Bibliography: Bilingual Education (page 107 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lois S. Steinberg, D. Kimbrough Oller, Maria Robledo Montecel, Richard R. Valencia, Rebecca E. Eilers, Melisa Cahnmann, Austin. Texas Education Agency, John B. Tsu, Stan Seidner, and Christie L. Goodman.

Steinberg, Lois S. (1979). Can Federal Laws Protect the Educational Interests of Language Minorities? Implementation of the Bilingual Education Act and the Aspira Consent Decree in New York City. A longitudinal sociological study was conducted on the impact of the implementation of the Bilingual Education Act and the Aspira consent decree in New York City. The study sought to develop a theoretical framework for analyzing the participation of the Puerto Rican community ln the implementation of the bilingual education policies. The question of whether federal laws and the courts can protect the educational interests of language minorities was investigated. Bilingual education provided in connection with the Aspira consent decree was directed to Puerto Rican students who were unable to participate effectively in classes taught only in English. The political development and educational problems confronting Puerto Ricans before and after federal endorsement of bilingual education were analyzed. It is suggested that it has been difficult for new groups to use the traditional political process to promote and protect their interests. The data reviewed suggest that the federal policies concerning bilingual education have provided some limited resources to promote the educational and economic interests of the Puerto Rican community in the school system. Limitations concerning the Aspira consent decree are discussed. Descriptors: Bilingual Education, Community Involvement, Community Role, Court Litigation

Valencia, Richard R., Ed. (2002). Chicano School Failure and Success: Past, Present, and Future. 2nd Edition. This second edition has been updated and expanded to provide state-of-the-art coverage of the Chicano school experience, with contributions from experts in education and other fields. The book's five sections focus on a comprehensive review of Chicano schooling conditions and outcomes, and implications of the growing Chicano population; language issues and bilingual education; Chicano/Latino ethnography of education and Chicano family-school relationship; testing issues and special education; and analysis of systemic factors contributing to the success or failure of Chicano students. Chapters are: (1) "The Plight of Chicano Students: An Overview of Schooling Conditions and Outcomes" (Richard R. Valencia); (2) "The Explosive Growth of the Chicano/Latino Population: Educational Implications" (Richard R. Valencia); (3) "Segregation, Desegregation, and Integration of Chicano Students: Old and New Realities" (Richard R. Valencia, Martha Menchaca, Ruben Donato); (4) "Chicano Dropouts: An Update of Research and Policy Issues" (Russell W. Rumberger, Gloria M. Rodriguez); (5) "Language, Public Policy, and Schooling: A Focus on Chicano English Language Learners" (Eugene E. Garcia, Ann-Marie Wiese); (6) "Research in Bilingual Education: Moving beyond the Effectiveness Debate" (Michael D. Guerrero); (7) "Chicano/Latino Critical Ethnography of Education: Cultural Productions from 'la frontera'" (Sofia Villenas, Douglas E. Foley); (8) "Chicano Families and Schools: Myths, Knowledge, and Future Directions for Understanding" (Robert P. Moreno, Richard R. Valencia); (9)"Educational Testing and Chicano Students: Issues, Consequences, and Prospects for Reform" (Richard R. Valencia, Bruno J. Villarreal, Moises F. Salinas); (10) "An Analysis of Special Education as a Response to the Diminished Academic Achievement of Chicano/Latino Students: An Update" (Robert Rueda, Alfredo J. Artiles, Jesus Salazar, Ignacio Higareda); (11) "The Big Picture: Systemic and Institutional Factors in Chicano School Failure and Success" (Arthur Pearl); and (12) "Conclusions: Towards Chicano School Success" (Richard R. Valencia). (Contains references in each chapter, 42 data tables and figures, and an index.) Descriptors: Academic Achievement, Academic Failure, Bilingual Education, Dropouts

