Bibliography: Bilingual Education (page 182 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Trenton. New Jersey State Dept. of Higher Education, George P. DeGeorge, Catherine M. Carmichael, New York Community School District 4, Austin Southwest Educational Development Lab., Patrick H. Smith, Austin Dissemination and Assessment Center for Bilingual Education, Janina Brutt-Griffler, Michele de Courcy, and Angela L. Carrasquillo.

Smith, Patrick H.; Arnot-Hopffer, Elizabeth; Carmichael, Catherine M.; Murphy, Ellen; Valle, Anna; Gonzalez, Norma; Poveda, Angelica (2002). Raise a Child, Not a Test Score: Perspectives on Bilingual Education at Davis Bilingual Magnet School, Bilingual Research Journal. A case study of Davis Bilingual Magnet School in Tucson (Arizona) observed and interviewed teachers, parents, students, and community members. The school's success results from strong community support and an educational environment that privileges Spanish. Although Davis students do well on standardized tests, the school's greatest pride comes from raising bilingual children. (Contains 39 references.) Descriptors: Academic Achievement, Bilingual Schools, Bilingualism, Case Studies

Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. (1969). Pacesetters in Innovation. Fiscal Year 1969. Title III, Supplementary Centers and Services Program; Title VII, Bilingual Education Program; Title VIII, Dropout Program; Elementary and Secondary Education Act of 1965. This document presents information on Projects to Advance Creativity in Education (PACE), projects funded under the Bilingual Education Program, and projects funded under the Dropout Prevention Program, which were approved during the fiscal year 1969. Each project included in the volume has been indexed according to principles developed in the Educational Resources Information Center (ERIC), and the indexes are organized by subject matter, local educational agency, and project number. A resume is provided for each project. A description of ERIC products and services is also included.   [More]  Descriptors: Abstracts, Agencies, Bilingual Education, Bilingual Schools

DeGeorge, George P. (1975). Guidelines for Selecting Tests for Use in Bilingual/Bicultural Education Programs. This guide is a compilation of factors considered important in the selection of tests for bilingual/bicultural programs. It is intended for use by test selectors or teachers in bilingual education, and does not presume to be exhaustive or authoritative. Basically the guide consists of questions the test selector or teacher should ask when selecting tests. Questions concern the purpose of the test, the relation of the test to the student, test validity, and practical considerations such as financial factors and ease of scoring.   [More]  Descriptors: Biculturalism, Bilingual Education, Cultural Influences, Diagnostic Tests

Southwest Educational Development Lab., Austin, TX. (1980). R&D Speaks: Bilingual/Multicultural Education. Conference Proceedings (Austin, Texas, November 12-13, 1979). The following papers are collected here: (1) "Bilingual Program Outcomes" by Wayne Holtzman, Jr.; (2) "Implementation of Bilingual Programs" by Domingo Dominguez; (3) "Language Arts in Bilingual Education" by Betty Mace-Matluck; (4) "Introducing Culture in the Classroom" by Margarita Rivas; (5) "Unlearning Indian Stereotypes" by Wathene Young; and (6) "Vietnamese Children in U.S. Classrooms" by Bich-Chi Vu Thuong Van.   [More]  Descriptors: American Indians, Asian Americans, Bilingual Education, Language Arts

