This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Arlington Center for Applied Linguistics, Elizabeth R. Saavedra, Rita S. Brause, Henriette W. Langdon, Fred Genesee, Carol Newman, Sharon Litchfield, Kay Thomas, Samuel Supalla, and Stanley C. Trent.
(2000). The Constitution of Bilingual/ESL Education as a Disciplinary Practice: Genealogical Explorations, Review of Educational Research. Provides a cultural and political critique of the constitution of bilingual/English-as-a-Second-Language (ESL) education as a disciplinary practice in New Mexico. Uses genealogical and postcolonial, poststructural, and critical frameworks to show that the directions advanced by the Chicano/Chicana movement have been lost, replaced by an education that is not emancipatory for marginalized students. Descriptors: Bilingual Education, Cultural Awareness, Discipline, Educational Practices
(1999). Alternative Teacher Certification. This paper examines issues related to alternative teacher certification, discussing teacher certification in Texas and noting that most researchers agree that both traditional and alternative routes to teacher preparation need improvement. For over a decade, alternative certification has become increasingly available in Texas. This paper highlights: the demand for alternative teacher certification; the early stages of alternative certification programs; who should train prospective teachers; the debate surrounding alternative teacher certification and academic standards; identifying an alternative certification process; comparisons between traditional and alternative programs in Texas, California, New Jersey, and other areas; who is attracted to alternative certification programs; alternative certification for bilingual and special education teachers; and evaluations of alternative teacher certification programs. Alternative certification programs are attracting highly qualified, well-educated, life-experienced adults to the teaching profession. However, critics argue that teacher recruitment, preparation, and retention is much more complex than originally thought by policymakers and alternative certification has not proven to be the panacea nor the disaster some predicted. Most researchers agree that one major difficulty in drawing a conclusive policy statement about alternative certification programs is the great variation in state and local programs. (Contains 67 references.) [More] Descriptors: Academic Standards, Alternative Teacher Certification, Bilingual Teachers, Educational Quality
(1998). Multicultural Teacher Education in Special and Bilingual Education: Exploring Multiple Measurement Strategies To Assess Teacher Learning, Remedial and Special Education. This introductory article to the special issue summarizes following articles, which describe the status of research on multicultural education and special education, the development, implementation, and evolution of multicultural education courses at two major research universities, and findings about the impact of coursework on the thinking and actions of preservice and novice teachers. Descriptors: Beginning Teachers, Course Content, Cultural Awareness, Cultural Differences
(1991). Escuchando no mas (Just by Listening): A Report on Sabbatical Year Activities in Bolivia (January 24 to April 1, 1991). A college faculty member reports on a sabbatical project in Bolivia, in which he shared ideas about bilingual and bicultural education in indigenous communities and helped with four activities of the Andean Oral History Workshop: (1) the self-education of a group of women aged 18-70 who decided to explore together issues such as rights, education, textiles, unions, and health as they relate to women; (2) the training of a small group of rural teachers interested in experimenting with bilingual and bicultural education at the elementary and junior high school levels; (3) the writing of a booklet about Aymara phonology to be used in teaching literacy to speakers and non-speakers of Aymara; and (4) development of a dictionary and teaching materials for the Uchumataqa language spoken by the Uru people. The experience is related in narrative form and includes a diary entry about a visit to a native community and a ceremony that occurs there. (Adjunct ERIC Clearinghouse on Literacy Education) [More] Descriptors: Aymara, Bilingual Education, Elementary Secondary Education, Feminism
(2011). Collaborative Interaction in Turn-Taking: A Comparative Study of European Bilingual (CLIL) and Mainstream (MS) Foreign Language Learners in Early Secondary Education, International Journal of Bilingual Education and Bilingualism. This paper explores the emergence of collaborative interaction among early secondary learners in bilingual sections at state schools in Andalusia. These sections are organised in line with a content and language integrated learning (CLIL) approach. By transcribing and then analysing data from oral interviews conducted with randomly selected pairs of CLIL learners and mainstream (MS) peers, the article compares and discusses the quantity and quality of collaboration evidenced in turn-taking patterns. In doing so it also proposes a pragmatic, participant-based approach to the initial classification of turns, prior to more functionally aligned analysis. Four initial turn types are identified in the data but while all four obviously contribute to the overall ongoing talk, only two are deemed inherently collaborative. These are embedded turns, where one speaker contributes to another speaker's main turn, and cooperative turns, where two or more speakers jointly construct the message. Once identified, each of these turn types was examined for patterns of functional use. The research finds that the CLIL learners are participating both more frequently and more effectively in collaborative turns than their MS counterparts. In closing we briefly discuss some of the implications of this finding. [More] Descriptors: State Schools, Oral Language, Interaction Process Analysis, Comparative Analysis
