This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Barbara L. Hruska, Elsa Meza-Zaragosa, Edwin J. Allen, Dean G. Arrasmith, Qaisar Sultana, Nicole S. Montague, Catrina Williams, Francine Simmons Beyer, Nancy Mae Antrim, and Basmat Parsad.
(2000). Elicited Response in the Pre-Kindergarten Setting: Good or Bad Idea?. This paper argues in favor of dual language programs over typical bilingual education programs because in the dual language program the minority language has a status equal to the majority language. Through the use of the language experience approach, this study examines the role of elicited response from a small sample of English and Spanish speaking participants in an early childhood classroom. The traditional model and the dual language model are compared and contrasted focusing on the differing elicited responses from language learners. The dual language model is judged superior because of the belief that by seeing their English-speaking peers struggle with a second language, the Spanish-dominant speakers feel validated with their struggles with English. As a rule the minority language speaker is usually the only one to go through the experience of stumbling through a second language in front of an audience of native majority language speakers. To show all the children in the class that the hesitant, usually quiet Spanish speakers can actually speak quite fluidly in their native language is held to be tremendously important for all involved in the classroom. Language minority speakers get to be in the role of "expert" for part of the time. Every child has the opportunity to witness their peers' struggle to speak one language or the other. (Contains 10 references.) [More] Descriptors: Classroom Techniques, Comparative Analysis, Early Childhood Education, Instructional Innovation
(2000). We Built It and They Came: A Case Study of Wahluke High School, Mattawa, Washington. This case study examines the founding of a high school in a developing rural area in Washington and the school's efforts to serve a changing and diversifying population. Having been expropriated for the war effort in the 1940s, the town of Mattawa (Washington) was rebuilt after the war, but high school students were bused to other school districts until the 1980s. An intensive effort by residents led to the opening of Wahluke High School in 1987. In the 10 years that followed, the development of area orchards and vineyards sparked population growth and the influx of primarily Mexican American farmworkers. The school district's enrollment rose from 374 to 1,287 students in all grades, and the composition of the high school shifted from 67 percent Anglo to 71 percent Hispanic. From its beginning, the high school has been a community school, providing instruction to local residents of all ages, pursuing entrepreneurial strategies in student projects, and using oral history assignments to help students learn about the community. As the Spanish-speaking population has grown, the school has added bilingual education, recognized Hispanic culture in various ways, and worked hard to meet the challenges of keeping farmworkers' and migrant workers' children in school and succeeding. [More] Descriptors: Case Studies, Community Change, Community Schools, Diversity (Student)
(2000). Speaking Culturally: Language Diversity in the United States. Using a language-centered perspective about culture, this book aims to provide culture-based interpretations for language-in-use and for broader discourse issues. The first three chapters present an overview of language and culture in the United States and introduce the concepts and vocabulary for understanding language and cultural complexity. The second section consists of specific applications of the Language-Centered Perspective on Culture. The third section explores applied aspects of cultural linguistics. The chapters are: (1) "The Linguistic Environment of the United States"; (2) "The Language System in Its Communicative Contexts"; (3) "Cultural Dimensions of Discourse"; (4) "Gendered Discourses"; (5) "African American Discourse in Cultural and Historical Context"; (6)"Hispanic Peoples and Their Language Patterns"; (7) "Language and Cultural Complexity in Asian American Identities"; (8) "Discourse Consequences: Where Language and Culture Matter"; and (9) "Bilingual Education, Ebonics, and the Ideology of 'Standard English'." (Contains 10 figures, 28 tables, and 366 references.) Descriptors: Communication (Thought Transfer), Cultural Awareness, Cultural Differences, Diversity (Student)
(1983). Profiles of Bilingual Education Programs. Final Report. A project to produce reports on ten effective bilingual education programs is described. The work involved in generating the report series was conducted in four phases: site identification and development of report formats, selection of sites and report writers, visits of writers to the program sites, and review and submission of the reports. The criteria for selection of bilingual program sites, the sites featured in the report series, descriptions of the selected programs and report writers, and a list of the report reviewers are appended. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, Program Descriptions, Reports
