This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include David P. Dolson, Kal Gezi, Raymond V. Padilla, Arnold H. Leibowitz, Albany. New York State Education Dept., Barbara Brownworth, Joshua A. Fishman, James A. Vasquez, Norma M. Goonen, and NABE News.
(1980). The Bilingual Education Act: A Legislative Analysis. This analysis explicates the federal legislation which is the foundation for many bilingual education efforts in the United States today. The first section sets forth the political background that led to the passage of the Bilingual Education Act of 1968. This background information considers the experiences of the Hispanic population in the southwest, the American Indian, and the European immigrant. The history of restriction and tolerance of non-English-speakers is set forth. The second section is an examination of the existing bilingual education legislation set forth analytically, but with some attention to the evolution from 1968 to 1974 and then 1978. Breadth of coverage, purposes, program design, the allocation process, the application process for program grants, and program administration are discussed. The concluding section addresses the questions raised by Congress and recent reports which suggest future directions and issues for bilingual education. [More] Descriptors: American Indians, Bilingual Education, Educational Planning, Federal Legislation
(1997). Bilingual Education: Teachers' Narratives. The collection of narratives by eight bilingual education teachers addresses what the teachers experience and how they make sense of bilingual teaching, including successful teaching strategies, and is intended to encourage other bilingual education teachers to find their own solutions to instructional problems. An introductory section explains how the book evolved from the author's own experience, provides some background on the context of bilingual education, and offers suggestions for use of this book. The second section begins with the eight bilingual teachers' stories and concludes with a discussion of the teachers' collective strengths and comparative challenges, connecting these to broader issues. The final section lists resources thought to be useful to the practitioner, including foundation texts on theory and practice of bilingual education, demographic information, listings of curricula, tests, and literature mentioned by the teachers, and professional network resources. Contents are indexed by subject and author. Contains 103 references. Descriptors: Bilingual Education, Bilingual Teachers, Classroom Techniques, Curriculum Design
(1981). Effective Evaluation in Bilingual Education, Educational Research Quarterly. This article delineates certain concepts aimed at improving the process of program evaluation in bilingual education. Educationally defensible and politically-free approaches to such evaluation are recommended. Descriptors: Bilingual Education, Elementary Secondary Education, Evaluation Methods, Needs Assessment
(1979). Bilingual Education: Some Perplexing Observations, Educational Evaluation and Policy Analysis. The position is taken that the effectiveness of bilingual education programs has not been adequately researched or evaluated. The lack of appropriate critical, empirical, or longitudinal studies is attributed to several factors. Descriptors: Bilingual Education, Elementary Secondary Education, Evaluation Needs, Program Effectiveness
(1979). Bilingual Education's Needed Third Dimension, Educational Leadership. Besides linguistic and cultural components, bilingual education should include the "psychoinstructional dimension," that is, the dimension that includes a child's intellectual and personality traits derived from cultural and social class uniqueness. [More] Descriptors: Bilingual Education, Bilingual Students, Cognitive Processes, Cultural Influences
(2006). The Need for Critical Media Literacy in Teacher Education Core Curricula, Educational Studies: Journal of the American Educational Studies Association. The "information era" has brought up new literacies, although most of them are still not part of the K-12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the crucial role of media as they touch every issue impacting human life in society. Critical media literacy as understood here includes three dimensions: (1) develop a critical understanding of how corporate for-profit media work, driven by their political and economic vested interests; (2) search for and support alternative, nonprofit media; and (3) characterize the role of teachers in helping students and their parents to become media-literate users and supporters of alternative media. Critical media literacy is founded on the legitimate role of media to serve the public's right to be truly informed, and thereby serve democracy. However, currently we are witnessing an unprecedented concentration of for-profit media into conglomerates, in alliance with the government and especially with the federal regulating agency–Federal Communications Commission–and other powerful institutions and corporations. Starting with this big picture, we examine and document specific cases that illustrate how these conglomerates and their allies work to keep and to expand their power, by means of filtering information, manufacturing consent, and controlling what the public