This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ronald T. Fitzgerald, Edith Kroo Allouche, Austin. Texas Education Agency, Kenneth Hansen, Francois Grosjean, Gerard L. Ervin, Kelleen Toohey, Pamela Pine, William F. Mackey, and Springfield. Illinois State Board of Education.
(2000). The Dilemma of the Mother Tongue: Prospects for Bilingual Education in South Africa, Language, Culture and Curriculum. Examines the position of the mother tongue in the proposed additive bilingual programs in South Africa. Sociolinguistic, cultural, and political factors are examined, language use and attitudes of South Africans to language and education are discussed, and the practical possibilities for the implementation of mother-tongue medium of instruction given the 11 official languages is highlighted. Descriptors: Bilingual Education, Cultural Influences, Foreign Countries, Language Attitudes
(1997). A Guide to Federal Technical Assistance Providers. Spring 1997. The purpose of this guide is to provide educators throughout New York State with a convenient source of information on the network of federally funded technical assistance organizations. It begins with a brief consideration of four areas: (1) what technical assistance is; (2) principles of effective technical assistance; (3) when technical assistance is appropriate; and (4) who provides technical assistance in New York State. Following the first three questions is a brief questionnaire to guide individual discussions with technical assistance providers. In response to the fourth area, some of the federally-funded technical assistance organizations serving New York are profiled. A list of questions that should be answered before a technical assistance provider is consulted are included and divided under the topics: readiness, environmental analysis, planning, implementation, assessment/evaluation, and institutionalization. A table of contents lists technical assistance providers by the following categories: adult education and learning; bilingual education; environmental education; equity; evaluation, standards, and student testing; general information; gifted education; health education; mathematics; postsecondary education; reading; science; school reform and improvement; students at risk; technology; urban education. An ERIC Clearinghouse directory is appended. Descriptors: Educational Finance, Educational Resources, Elementary Secondary Education, Federal Aid
(1977). Federal Requirements–Against State Law?, Compact. Findings of a study undertaken to discover conflicts that may exist between state consitutional and statutory provisions governing education, and federal laws and regulations in three areas: education of the handicapped, education of the disadvantaged (including migrant and bilingual) and vocational education. Descriptors: Disabilities, Educationally Disadvantaged, Equal Education, Federal Aid
(1990). Project Porvenir, 1988-89. Evaluation Section Report. OREA Report. In its first year, Project Porvenir provided instructional and support services to Spanish-speaking students of limited English proficiency in bilingual and special education in four Bronx (New York) elementary schools. Project goals were to increase students' English language proficiency and develop native language skills, provide career education leading to mainstreaming, and increase awareness of available career education and high school programs. The project met its objectives in general education attendance, career education, staff and curriculum development, and parent involvement. It did not meet its instructional objectives for English as a Second Language. It was not possible to assess attainment of objectives in native language arts or special education attendance. Recommendations for program improvement include generation of proposed materials for bilingual special education and review of the objective for academic mainstreaming and social interaction with peers. (MSE) [More] Descriptors: Attendance, Bilingual Education, Career Education, Curriculum Development
(1990). Educational Issues in Montana's Tribal Colleges, Adult Literacy and Basic Education. Tribally controlled community colleges provide postsecondary opportunities to a significant number of Native Americans. They face common issues dealing with literacy, remedial/developmental education, bilingual/bicultural concerns, and academic preparation. A common forum for discussion of these issues is recommended. Descriptors: American Indian Education, Community Colleges, Educational Administration, Two Year Colleges
(1989). Marshallese and English: Evidence for an Immersion Model of Education in the Republic of the Marshall Islands, World Englishes. Examines the history of language issues and educational policies in the Marshall Islands. Discussion focuses on the administrative, financial, curricular, and staffing features of current language and educational programs, and an immersion model of bilingual Marshallese-English education is proposed to counteract some of the negative outcomes of current programs. 31 references. Descriptors: Bilingualism, Diachronic Linguistics, Educational Policy, English
(1995). Policy Update. IDRA Focus. This theme issue focuses on the drastic revision of the Texas education code undertaken during the 1995 state legislative session. "Education Policy Reform: Key Points for Districts" (Albert Cortez, Mikki Symonds) outlines critical issues in the legislation that have an impact on educational quality: charter schools exempt from state regulations; public education vouchers for school choice; facilities funding; bilingual education; compensatory education; school finance formula; textbook selection; student behavior problems and discipline; teacher salaries, rights, and certification; and parent rights and responsibilities. "Legal Challenges to New Education Code Foreseeable" (Albert H. Kauffman) lists probable sources and legal bases of challenges to the new Texas code. "Texas Public Schools Charter Provisions in the New Education Code" describes specific provisions related to the establishment and operation of