This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Walter P. Chiavacci, Veronique Perron, John Upton, Nancy H. Hornberger, William G. Davey, Marilyn Babcock, CA. San Ysidro School District, Ivan Z. Holowinsky, Hendrik C. de Bruin, and Inc. Center for Education and Management.
(2001). MinneTESOL/WITESOL Journal, 2000-2001, MinneTESOL/WITESOL Journal. These two journal issues present articles on the following: "Understanding and Teaching American Cultural Thought through English Metaphors" (Carl Zhonggang Gao); "An Alternative Model for Novice-Level Elementary ESL Education" (Karen Duke, Ann Mabbott); "Wisconsin's Approach to Academic Assessment for Limited-English Proficient Students (LEP): Creating a Continuum of Assessment Options" (Tim Boals); "More Than the Usual Heterogeneity in the ESL Writing Class" (Mark Balhorn"; "La Club de Lectura: An Oasis for Struggling Readers in Bilingual Classrooms" (Kathryn Henn-Reinke); "The Multicultural Classroom: Immigrants Reading the Literature of the American Immigrant Experience" (Molly Collins); "A Look at ESL Instruction for Literacy-Level Adults" (Patsy Vinogradov); and "Issues Related to ESL Students and Minnesota's Basic Standards Tests: A Synthesis of Research from Minnesota Assessment Project" (Michael E. Anderson, Bonnie Swierzbin, Kristin K. Liu, and Martha L. Thurlow). The journals also include reviews of several books: "Bilingual Education: Teachers' Narratives" (Nancy Lemberger); "The Internet Activity Workbook" (Dave Sperling); and "New Immigrants in the United States" (Sandra Lee McKay and Sau-Ling Cynthia Wong). Finally, the journals contain poems: "The Great Escape" (Don Hones); "ImAgInArY WoRlD" (Hawa Farah); and "A Bird Flying up the Sky" (Hawa Farah). [More] Descriptors: Adult Literacy, Bilingual Education, Cultural Awareness, Elementary Secondary Education
(2005). Gender and Schooling in the Early Years. Research on Women and Education, IAP – Information Age Publishing, Inc.. In this volume, gender and schooling in the early years addresses a broad range of issues including, but not limited, to gender equity in education. We explore, for example, the complex world of play in Fromberg's chapter and are reminded that for young children, play involves issues of power and hierarchy in ways that parallel the role of gender in society. Miletta's study of preschool children in northern Italy, at Reggio Emilia, reveals a story of classroom interactions where gender differences are not part of the equation for the youngsters. Her chapter begs the question, "How does this environment empower all children, regardless of gender?" Two chapters provide a lens to the Montessori setting for young children. Wilgus studies the gendered patterns of young women teaching at a Montessori school, while Irby, Rodriguez, and Lara-Alecio explore the intersections of culture and gender at a bilingual Montessori public school. Further examining the preschool years, Plaster and Schiller address the current brain research and examine the ways in which the adults that staff early child care programs, and the environments that they offer, play an important role in the development of our children. Following the introduction: The Early Childhood Environment: Exploration of Gender Issues (Janice Koch and Beverly J. Irby), this book contains the following chapters: (1) The Power of Play: Gender Issues in Early Childhood Education (Doris Pronin Fromberg); (2) Gender Issues; Focusing on the Importance of Early Care and Education Programs in Center-Based Settings (Elizabeth Plaster and Pam Schiller); (3) Gender, Authority, and Montessori: Early Childhood Teachers' Choices of Interactional and Disciplinary Styles (Gay, Wilgus); (4) Prekindergarten Bilingual Montessori Education: A Gendered Perspective (Beverly, J. Irby, Linda Roderiguez, and Rafael Lara-Alecio; (5) Managing Dilemmas: Uncovering Moral and Intellectual Dimensions in a Reggio Emilia Classroom (Alexandra Miletta); (6) Early Mathematics: Learning in the Block Center (Barbara Polnick and Carole Runk); (7) Science Education and Gender: The Early Years (Linda Plevyak); (8) The Role of Educators in Communicating Gender Equity to Parents (Laverne Warner and John Barrerra; (9) Gender Equity in Early Childhood Assessment (Genevieve Brown, Beverly J. Irby, and LingLing Yang; (10) Trajectory from Bullying to School Violence; A Gender Perspective (Rebecca A. Robles-Pina and Carrie H. Butler); (11) Emergent Leadership through Mentoring in Early Childhood Education Lee Turner-Muecke. [More] Descriptors: Montessori Schools, Play, Females, Preschool Children
(2002). Successful Bilingual Education Programs: Development and the Dissemination of Criteria To Identify Promising and Exemplary Practices in Bilingual Education at the National Level, Bilingual Research Journal. A study examined 10 exemplary bilingual educational programs to identify characteristics that contributed to the high academic performance of their students. Twenty-five indicators of success were identified in the areas of school leadership, support, and instructional practices. All 10 programs were committed to maintaining students' primary languages and cultures, and all viewed diversity as an asset. Descriptors: Academic Achievement, Bilingual Education Programs, Demonstration Programs, Educational Practices
