This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Stephen K. Lee, Christine Canning, Macrina Gomez, Albuquerque Bureau of Indian Affairs (Dept. of Interior), Norbert Francis, Xiaoxia Li, Thomas H. Linton, Julio Polanco-Noboa, Inc. Development Associates, and Judith Kalman.
(2002). Language Magazine: The Journal of Communication & Education, 2002, Language Magazine: The Journal of Communication & Education. These 12 issues of the journal include articles on such topics as the following: classical languages; early literacy; ancient languages; study abroad; teacher training; dialects; computer uses in education; classroom techniques; illustrated dictionaries for English-as-a-Second-Language (ESL) students; communication through poetry; bilingual education; planned languages; translation; using linguistic experts in court; language diversity; using media examples in ESL classrooms; international education; academic English; global English; evaluation of second language learners; authentic literature; professional development for supervisors of language teachers; the Navajo Code Talkers; measurement of language proficiency; immersion programs; research on hemisphericity; language for military purposes; linguistic anthropology; bilingualism; music in language learning; the Harvard Literacy Institute; language training for Peace Corps volunteers; California language legislation; faculty diversity; multicultural classrooms; heritage languages; the Italian language; the indigenous language and dialects in Hawaii; literature in ESL classrooms; and pronunciations and verbal "pyrotechnics" practiced by U.S. Senate lawmakers. Descriptors: Ancient History, Bilingual Education, Classical Languages, Classroom Techniques
(1999). Se Habla Mathematics? Consideration of Math as a Foreign Language. Math competency and bilingual education are among the most debated topics in public education. This paper discusses the common points that these two areas share and demonstrates ways for using foreign language instructional techniques in mathematics classrooms. Information on some techniques used in language education is also provided. [More] Descriptors: Elementary Secondary Education, Mathematics Instruction, Second Language Instruction, Teaching Methods
(1975). Survey of Bilingual Education Needs of Indian Children. Research and Evaluation Report Series No. 36. The survey assessed the bilingual education needs of American Indian children enrolled in Federal Schools, contract schools, or public schools receiving Johnson-O'Malley (JOM) funds. Survey objectives were to: (1) identify total numbers of Indians with bilingual education needs by states, school districts, and Bureau of Indian Affairs (BIA) areas; and (2) gather supplemental data on the number of Indian parents with limited English-speaking ability who would be interested in pursuing a special bilingual program tailored to their needs, the number of teachers and aides needing bilingual education training, the adequacy of and funding sources for existing bilingual education programs, and bilingual program needs regarding the various activities authorized under P.L. 93-380. Questionnaires were distributed to all 494 JOM participating school districts in 23 states and to each BIA Area Office for redistribution to each Federal or contract school under the Area's jurisdiction. Archival information was obtained in some instances through telephone contacts and site visits. A total of 446 schools responded. Findings included: 46,582 Indian children were perceived to have bilingual education needs; the bilingual education needs of 15,255 Indian children were being partially or fully met through existing programs; and there were 42,454 Indian children whose bilingual education needs were not being met. [More] Descriptors: Alaska Natives, American Indians, Bilingual Education, Educational Assessment
(1973). The Politics of Bilingual Education: A Study of Four Southwest Texas Communities. Final Report. Focusing on the experience of the Southwest Texas communities of Laredo, Del Rio, Crystal City, and Sonora, the politics of bilingual education were examined. Emphasis was on school-community relations and community response to bilingual education. Using an informal approach, the study sought to sharpen an understanding of the problems likely to be encountered by school administrators as they seek to formulate and implement a bilingual education program. Extensive use was made of published sources, especially newspaper articles. The various applications, reports, and materials relating to the development and implementation of bilingual education programs were examined. Several visits were made to each school district for non-structured interviews with school board members, administrators, teachers, and community members. It was found that the greatest threat posed to bilingual education was misunderstanding and fear on the part of both the Mexican American and Anglo communities. Bilingual education, if it is to be successfully implemented, depends not only on the development of a bilingual-bicultural school curriculum, but on educating the community on what bilingual education is and what it can offer the Mexican American and Anglo children. [More] Descriptors: Anglo Americans, Bilingual Education, Community Attitudes, Educational Legislation
(2001). Annotated Bibliography of Research in the Teaching of English, Research in the Teaching of English. Presents 36 annotations of journal articles (published between January and June, 2001) dealing with assessment, bilingual/foreign language education, literacy, professional development, reading, teaching and learning of literature, teaching and learning of writing, and technology and literacy. Descriptors: Annotated Bibliographies, Educational Technology, Elementary Secondary Education, English Instruction
