This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Marion BlueArm, Washington National School Boards Association, Arthur A. Carin, CA. San Diego City Schools, John Purcell, Robert M. Offenberg, David Marsh, Philip A. Woods, Myriam N. Torres, and Tarja Nikula.
(2001). Teacher-Researchers Entering into the World of Limited-English-Proficiency (LEP) Students: Three Case Studies, Urban Education. Examines three white teacher researchers' classroom inquiries on their limited English proficiency students. Teachers were investigating students' way of perceiving, learning, and using their native and second language in different circumstances. Teachers devised activities and curricula that responded meaningfully to students' strengths and weaknesses. Teachers' insights are discussed in light of the principals and goals of bilingual and multicultural education. Descriptors: Bilingualism, Case Studies, Elementary Education, Hispanic American Students
(1977). Spanish-English Bilingual Education in the U.S.: Current Issues, Resources, and Research Priorities. CAL-ERIC/CLL Series on Languages and Linguistics, No. 41. This report is the result of an investigation conducted to identify the current issues, resources, and funding priorities in Spanish-English bilingual education in the United States. Although it deals solely with Spanish-English bilingualism, a great deal of the material should prove to be relevant to other bilingual situations in the United States. Chapter 1, "Introduction," defines bilingual education and discusses its goals, justification, and literature. Chapter 2, "Linguistic Aspects of Bilingualism," considers language dominance, language variety, language usage, language teaching, language attitudes, and teacher training. Chapter 3, "Intellectual Development and Cognitive Styles" analyzes the numerous attempts to determine whether bilingualism enhances or depresses performance on IQ tests. Chapter 4, "Culture," deals with the bicultural element in bilingual education programs. The important question of when and what to assess in bilingual education is the subject of Chapter 5, "Assessment," which also deals with assessment personnel, instruments and models. In the final chapter an attempt is made to establish priorities for research. Appendices A and B contain lists of persons consulted and resources for bilingual/bicultural education, respectively. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1977). A Bibliography of American Doctoral Dissertations in Bilingual Education and English as a Second Language: 1968-1974. CAL-ERIC/CLL Series on Languages and Linguistics, No. 44. This bibliography is an outgrowth of a project undertaken in 1975 by the ERIC Clearinghouse on Languages and Linguistics. The project was to update the bibliography of American doctoral dissertations in linguistics covering the years 1900-1964. Due to the large number of dissertations, the update was broken down into three parts, of which this bibliography is the third. The approximately 200 entries include dissertations in the areas of bilingual language acquisition, psycholinguistics, teaching methods and instructional materials for bilingual education and English as a second language, language competence assessment, the sociolinguistics of bilingualism and bilingual education, and teacher education. [More] Descriptors: Bibliographies, Biculturalism, Bilingual Education, Bilingualism
(2002). Assessing Lakota Language Teaching Issues on the Cheyenne River Reservation. A study examined community attitudes concerning Lakota language instruction in the schools on the Cheyenne River Sioux Reservation in South Dakota. Surveys were completed by 88 Native American, Caucasian, and mixed-heritage households. Results indicated agreement with the establishment of intensified Lakota language education for all school levels on the reservation. The majority of respondents who agreed with expanded Lakota language education were 40-50 years old–the age group that holds most decision-making positions within the tribal government. Respondents indicated a slight preference for bilingual education over immersion programs. Research suggests that immersion classrooms result in the quickest and most complete language learning in young children. Therefore, it is suggested that residents be informed of these findings to ensure increasing support for immersion programs. As the second choice, immersion still received enough positive responses to make a pilot project in Head Start and the lower elementary level a likely success. Re-vernacularizing Lakota will require tremendous effort by every community member in addition to implementing immersion programs in schools. English should be inaccessible in certain contexts. Ideally, there should be whole buildings and events where only Lakota is spoken. People should voluntarily ban television and other forms of modern media from their homes, at least for certain hours or contexts. Other language maintenance strategies are suggested. An appendix presents the survey. [More] Descriptors: American Indian Education, Bilingual Education, Community Attitudes, Community Surveys
