Bibliography: Bilingual Education (page 220 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Christina Bratt Paulston, Kathrin Wessendorff, G. A. Davis, Louis Olivas, Barbara Bortin, Wallace E. Lambert, Ronald W. Maestas, Castor Gonzalez, Diana Vinding, and Jo-Ann Sainz.

Davis, G. A.; Charas, Sheila (1972). Sacramento Early Childhood Bilingual Education. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Early Childhood Bilingual Education Program of Sacramento, California, 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 has been verified by the project coordinator.   [More]  Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis

Castellano, Jaime A., Ed.; Diaz, Eva I., Ed. (2002). Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students. This book provides 14 readings on issues in the education of gifted and talented students from culturally or linguistically diverse populations. Its overall theme is the insoluble and reciprocal dependence of excellence and equity in education. Chapters include: (1) "Framing an Historical Context for the Education of Culturally and Linguistically Diverse Students with Gifted Potential: 1850s to 1980s" (Eva I. Diaz); (2) "Framing a Contemporary Context for the Education of Culturally and Linguistically Diverse Students with Gifted Potential: 1990s to the Present" (Eva I. Diaz); (3) "Advanced Cognitive Development and Bilingualism: Methodological Flaws and Suggestions for Measuring First- and Second-Language Proficiency, Language Dominance, and Intelligence in Minority Children"  (Virginia Gonzalez); (4) "Voice and Validation: Creativity and Bilingualism" (Jo Ann Robisbeaux and Mary M. Banbury); (5) "Renavigating the Waters: The Identification and Assessment of Culturally and Linguistically Diverse Students for Gifted and Talented Education" (Jaime A. Castellano); (6) "Gifted Education Program Options: Connections to English-Language Learners" (Jaime A. Castellano); (7) "Addressing the Curriculum, Instruction, and Assessment Needs of the Gifted Bilingual/Bicultural Student" (A. Jim Granada); (8) "The Intersection of Language, High Potential, and Culture in Gifted English as a Second Language Students" (Jo Ann Robisbeaux); (9) "The Schoolwide Enrichment Model: Promoting Diversity and Excellence in Gifted Education" (Valentina I. Kloosterman); (10) "Portraits of Success Programs that Work" (Nilda Aguirre and Norma E. Hernandez); (11) "Programming for Identification: Young, Gifted English-Language Learners" (Rosa Isela Perez); (12) "Recruiting Teachers for Bilingual Gifted and Talented Programs" (Ernesto M. Bernal); (13) "A Parent-Family Involvement Model To Serve Gifted Hispanic English-Language Learners in Urban Public School Settings" (Rosina M. Gallagher); (14) "Educational Policy and Gifted/Talented, Linguistically Diverse Students" (Beverly F. Irby and Rafael Lara-Alecio; and (15) "Research Directions for Bilingual Gifted Education" (Jaime H. Garcia). (Individual chapters contain references.) Descriptors: Ability Identification, Bilingual Education, Bilingual Students, Creativity

Bortin, Barbara (1973). Bilingual Education Program Evaluation Report 1972-1973. The Milwaukee Bilingual Education Program, a five-year pilot project, ended its fourth year in June, 1973. The program provided a Spanish/English bilingual/bicultural curriculum taught by a bilingual staff of Spanish-American heritage. Both Spanish and English were used for instruction in order that pupils might demonstrate grade-level academic achievement in both languages by the end of the sixth grade. In the secondary program, English reading was emphasized as an aid to school achievement; courses were developed which emphasized the Latin-American experience in United States history and contemporary national and community life. From K-12, students learned about the holidays, food, literature, music, and expressions of Spanish-America and the United States.    [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Compensatory Education

National Consortia for Bilingual Education, Fort Worth, TX. (1971). Tests in Use in Title VII Bilingual Education Projects. Developed by the National Consortia for Bilingual Education, this list of tests representing 72 Title VII projects includes commercially published tests, tests developed by the projects themselves, and tests designed by other entities such as educational laboratories, school districts, and state agencies. Each test is described in terms of the project using the test, language of the project, grade range, test title, origin of the test, stated purposes, age level or grade, level of application, and language of test. It should be noted that "adequacy of measurement, usability, or appropriateness (of the tests) should not be inferred." Appendix A shows the commercial tests used in Title VII projects, their publishers, and the project users. Appendix B gives the addresses of test publishers. A related document is RC 005 308.   [More]  Descriptors: Bilingual Education, Instrumentation, Measurement Instruments, National Surveys