watch, listen to, read, think, believe, taste, dress, look like, speak, and how they perceive themselves. The propaganda behind the banning of bilingual education in California is a clear example in the educational arena of the role of media in helping powerful people to manufacture voters' consent through fabricated stories, misleading ballot question, biased polls, etc. The second dimension of critical media literacy refers to the active involvement of every person, including school children, to support and advocate for alternative, nonprofit, public service-driven media. Given the reasons and the evidence presented, the authors consider that there is an urgency for including critical media literacy in the K-12 school curricula, and therefore in the teacher education core curriculum. [More] Descriptors: Media Literacy, Teacher Education, Elementary Secondary Education, Teacher Role
(1985). The Application of Immersion Education in the United States. The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making informed decisions about language development programs. Several questions associated with bilingual and immersion education are addressed: What is immersion education?; What is bilingual education?; Under what conditions have immersion and bilingual education programs been effective?; What is the potential of modified immersion designs to meet the educational need of minority language students?; and Under what conditions is modified immersion education a viable alternative to bilingual education? A list of references is supplied. [More] Descriptors: Bilingual Education Programs, Comparative Analysis, Foreign Countries, Immersion Programs
(1998). Current Issues in the Spanish Language Proficiency of Bilingual Education Teachers, Texas Papers in Foreign Language Education. The paper examines some critical issues regarding the Spanish language proficiency of bilingual education teachers, primarily those from the Spanish-language-origin community. Recent longitudinal studies have demonstrated a positive relationship between sustained native language instruction and student achievement. Because this finding is encouraging, it is suggested that it is time to take a closer look at the context in which bilingual education teachers develop their Spanish language proficiency. This examination reveals that given the present subtractive sociolinguistic context in the United States, the likelihood of bilingual teachers developing native-like Spanish language proficiency is low. Further, the Spanish language preparation bilingual education teachers receive at higher education institutions is not commensurate with the task of developing a high level of Spanish proficiency. Finally, the Spanish language proficiency measures used to gauge the proficiency of bilingual education teachers have some problems. It is concluded that under present circumstances, bilingual education teachers with the ability to sustained native language instruction will be the exception. Contains 36 references. [More] Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, Higher Education
(1970). Bilingual Education in Sociolinguistic Perspective, TESOL Quarterly. Identifies four types of bilingual education programs, those having transitional, monoliterate, partial, or full bilingualism as their objectives, and discusses the importance of societal information in deciding which type of program to establish. Descriptors: Bilingual Education, Bilingualism, Community Role, Cultural Differences
(1985). Advances in Bilingual Education Research. Papers on theory, technology, and public policy in bilingualism and bilingual education are collected in this volume designed to fill the need for systematic, high quality research related to bilingual populations in the United States. Part 1, "Language and Culture," contains five papers that discuss first and second language development, code-switching, language use, and personality development in multilingual/multicultural populations. Part 2, "Educational Perspectives," presents five papers relevant to practitioners. Topics are specific to teaching and learning and include language use in bilingual classrooms, parents' and educators' opinions about bilingual education, language and culture maintenance, cognitive development of minority children, and a model for teacher supervision in bilingual programs. In the third and final part, "Policy Issues," three papers provide projections on ethnolinguistic group populations, institutionalization of bilingual education, and an analysis of the political context of bilingual education. [More] Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), Cultural Pluralism
(1993). Elementary and Secondary Education Act (ESEA) Title VII Programs in New York State, 1992-93. This publication is a comprehensive listing of 1992-93 funded bilingual education projects by district, number of pupils in the program, grade level, language or type of program, grant amount awarded, and project director or contact person. The following programs are included: (1) transitional bilingual education programs, (2) special alternative instructional programs, (3) developmental bilingual education programs, (4) special populations programs, (5) academic excellence programs, (6) family English literacy programs, (7) short-term training programs, (8) fellowship programs, and (9) educational personnel training programs. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Educational Legislation, Elementary Secondary Education