(1973). Bilingual/Bicultural Education Models. Final Report. Written in English and Spanish, this report presents program models for bilingual and bicultural education. It includes migrant community discussions of problems and opportunities for these; general goals and anticipated outcomes; language policy; and curriculum models in Idaho, Oregon, and Washington. Given are summary statements, prepared by 5 theory and research consultants, pertaining to: theory and research base for bilingual, bicultural education models; sociolinguistics; child development and language learning; behavior modifications; community development; and a humanist perspective. Group discussions topics are: (1) Conflicts and Problems: The Chicano Experience; (2) Discrepancy Between Theory and Practice; (3) Definition of the Need for Bilingual/Bicultural Education in the Northwest; (4) Administration and Classroom Teaching; and (5) The Main Issue: The Principle of Community Control Versus the Principle of Experimental Controlled Variation. Given in the appendix are the roster of input for Idaho, Oregon, and Washington; conference and project goals; sociolinguistic theory and a bilingual/bicultural model; behavior modification and humanist perspectives and bilingual/bicultural education models; early decisions in planning program evaluation studies; and 3 models for variation experiments in bilingual/bicultural education. Descriptors: Attitudes, Behavior Change, Biculturalism, Bilingual Education
(2000). Annual Report of Delaware's Limited English Proficient (LEP) Students, Staff and Programs, 1999-2000. This report presents information on limited English proficient (LEP) students, staff, and programs in Delaware schools during the 1999-2000 school year. It focuses on data collected from a spring 2000 survey distributed to the district LEP contact person in each of Delaware's school districts and charter schools. Results indicated an increase of 0.3 percent in the enrollment of LEP students. The new LEP students were entering at the early years. Spanish was the most frequently reported language spoken by LEP students. A total of 14 percent of districts indicated that instruction incorporated students' native languages. Overall, 11 percent of LEP students were reclassified as non-LEP during the 1999-00 school year, as opposed to 21 percent during the previous school year. There were 37 certified English-as-a-Second-Language (ESL) teachers in Delaware districts, all assigned to teach LEP students, and there were 26 certified bilingual teachers, 25 of whom were assigned to teach LEP students. A total of 145 teachers received inservice or preservice training specific to ESL or bilingual education. The two appendixes include a survey of state's LEP students and available education programs and services and other languages spoken by LEP students, 1999-2000. [More] Descriptors: Bilingual Students, Diversity (Student), Elementary Secondary Education, English (Second Language)
(2000). Directory of Indian Education Programs in Montana. This directory compiles information on Montana agencies, schools, colleges, and programs concerned with American Indian education. The first section covers educational agencies, associations, and resources. A brief annotated bibliography describes 10 books for educators. Contact information is provided for the Board of Public Education, the Certification Standards and Practices Advisory Council, education program offices of the Bureau of Indian Affairs, tribal education directors, Johnson O'Malley program administrators, the Montana Advisory Council for Indian Education, MEA/MFT (Montana Education Association/Montana Federation of Teachers) field offices and minority affairs caucus, the Montana-Wyoming Indian Education Association Board of Directors, national Indian education organizations, and departments of the Montana Office of Public Instruction. URLs are given for Web sites related to Indian education and curriculum development. The second section provides contact information for Head Start programs on Montana Indian reservations, public schools on or near reservations, public urban schools, tribal contract and private schools, bilingual education programs, and Title IX (ESEA) federal projects. The third section provides contact information for tribal colleges, the American Indian Higher Education Consortium, institutions in the Montana university system, public community colleges, private colleges, the Montana Board of Regents, TRIO programs, and outreach sites of the Educational Opportunity Center. The fourth sections lists relevant local, state, tribal, and federal government resources, and newspapers and radio and television stations on Montana reservations. [More] Descriptors: American Indian Education, Colleges, Educational Resources, Elementary Secondary Education
(2000). Haciendo Escritores: Espanol = Creating Writers: Spanish. This teacher guide is meant to provide a rationale for an assessment model for Spanish writing. A wide variety of bilingual and English-as-a-Second-Language (ESL) programs have emerged to meet this challenge, and writing is integral to these approaches because learning to write well in Spanish is often the key to academic success in English. Changing demographics, the history of bilingual education in the United States, and the research that supports instruction in native language all point to the importance of a new Spanish model. The guide also includes the characteristics of effective Spanish writing, rubrics for scoring student performance based on these characteristics, and student writing samples–all from the work of bilingual and ESL teachers in the field. Also included are classroom applications and strategies for teaching Spanish writing. There are three appendices: "Scoring Guides for Sample Papers"; "Project Methodology"; and "Bibliography" and four tables: "Growth of Total U.S. Student Enrollment and LEP Enrollment"; Growth of Total Northwest Student Enrollment and LEP Enrollment"; "Number and Percentage of Northwest LEP Students Who Speak Spanish"; and "Possible Sources of Bias and Distortion in Student Assessments." Numerous figures, diagrams, illustrations, and 130 print and Web references are included. Descriptors: Charts, Class Activities, Classroom Techniques, Elementary Secondary Education
