This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Christina Biava, Masahiko Minami, Marc Augustin, Lilliam M. Malave, San Antonio Edgewood Independent School District, Juneau. Alaska State Dept. of Education, Gert Rijlaarsdam, Bruce P. Kennedy, Joanna F. Chambers, and Wayne Martino.
(1999). Annotated Bibliography of Research on the Teaching of English, Research in the Teaching of English. Presents a 43-item selected annotated bibliography of recent research in the teaching of English published, generally, between July through December, 1998. Divides entries into sections on assessment; bilingual/foreign-language education; media, society, and literacy; reading; research methodology; teaching and learning of literature; technology and literacy; and writing. Descriptors: Annotated Bibliographies, Bilingual Education, Educational Technology, English Instruction
(1979). Our Rainbow Heritage–Strengthening Multicultural Education for Today and Tomorrow. Annual Alaska Bilingual–Multicultural Education Conference (5th). Designed to meet the needs of all persons involved or interested in bilingual/multicultural education in Alaskan communities, the Fifth Annual Bilingual-Multicultural Education Conference provided workshop presentations, speeches, and exhibits in the areas of program planning, curriculum and materials development, staff training, classroom instruction, evaluation, and parent/community involvement. The 34 workshops and presentations from Alaskan school districts were attended by parents, advisory committee members, school board members, school district administrators, instructional staff, and persons involved in materials development and teacher training for bilingual programs. University credit was given for a total of 14 hours of workshop attendance. Conference evaluation sheets indicated that highlights of the conference were the variety of topics of the workshops and presenters, the variety of cultural entertainment, and the opportunity to learn from each other. Eighty per cent of the 400 participants felt that the conference met their needs for bilingual/multicultural education. [More] Descriptors: Alaska Natives, American Indian Education, American Indians, Bilingual Education
(1975). Guidelines for Bilingual/Bicultural Education. These guidelines were developed for administrators and teachers involved in bilingual/bicultural programs for children of limited English-speaking ability. They are designed to assist those developing such programs in the regular school curriculum as well as in summer programs. Though they follow the federal guidelines for Title VII bilingual/bicultural education, the guidelines presented here are also based on the latest research in bilingual/bicultural education and on actual observation of such programs. The following topics are covered by the guidelines; (1) curriculum, (2) staffing, (3) instructional materials, (4) student assignment and testing and (5) community involvement. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Community Resources
(1991). Bilingual Education Talented Academy (Project BETA) 1990-91. Final Evaluation Profile. OREA Report. Project BETA (Bilingual Education Talented Academy), a program of the New York City Public Schools, served (in 1990-91) 342 talented and gifted high school students who were classified as limited English proficient. The project provided instruction in English as a Second Language and Native Language Arts, and offered bilingual instruction in content area courses. The project met its objectives for career advisement, staff and curriculum development, and parental involvement. It partially met its attendance objective, but did not meet its objectives for Native Language Arts, English as a Second Language, and content area subjects. An appendix describes data collection and analysis procedures. [More] Descriptors: Academic Education, Bilingual Education, English (Second Language), Gifted
(1993). Annual Conference Journal NABE '90-'91. Proceedings of the National Association for Bilingual Education Conferences (Tucson, Arizona, 1990; Washington, D.C., 1991). Papers from the 1990 and 1991 conferences of the National Association for Bilingual Education (NABE) are presented, including: "Beyond Socially Naive Bilingual Education: The Effects of Schooling and Ethnolinguistic Vitality of the Community on Additive and Subtractive Bilingualism" (Rodriguez Landry, Real Allard); "Descubriendo la lectura: An Early Intervention Spanish Language Literacy Project" (Kathy Escamilla, Ana Andrade, Amelia Basurto, Olivia Ruiz); "Emerging Literacy in a Two-Way Bilingual First Grade Classroom" (Natalie A. Kuhlman, Mary Bastian, Lilia Bartolome, Michele Barrios); "Effective Instruction: A Comparison of LEP Student Behaviors and Language Distribution in Regular and Effective Early Childhood Classrooms" (Lilliam Malave); "Creating Conditions for Positive Change: Case Studies in American Indian Education" (Teresa L. McCarty); "Examining Identification and Instruction Practices for Gifted and Talented Limited-English Proficient Students" (Andrea B. Bermudez, Steven J. Rakow); "Meeting the Needs of Gifted and Talented Limited English Proficient Student: The UHCL Prototype" (Bermudez, Rakow, Judith M. Marquez, Cheryl Sawyer, Cynthia Ryan); "Some Connections Between Bilingual Education and ESL Programs" (Luisa Duran); "Parents, Teachers and Students – Interactive Whole Language" (Maria G. Ramirez, Elva R. Mellor); "Whole Language: How Does It Support Second Language Learners?" (Yvonne S. Freeman, David E. Freeman); "Teaching English to Arabic-Speaking Students: Cultural and Linguistic Considerations" (Sheryl L. Santos, Mihmoud F. Suleiman);"Cooperative Learning, Multicultural Functioning, and Student Achievement" (Cecilia Salazar Parrenas, Florante Yap Parrenas); and "Reconstruction of Academic Credentials for Southeast Asian Refugee Teachers: A Comprehensive IHE Approach to Access and Excellence" (Juan C. Rodriguez). [More] Descriptors: American Indian Education, Arabic, Bilingualism, Case Studies