new charter schools. "Some Thoughts on the Legislature's Attempts To Improve Public Schools in Texas" (Albert Cortez) criticizes the "reforms" of the new Texas education code because they were formulated without input from key stakeholders and will do little to improve the education of the state's most disadvantaged and disenfranchised populations–minority-group, limited-English-proficient, and low-income students. Other articles not related to this issue's theme include "Issues in Accountability Testing of LEP Students: Reflections on the Policy Making Process" (Adela Solis); "How Federal Policy Impacts My Classroom" (Lucy Windham) expressing thoughts on bilingual-education policy; "IMPACT: A Model for Schools To Promote Parent Advocates for Children and Changes" (Ninta Adame-Reyna); "Teachers and Parents Surf the Internet: Finding Boards and Catching 'La Onda'" (Mikki Symonds); "We Need the Federal Government in Education" (Michael Casserly); "Coca-Cola Valued Youth Program Brings Together Tutors, Parents and Teachers" (Linda Cantu); and "IDRA Creates Manual for Title VII Proposal Development" (Abelardo Villarreal). Contains suggested readings on equity in school funding. [More] Descriptors: Accountability, Bilingual Education, Charter Schools, Educational Change
(1992). The Bilingual & Bicultural Person in the Hearing & in the Deaf World, Sign Language Studies. Argues that deaf individuals who sign and use the majority language regularly (in written form, for example) are bilingual and, because they must adapt to both the hearing and deaf worlds, are also bicultural. Implications for the bilingual and bicultural education of deaf children are discussed. (17 references) Descriptors: Biculturalism, Bilingualism, Deafness, Sign Language
(1984). Focus on Reform: State Action to Improve Schooling in Illinois. Annual Report. In recent years, the Illinois State Board of Education engaged in a series of special studies on all aspects of the State's public schools. The major part of this report describes eight fundamental problems in Illinois elementary and secondary education, as identified by the Board through its studies, and the actions which have been proposed in response to these problems. Areas covered are (1) the purpose of schools, (2) student learning, (3) school district accountability, (4) equal educational opportunities, (5) quality of educational personnel, (6) dropouts, (7) education for employment, and (8) school finance. An appendix consists of a statistical profile of the 1982-83 school year. Included are data on financial resources; State, local and Federal funds; school districts by type and enrollment; public school attendance centers; public school buildings; public school enrollment comparisons; public school enrollment changes by county; public school enrollment by racial/ethnic distribution; nonpublic enrollment by affiliation; nonpublic enrollment comparison; absence rates by type of district; dropout data by grade level; bilingual education; vocational education enrollments; public school staff; teacher certification trends; and teacher supply and demand. [More] Descriptors: Board of Education Policy, Dropouts, Education Work Relationship, Educational Finance
(1977). Poverty and Education in Australia. Report of the Commission of Inquiry into Poverty in Australia–December 1976. Document 31. The Commission of Inquiry into Poverty in Australia investigated the relationship between poverty and education. Specifically, the Commission was concerned with cultural disadvantages among the poor, the poverty cycle, and adequacy of existing education and cultural services for the poor. The Commission maintained that improved education for disadvantaged minorities should accompany a redistribution of wealth, not be seen as a substitute for it. This document briefly summarizes perspectives of a larger report and lists specific recommendations covering: (1) unequal outcomes of schooling: collecting, monitoring, and disseminating data on level of schooling and earning power and occupation; (2) high risk children: schooling costs, dropouts, teacher training in literacy and numeracy skills, school health services, migrants (provision for bilingual education), rural education; (3) school policy: community involvement, teachers (training, appointment, promotion), support staff and services, curriculum and career education, career information; (4) learning and work: transition from school to work, unemployment reduction, job descriptions, adult education, migrants; (5) Aboriginals and education: administration, separate or integrated schools, training for non-Aboriginal and Aboriginal teachers, community involvement, flexible facilities, further research and data dissemination. Descriptors: Academic Achievement, Access to Education, Ancillary Services, Career Education
(1976). Expanding the Options: Curricula in Many Languages. An Integrative Approach to Foreign Language Teaching: Choosing among the Options. ACTFL Foreign Language Education Series, Vol. 8. As a group, the uncommonly taught languages have benefited greatly from government funds and activities that support their instruction. Although in absolute terms their enrollments are low, many of these languages have been gaining students in recent years. Instruction in the uncommonly taught languages accounts for more than half of the student population at the two largest government language schools. There is a limited number of teaching materials for the uncommonly taught languages; materials development is largely dependent on federal funding. Federally-funded activities supporting the uncommonly taught languages, a list of selected publications, and enrollment trends in secondary schools and higher education institutions are covered here. Enrollment trends, manner of instruction, and goals of government language schools are discussed. Data on organizations of teachers of uncommonly taught languages and results of a survey on current concerns and trends in the teaching of these languages are presented. Survey information was obtained from departments of Slavic, Oriental, Middle-Eastern, and Classical languages at U.S. universities. The following types of instruction were found to be available for many of these languages: bilingual education, career education, immersion courses, independent study, individualized programs, computer-assisted instruction, affective learning activities, and study abroad programs. Descriptors: Enrollment Trends, Federal Aid, Federal Programs, Higher Education
