This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Urbana CDA Services and Resource Center, Aspassia Chatzidaki, Austin Dissemination and Assessment Center for Bilingual Education, Ernest M. Bernal, Helene Fulland, Lawrence D. Kaplan, Christina Maligkoudi, Jane McGary, Joel H. Magisos, and Helle Pia Laursen.
(1983). Trends in Bilingual Special Education, Learning Disability Quarterly. Descriptors: Bilingual Special Education, Disabilities, Elementary Secondary Education, Limited English Speaking
(1984). Inupiaq and the Schools. A Handbook for Teachers. This is one of a series of handbooks designed to assist classroom teachers, bilingual-bicultural education and special education program staff, counselors, and school administrators in instructional services for students from native Alaskan language groups. The unique sociocultural and linguistic characteristics of Inupiaq speakers as they relate to the school setting are addressed in this volume. Educational resources such as recommended readings; a listing of school districts enrolling students from this group; and sources of information, materials, and instructional assistance are provided. An introductory section discusses the study of language in general, the Eskimo-Aleut language family, and the historical factors and current linguistic situation of Inupiaq. Subsequent sections look at Inupiaq sounds and grammar and their influence on English and Inupiaq in the classroom (traditional forms of education, and notes of Inupiaq culture). Further information on Inupiaq phonology, additional resources, and enrollment data are appended. [More] Descriptors: Alaska Natives, Bilingual Education, Classroom Techniques, Cultural Influences
(2013). Umbrellas and Angels Standing Straight–A Social Semiotic Perspective on Multilingual Children's Literacy, International Journal of Bilingual Education and Bilingualism. In a Danish context, the acquisition of literacy by the "bilingual student" is embedded in an education policy discourse in which literacy is seen as a cognitive competence that can be quantified by measuring a number of specific skills in a defined language and in a defined written language. On the basis of empirical data from the research project "Signs of Language," in this article I will focus on how a social semiotic perspective on literacy can contribute to adding new dimensions to research in literacy acquisition by bilingual students. I will do this by focusing on how the interpretation and interaction processes of the child affect the child's meaning-making, and by focusing on the discursive macro-histories in which this meaning-making is embedded. [More] Descriptors: Foreign Countries, Literacy, Bilingualism, Second Language Learning
(1981). Resources for CDA Training: An Annotated Bibliography. Prepared as a resource for the Child Development Associate Program (CDA), this annotated bibliography includes publications covering the issues of CDA training, early childhood education, basic CDA competencies, and bilingual/bicultural education. The major part of the bibliography deals with the following 6 basic competencies: (1) setting up and maintaining a safe and healthy learning environment, (2) advancing physical and intellectual competence, (3) building positive self-concept and individual strength, (4) organizing and sustaining the positive functioning of children and adults in a group learning environment, (5) bringing about optimal coordination of home and center child rearing practices and expectations, and (6) carrying out supplementary responsibilities related to the children's programs. A brief description of the ERIC system and information on how to order ERIC documents complete the bibliography. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Child Caregivers, Competency Based Teacher Education
(2013). Family Language Policies among Albanian Immigrants in Greece, International Journal of Bilingual Education and Bilingualism. This article reports on an investigation of family language policies among 37 Albanian immigrant families in Northern Greece within the framework of Spolsky's language policy model. Data collection was based on semi-directed interviews with parents which were analysed using both content and discourse analysis. According to our findings, three groups of families were observed in our sample. A small number of families ("n" = 4) did not transmit the ethnic language to their children and showed no interest in maintaining ties with the homeland. In another group of families ("n" = 12) positive attitudes towards ethnic language maintenance were accompanied by specific language management efforts and language practices in support of the ethnic language. However, the majority of our informants ("n" = 21) did not engage in such efforts, even though they, too, expressed positive attitudes towards Albanian language maintenance. We argue that although most immigrant parents may share positive attitudes towards ethnic language maintenance, they may differ as to whether they embrace bilingualism as an asset or accept the dominant ideology according to which the simultaneous development of two languages may hinder the development of the majority language. [More] Descriptors: Foreign Countries, Immigrants, Second Language Learning, Language Maintenance
