This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include G. Richard Tucker, Henry Oyama, 2001, Olympia School Information and Research Service, David J. Whitton, Jon Reyhner, F. K. Heussenstamm, Brad Brown, Russell Tabbert, and Tomas A. Arciniega.
(1977). School Implications of the Peaceful Latino Invasion, Phi Delta Kappan. The array of federal and state bilingual programs are not coordinated and are not being implemented. Increased structural and philosophical support for bilingual and bicultural education is needed to give the growing number of Latino learners greater opportunities for viable education. Descriptors: Biculturalism, Bilingual Education, Cultural Influences, Elementary Secondary Education
(1992). Australian Aboriginal Language Early Childhood Education Programmes. This report discusses the provision of culturally appropriate early childhood programs in Australian Aboriginal language in Australia, and the education of teachers for these programs. The first section of the report examines the education of indigenous peoples in the context of the current Australian education system. Evidence in support of the value of bilingual education is presented. The second section reviews the history of the relation between Australian Aboriginal peoples and European settlers. In the third section, statistics on Aboriginal participation in education and government agencies are presented, and bilingual and teacher education programs are discussed. Early childhood education for Aboriginal peoples is specifically examined in the fourth section. Early childhood programs for Aboriginals and efforts to support early childhood teacher education for Aboriginal teachers in South Australia and the Northern Territory are highlighted. It is concluded that Aboriginal culture can only be fostered through Aboriginal self-determination in education. Appendices include a list of persons and organizations contacted for the report, guidelines for questions asked of these persons and organizations, a description of culturally appropriate education, and notes on Aboriginal early childhood centers. A bibliography of 28 items is provided. [More] Descriptors: Bilingual Education, Early Childhood Education, Educational Policy, Foreign Countries
(1981). Bilingualism and Minority-Language Children. Language and Literacy Series. This handbook provides an introduction to research findings related to bilingualism in minority-language children, and describes the implications of these findings for issues of current concern in Canadian education. Bilingualism is defined as the production and/or comprehension of two languages by the same individual. The phrase "minority-language children" refers to children whose first language is different from the language of the wider community. The topic is discussed under five headings: (1) issues dealing with bilingual and bicultural education, providing for instruction in a variety of languages, psychological and educational ramifications, and a case study; (2) the historical perspective and the context for bilingualism and bilingual education at present in Canada and in other countries; (3) a presentation of research findings and a consideration of the patterns of bilingualism and cultural identity typically developed by minority children; (4) a review of theories related to learning two languages and a formulation of a cognitive "think tank model" for language learning; and (5) a consideration of the practical implications of the research findings for "heritage-language" teachers and minority parents who are eager to promote a high level of first language proficiency. The book concludes with a summary of what is known about bilingualism and children's development. [More] Descriptors: Bilingual Education, Bilingualism, Child Language, Children
(1996). Language Assessment of Students Who Are Linguistically Diverse: Why a Discrete Approach Is Not the Answer, School Psychology Review. Reviews issues from the fields on bilingual and special education that relate to language assessment of linguistically diverse students. Presents analysis of traditional language assessments as well as two alternate approaches–descriptive and dynamic. Presents recommendations for the valid use of language assessment by school psychologists. Descriptors: Bilingual Education, Diversity (Student), Evaluation, Language Research
(1972). Student Strikes in East Los Angeles High Schools, School and Society. There is much unrest among Mexican-American students in Los Angeles because the state has not adhered to the 1849 Treaty of Guadalupe-Hidalgo which says bilingual and bicultural education will be compulsory for Mexican-Americans. Descriptors: Activism, Biculturalism, Bilingual Education, High School Students
(1980). Institutionalizing Bilingual Education in Colleges of Education. The intent of this paper is to discuss the principal issues and interacting factors of basic importance in the planning and development of university programs to prepare bilingual teaching professionals. After a brief discussion of two approaches in planning and designing new teacher preparation programs, the "redo" method and the needs-assessment method, a detailed presentation is made of a role-derived alternative, including a "three-demensional profile" of an ideal teacher in a teacher organized center for multicultural education. The type of program that can produce such an ideal teacher is seen as one that closely articulates formal instruction and training activities with on-site field and student teaching experiences; the on-site training needs to be the joint responsibility of the school district, the target community, and the university. Crucial subcomponents are listed: an emphasis on oral language assessment techniques, bilingual multicultural instructional methodologies, analysis techniques for evaluating standard testing instruments, and applied psycholinguistic theories of bilingual education. Successful management of reform and change to institutionalize bilingual programs in school districts and universities is discussed in detail. Descriptors: Adoption (Ideas), Bilingual Education, Bilingual Teachers, Change Strategies