(2002). Issues of Bilingual Education in the Caribbean: The Cases of Haiti, and Trinidad and Tobago, International Journal of Bilingual Education and Bilingualism. Reviews the current situations and the potential for bilingual programs in Haiti and Trinidad, bringing out major differences between the language situation in the two. Suggests ways by which bilingual programs may be implemented in Haiti and the ensuing benefits. Shows why bilingual programs are not likely to be implemented in Trinidad, what is being done to alleviate the problems, and how the situation is likely to evolve. Descriptors: Bilingual Education, Comparative Analysis, Educational Benefits, Foreign Countries
(1982). Language Issues in Multicultural Settings. Bilingual Education Teacher Handbook. Volume II. The chapters in this collection were largely compiled from presentations at inservice teacher education mini-courses and workshops held at Boston University during 1977-1980. The following articles are included: (1) "Language Policies in American Education: A Historical Overview," by Maria Estela Brisk; (2) "Understanding the Role of Language in Bilingual Education," by Lucy T. Briggs; (3) "Considerations for Developing Language Assessment Procedures," by Charlene Rivera and Maria Lombardo; and (4) "Procedures for Assessing Learning Problems of Students with Limited English Proficiency," by Celeste E. Freytes. [More] Descriptors: Anthropological Linguistics, Bilingual Education, Bilingualism, Cultural Context
(1971). Edgewood Independent School District, Title VII Bilingual Education Program. Final Evaluation Report, 1970-71. The 1970-71 evaluation of the Title VII bilingual education program in the Edgewood Independent School District in San Antonio, Texas, is presented in this report. The report discusses the program with regard to (1) curriculum development, (2) staff development, (3) community involvement, and (4) the pre- and post-tests given to the students. The testing instruments used were (1) the Linguistic Capacity Index given to all first grades in the program, (2) Pruebas de Lectura, Interamerican Series, (3) the Stanford Achievement Test, Primary I Battery, and (4) the Slosson Intelligence Test. The final audit report and the final expenditure report for 1970-71 are included. [More] Descriptors: Annual Reports, Bilingual Education, Community Involvement, Curriculum Development
(1992). Bilingual Education through Architectural Mathematics (Project BEAM), Community School District 7. Transitional Bilingual Education Grant T003A90275, 1991-92. Final Evaluation Profile. OREA Report. A bilingual education program in two New York City elementary schools is evaluated. The program served 369 students, most of them limited-English-proficient native Spanish-speakers, providing supplementary instructional services in English as a Second Language (ESL), native language arts, and mathematics in the context of architecture. The report summarizes the program's staffing, specific behavioral objectives and results in those content areas, attendance and persistence patterns, student grade retention, services for students with special needs, mainstreaming, staff development, curriculum development, and parental involvement, and includes one brief case study. Notes on methods of data collection and analysis for the evaluation and a list of instructional materials used are appended. [More] Descriptors: Admission Criteria, Architectural Education, Attendance Patterns, Behavioral Objectives
(1990). Native American Languages and Literacy: Issues of Orthography Choice and Bilingual Education, Kansas Working Papers in Linguistics. Native American language communities have had four choices regarding the adoption or change of a writing system in recent years: to adopt or not to adopt a system, or in the case of an existing system, to alter it or not to alter it. The paper also examines the criteria of orthography choice and functions of literacy. Bilingual education issues are seen as the most important function of Native language literacies. Also examined are problems that face Native language literacy programs. (Contains 22 references.) [More] Descriptors: American Indian Languages, Bilingual Education, Elementary Secondary Education, Literacy