(1971). Content Analysis Schedule for Bilingual Education Programs: Bilingual Elementary Education Program. This content analysis schedule for the Lubbock Independent School Program of Lubbock, Texas, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Inserts include information on instructional materials and resources for materials. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1975). Special Needs Populations. Annotated Bibliographies on Bilingual, Correctional, Migrant, and Handicapped Populations with Unique Vocational Education Needs. Bibliography Series No. 33. This annotated bibliography is designed to assist applicants for research support under part C of the Vocational Amendments Act of 1963 by providing access to documents, journal articles, and current projects related to vocational education for special needs populations. The report literature and journal articles cited were found in a computer-assisted search of "Resources in Education" (RIE), "Abstracts of Instructional and Research Materials" (AIM/ARM), and "Current Index to Journals in Education" (CIJE), and cover information most relevant to the topical area and representative of previous work. Entries cover the areas of bilingual vocational education, correctional vocational education, vocational education for migrants, and vocational education for the handicapped. Also included are instructions for ordering the cited materials. Descriptors: Annotated Bibliographies, Bilingual Education, Correctional Education, Educational Research
(1987). Building An Indivisible Nation: Bilingual Education in Context. A Report from the ASCD Panel on Bilingual Education. This booklet aims to help educators make informed decisions about which students need special language services, what kind of services they should receive, and how well the students and the language program have succeeded. It focuses on the following issues: (1) how the larger social context affects teachers' decisions and students' success; (2) the diversity of limited English proficient (LEP) students; (3) which instructional models and curriculum designs appear to be most effective, with an emphasis on transitional bilingual programs; (4) the necessity of integrating staff development and supervision for teachers of LEP students into the mainstream of the school; and (5) methodological difficulties in assessing student progress and evaluating program effectiveness. Conclusions and recommendations are included, as is a list of references. [More] Descriptors: Bilingual Education Programs, Curriculum Evaluation, Educational Objectives, Elementary Secondary Education
(1974). Para Los Ninos — For the Children: Improving Education for Mexican Americans. The U.S. Commission on Civil Rights conducted the Mexican American Education Study between 1969 and 1974. Drawn from the published and unpublished findings of this study, this report discusses the education of Mexican Americans in the 5 Southwestern states of Arizona, California, Colorado, New Mexico, and Texas, where about 85 percent of all Chicanos live. Additional material was obtained from interviews with students, parents, and educators throughout the Southwest. Topics discussed are: (1) the first day of school for a Chicano; (2) what students feel; (3) what teachers expect of Chicanos; (4) what schools are doing; and (5) bilingual/bicultural education. The report of the Mexican American Study are listed. [More] Descriptors: Academic Achievement, Attitude Change, Bilingual Education, Counselor Attitudes
(2013). Codeswitching as a Tool in Teaching Italian in Malta, International Journal of Bilingual Education and Bilingualism. This article addresses the issue of teacher codeswitching in the teaching of Italian in Malta. The analysis of teacher codeswitching shows that the learners' first language (L1), Maltese, is used as a pedagogical tool to enhance language learning. Teachers frequently resort to Maltese to provide more learner-friendly explanations of grammatical and other language points and to elicit an oral response from the learners and get them more directly involved in the activities. Furthermore, the L1 plays a role in discourse and classroom management, and also functions as a symbol of identity. The study reported here is based on lesson transcriptions, in-depth interviews with teachers and Italian language professionals and a student questionnaire. From the interviews it transpires that codeswitching and the use of the L1 are perceived by teachers and teacher educators as a useful tool with younger and weaker learners, but caution is advised when using the L1 with more advanced learners. [More] Descriptors: Italian, Foreign Countries, Code Switching (Language), Interviews