(1985). Bilingual Education and the Alaskan Native Languages. The present language situation among Alaskan natives and the prospects for maintaining the traditional languages are such that in order to plan for a continued native language presence, it must be recognized that: (1) the shift to Engish is a natural result of a set of social conditions, with no single factor or group to blame; (2) the decline of the traditional language in active family and community use does not mean the end of native cultural and ethnic identity; (3) English is the dominant language for many Alaska natives; and (4) attempts to consciously maintain declining languages or to revive ones already moribund have been largely unsuccessful. Planned support for the native languages should consist primarily of activities that would "objectify" the languages in documentary and reference sources and in instructional materials, expertise, and school programs, allowing the languages to be consciously conserved as central artifacts of the cultures. The only viable institutional framework to sustain such an effort is state-supported public education. However, current programs in bilingual education are piecemeal, and motivated and funded to remedy the civil rights problem of limited English-speaking ability. A positive commitment to the teaching of native languages to all native children as part of a language enrichment program is needed, requiring a greatly expanded capability in teacher training, materials, curriculum, linguistic research, and teaching. Descriptors: Alaska Natives, Bilingual Education, English (Second Language), Language Maintenance
(1992). The History of Bilingual Education in America. During early settlement of the New World, schools were conducted in the community's native language. Concern over an official language for the United States can be traced to Benjamin Franklin and John Adams. While British immigrants were in the minority, their influence predominated. English-only laws appeared but were largely ignored. In 1900, many schools still taught in languages other than English, but the trend soon shifted to English-only instruction. Local influence submitted to national and international pressures for homogeneity, especially under Theodore Roosevelt. American Indians and African American slaves were the two most disenfranchised groups, while other ethnic groups had varying degrees of linguistic and cultural autonomy. "Scientific" debate over racial and linguistic superiority emerged at this time. Isolationism and xenophobia increased after World War I. Diversity gained ground after the overseas experiences of World War II, with the government increasing foreign language instruction in the armed forces and public schools and giving support for desegregation. Bilingual education pilot programs began in the early 1960s, when more liberal immigration policies came into effect. Federal support grew, then lessened in the 1980s, and at the same time a backlash against perceived gains of minority groups developed, including a push for English-only policy. [More] Descriptors: Bilingual Education, Court Litigation, Educational History, Educational Policy
(2001). The Jossey-Bass Reader on School Reform. The Jossey-Bass Education Series. This anthology is intended to serve as an introduction to some of the big issues that shaped and continue to shape policy, practice, and debate over public schooling. Perspectives on these issues are presented in 32 chapters: (1) "The Educational Situation" (John Dewey); (2) "Progress or Regress?" (David Tyack and Larry Cuban); (3) "Reformers, Radicals, and Romantics" (Diane Ravitch); (4) "Opinion of the Court, 'Brown v. Board of Education'" (U.S. Supreme Court); (5) "Soviet Education Far Ahead of U.S." (Benjamin Fine); (6) "Elementary and Secondary Education Act, Title I: Helping Disadvantaged Children Meet High Standards–Part A: Improving Basic Grants Operated by School Districts"; (7) "Opinion of the Court, 'Lau v. Nichols'" (U.S. Supreme Court); (8) "A Nation at Risk: The Imperative for Education Reform" (National Commission on Excellence in Education); (9) "America's Choice: High Skills or Low Wages! Executive Summary" (National Center on Education and the Economy); (10) "Learning a Living: A Blueprint for High Performance–A SCANS Report for America 2000, Executive Summary" (Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor); (11) "Goals 2000: Increasing Student Achievement through State and Local Initiatives: Introduction" (U.S. Department of Education); (12) "Third International Mathematics and Science Study (TIMSS): Overview and Key Findings across Grade Levels" (National Center for Education Statistics); (13) "What Matters Most: Teaching for America's Future, Executive Summary" (National Commission on Teaching and America's Future); (14) "Discussion of School Funding" (Jonathan Kozol); (15) "Bilingual Education: The Controversy" (Richard Rothstein); (16) "The Full Service Vision: Responding to Critical Needs" (Joy G. Dryfoos); (17) "Better Schools through New Institutions: Giving Americans Choice" (John E. Chubb and Terry M. Moe); (18) "Incentives: Linking Resources, Performance, and Accountability" (Eric A. Hanushek); (19) "The Birth of a Movement" (Joe Nathan); (20) "Following the Plan" (Lynn Olson); (21) "Assessing District Capacity" (Phillip C. Schlechty); (22) "A Mixed Record for Reconstitution Flashes a Yellow Light for Districts" (Caroline Hendrie); (23) "Personalizing Middle Schools" (Nancy L. Ames and Edward Miller); (24) "Thinking about Education in a Different Way" (David C. Berliner and Bruce J. Biddle); (25) "One Hundred Fifty Years of Testing" (Robert Rothman); (26) "With 2000 Looming, Chances of Meeting National Goals Iffy" (David J. Hoff); (27) "A Revolution in One Classroom: The Case of Mrs. Oublier" (David K. Cohen); (28) "Setting High Standards for Everyone" (Mark S. Tucker and Judy B. Codding); (29) "What If We Ended Social Promotion?" (Robert M. Hauser); (30) "Nineteen Postulates" (John I. Goodlad); (31) "Prologue from Horace's Compromise" (Theodore R. Sizer); and (32) "The Culture of Resistance" (Robert Evans). [More] Descriptors: Disadvantaged Youth, Educational Development, Educational Policy, Educational Practices
