This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jean-Marc Dewaele, Horacio Ulibarri, Kathryn Manuelito, Daniel J. McGrath, Nancy H. Hornberger, Nicole Ashby, Catherine Collier, Kerry J. Gruber, Octaviana V. Trujillo, and Kathryn D. Manuelito.
(1976). Bilingual Multicultural Education. This collection was prepared with the purpose of making National Education Association members more aware of the current issues and efforts in bilingual/ multicultural education. It consists of an introduction by Carmel E. Sandoval and the following chapters: (1) "Bilingual Education in Public Law 93-380," by the U.S. Office of Education, Region VI; (2) "State Bilingual Education Programs: A New Front," by the National Conference of State Legislators; (3) "Outline for a Comprehensive Education Plan," by the Cultural Awareness Center and Trilingual Institute (CACTI) of the University of New Mexico; (4) "Background Leading to "Lau vs. Nichols," by CACTI; (5) "CACTI Advisory/Evaluative Committee Directory and Activities"; (6) "ESAA Funding of Bilingual Programming," by the National Association of Educational Broadcasters; (7) "Bilingual Programs and Grants in Institutions of Higher Education," by the Dissemination and Assessment Center for Bilingual Education (DACBE); (8) "General Assistance Centers, Type A and Type B (Lau)"; (9) "A Selective Educational Bibliography of Information and Resources Useful in Bilingual/Multicultural Education," by the Southwest Bilingual Education Resource Center; (10) "Guide to Teacher Education Programs for Bilingual/Bicultural Education in U.S. Colleges and Universities," by DACBE. [More] Descriptors: Bibliographies, Biculturalism, Bilingual Education, Bilingual Schools
(2003). Native Educators Interface with Culture and Language in Schooling. The first year of an ongoing 3-year study focused on the attitudes of Native American preservice teachers toward the inclusion of language and culture in schooling, how teacher preparation programs impact these attitudes, and components of teacher education programs that meet the needs of Native students. Data were gathered via surveys of 232 American Indian, Alaska Native, and Native Hawaiian preservice teachers enrolled in 27 teacher preparation programs in 12 states; interviews with program directors; and document analysis. Fifteen of the programs were based at tribal colleges. Preliminary results indicate that the vast majority of the sample felt that Native language and culture should be included, in some manner, in the schooling of Native students. However, only a very small percentage of respondents felt professionally prepared for this undertaking as they approached their induction year as teachers. Slightly more than half of the teacher education programs focused specifically on methodology and pedagogy to facilitate the integration of Native culture, and less than half provided training in techniques for teaching Native languages, English as a second language, or bilingual education. Data from this first phase of the project will guide participant selection for case studies to be undertaken in the second phase, which will examine factors in teaching environments that support or thwart teacher efforts to situate learning within the local context. (Contains 30 references) [More] Descriptors: Alaska Natives, American Indian Education, American Indians, Bilingual Education
(2003). Bilingualism: Beyond Basic Principles. Multilingual Matters. This collection of papers focuses on individual bilingualism and societal and educational phenomena. After "Introduction and Overview" (Jean-Marc Dewaele, Alex Housen, and Li Wei), 12 papers include: (1) "Who is Afraid of Bilingualism?" (Hugo Baetens Beardsmore); (2) "The Importance of being Bilingual" (John Edwards); (3) "Towards a More Language-Centered Approach to Pluriligualism" (Michael Clyne); (4) "Bilingual Education: Basic Principles" (Jim Cummins); (5) "Bilingual Encounters in the Classroom" (Peter Martin); (6) "Language Planning: A Grounded Approach" (Colin Baker); (7) "Accepting Bilingualism as a Language Policy: An Unfolding Southeast Asian Story" (Gary M. Jones); (8) "Markets, Hierarchies and Networks in Language Maintenance and Language Shift" (Li Wei and Lesley Milroy); (9) "The Imagined Learner of Malay" (Anthea Fraser Gupta); (10) "Code-Switching and Unbalanced Bilingualism" (Georges Ludi); (11) "Code-Switching: Evidence of Both Flexibility and Rigidity in Language" (Carol Myers-Scotton"; and (12) "Rethinking Bilingual Acquisition" (Fred Genesee). A final paper presents "Laudatio: Hugo Baetens Beardsmore-No Hyphen Please!" (Eric Lee). (Papers contain references.) Descriptors: Bilingualism, Code Switching (Language), Elementary Secondary Education, Higher Education
(2003). Building a Native Teaching Force: Important Considerations. ERIC Digest. Since 1975, the political climate has increasingly supported the inclusion of American Indian culture and language in Native education and the training of Native teachers. Native teachers enhance the teacher-student relationship for Native students, are role models for Native youth, and are aware of Native learning styles. The ongoing Native Educators Research Project, examining how language and culture are included in the education of American Indian, Alaska Native, and Hawaiian teachers, surveyed 238 students in 27 Native teacher preparation programs and interviewed program administrators. Although most programs articulated a focus on Native language and culture, course contents and requirements often did not reflect that intent. About half the respondents reported that they spoke and understood their Native language and were knowledgeable about their Native culture. About a third could write in their Native language. Nearly all respondents felt that Native language and culture should be included in the schooling of Native children, but only about a quarter felt prepared to teach their Native language, English as a second language, or bilingual education. While more than half felt prepared to teach multicultural education, only about a quarter felt prepared to teach Native culture. Seventy percent of respondents felt prepared to use cooperative/group instructional strategies, but only 40 percent felt prepared in the area of Native learning styles. [More] Descriptors: American Indian Education, Cultural Education, Educational Attitudes, Elementary Secondary Education
