This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gary D. Keller, Roseann Duenas Gonzalez, Carolyn Hedley, H. Minnie Dunbar, Angela Carrasquillo, Kris Anstrom, Inc. Aspira, Sunday O. Obi, Festus E. Obiakor, and Colin Baker.
(1976). Curriculum Materials Exhibited at the 1976 ASCD Annual Conference (31st, Miami Beach, Florida, March 13-17, 1976). This catalog lists all curriculum materials submitted for display at the 1976 Association for Supervision and Curriculum Development Conference in Miami Beach. Materials are grouped according to subject matter, with separate sections for general curriculum development, adult education, art, bilingual education, career education, consumer education, driver education, foreign language, guidance and counseling, health, home economics, industrial arts and vocational education, language arts, mathematics, media, music, physical education, science, social studies, special education, and values education. Each entry includes the title, length, and price of the materials, as well as an address from which they can be ordered. Descriptors: Catalogs, Curriculum Development, Educational Resources, Elementary Secondary Education
(1979). ERIC References on Urban and Minority Education. Equal Opportunity Review. Literature on urban and minority education which is accessible through the Educational Resources Information Center (ERIC) system is listed in this bibliography. Included are references on topics such as bilingual education, compensatory education, school integration, the education of specific ethnic and racial groups, and problems of inner city schools, which were cited in the January through December 1978 issues of "Resources in Education" (RIE) (the abstract journal of the ERIC system). ERIC document (ED) identification numbers are provided for each citation. A subject index and a statement on the availability of the cited materials from the ERIC Document Reproduction Service (EDRS) are also included. Descriptors: Asian Americans, Bibliographies, Citations (References), Compensatory Education
(2004). The Importance of Negotiation for Policy Dialogue: Latin American Training Experiences, Prospects: Quarterly Review of Comparative Education. Over the past several decades, Latin American countries have supported processes of bringing public policy decisions on education closer to the people concerned. Participation at all levels of decision-making processes has generally been highly valued. Nonetheless, these decentralization efforts came about without governments taking the necessary steps to prepare educational policy-makers to face this enormous challenge. In the context of the "Programa de Actualizacion de Formadores en Gestion y Politica Educativa" (Refresher Course for Educational Policy and Administration Instructors), the regional office of the International Institute for Educational Planning (IIEP/UNESCO) in Buenos Aires finds that those "missing steps" include adequate training in the concept of competencies. Such training allows policy-makers to interact more effectively with increasing numbers of stakeholders. One of the identified competencies is negotiation. The first section of this article explains the reasons why IIEP/UNESCO-Buenos Aires took this direction. The second section addresses the theoretical and pedagogical approaches in the new and fast-growing field of conflict management in general, and negotiation in particular. The final section "tells the story" of the context and pedagogical scheme of the negotiation module produced within the framework of the IIEP/UNESCO-Buenos Aires project, and developed and tested in the "Programa de Formacion en Educacion Intercultural Bilingue para los paises andinos" (Andean Countries' Programme for Bilingual Intercultural Education) (PROEIB-Andes), in Cochabamba, Bolivia, and the University of Panama, Panama City, respectively. Teaching and learning experiences from both processes definitely shed light on the practice and theoretical underpinnings of this promising field of negotiation and consensus building in the public sphere. [More] Descriptors: Foreign Countries, Latin Americans, Refresher Courses, Conflict Resolution
(1999). Empowering Culturally Diverse Exceptional Learners in the 21st Century: Imperatives for U.S. Educators. This article examines issues in the education of culturally different students in the nation's schools. The first section examines factors underlying the future education of this population including demographic increases in numbers of culturally diverse students in the schools, historic discrimination against these groups, and under-representation or over-representation of some ethnic minorities in certain special education categories. The second section addresses multidimensional needs of culturally diverse exceptional learners such as nonbiased assessment, bilingual education, and direct intervention to reduce prejudice. The last section suggests ways to enhance empowerment possibilities for culturally diverse exceptional learners. Educators are urged to: (1) understand fundamentals of general and special education; (2) shift assessment and instructional paradigms, and (3) put practical perspectives on learned concepts. (Contains 59 references.) [More] Descriptors: Bilingual Education, Cultural Differences, Disabilities, Disproportionate Representation