(1976). Teacher Education Programs for Bilingual Education in U.S. Colleges and Universities: 1975-1976. This booklet is the fourth annual listing of "Teacher Education Programs for Bilingual Education in U.S. Colleges and Universities." Inquiries were made to all state departments of education and many institutions of higher learning. Within the alphabetically-arranged state listings, programs are grouped according to levels: paraprofessional training; bachelor, master, and doctoral degree programs; certification and endorsement programs; related courses, and courses in any subject area taught bilingually. State-level and institution contact names, addresses, and telephone numbers are provided where these were available. Descriptors: Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers, College Programs
(2005). The Condition of Pre-K-12 Education in Arizona: 2005. This paper, the second annual report by the Arizona Education Policy Initiative (AEPI), is a collection of policy briefs on key issues in Arizona education. The authors of these briefs are on the faculty of Arizona's three public universities: Arizona State University (ASU), Northern Arizona University (NAU), and the University of Arizona (UA). Michael Kelley of ASU West and Joseph Tobin and Karen Ortiz of ASU Tempe note that the condition of early education and care remains largely unchanged since 2004. "Collection of Early Childhood Education and Care (ECEC) data continues to be extremely fragmented (collected by multiple state agencies and community organizations) and difficult to obtain, creating difficulty in making accurate comparisons or assumptions." Although the authors identify a number of initiatives implemented since the release of the 2004 report, they caution that significant systemic change has not occurred. Kate Mahoney of ASU East and Jeff MacSwan and Marilyn Thompson of ASU Tempe conduct a review of recent studies about the effectiveness of Structured English Immersion (SEI) and bilingual education programs. The authors conclude that the research findings are at odds with the current philosophy and direction of Arizona's language policies. In their brief on special education, ASU Tempe professors Sarup R. Mathur and Rob Rutherford address the tension between the goals of NCLB, which focuses on accountability standards for all students, and the individualized instruction required for Arizona's Special Needs children. They discuss the uncertainty among special educators as they work to meet the provisions of NCLB. They also highlight promising practices developed from university and state partnerships, and calls for additional collaborative efforts to address other special education challenges in Arizona. Francis Reimer of NAU documents the extent of the achievement gap for Arizona minority students using academic indicators that are central to NCLB: graduation rates, dropout rates, and scores for Arizona's Instrument to Measure Standards (AIMS). She also identifies two state policy issues that, if not addressed, could hinder Arizona's efforts to educate all children and close the achievement gap between majority and minority students: the delay in providing sufficient funds for the education of ELL students and limitations in state data collection. Sherry Markel of NAU reviews State Board minutes over a 14-month period and highlights how the policies adopted will influence the training of new teachers and the ongoing professional development of the current teaching force. In their analysis of school administration in Arizona, Arnold Danzig (ASU Tempe), Walter Delecki (NAU), and David Quinn (UA) highlight the challenges principals face in the current era of accountability. The authors explore how unprecedented state intervention for failing schools through the use of Arizona Department of Education (ADE) Solutions Teams affects principals. They also raise questions about the effectiveness of certification tests for administrators and discuss the practice of re-hiring retired school administrators. The authors caution that the decision to re-hire retired administrators slows the entry of new people into the field, which could stunt the introduction of new ideas, energies, and capacities for learning into schools. David Garcia of ASU Tempe analyzes the relationship between the Arizona LEARNS school labels and 2004 AIMS scores. He finds confusing variability in school performance across individual schools. For example, two elementary schools, one with 0 percent of students meeting or exceeding the standards in 2004 and another school with 93 percent of students meeting the same standards, are both classified with a "Performing" label. The author then offers several explanations for the discrepancy between school labels and AIMS scores, and recommends that policy makers provide clear and consistent information to parents. Darrell Sabers and Sonya Powers of UA provide an informative overview of standardized testing that should be requisite reading for all consumers of test scores. The brief is tailored to inform the reader about Arizona's standardized assessment, the Dual-Purpose Assessment. The authors discuss how well assessment tests meet their intended purpose and the impact of testing for accountability on classroom instruction. In her brief on the state of technology in Arizona public education, Laura E. Sujo de Montes of NAU reviews research that demonstrates how meaningful integration of 3 technology into instruction can improve student academic achievement. However, despite the general