Oller, D. Kimbrough, Ed.; Eilers, Rebecca E., Ed. (2002). Language and Literacy in Bilingual Children. Child Language and Child Development. This collection of papers reports research on the effects of bilingual learning on the ability to speak two languages and the ability to acquire full literacy in both. There are 12 chapters in 4 parts. Part 1, "Background," includes (1) "Assessing the Effects of Bilingualism: A Background" (D. Kimbrough Oller and Barbara Zurer Pearson) and (2) "An Integrated Approach to Evaluating the Effects of Bilingualism in Miami School Children: The Study Design" (D. Kimbrough Oller and Rebecca E. Eilers). Part 2, "Overall Results on Language Use and Standardized Test Performance," includes (3) "Bilingualism and Cultural Assimilation in Miami Hispanic Children" (Rebecca E. Eilers, D. Kimbrough Oller, and Alan B. Cobo-Lewis); (4) "Effects of Bilingualism and Bilingual Education on Oral and Written English Skills: A Multifactor Study of Standardized Test Outcomes" (Alan B. Cobo-Lewis, Barbara Zurer Pearson, Rebecca E. Eilers, and Vivian C. Umbel); (5) "Effects of Bilingualism and Bilingual Education on Oral and Written Spanish Skills: A Multifactor Study of Standardized Test Outcomes" (Alan B. Cobo-Lewis, Barbara Zurer Pearson, Rebecca E. Eilers, and Vivian C. Umbel); and (6) "Interdependence of Spanish and English Knowledge in Language and Literacy among Bilingual Children" (Alan B. Cobo-Lewis, Barbara Zurer Pearson, Rebecca E. Eilers, and Vivian C. Umbel). Part 3, "Probe Studies on Complex Language Capabilities," includes (7) "Narrative Competence among Monolingual and Bilingual School Children in Miami" (Barbara Zurer Pearson); (8) "Command of the Mass/Count Distinction in Bilingual and Monolingual Children: An English Morphosyntactic Distinction" (Virginia C. Mueller Gathercole); (9) "Grammatical Gender in Bilingual and Monolingual Children: A Spanish Morphosyntactic Distinction" (Virginia C. Mueller Gathercole); (10) "Monolingual and Bilingual Acquisition: Learning Different Treatments of "that-trace" Phenomena in English and Spanish" (Virginia C. Mueller Gathercole); and (11) "The Ability of Bilingual and Monolingual Children to Perform Phonological Translation" (D. Kimbrough Oller and Alan B. Cobo-Lewis). Part 4, "A Retrospective View of the Research," includes (12) "Balancing Interpretations Regarding Effects of Bilingualism: Empirical Outcomes and Theoretical Possibilities" (D. Kimbrough Oller and Rebecca E. Eilers). (Contains approximately 280 references.) Descriptors: Acculturation, Bilingualism, Educational Research, Elementary Secondary Education

Almirall-Padamsee, Irma (1998). A 1999 Neuyorquina Horacio Alger Non-Story, Bilingual Research Journal. An autobiographical narrative of a Puerto Rican bilingual teacher reflects on the social and educational impact of bilingualism, biculturalism, and bilingual education on her life. It also aims to redefine the American dream to more adequately reflect the contemporary multicultural character of a bilingual American. Descriptors: American Dream, Biculturalism, Bilingual Education, Bilingual Teachers

Tsu, John B. (1977). The Future of Asian Bilingual and Bicultural Education. In this paper, one of the pioneers of Chinese language instruction in the United States reviews the development of bilingual education under public funds, summarizes criticism against it, and proposes approaches and methodologies to improve it. Emphasis is placed on the need to insure the future of bilingual education by paying attention to and answering the criticisms listed and on attempting to solve some of the problems still faced in developing and refining bilingual programs. Continuing financial support is called for, based on the facts that there are millions of children (thousands of them Asians) who require bilingual education, and that immigrant children continue to flow into this country. The doctrine of civil rights and equal education, the favorable Supreme Court decision in the case of Lau Vs. Nichols, and the emergent political power of ethnic groups are also used to illustrate optimism about the future of bilingual education. Recommendations for future bilingual education considerations are provided with particular reference to Asian American culture. Descriptors: Asian Americans, Biculturalism, Bilingual Education, Bilingualism

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1986). A Report of the Compendium of Papers on the Topic of Bilingual Education of the Committee on Education and Labor, House of Representatives, 99th Congress, 2d Session. This collection of papers addresses improvement of programs for the growing numbers of limited English proficient children in America. Included are: (1) "Improving Conditions for Success in Bilingual Education Programs," (2) "The Role of English as a Second Language in Bilingual Education," (3) "The Role of Research in Policy Decisions about Bilingual Education," (4) "Teacher Preparation for Bilingual Education," (5) "Issues in Estimates of the Number of Limited English Proficient students," (6) "Academic Achievement of Language Minority Children," (7) "Effective Teachers for Language Minority Students, National Needs," (8) "Parental Involvement in Bilingual Education," and (9) "Educational Policy and Political Acceptance: The Imposition of English as the Language of Instruction in American Schools." Despite the controversy, the particular language of instruction makes little or no difference; the opportunities that are thought available to the ethnic group by members of the group themselves make the difference. The United States, at both the Federal and State level, has sought to balance the unifying effect of English with the harmonizing benefits of native language retention by consistently favoring English. The government, though, has recently realized that the option of native language instruction should also be made available. The Federal system needs the sense of harmony, cultural equality, and devotion which such an option engenders.   [More]  Descriptors: Academic Achievement, Bilingual Education, Cultural Differences, Dropouts