(1978). The Role of Evaluation in Bilingual Education. During the past decade, it has become fashionable to include an evaluation component with each new bilingual education program. The proliferation of empirical evaluation studies seems, however, not yet to have shed much light on very basic issues, such as the relationship between language of instruction and cognitive growth, academic achievement or the development of reading, writing and speaking skills. Furthermore, it has become increasingly obvious that political and social pressures are usually more important factors in producing changes in educational policy than the results of empirical research. In this paper, examples from programs in Canada, Haiti, Nigeria and the Philippines are drawn upon to examine issues such as the following: (1) the reasons why evaluations are typically undertaken; (2) the groups or individuals from whom pressure for evaluation comes; (3) the types of evaluation strategies that have been used successfully in various places; (4) the major components of such evaluations; (5) the ways in which the results of evaluations filter down to parents, educators, administrators and political decision makers; and (6) the type of technical skills an evaluator should possess. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Cognitive Development
(1979). Bilingual Education. Special Bulletin No. 2. This is a report on a research project which developed an evaluative model for a Kindergarten through Grade 2 bilingual education program in the Prosser School District in the state of Washington, a program that had been in operation for three years. The report is divided as follows: (1) background information on the program; (2) a summary of the project goals; (3) the model of classroom instruction; (4) a general summary of the gains in language proficiency among the groups evaluated; (5) the groups tested; (6) the characteristics of the evaluative model, a "norm-referenced model"; (7) results of the analyses; and (8) recommendations. The groups tested were currently enrolled second, third and fourth grade Hispanic and non-Hispanic students. The results are organized according to the three basic skill areas: reading, language arts and mathematics. Results indicated gains in all groups in reading and language arts achievement. Hispanic students showed little or no gain in mathematical achievement; all groups of non-Hispanic students did show progress in mathematical achievement. The recommendation was that the district should continue the project and seriously consider extending it upward. Descriptors: Achievement Gains, Bilingual Students, Formative Evaluation, Language Arts
(1992). American Indian Cultures and School Success, Journal of American Indian Education. Latham's 13 recommendations to improve BIA schools reflect an ethnocentric assimilationist viewpoint that ignores both the history of Indian education and research on Indian, bilingual, and multicultural education. Additive educational programs that teach both English and Native language/culture create the conditions for student success. Contains 41 references. Descriptors: Acculturation, American Indian Education, Bilingual Education, Educational Needs
(1976). Si, Se Puede. As the first Chicano college of the Northwest, Colegio Cesar Chavez offers the Bachelor of Arts degree in: Chicano Studies; Bilingual/Bicultural Elementary Education; and Early Childhood Development. The story of the Colegio's three-year struggle for institutional recognition and survival is the focus of this article. [More] Descriptors: Biculturalism, Bilingual Education, Ethnic Studies, Higher Education
(1975). The Migrant Child and Teacher Preparation, Babel: Journal of the Australian Federation of Modern Language Teachers' Associations. This paper examines the language training of the primary teacher working with migrant children in Australia. The social, language and cultural problems of such children are discussed. It is suggested that teachers be trained in bilingual and bicultural education, and that foreign teachers be specially trained to instruct migrant children. [More] Descriptors: Biculturalism, Bilingual Education, English (Second Language), Inservice Teacher Education
(1974). Staff Development. Bilingual programs funded through the Bilingual Education Act, Title VII, are presently serving 129,000 students. Approximately 80 percent of the 7.7 million students who should receive these programs' benefits are Spanish Speaking. Bilingual instruction should be carried out in 246,400 classes with an average of 25 pupils per class. Instructors are needed for these classes along with "back-up" personnel such as administrators, counselors, and paraprofessionals. This paper attempts to develop the methodology which can be used in selecting objectives for training programs focusing on staff development for bilingual manpower adult education. Among the problems which must be confronted are the lack of empathy by many school administrators and non-bilingual faculties and staffs for the purposes of bilingual-bicultural programs; the need for Spanish Speaking administrators in positions to direct change and policy in staff development programs; and the dearth of attempts at articulation or coordination between the programs at different educational levels. Before going into training objectives, the different components of the educational system which can and will have an impact on the effectiveness and development of an overall bilingual-bicultural educational system must be considered. Then the objectives must have overlapping impact on the different levels of the educational system: agency, educational institution, classroom, and the home/community environment. A taxonomy of objectives for a staff development program is given. Descriptors: Administrator Attitudes, Biculturalism, Bilingual Education, Classification