This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Helen Nagtalon-Miller, Rene Cisneros, Marcello Medina, J. A. Oladejo, Holli Schauber, Manuel F. Medrano, Jim Cummins, David Mason, Ricardo Otheguy, and Beti Leone.
(1995). The Second Language Components in a Two-Way Bilingual Education Program, Bilingual Research Journal. A Massachusetts elementary two-way bilingual education program represents a democratic, efficient approach to the education of two distinct language groups by balancing second-language instruction in English and Spanish and by integrating the two student populations. Discusses program goals, team teaching, classroom setting, program structure, curriculum organization, materials, student evaluation, parent involvement, and program successes and shortcomings. Descriptors: Bilingual Students, Cultural Pluralism, Elementary Education, Elementary School Students
(1981). Problems and Remedies in Chicano School Desegregation and Bilingual Education. Report No. 316. Chicanos have won many legal battles which have resulted in school desegregation and the establishment of bilingual education programs. Although desegregation and bilingual programs are each expected to equalize educational opportunities, the two approaches differ on how children are grouped and managed. Desegregation aims to integrate groups, whereas bilingual programs often separate students of limited English proficiency for language instruction. Although results are mixed, some studies have found important advantageous effects resulting from both desegregation and bilingual programs. Nevertheless, the courts have tended to hand down desegregation remedies which require the dispersal of national-origin students and which undermine bilingual education programs. This has often resulted in adverse effects on Chicano students and the community as a whole, and sometimes further polarized Chicano-Black relations. Survey data reveal that Chicanos support both approaches, but they are uncertain about the effectiveness of desegregation. Methods are proposed which can combine desegregation and bilingual education, whether or not a "critical mass" is maintained after Chicano student dispersal. Among these methods are that federal agencies work harder to clarify and enforce their desegregation and bilingual education guidelines and that the practical uses of survey research not be overlooked in the formation of local level educational policy. [More] Descriptors: Community Attitudes, Court Litigation, Desegregation Effects, Desegregation Litigation
(1995). The ESL Component of Bilingual Education in Practice: Critical Descriptions of Bilingual Classrooms and Programs. Editors' Introduction, Bilingual Research Journal. Introduces this special volume that seeks to provide insiders' reflective views of a wide range of bilingual education programs, with the aim of catalyzing dialog and reform. Provides demographic background on speakers of minority languages in the United States and in schools, and on needs and problems related to the education of limited-English-proficient students. Descriptors: Bilingual Education Programs, Demography, Dropouts, Elementary Secondary Education
(1985). The Masters of Survival Send Their Children to School: Bilingual Education in the Ethnic Schools of Miami, Bilingual Review. Reports on the success of Dade County's (Florida) transitional bilingual education program in the public schools and the private ethnic schools run by Cuban educators for the purpose of developing literacy skills in Spanish and English among Hispanic students. This success has resulted in the greater economic power of the Spanish-speaking community in Dade County. Descriptors: Bilingual Education Programs, Cubans, Cultural Awareness, Educational Quality
(1993). How Not to Embark on a Bilingual Education Policy in a Developing Nation: The Case of Nigeria, Journal of Multilingual and Multicultural Development. Necessary facilities for a successful implementation of bilingual education policy in a country like Nigeria are discussed. It is argued that the policy adopted there was too ambitious and unrealistic and that certain fundamental issues were ignored. Difficulties may lead to a total demise of the policy. (Contains 18 references.) Descriptors: Bilingual Education, Cultural Context, Developing Nations, Educational Policy
(1999). Educating Language Minority Children, READ Perspectives. The articles in this volume are divided into the three panels from the conference, after introductory presentations. First is the introduction by the editor, Rosalie Pedalino Porter, followed by the article which provided the seed that germinated into the other papers of the conference, "Rethinking Bilingual Education" (Charles L. Glenn). The first panel, "What the Research Tells Us," has the articles: "Improving Capacity and Educational Accountability in Schools Serving English Language Learners" (Diane August); "Mystery on the Bilingual Express: A Critique of the Thomas and Collier Study" (Christine H. Rossell); "El Paso Programs for English Language Learners: A Follow-Up Study" (Rosalie Pedalino Porter); "Labor Market Effects of Bilingual Education" (Mark Lopez). Articles in the second panel, "Practitioners: Successful Programs and New Approaches," are: "Reflections of a Bilingual Educator: From Past to Present" (Mary T. Cazabon); "Bethlehem, Pennsylvania's English Acquisition Program" (Thomas J. Doluisio); "Restructuring Schools To Incorporate Linguistically Diverse Populations" (Maria Estela Brisk); and the Keynote Address by Richard M. Estrada of the Dallas Morning News. The third panel is organized around the theme of "Education Reform in Massachusetts" and has the following articles: "A Bilingual Supporter Calls for Reform" (Charles Glenn); "A State Legislator's Views on Bilingual Education Reform" (Harold Lane); "Reflections of a School Superintendent–Quincy, Massachusetts" (Eugene Creedon); and "Chelsea Superintendent Urges More Flexibility in State Bilingual Law" (Douglas Sears). A concluding paper, "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch" (Kevin Clark) is also included. Four appendices with summaries, references, and background data are included as well. (Most papers include references and/or notes.) [More] Descriptors: Accountability, Bilingual Education, Change Strategies, Classroom Techniques
