This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Carla Mathison, Beverly A. Clark, Christine Wallgren Vance, Anthony Mollica, Nigel Grant, Pamela Leggio, Lee Sherman Caudell, Brenda Terry Hahn, Rudolph C. Troike, and Carolyn Huie Hofstetter.
(1986). Hispanic Education: Challenges, Research, and Policies, American Journal of Education. Addresses Hispanic goals for education and the current political situation in which these goals must be pursued. Discusses how the agenda of Hispanic researchers and advocacy organizations is rapidly expanding beyond a traditional focus on language and bilingual education. Descriptors: Advocacy, Educational Attainment, Hispanic American Culture, Hispanic Americans
(1987). Getting the Mixture Right: Nonformal Education through Community Radio in the Bolivian Altiplano, Convergence: An International Journal of Adult Education. Concentrates on the work of Community Education through Radio (ECORA), a Bolivian organization that planned and implemented the nonformal education component of a project that included school construction, teacher training, bilingual education, and administrative reforms within the Ministry of Education and Culture. Descriptors: Adult Education, Community Education, Educational Media, Foreign Countries
(1983). The Best of Two Worlds: Bilingual-Bicultural Education in the U.S. This history of bilingual education in the United States begins with the advent of the Spanish in the early 16th century, and traces the development of the phenomenon to the present. Chapters cover (1) early immigration of Spanish and Germans before the Revolution, (2) early 19th century xenophobia, (3) bilingual schooling in the early 19th century, (4) bilingual education's decline in the late 19th and early 20th centuries, (5) the Puerto Rican influx in the mid-20th century, (6) the rise and failure of instruction in English as a second language (ESL), (7) the 1960s renaissance of bilingual education, (8) the federal bilingual act (Title VII of the Elementary and Secondary Education Act of 1965) and its implementation, (9) the ethnic awareness movement of the mid-1970's, (10) the peak of the bilingual movement, and (11) the aftermath of the Lau v. Nichols ruling. Also included are chapters on (1) variations on the bilingual concept, (2) a comparison of concepts of bilingual education and school desegregation, (3) the status of bilingual education in the bicentennial year, (4) program evaluation efforts and results, (5) denial of educational services to undocumented immigrants and challenges to Lau remedies, (6) issues of accountability, (7) foreign language deficiencies and linguistic chauvinism in American society, (8) the increasing need for bilingual instruction due to immigrant influx and other needy language minorities, (9) the 1979 proposed Lau regulations, (10) the recent shrinkage of the federal role in education, (11) headline immigrant language issues, (12) jeopardy to some individual rights, and (13) some projections and suggestions. [More] Descriptors: Acculturation, Activism, Adult Education, Bilingual Education
(2000). Learning about Problem-Based Learning. This paper describes the introduction of a problem-based learning program in a new doctoral program at the University of Texas–Pan American in 1998. Students were assigned the problem of studying the implementation of a two-way bilingual education in their Educational Leadership Laboratory and making recommendations regarding the use of one or more of 10 interventions. The paper describes this attempt at problem-based learning which was unsuccessful due to several problems: complaints by students, and underestimation of the importance of having students actively involved in and informed about the emerging structure of the program design. The author concludes that the problem-based learning approach should not have been assigned so soon and on such a scale. (Contains 15 references.) [More] Descriptors: Educational Change, Elementary Secondary Education, Faculty Mobility, Higher Education
(2000). New Teacher Confidence: How Does It Develop?. The purpose of this study was to investigate the confidence levels of new teachers and related factors. Seventy-seven first and second year teachers participating in a new teacher retention project filled out a survey. Teachers felt most confident in their communication with colleagues, sensitivity to the needs of a multicultural classroom, and classroom discipline. They felt least confident in the use of portfolio assessment, arrangement of optimal learning opportunities for all students, time management, assessment of individual students' abilities, and knowledge of science subject matter. Those who went through special education or bilingual education programs felt more confident than those who did not. Those who taught in the inner city were significantly more confident than those who taught in other environments. Confidence was not related to type of current classroom or setting for new teachers. Implications for teacher education programs are discussed. (Contains 12 references.) Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Teacher Attitudes
(1989). Can Peru's Rural Schools Be Agents for Quechua Language Maintenance?, Journal of Multilingual and Multicultural Development. Draws on sociolinguistic literature and on an ethnographic study of language use and bilingual education in Quechua-speaking rural communities of Puno. Consider the roles of both language planning and the schools in achieving language maintenance for Quechua. (35 references) Descriptors: Elementary Secondary Education, Ethnography, Foreign Countries, Language Attitudes
(2004). Effects of a Transitional Bilingual Education Program: Findings, Issues, and Next Steps, Bilingual Research Journal. This study examined the effectiveness of a transitional Spanish-English bilingual program, Academic Language Acquisition (ALA), in enhancing K-5 students' English-language proficiency, as well as their English performance in academic subject areas, in comparison with the Structured English Immersion (SEI) process. An existing reading program, Success for All (SFA), served as a confounding influence because it had similar goals for reading development and included English- and Spanish-language curricula. Given 4 years of enrollment in their respective programs, ALA and SEI students, regardless of participation in SFA, were scoring on par with one another as a group. This phenomenon occurred with content-based tests (reading, mathematics, and language arts) and in the reading and listening and speaking portions of the California English Language Development Test, an English-language proficiency measure. The only statistically significant difference among student groups was that students in both ALA and SFA appeared to be scoring at a lower level on the California English Language Development Test writing portion than matched peers in the other three groups of interest (participants in ALA but not SFA, participants in both SEI and SFA, and participants in SEI but not SFA). Additional findings, theoretical and methodological issues, and implications for future research are featured. [More] Descriptors: Program Effectiveness, Scoring, Reading Programs, English (Second Language)