(1987). Making the Best of Two Worlds: An Anthropological Approach to the Development of Bilingual Education Materials in Southwestern Alaska. For the Yupik Eskimos of southwestern Alaska, a primary goal of bilingual-bicultural education is to forge a society that represents the "best of two worlds." While this is an expressed ideal, educational programs have focused on first and second language learning and have not dealt with the relationship between Yupik and non-Yupik cultures or with the concept of culture change. This thesis describes a secondary-level bilingual-bicultural program designed by an anthropologist to address such issues. Background information is provided on Yupik culture and language and on the history of bilingual education in the region. The results of a survey of parent, teacher, student, and administrator opinions of bilingual education are summarized. The collaboration of the ethnographer with Native teachers in the development of instructional materials and methods is discussed. The paper discusses in detail the program projects that guide students to examine personal values in light of Yupik tradition and current social, economic, and political conditions. These projects include: (1) student interviews with community members; (2) radio broadcasts in Yupik by students; (3) two projects demonstrating the effects of technological change on culture; (4) a board game focusing on historical and contemporary aspects of subsistence; (5) a "card" game teaching Yupik kinship terminology and roles; and (6) development and publication of a Yupik language book on traditional religion and ceremonies. This thesis contains 96 references. Appendices contain notes on Yupik language terminology, spelling, and pronunciation. [More] Descriptors: Alaska Natives, Anthropology, Biculturalism, Bilingual Education
(2001). The Hispanic Outlook in Higher Education, 2000-2001, Hispanic Outlook in Higher Education. This document consists of all 25 issues of Volume 11 of "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue contains several feature articles, a policy update column called "Outlook on Washington," a description of an exemplary program, and a sample student success story. Among topics addressed by feature articles in each issue are: (1) college admissions and the diversity plan of the University of Wisconsin; (2) education and the new Hispanic heritage; (3) Latin American jurists and legal education; (4) bilingual education and academic achievement; (5) Hispanic American achievement, Internet programs, and racial tensions; (6) Hispanic Americans in sports, science, and sociology; (7) Hispanic Americans at the City University of New York; (8) student financial aid and paying for college; (9) international education and the Latino educational agenda; (10) achievement of Hispanic American women; (11) 100 years of community colleges; (12) the new Secretary of Education, Roderick Paige; (13) Hispanic Americans in graduate education; (14) grading the states with regard to higher education; (15) top 100 colleges for Hispanics; (16) Latino accomplishments and Latino history; (17) Hispanic representation in health care; (18) educational change and innovation; (19) caucus of leaders of the American Association for Higher Education and "Hispanic Outlook"; (20) careers, college attendance, and the status of women; (21) affirmative action and the Hispanic American student; (22) Hispanic Americans and the arts; (23) national profile of independent colleges and universities; (24) the internationalization of U.S. higher education; and (25) Volume 11 index. [More] Descriptors: Academic Aspiration, Academic Persistence, Access to Education, Admission (School)
(1976). Indian Education: Native Bilingual-Bicultural Education Programs. Describing and defining bilingual-bicultural education, this brief publication is written to encourage the development of Canada Native Bilingual-Bicultural education programs. Specifically, this publication addresses the following: language needs of native peoples; bilingualism defined (functioning in 2 languages); biculturalism defined (functioning in 2 cultures); bilingual-bicultural education defined; the rationale for initiating bilingual-bicultural education (building upon the child's first learning experience, emphasizing pride in culture, etc.); goals of native bilingual-bicultural education (achievement of oral fluency and literacy in 2 languages; improved achievement rates commensurate with age, ability, and grade level in all subject areas; integrated curriculum experience for language and concept development, social living, mathematics, music, environmental studies, health, safety, and aesthetic appreciation; involvement of teachers and staff members in workshops to expand their knowledge of bicultural concepts; involvement of parents and community members in the planning, identification, and development of the bilingual-bicultural program for their children); that which constitutes a good bilingual-bicultural program (choice of language of instruction, choice of program, appointment of small curriculum committees, a resource center, and specialists); planning and initiating a native bilingual-bicultural program (a current list of Canadian Cultural/Education/Centres is presented). Descriptors: Academic Achievement, American Indians, Biculturalism, Bilingual Education
