This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Margaret Bruck, Genevoix Nana, Belinda Bustos Flores, Emmanuelle Le Pichon, James A. Coleman, Henriette De Swart, Paul Vedder, Huub Van Den Bergh, Alexander W. W. Russo, and Jasone Cenoz.
(1993). Model Strategies in Bilingual Education: Family Literacy and Parent Involvement. This study reports on nine family literacy projects that focus on families whose primary language is not English. The first six projects fall under the Kenan service model, which sees that children receive more or as many services as adults and is organized around children's needs. These include the Canoncito Family Support/Early Childhood Education project (Lagana, New Mexico); the Family Tree Even Start project (Mesa, Arizona); Healdsburg/Windsor Even Start project (Healdsburg and Windsor, California); Hidalgo Even Start project (Hidalgo, Texas); Refugee Family Literacy Project (Rochester, New York); and Salem Family English Literacy project (Salem, Oregon). The last three projects focus on adults and are referred to as enhanced adult English-as-a-Second-Language family literacy projects. These include the Florida International University Family English Literacy project (Miami, Florida); the Lao Family English Literacy project (St. Paul, Minnesota); and the Newcomer Family Literacy project (Lawrence, Massachusetts). The report highlights the accomplishments and lessons of each project; focuses on cultural and linguistic issues; describes effective approaches for dealing with program components, such as outcomes and evaluation methods; and looks at project design and implementation. One-page profiles highlight key issues and strategies and provide detailed information about each project. Appended are project information, including a list of project contacts, and an assortment of project materials that may provide insights into effective family literacy strategies. [More] Descriptors: Academic Achievement, Adult Education, Adult Literacy, Bilingual Education
(1987). Title VII Bilingual Education. 1986-87 Performance Report. This Title VII program completed its second year of a 3 year continuation project to provide students with limited English proficiency instruction designed to help them achieve English language proficiency. The program also included a staff development component. Students were in Lau categories A, B, and C (non-English speaking, English as a second language, and bilingual). There were 987 students served from four schools. Asian and Native American language groups were represented, but Spanish was the primary non-English language. The proposal projected that 60% of category A and B would demonstrate English proficiency as measured by a gain of two levels or achievement of level five on the Language Assessment Scales (LAS). Although project students did not reach this objective, over half of the students did gain one level on the LAS. Group means on the Gates-MacGinitie Reading tests reflected anticipated growth in two of the four participating schools. Cooperating teachers received demonstration lessons and were able to identify techniques demonstrated by the resource teachers. Ten tables provide raw data for time on task and results of evaluative tests. Descriptors: Bilingual Students, Elementary Secondary Education, English (Second Language), English Teacher Education
(2013). Discussion: Towards an Educational Perspective in CLIL Language Policy and Pedagogical Practice, International Journal of Bilingual Education and Bilingualism. This issue includes eight studies on different aspects of language policy, pedagogical practices, and teacher training in school contexts where a foreign language is used to teach curricular content (CLIL). This is a very welcome contribution because it provides additional perspectives to former studies that had focused on the linguistic outcomes of CLIL as compared to non-CLIL students. Successful language learning as well as successful content learning is necessarily linked to good pedagogical practices by well-trained teachers who use appropriate materials. This issue also provides the opportunity to hear the voices of the stakeholders involved in CLIL. After highlighting some of the trends that can be found in this issue, this paper looks at some challenges of CLIL and directions for future research from a broader perspective. In this issue, CLIL is part of regular education. Within this context, a clear distinction can be made between conceptualizing CLIL as a language teaching approach or as an educational approach. The author suggests that an educational perspective that goes beyond the foreign language teaching approach will give the opportunity for CLIL to integrate not only language and content but also all the languages in the students' multilingual repertoires. [More] Descriptors: Stakeholders, Teaching Methods, Second Language Instruction, Multilingualism
(2013). Linguistic "Mudes" and the De-Ethnicization of Language Choice in Catalonia, International Journal of Bilingual Education and Bilingualism. Catalan speakers have traditionally constructed the Catalan language as the main emblem of their identity even as migration filled the country with substantial numbers of speakers of Castilian. Although Catalan speakers have been bilingual in Catalan and Castilian for generations, sociolinguistic research has shown how speakers' bilingual practices have always been sensitive to keeping a clear sense of the boundaries between the languages and between their communities of speakers. The norms of language choice in everyday life have reflected this as Catalans have tended to use Catalan basically between those considered to "be" Catalan. This article shows that this situation is gradually changing due to new conditions of mobility and access to language, that is, because most native speakers of Castilian are now bilingual and speak Catalan often in everyday life. On the basis of a corpus of 25 interviews and 15 group discussions conducted in Catalonia with a sample of young people of different profiles, we show that young people in Catalonia increasingly rely on prima facie linguistic behavior rather than ethnolinguistic classification to decide which language to speak in specific contexts, so that language use loses its earlier function of ethnolinguistic boundary maintenance. [More] Descriptors: Bilingualism, Young Adults, Cultural Maintenance, Language Usage