Vinding, Diana, Ed.; Wessendorff, Kathrin, Ed.; Parellada, Alejandro, Ed.; Erni, Christian, Ed.; Jensen, Marianne, Ed.; Garcia-Alix, Lola, Ed. (2002). The Indigenous World, 2001-2002 = El Mundo Indigena, 2001-2002. This document contains the English and Spanish texts of an annual publication which examines political, social, environmental, and educational issues concerning indigenous peoples around the world in 2001-02. Part 1 describes current situations and events in 11 world regions: the Arctic; North America; Mexico and Central America; South America; Australia and the Pacific; east and southeast Asia; south Asia; and four sections of Africa. In general, indigenous peoples worldwide were dealing with issues related to land rights, self-determination, relations between central government and indigenous communities, outright oppression and violence, environmental destruction by economic development projects, communal rights, women's rights, access to appropriate education and to health care, and preservation of indigenous cultures and languages. The events of September 11 raised fears that indigenous peoples struggling for self-determination and fundamental rights would be unjustly accused of being terrorists. Items of educational interest in the Arctic and the Americas include ongoing debates in Greenland over the relative status of Danish and Greenlandic in the schools; efforts to protect Saami language and culture in Sweden; inadequate U.S. federal funding for tribal administration of schools and for necessary construction and repair of Bureau of Indian Affairs schools; reforms in indigenous education in Guatemala; the situation of the bilingual intercultural education system in Venezuela; efforts to protect collective intellectual property of indigenous peoples of the Amazon region; and training of indigenous teachers in Brazil. Articles on other regions discuss education as a tool of Chinese repression in Tibet; language issues in East Timor, Nepal, Morocco, Ethiopia, and South Africa; nonformal education initiatives and native language instruction for indigenous Cambodians; and language and cultural maintenance through cultural festivals in Kenya. Part 2 reports on United Nations work on indigenous rights. Descriptors: Acculturation, Activism, American Indians, Civil Liberties

Maestas, Ronald W.; Olivas, Louis (1982). Implications for Bilingual Business Education. Bilingual business education is increasing in importance in response to the growing Spanish speaking population, bilingual student population, and need for bilingual employees. The continued immigration from Mexico and growth in the number of unskilled Spanish speaking workers will lead to an increased need for bilingual supervisors and managers. Economic conditions in Mexico and the United States will increasingly draw immigrants from Mexico to fill unskilled jobs. In turn, a new set of skills, including bilingualism and cultural awareness, will be required of supervisory personnel. Bilingual business education can help to fill these needs by providing limited English proficient students with equal access to business skills and training English speaking students in Spanish. The bilingual graduates of such programs would also be able to fill positions in the international business setting. Descriptors: Bilingual Education, Bilingualism, Business Administration Education, Business Education

Reyes, Sharon Adelman (2001). Two-Way Bilingual Immersion Programs: Toward a More Inclusive Agenda in Bilingual Education, Mid-Western Educational Researcher. Examines essential components of quality two-way bilingual immersion programs. Discusses language acquisition research underlying context-embedded content-area instruction in a second language; research on the benefits of bilingualism in terms of academic, cognitive, and metalinguistic development; and the link between bilingualism and positive cross-cultural attitudes. (Contains 43 references.) Descriptors: Academic Achievement, Bilingualism, Cultural Pluralism, Educational Research

Pinton, Giorgio A. (1979). Adult Bilingual Education: Goals, Strategies and Organization of It. Objectives, organization, and teaching strategies for adult Spanish-English bilingual education programs are discussed. It is maintained that these programs exist on a continuum; the position of a particular program on the continuum will be determined by the learning needs of the students vis-a-vis English skills on the one hand and knowledge of cultural heritage on the other. Instructional objectives are governed with regard to form by the demands of learning English, and with regard to content by adult performance level (APL) situations. In other words, the acquisition of English skills is to coincide with the development of life skills. In the organization of programs, the physical arrangement of the classroom should encourage an atmosphere that is both friendly and dynamic.  Effective classroom techniques include, for ESL, a film forum and, for Spanish, discussions of highly motivational themes (e.g., Puerto Rican independence). Descriptors: Adult Education, Bilingual Education, Classroom Design, Classroom Techniques

Duran, Luisa (1993). Some Connections between Bilingual Education and ESL Programs. It is proposed that as both bilingual education (BE) and English-as-a-Second-Language (ESL) programs continue to define their specific philosophies more clearly, the definitions are beginning to overlap in significant ways. In differing degrees, they are beginning to understand and appreciate the complexity of dual language learning and teaching. First and second whole language theory and research are moving in the direction of integrating the two. BE and ESL's main point of intersection is in the student whose linguistic circumstances have required him to develop both English and another language, who may be in the majority in the near future. Both BE and ESL instruction aim at bilingual/bicultural development of language minority and language majority students. Areas for further consideration and research include the dual-language acquisition process, special cross-cultural or dual-cultural identity development, and implications of these issues for classroom instruction.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Comparative Analysis, Cultural Pluralism

Paulston, Christina Bratt (1974). Implications of Language Learning Theory for Language Planning: Concerns in Bilingual Education. Papers in Applied Linguistics, Bilingual Education Series: 1. This paper is a statement, from the viewpoint of a language teaching specialist, of the contributions language learning theory could make to language planning. It consists of three parts: (1) a conceptual framework of language planning used to identify ways in which a linguist might contribute; (2) a summary of basic concepts of language learning theory, and (3) a review of literature on selected problems in bilingual education in order to examine the validity of any implications from language learning theory. The examination of several language learning theories leads to the conclusion that teachers in bilingual programs should have training in the methods of teaching English as a second language and that the socioeconomic and cultural background of the non-English-speaking student cannot be ignored if efficient learning is to take place.   [More]  Descriptors: Bilingual Education, Bilingualism, Cultural Background, English (Second Language)

