Bibliography: Bilingual Education (page 108 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Marsha Simons-McCandless, Keith Baker, Jilly Jiu, Springfield English First Foundation, Margaret L. McLaughlin, Gustavo Gonzalez, Jorge Amselle, Eugene C. Valles, Amy C. Allison, and Eileen M. Antone.

Antone, Eileen M. (2000). Empowering Aboriginal Voice in Aboriginal Education, Canadian Journal of Native Education. Euro-Western schooling imposed on Canada Natives was meant to destroy their culture and caused great alienation. This qualitative study of Onyota'a:ka (Oneida) Indians indicates that bilingual, bicultural education is needed to restore a strong Native identity. Education must validate traditional knowledge, values, and skills for Onyota'a:ka people to survive as a unique nation. Descriptors: Acculturation, American Indian Education, Canada Natives, Colonialism

Trevino, Robert E. (1973). Is Bilingual Education Shortchanging the Chicano?. Investigating non-linguistic factors which may have contributed significantly to Chicanos' educational problems, the study determined that the major objective of bilingual education should be to correct the Chicano child's negative self-image. Fatalism, a legacy of poverty, dropouts caused by language and culture conflicts, low achievement on English-based IQ tests, and acculturation demands that negate native cultures were cited as factors that deter the progress of bilingual education. Bilingual education often merely taught children to "parrot" English, instead of supporting bilingual-bicultural opportunities. One program that has incorporated 2 languages and 2 separate cultural systems is the Bilingual/Bicultural Follow-Through Model for Grades K-12 at the University of California, Riverside. This program included parent involvement, Spanish as a second language for teachers, community participation, home teaching and heritage curriculum development, and culture-matching teaching strategies.   [More]  Descriptors: Acculturation, Achievement, Biculturalism, Bilingual Education

Amselle, Jorge; Allison, Amy C. (2000). Two Years of Success: An Analysis of California Test Scores after Proposition 227. READ Abstract: Teaching English Wins. This report summarizes the results of California Proposition 227 so far based on standardized test scores (the Stanford 9) of Limited-English-proficient (LEP) students in reading, math, and language. It also analyzes the redesignation rates of students by district. California Proposition 227, also known as the "English for the Children" initiative, passed in 1998 with 61% of the vote and reversed 20 years of state-mandated bilingual education for LEP children. Based on 3 years' test scores, this report concludes that California's LEP students were not only not harmed by English immersion, but they made significant gains in reading and writing in English as well as math. The greatest gains were made in school districts that chose the strictest interpretation of the initiative and implemented the most intensive English immersion programs. Scores in bilingual programs that remained were largely stagnant. Most interesting is that the youngest students as measured by test scores benefited the most from English immersion while older students, who had already spent years in bilingual education programs, benefited least. This report contains a wealth of detailed data on the test scores of several school districts covering every area of California. Overall, it is argued that hard evidence exists that the law has been a huge success, not the catastrophe that critics predicted.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Immersion Programs

English First Foundation, Springfield, VA. (1990). The Relationship between Multicultural and Bilingual Education. The emergence of multicultural education as a national priority is discussed and its links with the bilingual education movement are examined, drawing on a variety of written sources. It is proposed that the push for multicultural curricula reflects a broader agenda than ethnic pride and consciousness-raising, and is an extension of the campaign for bilingual education in the face of dwindling evidence that bilingual education is effective. One of the dilemmas of multicultural education can be seen by the fact that negative characterizations or the absence of positive references to certain minorities can have a damaging effect on the psyche. The central dilemma of what is termed "multicultural" education is that: every culture has both positive and not so positive aspects.  Treatment of cultures is seen as uneven in both the instructional materials being created and in public treatment of these issues. Descriptors: Bilingual Education, Cultural Awareness, Elementary Secondary Education, English (Second Language)

Valles, Eugene C. (1998). The Disproportionate Representation of Minority Students in Special Education: Responding to the Problem, Journal of Special Education. Identifies specific content that teacher trainers in special and general education should consider incorporating into preservice training programs in an effort to address the over- and underrepresentation of culturally and linguistically diverse students in special education programs. The fields of multicultural education and bilingual education are seen to offer effective practices and programs for diverse special-needs learners. Descriptors: Bilingual Education, Disabilities, Disproportionate Representation, Educational Practices

Brown, Deborah; Whiting, Melissa E.; Larson, Richard L. (1998). Annotated Bibliography of Research in the Teaching of English, Research in the Teaching of English. Presents a selective annotated bibliography of recent research in the teaching of English. Offers 45 items (published in the first six months of 1998), divided into the following sections: arts in the language arts; bilingual education; discourse processes; family and workplace literacy; professional development; reading; teaching and learning of literature; technology and literacy; and writing. Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Secondary Education, English Instruction

Artiles, Alfredo J.; Barreto, Ramona M.; McClafferty, Karen; Pena, Luis (1998). Pathways to Teacher Learning in Multicultural Contexts: A Longitudinal Case Study of Two Novice Bilingual Teachers in Urban Schools, Remedial and Special Education. This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. The changes in and relationships between the teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners was traced. Results have implications for the design of teacher education programs. Descriptors: Beginning Teachers, Bilingual Education, Case Studies, Cultural Differences