(1999). Preparing Secondary Education Teachers to Work with English Language Learners: Mathematics. NCBE Resource Collection Series, No. 14. This report, the fourth in a series, integrates findings from research pertaining to content area instruction of linguistically and culturally diverse learners (LCDLs). The focus is on the education of secondary-level English language learners (ELLs) within mainstream mathematics classes. The intent of this document is to give teachers and teacher educators a better understanding of how mainstream mathematics instruction can be designed and implemented to enhance academic achievement and learning for these students. Research for this report included an extensive search of National Clearinghouse for Bilingual Education (NCBE) bibliographic database, the ERIC bibliographic database, and various World Wide Web sites for information regarding effective curriculum and instruction, content standards, student assessment, teacher training, and education. (Contains 41 references.) [More] Descriptors: Academic Achievement, English (Second Language), Limited English Speaking, Mathematics Instruction
(1986). A Directory of Organizations and Programs in Mexican American Education. The directory cites 40 organizations or programs related to Mexican American education. Entries are based on responses to surveys conducted in the fall of 1985 and spring of 1986. The entries are listed alphabetically by state within national, state, and university categories. Each entry includes a brief description of the organization/program function, appropriate acronym, address, telephone number, and contact person. A program description and listing of the eight current bilingual education multifunctional support/resource centers concludes the directory. Services and issues of concern to the listed organizations include migrant teacher aide recruitment, information need of the Spanish-speaking populationl legal aid, social policies and practices affecting Hispanics, women's studies, mental health, ethnic studies, Hispanic arts, mathematics/engineering/scientific education, higher education, bilingual/multicultural education, and Chicano Studies. [More] Descriptors: Bilingual Education, College Programs, Engineering Education, Fine Arts
(1982). Integrating Language Assessment with Teaching Performance in Subject Areas. The issue discussed in this paper is how to test bilingual education teachers in order to be sure that they can teach bilingually in subject areas such as mathematics, science, or social studies. Four aspects of the question are discussed with reference to Spanish/English bilingual education, with the understanding that most questions raised are pertinent to most of the other languages encompassed within the bilingual education movement. The four aspects are: (1) a discussion of the issue of the appropriate language variety or register for assessment of the bilingual subject area teacher, including consideration of "world standard Spanish" and the varieties of Spanish characteristic of different parts of the United States; (2) a review of issues dealing with test formats for assessing the subject area teacher, especially the debate over natural communication versus linguistic manipulation tasks; (3) an introduction to the ideal qualities that an assessment instrument should have; and (4) the problem of vocabulary which in much of the content areas has been borrowed from English into Spanish and has been translated in a variety of ways by different speakers. It is concluded that the language register problem and the connected lexical problem in Spanish are not yet resolved. Descriptors: Bilingual Teachers, Communicative Competence (Languages), English (Second Language), Higher Education
(1979). Trends in Segregation of Hispanic Students in Major School Districts Having Large Hispanic Enrollment. Ethnographic Case Studies, Volume II. Final Report. School desegregation did not lead to greater understanding of the Hispanic community by white educational personnel in two school districts analyzed to document the desegregation process and the impact of school desegregation on the Hispanic community. Each district was in a white-controlled, tri-ethnic community in its second year of successful implementation of court ordered school integration, and had an enrollment of from 20,000 to 150,000, of which 15% to 25% was Hispanic and not more than 30% was black. One district was in the East and the other in the West. Data came from participant observation, interviews, literature reviews, census reports, and city planning studies. In both districts, the full implementation of desegregation coincided with a loss in white enrollment and was soon followed by increased racial cleavage and conflict. Hispanic students were less likely to be in a supportive learning environment after desegregation. Court ordered plans sometimes curtailed specially targeted minority programs such as bilingual education programs and many Hispanics perceived desegregation to be detrimental to bilingual education. Desegregation plans should adhere to state and federal guidelines for bilingual education and should distinguish the needs of racial minorities on an individual basis. Further research is recommended. Descriptors: Bilingual Education, Community Involvement, Court Litigation, Desegregation Effects
