This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Catherine E. Snow, Marcello Medina, Terry Tafoya, Erica Black Grubb, Alan Chamberlain, Richard E. Sullivan, G. Kent Gooderham, Guy N. DiBiasio, Diego Castellanos, and Stephen B. Thomas.
(1996). Language Planning and Bilingual Education in Catalonia [and] A Response, Journal of Multilingual and Multicultural Development. Discusses bilingual educational policies in Catalonia, where the official aim is to reverse a language shift in favor of Catalan. Chamberlain's response focuses on the decline of Catalan under Franco, similarities between some minority languages in Europe and the language situation in Brunei, and the role of the school and the media in language planning. (32 references) Descriptors: Bilingual Education, Change Strategies, Diachronic Linguistics, Educational Objectives
(1974). Bilingual Education for Indians and Inuit: The Canadian Experience. The 1867 British North America Act consigned responsibility for the education of Canadian Indians and Inuit to the Federal Government, but churches ran the schools until the post-World War II period. Government policy from 1948 until 1969 encouraged the integration of Native children into provincial educational systems. In 1969 the Government proposed that all services for Native people be provided through the same agencies serving the majority of citizens. Native people rejected this proposal and in 1972 demanded control of their educational system in order to preserve their cultural identity. The Federal Government accepted the principle of Indian control of Indian education. Canadian acceptance of cultural pluralism is reflected in official support for developmental studies of indigenous languages. Language programs were developed to enable initial literacy in indigenous languages, with English or French becoming the language of instruction by grade 4. Where parents request, the native language may continue to be taught thereafter. Qualified staff shortages are being tackled through various innovative training programs for Native teachers and paraprofessionals. Efforts are underway to encourage the inclusion of Native languages in provincial curricula and to develop instructional materials and strategies by consulting Native parents and organizations. [More] Descriptors: Agency Role, American Indians, Bilingual Education, Curriculum Development
(1975). The Role of ESL in Bilingual Education: Objectives and Implementation, Foreign Language Annals. The long-range objectives of ESL in bilingual/bicultural programs include: 1) writing acceptable prose; 2) reading English acceptably; 3) competence in grammatical analysis; 4) competence in verbal persuasion; 5) competence in skills of a coordinate bilingual; 6) functional comprehension of both cultures and 7) use of language variety. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Communicative Competence (Languages)
(1982). Bilingual Children's Adaptation After a Transitional Bilingual Education, Metas. Describes research among Hispanic and White fourth graders in regular, bilingual, or English as a second language (ESL) classes, on relationships between academic achievement and types of instructional programs; correlations between achievement and self-concept; cultural attitudes; ethnic identity; and variables related to achievement. Discusses implications of findings for designing programs for Hispanics. [More] Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Elementary Education
(1991). Native and Spanish Language Proficiency in a Bilingual Education Program, Journal of Educational Research. Researchers investigated Spanish learning outcomes for fluent and nonfluent limited-English-proficient Hispanic subjects in a maintenance bilingual program. Spanish reading and mathematics achievement were analyzed for each group using Texas norms. Both groups performed at or above the norms for 11 of 12 grade clusters for Spanish reading or mathematics. Descriptors: Bilingual Education Programs, Elementary Secondary Education, Hispanic Americans, Language Proficiency
(1996). Literary Bridges: Linking Language Arts and Bilingual Education, Primary Voices K-6. Describes how education specialists for Montana's Office of Public Instruction worked to make cross-cultural collaboration a statewide endeavor. Discusses how they have promoted Native perspectives as an integral part of the state curriculum, and how they have brought together, through conferences and workshops, Native and non-Native teachers for a dialog about culturally sensitive teaching methods. Descriptors: American Indian Culture, American Indian Literature, Bilingual Education, Curriculum Development
(1994). Directions in Bilingual Education: Finnish Comprehensive Schools in Perspective, International Journal of Applied Linguistics. Discusses the concept of language immersion programs in the European context, then focuses on the current trend in Finnish schools to "see what these programs are like." The article concludes with a discussion about the inevitable problems and challenges related to immersion programs. Descriptors: Bilingual Education, Educational Trends, English, Foreign Countries
(1974). Breaking the Language Barrier: The Right to Bilingual Education, Harvard Civil Rights – Civil Liberties Law Review. This article advances the view that constitutional doctrine now requires schools to provide instruction in the native tongue of non-English-speaking children until they have learned English. It will be argued that equality of educational opportunity, and hence equal protection, does not exist when the instruction provided by the state is incomprehensible to identifiable groups of children, and that to compel attendance under these conditions is a deprivation of liberty without due process of law. Before these two constitutional issues are dealt with in Parts 4 and 5, the factual and legal background of the problem is discussed in Part 1, and the statutory and state constitutional provisions lending support for affirmative judicial action are reviewed in Parts 2 and 3. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Civil Rights Legislation
(1980). Bilingual Education versus School Desegregation: Reconciling the Conflict, NJEA Review. This article discusses the question of segregating Spanish-speaking pupils, with reference to New Jersey law and practice. Benefits of native language teaching are weighed against the social isolation this imposes on Hispanic students. Attitudes of Hispanic parents, court doctrine, and desegregation practices which focus only on race are analyzed. [More] Descriptors: Bilingual Education, Court Litigation, Elementary Secondary Education, Hispanic Americans
