This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Frederick Bertolaet, Tatyana Kleyn, Barry McLaughlin, Susanne M. Shafer, David Rosenbaum, William G. Eggington, Sharon Adelman Reyes, George Blanco, Flora Ida Ortiz, and Dorothy Waggoner.
(1985). Bilingual Education in West Germany: Recent Developments, Comparative Education. Compares bilingual education programs in the United States and West Germany, emphasizing instructional models and political and social influences. Summarizes current debate about the role of the home language in the education of minority-language children and points out general problems with home language instruction in the West German context. Descriptors: Bilingual Education, Comparative Analysis, Comparative Education, Elementary Secondary Education
(1980). Significant Instructional Features in Bilingual Education. Those who write and fund bilingual education programs are primarily concerned with the implementation, administration, and management of certain types of programs rather than with their instructional components. An analysis of 75 bilingual education program proposals indicated that this resulted in a preoccupation with facilities, materials, staffing, and teaching techniques and strategies, but minimal attention was paid to instructional elements such as academic learning time (ALT), classroom management, teacher expectations and attitudes, pupil learning styles, and teacher-pupil interaction. Observation of one California bilingual education program further revealed that teacher-pupil interaction was significantly reduced for bilingual students when bilingual aides were present. Classroom teachers then initiated interaction twice as often with non-bilingual students and mostly in English, whereas aides initiated interaction almost entirely with bilingual students and largely in Spanish. This (and other practices which indicated lower expectations for bilingual students) reduced their ALT and often resulted in classroom management problems. While ALT and teacher-pupil interaction appear to be the two most significant instructional features in bilingual education programs, the other features studied must also be included in such programs to ensure equitable delivery of educational services to bilingual students. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teacher Aides, Classroom Techniques
(1977). Bilingual Education: Current Perspectives. Volume 4: Education. The Office of the Commonwealth of Puerto Rico and the Center for Applied Linguistics cooperated in a state-of-the-art study of the field of bilingual education. State-of-the-art papers were commissioned in four general areas concerning bilingual education: social science, languages and linguistics, law, and education. Each paper formed the central focus for a separate conference at which it was discussed and elaborated upon by specialists from various fields within a given discipline. This volume is the fourth in a series of four volumes that present the major papers and viewpoints of discussants. The focus of this volume is education. One major paper is presented, "The Education Perspective," by George Blanco, and the viewpoints include: "Budgeting for Bilingual Education," by Jose A. Cardenas; "Psycholinguistic Evidence," by James Cummins; "Analyzing Bilingual Education Costs," by Joseph D. Garcia; "Cross-Cultural Research," by William Hall; "Meeting the Needs," by Byron W. Hansford; and "The Importance of Testing," by Protase Woodford. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cross Cultural Training
(1981). Bilingual/Bicultural Education: Titles and Abstracts of Doctoral Dissertations, Volume II. This collection of dissertation abstracts on the subjects of bilingual and bicultural education originally published by "Dissertation Abstracts International" contains items in the following areas: bilingual education program management, assessment, language, curriculum, and the affective domain. The section on program management covers scope, history, and legislation; program development, program models, comparative monolingual/bilingual studies, teacher education, and investigations outside North America. The second section covers assessment, language proficiency, and intelligence testing. The language section includes studies of acquisition and development, concept and development, language and culture, linguistics, and sociolinguistics. The fourth section covers reading and language arts curriculum, content fields, special education, career education, and audio-visual media. The final section on the affective domain deals with self-concept and attitudes toward bilingual education. Subject and author indexes are also included. [More] Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Career Education
(1980). Language Development, Grammar, and Semantics: The Contribution of Linguistics to Bilingual Education. Bilingual Education Series: 7. This volume discusses some of the language-related factors involved in bilingual education. The first paper surveys the major results and current research topics in the field of syntax, with an emphasis on how they might be of relevance to bilingual education. The first part of the article gives an overview on the nature of the field of syntax, and discusses the field in terms of language typology and language universals. Among other topics that are discussed are variation studies, syntactic change, and the relationship of morphology and syntax. Proposed research is then outlined. The second article outlines the area of semantics, relating it to pragmatics and bilingual education. An overview is then given of cultural, lexical, structural, epistemological, and logical studies in an attempt to reconcile their methods with linguistic studies in dealing with bilingual education. The final article presents a view of the linguistic tasks which children undertake during the first five years of life, and aims to provide a general view of the language skills a child brings to language instruction in the primary years. [More] Descriptors: Bilingual Education, Child Language, Grammar, Interdisciplinary Approach