(2000). Beyond the Classroom: A Role for Linguistics in Community-Based Learning and Teaching. This paper explains how and why the author involved her undergraduate sociolinguistics students in doing field research in a local Texas elementary school. She notes that a continuing concern for linguistics education has been the viability of undergraduate linguistics programs. She agrees with other researchers and argues that one way to strengthen these programs is to involve undergraduates in making a direct contribution to the field through research. She advocates implementing procedures for community-based learning by providing students with real opportunities to learn by doing research outside the classroom in real-life situations. Accordingly, she supervised 38 undergraduates in her upper level sociolinguistics course as they interviewed 132 elementary school children, seeking to investigate the attitudes of the students directly affected by bilingual education. This pedagogical process included devising the research question, designing the survey instruments and questionnaires, and discussing techniques for interviewing the children. They were then instructed in how to analyze their data and present their findings. It is concluded that this was a very useful and successful teaching technique for undergraduate education, and in contributing to the field as a whole. [More] Descriptors: College Students, Community Education, Elementary Education, Elementary School Students
(1973). Annual International Multilingual, Multicultural Conference: Proceedings (1st, San Diego, California, April 1-5, 1973). The mission of this 1973 multilingual multicultural conference was to focus on the student who has a primary language other than English as his language of conceptualization. The conference attempted to illustrate the need for bilingual bicultural education in which a student, using his primary language, gains access to an academic world within which he capitalizes on his cultural heritage and enriches his cognitive and verbal processes. Attempts were made to have representatives at the conference from all ethnic groups receiving Title VII Elementary and Secondary Education Act funds, and there was a multi-ethnic representation at all conference levels. The conference report gives abstracts, when available, from the 47 papers and discussions presented. The wide range of presentations covers such things as Teacher Training in Chicano Studies; Multi-media Learning Systems and Bilingual Education; Asian-American Bilingual Methodological Concerns; Estudiantina: Forming a Student Cultural Music Group; A Bicultural Perspective of Native Americans: Focusing on Bilingualism; Arguments for Utilizing Bilingual Education with the Deaf; Pre-School Preparation for Migrant Education, Home Intervention: A Self-Contained Center; Bilingual Syntax Measurement; and the Filipino's Search for a Place in the Sun. [More] Descriptors: Abstracts, American Indians, Anglo Americans, Biculturalism
(2000). A Parents' and Teachers' Guide to Bilingualism. Second Edition. Parents' and Teachers' Guides 1. Bilingualism in Children Series. This guide, written in a question-and-answer format, provides basic information on bilingualism and raises practical issues in plain, clear, and direct language. It is written for both monolingual speakers who want to consider bilingualism and bilingual speakers who want to become better informed. Many of the ideas and perceptions in the first edition have been extended and enriched in this second edition. Revised and extended topics include the following: the advantages of bilingualism, language mixing, trilingualism, and identity problems. In addition, a range of new material has been added, including the influences of the World Wide Web and the Internet on bilingualism; the benefits for children who have a less well developed second language, mixed- language marriages, and language strategies with an adopted child. The book is divided into six sections covering questions relating to family, language development, language problems, reading and writing, education (including subsections on bilingual education, achievement and underachievement, language in the classroom), and summary and concluding questions that do not fit neatly into the other categories. In addition to numerous tables, figures, charts, photographs, and diagrams, an epilogue, glossary, and index are also included. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Code Switching (Language)
(2000). Title I Migrant Education Program Summer Term Projects, 1998. Statistical Analysis Report. Summer-term projects are an important component of the federal Migrant Education Program (MEP), legislated under Title I of the Elementary and Secondary Education Act. In 1998, a nationally representative survey of MEP summer projects examined project characteristics, types of instructional and support services offered, and the projects' student records systems. About 1,700 MEP summer-term projects operated for an average of 6 weeks in 1998, serving about 262,000 migrant students. The majority of projects enrolled less than 100 students, served students of all ages, and were located in rural areas. About a third of projects and half of the students served were located in California or Texas. States provided various types of technical assistance to the projects. Almost all projects provided reading instruction; over two-thirds offered math or science instruction or bilingual education. Many projects also offered social science instruction, preschool education, special education, or high school equivalency instruction. The most common support services provided by projects were home-school liaison, transportation, and meals. Projects were less likely to provide medical or dental services, counseling, clothing, or day care. Data were also gathered on student records availability and project practices for creating, updating, and transmitting student records. Appendices present sample methodology, data reliability, definitions, detailed statistical data tables, and the survey questionnaire. (Contains 12 tables and 13 figures.) [More] Descriptors: Ancillary School Services, Educational Practices, Elementary Secondary Education, Enrollment
