This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Carla Paciotto, James E. Alatis, George Bernstein, Theresa Urrabazo, Ai-Hui Tan, Joshua A. Fishman, Wayne Murray, Ricardo L. Garcia, Hua Yang, and Jean Johnson.
(1976). Bilingual Education: An International Sociological Perspective. This book emphasizes the value of bilingual education as an enrichment for all groups, not merely for heterogeneous populations or poor or dislocated populations. The book is aimed at teachers, administrators and concerned laymen. Part I of this book surveys the sociology of bilingual education. Language and culture in the global community and in the U.S. are discussed, and the values of linguistic and cultural diversity are asserted. Bilingual education is divided into four broad categories, and each type, with its programs and goals, is explained. The usefulness of a sociolinguistic perspective on second language teaching is demonstrated. Part II concerns international findings relating to bilingual education. The future is envisioned with more linguistic diversity and a greater number of languages being taught than now. Bilingual secondary education in 110 countries is reviewed. Social and economic characteristics of many nations are charted, and international perspectives on bilingual education are reviewed. The appendices in Part III furnish sketches of bilingual schools, an annotated bibliography of bilingual education, a history of bilingualism and a consolidated bibliography. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism
(1983). A Study of Mainstreamed Limited English Proficient Handicapped Students in Bilingual Education. The study examined mainstreaming efforts for limited English proficient (LEP) handicapped students in a sample of 21 Local Education Agencies (LEAs). Directors and teachers from both the bilingual education and special education departments were interviewed, programs were visited and documents examined. The focus was on three main areas: identification, assessment, and placement of mainstreamed LEP handicapped students; instruction of mainstreamed LEP handicapped students in bilingual education classrooms; and inservice training for staff involved in servicing these students. Among findings were the following: bilingual special education programs were rare for non-Hispanic LEP handicapped students; there was a shortage of bilingual support personnel; most LEAs referred students for special education assessments only after attempting to modify their regular bilingual education program; there was a serious shortage in bilingual assessment personnel; more than half of the LEAs used bilingual teams to make placement decisions; all LEAs reported meeting the required monitoring of individualized education programs; bilingual education teachers tended to use the regular bilingual education curriculum with both handicapped and non-handicapped LEP children; and there was insufficient coordination between bilingual and special education departments in planning and providing inservice training. Recommendations were offered regarding personnel development, inservice training, testing and screening, and the interface between bilingual education and special education. [More] Descriptors: Bilingual Special Education, Bilingual Teachers, Disabilities, Elementary Secondary Education
(1982). Bilingual Education Amendments of 1981. Hearings before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources. United States Senate, Ninety-Seventh Congress, Second Session (April 23 and 26, 1982). The proceedings of the hearings on the proposed bilingual education amendments of 1981, held in 1982 before the Senate Subcommittee on Education, Arts and Humanities, are presented. Statements and testimony from 33 witnesses regarding the role of the federal government in promoting bilingual education are included. The witnesses include representatives of national educational organizations, local school districts, state boards of education, citizens' advocacy organizations, and educators. Additional information is provided in the form of articles, publications, letters, and responses to questions on such topics as characteristics of a successful Indian bilingual program, implications of Canadian research findings, and the results of transitional bilingual education approaches. [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Federal Legislation
(2008). Out before the Game Begins: Hispanic Leaders Talk about What's Needed to Bring More Hispanic Youngsters into Science, Technology and Math Professions, Public Agenda. Hispanics are one of the largest and fastest-growing minority groups in the United States. Projections indicate a need for an increase of 20% of practicing engineers by 2010. Despite the growing number of STEM (Science, Technology, Engineering and Math) careers in the American economy, education statistics suggest that too few Hispanic students are being encouraged and equipped to take advantage of opportunities in technical disciplines. American business and industry and the nation's Hispanic communities would both benefit from addressing this mismatch. In summer 2007, the IBM International Foundation asked Public Agenda to interview Hispanic and Latino leaders in a variety of fields, asking for their views on what will be needed to bring more Hispanic students into the technical and scientific disciplines. This report is based on 19 30-minute telephone interviews conducted