(1983). Bilingual Education and Social Integration. Bilingual Education Paper Series, Vol. 7, No. 2. Bilingual education programs and policies in three countries with sizable minorities, Sweden, Australia, and the Federal Republic of Germany, are examined in order to gauge both the extent to which children with limited proficiency in the dominant language are in integrated classrooms and the degree of their social integration. First, the acceptance of foreign nationals into the Swedish labor force and communities and the elaboration of social policies toward those persons are outlined. The assumptions underlying bilingual education in Sweden are discussed along with four alternative forms of classroom organization that are being tried and the level of social integration of immigrant groups. Second, bicultural education in Australia is considered in terms of Aborigine education; education about the Aborigines; the induction of immigrants; ESL instruction; supplementary bilingual education programs; social studies and foreign language education; the response of education departments to the need for teacher training; and the debate over multiculturalism versus social integration. Third, the following dimensions to bilingual education in the Federal Republic of Germany are reviewed: policies toward guestworkers, political refugees, and European Economic Community nationals; the change from segregationist to integrationist approaches to the education of guestworkers' children; difficulties in integrating foreign students academically and socially; the problems of inner city enclaves of immigrants; and the question of repatriation. [More] Descriptors: Acculturation, Bilingual Education, Bilingual Education Programs, Educational Policy
(2000). The Sociopolitics of English Language Teaching. Bilingual Education and Bilingualism 21. Chapters in this volume include the following: "Policy and Ideology in the Spread of English" (James W. Tollefson); "Linguistic Human Rights and Teachers of English" (Tove Skutnabb-Kangas); "Official English and Bilingual Education: The Controversy over Language Pluralism in U.S. Society" (Susan J. Dicker); "Non-Native Varieties and the Sociopolitics of English Proficiency Assessment" (Peter H. Lowenberg); "The Social Politics and the Cultural Politics of Language Classrooms" (Alastair Pennycook); "Educational Malpractice and the Miseducation of Language Minority Students" (John Baugh); "Transforming the Politics of Schooling in the U.S.: A Model for Successful Academic Achievement for Language Minority Students" (Shelley Wong); "Creating Participatory Learning Communities: Paradoxes and Possibilities" (Elsa R. Auerbach); "Exploring the Spiritual Moral Dimensions of Teachers' Classroom Language Policies" (Ramona M. Cutri); "Disciplinary Knowledge as a Foundation for Teacher Preparation" (William Grabe, Fredricka L. Stoller, Christine Tardy); and "Becoming Sociopolitically Active" (Linn E. Forhan, Mona Scheraga). Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English Only Movement
(2011). Nobody Said It Would Be Easy: Ethnolinguistic Group Challenges to Bilingual and Multicultural Education in New York City, International Journal of Bilingual Education and Bilingualism. New York City sets itself apart from many locations in the USA due to its citizens' unparalleled diversity. The degree to which schools either build upon or suppress the backgrounds of their linguistically and culturally diverse students is dependent on the degree to which they can provide an education that is both bilingual and multicultural. This qualitative study considers the challenges to teaching bilingually "and" multiculturally for Chinese, Haitian Creole, Russian, and Spanish bilingual teachers in New York City. The study considers the challenges specific to each ethnolinguistic group, which are based in their cultural ideologies, transnational histories, immigration experiences, and views of US schools. [More] Descriptors: Multicultural Education, Creoles, Ideology, Cultural Differences
(1981). Bilingual Education: An Experience in Peruvian Amazonia. This book reports on an experimental bilingual education program conducted in Peru by Peruvian educators and Summer Institute of Linguistics (SIL) linguists. Sections of the book discuss: (1) the historical perspective of the program; (2) program aspects such as teacher training, goals, and curriculum; (3) what this program may contribute to the development of future programs; (4) the preparation of materials in vernacular languages; and (5) bilingual education as it relates to the development of indigenous communities. Papers include "The Role of Vernacular versus Prestige Languages in Primary Education" and "Training to Train: The Key to an Ongoing Program" by Mildred L. Larson, "The Training of Bilingual Teachers" by Olive A. Shell, and "The Challenges of Primer Making" by Patricia M. Davis. Tables include teacher-training course statistics, curriculum and textbooks for bilingual schools, and a synopsis of SIL work among the Aguarunas. Figures include sample pages from texts, primers, and readers, and a variety of letters and forms for supervisory use. Photographs of students, teachers, and other community members are provided. Appendices include the resolution authorizing bilingual education in the Peruvian jungle, laws relating to bilingual education, and sample pages of the 1977 curriculum. [More] Descriptors: Adult Education, American Indian Languages, Bilingual Education, Bilingual Schools
(1984). An Administrative Perspective of Bilingual Education: Field Survey, NABE: The Journal for the National Association for Bilingual Education. In 1982, 13 public school administrators were surveyed to identify issues and problems in bilingual education program administration. Key success factors are supportive leadership, staff training, effective educational technology, community-parent-teacher participation, flexibility, product-process considerations, theoretical understanding, and administrator involvement in district-level decision making. Descriptors: Administrator Role, Bilingual Education, Field Studies, Perspective Taking