(2002). The Preparation and Professional Development of Teachers of English Language Learners. ERIC Digest. The population of school-aged English language learners (ELLs) has consistently and significantly increased over the past decade, transforming U.S. public schools, instruction, and teacher preparation. This digest discusses the need for increased numbers of teachers of ELLs and the particular linguistic and academic characteristics of ELLs. It focuses on: teacher supply and demand (the need for teachers of ELLs is particularly acute, and while percent of U.S. teachers have taught ELLs, less than 13 percent have received any training or professional development in the area); requirements for preparing teachers of ELLs (bilingual education, English as a Second Language, and mainstream education); and addressing the need (several organizations have developed standards to delineate what teachers of ELLs should know and be able to do, and these standards include such elements as proficiency in two languages, understanding of the impact of students' cultures on their learning, and assisting students in the development of their language abilities). The digest concludes that efforts are now being concentrated in the implementation of programs that incorporate the elements of effective preparation and professional development of teachers of ELLs. (Contains 14 references.) [More] Descriptors: Academic Standards, Bilingual Education, Cultural Influences, Elementary Secondary Education
(1976). The Impact of Federal Legislation and Regulations on Big City Schools. In this volume of digests of the major proceedings of the Ninth Annual Washington Meeting of the Council on the Big City Boards of Education, the keynote address focuses upon the quality of education, the funding of public schools, desegregation, and the overall problem of state and local finances. Other papers discuss the following topics: federal control, bilingual education, education for the handicapped, accountability and parental involvement, and federal allocation of resources. [More] Descriptors: Accountability, Bilingual Education, Boards of Education, Conference Reports
(2002). The Foundations and Current Impact of California's Proposition 227. California's Proposition 227 requires that all children be taught English by being taught in English. This proposition, which basically outlaws bilingual education, is the newest chapter in the history of how non-English speaking and limited English proficient (LEP) students should be educated. After presenting the historical, social, political, and legal foundations of Proposition 227, this paper describes its current impact. Proposition 227 allows only 1 year for LEP students to acquire enough English to do regular classwork in the mainstream. Many researchers suggest it takes 3-5 years to develop appropriate English skills, so Proposition 227 is unrealistic. Other researchers note that Proposition 227 fails to ensure a supportive schoolwide climate that values LEP students linguistic and cultural backgrounds and does not mandate appropriate training for teachers of the 1-year English immersion classes. The paper describes the political players behind Proposition 227, then discusses how it is in conflict with many laws and educational policies. Finally, it examines modifications that California must undertake in order to successfully implement Proposition 227, concluding that it is not healthy for education in California and ought to be dismantled. (Contains 29 references.) [More] Descriptors: Bilingual Education, Bilingual Students, Educational Legislation, Educational Policy
(1998). Terminological Considerations Regarding Content and Language Integrated Learning, Bulletin suisse de linguistique applique. The term "content and language integrated learning" is suggested as an umbrella term for a general pedagogical approach that includes a number of methods of teaching and learning non-language subjects through a second or foreign language. Usage of other, related terms is discussed, and distinctions are made between them. These include teaching content through a foreign language; content-based second language instruction; language enhanced/enriched content instruction; bilingual education; mainstream bilingual education; plurilingual education; and immersion. It is suggested that none of these are equivalent terms, and that different locales may have very different ways of realizing content and language integration, confirming the need for a broad term to encompass a variety of educational approaches. (Contains 18 references.) [More] Descriptors: Educational Strategies, Elementary Secondary Education, Foreign Countries, Interdisciplinary Approach
