This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Amanda Datnow, Laura T. Overman, Sam Stringfield, Macrina Gomez, Marisa Castellano, Donald M. Taylor, Michael Kelly, Robert F. Arnove, Aurolyn Luykx, and Diana Jones.
(1993). Contested Ideological, Linguistic, and Pedagogical Values in Nicaragua: The Case of the Atlantic Coast, Bilingual Research Journal. Reviews recent political changes in Nicaragua. Describes history and characteristics of the Atlantic Coast region and its indigenous peoples. Focuses on linguistic and educational policies initiated by successive national governments to integrate the region into national society. Examines issues related to the latest bilingual education model, and availability of resources needed to implement bilingual intercultural education programs. Descriptors: Bilingual Education, Culture Conflict, Educational Change, Educational Policy
(2003). Assessing English Language Learners in the Great City Schools. This document attempts to clarify the issues surrounding the assessment of English language learners (ELLs) for school board members, administrators, teachers, parents, and community members in school districts that are members of the Council of the Great City Schools. These school districts enroll more than 30% of all ELLs in the United States. The report is the result of meetings of the bilingual education directors of the Council and the organization's Task Force on Bilingual Immigrant and Refugee Education. The document serves as a reference to the provisions of the federal No Child Left Behind Act that pertain to the assessment of ELLs. It provides profiles of available English language proficiency assessments, and provides information on native language assessment and accommodations available for ELLs taking the academic achievement tests in English. The report also summarizes current concerns about the validity and reliability of current ELL assessments. Recommendations are made for test developers, teachers, researchers, policymakers, state education agencies, and local education agencies. An appendix describes the Council of the Great City Schools. (Contains 3 tables and 10 references.) Descriptors: Alternative Assessment, Bilingual Education, Educational Assessment, Elementary Secondary Education
(2003). PALM: Pacific Area Language Materials. [CD-ROM]. This CD-ROM provides a resource for anyone interested in the diverse languages of the Pacific. It contains a digital archive of approximately 700 booklets in 11 Pacific languages. The original booklets were produced several years ago by the PALM project in order to record Pacific regional languages and to serve as teaching tools. This digital PALM archive makes the original booklets available once again. The text and pictures appear on the screen as the pages appear in the original booklets, and they can be printed for use in the classroom. Included with the archive is "Putting the Mother Tongue Back into the Classroom: ESL and Bilingual Education in Micronesia" (Robert E. Gibson, PALM Project Coordinator for the original booklets). The CD-ROM includes a README file with information about installation, startup, navigation, searching, and printing; links to the PALM booklets in 11 Pacific Island languages; information about PREL; a search features for searching by specific words; and a list of credits. This CD-ROM may be used on IBM PC or Macintosh computers. Descriptors: Bilingual Education, Bilingual Students, CD ROMs, Computer Uses in Education
(2003). Language as Cultural Practice: Engaging Minority Language Use within Intercultural Education. In recent years, several Andean nations have implemented reforms addressing the educational and social marginalization of Indigenous populations. Bilingual-intercultural education plays a prominent role in these reforms, and national bureaucracies have arisen around the goals of linguistic standardization and development of Indigenous language curriculum materials. Language policies have focused mainly on adapting Indigenous languages to forms and functions associated with non-Indigenous institutions, like the school. There is scant attention to Indigenous language styles and genres, or to what these reveal about cultural diversity. Language policies based on a conception of language as code, rather than as cultural practice, leave intact most social and cultural mechanisms by which minority-language speakers are denied access to social resources. The political emphasis on symbolic gestures that leave traditional linguistic hierarchies untouched, and on the use of Indigenous languages to uncritically acculturate students into non-Indigenous regimes of knowledge, fail to address most of the real barriers to Indigenous people's political empowerment. If bilingual-intercultural education is to become a reality in the Andes, educators must work the hyphen between "bilingual" and "intercultural" in a much more serious way, examining how cultural domination operates in the realm of language and devising, together with Indigenous actors, policies that address that domination, in the school and elsewhere. [More] Descriptors: American Indian Education, American Indian Languages, Biculturalism, Bilingual Education
(2003). Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study, Educational Evaluation and Policy Analysis. This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators' beliefs about student ability, race, and language served as constraints to reform. Students from CSR schools had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP students and their English-speaking peers from CSR schools outperformed their comparison school counterparts. [More] Descriptors: Language Minorities, School Restructuring, Multicultural Education, Multilingualism