in the summer and fall of 2007. Public Agenda spoke with Hispanic scientists and inventors, officers at technology corporations, leaders from prominent non-profit and corporate entities, as well as government and educational institutions. Each interviewee had a strong interest in Hispanic and Latino affairs and was able to speak on the challenges of improving math and science education for Hispanic students. Primary observations included: (1) Socio-economic conditions of many Hispanics. Most saw poverty and poor schools as a primary, first-order-of-business barrier; (2) Schools in poorer urban areas with a high concentration of Hispanics tend to have a lower quality of education, poor bilingual education programs, high dropout rates and inadequate curricula; (3) Potential jeopardies to learning such as illegal immigration that may undercut a child's ability to learn, even when they do have access to better schools with better teachers and courses; (4) Barriers caused by need to master academics in a non-native language, and an associated high drop-out rate; (5) Specific failures in the way math and science are taught, on top of the over-arching educational failures; (6) Need for more Hispanic role models in the STEM fields; (7) Traditional gender roles continue to discourage young Hispanic women from pursuing careers of their own, particularly in STEM fields; (8) Limited parental educational attainment and traditional conceptions of the school's role in childhood development can have a variety of effects on the success of education; (9) Obstacles to college caused by poor preparation and/or lack of financial resources; and (10) Need for strong mentorship, faculty support and study groups to mitigate pressures on first-generation college students. All of the scientists and business people, government officials, community organizers and advocates voiced enthusiasm for the goal of bringing many more Hispanic and Latino youngsters into the scientific and technical disciplines. But many also pointed to a long road ahead. A list of interviewees is included. (Contains 6 footnotes. [More] Descriptors: Careers, First Generation College Students, Role Models, Dropout Rate
(2001). Language in Our Time: Bilingual Education and Official English, Ebonics and Standardized English, Immigration, and the Unz Initiative. Georgetown University Round Table on Languages and Linguistics (Washington, DC, May 6-8, 1999). This collection of papers includes the following: "Introduction to the Volume" (James E. Alatis); "Adults Learning To Read in a Second Script: What We've Learned" (David L. Red); "Trends in Peace Corps Volunteer Language Proficiency" (Margaret E. Malone); "Evidence for the Greater Ease of Use of the ILR Language Skill Level Descriptions for Speaking" (Pardee Lowe, Jr.); "Bringing Learning Strategies to the Student: The FSI Language Learning Consultation Service" (Madeline Ehrman); "Can You Beat Guessing in Multiple-Choice Testing?" (Beth A. Mackey); "Lessons Learned from Fifty Years of Theory and Practice in Government Language Teaching" (Frederick H. Jackson, Marsha A. Kaplan); "Analysis of Texts and Critique of Judgment" (James R. Child); "Paved with Good Intentions: Words of Advice for the Rocky Road of Bureaucratic Language" (Roger W. Shuy); "Bilingual Education: Arguments for and (Bogus) Arguments Against" (Stephen D. Krashen); "Educating English and Language Learners in U.S. Schools: Agenda for a New Millennium" (Rosalie Pedalino Porter); "The Official English Movement and Bilingual Education Reform" (Eric J. Stone); "Literacy Development in High School English Language Learners" (Anna Uhl Chamot); "Languages in Israel: Policy, Practice, and Ideology" (Bernard Spolsky); "Language and Policy Issues in the Education of Immigrant Students" (Donna Christian); "The Pragmatic Implications of 'Boilerplate' in News Coverage of California Ballot Initiative Controversies" (Colleen Cotter); "Involuntary Language Loss among Immigrants: Asian-American Linguistic Autobiographies" (Leanne Hinton); "Ebonics and Standard English in the Classroom: Some Issues" (Salikoko S. Mufwene); "Ebonics Need Not Be English" (Ralph W. Fasold); "Whose 'Standard'? What the Ebonics Debate Tells Us about Language, Power, and Pedagogy" (Denise E. Murray); "From Definition to Policy: The Ideological Struggle of African-American English" (Walt Wolfram); "South Asian Bilingualism: Hindi and Bhojpuri" (Shaligram Shukla); "Gods, Demi-Gods, Heroes, Anti-Heroes, Fallen Angels, and Fallen Arches" (John A. Rassias); "A Global Perspective on Bilingualism and Bilingual Education" (G. Richard Tucker); "Bilingual Education with English as an Official Language: Sociocultural Implications" (Anne Pakir); "Bilingualism, Language Policy, and the European Union" (Reinhold Freudenstein);"Bilingual Education and the Dialects of National Integration" (Wendy D. Bokhorst-Heng); "The Sweet Breath of Words: Language as Nuance in Diaspora Creativity" (Edwin Thumboo); "What in the World Is the World of Language?" (Roger Bowers); "World or International or Global English–and What Is It Anyway?" (Tom McArthur); "Multilingualism and Intellectual Property: Visual Holophrastic Discourse and the Commodity/Sign" (Ronald Scollen); and "The Removal of Arturo: An Immigration Case Nightmare" (Roger W. Shuy). (Papers contain references.) Descriptors: Academic Standards, Acculturation, Adult Learning, Asian Americans