availability of technology in Arizona schools, the author notes Arizona educators are not effectively integrating technology and instruction. Sujo de Montes concludes by discussing the inadequacies of technology education in relation to Arizona's aspirations to excel in the knowledge economy. Ric Wiggall of NAU contrasts Arizona's standards movement with state funding to support it. He notes policy makers have not taken into consideration the "two-edged nature of accountability." The development of a system of standards and measurements to hold schools (and students) accountable also requires a new approach focused on differentiated funding that takes into account the varying needs of students. He concludes, however, "policies promoted by the Arizona legislature appear to be focused on restricting funds for core instructional purposes to the greatest degree possible and financially promoting a competitive system that offers alternatives (charter schools, vouchers, tax credits) to traditional public schools." Individual articles contain tables, figures, notes and references. [For "The Condition of Pre-K-12 Education in Arizona: 2004" see, ED509361.] [More] Descriptors: Charter Schools, Elementary Secondary Education, Tax Credits, Early Childhood Education
(1982). Because We Cherish You: A Time for Celebration. Report of the Annual Bilingual-Multicultural Education Conference (8th, Anchorage, Alaska, February 17-19, 1981). The Eighth Annual Bilingual/Multicultural Education Conference, sponsored by the Alaska State Department of Education and supported by 36 additional organizations and school districts, was a major activity of the department in providing training assistance to all persons involved in bilingual-bicultural education programs in Alaska. The conference theme, "Because We Cherish You: A Time For Celebration," was selected to emphasize the importance of youth and their education in the eyes of Alaska's elders. At the same time, the conference emphasized the important roles played by elders, parents, community members, students, and school personnel in developing and implementing educational programs for Alaska's youth. Over 70 workshops were offered to help conference participants to more fully participate in bilingual/multicultural education programs at the community and school district levels. Highlighting the conference were 14 presentations of the arts of Alaska's major ethnic groups performing dances, songs, shows of ethnic costumes, and displays of various art forms. Descriptors: Alaska Natives, American Indian Education, Bilingual Education, Community Involvement
(1991). Language Issues in Literacy and Bilingual/Multicultural Education. Harvard Educational Review Reprint. Series No. 22. This collection of articles related to language issues and literacy and bilingual and multicultural education include the following: "Three Processes in the Child's Acquisition of Syntax" (Roger Brown and Ursula Bellugi); "Pre-School Children's Knowledge of English Phonology" (Charles Read); "Stages in Language Development and Reading Exposure" (Carol Chomsky); "Trends in Second-Language-Acquisition Research" (Kenji Hakuta and Herlinda Cancino); "The Nature of Literacy: An Historical Exploration" (Daniel P. Resnick and Lauren B. Resnick); "From Utterance to Text: The Bias of Language in Speech and Writing" (David R. Olson); "Literacy and the Oral Foundations of Education" (Kieran Egan); "Literacy and Language: Relationships during the the Preschool Years" (Catherine E. Snow);"Literacy without Schooling: Testing for Intellectual Effects" (Sylvia Scribner and Michael Cole); "The Adult Literacy Process as Cultural Action for Freedom" (Paulo Freire); "Literacy and Cultural Identity" (Bernardo M. Ferdman); "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); "Toward a Social-Contextual Approach to Family Literacy" (Elsa Roberts Auerbach); "Thinking about Bilingual Education: A Critical Appraisal" (Ricardo Otheguy); "Transitional Bilingual Education and the Socialization of Immigrants" (David Spener); "Creative Education for Bilingual Teachers" (Alma Flor Ada); "Promoting the Success of Latino Language-Minority Students: An Exploratory Study of Six High Schools" (Tamara Lucas, Rosemary Henze, Ruben Donato); and "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit). The book also includes several essay and book reviews. Descriptors: Adult Literacy, Bilingual Education, Bilingual Teachers, Cultural Influences
(1976). Issues and Problems in Bilingual Bicultural Education Today, Journal of the National Association for Bilingual Education. Today bilingual bicultural education is the single most important development in American education, because it represents a departure from the American ethnocentrism in previous decades, and increases respect for the rights of ethnic children, and a sensitive response to their needs. The little known about the effects of bilingual bicultural education in its short existence as an organized Federal and state funded major effort, leads to the belief that it has great potentiality, is not divise or wasteful, and could, in fact, be the answer to the deep cognitive and developmental problems of many ethnic children. Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Cultural Influences