(1995). NABE News, Volumes 2-18. This document includes volumes 2-18 (November 1978 through August 1995) of the newsletter of the National Association for Bilingual Education. Individual issues contain news and information about a wide range of issues in bilingual education, including: international, national, and state trends; multicultural education; legislation concerning bilingual education; public policy and policy formation; classroom teaching techniques; program design and administration; program types; parent involvement; current research; instructional and reference materials; program descriptions; teacher training and role; program philosophy; and conferences. Book reviews and professional and association news are also included. [More] Descriptors: Adult Education, Bilingual Education, Bilingual Education Programs, Book Reviews
(1983). Bilingual Education: Florida Administrator's Manual. This manual, which is distributed to participants in a training program for school-level administrators associated with the management of bilingual education programs in Florida, contains a wide range of different types of material. The topics covered include the following: (1) a brief description of bilingual education and an outline of its historical development; (2) a summary of bilingual education legislation; (3) the needs and problems of limited English proficient students; (4) information to promote multi-cultural awareness and appreciation, with special focus on Hispanic, Indochinese, Haitian, and Mexican-American cultures; (5) a literature review of competencies for principals of bilingual schools; (6) information on staff selection and development; (7) descriptions of bilingual curriculum materials; (8) myths and facts about bilingual education; and (9) materials for community relations. [More] Descriptors: Administration, Administrator Education, Administrator Role, Bilingual Education
(1979). Social Linguistics and Bilingual Education, System. Discusses implications for bilingual educators of some of the more startling culture-bound linguistic characteristics of relatively primitive (often preliterate) peoples. Includes a description of the bilingual education program among the ethnic groups of Peru. [More] Descriptors: Anthropological Linguistics, Bilingual Education, Cross Cultural Training, Cultural Differences
(2006). Professional Development of International Teaching Assistants, Teachers of English to Speakers of Other Languages, Inc. (TESOL). The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are interwoven through all the case studies. Many of the programs began through the efforts of a few dedicated individuals who have raised awareness of the seriousness of the issue and have crafted solutions that planted the seeds for a diversity of programs that include: Partnerships among units throughout a university, University-wide commitment through mentoring activities, Technology-enhanced classroom learning, self-assessment, and professional development, and, Professional standards across disciplines. The case studies in this volume are useful for pre- and in-service teacher education. Because the context of each case is described in detail, readers can easily evaluate cases in light of their own circumstances. The cases have been selected from EFL, ESL, and bilingual education settings around the world to represent the wide range of language environments in which TESOL functions. Following Acknowledgments, Series Editor's Preface and Chapter 1: Collaborative Paradigms and Future Directions in International Teaching Assistant Professional Development (Dorit Kaufman and Barbara Brownworth), this book is divided into three parts. Part I, Grounding Practices in Research and Researching Practice, presents: (2) A Research-Informed Approach to International Teaching Assistant Preparation (Gordon J. Tapper and Kathryn L. Kidder); (3) Situated Support in the First Year of Teaching (Wayne Jacobson, Margy Lawrence, and Karen Freisem); (4) Students Teaching Students: Cultural Awareness as a Two-Way Process (Marilyn Miller and Sandy Matsuda); and, (5) Classic Challenges in International Teaching Assistant Assessment (Greta Gorsuch). Part II, Beginnings, Challenges, and Growth, continues with: (6) The Evolution of an International Teaching Assistant Program (Carol Pineiro); (7) From Complaints to Communication: The Development of an International Teaching Assistant Program (Catherine Ross); (8) The International Teaching Assistant Program at the University of Utah (Diane Cotsonas); and, (9) An Intensive Workshop for International Teaching Assistant Preparation (Thomas J. Schroeder and Dennis M. Kohler). Part III, Collaborative Practices and Partnerships Across Disciplines, concludes with: (10) Orientation for International Teaching Assistants: Integrating Drama for Communication (Dean Papajohn); (11) Addressing the Cultural and Linguistic Needs of Students (Allison N. Petro); and (12) Creating Partnerships: International Teaching Assistant Links in a Campus-Wide Chain–The Carnegie Mellon Experience (Peggy Allen Heidish). [More] Descriptors: Teaching Methods, Cultural Awareness, Administrators, Professional Development