(1996). Whole Language and Deaf Bilingual-Bicultural Education–Naturally!, American Annals of the Deaf. This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language emphasizes a two-way teaching/learning process and Deaf Bilingual-Bicultural Education emphasizes mutual respect in the sociocultural experiences and values of deaf and hearing people. Classroom examples illustrate this educational philosophy. Descriptors: Biculturalism, Bilingual Education, Curriculum, Deafness
(1986). Bilingual Special Education Personnel Preparation: An Integrated Model, Teacher Education and Special Education. The teacher training program in bilingual special education at George Mason University (Virginia) trains bilingual special education teachers alongside their regular and special education couterparts. The program produces special education teachers conversant in bilingual issues and bilingual special educators specifically skilled in second language acquisition, cultural variance, and related content. Descriptors: Bilingual Education, Bilingual Teachers, Higher Education, Integrated Curriculum
(1992). Legal Support for Bilingual Education and Language-Appropriate Related Services for Limited English Proficient Students with Disabilities, Bilingual Research Journal. Analyzes federal legislation, regulations, and litigation regarding the provision of an appropriate education for limited-English-proficient students who are also disabled. Examines the legal basis of the right to bilingual education and the requirements that educational agencies must meet. Discusses implications for school systems and educators. Descriptors: Access to Education, Bilingual Education, Court Litigation, Disabilities
(1984). Bilingual-Bicultural Education in Mexico: Recent Research, Contemporary Educational Psychology. Since 1978, basic research on bilingual education in Mexico has prevailed, especially related to Indian languages. Action research has also been more fruitful than in the past. The few objective evaluations conducted have been notable for the publication of a wide range of results. Descriptors: Action Research, American Indian Languages, Bilingual Education, Educational Research
(1987). Bilingual Education. Research and Evaluation Contracts. Report to the Chairman, Committee on Education and Labor, House of Representatives. Results of a review of 34 contracts relating to bilingual education awarded by the Department of Education's Office of Bilingual Education and Minority Languages Affairs and the Office of Planning, Budget, and Evaluation are presented. The review analyzed awards made from 1982 to 1985 and focused on: the extent of and justification for contracts and modifications awarded on a noncompetitive basis; use of task order contracts for bilingual research; extent of and justification for contracts awarded to Small Business Administration firms; contracts awarded during fiscal years 1982-85 and procurement processes; representation on contract proposal review panels and subsequent scoring of contract proposals; role of the Bilingual Research Planning Committee before its termination; modification of terms of a contract request for proposals to operate Multifunctional Resource Centers after its issuance; appropriated funds for bilingual education; and the status of bid protests related to contracts awarded in 1986 for the Multifunctional Resource Centers and the National Clearinghouse for Bilingual Education. With the exception of one contract, no significant deficiencies were found in the Department of Education's awarding and modifying of contracts. [More] Descriptors: Bilingual Education, Contracts, Education Service Centers, Elementary Secondary Education
(1980). The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue, TESOL Quarterly. It is argued that cognitive/academic language proficiencies in first and second languages are interdependent and empirically distinguishable from interpersonal communication skills. This analysis is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning. Descriptors: Age, Bilingual Education, Cognitive Processes, Communication Skills
(1986). Evaluating the Long-Term Effects of a Bilingual Education Program: A Study of Mexican American Students, Journal of Educational Equity and Leadership. Describes the long-term effects of a bilingual education program on the academic achievement of Mexican-American students in a predominantly Mexican-American school district. Examines program impact on reading and mathematics achievement over a six-year period. Analyzes the effects on achievement of four variables: preachievement, gender, age, and program group. Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, Mathematics Achievement
(1977). Pluralism and Bilingual/Multicultural Education in Hawaii, Educational Perspectives. Clarifies the concept "pluralism" with the use of a typology and points out that the most common conceptualization of pluralism throughout the country has inherent contradictions. Argues that it takes more than individuals and families to insure cultural diversity and that bilingual education is one way of assuring the survival of diversity in American life. [More] Descriptors: Bilingual Education, Classification, Concept Formation, Cross Cultural Training
(1990). Investigating the Context of State-Level Policy Formation: A Case Study of Arizona's Bilingual Education Legislation, Educational Evaluation and Policy Analysis. Events leading to the passage in 1984 of Arizona's bilingual education law are examined using interviews with policy elite and concepts developed by D. E. Mitchell and others (1985) for studying distinctive cultures of state educational policymaking. Passage of a mandatory or more comprehensive law was not likely. Descriptors: Bilingual Education, Case Studies, Educational Legislation, Educational Policy