(2002). A Dual Language Curriculum for Young Children. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university with an enrollment representative of Corpus Christi's population. This chapter describes how the ECDC has successfully implemented its dual Spanish-English curriculum through: (1) defining the model to be used; (2) gradually phasing in the program; (3) developing instruction that reflects the population of the classroom; (4) using high-quality materials in each language of instruction; (5) having teachers committed to attaining bilingual education training; (6) employing dedicated administrators with a clear understanding of research as well as community needs; and (7) defining the role of elicited response in classroom communication using the second language. The chapter concludes with a discussion of student test scores. (Contains 30 references.) [More] Descriptors: Bilingual Education, Child Development, Child Development Centers, College School Cooperation
(1978). E.S.E.A. Title VII–Multilingual Programs (S.U.B.E., AVANTI, HABILE), Final Report, 1977-78. This evaluation covers the Spanish, Italian, and Haitian bilingual components funded through Title VII in Brooklyn, New York's Community School District 32. The three programs discussed are: (1) S.U.B.E. (Success under Spanish Bilingual Education), for grades K-6; (2) AVANTI (an approach to Italian bilingual education), for grades 1-9; and (3) HABILE (Haitian Bilingual Education), comprising both Creole and French as well as English for grades 1-8. Each program is described in terms of objectives, implementation, staffing, student participation, staff development, parent involvement, school and community activities, and evaluation procedures. Student achievement data, in the form of pre/post program test scores in reading and mathematics, are presented. It is recommended that all three programs be continued, although criticism and suggestions for improvement are noted. Consultants' resumes, evaluation forms, and observation guides are appended to the report. Descriptors: Academic Achievement, Bilingual Education, Elementary Schools, Elementary Secondary Education
(1973). Materiales en Marcha Para El Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), March 1973. This newsletter is designed to promote the concept of bilingual-bicultural education. Included in this issue are articles on "Bilingual Education: Acceptance and Allocation,""A World History Reference,""History Teachers, Take Heart,""Social Studies Materials in Spanish," and "Pride of Aztlan." Articles appear in Spanish and English. Included is a list of suggested U.S. distributors for educational materials in Spanish and Portuguese. Descriptors: Biculturalism, Bilingual Education, Bilingualism, English
(1978). An Individualized Multi-Media Bilingual Education Magnet Model. Evaluation of the First Year, 1976-1977. Report 7863. Title VII Project. The first year of an individualized bilingual magnet project was evaluated. A total of 254 elementary and secondary students in Philadelphia participated. Multimedia bilingual education was provided to students of non-English speaking backgrounds at two sites. At the elementary site, bilingual education was offered in Spanish, Korean, Vietnamese, French, Italian, and Chinese. Evaluation of pupil performance objectives suggested that the magnet pupils acquired English more rapidly than did similar pupils city-wide. Dropout incidence in the high school group was very low, but no significant change in attendance was noted. [More] Descriptors: Bilingual Education Programs, Chinese, Elementary Secondary Education, English (Second Language)
(2002). Determining Appropriate Referrals of English Language Learners to Special Education: A Self-Assessment Guide for Principals. This guide is designed to help principals provide better services to English language learners whom they suspect might have a disability. It provides recommendations from the National Association for Bilingual Education (NABE) for ensuring appropriate referral and services to these students. The first part contains self-assessment information that can help principals review student data and determine if their school may have an over-representation (or underrepresentation) of English language learners in special education. Next, the guide covers issues related to communicating with English language learners and their families. It provides NABE recommendations for working with interpreters, interpreter pools, interpretation equipment, and using the native language in the classroom. The guide stresses that parents are vital to the success of any educational program and the third section focuses on communication with parents of children with disabilities whose native language is not English. The next section discusses using Teacher Assistance Teams to reduce inappropriate referrals to special education. The following section looks at the process of assessment, eligibility, and the development of the Individualized Education Program. The final section focuses on instruction and professional development. Appendices include resources, NABE recommended forms, and NABE recommended self-assessment checklists. (Contains 18 references.) [More] Descriptors: Administrator Role, Check Lists, Disabilities, Disproportionate Representation
