Bibliography: Bilingual Education (page 120 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Ann Pakir, Gerard Hoffman, Ruth Otto, Albert B. Tucker, Rosa Maria Gonzalez, Pornthip Vattakavanich, Jim Cummins, Tomas A. Arciniega, James Crawford, and Jose Cardenas.

Pakir, Ann (1993). Making Bilingualism Work: Developments in Bilingual Education in ASEAN, Language, Culture and Curriculum. Systems of bilingual education in three neighboring countries, Singapore, Malaysia, and Brunei Darussalam are examined in an attempt to understand basic issues. These are all Association of Southeast Asian Nations (ASEAN) countries that fall into the category of Small Young Countries as discussed in Pakir (1992a). (Contains 43 references.) Descriptors: Bilingual Education, Foreign Countries, Language of Instruction, Multilingualism

Arciniega, Tomas A. (1981). Bilingual Education in the Eighties: One Hispanic's Perspective, Educational Research Quarterly. Despite recent activities and the mounting of significant bilingual education efforts at federal and state levels, most schools and their personnel still do not respond as positively as they should to culturally different students. Statistics relevent to Hispanics as the U.S.'s largest ethnolinguistic group are given.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Hispanic Americans

Cummins, Jim (1981). Four Misconceptions about Language Proficiency in Bilingual Education, NABE: The Journal for the National Association for Bilingual Education. Identifies four misconceptions about language proficiency which are currently impeding the implementation of effective bilingual education programs. Misconceptions involve: (1) surface structure deviations and academic achievement; (2) surface fluency and "English Proficiency"; (3) bilingual language proficiency and instruction; and (4) linguistic mismatch and school failure.   [More]  Descriptors: Bilingual Education, Cognitive Ability, Elementary Education, English (Second Language)

Gonzalez, Rosa Maria (2002). Bilingual Education/ESL Program Evaluation, 2000-01. In compliance with Texas legislation, the Austin Independent School District (AISD), Texas, provides two programs to serve students identified as limited English proficient (LEP): Bilingual Education (BE), which provides dual language instruction in the major content areas and English as a Second Language (ESL), which provides intensive English instruction. ESL is both a component of BE and a stand-alone program. On each campus, the Language Proficiency Assessment Committee decides the program that best addresses each student's needs. In the 2000-2001 school year the AISD enrolled 13,740 LEP students, of whom 94% were Spanish speakers. In 1991-1992, such students comprised 9.7% of the student population of the school district, and in the 2000-2001 school year, they represented 17.8% of all district students. This report contains data on the passing rates of these students for the Texas Assessment of Academic Skills (TAAS). TAAS passing rates were highest for the elementary grades, and a higher percentage of AISD LEP students generally passed the TAAS than did LEP students in the state as a whole. In the 2000-2001 school year, 1,262 students exited the BE/LEP program, and these student had generally done well on the TAAS. The report also details professional staff development activities for the BE and ESL programs, describes LEP summer school instruction, and discusses the AISD Emergency Immigrant Education Program. Recommendations for program improvement are made based on the findings of this evaluation. Seven appendixes contain supplemental information about participating students and the programs, mostly in table form. (Contains 20 tables, 22 figures, and 5 references.)   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Limited English Speaking

Baral, David P. (1983). Self Concept Studies in Bilingual Education: A Review and Critique. This study expands the scope of an earlier review by examining a larger database of self concept studies in bilingual education and by relating the findings in bilingual education to general studies of the self concept in the educational literature. The traditional view of self concept as an intervening variable is found to be reflected in the compensatory education literature, and in literature on self concept and academic achievement. Three basic models have been suggested as alternatives to the traditional one. With regard to bilingual education, two types of studies were found: (1) impact studies that examine the effects of bilingual programs on the development of the self concept, and (2) comparative studies that tested the hypothesis that bilingual programs are more successful than monolingual programs in enhancing the student's self image. A total of 40 studies addressing these two questions are reviewed. While the literature supports the hypothesis that bilingual education aids self concept development, the position is taken that the traditional paradigm may need to be replaced. It is suggested that research should concentrate on the process of self concept formation in successful bilingual programs and that the view be accepted that self concept is something that happens in school, not prior to school. Descriptors: Affective Behavior, Bilingual Education Programs, Educational Research, Individual Development