Brutt-Griffler, Janina (2002). World English: A Study of Its Development. Bilingual Education and Bilingualism. This book integrates a historical and linguistic exploration of world English, documenting the emergence of the language as a contested site of linguistic encounters. It revises the understanding of English spread during the colonial period, emphasizing the agency of non-mother-tongue English speakers. The book contends that English owes its existence as a world language in large part to the struggle against imperialism but not to imperialism alone. To explain English varieties, the book introduces a new linguistic model of second language acquisition by speech communities: macroacquisition. Ten chapters focus on the following: (1) "Images of World English: Writing English as an International Language"; (2) "The Representation of the Social in a Social Science: Methodology in Linguistics"; (3) "Ideological and Economic Crosscurrents of Empire"; (4) "The Contested Terrain of Colonial Language Policy"; (5) "Access Denied: Containing the Spread of English"; (6) "The Becoming of a World Language"; (7) "Macroacquisition: Bilingual Speech Communities and Language Change"; (8) "The Macroacquisition of English: New Representations in the Language"; (9) "(The) World (of) English: Englishes in Convergence"; and (10) "Decentering English Applied Linguistics." (Contains approximately 400 references.) Descriptors: Applied Linguistics, Bilingualism, Colonialism, English (Second Language)

Day, Elaine Mellen (2002). Identity and the Young English Language Learner. Bilingual Education and Bilingualism. This ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated into a mainstream kindergarten classroom in an urban area of British Columbia, Canada. The book begins by discussing theory and literature (e.g., mainstream second language acquisition research, language as dialogue, learning as social, identity, and ethnographic research). It describes the study, which used sociocultural and critical/poststructural theoretical perspectives to explore the intimate connection between learning, identity, and social membership in Hari's learning path. The book analyzes Hari's interactions and relationships with his classmates over the school year and shows the critical role those relationships played in the identities he could negotiate and the kinds of access, participation, and opportunities for language learning he could have. It also examines Hari's interactions and relationship with his teacher, exploring the role of identification and unconscious desires in learning using critical psychoanalytic perspectives. The book highlights the political and affective dynamics of classroom relationships and their unconscious and conscious dimensions. It closes with implications for research and classrooms related to these areas. An appendix presents transcription conventions. (Contains approximately 250 references.) Descriptors: Case Studies, English (Second Language), Ethnography, Foreign Countries

New Jersey State Dept. of Higher Education, Trenton. (1978). Bilingual Higher Education Resources in New Jersey Colleges and Universities 1978. NJDHE Survey 77-13. This directory of teacher education programs in bilingual education within the New Jersey higher education system includes programs at public two-year colleges, public four-year and graduate colleges, and independent colleges. Program offerings at each of these institutions are presented in tabular form. A profile of each institution indicates language of instruction, courses offered in program, student selection criteria, bilingual and ESL (English as a second language) resources, and personnel resources. Program course offerings are also tabulated separately. The survey form which was sent out prior to compilation of the directory is appended.   [More]  Descriptors: Bilingual Education, College Programs, Courses, Educational Resources

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1976). Cartel. Annotated Bibliography of Bilingual Bicultural Materials. Vol. III, No. 42. This is an informative listing for educators, librarians, and others interested in materials for bilingual multicultural education. Items are listed according to: title, author, subject, and publisher/distributor indexes. The following are among the topics covered: (1) African and Afro-American culture; (2) Native American cultures; (3) arts and crafts; (4) audiovisual materials; (5) career education; (6) early childhood; (7) children's literature; (8) English as a second language; (9) mathematics; (10) music; (11) French, Italian, German, Hispanic, Vietnamese and Chinese languages and cultures; (12) science; (13) social studies; and (14) parental and community involvement. A typical annotation includes the following information: title, author, name and address of the publisher, publication date, pagination or number of parts, languages used, intended audience or level, and a descriptive statement. Selection criteria for the annotated and for the analyzed items include availability and relevance to bilingual education. Descriptors: American Indian Culture, Annotated Bibliographies, Audiovisual Aids, Biculturalism