Robledo Montecel, Maria, Ed.; Goodman, Christie L., Ed. (2002). IDRA Newsletter, 2002, IDRA Newsletter. This document contains the 10 issues of the IDRA Newsletter published in 2002. The newsletter disseminates research findings, descriptions of successful programs and reforms, and other information related to equality of educational opportunity, focusing on Hispanic students, bilingual education, and Texas. Articles are: "Successful Bilingual Education Programs: Indicators of Success at the School Level" (Maria Robledo Montecel, Josie Danini Cortez); "Engaged Accountability: Practices and Policies To Open Doors to Higher Education" (Rosana G. Rodriguez, Abelardo Villarreal); "Binational Collaboration Prepares New Teachers" (Linda Cantu); "Children-Based Reform: Can Standards Meet It?" (Micaela Diaz-Sanchez, Aurelio M. Montemayor); "Mathematics Achievement for All? Yes!" (Jack Dieckmann); "Collaborating for Educational Reform" (Albert Cortez, Josie Danini Cortez); "'I Saw the Flame': Student Reflection" (Sofia Bahena); "Arkansas Educators Explore Ways To Better Serve Their Growing Numbers of English Language Learners" (Jose L. Rodriguez); "TESOL Statement on Language and Literacy Development for Young English Language Learners"; "Teachers and Instructional Technology: Wise or Foolish Choices" (Laura Chris Green); "Who's Responsible, Who's To Blame?" (Bradley Scott); "Emerging Gender Issues in Education" (Aurora Yanez); "Holding the Line: School Finance Reform in Texas" (Albert Cortez); "They Believed in Us: Student Reflection" (Yanessa Romero); "Excelling English Language Learners: An Innovative Professional Development Program" (Jack Dieckmann); "Texas Assessment of Knowledge and Skills: The Next Stage in Texas' Challenge To Meet High Standards" (Adela Solis); "A Strategy of Support for Publicly-Funded Charter Schools" (Bradley Scott); "Dropping Out of School in Arizona: IDRA Conducts a New Study" (Albert Cortez, Josie Danini Cortez, Maria Robledo Montecel); "Texas Needs Diplomas, Not Delusions" (Maria Robledo Montecel); "Educational Technology: An International Conversation" (Felix Montes; Linda Cantu); "Texas Schools Have Weak Holding Power: Texas Public School Attrition Study, 2001-02" (Roy L. Johnson); "School Holding Power Goal: Unachieved in Texas" (Roy L. Johnson); "ACCESS – San Antonio: A Community Collaborates for Student Success" (Josie Danini Cortez, Albert Cortez); "Improving Educational Impact through Community and Family Engagement" (Rosana G. Rodriguez, Abelardo Villarreal); and "Closing the Graduation Gap for Latino Students" (Pam McCollum, Rosana G. Rodriguez). Issues also announce new publications and conferences.   [More]  Descriptors: Academic Achievement, Academic Standards, Accountability, Bilingual Education

Kondo, Kimi (1998). The Paradox of US Language Policy and Japanese Language Education in Hawaii, Bilingual Education and Bilingualism. Examines how principles of U.S. language policy affect Japanese-language education in Hawaii. These principles are particularly relevant to Hawaii's "Shin Nisei" students. The state does not have a formal bilingual-education program that supports Japanese-language maintenance, but it provides extensive educational opportunities for learning Japanese-as-a-foreign language. Descriptors: Bilingual Education Programs, Bilingualism, Elementary Secondary Education, Higher Education

Congress of the U.S., Washington, DC. House Subcommittee on Elementary, Secondary, and Vocational Education. (1994). Hearing on Bilingual Education. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session (July 22, 1993). These hearing transcripts present testimony concerning the reauthorization of the Elementary and Secondary Education (ESE) Act, focusing on the English as a Second Language (ESL) and bilingual education provisions and implications of the act. Much of the testimony was from representatives, educators, and community leaders who voiced opinions about the efficacy of specific programs and activities funded by the Bilingual Education Act, a component of the ESE Act, particularly those items that they would like to see expanded, reformed, or improved. Testimony was heard from: (1) Representatives Toby Roth, Jose Serrano, Xavier Becerra, Bill Emerson, and Gene Green; (2) the president of the National Association for Bilingual Education; (3) a researcher in bilingual education; (4) an ESL program consultant; (5) a university professor; (6) the president of Learning English Advocates Drive; (7) an advocate of teaching English to limited English proficient (LEP) students in regular classrooms; (8) a medical doctor who attended bilingual classes as a secondary school student; (9) an advocate of reforming the Bilingual Education Act to emphasize the learning of English; (10) the Rural Alliance for Newcomers in Midwestern Schools; and (11) an advocate of English immersion programs for LEP students.   [More]  Descriptors: Administrators, Bilingual Education, Community Leaders, Educational Attitudes