(2013). A Survey of English-Medium Instruction in Italian Higher Education, International Journal of Bilingual Education and Bilingualism. English-taught Programmes (ETPs) have increased exponentially in European universities over the last 10 years, leading to growing numbers of bilingual graduates. This study reports on the most recent survey of ETPs in Italian higher education. A questionnaire completed in 2010 by 50% of Italian universities addressed both organisational factors (including the number of ETPs, reasons for adoption and difficulties in implementation) and pedagogical factors (including recruitment and teachers' competencies). The findings paint a heterogeneous picture, with ETPs expanding but still not universal. Issues are analysed according to university type (public/private) and location, since the divisions between the wealthy, industrialised North, the Centre and the less developed South are largely reflected in the profile and status of universities in each geographical zone. All institutions show a clear-cut focus on content over language. [More] Descriptors: Higher Education, Faculty Workload, English (Second Language), Second Language Learning
(1982). Language Impaired Children's Performance in an Additive Bilingual Education Program, Applied Psycholinguistics. Cognitive, academic, first language, and second language abilities of language-impaired children attending French immersion programs were assessed in kindergarten and grade 1. After two years of instruction, second language skills were improving, but not comparably to nonlanguage-impaired students. Optimal language of instruction theories are considered. [More] Descriptors: Cognitive Ability, Foreign Countries, French, Grade 1
(2013). Emergence of Patterns of Strategic Competence in Young Plurilingual Children Involved in French International Schools, International Journal of Bilingual Education and Bilingualism. In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strategic clusters. Second, we predicted that the children's awareness of strategies would depend not only on the experience of learning a new language but also on age. The factor analysis of the strategies used indicated three clusters, which we termed Speaker, Hearer, and External orientations. The analyses showed a significant effect of learning a new language in a formal context and after the age of four years, abbreviated LLE, that is Language Learning Experience, on the Speaker orientation. In addition, age showed a linear effect on the three identified clusters of strategies. These findings are highly relevant as they may help to shed light into why young plurilingual learners use strategies differently. [More] Descriptors: Factor Analysis, English (Second Language), International Schools, Learning Experience
(1997). High-Stakes Testing: Barriers for Prospective Bilingual Education Teachers, Bilingual Research Journal. Reviews the institutionalization of high-stakes testing for prospective teachers and implications of high-stakes tests for minority and bilingual teachers. Discusses shortages of minority and bilingual teachers, demographic disparities between teachers and students, Hispanic pass rates on Texas exit tests for teacher certification, and the lack of relationship between test scores and actual teaching performance. Contains 48 references. Descriptors: Bilingual Teachers, High Stakes Tests, Higher Education, Licensing Examinations (Professions)
(2013). Official Bilingualism and Field Narratives: Does School Practice Echo Policy Discourse?, International Journal of Bilingual Education and Bilingualism. This research builds on several layers of meaning representing views from education officials, head teachers, teachers and pupils to investigate the discourse and implementation of official bilingualism policy in primary schools in Cameroon. While at the macro-level, the celebration of the "National Bilingualism Day" in schools has tended to suggest that the country's option for bilingualism is a success, at the micro-level, views from the participants researched indicate that the implementation of official bilingualism policy is still far from a reality. The exploration of participants' views at various levels showed how they grounded their accounts within the context of everyday practice and highlighted issues related to official bilingualism inefficiency, although statistics at a national level rather point to an apparent success of the policy in schools. While some adults seemed to operate double standards regarding their perception of policy application, the pupils' views were more straightforward, based on the evidence of classroom daily teaching and learning interaction. [More] Descriptors: Evidence, Foreign Countries, Bilingualism, Educational Policy