(1977). Dissertations and Data-Based Journal Articles on Bilingual Education. Bilingual Education Paper Series. This bibliography was prepared to help educators locate recent research on bilingual education. It is divided into two parts: dissertations on bilingual education and data-based journal articles on bilingual education. The first part is taken from Dissertation Abstracts International from January, 197l through November, 1976, under the headings of bicultural and bilingual. Sections include administration; adult; anthropology; curriculum development and instruction; elementary education; general education; guidance and counseling; language and literature; linguistics; mass communication; minorities; pre-school; psychology; sciences; sociology; special education; speech; teacher training; theory and practice; and vocational. The second part is a selected list of journal articles on bilingual education found in the Current Index to Journals in Education (CIJE), from January, 197l, through September 1976, under the headings bilingual and bicultural. Sections include counseling and personnel services; disadvantages; early childhood education; educational management; exceptional; handicapped and gifted children; languages and lingusitics; reading and communication skills; rural education and small schools; social studies/social science education; teacher education; and tests, measurement and evaluation. Detailed information of each dissertation and article may be found in DAI and CIJE by referring to the volumes and pages given in the bibliography. Descriptors: Bibliographic Coupling, Bibliographies, Biculturalism, Bilingual Education
(1981). The Federal Law of Bilingual Education. Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA) of 1974 impose an affirmative obligation on the states to rectify the language deficiencies of non-English-speaking students but do not specify a particular remedy, leaving it to State and local educational authorities to determine which programs, methods, or techniques constitute "appropriate" action. The Bilingual Education Act of 1974, by contrast, is a categorical statute, providing financial assistance in the form of direct grants to local educational agencies for the purposes of developing elementary and secondary school programs to meet the needs of limited-English-speaking school children. Until recently, the Federal courts, faced with suits challenging the legal sufficiency of existing programs under Title VI and EEOA, tended to favor bilingual education over other kinds of compensatory language programs. In keeping with the shifting mood of the country and the shifting policies of the executive branch, the courts have recently been giving the statutory language a more literal construction and have been refusing to infer Congressional intent to favor bilingual education over other kinds of "appopriate" programs. As a result, bilingual education is now viewed as a compensatory method of instruction which a school board may choose to implement in order to fulfill its Federal obligations or a court may impose on a school board which has failed to fulfill its obligations. It is not a deemed right or entitlement. Descriptors: Bilingual Education, Compensatory Education, Compliance (Legal), Court Litigation
(1987). Bilingual Education: A Guide to the Literature, Education Libraries. Divided into two major sections–Theory and Research and the Teaching/Learning Process–this pathfinder to the literature on bilingual education lists bibliographies, research reports and sources, reference sources, discussions of issues, teaching guides and textbooks, instructional resources, evaluations, catalogs, guidebooks, serials and journals, and databases. Annotations are provided where useful. Descriptors: Bibliographies, Bilingual Education, Educational Policy, Evaluation Methods
(1993). Bilingual Preschool Programs: Future Directions. Language policy in Australia has evolved in three phases, with three kinds of argumentation prevailing in public attitudes. In the first phase (1945 to the mid 1970s), maintenance of the first language by non-English-speaking-background (NESB) immigrants was considered a hindrance to assimilation and educational achievement, and thus abandonment of the first language was encouraged. In the second phase (beginning in the mid-1970s), first language maintenance came to be seen as a right, either for protection of cultural identity or for educational equity. Although this view remained controversial, Australia's first bilingual education programs were developed during this phase. In the third phase (late 1980s), bilingual education was seen as beneficial not only to NESB students but also to English-speaking-background (ESB) students, for whom knowledge of a second language was considered economically advantageous. For advocates of bilingual education, this argument has the drawback that it restricts the range of languages supported to those considered advantageous to ESB students. Recommended policy changes are: (1) wider enrollment of ESB students in bilingual programs (also, deliberate inclusion of "third language" students, which, along with first language maintenance, has been found to strengthen bilingual programs); (2) education of parents about bilingualism; (3) improvement of assessment within bilingual programs; (4) greater emphasis in policy justification on the benefits of bilingual education for Australian society as a whole. [More] Descriptors: Acculturation, Bilingual Education, Civil Rights, Cultural Awareness
(1979). Teacher Resources in Bilingual Education: A National Survey, NABE: The Journal for the National Association for Bilingual Education. The characteristics of 42,000 teachers who reported that they were teaching through a non-English language in 1976-77 were examined. Findings showed that teachers using a non-English language appeared to have been assigned on the basis of language skills alone. Fewer than half had had even one course in bilingual education. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, Language Ability