(1993). Whole Language and the Bilingual Learner. Papers on the whole language approach in bilingual education include: "Whole Native Language Instruction for Limited-English-Proficient Students" (Angela L. Carrasquillo); "Communicative Competence and Whole Language Instruction in the Foreign Language Secondary School Classroom" (Rita Acuna-Reyes); "Literacy, Language, School, and Community: A Community-Centered View" (Jerri Willett, David Bloome); "Literature, Integrated Language Arts, and the Language Minority Child: A Focus on Meaning" (Alan N. Crawford); "Promoting Voluntary Interest in Literature: A Program That Works" (Lesley Mandel Morrow); "Reading Strategies: A Discussion/Demonstration with Connie Weaver" (Constance Weaver); "Serious Flaws in Written Literacy Assessment" (Robert J. Tierney, William McGinley); "Natural Assessment in Whole Language Classrooms" (Patricia A. Antonacci); "Evaluating Early Literacy Knowledge by Analyzing Children's Responses to Storybooks During Home Read-Alouds" (David B. Yaden, Jr.); "Reducing the Risks Through Early Intervention" (Gay Su Pinnell); "A Whole Language Approach to Teaching Reading to the Special Learner" (John S. Hicks); Theories for Whole Language: A Cross-Cultural Perspective" (Carolyn N. Hedley); "Bilingual Education: Reform for the 1990s" (Luis O. Reyes); "A Model Program: Regents' Policy Paper on Bilingual Education" (Laurie Wellman); and "Whole Language: Revolution or Evolution?" (Judith N. Thelen). Author and subject indexes are included. Descriptors: Bilingual Special Education, Bilingualism, Case Studies, Change Strategies
(1995). The English Language Debate. One Nation, One Language? Multicultural Issues. This book for young readers explores the controversy surrounding the use of languages other than English in education and social settings in the United States. Supporters of the "Official English," or "U.S. English," movement believe that the government and schools should do anything they can to get all Americans to use English at school, at work, and in other public places. Opponents believe that while English is important, other languages have their places in the United States also, and that lawmakers and teachers should encourage recent arrivals to America to keep their native language while they learn English. The case studies of Joe Bernal, legislator and educator, and a proponent of bilingual education, and Linda Chavez, political activist and proponent of English as the tie that binds the nation, illustrate the language controversy. This book explores why the controversy has become so heated and how recent immigrants have coped with the problems of language, cultural heritage, and adjustment to American society. In addition to the debate over the role of bilingual education, there is debate over how bilingual education should be conducted. Research is necessary to determine what works best, and to assure equal education for language minority students. Nine resource organizations are listed, and 33 sources are listed for further reading. Descriptors: Acculturation, Bilingual Education, Bilingualism, Childrens Literature
(2000). Language Ideologies: Critical Perspectives on the Official English Movement. Volume 1: Education and the Social Implications of Official Language. This collection of essays addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in United States public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and in classrooms at all levels, the collection offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. In the first section, Update, the following essays are featured: (1) "The Demographics of Diversity in the United States" (Dorothy Waggoner); (2) "Proposition 227: A New Phase of the English Only Movement" (James Crawford); and (3) "The Politics of English Only in the United States: Historical, Social, and Legal Aspects" (Carol Schmid). In the second section, Research and Politics, these essays are featured: (4) "Treating Linguistic and Cultural Diversity as a Resource: The Research Response to the Challenges Inherent in the Improving America's Schools Act and California's Proposition 227" (Eugene E. Garcia); (5) "'The Younger, the Better' Myth and Bilingual Education" (Thomas Scovel); and (6) "Bilingual Education: The Debate Continues" (Stephen D. Krashen). The third section, Politics, Economy, and the Classroom, contains the following essays: (7) "English Only and ESL Instruction: Will It Make a Difference?" (Elliot L. Judd); (8) "When Pedagogy Meets Politics: Challenging English Only in Adult Education" (Elsa Roberts Auerbach); and (9) "Which English Skills Matter to Immigrants? The Acquisition and Value of Four English Skills" (Arturo Gonzalez). The fourth section, What Difference Does Difference Make? contains these essays: (10) "That's Not My Language: The Struggle To (Re)Define African American English" (Rosina Lippi-Green); (11) "Of Spanish Dispossessed" (Frances R. Aparicio); (12) "From 'Bad Attitudes' to(ward) Linguistic Pluralism: Developing Reflective Language Policy among Preservice Teachers" (Gail Y. Okawa); (13) "Between the Lines: Reconciling Diversity and Standard English" (Victoria Cliett); and (14) "Transcultural Rhetorics for Cultural Survival" (Louise Rodriguez Connal). Concludes with: "Afterword: On English Only" (Victor Villanueva). [More] Descriptors: Adult Education, Bilingual Education, Cultural Pluralism, Educational Policy