(2000). One Immigrant Student's Literacy Journey to the University. There are growing numbers of students enrolling in university-level English-as-a-Second-Language (ESL) courses who are not international students but are products of American K-12 bilingual education programs. These immigrant or refugee ESL learners are not required to demonstrate a specified level of English language competence by scoring 500 or higher on the Test of English as a Foreign Language (TOEFL); their American high school diplomas are considered proof enough of English language competence. There is reason to believe that the needs of and level of proficiency of these students are different from the typical international student, but there is little empirical data. This paper is an attempt to draw a clearer picture of one immigrant learner's English literacy development ("Jeng-Da," a Chinese immigrant) and his initiation into the university. It is hoped that his experiences will shed some light on the curriculum needs of the growing numbers of immigrant ESL students at American universities. It is concluded that L2 language proficiency should be measured for immigrants in a way comparable to that which is done for international students; strategies for academic achievement should be explicitly taught to provide a sort of scaffolding during the transition from survival to academic English; and instructors should be made aware of the likely enormous familial and societal demands on immigrant students, pressures that international students are less likely to face. [More] Descriptors: College Students, Communicative Competence (Languages), English for Special Purposes, English (Second Language)
(2000). Ideologies, Programs, and Practices: Implications for Second Language Learners. This paper examines the relationship between bilingual and English monolingual populations in a setting where English monolingualism is the norm for most students and teachers. The power dynamics underlying this relationship influence local meanings and practices related to bilingualism and the instruction of second language learners. Student placement procedures and the implications of this practice for all students are analyzed. Data are drawn from a year-long ethnographic study and a year-long follow-up study at the same site. The theoretical framework that guided the studies is based on the research of Norman Fairclough, who asserted that language is dialectically related to society and not an independent, isolated linguistic system. Fairclough conceptualizes language as a site of social negotiation where language, ideology, and unequal power relations interplay. This is followed by a brief description of the research site, population, data collection, data management, and data analysis. It is concluded that the clustering of English-as-a-Second-Language (ESL) and Transitional Bilingual Education (TBE) learners into "pull out" programs is more a reflection of unequal power relations than what is necessarily the best educational practice for all concerned. Questions that should always be asked about an educational model include the following: What are the dominant ideologies in any setting? What are the related practices? and Whom do they serve? (Contains 23 references.) [More] Descriptors: Bilingual Education Programs, Bilingualism, Critical Theory, Elementary Education
(2000). A Free Appropriate Public Education for Asian Origin Students with Disabilities–Cultural Variables. This paper discusses the under-identification of Asian-origin students with disabilities and strategies for developing an educational environment sensitive to and supportive of the educational rights of all students with disabilities as guaranteed under the Individuals with Disabilities Education Act. It begins by discussing the unique problems of Asian children with disabilities, including language barriers, the lack of bilingual education programs, and barriers to parental participation. The relevant cultural values prevalent in many Asian countries are also explored, including the role of status in relationships, reserve and privacy, the taboo against complaining, and the stigma of going to court. To assure that Asian children receive a free appropriate public education (FAPE), school personnel are urged to make a sincere effort to extend FAPE to all children by learning the cultures from which their students come and how people of another culture perceive, think, act, and react. Asian special educators are urged to become activists on behalf of Asian children with disabilities, to make themselves known and available to schools in our communities, and to facilitate communication as translators or interpreters between schools and the Asian families. [More] Descriptors: Asian Americans, Child Advocacy, Cultural Awareness, Cultural Influences