(2001). Thinking Out of the Box: One University's Experience with Foreign-Trained Teachers, Education Policy Analysis Archives. Analyzes the experiences of one Texas university with the integration of legally residing foreign-trained Mexican teachers in their bilingual teacher education program. The preliminary analysis reveals that a university can assist in the integration of foreign-trained teachers, but that thinking "out of the box" to alleviate the teacher shortage requires a dedicated effort. Descriptors: Alternative Teacher Certification, Bilingual Education, Bilingual Teachers, Higher Education
(1984). Litigation Strategies for Educational Equity: Bilingual Education and Research. The effects of bilingual education and programs for students who are not native speakers of English have not been researched thoroughly enough to provide sufficient, accurate, and meaningful evidence that will support litigation. Accordingly, this paper provides a historical review of the role of litigation in obtaining educational equity for language minority students, and explores the issues and concerns that should be subjects of research in the future if educational equity for these students is to be adequately protected or enhanced in the courts. Also discussed is the socio-political context in which bilingual education litigation has evolved. Past bilingual education research is analyzed and criticized. [More] Descriptors: Bilingual Education, Civil Rights, Court Litigation, Educational Legislation
(1976). Learning in Two Languages. This booklet is a guide to the various aspects of bilingual education. It consists of the following chapters: (1) "Sink or Swim Educational Approach" (which discusses the practice of ignoring the linguistic problems of non-English-speaking children in American schools), (2) "Bilingual Instruction" (the two methods of teaching English to linguistic minority students, the native language approach and the pull-out ESL (English as a Second Language) method, are considered), (3) "The Effects of Bilingualism," (4) "Bicultural Instruction," (5) "Highlights of Bilingual Education in the United States," (6) "Social Implications of Bilingual Education," (7) "Goals and Objectives for Bilingual-Bicultural Programs," (8) "Design of Bilingual-Bicultural Education Programs," (9)"Bilingual-Bicultural Education and the Future," and (10) "Sources of Information on Bilingual-Bicultural Education." [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Objectives
(1984). Training Manual for Urban School Districts: A Model for Training Teachers To Use Bilingual Instructional Materials. The training manual is designed to accompany "The Story of California," a set of bilingual instructional materials for limited-English-proficient, native Spanish-speaking students in urban middle schools intended to ease their transition into comfortable use of English while maintaining Spanish language skills. The manual is to be used in training classroom teachers how to use the materials effectively with this population. The first section offers background information on language, immigration, and ethnicity in California, with a focus on acculturation movements and recent immigration and enrollment patterns. The second section looks more closely at the effects of bilingual education, including theory and research on why bilingual education works, affective education in the classroom, different bilingual instructional approaches, organization of classroom programs, and common myths about bilingual education. Section 3 outlines the development of federal and California state regulation of bilingual education since the 1960s, and the final section presents plans for a series of 5 teacher training workshops, the topics of which include cultural pluralism and bilingual education, the theory behind bilingual education, classroom strategies, legal bases for bilingual education, and how to teach with "The Story of California." A 38-item annotated bibliography is appended. [More] Descriptors: Acculturation, Affective Objectives, Behavioral Objectives, Bilingual Instructional Materials
(2001). How Did Multiple Years (7+) in a BE/ESL Program Affect the English Acquisition and Academic Achievement of Secondary LEP Students? Results from a Large Urban School District. The rapid increase in the number of Limited English Proficient (LEP) students is especially significant in the nation's large urban school districts. The numbers of LEP students in special, bilingual education programs has exploded due to the constant stream of immigrants into the United States and the inability of so many children, even those who have already been in such bilingual education programs, unable to meet program exit criteria. The fact that a large number of continuing LEP students fail to exit ESL programs even after 7 years is a serious issue facing many urban school systems with limited resources. This paper explores what it means for all the students who remain permanently in LEP programs or continue to be labeled as such. What happens academically to these students, and what kind of futures they have is rarely addressed or seriously discussed in the field. It is concluded that while there are certainly other relevant factors affecting these long-term LEP students, there is evidence that continuing BE/ESL programs does not improve academic performance and that such learners usually lack higher order thinking skills necessary to perform well on norm and criterion-referenced assessments. Other conclusions are drawn and policy implications discussed. [More] Descriptors: Academic Failure, Bilingual Education Programs, Educationally Disadvantaged, Elementary Secondary Education
