This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Richard F. Rodriguez, R. P. Ludanyi, Joann Starks, Roselin Ehrlich, Manuel del Valle, Rodolfo Garcia-Moya, Hugo Baetens Beardsmore, MERLIN D. ANDERSON, Kwok Keung Ho, and Anne Kessler.
(1982). Understanding the Role of Language in Bilingual Education. Bilingual education teachers need a clear understanding of the nature of language and language variation, and of how language relates to culture in order to be effective. With the needs of these teachers in mind, and drawing from anthropological linguistics and sociolinguistics, this chapter clarifies concepts of language and culture that have special relevance for bilingual or multilingual education. It discusses some important attributes of language, namely, the rules of spoken and written language, and the variables of language. The latter include linguistic borrowing and loan words, new usages, pidgins, creoles, and dialects. These and the other two attributes of language, culture and perception, are summed up in a definition of language as a complex, learned, symbolic system of human communication, filtering perception and reflecting the culture of which it is a function. It is primarily spoken, linking sound and meaning by conventional rules. It is also creative, variable and always changing. Implications of these notions for bilingual education are taken up with regard to the planning of bilingual programs, teacher training, determination of goals, and development of resources and methods. Three appendices provide various types of exercises, a list of false Spanish/English cognates and a glossary of multicultural terms. Descriptors: Anthropological Linguistics, Bilingual Education, Bilingualism, Creoles
(1972). Santa Fe Bilingual-Bicultural Education Program. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Santa Fe Bilingual-Bicultural Education Program of Santa Fe, New Mexico, presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule, which has been verified, includes additional information books and audio-visual materials concerning bilingual education. Attached is an insert on the Human Development Program. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis
(1998). Adult Education, Migration and Immigrant Education. Mexico is experiencing major reform in adult education. At the same time, Mexico has been the largest producer of immigrants into the United States in the last 50 years. At the beginning of the century, non-English-speaking immigrants were only required to learn enough English to perform their jobs. As the Mexican-American community grew, it demanded equal educational opportunities for its children. Today school-age children within the immigrant communities have good opportunities to attend bilingual education programs, but their parents do not have the same opportunities. Adults now arrive with more education than previously, and have less difficulty adjusting to the new environment. Due to the peculiar pattern of Mexican migration, Mexico and the United States should work together in adult, child, and bilingual education as a whole and in relation to the needs of immigrants and their families. Areas of current collaboration include teacher education, adult education in Spanish, development of printed materials in Spanish, and Internet resources. There is much room for growth in these efforts. Contains 3 references. (MSE) [More] Descriptors: Adult Basic Education, Adult Education, Bilingual Education, Change Strategies
(1975). A Better Chance to Learn: Bilingual-Bicultural Education. Clearinghouse Publication No. 51. School districts are compelled by the 1964 Civil Rights Act Title VI to provide special language programs for those children speaking a non-English native language and belonging to an identifiable minority group, generally of low socioeconomic status, including Mexican Americans, Native Americans, Puerto Ricans, and Asian Americans. The form such assistance should take is the subject of debate among educators, concerned language minority parents, and others. The most widely discussed approach is bilingual bicultural education. In this report, the U.S. Commission on Civil Rights examines the extent to which this approach is an effective educational approach for increasing these students' opportunities. Due to the commission's civil rights jurisdiction, the report concentrates primarily on bilingual bicultural education as a means for overcoming a denial of equal educational opportunity. For comparative purposes, the English as a Second Language (ESL) approach which for many years has been the only special program used to teach these students English is examined. Educational principles underlying bilingual bicultural education are discussed. To clarify what bilingual bicultural programs are and how they work, selected programs are described. Information is provided on evaluation procedures for such programs. Federal and State policy on bilingual education is also discussed. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Civil Rights