(1998). Language Policy and Ideological Paradox: A Comparative Look at Bilingual Intercultural Education Policy and Practice in Three Andean Countries. Recent developments in language policy and educational reform in Peru, Ecuador, and Bolivia have opened new possibilities for indigenous languages and their speakers through bilingual intercultural education. Use of the term "intercultural" is examined in official policy documents and in short narratives about intercultural practice by indigenous and non-indigenous educators. Focus is on the paradox inherent in transforming a standardized education into a diversifying one, and constructing a national identity that is multilingual and multicultural. The discussion begins with a brief review of literature on language ideologies, multilingualism, and speech communities and of the sociolinguistic context of these three countries. It proceeds to an analysis of the "intercultural" emphasis in the countries' policies on bilingual intercultural education. Fifty-seven narratives of students in two course on bilingual education and language planning, taught by the author in Peru and Bolivia, are then examined. The narratives were one-page essays depicting an instance of intercultural interaction in an educational setting, focusing on urban-rural issues, student perceptions of cultural identity and interaction, role of cultural characteristics and sociocultural patterns, and their implications for development of a new educational ideology in the three countries. Contains 55 references. [More] Descriptors: Bilingual Education, Change Strategies, Cultural Pluralism, Educational Change
(1994). Reconstructing the Bilingual Special Education Interface. NCBE Program Information Guide Series No. 20. The need to restructure the relationship between bilingual education and special education is examined. Common criticisms of special education and changing assumptions underlying it are outlined. Models that have been proposed to explain minority failure in school as something other than inherent disability are analyzed; these models focus on social and cultural factors influencing education. Directions for changing the process of special education to meet the needs of culturally and linguistically diverse students are offered in the areas of assessment and intervention. Three primary goals for the restructuring of bilingual special education are identified: (1) inclusion (conforming the classroom to the needs of all students); (2) increased academic performance; and (3) a shift from the remedial approach to a diagnostic teaching paradigm, with teachers actively involved in assessment and curricular adaptation. Four successful program models are described briefly. It is argued that new assumptions about special education must be adopted for more useful and equitable bilingual education, and five new assumptions are presented. Recommendations are made for personnel preparation, curricular modification, and role changes for mainstream teachers, special educators, parents, and students. Contains a 38-item bibliography. [More] Descriptors: Academic Achievement, Bilingual Education, Change Strategies, Cultural Influences
(1978). Bilingual/Bicultural Education–Update of Lau v. Nichols. This paper updates cases, legal concerns, and educational practices relating to bilingual/bicultural education since the case of Lau v. Nichols was decided. Lau v. Nichols was a class action suit in which it was argued that education had been denied to Chinese-speaking children because English was the only language spoken in the public schools in San Francisco. Some of the conclusions drawn include (1) parents who bring a class action suit against a school district to implement a bilingual education program, or to expand an existing program, should plead violation of Title VI of the Civil Rights Act of 1964, not violation of the equal protection clause of the Fourteenth Amendment; (2) a suit should be brought only if large numbers of students are deprived of bilingual education; (3) school districts that have a bilingual program and can show that efforts are being made to increase the numbers of students involved will be relatively safe; and (4) achievement test data will substantially strengthen a case when it can be shown that minority students score lower than their nonminority counterparts. Descriptors: Bilingual Education, Court Litigation, Elementary Secondary Education, Federal Legislation