(1999). Maturational Constraints in Language One and Language Two: A Second Look at the Research on Critical Periods, Bilingual Research Journal. Examines the possible role of maturational constraints on first language acquisition and second language learning. Reviews research on the special circumstances of delayed first language acquisition and the effects of age on second language learning. Suggests that ability to attain native-speaker grammatical competence may diminish long before puberty. Discusses implications for bilingual education strategies. (Contains 67 references.) Descriptors: Age, Biological Influences, Developmental Stages, Language Acquisition
(1977). Final Report on "A Study of State Programs in Bilingual Education.". This study was designed to describe and analyze state programs in the field of bilingual education, including authorizing legislation, identification of goals and objectives, mandated or prohibited approaches or practices, and the specific state requirements for staff qualifications, training activities, materials and technology, student/teacher ratios, evaluation and planning. This final report highlights the major issues involved and presents and analyzes the statistics reported. These statistics, though unrefined, generally tend to define the "condition" of bilingual education at the state level during the 1975-1976 school year. This report contains an overall summary, a general discussion of the findings, and the study's conclusions and recommendations. Supporting this final report are four volumes. Volume I contains an overview of bilingual education in each of five extra-state jurisdictions. Volume II contains case studies of noteworthy bilingual education projects or programs identified for documentation and dissemination throughout the bilingual education community. Volume III provides an inventory of state legislation mandating, permitting, or prohibiting bilingual education as well as major bilingual education provisions, and Volume IV contains copies of the instruments used in collecting the data for this study. Descriptors: Bilingual Education, Bilingual Teachers, Educational Legislation, Educational Policy
(1976). New York State Conference on Bilingual Education in Colleges and Universities. This report of a New York State conference on bilingual education in colleges and universities contains opening remarks, keynote addresses, papers, and workshop summaries. Opening remarks were made by Carmen Ana Perez, Emmett Fields, and Lewis P. Welch. Keynote addresses included "Bilingual Education at Hostos Community College" by Candido de Leon and "Teacher-Training for Bilingual Education–School District and Institution of Higher Education Interaction" by Sonia Rivera. The following papers were presented: "Bilingual Certification Provisions in Texas" by Arturo Luis Gutierrez; "Training and Certification of Bilingual/Bicultural Personnel: Some Reflections" by Ernest J. Mazzone; and "The Illinois Experience" by Ned Seelye. Workshop summaries include: "Bilingual Certification" by John Borel and Gilbert Sanchez; "ESL in Bilingual Education" by Mary Hines and Richard L. Light; "The Role of Foreign Languages and Ethnic Studies in Bilingual Education" by Edna Acosta and Charles R. Hancock; "Improving Literacy Skills in Two Languages" by Edgar Rodriguez and Gloria Zuazua; "Lobbying" by Lee Wolfe; "Assessing Competencies in Bilingual Education" by Migdalia Romero de Ortiz and Lourdes Travieso; and "Research Needs in Bilingual Education" by Marietta Saravia Shore. Appendices on the conference program and resolutions are included. Descriptors: Bilingual Education, Community Colleges, Conference Reports, Educational Policy
(1983). Desegregation and Bilingual Education–Partners in Quality Education. Conference Proceedings (San Diego, California, April 2-3, 1981). This booklet presents the proceedings of a conference on the relationship between bilingual education and desegregation in California. The topics covered by the speakers at the general session were: (1) Desegregation and Bilingual Education: A National Perspective; (2) Legal Requirements Related to Desegregation and Bilingual Education; (3) Role of State Leadership in Achieving Partnership Between Desegregation and Bilingual Education; (4) Assistance Available to Local Educational Agencies; and (5) Citizens Who Can Function Effectively. These speeches were followed by six work sessions. The first gave four minority viewpoints on the problem of desegregation and bilingual education in the participants' individual communities. The second was on how to build a support system for bilingual education in an integrated school system, focusing on case study examples and emphasizing the need for status equalization between students with different ethnic and language backgrounds. The third session was on the observations of one speaker who had toured the country examining different desegregation and language assistance programs. Three examples are given of programs the speaker found effective. In the fourth session the speaker discusses what California children are entitled to and what they receive in terms of equal access to equal education. The fifth session concerns the factors that positively and negatively affect desegregation and bilingual education programs. The sixth concerns convincing parents, principals and the community of the value of an integrated education. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Compliance (Legal), Desegregation Effects