Texas Education Agency, Austin. (1990). Bilingual/ESL Education. Success Stories: A Case Study of Bilingual/ESL Education. Final Program Evaluation Report. The final phase of a three-phase study of bilingual education and English as a Second Language (ESL) programs in 144 Texas school districts is reported. The study was conducted from 1985-86 to 1988-89 through site visits and interviews with administrators and teachers. Descriptive data for six schools, selected for the effectiveness of their programs, are summarized, including information on effective practices in curriculum and instruction, curriculum materials, use of computers, parent and community involvement, the principal's role in coordination and communication, and campus philosophy, goals, and expectations for bilingual education. Results confirm earlier research suggesting that bilingual education program success is more likely in an effective school environment. They also illustrate concern among teachers and administrators for the quality of the school's overall educational program and for bilingual education students as members of the total school population. A list of 29 references, a summary of findings from the study's previous phase, bilingual education student classifications, and participating districts' responses to the study are appended. Descriptors: Administrator Attitudes, Administrator Role, Bilingual Education Programs, Computer Uses in Education

Cahnmann, Melisa (1998). Over 30 Years of Language-in-Education Policy and Planning: Potter Thomas Bilingual School in Philadelphia, Bilingual Research Journal. Changes in politics, the economy, demographics, and local leadership all led to the establishment of the Potter Thomas Bilingual School in Philadelphia in 1969. Describes the school's history; how it created, implemented, and sustained language policies within its personnel, curriculum, evaluation, and community policies; and present and future challenges to the school's bilingual education program. (Contains 38 references.) Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Schools, Educational Policy

Tellez, Kip (1998). Class Placement of Elementary School Emerging Bilingual Students, Bilingual Research Journal. Analysis of longitudinal data on approximately 11,000 limited-English-proficient elementary students in Texas found that course placement in English-as-a-second language (ESL) or bilingual education was uneven and resulted in language learning disruptions and possibly in lower achievement. However, the school data does not allow much useful evaluation of bilingual or ESL education. (Contains 21 references.) Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Elementary Education

Viera, Silvia (1976). Needed Research in the Fields of Psycho- and Socio-Linguistics as They Relate to the Instruction of Minority Children in the Bilingual Education Programs of North American Schools. This paper discusses the conflict occurring as a result of two languages and their corresponding cultural bases coming into contact in North America, particularly in the context of bilingual education. Difficulty exists in translating awareness of problems such as language interference, cultural shock, and lowered self-image into attitudinal approaches and instructional strategies. It is felt that the current definition of bilingual education does not consider how children learn and what language they think in. What most teachers identify as linguistic and cultural dysfunction in minority students is seen as cognitive and learning dysfunction in students, and teaching and affective dysfunction in teachers. A better definition of bilingual education would stress languages as tools for thinking, learning, and achieving rather than as mere means of instruction. It is suggested that degrees of bilingualism could be defined, and that bilingual education programs could be established in terms of levels of attainment of the individual learner. Areas that need research to improve bilingual education include cognitive and language development and verbal instruction. Research could determine which skills are best taught through language instruction, and which through other subjects, which skills require language mastery, and what the basis of a curriculum and the criteria of achievement should be.   [More]  Descriptors: Bilingual Education, Bilingualism, Child Language, Cognitive Processes

Seidner, Stan; Ward, James (1989). Funding Bilingual Education in Illinois. An analysis of the consequences of state administrative and legislative decisions on levels of appropriations for bilingual education in Illinois is presented. The report first describes existing legislation for bilingual education funding in the state, including legislation specifically for transitional bilingual education and other transitional instructional programs. Next, appropriations and political issues in the funding process are examined, including forces promoting competition among school districts. The report proposes a real cost model estimate based on actual program costs to districts and recommends a dollar funding level. Some state statistics concerning eligible and served populations, funding levels for each fiscal year (FY) since FY 1971, requested and actual FY 1988 appropriations, and total excess cost and projected allocations for FYs 1988 and 1989. The report presents separately all statistics for Chicago and downstate and includes a brief bibliography. Descriptors: Bilingual Education, Bilingual Education Programs, Models, Political Influences

Lotherington, Heather (1998). Trends and Tensions in Post-Colonial Language Education in the South Pacific, Bilingual Education and Bilingualism. Overviews trends in language education across 11 small island states in the South Pacific and notes the difficulties inherent in regional implementation of chosen bilingual-education models. Language policy is discussed in both historical and social terms, and the realization of present-day policies in the competing educational motives of economic development and cultural maintenance are explored. Descriptors: Bilingual Education, Bilingualism, Colonialism, Educational Policy

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