(2001). Actes des Journees de linguistique (Proceedings of the Linguistics Conference) (14th, Quebec, Canada, March 23-24, 2000). Papers on language research in this volume include the following: Phonetique ou phonologie: le chva dans les emprunts anglais en portugais (Phonetics or Phonology: The Schwa in English Loan Words to Portuguese) (Pascale Belanger); NewsExpert: exemple de l'application de la linguistique informatique a Internet (NewsExpert: An Example of Its Application to Linguistic Information on the Internet) (Joel Bourgeoys); Proposition d'un classement des genres litteraries: une application de la theorie de l'enonciation (A Proposition of a Classification of Literary Genres: An Application of the Theory of Enunciation) (Sophie Piron); Impact du contact des langues en milieu scolaire a l'ile Maurice (The Impact of Language Contacts in the Academic Setting on the Island of Maurice) (Karina Chavry, with the collaboration of Denise Deshaies); Ceci n'est pas une pipe (This Is Not a Pipe) (Francois Parent); Valeur lexicale et valeur grammaticale (Lexical and Grammatical Value) (Francois Parent); Vues d'aujourd'hui sur le patrimoine (Today's View on Heritage) (Natacha Auclair, Pascale Belinger, Stephanie Campeau, Genevieve Fradette, Michel Jr Laflamme, Marie-France LeBlanc, Patricia Pelletier, Jean-Francois Smith and Marie-Helene Tremblay); La presse quebecoise vue a travers le traitement automatique de ses particularites lexicales (The Press of Quebec and Its Automatic Usages of Its Particular Lexical Items) (Anne Dister); Les expressions partitives en francais et en espagnol (Partitive Expressions in French and Spanish) (Claudine Leullier); education bilingue: consequences sur le comportement linguistiquea l1adolescense (Bilingual Education: How It Effects the Linguistic Use of Adolescents) (Celine Rostiaux); Est-ce que les comparatives et les directionelles sont des series verbales? (Are Comparatives and Directives Verbal Series?) (Renee Lambert); and Langue et identite: perspectives des Inuits (Language and Identity: Perspectives from the Inuits) (Shelley Tulloch). Each paper contains references. [More] Descriptors: Adolescents, Bilingual Education, Canada Natives, English (Second Language)
(1979). Analysis of the Final Evaluation Reports Submitted to the Bilingual Unit of the Colorado Department of Education by Bilingual Education Programs Funded under the Colorado Bilingual/Bicultural Education Act during the 1977-1978 School Year. Results of an evaluation of the Colorado Bilingual Education Program are presented. Data contained in the Colorado Bilingual Education Unit's evaluation reports were analyzed to determine the extent to which the programs have been successful in 1977-78 in meeting the objectives of the Colorado Bilingual Bicultural Education Act. Assessment areas concern the following objectives: improvement in performance in comprehension, reading, writing, and speaking the English language; improvement in school attendance and reduction of the dropout rate; development of a positive self concept and attitudes of the student; and increased parental involvement in the school program. The general study design was to compare how well students did in the program with how well they would have been expected to do without it. Using a norm referenced evaluation design, pre-test scores of participating students were used to generate an expected post-test score against which to compare the observed post-test score of participants. Mean pre-test/post-test scores were used for students within each grade level (K-3) and student classification (linguistically different and nonlinguistically different). Findings indicate that the programs have been generally effective in improving the English reading skills of participating students in the 24 programs reporting some useable pre-test/post-test data. Descriptors: Attendance Patterns, Bilingual Education, Dropout Rate, Educational Objectives
(1983). San Ysidro Bilingual Education Handbook, 1983-1984. A Bilingual Master Plan. Purpose of the handbook is to ensure a commonality of concept and practice in bilingual education for the San Ysidro School District (California). Prefaced by excerpts from the state legislation enacting bilingual education and a statement of the district's bilingual-bicultural education philosophy, the handbook delineates the membership, selection procedures, and duties/responsibilities of the district bilingual advisory committee and the school bilingual committee. A section on the roles of teachers and aides addresses their duties and responsibilities, how to work with others, which students to help, what to do, nature of their contributions, whom to work with, and how their work is appreciated. Entry criteria for Spanish or English reading is listed along with the principal sources of instruction for grades K-5. The handbook includes a pupil profile card; a Spanish student progress card; sample daily class schedules for both the English-only and the bilingual programs; descriptions of the Language Development Specialist Program, the various tests used, the Bilingual Syntax Measure and its categories; and the district's testing schedule. Appended are sample letters to parents, reclassification forms and notices, and sample writing exercises. Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Class Organization, Curriculum Design