(2004). Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching, 1987-88 to 1999-2000. Statistical Analysis Report. NCES 2002-603. Revised, National Center for Education Statistics. Over the last 15 years, interest in student performance and teacher qualifications has intensified among educational policymakers and researchers. During this time period, research has accumulated that links student achievement to the qualifications of teachers. Two central measures of elementary and secondary teacher qualifications are teachers' postsecondary education and their certification. To understand how many students are taught by teachers lacking specified levels of training, efforts have focused on mismatches between teacher qualifications and their teaching assignments (National Commission on Teaching and America's Future 1996; Ingersoll 1999). Such mismatches are commonly referred to as out-of-field teaching. Mismatches might include, for example, teachers with a degree in English who are teaching classes in social science; or, conversely, teachers with educational backgrounds in the social sciences who are assigned to teach classes in reading. The two measures of teacher qualifications featured in this report provide different perspectives on out-of-field teaching. Teachers who do not have a major, a minor, or certification in the subject taught can, most certainly, be classified as out-of-field teachers. In the middle grades in 1999-2000, some 11 to 14 percent of the students taking social science, history, and foreign languages, and 14 to 22 percent of the students taking English, mathematics, and science were in classes led by teachers without any of these credentials. In addition, approximately 30 to 40 percent of the middle-grade students in biology/life science, physical science, or ESL/bilingual education classes had teacher lacking these credentials. The following are appended: (1) Technical Notes; (2) Detailed Data Tables; and (3) Standard Error Tables. [More] Descriptors: Teacher Qualifications, Teacher Certification, Public School Teachers, Elementary School Teachers
(1976). Instructional Design for Teacher Training in Bilingual Education. This paper constitutes an effort to design an undergraduate certification program in bilingual education. The content and orientation of eight courses forming the instructional core of a teacher training program in bilingual education are discussed. The courses are divided into three groups, the first one concerning the foundations of bilingual/bicultural education. The second group addresses the cultural, historical and socioeconomic aspects of bilingual education. Teaching methodology is focused on in the third group. The prerequisites, objectives, content, format, and requirements of each course are outlined. The interdisciplinary courses that would be required for certification are also discussed. They range from linguistic courses (including psycholinguistics, sociolinguistics, and language acquisition) to courses in sociology, anthropology, educational psychology, and foreign languages. The objectives and organizational design of the required field-based experience are described, as well as the evaluation of the training program by the students. Sample program evaluation questionnaires and forms for performance appraisal of instructional assistants are included. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Course Descriptions
(2003). So What If Education Survives! Who Cares and Who Should. Nebraska, like the rest of the nation, is experiencing a shortage of teachers in the areas of special education, English as a second language (ESL), mathematics, science, and early childhood education. In addition, a growing emphasis on the importance of teacher quality has collided with the reality of a shortage of qualified teachers. Chadron State College (CSC), in western Nebraska, is implementing several strategies for teacher recruitment and education. One project unifies course offerings in early childhood and special education at CSC and Western Nebraska Community College. Students are involved in coursework and field experiences that support natural, inclusive environments. CSC participates in a program that integrates early reading, bilingual education, and ESL programs across the state through interdisciplinary coursework and training opportunities within communities and higher education institutions. CSC has two early childhood laboratories that focus on hands-on learning; parent interaction; relationships with peers, parents, and children; and field experiences in developmentally appropriate environments with child-centered learning opportunities. CSC collaborates with area community colleges to articulate the transfer of credits and build smooth transitions for those desiring to improve their education. College faculty are implementing a system to assess the performance of graduating teachers using multiple assessment measures. (Contains 22 references) [More] Descriptors: Early Childhood Education, Faculty Mobility, Higher Education, Intercollegiate Cooperation
