Bibliography: Bilingual Education (page 255 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Washington Council of the Great City Schools, Callie Mady, Enrique T. Trueba, Valentina Kloosterman, So Jung Kim, Yan Guo, Washington Congress of the U.S., Charles Olstad, Yan Zhang, and Eleni Mariou.

Prince, Donald M.; And Others (1974). Bilingual Teacher Preparation Conference Report. This document discusses recommendations of a workshop-seminar concerning undergraduate and graduate teacher education programs, programs for those with degrees from outside the U.S., and teacher certification for bilingual teaching in Illinois. Three general administrative recommendations are made that are applicable to undergraduate and graduate programs, and three recommendations are directed to colleges and universities that have bilingual programs in the planning and implementation stages. A general format is suggested for undergraduate bilingual teacher preparation programs, and areas to be covered in graduate programs such as language proficiency, linguistics, and culture are recommended. Seven recommendations are made concerning the preparation of those with degrees from outside the U.S. Finally, three recommendations are made concerning requirements for teacher certification for bilingual teachers. A copy of Public Act 78-727, an overview of bilingual education today, a list of workshop-seminar participants, a list of requirements for a suggested standard of bilingual/cross-cultural teacher education preparation, and guidelines for the preparation and certification of teachers of bilingual-bicultural education in the U.S. are appended.   [More]  Descriptors: Bilingual Teachers, Cross Cultural Training, Educational Programs, Graduate Study

Council of the Great City Schools, Washington, DC. (1998). California's Proposition 227: Implications and Costs of the Unz Initiative. Voters in California will vote June 2, 1998 to decide the fate of Proposition 227, a measure proposed by businessman Ron Unz that would substantially change the way that students who are not proficient in English are taught. If approved by the voters, Proposition 227, the Unz Initiative, would essentially eliminate bilingual education programs in the state's public elementary and secondary schools, replacing them with special 1-year immersion classes taught in English only. This report explores how the Unz Initiative will affect the quality of public education in California, and how much it may cost the taxpayers. Approximately 1.4 million children in the state are classified as English language learners, and about half of these students currently receive academic instruction in their primary or home language as they are learning English. If the Unz Initiative is approved, numbers of students would require new class and school assignments, and sizable numbers of teachers would be reassigned, and might require recertification in subject areas other than bilingual education. New curricula would be developed, new professional development programs would be required, and ways to notify parents would have to be developed. Finally, new ways for assessing student performance in each academic area would have to be developed. These short-term effects would be followed by long-term costs. The academic harm done many students may not be felt immediately, but many students would undoubtedly fall further behind their English-speaking peers. Many may require costly compensatory education. and some may need to be in programs like Title I that are even costlier to run and harder to get out of than the current bilingual programs. Costs of retaining students in grade and providing needed summer programs would be added to costs for professional development so that regular education teachers could meet the challenges of students with inadequate English skills. The Unz Initiative would bring with it a high probability that many English language learners would end up in remedial, special education, or alternative classes. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Costs

Olstad, Charles, Ed. (1968). Bilingual Education in Three Cultures, Annual Conference of the Southwest Council for Bilingual Education (El Paso, November 8-9, 1968). Reports. These Reports deal with the American English, Texan Spanish, and Navajo languages and cultures. "English in Bilingual Education" by Elizabeth Ott describes the history of education in the Southwest and examines the concept and many forms of bilingualism. An example of a possible bilingual instructional program is given. "The Spanish Vernacular of Texas, a Valuable Medium in Bilingual and Bicultural Education" by Sergio D. Elizondo finds that the much denigrated "Tex-Mex" is well established and widely used as far as California, Michigan, and Ohio. The vigor of this "Texas-type" Spanish evinces the vigor of its culture; both factors must influence the formation of educational programs for the U.S. "Mexicano.""Tense, Mode and Aspect in Navajo" by Irvy W. Goossen is an overview of some of the problems met with in comparing the tenses of English with the modes of Navajo. "Interpretations of Anglo American Culture" by Chester Christian stresses the practical American efficiency responsible for a high standard of living and a bureaucracy and lack of respect for human values. It suggests that the Anglos' impatience with different cultures may be cause for their unpopularity with other cultures. "Hispanic Culture in the Southwest" by John H. Haddox outlines those cultural values weak or lacking in Anglo American society, and notes a special Mexican-American desire for cultural synthesis. Descriptors: Acculturation, American Culture, Bilingual Education, Bilingualism