Brislin, Richard W., Ed. (1975). Topics in Culture Learning, Volume 3, 1975. This publication includes the following articles: Introduction to Issues in Culture and Learning; The House Form as a Cornerstone of Culture; Music for Multi-cultural Students; Creative Writing in English: Problems Faced by Undergraduates in the English Department, University of Hong Kong; Re-entry/Transition Seminars for Overseas Sojourners: Report on the Wingspread Colloquium; Personal Problems Solving Resources Used by University of Minnesota Foreign Students; Identification of Cross-Cultural Talent: The Empirical Approach of the Peace Corps; Description of Peace Corps Volunteers Experience in Afghanistan; Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands; An Overview of Alaska Native Bilingual Education; In Search of a Home: Colonial Education in Micronesia; Teaching English in Asia–An Overview; International Educational Cooperation and the World's Future; and, Dilemmas of Language Transition: Challenges to Language Planning in India. Descriptors: Acculturation, Anthropology, Asian Studies, Biculturalism

de Courcy, Michele (2002). Learners' Experiences of Immersion Education: Case Studies of French and Chinese. Bilingual Education and Bilingualism 32. This book emphasizes the process of learning in immersion programs, particularly those related to reading. It explores language learning processes and experiences among French late immersion grade 9 students and Australian teachers completing a university-based Chinese immersion graduate diploma. Using students from each group as key informants, combined with research methods characteristic of a socio-ethno-phenomenological approach, the book examines various aspects of these two contexts from a student perspective. Seven chapters include the following: (1) "Language Learning in Immersion Programs" (language learning in Australia, study goals, existing research, and Australian immersion research); (2) "How and Where the Research was Done" (research approach, settings, students, and French and Chinese immersion settings); (3) "Learners' Responses to the Learning Context" (e.g., scripts for school, teacher role, response to the curriculum, and fellow students' role); (4) "Language Learning Experiences" (e.g., making sense of the classroom and producing the second language); (5) "Reading and Writing" (e.g., reading and writing in Chinese and French); (6) "Language Learning Processes and Strategies" (case studies of Chinese and French language learners); and (7) "Discussion and Conclusions." Two appendixes present transcription conventions and translation of the classroom activity sheet. (Contains 171 references.) Descriptors: Chinese, Cognitive Style, Foreign Countries, French

Minaya-Rowe, Liliana, Ed. (2002). Teacher Training and Effective Pedagogy in the Context of Student Diversity. Research in Bilingual Education. This collection of papers includes nine chapters in three parts. Part 1, "Effective Practices in Teacher Training," offers: (1) "Research-Based Teaching Practices that Improve the Education of English Language Learners" (Hersh C. Waxman and Yolanda N. Padron); (2) "Relationship between Pre-Service Teachers' Beliefs About Second Language Learning and Prior Experiences with Non-English Speakers" (Toni Griego Jones); (3) "Sheltered Spanish Instruction: Teachers of English Language Learners Learning in Their Students' First Language" (Liliana Minaya-Rowe and Ana Maria Olezza); and (4) "How Do Pre-Service Teachers Acquire and Use Professional Knowledge?" (Stephanie Stoll Dalton and Roland G. Tharp). Part 2, "Teacher Training and School Reform," includes: (5) "Trends in Staff Development for Bilingual Teachers" (Margarita Calderon); (6) "Rethinking School Reform in the Context of Cultural and Linguistic Diversity: Creating a Responsive Learning Community" (Eugene E. Garcia, Marco A. Bravo, Laurie M. Dickey, Katherine Chun, and Xiaoqin Sun-Irminger); and (7) "Evaluating the Effects of the Pedagogy for Improving Resiliency Program: The Challenges of School Reform in a High Stakes Testing Climate" (Yolanda N. Padron, Hersh C. Waxman, Robert A. Powers, and Ann P. Brown). Part 3, "Effective Teacher Training Models," includes: (8) "Models of Bilingual Teacher Preparation: What Has Worked at the University of Texas at El Paso" (Josefina Villamil Tinajero and Dee Ann Spencer) and (9) "Advancing the Professional Development of Beginning Teachers through Mentoring and Action Research" (Jack Levy, Lynn Shafer, and Kristy Dunlap). (Papers contain references.) Descriptors: Action Research, Beginning Teachers, Bilingual Teachers, Cultural Differences

