This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Vickie W. Lewelling, Larry F. Guthrie, Kathleen F. Berg, Carlos Falcon, Bertha Perez, Courtney B. Cazden, Nydia Flores, Maria Estela Brisk, Katsuo Tamaoka, and Barry MacDonald.
(1975). Juan Bobo y El Caldero (Juan Bobo and the Pot). This story and coloring book is one in a series of Puerto Rican folktale books and is designed for use in a bilingual/bicultural education setting. This volume is a Spanish edition of a short story geared toward those students just beginning to read. [More] Descriptors: Bilingual Education, Childrens Literature, Elementary Education, English (Second Language)
(1983). Site and Sample Descriptions. SBIF Study: Part II. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables at eight sites serving LEP students representing Mexican, Puerto Rican, Cuban, Chinese, Navajo, Filipino, and Vietnamese ethnolinguistic groups. This report presents descriptive data about the the eight sites and the students and teachers. The data include district enrollments and ethnic composition, staff and student language characteristics, community descriptions, class enrollments and proportions of LEP students, students' instructional participation styles, and participating teachers' professional training and experience in general and bilingual education. Synthesis of the teacher data also revealed teacher perceptions of three aspects of bilingual education: entry/exit criteria, philosophy, and program effectiveness. The information gathered is intended as background information for analysis and reporting of the overall study and its components. [More] Descriptors: Asian Americans, Basic Skills, Bilingual Education, Bilingual Education Programs
(1988). Testimony on Hispanic Literacy and Education. This testimony was presented by the chairperson of the board of directors of one of the largest national Hispanic organizations before a Senate Republican Task Force on Hispanic Affairs. The following key points are presented: (1) low educational attainment and literacy severely limit the economic opportunities of Hispanics and place a strain on a labor market that increasingly requires highly trained workers; (2) limited English proficiency places a disproportionate number of Hispanic students at risk of early school failure, the greatest predictor of future dropping out; (3) depending on the standard used, the Hispanic illiteracy rate is between 11.9 percent and 56 percent; and (4) current public and private literacy programs, such as the English Literacy Grants Program, cannot meet the need of the Hispanic community due to inadequate funding. The following recommendations are suggested: (1) fully fund the English Literacy Grants Program; (2) expand bilingual education programs through the 1989 Bilingual Education Amendments and programs for the educationally disadvantaged through Chapter 1 of the Education Consolidation and Improvement Act and the Chapter 1 Migrant Education Program, and begin dropout prevention and school retention programs at the elementary and junior high/middle school levels; (3) structure literacy programs to meet the needs of low-income persons and working parents; and (4) develop new Federal literacy programs targeted at Hispanics similar to the Augustus F. Hawkins-Robert T. Stafford School Improvement Amendments of 1988. Descriptors: Adult Education, Bilingual Education, Dropout Prevention, Dropout Programs
(1994). 20 Years after Lau: In Pursuit of Equity Not Just a Language Response Program. Educating limited-English-proficient students (LEP) in the nation's public schools is an unmet educational need with national impact and a history of minimal compliance with Federal laws. The Lau v. Nichols decision of 1974 placed responsibility on school districts to ensure that LEP students were identified and provided with a language response program. It did not mandate bilingual education or the use of the native language, but did affirm governmental authority to require affirmative remedial efforts to give special attention to linguistically deprived children. While the first generation of national origin desegregation focused on the physical movement of students, and the second generation of such desegregation focused on equal access and treatment, the third generation of national origin desegregation focuses on physical resegregation, equal opportunities, and equal outcomes of education. Changes introduced through the Lau decision have resulted in minimal compliance with the law. It is imperative that the next generation of desegregation address equity issues for LEP students, with bilingual education recognized as a necessary response. (Contains 14 references.) [More] Descriptors: Access to Education, Bilingual Education, Educational History, Educational Policy
(1993). The Bilingual Teacher (Spanish/English) and Literacy Instruction, Teacher Education Quarterly. Researchers studied elementary teachers and students from bilingual Spanish/English classrooms, examining successful literacy practices for incorporation into bilingual teacher education programs. The paper investigates the impact of talking about literacy, learning about the code and other skills, writing/reading and meaning making, the social context created, and teacher expectations. Descriptors: Bilingual Education, Classroom Techniques, Elementary Education, Higher Education
(1982). Bread and Dreams: A Case Study of Bilingual Schooling in the U.S.A. CARE Occasional Publications No. 12. The background, design, results, and implications of an investigation of bilingual education, based on programs in Boston, are examined. The goals of the investigation were to: (1) portray bilingual schooling in practice; (2) provide an educational critique of bilingual schooling; (3) analyze the issues; and (4) review bilingual research, evaluation, and recommendations. An in-depth study was conducted at Boston's Rafael Hernandez Elementary School, which was observed for 3 weeks. Minor studies of three other Boston bilingual programs at the elementary, middle school, and high school levels were also conducted. The analysis involved a study of bilingual policy and politics in Boston, based on interviews and documents, supplemented by secondary bilingual data from the existing literature. Rafael Hernandez Elementary School is described through a visiting observer's reconstruction of events and experiences, followed by detailed information about the Hernandez school in action. A more structured and less detailed account of the three supplementary schools, which offer bilingual programs as an adjunct to a mainstream curriculum, is provided. The concluding section considers: language, teaching, and bilingual schooling; curriculum development and reunification; an overview of politics and bilingual education; and linguistic minorities in Britain. An appendix discusses the research design and methods. Descriptors: Bilingual Education Programs, Case Studies, Curriculum Development, Educational Assessment