Lambert, Wallace E.; Tucker, G. Richard (1972). Bilingual Education of Children: The St. Lambert Experiment. This book presents an account of the bilingual educational program near Montreal, Canada, referred to as the St. Lambert Experiment. It contains the following chapters: (1) Introduction, (2) The Research Plan and Procedures, (3) The Standings of the Pilot Classes at the End of Grade I, (4) The Follow-Up Classes at the End of Grade I, (5) The Pilot and Follow-Up Classes at Grade II, (6) The Pilot and Follow-Up Classes at Grade III, (7) The Pilot Class at Grade IV, (8) The Program's Effect on Pupils' Attitudes, (9) Pupils' Views of the Program, and (10) The Bilingual Education of Children In Perspective. The appendixes discuss the role of parents and present descriptions of the classes in action. Included are references and an index. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Development

Sainz, Jo-Ann (1981). Principles of Design for Functional Bilingual Education Programs. A functional design is presented, that is, one that enlists the collaboration of all persons and groups involved in and affected by the bilingual education program. The following points are stressed: (1) The program's good effects depend on the communication of guidelines outlined in the specific project; (2) children sense conflict between monolingual/bilingual sectors, or internal conflict due to programmatic methodological issues; and (3) articulation leads to greater functioning, whereas the reverse leads to dysfunction. In terms of these three points a number of issues are addressed–funding, evaluation, bilingual competence in hiring, helping children to cope with and succeed in the broader society, the need for strategies to enlist the aid of the broader community, and the need for each program to map out a specific model. An outline of elements included in a successful model completes the article. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education

Yamamoto, Masayo (2001). Language Use in Interlingual Families: A Japanese-English Sociolinguistic Study. Bilingual Education and Bilingualism 30. Most of the population of Japan remains ethnically Japanese. For this reason, bilingualism has never been a subject of significant concern in Japan. With the recent influx of new groups of non-Japanese speakers into Japan, the society is becoming more multilingual. This book introduces the way languages are used in Japanese interlingual families, and examines what factors influence their language choice, with the aim of arriving at a predictive model of language use. Data were gathered by survey and follow-up interviews drawn from a small number of families. The book examines the "one-parent–one language" principle in relation to children's use of the minority language and suggests the alternative view of maximal engagement with the minority language. A taxonomy is proposed of interlingual family types, and a typological model of language use is presented with the intention of providing researchers with a unifying framework for the study of bilingualism. Chapter titles include the following: "Studies of Bilingualism in Interlingual Families"; "Taxonomy of Interlingual Family Types"; "Objectives and Methods of the Present Study"; "Findings"; and "Conclusions." There are also two appendices, "Language Use in Bilingual Families Questionnaire" (in English and Japanese) and a collection of 26 tables of data. A subject index is also included. (Contains 117 references.) Descriptors: Bilingualism, English (Second Language), Family Role, Foreign Countries

Cenoz, Jasone, Ed.; Hufeisen, Britta, Ed.; Jessner, Ulrike, Ed. (2001). Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Bilingual Education and Bilingualism 31. This volume focuses on the psycholinguistic aspects of language transfer when three languages are in contact, and provides an overview of the state of the art in cross-linguistic influence in third language acquisition. This edited volume contains, in addition to an introduction, ten chapters. Chapter titles include the following: "The Effect of Linguistic Distance, L2 Status, and Age on Cross Linguistic Influence in Third Language Acquisition" (Jasone Cenoz); "Roles of L1 and L2 and L3 Production and Acquisition" (Bjorn Hammarberg); "Interlanguage Transfer and Competing Linguistic Systems in the Multilingual Mind" (Gessica De Angelis, Larry Selinker); "Lexical Transfer in L3 Production" (Hakan Ringbom); "Activation or Inhibition? The Interaction of L1, L2, and L3 on the Language Mode Continuum" (Jean-Marc Dewaele); "Lexical Retrieval in a Third Language: Evidence From Errors and Tip-of-the-Tongue States" (Peter Ecke); "Plurilingual Lexical Organization: Evidence From Lexical Processing in L1-L2-L3-L4 Translation" (Anna Herwig); "Learners of German as an L3 and Their Production of German Prepositional Verbs" (Martha Gibson, Britta Hufeisen, Garry Libben); "Too Close For Comfort? Sociolinguistic Transfer From Japanese Into Korean as an L3" (Robert J. Fouser); "New uses for Old Language: Cross Linguistic and Cross-Gestural Influence in the Narratives of Non-Native Speakers" (Eric Kellerman). Subject and author indices are included. Descriptors: Age, Error Analysis (Language), German, Interlanguage

Gonzalez, Castor (1972). Content Analysis Schedule for Bilingual Education Programs: Proyecto PAL. This content analysis schedule for "Proyecto PAL" in San Jose, California, presents information on the history, funding, and scope of the project. 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, including a summary of the pre- and inservice staff questionnaire. 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. Attached is a summary of pre-test results of the Alum Rock Unified School District Title VII Bilingual Education Project.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development

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