Bibliography: Bilingual Education (page 126 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jing Lin, Hazel Delahoussaye, Judy Merritt, Anga Youssef, Luis Enrique Lopez, Nicholas Maldonado, Arnulfo G. Ramirez, Edward Simpkins, Karen S. Gallagher, and Robert D. Milk.

Greene, Jay P. (1997). A Meta-Analysis of the Rossell and Baker Review of Bilingual Education Research, Bilingual Research Journal. A 1996 literature review of 75 "methodologically acceptable" studies concluded that bilingual education was not beneficial. A reexamination of the literature review found only 11 studies that actually were methodologically acceptable. The application of metaanalysis to those 11 studies shows that at least some native language instruction is beneficial for limited-English-proficient children. Descriptors: Academic Achievement, Bilingual Education, Educational Research, Elementary Education

Merino, Barbara J.; Faltis, Chris (1986). Spanish for Special Purposes: Communication Strategies for Teachers in Bilingual Education, Foreign Language Annals. Describes a course which gives student teachers in bilingual education the opportunity to learn technical vocabulary and develop teaching skills in Spanish. The course content and procedures are outlined, the rationale for the course is noted, and techniques and sample lesson plans in science and musical literacy are described. Descriptors: Bilingual Education, Bilingual Teachers, Classroom Techniques, Communicative Competence (Languages)

National Council of La Raza, Washington, DC. Office of Research Advocacy and Legislation. (1987). The Proposed Bilingual Education Act Amendments of 1987. Perspectivas Publicas. Issue Brief. Ten bills have been introduced in Congress in 1987 to amend the Bilingual Education Act. Five of these are similar to legislation introduced in 1985, and they are not expected to be acted upon. The remaining five had been acted upon and are as follows: (1) S.1238 which is designed to increase the proportion of existing funds in the Bilingual Education Act for English-only programs and to place a three-year enrollment limit on programs of transitional bilingual education and special alternative instruction; (2) H.R. 5 which would reauthorize the Bilingual Education Act for five additional years with only minor changes; (3) H.R. 2088 which would allow Family English Literacy Programs to include instruction to enable aliens to meet the English language and civics requirements pursuant to the Immigration Control and Reform Act of 1986; (4) H.R. 1755 which would improve services provided for limited-English proficient children; and (5) S.857 which would increase funding in English-only programs for limited-English proficient children while decreasing funding for bilingual programs. Descriptors: Bilingual Education, Educational Legislation, Educational Policy, Elementary Secondary Education

Hidalgo, Margarita (1994). Bilingual Education, Nationalism, and Ethnicity in Mexico: From Theory to Practice, Language Problems and Language Planning. Describes the model of assimilation of native Mexican peoples to the broader mainstream. Bilingual education (BE), long used as a tool to facilitate language shift, is examined in the light of the superimposed discourse on national identity and nationalism. It is concluded that the demands of the Amerindians have been placated through the politics of accommodation. (46 references) Descriptors: Acculturation, American Indians, Bilingual Education, Cultural Pluralism

Merritt, Judy (1994). Education through Communication: Alu'utaashe Crow Develop Model in Bilingual Education, Winds of Change. A bilingual education program developed in Pryor (Montana) for Crow students in grades K-8 emphasizes teaching English within the context of the students' culture and language, promoting an understanding of language usage, and incorporating Native knowledge of science and math in the classroom. Descriptors: American Indian Culture, American Indian Education, Bilingual Education Programs, Bilingualism

Milk, Robert D.; Lopez, Luis Enrique (1986). A Cross-National Comparison of Sociolinguistic Contexts for Bilingual Education, Journal of Multilingual and Multicultural Development. While bilingual education programs in Peru are promoted as educational alternatives, designed for a specific group with the intention of strengthening the community's capacity to achieve its own goals, Texas programs are "substitute" programs to compensate for presumed deficits until the student can function in a "regular" program. Descriptors: Bilingual Education Programs, Case Studies, Comparative Analysis, Comparative Education

Ramirez, Arnulfo G.; Politzer, Robert L. (1975). The Acquisition of English and the Maintenance of Spanish in a Bilingual Education Program, TESOL Quarterly. Spanish and English versions of an oral proficiency test were administered to Spanish-surnamed pupils at grade levels K, one, three and five in a bilingual education program. The results indicated that achievement in English appears to be unrelated to the maintenance of Spanish for bilingual children. Descriptors: Achievement Tests, Bilingual Education, Bilingual Students, Elementary Education