(2008). Alternative Education for the 21st Century: Philosophies, Approaches, Visions, Palgrave Macmillan. This is a unique collection of leading examples of education grounded in alternative philosophies and cultures–from initiatives to create more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel. Aimed at educational practitioners, leaders, and policy-makers in all types of educational settings, as well as academics and researchers, the book is a resource to help educators think creatively about education at a time when the need to find new ways to nurture spiritual and holistic growth and democratic citizenship has never been greater. After an introduction by Philip A. Woods & Glenys J. Woods, this book contains the following: (1) The K20 Model for Systemic Educational Change and Sustainability: Addressing Social Justice in Rural Schools and Implications for Educators in All Contexts (Mary John O'Hair & Leslie A. Williams & Scott Wilson & Perri Applegate); (2) Democratic Schools in Latin America? Lessons Learned from the Experiences in Nicaragua and Brazil (Silvina Gvirtz & Lucila Minvielle); (3) The Touching Example of Summerhill School (Ian Stronach & Heather Piper); (4) Quaker Schools in England: Offering a Vision of an Alternative Society (Helen Johnson); (5) A Buddhist Approach to Alternative Schooling: The Dharma School, Brighton, UK (Clive Erricker); (6) Islamic Schools in the US and Netherlands: Inhibiting or Enhancing Democratic Dispositions? (Michael Merry & Geert Driessen); (7) On Their Way Somewhere: Integrated Bilingual Palestinian Jewish Education in Israel (Zvi Bekerman); (8) "Alternative" Maori education? Talking Back/Talking Through Hegemonic Sites of Power (Hine Waitere & Marian Court); (9) Starting with the Land: Toward Indigenous Thought in Canadian Education (Celia Haig-Brown & John Hudson); (10) Montessori and Embodied Education (Kevin Rathunde); (11) Education for Freedom: The Goal of Steiner/Waldorf Schools (Martin Ashley); and (12) Pathways to Learning: Deepening Reflective Practice to Explore Democracy, Connectedness and Spirituality (Philip A. Woods & Glenys J. Woods). [More] Descriptors: Social Justice, Rural Schools, Nontraditional Education, Jews
(1996). The Multicultural Middle College High School: An Attempt at Creating an Innovative Bilingual High School. Research on bilingual education has suggested three areas as critical for quality bilingual education: (1) school climate and organization; (2) curriculum content and delivery; and (3) instructional strategies. These three areas form a framework that was used to evaluate the Multicultural Middle College High School (MMCHS), an alternative bilingual high school created by a group of teachers from the Boston (Massachusetts) public schools. An analysis of school organization, curriculum, staff, classroom instruction, student population, and home-school relationships shows how the school succeeds in providing quality bilingual education. The MMCHS opened in 1993 with 82 bilingual and mainstream students, 4 bilingual teachers, and 1 special education teacher as an outgrowth of a"school within a school" program for bilingual and mainstream students that had operated in a high school since 1990. The program was housed in a community college, but was the satellite of a high school. Because the conditions of a quality bilingual education focus on characteristics of the different components of a program, it provides a thorough but flexible model of evaluation. Had the MMCHS been evaluated with the simple criteria of language instruction or adherence to an established model of bilingual education, it would not have been evaluated as favorably. Using the scrutiny of the conditions, which adds an extensive focus on characteristics of good education, the results were more positive. There was a strong basis of quality education in the program, which could be transformed into quality bilingual education by implementing the recommendations from the evaluation. These included the fostering of more positive attitudes towards the cultures and native languages of the bilingual students (mostly, but not exclusively Spanish speaking), fostering positive attitudes toward U. S. culture, suggestions for increased parent participation, and specific suggestions for the improvement of curriculum and instructional strategies. (Contains 2 tables and 53 references.) [More] Descriptors: Bilingual Education, Bilingual Students, Cultural Awareness, Educational Environment