(2001). Ethnicity, Race, and Nationality in Education: A Global Perspective. The Rutgers Invitational Symposium on Education Series. This volume contains 12 papers originally presented at the 14th Rutgers Invitational Symposium on Education in 1999. The symposium explored contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. Papers include: (1) "Reconceptualizing Ethnicity and Educational Achievement" (Douglas E. Foley); (2) "Confucianism and the Educational Process: A Comparative Analysis of Chinese and Chinese American Identity Development in Education" (Vivian Ota Wang); (3) "Multicultural Identities and the Adaptation of Young Immigrants in Israel" (Gabriel Horenczyk and Uzi Ben-Shalom); (4) "Buraku Students and Cultural Identity: The Case of a Japanese Minority" (Hiroshi Ikeda); (5) "Culture, Race, and Ethnicity in Education in South Africa" (Crain Soudien); (6) "Teachers, the South African State, and the Desegregation of Schools in the 1990s" (Volker R. Wedekind); (7) "Demographic Diversity and Higher Education Reorganization in South Africa: The Applicability of U.S. Models" (James B. Stewart and Fatima Abrahams); (8) "Education and Identity within a Psychological and Sociocultural Context" (Saundra Tomlinson-Clarke); (9) "Educational Reform and Language Issue in Ukraine" (Petro P. Kononenko and Ivan Z. Holowinsky); (10) "Local Identity and National Systems: The Case of Wales" (John Fitz); and (11) "Bilingualism and Bilingual Education in China" (Teng Xing and Weng Yanheng). Information on the contributors as well as an author index and subject index are included. (Individual papers contain references.) Descriptors: Academic Achievement, Bilingual Education, Black Colleges, Chinese Americans
(1977). Bilingual-Bicultural Education in the Southwest. Since the resurgence of bilingual schooling in the early sixties, the southwestern states have provided substantial leadership in facilitating the growth and development of cultural pluralism and bilingual education. Visible are two types of bilingual education programs: assimilation models which are designed to produce ethnic language shift, and pluralistic models which tend to foster native language and cultural maintenance while acquiring the second linguistic code and culture. Although the earliest bilingual programs in the Southwest were predominantly oriented to the Spanish speaking, current programs have diversified to include various Native American and Asian languages. As bilingual-bicultural programs grow, the need for increased supporting services, adequate teacher training, and effective program evaluation becomes critical. The paper reviews the incidences of bilingualism and lack of educational achievement of non-English minorities in the southwestern states and the steps taken to provide educational programs responsive to the needs of these students; gives a statement of definitions; and discusses the rationale, programs, structure, and implications of bilingual-bicultural education in the Southwest. Appended are guidelines for: Arizona's bilingual teachers; the professional preparation for the Bilingual/Cross-Cultural Specialist; the evaluation of individual teacher performance in a bilingual setting; the evaluation of bilingual programs in California. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Teachers
(1979). Bilingual Vocational Education: An Assessment of Needs. Final Report. A study was conducted to determine the need for bilingual vocational education and the extent bilingual vocational education programs are being implemented throughout the state of Colorado. Specific objectives were (1) to assess jobs that would be addressed through traditional vocational programs in Colorado which require bilingual employees now and in the future; (2) to assess all bilingual vocational education programs offered in Colorado regarding the type and adequacy of training as well as perform a follow-up of graduates involved in vocational training; and (3) to formulate recommendations concerning bilingual occupational programs based on objectives 1 and 2. To accomplish these objectives, six activities were completed, including a collection of data from existing files, a Delphi study, a survey of vocational programs, employer interviews, case studies, and a task force review. Some of the findings indicated that the majority of the jobs requiring bilingualism were in the professions (particularly teaching and social welfare) and in the service industries. Ten vocational education programs in Colorado were identified as having some bilingual characteristics; however, a follow-up revealed that only two of these programs might be considered bilingual vocational education programs. Finally, it was recommended that bilingual vocational education be defined as those programs that provide training for limited English-speaking students for employment in traditional and non-traditional occupational settings. (Specific findings for each objective are included.) Descriptors: Bilingual Education, Employment Opportunities, Employment Projections, Graduate Surveys