This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Christina Bratt Paulston, Roy Ceferino Fernandez, IDRA Newsletter, Ramona Maile Cutri, Scott Ferrin, Frank Gonzales, Carlos J. Ovando, Peter McLaren, Carrol E. Moran, and Jim Shultz.
(1998). Bilingual Education: Politics First, Children Second, Thrust for Educational Leadership. Passage of Proposition 227 (ending bilingual education in California public schools) in June 1998 holds many lessons, including the need to address criticisms early. In electoral battles, administrators should lead with parents, not educators, academics, or advocates. Proposition 227's fate was sealed a year earlier, when bilingual advocates blocked legislative reform efforts. Descriptors: Bilingual Education, Civil Liberties, Educational Change, Elementary Secondary Education
(1973). Materiales en Marcha para el Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), March/April 1973. This newsletter is designed to promote the needs and aims of bilingual-bicultural education. This issue contains articles on: (1) Multi-ethnic Cooperation in Bilingual Education, (2) A Primary-Level Poetry Volume, (3) "Mi Escuela" for Your School, (4) An "Enciclopedia" That Is Also a "Tesoro," (5) Sample Lesson for "Abecedario Disney", (6) Bird of Destiny Symbolizes BCTV, (7) The National Association for Bilingual Education Organizes, and (8) The Association of Mexican American Educators Conference. Included is a list of suggested U.S. distributors of educational materials in Spanish and Portuguese. The text is in Spanish and English. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, English
(2001). A Comparative Look at Bilingual-Bicultural Education in Mexico and Guatemala. Mexico and Guatemala are undergoing changes in their educational systems due to a paradigm shift that replaces ethnic assimilation with pluralism. Both countries' governments have legally recognized the linguistic and cultural diversity of their countries via amendments to their constitutions. Both countries face tremendous obstacles in implementing bilingual-bicultural education programs. Many teachers have a weak understanding of indigenous languages because they were taught under an assimilationist model, and many parents see Spanish as a language of social and economic power for their children. In Guatemala, a 36-year civil war has slowed down implementation of major educational reforms. To help implement successful reforms, more active participation of Indian groups is needed, as in Chiapas with the San Andres Agreements. Second, the importance of teaching Indian languages and culture must be valued by all, but especially by parents and the community who are the key stakeholders in education. In addition, partnerships need to be developed between local communities and universities to expand teacher training in bilingual education and develop bilingual-bicultural materials. Finally, the greatest recommendation that can be made to these countries is that more money be allocated toward preprimary and primary education, and especially toward the education of indigenous people, neglected for far too long. [More] Descriptors: American Indian Education, Bilingual Education, Bilingual Teachers, Community Involvement
(1999). Social Justice Report, 1999. Aboriginal and Torres Strait Islander Social Justice Commissioner, HREOC. Report to the Attorney-General as Required by Section 46C(1)(a) of the Human Rights and Equal Opportunity Commission Act 1986. This report examines the disadvantaged and marginalized condition of the Indigenous peoples of Australia as a human rights issue, focusing on issues concerning Indigenous young people. Permeating the report is the idea that this disadvantage arises from a history of overt and structural discrimination and that special efforts and differential treatment are necessary and appropriate to redress disadvantage and achieve equality in Australian society. Chapter 1 examines current themes in debates about Indigenous policy: moving beyond welfare dependency, accountability of Indigenous programs and services, Indigenous participation in government decisions that affect them, and the national reconciliation process. Chapter 2 profiles Indigenous youth, aged 15-29, and aspects of disadvantage. Demographic and other data include population size, age structure, income, unemployment, overcrowded housing, participation in secondary and higher education, native language use, birth rates, mortality, health risks, hospitalization, and contact with the criminal justice system. International principles of human rights that call for special measures to redress Indigenous disadvantage are discussed, along with the extent of Australia's compliance. Chapter 3 examines the importance of Indigenous identity for young Indigenous people and related international human rights standards. Chapter 4 discusses the Northern Territory's recent abolition of bilingual education; the role of bilingual education in maintaining Indigenous language, culture, and identity; and bilingual education as it relates to educational rights and self-determination issues. Chapter 5 discusses the overrepresentation of Indigenous youth in the juvenile justice and criminal justice systems and the issue of mandatory sentencing in certain regions of Australia. [More] Descriptors: Aboriginal Australians, Adolescents, Bilingual Education, Civil Rights