(1978). Bilingual Education at the Bilingual Center, 1977-1978: An Evaluation. This evaluation focuses on a project concerned with establishing bilingual/bicultural education for New York City children from homes in which English, French, Spanish, or Yiddish is spoken. The goals, strategies, target population, and staff, parent and student activities of the program, which involved pre-kindergarten through fifth grade students in public and private schools, are described. Evaluation methods used to measure student progress in language development and reading, cognitive and social development, mathematics, science, and culture studies are discussed. The measurement and achievement of adult objectives (such as interpersonal growth and professional development) by the teaching staff are also reviewed. The following student achievement data are presented: (1) end of year reading achievement for public and private school groups, grades K-5; (2) pre/post program reading performance, by language dominance (English, French, and Spanish only), grades 2-5; (3) French reading performance, grades K-4; (4) Spanish reading performance, grades 2-5; (5) concept development by language dominance, for public and private school groups, pre-kindergarten; (6) end of year mathematics achievement for public and private school groups, grades K-5; (7) pre/post program mathematics performance, by language dominance, grades 2-5. The all-around positive results of the program are hailed in the evaluation. [More] Descriptors: Academic Achievement, Bilingual Education, Elementary Education, English
(1994). The Interpreter Translator Process in the Educational Setting: A Resource Manual. Revised. This training and resource manual is intended to provide needed information to interpreters and translators who assist in providing assessments and other types of educational services to students or clients in numerous primary languages. Guidelines focus on assessing students or clients, requesting information from the client's family, and reporting information to the family. Section 1 defines basic terms and describes the roles and responsibilities of the interpreter/translator and those of the various education team members in the interpretation/translation process. Section 2 focuses on the process of interpreting itself, identifying steps in the interpreting process, ways to facilitate the process, common errors in interpreting/translating, and suggested delivery formats. Section 3 covers the legal aspects of both bilingual and special education, noting characteristics of each field, common characteristics, and the bilingual and special education interface. Section 4 includes information on cultural considerations such as definitions of culture and comparative child rearing practices and communication styles. Appendices include a list of supplementary training materials, suggested role-playing and assertiveness training activities, sample agendas, and review exercises. A glossary defines terms in both English and Spanish. (Contains 58 references.) Descriptors: Bilingual Education, Child Rearing, Communication Skills, Cultural Differences
(2011). Language Programs at Villababel High: Rethinking Ideologies of Social Inclusion, International Journal of Bilingual Education and Bilingualism. This article explores language ideologies underlying two language programs implemented in one secondary school in Madrid (Spain). The Spanish for newcomers immersion program ("Aula de Enlace") is aimed at immigrant origin students who do not know or have a poor command of Spanish; and the Spanish-English bilingual program targets students from different cultural and national backgrounds with a good command of English. These two language programs exist side by side under one roof and play a crucial role in the placement, educational choices, and, ultimately social inclusion/exclusion of students in mainstream education. Guided by a critical sociolinguistic ethnography perspective, the article analyses data collected at the two language programs, mostly audiotapes of classroom interactions and interviews with teachers, immigrant and non-immigrant background students who attend this public school. Our analysis shows how the discontinuities between the two language programs regarding language ideologies and the organization of language learning bring to the fore a disputed view of social inclusion, namely "inclusion from above" and "inclusion from below," which bear important repercussions for immigrant origin students in mainstream education. [More] Descriptors: Elementary School Students, Immersion Programs, Ethnography, Ideology
(1974). Bilingual-Bicultural Teacher Education Program. The Bilingual-Bicultural Teacher Education program at St. Edward's University in Austin, Texas was developed in response to the needs of the Spanish-speaking children in Texas schools. The ultimate goal of the program is the amelioration of the educational achievement of Mexican-American children in elementary schools by preparing teachers who will be able to effect change through their ability to: (a) assess needs, and (b) develop teaching strategies that will enable Mexican-American children to realize their fullest potential. The program is competency-based and comprised of four major components: Spanish language, linguistics, behavioral and social sciences, and professional education. Program graduates complete an interdisciplinary major in cross-cultural studies and receive a B.S. degree in elementary education and elementary provisional certification in Texas, with endorsement to teach in bilingual elementary schools. (The document includes a program summary and appendixes with supplementary material.) [More] Descriptors: Behavioral Sciences, Biculturalism, Bilingual Education, Bilingual Teachers
(1998). Teaching and Learning in Multicultural Schools: An Integrated Approach. Bilingual Education and Bilingualism 13. The book outlines approaches and strategies that schools and teachers can adopt to provide educational experiences meeting the needs of all learners in culturally diverse schools and classrooms, especially those in areas in which new immigrants settle. Chapter one provides an overview of the sources of cultural diversity and describes some public policies that directly affect many classrooms' cultural composition. Chapter two focuses on the special needs of newly-arrived immigrant children, describing the effects of the immigrant experience on families and on children's psychological and social adjustment and integration. Chapter three suggests practical ways of receiving and welcoming all students and giving them a positive start in the school. Chapter four suggests ways of helping immigrants, immigrant children, indigenous populations, and mainstream group members alike feel valued and included in the school community. Chapter five describes how each teacher can create a positive and inclusive classroom environment, and chapter six outlines important elements of an inclusive instructional style. Chapter seven provides an overview of anti-racist education as a context for chapter eight, which examines curriculum content and recommends specific actions for developing an inclusive and equitable curriculum. The final chapter discusses assessment reform issues. Contains 240 references. Descriptors: Acculturation, Ancillary School Services, Classroom Environment, Classroom Techniques