(1987). Some Research-Based Issues and Recommendations Expressed at the Seminario Internacional Sobre la Educacion Bilingue. The first Seminario Internacional Sobre la Educacion Bilingue (International Seminar on Bilingual Education), under the aegis of the National Association for Bilingual Education and the Mexican secretary for public education, brought together professionals from Canada, the United States, and Mexico in Oaxtepec, Mexico in November 1986 to share ideas, interests, and points of view on bilingual education. This report on the meeting summarizes the historical developments in bilingual education in the countries represented, research issues of current concern, and characteristics of current practices from participants' viewpoints. Issues addressed in work sessions included: the concern of some Native American tribes that their languages not be put in written form; insufficient use of the native language by teachers, and students' short exposure to bilingual education; the need for a theory of bilingual learning based on schemata; needs of both handicapped and gifted bilingual children; and native language loss among Mexican Indians. Great differences in the social, linguistic, and political contexts for bilingual education were revealed, but most notable were the contrasting philosophical perspectives of the governments and the pedagogical responses of their institutions. [More] Descriptors: American Indians, Bilingual Education, Comparative Analysis, Conferences
(1996). The Global, the National, and the Local: Forces in the Development of Education for Indigenous Peoples–the Case of Peru, Compare. Discusses the contributions and failures of four educational programs for indigenous peoples in Peru: (1) Summer Institute of Linguistics; (2) Puno Bilingual Education Programme; (3) Upper Napo Bilingual Intercultural Education Project; and (4) a teacher training institute operated by Peruvian natives. While well-meaning, these programs suffer from lack of funding and lack of consistency. Descriptors: Adult Education, Comparative Education, Cultural Interrelationships, Educational Benefits
(2003). Basing Educational Anthropology on the Education of Anthropologists: Can Bilingualism and Biculturalism Promote the Fundamental Goals of Anthropology Better than Multiculturalism?, Anthropology & Education Quarterly. Utilizes ethnographic research, the history of anthropology, and literature on multiculturalism, biculturalism, and bilingualism to assert that neither multiculturalism nor multicultural education can mitigate the assimilationist and racializing costs. Eurocentrism poses for immigrants and minoritized groups. Proposes a policy of bilingual and bicultural education for all students, asserting that the education of anthropologists can be a model for an educational anthropology that effectively addresses foundational disciplinary goals. [More] Descriptors: Acculturation, Biculturalism, Bilingualism, Educational Anthropology
(2003). Kemow Eta' manik ("Weaving Our Learning"): A Methodological Proposal To Increase Quality of Education in Rural Areas of El Quiche, Guatemala. Since 1999, Access to Intercultural Bilingual Education (AIBE) has endeavored to improve the quality of education in the rural department of El Quiche, Guatemala, where most people speak a Mayan language as their first language. AIBE focuses on education at the preschool and primary levels, with emphases on parent participation, bilingual methods, and Mayan cultural content. This paper describes seven educational strategies that have proven effective in the project. It has become evident, through project experience, that the best results are achieved when these strategies are used together to modify the educational environment in the classroom. The strategies are: (1) educating children within the framework of Mayan culture, worldview, and history, including nonformal activities with family and community; (2) involving parents in their children's education in the classroom, at home, as participants in school management, and via political advocacy; (3) using the child's first language, explicit teaching of that language, and related teacher training; (4) teacher training in participatory education techniques, which facilitate development of critical consciousness; (5) producing and using culturally and socially appropriate materials; (6) systematically teaching Spanish as a second language; and (7) teaching and using Mayan mathematics. [More] Descriptors: American Indian Education, Bilingual Education, Culturally Relevant Education, Educational Change
(2002). Annotated Bibliography of Research in the Teaching of English, Research in the Teaching of English. Presents a selected bibliography of 50 recent research articles (published between January and June 2002) in the teaching of English. Includes works on topics such as: assessment; bilingual/foreign language education; discourse processes; literacy; professional development; reading; teaching and learning of literature; teaching and learning of writing; and technology and literacy. Descriptors: Annotated Bibliographies, Bilingual Education, Computer Uses in Education, Discourse Analysis