(1992). Perspectives on Second-Language Development: Implications for Bilingual Education, Educational Researcher. Provides a guide to basic research in second-language acquisition by characterizing distinct perspectives from foreign language teaching, first-language acquisition, psycholinguistics, and sociocultural factors. Argues that crucial insights of the sociocultural perspective must be introduced for adequate assessments of bilingual individuals. Descriptors: Acculturation, Bilingual Education, Bilingualism, Cultural Context
(1971). Providence Title VII Bilingual Education Program. Final Evaluation Report. This is the final report on instructional and management evaluation of the Providence Bilingual Project at Fox Point High School for 1971. Part 1 states the hypotheses which underlie the data analysis, describes testing methods and results, and outlines recommendations which resulted from the evaluation. A section on process evaluation indicates that the instruction process seemed to be going very well, with competent teachers using teaching aides and audiovisual materials effectively. A teacher questionnaire indicates satisfaction with the Brown Institute, but stresses the need for curriculum development and for a uniform program of literacy teaching. The lack of native speaker fluency among teachers is noted. The administering of a personality test and an intelligence test is described, along with special problems, score analysis, and recommendations. Part 2, management analysis, discusses the planning, installing, operating, communicating, and evaluation aspects of the project and deals with the general impact on parents, community, teachers, students, and other participating institutions. An appendix contains a monitoring system which defines management responsibility, bi-weekly project activity reports, as well as other illustrative materials. [More] Descriptors: Administration, Bilingual Education, Bilingual Teachers, Curriculum Development
(1981). A Multi-Skill Approach to ESL in Bilingual Education. Different views of the purposes of literacy are among the factors that influence success rates of students from different backgrounds. Research involving non-mainstream English proficient children is useful in understanding the adjustment of students with limited or no English proficiency. Although previous experience with literacy is an important variable in teaching literacy in English, literacy teaching does not necessarily depend on mastery of the spoken language in which the student is becoming literate. Because of the mismatch between teacher expectations and child behavior that may occur both when the teacher and child share a native language or when their native languages differ, educational programs must accommodate to the cultural influences children bring to the classroom. Writing needs to be approached as both a vehicle of personal expression and as a way for students to develop editing skills, thereby promoting a more general awareness of language and helping to lessen some of the discrepancies between teacher and student expectations. Both spoken and written language skills may be advanced by dividing students into small groups in which peer-tutoring is a continuous practice. Culturally appropriate small group activities and teaching technigues are presented in the appendix. Descriptors: Bilingual Education, Cultural Awareness, Cultural Background, Editing
(1982). Legal Update–The Fifth Circuit and Bilingual Education, Texas Tech Journal of Education. Recent court decisions are reviewed to clarify what schools must do to help non-English-speaking children. Court decisions indicate that: (1) educational programs must be theoretically and practically effective; (2) labeling and grouping procedures must not intentionally discriminate; and (3) teachers must be adequately trained. [More] Descriptors: Ability Grouping, Bilingual Education, Civil Rights, Compliance (Legal)
(1970). Bilingual Education Program Evaluation Report, 1969-1970. The Milwaukee Bilingual Program was initiated in September, 1969 and funded under ESEA Titles VII and I and under Milwaukee Public Schools' Local Funds to develop a curriculum taught in both Spanish and English in order to prevent the hindering of learning and lowering of self-esteem often experienced by newly arrived or recently arrived pupils of Latin-American heritage. Oral and written course work was presented in Spanish and English by a bilingual staff, mainly Latin American. First grade pupils learned to read in their mother tongue; reading in the other language began in the second semester. The curriculum was evolved through a search for existing bilingual materials and staff development of new media. Parents and community were represented by members of an Advisory Committee which met regularly with the project director. During the school year, a total of 256 pupils participated at various times. There were 125 comparison pupils in three of the four schools. Findings at the elementary level at the end of the year conclude that kindergarten bilingual program and comparison pupils did not differ in achievement, as measured by the Test of General Ability and the Metropolitan Readiness Test. However, Oral English tests indicated 45 to 85 percent improvement by the end of the year in the bilingual kindergarten, first, and second grades. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Curriculum Development
(1981). Native Bilingual Education: Oral Tradition and the Teacher. Much bilingual curriculum material has little relationship to either traditional Indian teaching methods or to current standards of conventional quality education. Native bilingual programs tend to be poor imitations of European models, and little overall coordination exists in the use of bilingual materials. Techniques by which Native language, information, concepts, and values have traditionally been taught, should be studied, then modified for classroom use. Indian legends can teach moral values and practical instruction as well as entertain. However, some Native elders fear that interaction between story teller and listeners and the relationship between and meaning of legends in a cycle will be lost in the process of turning traditional legends into conventional curriculum materials. Native communities are stressing the importance of good Native language programs as more tribes realize that continuation of their language must be insured if their culture and history are to be adequately and acccurately transmitted. Survival skills should also be taught through bilingual programs. Native teachers are rarely exposed to course work or experiences in working effectively with Native children. It is important to glean from Native elders the methods by which they were taught so that those techniques can be used to teach Native children. Descriptors: American Indian Culture, American Indian Education, American Indians, Bilingual Education