(1991). "SPED/LEP": Special Education for Limited English Proficient Students, West's Education Law Reporter. School authorities need to be aware of various sources of federal law coverage on requirements for limited-English-speaking children suspected of needing special education. The overall thrusts of the law are to avoid "overinclusion," and, for those students properly identified, to provide bilingual special education. (51 references) Descriptors: Bilingual Education, Compliance (Legal), Court Litigation, Elementary Secondary Education
(1974). Quality Educational Services to Michigan's Spanish Speaking Community. [Report by the La Raza Citizens Advisory Committee to the Michigan State Board of Education.]. La Raza Advisory Committee, created in September 1971, was to recommend to the State Board of Education the means by which the quality of educational services to Michigan's Spanish speaking community could be improved. A problem was encountered in obtaining the necessary data to evaluate the current services offered the Spanish speaking community. The major educational problems identified by the committee as facing the more than 31,000 Spanish speaking students in Michigan were: (1) too few bilingual-bicultural staff at all educational levels; (2) too few relevant curriculum, textbooks, teacher training, and instructional materials; (3) relatively little commitment by local school districts in accepting the financial responsibility for bilingual education programs; (4) lack of response by the school districts to the needs of the migrant child; (5) disproportionate financial assistance for these students in higher education; and (6) inadequate testing instruments, tracking systems, and academic counseling. Among the committee's recommendations to the State Board of Education were: (1) mandate that colleges and universities establish a curriculum leading to a degree and teacher certification in bilingual education; (2) continue La Raza Advisory Committee to advise the State Department of Education; and (3) investigate the extent testing instruments contribute to the "tracking" of these students into special education and other compensatory programs. [More] Descriptors: Advisory Committees, Bilingual Education, Educational Assessment, Educational Quality
(1997). Official English and English Plus: An Update. ERIC Digest. This digest provides an overview of the opposing sides in the Official English debate–Official English and English Plus. Proponents of Official English seek to make English the official language of the United States through passage of a constitutional amendment. The movement is spearheaded by two groups, U.S. English and English First. Official English supporters are concerned that bilingual ballots are contradictory to citizenship laws and make non-English speakers prey to bloc voting. They believe that bilingual education advocates preservation of native language and cultures at the expense of learning English. Although the Senate convened hearings on official English in 1984, and the House did in 1988, an English language amendment has never come to a congressional vote. In 1991, proponents took a different approach and launched a statutory form of official English. This Language of Government bill has appeared in several versions, and one of these bills passed the House but not the Senate in 1996. A similar bill is pending in the 105th Congress. English Plus supporters see cultural diversity as a national strength, support bilingual ballots, and cite evidence that successful bilingual education programs result in faster acquisition of English. English Plus legislation in the form of non-binding/policy statement has been introduced in opposition to English only legislation, and several states have adopted English Plus resolutions. A 13-item bibliography is provided. [More] Descriptors: Bilingual Education, Civil Rights, Cultural Pluralism, English
(1996). Pacific Educational Research Journal, 1996, Pacific Educational Research Journal. This first issue of the new "Pacific Educational Research Journal" offers articles covering diverse subjects and using diverse research methods. The new journal represents a rejuvenation of a previous publication to address educational issues specific to the Pacific region. Ethnic groups specifically addressed include Hawaiians, second-generation Japanese (Nisei), and immigrant Hmong. Topics covered include youth-risk behaviors, core curriculum, reparations for native Hawaiians, and attitudes toward bilingual education. The following articles are included: (1) "Adolescent Health Behaviors in Hawai'i: Curriculum Directions from the 1995 Hawai'i and National Youth Risk Behavior Surveys" (Beth Pateman, Susan M. Saka, and Morris K. Lai); (2) "The Struggle for Core Studies: Miles Carey at McKinley High School in the Territory of Hawai'i" (Eileen H. Tamura); (3) "The Effects of a Simulation on Student Attitudes toward Reparations for Native Hawaiians" (Linda K. Menton and Paul R. Brandon); (4) "Nutrition Background and Practices of Hawai'i Public Elementary Teachers" (Patricia J. Britten, Naomi A. Kanehiro, and Morris K. Lai); and (5) "Hmong Parents: What Do They Think about Bilingual Education?" (Fay H. Shin and Bo V. Lee). [More] Descriptors: Adolescents, Behavior Patterns, Bilingual Education, Core Curriculum