(2004). Case Study Analysis in the Classroom: Becoming a Reflective Teacher, SAGE Publications (CA). Stories of students in need, or of teachers who are struggling, draw readers into the process of solving classroom problems in a manner that traditional textbook formats are unable to match. Presented in an engaging and stimulating manner, this book provides beginning teachers a variety of typical classroom problems to analyze and solve. Solving the case study problems helps new teachers develop the knowledge bases they need to solve real problems in their own classrooms. More than a book of cases, it is an important starting point for students learning about case study research, especially the analysis of cases and their potential uses in the classroom. In addition, readers will also be guided through the process of reflective problem solving, developing an educational philosophy, and writing their own case studies. Author Renee Campoy has written cases that tackle challenging and controversial problems. Her approach rests on the foundation that authentic learning and growth are best achieved through ideas that challenge assumptions and preconceived notions about education. A matrix of case studies is included that groups the cases by grade level, case focus, and primary educational topic, allowing students and instructors at all levels to customize their use of the book. Case study topics include low academic achievement; learning disabilities; low motivation; misbehaving and disruptive students; reluctant readers; high-stakes assessment; inappropriate scaffolding; cultural conflict; socioeconomic issues; attention deficit/hyperactive disorder; parent conferences; and bilingual education. To support the problem solving process, each case study includes a rubric that provides feedback to the reader about the quality of their solution. The rubric is research based and written according to the King and Kitchener model of reflective judgment. This approach encourages teachers to apply their classroom experiences, knowledge of content, and understanding of learning theory during classroom problem solving. [More] Descriptors: Bilingual Education, Learning Disabilities, Parent Conferences, Student Motivation
(2004). The Achiever. Volume 3, Number 16, US Department of Education. Education Secretary Rod Paige presented awards to three education professionals credited for improving academic achievement among English language learners (ELLs) at the U.S. Department of Education's third annual conference on improving opportunities for ELL students, Oct. 7, 2004. The "Excellence in Teaching English Language Learners" award was presented to Kathy Mellor, National Teacher of the Year, Davisville Middle School, North Kingstown, R.I., with awards for "Outstanding Commitment, Dedication and Contributions to Improving Education for English Language Learners" going to Carmen P?rez-Hogan, coordinator, Office of Bilingual Education, New York State Education Department, and Adela Weinstein, consultant, Illinois Resource Center. At the awards luncheon, Secretary Paige said that these educators shone every day, no matter how difficult their work, noting that they ignited a passion for learning in their students, and in many cases, their students become vital links to the outside world for their families. More than 1,500 educators, policy-makers and parents attended the conference, which included dozens of presentations on how ELL professionals can improve the quality of education for children who enter school unable to speak English proficiently. Currently, there are more than 4 million English language learners in the U.S. public school system, of which the largest percentage is Spanish-speaking at about 80 percent. More than $680 million in federal funding is available for ELL programs this year. These topics and others like it are presented in this issue of the Department of Education's "The Achiever," a semi-monthly publication of the Department of Education for parents and community leaders. [More] Descriptors: English (Second Language), Second Language Learning, Educational Improvement, Academic Achievement
(1983). A Survey of the Effects of Politics on Bilingual Education. The history of bilingual education in the United States began with the earliest immigrants, but the recent phenomenon began in Florida and came to prominence in the national conscience in the 1974 Lau versus Nichols case concerning equal educational opportunity. The Bilingual Education Act of 1968 authorized widespread establishment of programs, and opposing views began to surface. Despite positive program results, much controversy still exists. Educators now need to improve the image of bilingual education programs but can also expect continuing reductions of support, and the problem of where financing should come from (federal or state sources) is still to be resolved. Finding bilingual/bicultural teachers is also sometimes difficult. Politicians have often confounded the distinction between language as a means of communication and as a sophisticated means of enhancing understanding between peoples of diverse cultural backgrounds, and have confused the educational and political aspects of bilingual education. Recent special funding has been provided for bilingual vocational education, but the federal government has stated that it will no longer be the principal impetus for bilingual education. However, it is the federal government's job to lead the states in providing a good education for every student in the United States and to set the standards to be met by state and local education agencies. Descriptors: Bilingual Education, Bilingual Education Programs, Educational History, Elementary Secondary Education