(1993). Teaching Culture in a North American Context: Halloween, Mosaic: A Journal for Language Teachers. Provides background information on Halloween and its celebration in North America, along with suggestions for student- and teacher-initiated activities for classroom use. The material and activities may be translated or adapted to various target languages in foreign, second, or bilingual education programs. Descriptors: Class Activities, Cultural Awareness, Cultural Context, Elementary Secondary Education
(2004). Preparing a Prosperous Future: Promoting Culture and Business Through Bilingual Education, Bilingual Research Journal. This paper describes an ambitious educational program uniting the efforts of Swiss, German, and French business associations, corporations, government agencies, and regional school boards in the Upper Rhine Valley, where economy and culture transcend national borders. The objectives of the program are to promote bilingualism, to teach the young people what factors unite and what factors differentiate their communities, and to optimize conditions for prosperous economic development based on knowledge of geographic, historical, sociocultural, and socioeconomic data. The focus of this paper is the program's textbook, "Leben am Oberrhein/Vivre dans le Rhin Superieur" [Living in the Upper Rhine Valley], created especially for the communities of the Upper Rhine Valley and the center of the program. The program is multifaceted and innovative. This paper concentrates on Europe (where the program originated) as well as the United States of America (home to the author and the majority of "Bilingual Research Journal" readers) and its neighboring countries (essentially Canada and Mexico). Yet the program can serve as an inspiring model throughout the world for community leaders and educators wishing to promote bilingualism within communities formed by native speakers of a dominant language and groups of various heritage language speakers and cultures, or in neighboring communities with different backgrounds and mother tongues. [More] Descriptors: Foreign Countries, Regional Schools, Public Agencies, Corporations
(1969). Social Dialects and Language Learning: Implications for TESOL, Florida F L Rep. The teacher should respect the language the child bringsto school and realize that all languages have social and regional dialects. Bidialectal and bilingual education should begin at the ages of two and three. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. Descriptors: Bilingualism, English (Second Language), Regional Dialects, Social Dialects
(2000). First- and Second-Language Acquisition in Early Childhood. Noting the importance of language acquisition for children's physical, social, and cognitive development, this paper discusses first- and second-language acquisition in children. After providing background on second-language acquisition, the paper discusses the controversy surrounding bilingual education programs. The paper then explores what is known about language learning, noting that in both first- and second-language acquisition, a stimulating and rich linguistic environment will support language development. The paper concludes with a discussion of factors that contribute to students' academic success, including using students' first language to provide academic instruction for as long as possible and using an active discovery approach to teaching and learning. (Contains 37 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Cognitive Development
(1996). Life Studies: Learning beyond the Chain-Link Fence, Northwest Education. Applied learning projects at George Middle School (Portland, Oregon) include landscaping the school courtyard, helping scientists study pollution in the Columbia Slough, inventorying wildlife around Portland lakes, studying urban ecosystems and sharing information in Spanish with Mexican schools, and planting trees. Describes other school innovations related to partnerships, inclusion, bilingual education, and student projects. Descriptors: Active Learning, Educational Innovation, Environmental Education, Junior High Schools
(1992). Language Policy and Education: Some Scottish-Catalan Comparisons, Comparative Education. Describes the history and current usage of three minority languages: Gaelic and Scots in Scotland and Catalan in the Spanish autonomous region of Catalonia. Discusses the role of language in cultural identity, preservation, and revitalization and government policies on language of instruction, teacher education, and bilingual education. Descriptors: Diachronic Linguistics, Elementary Secondary Education, Foreign Countries, Higher Education
(1985). The Educational Significance of Canada's Constitution, Education Canada. Traces the historical relationship of Canada's educational system to its constitution. Concludes that the significance of the patriation of Canada's constitution for education includes strengthening a drive for bilingual education, promoting equality of opportunity, and continuing education as a provincial concern while unifying, nationally, the ideals and purposes of education. Descriptors: Bilingualism, Canada Natives, Constitutional History, Educational Change
(2000). Collegial Networks: A Team of Sixth-Grade Teachers in a Two-Way Bilingual Program. This case study focuses on a team of middle school teachers in a two-way immersion bilingual education program. The report explores the following questions: How does the organizational structure of the middle school under study promote or impede professional networks among the teachers? What type of teaching-learning practices do these forces promote? What are the feature components of the language, reading, writing, and content area study that make the classrooms under study special places where "high literacy" is taught and learned? These questions are examined by considering three interrelated contexts: teachers as individuals, teachers as members of professional networks, teachers as members of classroom communities. By looking at these three contexts, we can consider the multiple voices that influence teachers' practices. The study also illustrates how the organizational structure of a middle school can promote collegial relationships among bilingual and mainstream teachers, which affect these teachers' practices. (Contains 28 references.) [More] Descriptors: Case Studies, Classroom Environment, Educational Administration, English (Second Language)