Brown, Deborah; Larson, Richard L.; Whiting, Melissa (1998). Annotated Bibliography of Research in the Teaching of English, Research in the Teaching of English. Presents a 48-item selected annotated bibliography of recent research in the teaching of English (most published in scholarly journals between July and December, 1997). Organizes the annotations into sections on assessment; bilingual education and foreign language education; discourse processes; family/workplace literacy; professional development; reading; research methodology; teaching and learning of literature; technology and literacy; and writing. Descriptors: Bilingualism, English Instruction, Family Literacy, Higher Education

Jiu, Jilly (1998). Goals 2000: The New Millennium, American Language Review. The Clinton administration has placed equal, accessible education of immigrants at the top of its agenda for 21st-century American schools. This paper examines the initiative, discussing criticism it has already drawn. For example, there are doubts as to whether providing more money for bilingual education without proper monitoring and evaluation of projects will actually make a difference. Descriptors: Access to Education, Bilingual Education, Elementary Secondary Education, English (Second Language)

Gonzalez, Gustavo; Maez, Lento F. (1995). Advances in Research in Bilingual Education, Directions in Language and Education. This report summarizes advances in bilingual education that help linguistically and culturally diverse (LCD) students reach high levels of achievement and performance. Factors to be considered include the native language, bilingualism and academic achievement, curriculum, parental and community influences, and programmatic evaluation. The reports assesses the status of the English language and the role of the non-English language among this population, suggesting that the relationship between bilingualism and academic achievement is seen as a positive relationship with a shift away from use of the home language to English. Research conducted with pre-school to middle school students is summarized, and the involvement of traditional educational institutions with nontraditional, ethnic parents is discussed. The impact of community, parents, and social class are briefly reviewed. The effectiveness of bilingual education programs is assessed, and alternative approaches to bilingual education are identified, such as the first or native language learning environment. (Contains 16 references.)   [More]  Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English (Second Language)

Ward, Ben (1998). Proposition 227: What Now?, American Language Review. Provides background on and discusses the significance of Proposition 227, the California ballot initiative designed to reform the state's bilingual-education program that was approved by voters in 1998. Reactions to its approval by California voters are provided by Ron Unz, Stephen Krashen, and Mauro Mujica. Descriptors: Bilingual Education, Civil Rights, Elementary Secondary Education, English (Second Language)

Baker, Keith (1998). Structured English Immersion: Breakthrough in Teaching Limited-English-Proficient Students, Phi Delta Kappan. A few Structured English Immersion programs have been developed and tested in the past two decades. The experience of these programs, especially Seattle's, can provide much-needed guidance to California's schools and reformers of bilingual programs. Although not necessarily an all-English program, SEI employs the original language less extensively than does bilingual education. (26 references) Descriptors: Bilingual Education, Educational Improvement, Elementary Education, English (Second Language)

McLaughlin, Margaret L.; Verstegen, Deborah A. (1998). Increasing Regulatory Flexibility of Special Education Programs: Problems and Promising Strategies, Exceptional Children. This study investigated the perceptions of 58 federal, state, and local administrators related to increasing regulatory flexibility in Title I of the Improving America's Schools Act, bilingual education, and special education. Interviewees perceived a number of benefits in consolidation, including more efficient use of resources, enhanced collaboration, and more inclusive education. Barriers are also discussed. Descriptors: Administrator Attitudes, Bilingual Education, Compensatory Education, Disabilities

Samson-Fang, Lisa; Simons-McCandless, Marsha; Shelton, Clough (2000). Controversies in the Field of Hearing Impairment: Early Identification, Educational Methods, and Cochlear Implants, Infants and Young Children. This article discusses the incidence of infant hearing impairments, auditory screening tests, and available intervention choices for infants with severe to profound congenital hearing loss, including methods for communication and cochlear implantation. American Sign language, manually coded English, fingerspelling, total communication, and bilingual-bicultural education are explained. (Contains extensive references.) Descriptors: American Sign Language, Auditory Evaluation, Cochlear Implants, Communication Skills

Zehr, Mary Ann (2000). Un Dia Nuevo for Schools. 2000 & Beyond: The Changing Face of American Schools, Education Week. This issue, the third in a series on the demographic forces shaping public education in the United States, examines the effect of the influx of Hispanic American and Indian immigrants. The first section, "Una Dia Nuevo for Schools," discusses how schools must adjust as Hispanic immigrants fan out to areas beyond those where they have traditionally settled, noting issues to consider when educating limited English speaking students and discussing various approaches (transitional bilingual education, immersion programs, English as a Second Language programs, and two-way bilingual education programs). It also discusses the need for literacy education and notes recent problems related to teacher shortage. The second section, "A Bilingual Day in the Life," follows one Dominican American high school student, examining his move from bilingual to English only courses and his use of Spanish versus English in conversation. The third section, "A Passage from India," explains that India has become one of the United States' largest sources of immigrants and notes that Indian immigrants tend to revere education and to discourage relationships between boys and girls until the children are much older than is standard in the United States.   [More]  Descriptors: Bilingual Education, Diversity (Student), Elementary Secondary Education, English (Second Language)

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