(1976). State Administration of Bilingual Education – Si o No?. This report was prepared for submission to the U.S. Commission on Civil Rights. It reviews the California State Department of Education's administration of state and federally funded bilingual programs and identifies specific Department policies and practices that may affect the success of district-level programs for language-minority students. Following introductory and background material on the Advisory Committee, populations, programs and legislation, the bulk of the report deals with the following: (1) the California State Department of Education's monitoring responsibilities; (2) recent developments in the Department of Education; (3) impact of the legislature; (4) findings and conclusions; and (5) recommendations. The basic finding is that the Department of Education has failed to ensure that California's non- and limited-English-speaking students receive equal educational opportunities. The report offers 20 recommendations dealing with a survey of the population in question, services for the state's language-minority students, Department coordination and personnel, bilingual project onsite reviews, enforcement, and legislative review of the Department's administration. Three appendices provide relevant population and program data. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers
(1971). Para-professionals: Their Role in ESOL and Bilingual Education. Nonprofessional personnel can play an important role in the classroom as teacher aides, especially in a bilingual situation where a particular language background can prove invaluable in developing language skills among the students. The presence of a teacher assistant increases the opportunities for individual instruction. Potential teacher aides can be found within the local community, and training programs and workshops organized within the school system can prepare them for the classroom situation; an organized, extended training schedule could help some advance to the point of becoming fully-qualified teachers. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, Community Involvement, English (Second Language)
(1981). Bilingual Education: A Comparison of Welsh and Canadian Experiences, Canadian Modern Language Review. Compares programs for teaching Welsh to children in Wales with those teaching French in Canada. Describes Welsh medium schools, Welsh as a second language programs and the recent Schools Council Bilingual Project, in which Welsh is used as medium of instruction for part of the school day. [More] Descriptors: Elementary Secondary Education, French, Immersion Programs, Indo European Languages
(1979). The Building Principal's Role in a Bilingual Education Program, Journal of Teacher Education. The social and linguistic reinforcement provided by the presence of a bilingual building principal contributes significantly to the growth and development of the non-English-speaking student. Descriptors: Administrator Responsibility, Administrators, Biculturalism, Bilingualism
(1996). Multicultural Child Care. Bilingual Education and Bilingualism 9. In child care centers, parental involvement as well as staff sensitivity toward children and parents are essential for managing cultural diversity in a way that is beneficial for both migrant and indigenous families. Defining and improving the quality of center education from a multicultural perspective require discussions between staff and parents about educational goals and the means to achieve them. This monograph analyzes the state of multicultural education in child care centers, primarily in the Netherlands but also in other Western European nations. The issue of what multicultural education in these centers should look like is also discussed. In the Netherlands, the recent and rapid growth in the number of child care centers, together with the growing numbers of immigrant children visiting these centers, have given a strong impetus to concerns about the quality of center education from a multicultural perspective. History and models of multicultural institutional child care are discussed, together with recommendations for improving the relationship between staff and parents by way of consensus building. Contains 121 references. Descriptors: Caregiver Child Relationship, Child Rearing, Cultural Awareness, Day Care
(2013). Listening to Learners: An Investigation into "Successful Learning" across CLIL Contexts, International Journal of Bilingual Education and Bilingualism. This study is part of longitudinal research undertaken in 11 secondary schools across two countries, based in Content and Language Integrated Learning (CLIL) classrooms with 12-15 year olds. The aim was to listen to learners, provide them with a "voice" to analyse their perceptions of "successful learning" and to undertake participatory research not only to find evidence of successful learning but also to encourage greater ownership of CLIL classroom events. We believe that this study due to the innovative ways of involving learners has a unique contribution to make to our understanding of "successful learning" using French, German and Spanish in CLIL classrooms where English is the usual medium for learning. For the purposes of this study, "successful learning" was considered to have two components: motivation and achievement or pupil gains. Three distinct data-gathering methods were used: questionnaires, "respectful discussions" and classroom video analysis using the LOCIT (Learning-Oriented Critical Incident Technique) process. The findings reveal that whilst discussing successful CLIL generates useful data to trigger further research by learners and teachers, classroom evidence selected by the learners is less aligned. This study suggests that these data could not only be used to support learners' understanding of "successful learning" more deeply but also to create their own class-based research agendas and to be part of changing classroom practice. [More] Descriptors: Participatory Research, Teaching Methods, Video Technology, Educational Change