(1979). Lau Vs. Nichols–A Turning Point in Bilingual Education. In the wake of the 1974 decision handed down by the Supreme Court in Lau v Nichols, there has been a burgeoning of training programs, workshops, conferences, and graduate programs in bilingual bicultural education. This paper examines some of the sources of these developments and attempts to put theory and practice into historical, cultural, and educational perspective. With this aim in mind, three points are examined: (1) factors underlying the need for bilingual bicultural education; (2) historical factors leading to Lau; and (3) some judicial and legislative bases for bilingual bicultural education. It concludes that given the extent of legislative, judiciary, and executive support on the federal and state levels, it is likely that bilingual education programs will continue to grow in size and numbers. However, if the field is to grow in terms of strength, theoreticians and practitioners must analyze the real and potential pitfalls of bilingual education. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Chinese Americans
(1969). Interpretive Studies on Bilingual Education. Final Report. This project, carried out in 1968-1969, undertook as its main purposes (1) to review the research that has been conducted on bilingual education; (2) to obtain the recommendations on bilingual education from those persons who have been actively engaged in working with this problem; (3) to conduct on-site visitations to see at first hand programs of interest, programs with potential for achieving inter-group reactivity, and (4) to draw from the study implications for educational practice and administration, and research in the area of bilingual-bicultural education. The first main section of this report summarizes the purposes of the bilingual program, growth and development, language acquisition and learning, programs and methodology, projects, and tests and measurements. The second main section describes goals, the bilingual education program, the teacher and bilingual education, materials, teacher methodology, evaluation, and school and community relations. The final section deals with the same topics in terms of implications for research. An annotated bibliography on bilingualism is followed by a selected bibliography and a listing of projects and on-going programs in bilingual education. [More] Descriptors: American Indians, Annotated Bibliographies, Bibliographies, Biculturalism
(1982). BUENO-MUSEP Bilingual Special Education Annotated Bibliography. Volume 1. The document contains the first of a two-volume annotated bibliography on bilingual special education. Seven major sections cover the following categories: issues in bilingual special education (the need for bilingual special education services, the bilingual/special education interface, legal constraints and other guidelines, placement and retention, and bilingualism and other general concerns); example programs in bilingual special education assessment; parent involvement; teacher training; mainstreaming; and dissemination and bibliographies. Entries usually include author, title, source, publication date, and a brief description. Descriptors: Ancillary School Services, Annotated Bibliographies, Bilingual Education, Bilingual Education Programs
(2003). Creating Communities of Learning: Public Education in Greater Boston. This paper asserts that central to the debate over excellence and equity in education is the shifting nature of authority over public education in the schools and school districts of Greater Boston, Massachusetts, noting that the autonomy that local school districts have historically exercised is fading, if not gone. The 1993 Massachusetts Education Reform Act gave the state expanded authority over school curriculum and the responsibility to develop assessments to measure student and school performance. The federal government has also taken a more authoritative role. This paper focuses on federal, state, and local players in education policy; understanding accountability (education reform and the birth of Massachusetts Comprehensive Assessment System, or MCAS; assessing MCAS; accountability at the national level; and local accountability); the choice movement (school choice, charter schools, and funding for school choice and charter schools); equity and school funding; serving special populations (special education, English language learners, and bilingual education); excellence in the classroom; school building construction and quality; and the future of education in Greater Boston. [More] Descriptors: Bilingual Education, Charter Schools, Educational Change, Educational Policy
(2001). An Introductory Reader to the Writings of Jim Cummins. Bilingual Education and Bilingualism. This book contains 19 readings covering three decades of the work of academic Jim Cummins. Section 1, "The 1970s," includes: "A Theoretical Perspective on the Relationship between Bilingualism and Thought"; "The Influence of Bilingualism on Cognitive Growth: An Synthesis of Research Findings and Explanatory Hypotheses"; "Immersion Programs: The Irish Experience"; "Linguistic Interdependence and the Educational Development of Bilingual Children"; and "Research Findings from French Immersion Programs across Canada: A Parent's Guide." Section 2, "The 1980s," includes: "The Entry and Exit Fallacy in Bilingual Education"; "Tests, Achievement, and Bilingual Students"; "Learning Difficulties in 'Immersion' Programmes"; "Empowering Minority Students: A Framework for Intervention";"Psychological Assessment of Minority Students: Out of Context, Out of Focus, Out of Control?"; "From the Inner City to the Global Village: The Microcomputer as a Catalyst for Collaborative Learning and Cultural Interchange"; "From Multicultural to Anti-Racist Education: An Analysis of Programmes and Policies in Ontario"; and "The Role and Use of Educational Theory in Formulating Language Policy." Section 3, "The 1990s," includes: "Heritage Language Teaching in Canadian Schools"; "Empowerment through Biliteracy"; "Multicultural Education and Technology: Promise and Pitfalls"; "Babel Babble: Reframing the Discourse of Diversity"; "Cultural and Linguistic Diversity in Education: A Mainstream Issue?"; and "Alternative Paradigms in Bilingual Education Research: Does Theory Have a Place?" Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Child Development