Campeau, Peggie L.; And Others (1975). The Identification and Description of Exemplary Bilingual Education Programs. This is the final report of one of three studies in an overall project entitled "Evaluation of Bilingual Education Programs." The objectives of this study were to: (1) identify and recommend as exemplary up to 10 bilingual education programs for submission to the Dissemination Review Panel (DRP) of the Education Division, DHEW, and (2) develop detailed descriptions of those programs approved by the DRP for dissemination. Screenings and site visits reduced the candidate pool of 175 programs to 7. The DRP approved the following four for dissemination: Alice Independent School District, Alice, Texas; Aprendemos en Dos Idiomas, Corpus Christi, Texas; Bilingual Education Program, Houston, Texas; and St. John Valley Bilingual Education Program, Madawaska, Maine. Descriptions were written for each of the four in sufficient detail to provide local educators with ideas to guide them in implementing similar practices. Each program was described as it operated during 1973-74, but some program components were treated historically to illustrate major changes. The context within which each program developed and operated, and the special educational needs of the students, were also discussed. In addition, specific recommendations were made on ways in which local evaluations could be improved to increase chances for identifying exemplary programs.   [More]  Descriptors: Biculturalism, Bilingual Education, Demonstration Programs, Educational Programs

Cardenas, Jose (1984). The Role of Native Language Instruction in Bilingual Education, NABE: The Journal for the National Association for Bilingual Education. Tracing its evolution and stressing the role of native language instruction, a proponent of bilingual education argues that native language instruction allows simultaneous content and second language skill development, diminishes alienation, and facilitates intellectual development, and that criticism of such instruction is founded on emotional responses, misinformation, and discriminatory attitudes. Descriptors: Bilingual Education, Educational History, Educational Philosophy, Elementary Secondary Education

Vattakavanich, Pornthip; Tucker, Albert B. (1980). English as a Second Language vs. Bilingual Education, Reading Improvement. Presents a rationale for differentiating the concepts of "English as a second language" (ESL) and "bilingual education." Argues that misclassification of students on the basis of surname is likely to continue until educators recognize that bilingual instruction uses two languages while ESL uses only English. Descriptors: Bilingual Education, Comparative Analysis, Elementary Secondary Education, English (Second Language)

Hoffman, Gerard (1977). Bilingual Education: A Cognitive Approach to Learning. CUNYForum, No. 3. The goals of bilingual education and its relationship to education are examined, and a model for bilingual education is proposed. A definition of bilingual education is emerging that permits the child to choose the mode of communication with which he is most comfortable. Cognitive psychology and its emphasis upon the child's active interactions with his environment is a strong argument for supporting mother-tongue instruction. Bilingual education designed as an integrated curriculum that is child-centered rather than teacher-centered is advocated. This model is designed to maximize cognitive growth and encourage symbolic activities through interpersonal interactions. All children are encouraged to manipulate their environment and explore their developing conceptualizations. The language that the child knows best is the medium for exploring and working through ideas. The learning of English is most effectively accomplished when children have an opportunity to use it in functional contexts with English-speaking peers. Integrating the curriculum will permit students to become familiar with the interrelationship between the parts of the curriculum and will prepare them to use all forms of language so that they can bring ideas and facts together without letting it interfere with the comprehension of concepts. This means that they will develop a communicative competence along with a cognitive competence. Descriptors: Bilingual Education, Child Language, Cognitive Development, Communicative Competence (Languages)

Fox, Janna (2004). Biasing for the Best in Language Testing and Learning: An Interview with Merrill Swain, Language Assessment Quarterly. In response to the American Association of Applied Linguistics' presentation of the Distinguished Scholarship and Service Award for extraordinary contributions to the fields of language learning, teaching, and testing in May 2004, Merrill Swain described her own work as "moving in cycles of research, theory and practice." These "spirals" ("cycles with forward movement"), as Professor Swain described them, may explain in part why her work is consistently on the cutting-edge–questioning commonly held assumptions and shaping future inquiry. Throughout her career, Professor Swain has prompted teachers to rethink their teaching, generated awareness of best practices that support effective language learning, and challenged testers to develop better, fairer and more useful tests. From the early 1980s, Professor Swain recognized the importance of collaborative talk in language learning, informed by the landmark model of communicative language ability and use that she had elaborated with Michael Canale, and persuaded by her own research within early and late immersion programs. Professor Swain grew up in Canada, and after finishing her Comprehensive Exams at the University of California, Irvine, she returned to Canada to collect data in Quebec for her dissertation. There she was hosted by William Mackey, Director of the International Centre for Research in Bilingualism at Laval University. While there, David (H. H.) Stern, at the Ontario Institute for Studies in Education in Toronto, invited her to join a team of researchers involved in the Bilingual Education Project. Rather than limiting her focus to bilingual learning within French immersion settings, however, she continually related her findings to larger questions of second language (L2) acquisition, learning, testing, and assessment–calling for teachers and testers to "bias for best," to rethink psychometric-driven approaches in favor of construct-driven ones, and to increase the feedback available from tests so that testing could better inform learners and teachers. Professor Swain's work in connecting L2 testing and assessment with L2 learning earned her widespread recognition. As the Samuel Messick Memorial Lecturer at the 2000 Language Testing Research Colloquium, she urged language testers to draw on L2 acquisition perspectives in examining the content of dialogues as a source for content specification and the validation of inferences drawn from test scores. Her work has been at the forefront of research in the fields of L2 testing and learning for 30 years. In this interview, which took place in May 2004, Professor Swain discusses her extraordinary career.   [More]  Descriptors: Feedback (Response), Immersion Programs, Applied Linguistics, Bilingual Education