(1986). The Baby and the Bathwater or What Immersion Has to Say about Bilingual Education: Teaching and Learning in Bilingual Education–Significant Immersion Instructional Features, NABE: The Journal for the National Association for Bilingual Education. Identifies differences between bilingual programs for minority language children and second-language immersion programs for majority language children. Examines points of mutual relevance between approaches. Discusses exemplary characteristics of effective second-language learning environments: integration of language and academic instruction, negotiated interactional language use, intrinsically motivating curriculum of instruction. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Environment, Educational Strategies
(1972). ERIC/CRESS News Letter, Volume 7, Nos. 1, 2, 3, & 4, 1972. The articles in this group of ERIC/CRESS (Educational Research Information Center/Clearinghouse on Rural Education and Small Schools) newsletters cover such topics as Federal legislation and rural development, the Congreso Nacional de Asuntos Colegiales, the Foxfire Project, career education, bilingual instruction, rural education, Native American studies and outdoor education. The first issue presents a brief overview of pending Federal legislation affecting rural development. Citations are given for some selected publications on rural areas which appeared in the October 1971 through March 1972 issues of "Research in Education" (RIE). "Congreso Nacional de Asuntos Colegiales and the Chicanos in the Community/Junior Colleges" and "The Foxfire Project" are among the articles in the second issue. Fifty publications which appeared in the April and May 1972 issues of RIE are cited. Articles in the third issue are: "Career Education in Rural Schools"; "Carrascolendas: Bilingual Instruction Through Television"; "A Major Breakthrough in Language Barriers"; "Issues in Rural Education: Consolidation"; and "Native American Studies". "The 'Outdoor Adventure in Education' Explosion" and "Issues in Rural Education: The Rural Teacher" are the major articles in the fourth issue. Sixty-seven publications from the November 1972-January 1973 RIE issues are cited. [More] Descriptors: American Indians, Bibliographies, Career Education, Educational Development
(1998). From Sign to Word: Considering Modality Constraints in ASL/English Bilingual Education, Topics in Language Disorders. Critically examines the traditional notion of American Sign Language/English bilingualism. This model is contrasted with the "ASL/English as a spoken language" bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting the modality constrained bilingual model is offered. Descriptors: American Sign Language, Bilingual Education, Deafness, English (Second Language)
(1998). Assessing Language Proficiency Levels. A study compared two methods for assessing English proficiency of limited-English-proficient school-age children, for purposes of placement in bilingual and monolingual education programs. The two instruments used were the Idea Oral Language Proficiency Test (forms C and D) (IPT), which assesses oral English proficiency, and the Woodcock-Munoz Language Survey-English (WMLS), which tests cognitive academic language proficiency. Subjects were 20 language-minority children, 11 in kindergarten and 9 in third grade. Tests were individually administered. Results indicate no significant difference in English oral language proficiency scores on the two tests for either grade level. However, overall, more students were designated at lower proficiency levels on the WMLS than on the IPT, suggesting that IPT scores may place more students in bilingual classrooms than in monolingual classrooms. Implications for placement, instruction, and provision of services are discussed briefly. Contains 26 references. [More] Descriptors: Bilingual Education, Comparative Analysis, Elementary Secondary Education, English for Academic Purposes
(1976). Indochinese Refugee Alert Bulletin, No. 4. This refugee alert bulletin provides information relevant to Indochinese refugees in the United States. General news of the Indochinese Clearinghouse is provided, along with a partial list of the addresses and phone numbers of refugee assistance centers. Also listed are Vietnamese language publications, mostly journals and newspapers, available for public distribution. The bulletin discusses: (1) the project organized by the Office of Education to evaluate and reconstitute academic credentials of Vietnamese and Cambodian refugees and to enable postsecondary institutions to make decisions concerning the admission and placement of refugees; (2) the Test of English as a Foreign Language offered by the Educational Testing Service; details for eligibility are provided; (3) Vietnamese language radio broadcasts, with times and stations listed; (4) a directory of Vietnamese scholars which is in preparation; and (5) a set of survival vidiotapes to help refugees adjust to American life. A complete list of the refugee education guides is also provided. The eight series cover preschool education, general information, educational administration, elementary education, intermediate and secondary education, bilingual and bicultural education, personnel resources, and the alert bulletins. This issue of the bulletin concludes with a map and figures documenting refugee resettlement in the United States and, for questions concerning refugee resettlement, the addresses and phone numbers of the ten HEW regional offices. [More] Descriptors: Adjustment (to Environment), Bilingual Education, Bulletins, Cambodian