(2001). Voices of Authority: Education and Linguistic Difference. Contemporary Studies in Linguistics and Education, Volume 1. Chapters in this volume include the following: "Co-Constructing School Safetime: Safetalk Practices in Peruvian and South African Classrooms" (Nancy H. Hornberger, J. Keith Chick); "Codeswitching and Collusion: Classroom Interaction in Botswana Primary Schools" (Jo Arthur); "Language and Educational Inequality in Primary Classrooms in Kenya" (Grace Bunyi); "The Contradictions of Teaching Bilingually in Postcolonial Burundi: From Nyakatsi to Maisons en Etages" (Lin Ndayipfukamiye); "Turn-Taking and the Positioning of Bilingual Participants in Classroom Discourse: Insights from Primary Schools in England" (Marilyn Martin-Jones, Mukul Saxena); "Symbolic Domination and Bilingual Classroom Practices in Hong Kong" (Angel M. Y. Lin); "'Like You're Living Two Lives in One Go': Negotiating Different Social Conditions for Classroom Learning in a Further Education Context in England" (Celia Roberts, Srikant Sarangi); "Constructing Hybrid Postcolonial Subjects: Codeswitching in Jaffna Classrooms" (Suresh Canagarajah); "Language Values and Identities: Codeswitching in Secondary Classrooms in Malta" (Antoinette Camilleri Grima); "Classroom Interaction and the Bilingual Resources of Migrant Students in Switzerland" (Lorenza Mondada, Laurent Gajo); "Authority and Authenticity: Corsican Discourse on Bilingual Education" (Alexandra Jaffe); "Languages of State and Social Categorization in an Arctic Quebec Community" (Donna Patrick); "Collusion, Resistance, and Reflexivity: Indigenous Teacher Education in Brazil" (Marilda C. Cavalconti); "Telling What Is Real: Competing Views in Assessing ESL Development in Australia" (Helen Moore); "Legitimate Language in a Multilingual School" (Monica Heller); "Youth, Race, and Resistance: A Sociopolinguistic Perspective on Micropolitics in England" (Ben Rampton); "Education in Multilingualism Settings: Stakes, Conditions, and Consequences" (Monica Heller, Marilyn Martin-Jones). Descriptors: Bilingualism, Code Switching (Language), Cultural Maintenance, Educational Policy
(1993). European Models of Bilingual Education. Multilingual Matters: 92. This collection of 10 papers focuses on multilingual education programs and policies in Europe, concentrating on publicly-funded, non-elitist programs. The papers include: (1) "Bilingual Education in Wales" (Colin Baker); (2) "Catalan and Basque Immersion Programmes" (Josep Maria Artigal); (3) "Bilingual or Bicultural Education and the Case of the German Minority in Denmark" (Michael Byram); (4) "The Problem of Pedagogy versus Ideology: The Case of a Danish-German Bilingual School-Type" (Bent Sondergaard); (5) "The Bicultural Programmes in the Dutch-Language School System in Brussels" (Johan Leman); (6) "Trilingual Education in the Grand Duchy of Luxembourg" (Nathalie Lebrun and Hugo Baetens Beardsmore); (7) "The European School Model" (Hugo Baetens Beardsmore); (8) "The German Model of Bilingual Education: An Administrator's Perspective" (Nando Masch); (9) "Bilingual Geography: A Teacher's Perspective" (Irene Drexel-Andrieu); and (10) "Bilingualism and Information Technology: The Welsh Experience" (Dafydd Price and Colin Baker). Each chapter contains a list of references. Descriptors: Basque, Bilingual Education, Bilingual Education Programs, Danish
(1977). Language, Ethnicity, and the Schools: Policy Alternatives for Bilingual-Bicultural Education. This book presents a discussion paper of policy alternatives for bilingual-bicultural education. It also includes two critiques of the paper. Since the enactment of the Bilingual Education Act, the U.S. Office of Education has sponsored programs to help low achieving students with little or no command of English by teaching reading, math, and other subjects in the native language. Although not a failure, this approach does not demonstrate that it makes a difference in terms of student achievement, or acquisition of English. Despite mixed results the Congress is committed to affirmative ethnicity, the maintenance of the mother tongue and culture. Bilingual-bicultural advocates want to provide bilingual education and bicultural instruction, i.e., language and cultural maintenance programs to students who are proficient in English. The philosophy of affirmative ethnicity has stirred debate within the government. The basic task before policymakers is to clarify the policy's direction. One suggestion is to tighten definitions of eligible children to insure that resources reach those who are most in need. It is also suggested that maintenance programs be defined as a way of sustaining and building valuable national language resources, opening other worlds to all. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1982). Summary Proceedings of a Working Institute on Bilingual Special Education (Boulder, Colorado, January 5-8, 1982). The document summarizes proceedings of the working institute which focused on bilingual special education in the areas of training, research, and project management. An initial section contains general session papers with the following titles and authors: "Clarification of Past and Future Bilingual Special Education Training Needs and the Development of a Plan of Action" (H. Grossman); "Bilingual Special Education Research Needs–The Development and Implementation of a Proactive Research Effort" (A. Prieto); "Decision Making and Problem Solving with Parents of Linguistically Different Handicapped Children" (P. Chinn); and "Program Development/Management and Problem Solving Strategies" (A. Gromfin). A review of work sessions which considered action plans on such topics as student recruitment and program enhancement. Among the research sessions information are papers titled: "Efficacy of INREAL (INclass REActive Language) Intervention for Preschool and Kindergarten Language Handicapped and Bilingual (Spanish) Children" (R. Weiss); "Bilingual Special Education Programs–A National Needs Study" (G. McLean); and "What Hispanic Educators, Counselors, Psychologists, and Parents Believe Others Should Know about the Hispanic Culture in Order to Work More Effectively with Hispanic Students and Their Parents" (H. Grossman). Panel presentations on community/agency and public school concerns in bilingual special education personnel presentation are considered, and process analysts' reports on the institute are offered. A final section briefly summarizes the institute evaluation. Appended materials include the Institute Agenda, a list of participants, sample work session handouts, project abstracts, and supplemental handouts. Descriptors: Bilingual Education, Disabilities, Elementary Secondary Education, Institutes (Training Programs)
(2002). New Horizons in Education, 2002, New Horizons in Education. These two issues include articles under the following headings: themes in education, curriculum and instruction, and theories, practicals, and experiences. The first issue includes: "Parent Participation: The Implications of a Complaint Case" (Ping Man Wong and Antony Yuk Cheung Chan); "Education for New Arrivals and Multicultural Teacher Education In Hong Kong" (Celeste Y.M. Yuen); "An Investigation on the Development of Christian School Culture" (Xiaodong Yue and Kwok Keung Ho); "Using Transparencies and PowerPoint Slides to Aid Inductive Teaching" (Belinda Ho); "Student-Teachers' Beliefs on Primary Science Curriculum Orientations" (Pun Hon Ng and Derek Sin Pui Cheung); "Using Children Literature to Develop Creative Ability of Intelligent Students" (Fung Luen Lau); "On the Teaching of Pinyin to Hong Kong Primary School Children" (Yue Yuan Huang, Suying Yang, and Zheng Li); "The Application of IT on Cross-Strand Integration in General Studies" (Sing Lai Chan); "A Study of Contributory Factors and Developmental Reading Disabilities in Chinese Children: A Comparative Study between Cantonese and Putonghua among Children in Hong Kong and Beijing" (Hua Shu, Alice Cheng Lai, and Xiangzhi Meng); and "Proteges of Singapore Mentoring Principals: Choose Not to Abuse Their Authority in Working with Teachers" (Lee Hean Lim). The second issue of this journal includes: "Pure Charisma: An Application of Leadership in Australian Anglican Church Schools" (Grant M. Bell); "An Explication of Multiple Intelligences Inspired Assessment and Instructional Design" (Kwok Cheung Cheung); "From 'Rooftop' to 'Millennium': The Development of Primary Schools in Hong Kong Since 1945" (Chak Chung and Ming-yan Ngan); "The Development of School-Based Evaluation in Hong Kong" (Siu Wai Wu); "Design and Teaching of a Commercial Chinese Course" (Juen Kon Wong); "Integrating Primary School Curriculum in Hong Kong: The Way Forward" (Wai Lun Leung); "An Investigation into the Teaching of Chinese Handwriting at Hong Kong Kindergarten" (Chi Hang Ho, Pui Lee Liu, and Se Yiu Lau); "A Teaching Model That Is Worth Attempting: Group Investigation" (Kam Wing Chan and Ming Fai Hui); "A Study of the Roles and Duties of Secondary 1 to 3 Form Teachers in Hong Kong Secondary Schools" (Mo Luen Leung, Edwin King Por Wong, and Shiu Kwan Pow); and "Promising Bilingual Education in Singapore" (Agnes S.C. Chang). (Papers contain references.) [More] Descriptors: Bilingual Education, Cantonese, Childrens Literature, Chinese
(1970). Bilingual Education, A Selected Bibliography. The bibliography was compiled to provide access to the latest research findings and developments in the area of bilingualism and bilingual education. Part I of the publication contains 176 citations, with abstracts, which have appeared in all "Research in Education" issues through June of 1970. Part II includes 28 citations from "Current Index to Journals in Education," beginning with the first issue in January of 1969 and continuing through the July 1970 issue. Two subject indexes using terms from the "Thesaurus of ERIC Descriptors" are included: the first pertains to documents cited in "RIE;" the second applies to articles cited in "CIJE." Ordering information for documents cited is also provided. [More] Descriptors: Abstracts, American Indians, Bibliographies, Biculturalism