Kloosterman, Valentina (1998). Building a Bridge: A Combined Effort between Gifted and Bilingual Education. This paper discusses the significant underrepresentation of linguistically and/or culturally diverse (LCD) students in gifted and talented programs due to the absence of adequate assessment procedures and programming for gifted minority students and the need for professionals in gifted and bilingual education to work together to overcome these barriers. It stresses that the absence of knowledge or misunderstanding about the culture, linguistic, and cognitive skills of LCD students results in limited educational policies, school programs, or educational services that address the unique needs of these increasing populations. Three major reasons are presented for the difficulties in assessing the interrelated factors of culture, bilingualism, and talent development: (1) variable definitions; (2) multiple components of each factor that provide different meanings; and (3) various methodologies used to study these factors. It is also argued that different philosophical, psychological, educational, and politic perspectives have influenced the conception of these factors. The need to shift from an old paradigm that focuses on the weaknesses rather than the strengths of gifted language-minority students to a new paradigm for identifying talent potential in culturally diverse populations is urged. (Contains 42 references.)   [More]  Descriptors: Ability Identification, Bilingual Education, Cognitive Ability, Cognitive Development

Janesick, Valerie J. (1990). Bilingual Multicultural Education and the Deaf: Issues and Possibilities, Journal of Educational Issues of Language Minority Students. Presents an overview of some factors that affect the culture and linguistic minority status of the deaf. These factors include language and the deaf world; the deaf community; bilingual and multicultural education of the deaf; and demographic aspects of hearing impairment. Descriptors: Bilingual Education, Cultural Awareness, Cultural Traits, Deafness

Trueba, Enrique T., Ed.; Bartolome, Lilia I., Ed. (2000). Immigrant Voices: In Search of Educational Equity. Critical Perspectives Series. This collection of papers by ethnic scholars highlights the complex struggle for equality and power. It begins with a series foreword, "Beyond Psychologizing Multiculturalism" (Donaldo Macedo), and an introduction, "Democracy Sabotaged by Democracy: Immigration under Neoliberalism" (Peter McLaren). The 14 papers are: (1) "Some Conceptual Considerations in the Interdisciplinary Study of Immigrant Children" (Marelo Suarez-Orozco and Carola Suarez-Orozco); (2) "Critical Ethnography for the Study of Immigrants" (Enrique [Henry] T. Trueba and Peter McLaren); (3) "Bilingual Education in an Immigrant Community: Proposition 227 in California" (Marjorie Faulstich Orellana, Lucila Ek, and Arcelia Hernandez); (4) "Ideological Baggage in the Classroom: Resistance and Resilience among Latino Bilingual Students and Teachers" (Elizabeth Sugar Martinez); (5) "Multicultural Education in Primary Schools in Almeria, Spain" (Encarnacion Soriano Ayala); (6) "Linking Sociocultural Contexts to Classroom Practices: Language Identity in a Bilingual Hungarian-Slovak School in Slovakia" (Bridget Fitzgerald Gersten and Christian Faltis); (7) "Wanting to Go On: Healing and Transformation at an Urban Public University" (Peter Nien-chu Kiang); (8) "Disabling Institutions, Irreconcilable Laws" (Concha Delgado-Gaitan); (9) "The Voice of a Chinese Immigrant in America: Reflections on Research and Self-Identity" (Yali Zou); (10) "Intra Ethnic Mexican and Mexican American Conflicts: Narratives of Oppression and Struggle for Daily Subsistence" (Angelica Bautista); (11) "The Use of Cultural Resilience in Overcoming Contradictory Encounters in Academia: A Personal Narrative" (Martha Montero-Sieburth); (12) "Confronting the Walls: Border Crossing, Gender Differences, and Language-Learning in Academe" (Gisela Ernst-Slavit); (13) "Myth or Reality: Publish or Perish" (Li-Rong Lilly Cheng and Kathee M. Christensen); and (14) "Beyond the Politics of Schools and the Rhetoric of Fashionable Pedagogies: The Significance of Teacher Ideology" (Lilia I. Bartolome and Enrique [Henry] T. Trueba). (Individual papers contain references.) Descriptors: Access to Education, Asian American Students, Bilingual Education, Chinese

Kim, So Jung (2017). A Situated Perspective on Bilingual Development: Preschool Korean-English Bilinguals' Utilization of Two Languages and Korean Honorifics, International Journal of Bilingual Education and Bilingualism. In spite of the increasing Korean population, there is still a paucity of studies examining emergent Korean bilingual children's dual-language development within their social contexts. In particular, no existing study has paid attention to the honorific system of Korean, which is one of the most important features in learning the Korean language. In order to address the research gap, this qualitative case study explores how four-year-old, Korean-English bilingual children utilize Korean and English and Korean honorifics depending on social contexts. With a sociocultural theoretical framework, data were collected for seven months by observations, interviews, children's artifacts, and audio- recordings, and analyzed based on thematic and sociolinguistic analysis. The results suggest that dual-language learning for early bilingual learners is a dynamic social and cultural process, involving multilayered decision-making. The findings of this study will be beneficial not only for early bilingual educators but also for the broader community of educators who are interested in the social nature of learning.   [More]  Descriptors: Korean Americans, Bilingualism, Preschool Children, Korean