Crawford, James (2000). At War with Diversity: U.S. Language Policy in an Age of Anxiety. Bilingual Education and Bilingualism 25. Bilingualism is a reality that many Americans still find difficult to accept; hence the prominence of English-only activism in American politics. This collection of essays analyzes the sources of the anti-bilingual movement, its changing directions, and its effects on education policy. This book also explores efforts to resist the English-only trend, including projects to revitalize American Indian languages. Chapter titles include the following: "Anatomy of the English-Only Movement;""Boom to Bust: Official English in the 1990s;""Endangered Native American Languages: What Is To Be Done and Why?""Seven Hypotheses on Language Loss;""The Political Paradox of Bilingual Education;""The Proposition 227 Campaign: A Post Mortem." Extensive references and a detailed index are included. Descriptors: Bilingual Education Programs, Bilingualism, English Only Movement, English (Second Language)

Balinsky, Warren L.; Peng, Samuel S. (1974). An Evaluation of Bilingual Education for Spanish-Speaking Children, Urban Education. An evaluation of a bilingual education program for first and second-grade children in an urban public school suggested that teaching them in their native language will cause higher achievement than expected and that classification of Spanish-speaking pupils based on standardized tests (in English) is invalid. Descriptors: Academic Achievement, Bilingual Education, Elementary School Students, Program Evaluation

Noda, Phyllis A. (1978). Bilingual Education: Parents and Community Awareness Training Manual. Intended to inform parents of how to work on a Bilingual Advisory Committee, this workbook discusses some basics about bilingual education, the Bilingual Education Law, and the advisory committee's composition, functions and responsibilities. The first section leads parents in finding out where and how they "fit in," using open-ended questions to analyze and think-through their roles as committee members. The next section explains Michigan's Bilingual Education Law and provides simulations or case studies directly related to the point of law under discussion. Following an overview of the committee's responsibilities are simulations describing some problems encountered in fulfilling those responsibilities. The next section covers what to expect at a committee meeting; how to effectively communicate concerns, criticisms, complaints and positive suggestions so that they will be heard; and 12 points parents should consider in directing their energies. Short true-false quizzes are provided to check the facts that have been covered. The workbook concludes with a questionnaire for planning for the Bilingual Advisory Committee; a community-school contacts sheet (e.g., who, how, and when to contact the persons responsible for bilingual education); a chart to fill in with important statistics and facts of the bilingual program; and a participant's evaluation of the workbook.   [More]  Descriptors: Advisory Committees, Bilingual Education, Educational Legislation, Educational Responsibility

Otheguy, Ricardo; Otto, Ruth (1980). The Myth of Static Maintenance in Bilingual Education, Modern Language Journal. Discusses controversy between transitional versus maintenance bilingual education programs in Spanish. Claims policy of static maintenance cannot find support in a view of linguistic competence that considers language development to be complete by adolescence and the same among individuals. Suggests developing students' home language or abandoning it altogether. Descriptors: Bilingual Education, Hispanic Americans, Language Maintenance, Language Role

Behuniak, Peter (1985). Computer-Assisted Evaluation: An Application to Bilingual Education, Technological Horizons in Education. Presents a rationale as to why bilingual programs present a unique proving ground for computer-assisted evaluation efforts; also outlines the evaluation of Connecticut's bilingual education programs. A summary of computer applications designed to improve evaluation and a brief discussion of current benefits and future possibilities are included. Descriptors: Bilingual Education, Bilingual Education Programs, Computer Oriented Programs, Educational Assessment

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