(1989). Project Tradition and Technology (Project TNT): The Hualapai Bilingual Academic Excellence Program. Project Tradition and Technology (TNT) at Peach Springs Elementary School (Peach Springs, Arizona) is 1 of 12 programs recognized nationally as an outstanding model of bilingual education by the U.S. Department of Education. Project TNT is a process-oriented curriculum development model that identifies the community's needs and expectations for its children, and draws on the resources and expertise of the community and the school staff to plan and implement a challenging curriculum. Three interactive program models (the Hualapai Cultural and Environmental Curriculum, the Hualapai Literacy Model, and the Hualapai Interactive Technology Model) form an integrated bilingual bicultural core curriculum that develops student self-esteem, self-confidence in themselves as learners, and student pride in their heritage, as well as increasing academic achievement and language competencies. The key features and educational objectives of each of the three program models are outlined. This booklet provides information on program evaluation results, the Hualapai Reservation, the Hualapai language, the histories of bilingual education and technology use at Peach Spring School, the history of Hualapai schools since 1890, Peach Springs School students and staff, administration and organization at Peach Springs School, program success factors, program philosophy, the curriculum development process, instructional materials development, curriculum unit themes, and step-by-step criteria for becoming a replication site for this program. This booklet contains many photographs and graphics. [More] Descriptors: American Indian Education, Bilingual Education, Cultural Education, Curriculum Development
(1995). The Social Construction of Ability and Disability: I. Profile Types of Latino Children Identified as Language Learning Disabled, Journal of Learning Disabilities. An ethnographic study of one elementary bilingual special education classroom found three profile types of students, ranging from severe language learning disabilities to normal abilities. Results show the inadequacy of the medical model and support a contextual performance view that acknowledges the role of instructional context in revealing the range of students' communicative and academic competence. Descriptors: Ability Identification, Bilingual Education, Context Effect, Disability Identification
(1992). Language Minority Education in the United States: Implications of the Ramirez Report. Educational Practice Report: 3. A report prepared for the U.S. Department of Education on three school program models for limited-English-speaking children is examined. The models include a structured English immersion strategy and early-exit and late-exit bilingual education. The report describes the three models, reviews evidence of their relative effectiveness, and assesses the study's implications in four areas: teacher qualifications, parent involvement in children's learning, quality of classroom learning environments, and generalizability of the study's findings. The most conservative, uncontroversial conclusion drawn in the report is that there are no differences in results among the programs studied. Additional conclusions are drawn here, among them that the amount of time spent using a language can no longer be considered the most important influence on learning it, but that a number of factors (e.g., teacher qualifications and parent involvement) are critical in second language learning and school success. It is concluded that although there is other evidence of the long-term benefits, of late-exit bilingual programs, bilingual programs are not feasible for all language minority children. In instances where bilingual education is not feasible, it is argued that carefully implemented immersion programs are clearly better than lack of any support. A brief bibliography is included. [More] Descriptors: Bilingual Education, Comparative Analysis, English (Second Language), Immersion Programs
(1996). A Japanese Perspective on Literacy and Biliteracy: A National Paper of Japan. This paper discusses literacy, language education, language achievement, and bilingual education policies and practices in Japan. The paper first describes the Japanese writing system (consisting of the "kana" and "kanji" scripts) and notes that students typically study English from grade 7 to the first 2 years of college. The paper then addresses the historical background and current practice of language. The paper next notes the lack of an official definition for "literacy"; that various studies have come up with different "illiteracy" rates for Japan; and that Japanese children tend to score better on mathematics tests than students from other countries, but worse on vocabulary and reading comprehension. The paper then addresses language and education, noting that girls are better than boys in kana acquisition, the area in which the children grow up did not make any difference; and that kanji characters are learned easily and can be used to make compound words. The last section (1) notes that the percentage of students who did not read any books steadily increased while the acquisition rate of kanji characters remains high; (2) once students achieve a reasonably fast speed in word coding, its efficiency no longer distinguishes their overall language ability; (3) research suggests that a contextual approach to language teaching should receive more emphasis, especially for those with low language proficiency; and (4) bilingual education has not received much attention in Japan, which is regarded as a monolingual nation. Contains 44 references. [More] Descriptors: Bilingual Education, Elementary Secondary Education, Foreign Countries, Higher Education
(1982). Language Policies in American Education: A Historical Overview. The history of American education is marked by attempts to grapple with the U.S. multilingual and multicultural situation. Bilingual education can be traced from the time of the first migration from Asia which formed the strain of the native American, through the migrations from Europe and Africa, to the influx of immigrants from all over the world during the 19th century. Strategies used by educational institutions to cope with the situation, as well as strategies used by the specific linguistic group exercising pressure, have varied throughout history. Historically, native American languages have been officially repressed; today they are being revived. Sectarian schools established by the 19th century immigrants used texts in their native languages. The non-European migration came about due to the need for cheap labor; linguistically, the result was formation of creole languages. During most of the 19th century, multilingual education and cultural diversity enjoyed considerable tolerance. However, after 1880 the "melting-pot" became the ideal and the official requirement to use English included and went beyond education. Since 1960, sociocultural and political factors have brought pressures that have resulted in federal legislation on bilingual education and many agencies to implement it. Descriptors: American Indian Languages, Bilingual Education, Creoles, Cultural Pluralism