(1998). Moral Dimensions of Bilingual Education, Bilingual Research Journal. Argues that the historical development of U.S. bilingual education policy largely results from a morality based on economic and social interdependency. Explores strengths and limitations of that morality. Develops the construct of a spiritual morality that combines the powers of intellect, emotions, politics, and spirituality in support of equitable education for language minority students. (Contains 55 references.) Descriptors: Bilingual Education, Democratic Values, Educational Legislation, Educational Policy
(1978). Position Paper on the Role of English as a Second Language in Bilingual Education. The need for cooperation between bilingual teachers and teachers of English as a second language is addressed in this position paper. Operational definitions and characteristics of bilingual education and English as a second language are presented, and the interrelationship of bilingual education and English as a second language is clarified. The position of the international organization of Teachers of English to Speakers of Other Languages regarding bilingual education is established, and activities to assure the successful achievement of the stated goal are identified. The position of the international organization is endorsement and support of the bilingual approach to education; it is recognized as providing students of limited English proficiency with equal educational opportunities. English as a second language is an integral and essential component of bilingual-bicultural programs in the United States. Descriptors: Bilingual Education, Cooperative Planning, Coordination, Educational Cooperation
(2000). The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Crossfire. Essays on political issues in multicultural and bilingual education include: "Cultural Recognition and Civil Discourse in Democracy" (Carlos J. Ovando, Peter McLaren); "The Political Life of Language Metaphors in Writings About Diversity in Education" (Sharon Pugh, Ovando, Nicole Schonemann); "Contesting Whiteness: Critical Perspectives on the Struggle for Social Justice" (McLaren, Juan Munoz); "The War Against Cultural Politics: Beyond Conservative and Neo-Enlightenment Left 'Oppositions': A Critique" (Henry A. Giroux); "Multiculturalism and Religion" (Warren A. Nord); "The Politics of Multiculturalism: A Three-Country Comparison" (Sabrina W. M. Laine, Margaret Sutton); "Language Politics in the United States: The Paradox of Bilingual Education" (James Crawford); "Beyond Adversarial Discourse: Searching for Common Ground in the Education of Bilingual Students" (Jim Cummins); "The Politics of Bilingual Immersion Programs" (Ovando, Ricardo Perez); "In Search of a New Border Pedagogy: Sociocultural Conflicts Facing Teachers and Student Along the U.S.-Mexico Border" (Margarita Calderon, Argelia Carreon); "Crossing Borders: The Politics of Schooling Asian Students" (Masahiko Minami); "With, Not For: The Politics of Service Learning in Multicultural Communities" (Carolyn O'Grady, Beth Chappell); and "Multiculturalism: Beyond A Zero-Sum Game" (Ovando, McLaren). Descriptors: Asian Americans, Bilingual Education, Comparative Analysis, Culture Conflict
(1993). Creating Education That Works: Building Bilingual Teacher Competencies, IDRA Newsletter. In 1992, the National Association for Bilingual Education (NABE) published standards that can be used as guidelines for preparation of bilingual multicultural teachers. A survey of 22 beginning bilingual education teachers, graduates of Texas bilingual teacher education programs, examined their preservice preparation in relation to NABE standards. One-third to one-half of respondents: (1) had not had a college teacher who spoke Spanish; (2) had not been taught an education course in Spanish; (3) had not received adequate training in philosophy, theory, history, and legal issues related to bilingual education; (4) had not received training in state requirements and guidelines for bilingual education; (5) did not understand the nature of bilingualism; (6) did not know how to assess student proficiency in Spanish and English; and (7) had received no training or inadequate training in bilingual teaching methods, Hispanic culture, multicultural issues, or classroom management. As their language-minority population grows, Texas school districts can expect a continued shortage of bilingual teachers. Fewer minorities are passing the entry requirements of teacher education programs, which limits the number of candidates for bilingual education certification. Of those completing bilingual programs, not all possess the competencies needed in the bilingual classroom, increasing the need for inservice staff development. This article contains survey questions and responses and the NABE standards. [More] Descriptors: Beginning Teachers, Bilingual Education, Elementary Secondary Education, Higher Education