(1996). Integration: What Does It Mean for Language Minority Students?. A study in five schools investigated issues in the integration of language-minority students from bilingual education classes and native English-speaking students in academic subject area classes. Participating teachers, six grade-level teachers and six bilingual teachers, the latter selected for their experience with transitional bilingual education, were interviewed four times and observed in class once a week over 2-4 months. Together they represented five integration approaches, four based on existing transitional bilingual education (TBE) and one a two-way bilingual program. The TBE-based approaches included: (1) two self-contained classrooms (one bilingual, one monolingual) with movement between classrooms for academic instruction; (2) two self-contained classrooms with movement between classes for academic subjects and a second-language component; (3) team-teaching (bilingual and monolingual) of students physically in the same classroom, with the second language used as a support language by the bilingual teacher; and (4) team-teaching in one classroom with a second language instruction component. A variety of grade levels and languages are represented in the six classrooms. Each situation is examined, and characteristics of an integrated school are derived from the six situations. Contains 34 references. [More] Descriptors: Classroom Environment, Educational Environment, Elementary Secondary Education, English (Second Language)
(1975). Teacher Training Bibliography: An Annotated Listing of Materials for Bilingual Bicultural Teacher Education. Seven major categories of training materials comprise this annotated listing: Bilingual Education (general information), Teacher Training, Cultural Awareness, the Student, Language Acquisition and Second Language, Methods and Materials, and Evaluation. These nearly two hundred books and programs were those suggested by directors of classroom and university programs as being of most use for pre-service, in-service and self-directed training for teachers in bilingual and multicultural education. Administrators', teachers' and evaluators' contributions are included for a full view of skills necessary in the field. Numerous cultural groups are taken into consideration, as are a variety of viewpoints on pedagogical, linguistic, evaluative and attitudinal topics. The publishers and their addresses are listed, in addition to author and title indexes. The bibliography is accompanied by the listing "Guide to Teacher Education Programs for Bilingual Bicultural Education in U.S. Colleges and Universities." [More] Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Bilingual Students
(1996). Title VII Enhancement Project for Compartiendo Culturas/Sharing Cultures 1995-96. Research Report on Educational Programs. Compartiendo Culturas/Sharing Cultures, a Title VII Two-Way Developmental Bilingual Education Program at the Gary L. Herod Elementary School in the Houston Independent School District (Texas) was designed to end the isolation typically experienced by language minority students in traditional bilingual education and to provide language majority students the opportunity to acquire proficiency in a second language. An Enhancement Program was developed to extend the program to prekindergarten students. The enhancement served a class of 22 students identified as limited English proficient by providing a family-centered community-based integrated program. Goals were to improve the language development, preliteracy development, and affective development of the students, to empower the parents to see themselves as the primary educators of their children, and to provide a comprehensive staff development component that focused on early childhood bilingual education. Evaluation of the program focused on the language and affective development of the students and evaluation of the staff development and parent participation components. Results from pretests and posttests with a developmental checklist and a language survey indicated that the program succeeded in preparing these language minority students for kindergarten. Parent involvement and staff development components were also rated successful. (Contains 2 figures, 6 tables, and 27 references.) Descriptors: Affective Behavior, Cultural Awareness, Family Programs, Hispanic Americans
(1998). Encyclopedia of Bilingualism and Bilingual Education. This encyclopedia is designed to promote bilingualism in a comprehensive and comprehensive manner and to be academically sound while remaining accessible to as wide an audience as possible. Each topic is presented in a clear, understandable style. Four sections focus on the following: (1) "Individual Bilingualism" (e.g., bilingualism and the family, everyday language use of bilinguals, and bilingualism and thinking); (2) "Languages in Society" (e.g., bilingualism in communities, language change, and language maintenance and planning); (3) "Languages in Contact in the World" (Africa, Asia, Australia and New Zealand, Caribbean, Central America, Europe, Middle East, North America, Oceania, and South America); and (4) "Bilingual Education" (e.g., weak and strong forms of bilingual education, the bilingual classroom, multiculturalism in education, and bilingualism and second language learning). Each section contains several topics, and each topic contains some central text, often supplemented and illustrated by textboxes, graphics, and photographs. Frequent examples are provided. (Contains approximately 2,000 references.) Descriptors: Acculturation, Adult Learning, Bilingual Education, Bilingualism