Lo Bianco, Joseph (1999). Policy Words: Talking Bilingual Education and ESL into Literacy Education, Prospect. Analyzes one of the ways the term "literacy" has come to have powerful domination of public conversation about other language issues in education. Discusses the adoption of the Australian Language and Literacy Policy in which a process of divisive naming of literacy and trade languages was inaugurated. (Adjunct ERIC Clearinghouse on ESL Literacy Education) Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Foreign Countries

Zhang, Yan; Guo, Yan (2017). Exceeding Boundaries: Chinese Children's Playful Use of Languages in Their Literacy Practices in a Mandarin-English Bilingual Program, International Journal of Bilingual Education and Bilingualism. Chinese children of immigrant families are often perceived as good at memorization and rote learning or as polite, obedient, and passive students lacking creativity and criticality. Guided by Multiple Literacies Theory and translanguaging, this study explores how Chinese children in a Mandarin-English bilingual program skillfully navigate different languages in their literacy practices. Data collection included classroom observations of eight students, interviews with their parents and teachers, and artifacts of students' work. Results indicate that these children exceeded languages boundaries among English, Hanyu Pinyin, simplified and traditional scripts of Chinese in their literacy practices. They demonstrated creative uses of languages, such as inventing poems, playfully creating nicknames and homonyms. These children were critical of copying Chinese characters, a common literacy practice in Chinese learning, challenging both the authority of the teacher and of the text. Their creativity and criticality counter the traditional image of Chinese learners. The study suggests educators need to question the boundaries around languages, recognize students' creativity, and practise flexible bilingualism and flexible pedagogy.   [More]  Descriptors: Mandarin Chinese, English, Chinese Americans, Immigrants

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1992). Native American Languages Act of 1991. Hearings on S. 2044 To Assist Native Americans in Assuring the Survival and Continuing Vitality of Their Languages, before the Select Committee on Indian Affairs. United States Senate, One Hundred Second Congress, Second Session. In June 1992, a Senate hearing received testimony on the need for federal aid for maintenance of Native American languages. Such aid would fund community language facilities and programs, training of Native speakers as teachers, development of instructional materials, and compilation of oral materials. A speaker from the Administration for Native Americans (DHHS), while supporting the preservation of Native languages, argued that existing federal grant programs are sufficient to meet these purposes. Representatives of American Indian tribes, Alaska Native villages, and organizations discussed the connection between language maintenance and cultural preservation, the importance of both language and culture to ethnic identity and self-esteem, and the status of Native language instruction and bilingual education in their areas. Linguists described the status and viability of Native languages in the United States, and discussed the importance of the existence of a broad range of living languages to the study of linguistics. Six papers from the journal "Language" discuss language loss and endangered languages worldwide; the Hualapai Bilingual/Bicultural Education Program in Peach Springs, Arizona; the Rama Language Project in Nicaragua; the collaboration of native speakers and professional linguists in Guatemala in developing Mayan linguistics; and the human value of linguistic diversity. Also included are many supporting statements and letters from organizations and individuals.   [More]  Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indian Languages

Tucker, G. Richard (1999). A Global Perspective on Bilingualism and Bilingual Education. ERIC Digest. The number of languages spoken throughout the world is estimated to be 6,000. Although a small number of languages serve as important link languages or languages of wider communication around the world, these are very often spoken as second, third, fourth, or later-acquired languages. Fewer than 25% of the world's approximately 200 countries recognize two or more official languages, with a mere handful recognizing more than two. Despite these conservative government policies, available data indicate that there are many more bilingual or multilingual individuals in the world than there are monolingual. In addition, there are many more children throughout the world who have been and continue to be educated through a second or a later-acquired language, at least for some portion of their formal education, than there are children educated exclusively via the first language. In many parts of the world, bilingualism or multilingualism and innovative approaches to education that involve the use of two or more languages constitute the normal everyday experience. Results from published, longitudinal, and critical research undertaken in varied settings throughout the world indicate that the development of multiple language proficiency is possible and is viewed as desirable by educators, policymakers, and parents in many countries. This digest discusses the use of multiple languages in education, research on the use of first and second languages in education, common threads of successful programs, cross-cutting themes, key issues warranting further attention, and questions to ask regarding multilingual education in one's community.   [More]  Descriptors: Bilingual Education, Bilingualism, Elementary Secondary Education, Foreign Countries