(1975). Bilingual-Bicultural Education: A Handbook for Attorneys and Community Workers. The 1967 Elementary and Secondary Education Act Title VII generated national attention to the demands of Chicano, Puerto Rican, Chinese, Native American, and other groups for bilingual-bicultural education. The May 1970 Memorandum clarified the availability of the 1964 Civil Rights Act Title VI to advocates seeking such programs. In Lau v. Nichols, the Supreme Court left open the question of what kind of programs would meet Title VI standards. Thus legal advocates for bilingual-bicultural education have to be knowledgeable in the elements of bilingual-bicultural education philosophy, program and planning. Intended for use by legal service lawyers and other community advocates requiring quick access to the basic law of bilingual-bicultural education, these materials suggest various ways to obtain such programs. Topics covered are: the nature and effects of language exclusion, complaints and other litigation materials, relief, desegregation and bilingual-bicultural education, Federal and State laws, and types of programs. The 11 court decisions covered are: Lau v. Nichols, Serna v. Portales, U.S. v. Texas, Bradley v. Milliken, Martinez v. Santa Maria Independent School District, Morgan v. Kerrigan, Evans v. Buchanan, Morales v. Shannon, Aspira v. Board of Education of the City of New York, U.S. v. Board of Education of Waterbury, and Keyes v. School District No. 1 Denver. [More] Descriptors: Biculturalism, Bilingual Education, Court Litigation, Educational Legislation
(1992). Sharing Our Stories & Traditions. Annual Bilingual Multicultural Education Equity Conference [Report] (18th, Anchorage, Alaska, February 5-7, 1992). This proceedings describes a conference organized by the Alaska State Department of Education and the Alaska Association for Bilingual Education. The theme of the conference emphasized the common foundation of story telling across all cultures as a way to impart learning to younger generations. A focus on language learning strategies and gender equity concerns were interwoven throughout the sessions. Over 800 educators, parents, students, and community members participated in over 100 workshops, cultural presentations, general sessions, and exhibits. The proceedings provides information on: (1) conference organization, including planning committees and conference supporters; (2) bilingual multicultural education programs in Alaska for 1991-92, listed by school district and including the name of the program coordinator and address; (3) profiles of Akabe award recipients, including educator of the year and administrators recognized for their outstanding work in bilingual education; (4) three featured presentations about story telling and the importance of ethnic, linguistic, and gender diversity; (5) a conference agenda including workshops, presentations, and cultural presentations and brief descriptions of each; (6) a student conference agenda, including workshops and poetry contest winners; and (7) conference presenters and resource persons. Contains many photographs. [More] Descriptors: Alaska Natives, American Indian Education, American Indians, Bilingual Education
(1998). Identification of Potential Aggressive Behavior in Rural At-Risk Minority Youth: A Community Response, Rural Special Education Quarterly. New Mexico ranks high in youth violence, substance abuse, poverty, teen pregnancies, and school dropout rates. In response, Western New Mexico University developed a special master's program in bilingual special education, attended primarily by minority-group school personnel, and implemented a program to address the cycle of poverty by training undereducated rural Mexican American women. (Contains 31 references.) Descriptors: Adult Education, American Indians, At Risk Persons, Bilingual Education
(1967). BILINGUAL EDUCATION IN NEVADA. PROGRAMS OF BILINGUAL EDUCATION, SUPPORTED BY FEDERAL GRANTS, ARE PRESENTLY ATTEMPTING TO ALLEVIATE LANGUAGE AND CULTURAL EXPERIENCE DEPRIVATION IN THE MINORITY ETHNIC GROUPS OF NEVADA, INCLUDING MIGRANTS, INDIANS, AND IMMIGRANTS FROM CUBA, MEXICO, AND PUERTO RICO. MOST OF THESE FAMILIES ARE ECONOMICALLY DEPRIVED AND LACK AMERICAN CULTURAL EXPERIENCE. JOINT PARENT AND CHILD SESSIONS ARE CONDUCTED WITH DEMONSTRATIONS OF FINE ARTS, FILM DOCUMENTARIES, ORGANIZED RECREATIONAL ACTIVITIES, AND GROUP COUNSELING. NO EVALUATION OF THE PROGRAMS IS AVAILABLE AT THIS TIME. THIS REPORT WAS DELIVERED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 10-11, 1967. [More] Descriptors: Bilingualism, Cultural Education, Disadvantaged, Economically Disadvantaged
(1978). Law and Bilingual Education: A Manual for the Community. This manual was written in order to help community workers become more familiar with the litigation process as it affects bilingual education programs. Detailed descriptions of the participants in civil rights litigation, including bilingual-bicultural lawsuits, are provided. The roles that class members, clients, attorneys and educators play in the litigation process are clarified. A case study is used to exemplify the process explained. Each step, from the initial complaint through "El Vacio" (the void or extent of time that litigation goes on with no definite action taken), to the presentation of proposed remedial programs or action for resolving the complaint and attorneys' fees, is described. The negative and positive impacts that desegregation has on bilingual-bicultural education programs, particularly as they affect the Puerto Rican community, are discussed. Appendices provide information on various aspects of civil rights litigation, including problems of implementing bilingual-bicultural programs in desegregating school districts. Descriptors: Administrator Role, Biculturalism, Bilingual Education, Community Involvement