual education in the United States in an attempt to convince policy makers to expand and extend Title VII and P.L. 93- 380. The legislative history and activities and reports of on-going projects in bilingual education at the federal, state, and local levels are summarized. The National Advisory Council's key recommendations are: (1) that the Office of Bilingual Education administer the LAU Technical Assistance Centers and be upgraded to the Bureau of Bilingual Education; (2) that an independent Center for Research and Evaluation in Bilingual Education be established; (3) that higher funding priority be given for the training of all bilingual education personnel; (4) that Title VII be designated a service rather than a demonstration project and funding allocated on the basis of number of children served; (5) that bilingual education certification programs and in-service training programs in the target languages be established for elementary and secondary teachers; and (6) that funding be provided for on-going research into learning styles and curriculum development. State-by-state statistics of the facilities and programs available to LESA (limited English- speaking ability) children and of bicultural/multicultural teacher-training programs are provided in support of the recommendations. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students