(1977). American Indian Bilingual Education, Linguistics. Current trends in American Indian bilingual education are discussed. An overview of American Indian bilingual programs is presented. The model utilized shows the range of variation in situation, programs and goals. Descriptors: American Indian Languages, American Indians, Biculturalism, Bilingual Education
(2001). Between Worlds: Access to Second Language Acquisition. Second Edition. This book purports to expand the learning potential of students by considering how the world inside the school interacts with outside social contexts. As the schooling of English language learners becomes ever more complex and political, this book has been updated in a second edition to address new trends and issues related to the teaching of multilingual students. The book features the following: a clear, accessible review of second language acquisition theories and research in the fields of second language acquisition, bilingual education, and second language teaching methodology; new insight into the social and cultural factors that affect second language acquisition and related current research theory; discussion of the role of grammar in second language acquisition; the content teachers need for certification to teach second language learners; practical classroom examples, strategies, thematic units, student work, and language stories; ideas for promoting cultural sensitivity; logical organization that could easily serve as a basis for a course syllabus; and practical suggestions and useful resources for working with parents of language minority students. This book is intended for classroom teachers of all levels who are working with a few or many second language students. It is also written for second language educators, including those working with pre-service or in-service teachers as well as college instructors of undergraduate and graduate courses in second language, cross cultural communication, and bilingual education. A subject index and an appendix of Web sites for English-as-a-Second-Language teachers are included. (Contains 164 references.) Descriptors: Bilingual Education Programs, Charts, Class Activities, Classroom Techniques
(1975). Ethnic Relations and Bilingual Education: Accounting for Contradictory Data. Working Papers on Bilingualism, No. 6. This paper examines the contradictory data of research studies on bilingual education from the viewpoint that such data will make sense only if we consider bilingual education as the result of societal factors rather than as the cause of certain behaviors in children. Schermerhorn's theoretical framework for research on ethnic relations (with the independent variables of sequences of interaction, degree of enclosure, and degree of control) is utilized in an attempt to account for the various results of bilingual education programs. Wallace's scheme of revitalization movements is also briefly touched upon. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Cultural Interrelationships
(2004). Language Policy, Indigenous Languages and the Village School: A Study of Bilingual Education for the Tarahumara of Northern Mexico, International Journal of Bilingual Education & Bilingualism. In 1991, the Bilingual Bicultural Education Program (BBEP) was launched in Chihuahua, Mexico, as a way of responding to the educational needs of the indigenous Tarahumara populations and the growing threat to their language and culture. Using a conceptual framework based on the literatures of curriculum inquiry, language shift and maintenance, and literacy studies, this 10-month ethnographic case study examines the sociocultural contexts of the implementation of the BBEP in a federal school serving Tarahumara and the role of the school and the BBEP in indigenous language maintenance. Specifically, the paper reports and discusses findings on how state-developed BBEP goals relate to the teachers' and parents' expectations of school and literacy and biliteracy. As the findings show, the school is the place of children's first intense contact with mestizo culture and language and the agency where children are expected by parents and teachers to acquire Spanish oral and literacy skills. [More] Descriptors: Foreign Countries, Language Maintenance, Educational Needs, Multicultural Education
(1979). Bilingual Education in American Schools: A Guide to Information Sources. Education Information Guide Series, Volume 3. Most entries in this bibliography on bilingual education are annotated. Entries are arranged by subject as follows: (1) bibliographies and general references; (2) general and miscellaneous; (3) historical and sociocultural perspectives; (4) curriculum, programs, guidance, and counseling; (5) English as a second language; (6) teacher education, staff training, and administration; (7) legislation (federal and state roles); (8) linguistics, language, and multilingualism; and (9) tests, measurement, and evaluation. Appendices list the national network of centers for bilingual education and describe the National Clearinghouse for Bilingual Education. Author, title, and subject indexes are provided. Descriptors: Annotated Bibliographies, Applied Linguistics, Bilingual Education, Curriculum Development