(1999). Bilingualism and Multiculturalism Go to Early Childhood Programs. This presentation on the preparation of early childhood teachers addresses implication of multiculturalism and bilingual education in early childhood programs. The purpose of the presentation was threefold: (1) to increase understanding of bilingualism and multiculturalism; (2) to compare and contrast bilingualism and multiculturalism; and (3) to explore implications for the preparation of teachers and the development of strong early childhood programs. Following a brief overview, the first section of the paper addresses "Bilingual Education," including the acquisition of English, bilingualism and cognitive development, bilingualism and social development, and bilingualism and parental involvement. The second section addresses "Multicultural Education." The final section addresses implications for early childhood teacher preparation programs. This section asserts that teacher education programs must: (1) provide opportunities and encourage faculty and teacher education students to reflect on their own values; (2) provide internships at community based organizations serving many cultures; (3) teach ways of working with non-English speaking young children; and (4) encourage students to become pedagogically proficient in a language other than English. This section also contends that preschools and daycare centers must: (1) have a bilingual education program in place; (2) provide support in nurturing bilingual programs; (3) create culturally sensitive recruitment procedures; and (4) encourage staff diversification. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Bilingual Teachers
(1998). Bilingual Education. IDRA Focus. This theme issue focuses on instructional practices, evaluation, and the state of bilingual education. "Effective Implementation of Bilingual Programs: Reflections from the Field" (Abelardo Villarreal, Adela Solis) describes the key characteristics of successful bilingual programs: vision and goals; program leadership; linkage to central office staff; program articulation; student assessment and progress monitoring; efficient classroom and school organization; positive classroom and school climate and environment; cross-cultural respect; sufficient and appropriate instructional materials; appropriate instructional strategies; staff selection and development; parent involvement; and accountability. "Showcasing Exemplary Instructional Practices in Bilingual and ESL Classrooms" (Adela Solis) describes instructional strategies from model bilingual programs: classroom demonstrations, team teaching, problem solving, and checking for understanding. "Who Is Teaching the Children? More Trained Bilingual Teachers Are Needed for Excellent Education" (Oanh H. Maroney) addresses the shortage of qualified bilingual and minority teachers. "Evaluating Title VII Programs: An Update of Biennial Evaluations" (Josie Danini Supik) gives an overview of Title VII evaluation reports and resulting program improvements. "The Innovation of Bilingual Education" (Jose A. Cardenas) acknowledges five myths that continue to undermine bilingual education. "Bilingual Education under Attack: Misconceptions Fuel the Fire" (Anna Alicia Romero) documents opposition to bilingual education and efforts to counter opposition in Congress and in California. Activities and goals of the STAR Center Excellence and Equity through Technology Network institute are described in "The EETNet Institute: Building Technology Planning Endurance" (Miguel Guhlin). "National Testing Update" reviews the proposed national testing program's possible impact on limited-English-proficient students. Contains references and Web site resources. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Educational Strategies
(1983). Bilingual/Bicultural Education: Its Legacy and Its Future, Phi Delta Kappan. Summarizes the sociopolitical and pedagogical debates over bilingual and bicultural education. Reviews research findings on the effects of bilingual education, discusses issues concerning public expenditures for bilingual programs and the effects of language on social cohesion and academic failure, and advocates adopting an official national policy on language. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingualism
(1975). Will the Real Bilingual-Bicultural Please Stand Up? A Non-Taxing Taxonomy. CATESOL Occasional Papers, No. 2. A number of terms employed in the field of bilingual education are used interchangeably and incorrectly. Some of these are: English as a second language (ESL), English as a foreign language (EFL), Americanization, bilingual, bicultural, multicultural, multiethnic, cross-cultural, and intergroup. There is a lack of consensus as to the meaning, perspectives and proper uses of these terms, which causes considerable confusion. This article is a plea for some agreement on the definition of commonly used terms relating to bilingual education. Educators should adhere to two principles when they refer to bilingual education: (1) indicate whether these terms are used as products or processes, and (2) distinguish between programs and components. The terms listed above usually refer to instructional processes, and the major part of this article defines these processes, which are at the heart of bilingual/bicultural education. [More] Descriptors: Ambiguity, Biculturalism, Bilingual Education, Bilingualism
(1980). Bilingual Education Theories and Issues. This study attempts to do the following things: (1) to identify values and assumptions as they influence research on bilingual education; (2) to identify and delineate the major theories employed in explaining and predicting phenomena in bilingual education; and (3) to explore alternative explanations of identical phenomena, and to show that seemingly similar phenomena are in fact different. The first two chapters place bilingual education within a setting of language maintenance and language shift, and give a description of the variables to be found in a bilingual program. They also provide a brief account of the historical-legal development of bilingual programs in the United States. Chapters three and four discuss two models, the equilibrium paradigm and the conflict paradigm. These chapters, a partial review of literature on bilingual education, sort out the various theoretical approaches with their identification of variables and assumptions. The conclusion points out the complex nature of the bilingual education question, and the need to determine which questions, and which problems are most fruitfully answered within the various approaches. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1995). Bilingual Education: Broadening Research Perspectives. The focus of this paper is on research in bilingual education in the United States, dealing with its history, practices, and potential. The introductory section describes a variety of models of bilingual education and establishes a foundation of terminology for those new to the field. The second section looks historically at research in the field of bilingual education, both in the development of evaluation research agenda and in basic research on bilingualism, to examine some of the forces that have influenced that research and have helped shape the present state of the field. The third section contrasts two very different approaches to studying bilingual education, the Significant Bilingual Instructional Feature Study and a longitudinal language immersion study, examining the design and methodology as well as the results and implications of these studies. The final section suggests a new way of looking at research in the field that aims to broaden the goals of bilingual education toward promoting a language-rich society and proposes an inclusive approach to research. (Contains 92 references.) Descriptors: Agenda Setting, Bilingual Education, Educational History, Educational Practices
(1993). Bilingual Education Act: Background and Reauthorization Issues. CRS Report for Congress. The Bilingual Education Act (BEA) title VII of the Elementary and Secondary Education Act (ESEA), is the federal program intended to help children who are limited English proficient (LEP) learn English. BEA activities focus on transitional bilingual education; developmental bilingual education; special alternative instruction (such as English as Second Language and immersion); academic excellence projects; family English literacy projects; and bilingual preschool, special education, and gifted and talented projects. The BEA supports grants to states for data collection, evaluation assistance centers, studies, and a national clearinghouse. The BEA also funds personnel training in the area of bilingual education, the operation of resource centers, and finances a bilingual education fellowship program. Six potential issues that Congress may consider in the reauthorization of the BEA are discussed in this report and include limitations on funding for special alternative instruction projects, federal guidance to states on a standard definition of LEP, a research agenda for the 1990s, and the low completion rate of BEA fellowship recipients. [More] Descriptors: Bilingual Education Programs, Educational Policy, Elementary Secondary Education, English (Second Language)