Carrasquillo, Angela L.; Rodriguez, Vivian (2002). Language Minority Students in the Mainstream Classroom. 2nd Edition. Bilingual Education and Bilingualism 33. This book integrates current second language teaching and learning theories and instructional strategies, helping to make mainstream educators aware that language minority students, especially those who are not totally proficient in English, need special attention, appropriate assessment, an appropriate language environment, and a challenging curriculum. Ten chapters include the following: (1) "Limited English Proficient Students in the Mainstream Classroom"; (2) "Limited English Proficient Students/English Language Learners: Who Are They?"; (3) "Cultural and Linguistic Diversity in the Classroom"; (4) "Alternatives to Mainstreaming"; (5) "The Integrated Development of Oral and Written Language"; (6) "Instructional Strategies for LEP/ELL Students' Oral and Written English"; (7)"Integrating Language and Social Studies Learning"; (8) "Integrating Language and Science Learning"; (9) "Integrating Language and Mathematics Learning"; and (10) "The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students." (Contains approximately 269 references.) Descriptors: Diversity (Student), Elementary Secondary Education, English (Second Language), Immigrants

Community School District 4, New York, NY. (1980). Project BUILD. "Bilingual Understanding Incorporates Learning Disabilities." An ESEA Title VII Basic Bilingual Education Program. Community School District 4. Final Evaluation Report, 1979-80. Project BUILD (Bilingual Understanding Incorporates Learning Disabilities) combined the methodology and concerns of both special education and bilingual education to provide appropriate, supplemental educational treatment and opportunities to bilingual children with learning disabilities. Children in grades one through five received individualized and small group educational and therapeutic treatment outside of their regular classrooms. Additional program components included curriculum development, staff development, and parent involvement and education. The project was evaluated through reading achievement data, consultant observations, interviews with program staff, and questionnaires completed by teachers and parents. The evaluator found that program reading objectives were attained and other program components were well implemented. Tables of data are included.   [More]  Descriptors: Achievement Gains, Bilingual Education, Elementary Education, English (Second Language)

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1977). Cartel: Annotations and Analyses of Bilingual Multicultural Materials. Winter 1976-77. Vol. IV, No. 2. This is an informative listing for educators, librarians, and others interested in materials for bilingual multicultural education. There are two main sections, annotations and analyses. Annotated entries are arranged under the following headings: (1) assessment and evaluation; (2) bibliographies; (3) classroom resources; (4) English as a second language; (5) informational resources; (6) mathematics; (7) professional readings and resources – teacher education; (8) science and health; (9) social studies; (10) Spanish language arts; (11) supplementary reading; and (12) vocational education. A typical annotation includes information in the following order: title, author or agency, name and address of the publisher, publication date, pagination or number of parts, languages used, intended audience or level, and a descriptive statement. In section two, five items are analyzed in detail. Information given about these items includes: components, objectives, scope, sequence, methodology, evaluation methods, and physical description. Selection criteria for the annotated and for the analyzed items include availability and relevance to bilingual education.   [More]  Descriptors: American Indian Languages, Annotated Bibliographies, Biculturalism, Bilingual Education

Vivolo, Robert, Comp. (1977). ERIC References on Urban and Minority Education. Equal Opportunity Review. This bibliography serves as a guide to the literature on urban and minority education that is accessible through the ERIC system. It brings together significant works on such topics as school integration, bilingual education, education of specific racial and ethnic groups, and problems of inner city schools, which were cited in the May through December 1976 issues of "Resources in Education". The citations which bear 1975 and 1976 publication dates update the bibliography published by the ERIC Clearinghouse on Urban Education covering the same topics in the January 1975 through April 1976 issues of "Resources in Education". ERIC Document (ED) identification numbers have been included at the end of each citation. A subject index by citation number and a statement on the availability of the cited materials follow the bibliography. Descriptors: Bibliographies, Bilingual Education, Databases, Ethnic Groups

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