Schlossman, Steven (1983). Self-Evident Remedy? George I. Sanchez, Segregation, and Enduring Dilemmas in Bilingual Education, Teachers College Record. The views of George I. Sanchez are examined to determine what an earlier generation of Hispanic-American educators thought about bilingual education. Sanchez stressed integrating Spanish-speaking children into Anglo classrooms and downplayed the need for a new pedagogy, such as bilingual instruction. Descriptors: Bilingual Education, Classroom Desegregation, Educational History, Educational Philosophy

Youssef, Anga; Simpkins, Edward (1985). Parent Attitudes on Americanization and Bilingual Education: The Dearborn, Detroit, and Farmington Study, Bilingual Review. Assesses the attitudes of Arab parents living in the United States toward their children's bilingual education programs and the role in their children's education. Findings revealed that parents highly valued their child's placement in a bilingual class environment because of its more positive, accepting atmosphere and attention to Arab culture. Descriptors: Acculturation, Arabic, Arabs, Bilingual Education

McLaughlin, Barry (1984). Are Immersion Programs the Answer for Bilingual Education in the United States?, Bilingual Review. Discusses the limitations of immersion programs for minority-language children and examines submersion, transitional bilingual education, and reverse immersion approaches according to three criteria: theoretical consistency, fairness to children, and empirical support. Reverse immersion in which children acquire literacy skills in their native language first is proposed as the fairest model. Descriptors: Bilingual Education Programs, Children, English (Second Language), Immersion Programs

Galindo, Rene (1997). Language Wars: The Ideological Dimensions of the Debates on Bilingual Education, Bilingual Research Journal. A conceptual framework was developed to analyze ideological debates about bilingual education in California and Colorado. A discussion of language as problem, as resource, and as right reveals how viewing Spanish as a problem enables devaluation of bilingualism and the linguistic capital of Latino immigrants, and the displacement of Latino parents from participation in their children's education. (Contains 58 references.) Descriptors: Acculturation, Bilingual Education, Bilingualism, Civil Liberties

Johnson, Donna M. (1987). Linguistics and Applied Linguistics Curricula in Graduate Programs in Bilingual Education, Hispania. A research sample of 56 college and universities provides nationally representative descriptive data on the linguistic theory and applied linguistics content in the curriculum of graduate programs in bilingual education in the United States. Suggests directions for change in such curricula. Descriptors: Applied Linguistics, Bilingual Education, Course Content, Course Objectives

Lin, Jing (1997). Policies and Practices of Bilingual Education for the Minorities in China, Journal of Multilingual and Multicultural Development. Discusses the politics of bilingual education for minorities in China. The article notes that such education has been provided in some minority schools as a part of the government's policy to improve relationships with ethnic minorities in China. (24 references) Descriptors: Bilingual Education, Curriculum Design, Diachronic Linguistics, Elementary Secondary Education

Maldonado, Nicholas; Gallagher, Karen S. (1984). The Impact of New Federalism: A Shift in Public Policy for Bilingual Education, Illinois Schools Journal. Evaluates proposed changes in Illinois for bilingual education programs. Reports that the proposals are consistent with the federal policy of deregulation of education programs. Focuses on the implications of allowing service delivery systems to be locally determined. Presents recommendations for a local approach to assessing and satisfying student needs. Descriptors: Bilingual Education Programs, Bilingual Students, Educational Policy, Elementary Secondary Education

Delahoussaye, Hazel (1974). Bilingual Education, The Louisiana Story: Teaching French to French Speaking Children. A description of the St. Martin Parish French/English bilingual project, one of five such programs in Louisiana, is presented. Now in its fifth year of operation, the St. Martin project serves the rural communities of Breaux Bridge and Parks, in classes from kindergarten through grade 5. Detailed here are the project's policies on staff development, curriculum planning and implementation, and progress reporting. Activities of the Parent Advisory Committee, involving parents of project participants and other interested community members, are also described. The following four factors lending supportive evidence for the success of the bilingual education program in St. Martin Parish are summarized: (1) Studies show that approximately 85 percent to 90 percent of the performance objectives for both the English and French areas of instruction have been achieved by 70 percent or more of the students; (2) pre- and posttest comparisons reveal that bilingual education program students do as well as or better than nonbilingual students on achievement tests; (3) differences in grade equivalent scores are significantly higher in favor of bilingual education students; (4) the Bilingual Education Program has been strongly supported by members of the community.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers

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