(2003). Early Heritage-Language Education and the Abrupt Shift to a Dominant-Language Classroom: Impact on the Personal and Collective Esteem of Inuit Children in Arctic Quebec, International Journal of Bilingual Education and Bilingualism. This research explored the impact of the abrupt shift from heritage-language to dominant-language education on Inuit children's personal and collective self-esteem. Specifically, the following question was addressed: will early heritage-language education serve as an inoculation against the potential negative impact of being submerged in a dominant second-language environment, or will it just delay the negative impact of this submersion? Results show that the shift from heritage-language to dominant second-language instruction in Grade 3 was associated with a significant decrease in personal self-esteem. As for collective self-esteem, results show no effects of the abrupt shift into a dominant-language classroom. However, a clear pro-White bias for all Inuit children at both the fall and the spring of Grade 3 emerged. The results suggest that a more gradual introduction to the dominant language may be needed in order to protect minority-language children's personal sense of self-worth. In addition, the data suggest that early heritage-language education did not prevent the development of negative collective self-views for Inuit children in the community and cannot fully protect children from the negative impact of late submersion in dominant second-language instruction. The implications for bilingual education programmes are discussed. [More] Descriptors: Language Dominance, Bilingual Education, Eskimos, Foreign Countries
(2003). Constructing Multicultural Education in a Diverse Society. This book promotes multicultural education, focusing on the diverse ethnic groups that make up Russian society and drawing comparisons with the U.S. educational system to assert that a well-built multicultural classroom is key to reducing racial, ethnic, religious, class, and gender prejudices. It also examines issues of diversity in a rural setting, folk pedagogy, and ethnopedagogy that have previously remained unexplored. Six chapters include: (1) "Diversity and Change" (e.g., racial, ethnic, and linguistic diversity and diversity on the societal level); (2) "Culture and Cultural Differences" (culture as a multidimensional phenomenon and a glimpse of ethnic cultures); (3) "The Nature of Multicultural Education" (e.g., history and underlying principles and diversity of school environments); (4) "Bilingual Education with a Multicultural Perspective" (e.g., bilingualism as a sociolinguistic phenomenon and Russian language policy for students from non-Russian ethnic backgrounds); (5) "Making the Curriculum Multicultural" (e.g., multicultural concerns in social studies education and pluralistic approaches in health and music education); and (6) "Multicultural Competency of the Teacher" (attitude, knowledge base, and pedagogical skills). (Contains approximately 275 references and an index.) Descriptors: Bilingual Education, Cultural Differences, Cultural Pluralism, Curriculum Development
(1991). Gifted Education for Bilingual and Limited English Proficient Students, Gifted Child Quarterly. This article discusses the theoretical basis of and rationale for bilingual gifted education; highlights the points at which the intellectual bases of gifted education and bilingual education intersect; outlines programing practices such as encouraging students to "think in English"; and suggests future directions in the field. Descriptors: Bilingual Education, Bilingual Students, Educational Theories, Elementary Secondary Education
(2003). English Language Learners in the Great City Schools: Survey Results on Students, Languages and Programs. The Council of the Great City Schools conducted a survey to study the numbers and characteristics of English language learners (ELLs) in member school districts. Bilingual education directors in the organization's 58 cities were asked to use data for the 2001-2002 school year to provide information about ELLs in their districts. Responses were received from 36 member districts (62%). Survey findings show that U.S. urban schools enrolled approximately 1,211,000 English language learners, about 31% of all ELLs in the country. Ten districts had ELL enrollments over 25,000, and six districts had ELL enrollments over 50,000. Spanish was the native language of 86.3% of the ELLs in these districts, followed by Hmong at 2.9%. Thirty-five school districts had net increases in the number of ELLs between 1998-1999 and 2000-2001, and 10 districts had net decreases. Nationwide, the percentage of ELLs is increasing. The most frequently offered program for these students in responding districts was Sheltered English as a Second Language (ESL), and pullout or self-contained ESL was the second most common option. Sixty-eight percent of districts offered dual language programs; most of these were offered only for Spanish-speaking students. ELLs are being assessed in the responding school districts, and 34 districts specified the instruments they are using. The most common accommodations include additional time to complete the examinations and the use of bilingual dictionaries or glossaries. Descriptors: Bilingual Education, Educational Assessment, English (Second Language), Enrollment
(2003). The European Language Teacher: Recent Trends and Future Developments in Teacher Education. This book describes the European language teacher of tomorrow. Based on a European Union-commissioned study of 32 countries, it sets out the current provision of language teacher training, focusing on inservice and preservice training. Fifteen case studies of innovation and good practice are included. Four chapters look at: (1) "Contexts for Addressing Language Teacher Training" (policy, theoretical, language teaching and learning, and social and professional contexts); (2) "Current Provision in Language Teacher Training" (languages taught and preservice and inservice training); (3) "Case Studies of Good Practice" (e.g., bilingual education, primary intercultural teacher training, online consultancy, action research, primary languages initiative, Teaching and Learning Languages Enhanced by New Technologies, teaching practice portfolios, and reflexivity in training); and (4) "Furthering Good Practice" (analysis of training needs, recommendations for action, professional profile of the European language teacher, and portrait of the European Language Teacher). Study methodology is appended. (Contains 38 references.) Descriptors: Action Research, Bilingual Education, Computer Uses in Education, Educational Policy