(1987). Biennial Report on Regional Education Service Centers. A biennial report of the Texas State Board of Education profiles status and accomplishments of 20 regional education service centers in Texas during 1985-86. The report emphasizes service center role in implementing educational reform by assisting schools to meet new accreditation standards, training appraisers for a legislatively mandated appraisal system, and ensuring that Texas schools had the capacity to meet legislated curriculum standards. The report reviews historical background, service center reorganization in 1985, organization, and governance. It summarizes financial status of the centers during 1985-86 including revenue percentage/source, expenditures, fund balancing, and fiscal reporting requirements. Other aspects of center operation described include personnel and staffing, programs and services, media services, computer services, special education, accreditation, curriculum, training, textbook display, school volunteer program, migrant education, basic skills, National Diffusion Network, school health services, bilingual education, gifted education, adult/community education, educational technology, and drivers education. The appendix consists of profiles of each of the 20 service centers containing address, contact person, counties served, and information specific to the center on finances, staffing, and programs/services. Thirty-four tables and figures, including a map of service center regions, occur throughout the text. Descriptors: Academically Gifted, Accreditation (Institutions), Adult Education, Budgets
(2000). Learning English at School: Identity, Social Relations and Classroom Practice. Bilingual Education and Billingualism 20. This book focuses on a common set of circumstances in Canada, the United States, Britain, Australia, and New Zealand in which increasing numbers of young children from minority language backgrounds are taught in mainstream English-medium classrooms. It provides a longitudinal ethnography of a group of children learning English in a Canadian school, from the beginning of kindergarten to the end of Grade 2. Data collected in each of the three grades are used to explore how practices with respect to identity construction, resource distribution, and discursive organization affect the children's capabilities for learning English. Chapter one describes the works of several sociocultural, poststructural, and critical theorists and explores how they might be applied to child second language learning. Chapters two and three describe the kindergarten classroom. Chapter four examines children's social relations in Grade 1. Chapter five follows the children to Grade 2 and examines the discourse practices regulating their appropriation of the classroom language. Chapter six discusses theoretical, methodological, and pedagogical ideas and problems emerging through the course of the research. The book concludes with suggestions for how schools and teachers might better support language minority children in their struggle to learn English. Descriptors: Bilingualism, Classroom Communication, Critical Theory, English (Second Language)
(2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Bilingual Education and Bilingualism 23. One result of the all-time high in population mobility is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policymakers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments need to be made in the curriculum and in instruction and assessment to ensure that second language learners understand what is being taught and are assessed in a fair and equitable manner, and how long should schools wait before including them in high-stakes national examinations and assessments? What role should be accorded to students' first language in the curriculum? In addressing these issues, this volume focuses not only on issues of language learning and teaching, but also highlights the ways in which power relations in the wider society affect patterns of teacher-student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society. The book is divided into three parts and ten chapters. Hundreds of references and a highly detailed subject index is included. Descriptors: Bilingual Education Programs, Bilingualism, Classroom Environment, Culturally Relevant Education
(1978). Un siecle de colloques sur la didactique des langues (A Century of Meetings on the Teaching of Languages). This is a preliminary version of a listing of meetings on the teaching of languages. It includes meetings known by the terms congress, conference, and symposium, with special emphasis on international meetings. The work is divided into five chapters: (1) the origin and development of conferences on the teaching of languages; (2) a chronological listing of the meetings; (3) an index of the acronyms of the organizations, a selected bibliography of the proceedings, and an index to the titles of the proceedings; (4) an alphabetical list of the locations of the meetings; and (5) a selection of texts of the recommendations and conclusions of meetings dating from 1928 to 1976. In these texts, the following topics are treated: bilingualism and education, the teaching of foreign languages in elementary school, the future of higher education in Africa, language teaching methodology, retraining language teachers, the description and measurement of bilingualism, international education, educational anthropology and sociolinguistics, educational policy, linguistic and cultural diversity, educational policy and language minorities, bilingual education, and education in the native language. Descriptors: Bilingualism, Conference Reports, Conferences, Educational Policy