Friedman, Grace Ibanez; And Others (1988). New York City Bilingual Education Technical Assistance Center, 1986-1987. OEA Evaluation Report. In its fourth year, the Bilingual Education Technical Assistance Center (BETAC) provided technical assistance and training to members of the instructional and administrative staffs of programs for students with limited English proficiency in New York City's 32 community school districts and for the Board of Education's Division of High Schools. In 1986-87, the BETAC successfully implemented its six proposed activities: providing technical assistance to schools cited for low student achievement; sponsoring parents' conferences for four language groups (Chinese, Greek, Haitian/Creole, and Spanish); conducting a series of seminars on project evaluation for supervisors of bilingual and special education projects; providing technical assistance to two-way bilingual programs; planning and implementing a Spanish spelling bee; and establishing a collaborative relationship with the Bilingual Services Unit of the Division of Special Education. Problems encountered include high turnover in directors and potential anticipated demand for field services that could overwhelm the existing staff resources. Recommendations for program improvement are given.   [More]  Descriptors: Bilingual Education Programs, Creoles, Curriculum Study Centers, Elementary Secondary Education

Afsharrad, Mohammad; Sadeghi Benis, Aram Reza (2017). Differences between Monolinguals and Bilinguals/Males and Females in English Reading Comprehension and Reading Strategy Use, International Journal of Bilingual Education and Bilingualism. The present study aims at finding the differences between bilingual and monolingual learners across gender in the use of cognitive, metacognitive, and total reading strategies, as well as reading comprehension ability. To this end, 50 Persian-Turkish bilinguals and 36 Persian monolinguals participated in the study. A standard test of reading comprehension and two questionnaires were employed for data collection: a background questionnaire to determine if the subjects were bilingual or monolingual and a standardized Likert scale questionnaire to identify the reading strategies used by bilinguals and monolinguals. To analyze the data, four factorial ANOVAs were conducted with an alpha set at 0.05 for each effect. The results showed that bilinguals and females outperformed monolinguals and males, respectively, in reading comprehension. Moreover, bilinguals and monolinguals differed in their use of metacognitive strategies but not cognitive ones. Interestingly, there was no difference between males and females in using cognitive and metacognitive strategies, but they differed in total strategy use. The results which are discussed in the light of previous research can provide some useful insights into syllabus design and English language teaching.   [More]  Descriptors: Gender Differences, Bilingualism, Monolingualism, English

Mady, Callie (2017). The Bilingual Advantage for Immigrant Students in French Immersion in Canada: Linking Advantages to Contextual Variables, International Journal of Bilingual Education and Bilingualism. This study compares the English and French proficiencies of three groups of early French immersion participants at the Grade 6 level: Canadian-born English-speaking, Canadian-born multilingual, and immigrant multilingual students. In addition to English and French multi-skills tests, the participants completed a questionnaire designed to gather data on metalinguistic awareness, strategy use and self-assessments of their languages. The results showed that the immigrant group outperformed the other two groups on the French proficiency tests whereas there were no significant differences on the English tests or in self-assessed language of origin proficiencies for the multilingual groups. Superior performance of the immigrant group was not determined to be a result of enhanced metalinguistic knowledge or strategy use.   [More]  Descriptors: Foreign Countries, Bilingual Education, Immigrants, English

Mariou, Eleni (2017). "My Language, My Mother Tongue": Competing Language Ideologies and Linguistic Diversity among Speakers of Standard and Non-Standard Varieties, International Journal of Bilingual Education and Bilingualism. This article draws on longitudinal research of a linguistic ethnographic nature with four young women of Pontian Greek origin who migrated to Greece, from Russia and Georgia, following the collapse of the Soviet Union, and who speak Standardised Modern Greek and Pontian Greek; a language variety of the former. The article focuses on the ways in which the young women navigated the different ideologies about "language", nationhood and heritage that they encountered in different domains of their lives. The research presented here is located at the interface between two research traditions: between research on language ideologies, on the one hand, and on the other hand, research on multilingualism and contemporary diversities, and, in particular, recent work on linguistic diversity which incorporates the Bakhtinian notion of "heteroglossia" and which foregrounds the tension between language ideologies reflecting the centripetal pull towards homogeneity and ideologies reflecting the pull towards linguistic and cultural difference.   [More]  Descriptors: Language Variation, Cultural Differences, Nonstandard Dialects, Ethnography

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