(2002). Reflecting Latino Culture in Our Classrooms: A Quick Start for Teachers. This paper describes how the University of Northern Iowa's San Antonio Regional Student Teaching Program developed a course to provide cultural information on Hispanic Americans for its predominantly white student teachers. The course was delivered over 2 semesters, with students doing most work in five 2-hour meetings on campus. During the student teaching semester, they implemented the ideas and activities that they had created during the course. The paper presents the course syllabus, which offers a background on Hispanics and five sessions that emphasize how to reach Hispanic students; Mexican and Mexican American culture (holidays, food, art, and music); literature for students and teachers/exemplary authors, books, and activities; Mexican American historical perspectives and Mexican American heroes; and bilingual education and other critical issues. The sessions include strategies, field trips, handouts, and assignments. (Contains 23 bibliographic references.) [More] Descriptors: Bilingual Education, Consciousness Raising, Cultural Awareness, Culturally Relevant Education
(1999). How Can Language Minority Parents Help Their Children Become Bilingual in Familial Context? A Case Study of a Language Minority Mother and Her Daughter, Bilingual Research Journal. Case study of second language acquisition presents a Chinese mother's observations of her daughter over a 5-month period following immigration to Hawaii. Language minority parents' positive attitudes toward both first and second languages and cultures, and supportive interactions with their children at home are important to the children's bilingual education and identity establishment in the new environment. Descriptors: Bilingualism, Case Studies, Chinese Americans, Immigrants
(1998). The Linguistic Minority Parents' Perceptions of Bilingual Education. A study examined linguistic minority parents' views on bilingual education, motivated by recurrent controversy surrounding public school provision of bilingual education for language minority students. Multiple-choice questionnaires in English and Spanish were answered by 299 Latino parents whose children were enrolled in bilingual education classes at six elementary and four middle schools in the Los Angeles (California) area. Responding parents had been in the United States an average of 13 years. About 73 percent of the children were foreign-born. The questionnaire asked about parents' understanding of the goals, objectives, and design of bilingual education programs and their views on appropriate Spanish and English language use in the bilingual classroom, desired language skills for their children, and preferences concerning bilingual and regular education. Results indicate that the majority (83 percent) supported bilingual education, and about three-quarters felt use of two languages facilitated development of English skills. Two-thirds reported that if given the option of enrolling their children in mainstream classes, they would prefer this placement. The questionnaires are appended. (Contains 10 references.) [More] Descriptors: Access to Education, Bilingual Education, Educational Attitudes, Educational Objectives
(1999). Native Tongues: The Languages That Once Mapped the American Landscape Have Almost Vanished, Winds of Change. Languages reflect and reinforce cultural values, giving insights into their speakers' world view and relationships to the natural environment. Indigenous languages help us to respect local knowledge and extend our sense of community to the larger world. However, despite bilingual education in schools, all Native American languages are endangered; only people and communities can keep them alive. Descriptors: Alaska Natives, American Indian Culture, American Indian Languages, American Indians
(1981). Assessing the Relationship Between Mexican-American Power Structure and Federal Funding of Bilingual Education in Texas. The relationship between Mexican American power and federal funding being tapped for bilingual education by Texas school districts was examined through data from the 1970 Census and the Texas Education Agency's Division of Bilingual Education and information from two key Mexican American advocacy organizations. Although state legislatures, courts, and various educational agencies and community groups had increasingly supported bilingual education since passage of the Bilingual Education Act of 1968, support had varied and no national policy existed regarding distribution of funds. Many Texas school districts receiving the most federal funding for bilingual education were identified as being centers of Mexican American power, often equated with participation in the League of United Latin American Citizens (LULAC) and/or as areas where reapportionment litigation had occurred. Three counties with 1,200 or more persons of Spanish language or surname under 18 years of age had no bilingual education programs. Apparently bilingual education was not being provided in these three counties because no local pressure was exerted on the educational institutions to provide it. An appendix contains correspondence with cooperating agencies and organizations and Hispanic Texas Congressmen, along with Texas maps showing where litigation has occurred, LULAC power is strongest, and funding is greatest. Descriptors: Bilingual Education, Community Characteristics, Comparative Analysis, Court Litigation
(1972). Rationale for Bilingual Education in South Texas. The potential advantages of bilingual educational programs for Spanish-speaking students in South Texas are discussed in this paper, which gives data on the academic achievement among Spanish-surnamed children in Texas. The paper covers both the traditional solutions to the academic difficulties of these students and bilingual education as an alternative approach. Also, the rationale for bilingual education is given with regard to its effect on educational retardation and the child's attitudes, the home, and the economic benefits. The national and state policies on bilingual education and preliminary data on the Region One Bilingual Project are included. [More] Descriptors: Academic Achievement, Bilingual Education, Educational Retardation, Legislation