(2013). Living in Neighborhoods with High or Low Co-Ethnic Concentration: Turkish-Norwegian-Speaking Students' Vocabulary Skills and Reading Comprehension, International Journal of Bilingual Education and Bilingualism. Immigrant students may use and develop language and literacy skills differently depending on the dominance of the first and second language (L1 and L2) in the neighborhoods where they live. In this study, neighborhood effects on students' reported language use at home and with peers, and on measured language and literacy proficiency, were investigated in a sample of 42 Turkish-Norwegian fifth-graders living in two cities in Norway. Differences were not found in the students' use of Turkish and Norwegian with family members, but the students living in the neighborhoods with co-ethnic concentration reported using more Turkish with peers across settings. Further, the students living in neighborhoods of more co-ethnics outperformed the students living in neighborhoods marked by fewer co-ethnics in Turkish proficiency, while students living in neighborhoods with fewer co-ethnics were more proficient in Norwegian vocabulary. An interesting finding was that in spite of differences in language use and vocabulary skills, there were no neighborhood effects on students' topic knowledge and L2 reading comprehension of content-area texts. Attending schools with many L1 peers may have offered access to L1-based information and topic knowledge (both through informal interactions and instruction in the L1) that supported the students' L2 content-area reading. [More] Descriptors: Immigrants, Second Language Learning, Neighborhoods, Language Usage
(1976). Cartel-Annotated Bibliography of Bilingual Bicultural Materials, No. 37, January 1976. Forty-six documents are listed in this annotated bibliography, which includes audio-visual, classroom, curriculum, library, and professional bilingual bicultural resources. A reference on an annotated bibliography of doctoral dissertations on social and psychological studies of minority children and youth is also included. Entries are listed alphabetically by title. A typical annotation includes information in the following order: title, author or developing agency, name and address of publisher and distributor, publication date, number of pages or parts, language(s) used, intended audience or level, and a descriptive statement. Selections are based on the following criteria: material is published or available in U.S., its territories, or possessions; materials include a source address; materials are used in the education of bilingual children; materials contribute to staff training for bilingual multicultural programs; and, materials further the progress or success of bilingual multicultural education. Materials must meet the first two criteria and at least one other to be selected. Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Students
(1975). Spanish Language Film Catalog. The continued growth of bilingual, multicultural education is accompanied by the need for supplementary materials, including audiovisual teaching aids. This film catalog is an annotated listing of over 1900 Spanish language films. It is designed to provide teachers, teacher aides and librarians with a source guide for such films available for use in bilingual, bicultural classrooms. Film entries included cover subjects from Africa to zoology and range in interest level from preschool to adult in almost every subject area. A subject index by title, with interest level indicated, is included. Entries are annotated and arranged alphabetically by the English title. Film entries are in three paragraphs. The first gives titles in English and Spanish; the second indicates grade level, color or black-and-white, length, year of release, producer and distributor. The third paragraph gives a short description of the film. Publishers and distributors are listed in a separate index. Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(1974). An Approach to Writing Bilingual Plays for Children. There is a great need for bilingual/bicultural education, especially for Spanish-speaking students, who now number approximately three million in United States elementary and secondary schools. One educational experience for such students has been the presentation of bilingual plays in several of the New York City schools. Beginning with a play in English with Spanish dialogue interpolated in places appropriate to the action, the productions moved on to an original rock musical for children, "What's Happenin', Man?" with a predominately Puerto Rican and black cast. Another original play, a Latin/rock musical titled "A Donde Vas?" with a theme loosely adapted from "Everyman," is to be performed in 1975. In these plays, it is essential that bilingual children be able to identify with their unique heritage through characters, situations, dialogue, and acting which are authentic to their culture. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Children
(1976). Facilitation of Bilingual Bicultural Education, Reading Improvement. Argues that bicultural education is necessary in meeting the language needs of Mexican-American students. Descriptors: Biculturalism, Bilingual Education, Child Language, Educational Philosophy