This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Erika Feinauer, Tenley Ruth, David G. Carter, Stephen Conn, Louis Chacon, Jay Parkes, Maximino Plata, Feliciano Rivera, James A. Osberg, and Florence Bonacina.
(1978). Bilingual Vocational Education: A Budget Oriented Bibliography, Journal of Studies in Technical Careers. The author discusses questions concerning the intent of bilingual vocational programs and problems in implementing them, in view of the federal mandate to make such programs available. He presents representative annotations of bilingual vocational programing grouped according to interests of administrators, instructors, and development officers. Descriptors: Annotated Bibliographies, Bilingual Education, Educational Programs, Federal Legislation
(2011). "Medium of Instruction" vs. "Medium of Classroom Interaction": Language Choice in a French Complementary School Classroom in Scotland, International Journal of Bilingual Education and Bilingualism. The aim of this paper is to account for language choice and alternation phenomena we have observed in a French complementary school classroom in Scotland. In this classroom, talk can be conducted in French (the official medium of instruction), in English (the other language in contact) and in both French and English. A critical review of the literature has revealed that current studies of bilingual classroom talk are conducted either from a "local order" perspective or from an "overall order" perspective. While the local order perspective is indifferent towards the phenomena we have observed in the target classroom, the overall order perspective can account only for part of the data, namely, cases where talk is conducted in the medium of instruction. Therefore, drawing on ethnomethodology and conversation analysis, this paper suggests an alternative view. Building on Gafaranga, we demonstrate that the notion of "medium of classroom interaction" is a more appropriate "scheme" for the interpretation of the bilingual practices we have observed. [More] Descriptors: Code Switching (Language), Classroom Communication, Bilingual Education, Language of Instruction
(2011). Reasons for Enrollment at a Spanish-English Two-Way Immersion Charter School among Highly Motivated Parents from a Diverse Community, International Journal of Bilingual Education and Bilingualism. This study builds on previous work to examine parent reasons for enrolling their children in a two-way immersion (TWI) charter school. This work goes beyond ethno linguistic background variables (language, ethnicity), to include other key variables such as education level, income, religion, household distance from school, and family structure. This study takes place in one school-wide TWI program in a charter school where parents must choose and actively pursue enrollment. These highly motivated parents articulate, in their own voice, their reasons for choosing to enroll their children in this school. Using open-coding strategies, six overarching categories emerged from parent responses about their reasons for enrollment: Bilingualisms/Biliteracy, Educational Experiences, Future and Career Opportunities, Cultural Immersion/Diversity, Preserving Heritage, and Proximity to Home. Chi-square statistics are used to compare demographic characteristics across these six reasons. Our findings show that parents from many different background characteristics share a desire for their child to participate in TWI education. Additionally, there are many factors outside of language dominance that are relevant to parental decisions for enrollment. These data clearly showcase a highly motivated and diverse parent population who report various reasons for choosing the school for their children. [More] Descriptors: Language Dominance, Charter Schools, Family Structure, Parent Attitudes
(2011). Rethinking English in Maori-Medium Education, International Journal of Bilingual Education and Bilingualism. English language instruction in New Zealand's Maori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Maori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Maori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Maori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education. [More] Descriptors: Foreign Countries, Malayo Polynesian Languages, English (Second Language), English
(2011). How Satisfied Are Parents of Students in Dual Language Education Programs?: "Me Parece Maravillosa La Gran Oportunidad Que Le Estan Dando a Estos Ninos", International Journal of Bilingual Education and Bilingualism. A survey of 724 families of students at eight dual language schools in the southwest United States that focused on parents' satisfaction with their child's academic skills and with program characteristics is reported. Results are explored for parental language, parental education level, program model type, grade level of the child, and years the child has been in the program. Parents surveyed were highly and uniformly satisfied with their child's skills and with the program. Parents' involvement with specific skills at home related to their satisfaction with those skills. A few areas of concern with the children's skills and with the program were mentioned: language and literacy development, math skills, home-school communication, and academic challenge. While it is possible that less satisfied parents did not participate in the study, the strength and uniformity of parent satisfaction here is remarkable, particularly when demonstrated across diverse families. [More] Descriptors: Parent Participation, Mathematics Skills, Literacy, Surveys
(1977). The Challenge of Bilingual Business Education, Business Education Forum. Briefly comments on the need to implement bilingual business programs at the secondary and postsecondary levels. Specific need areas are noted. Descriptors: Bilingual Education, Business Education, Business Skills, Curriculum Development
(1975). Bilingual/Career Education: A Confluent Effort, Illinois Career Education Journal. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Career Education
(1990). Committees in the Bilingual Special Education Program. This paper presents an instructional strategy found to be effective in meeting the needs of culturally and linguistically diverse exceptional (CLDE) students. The strategy, called "Committees," involves dividing the class into small groups and assigning each group a different activity revolving around a selected theme or concept. Students rotate through each committee to have the opportunity to participate in each activity. When planning committee activities for CLDE students, input from each member of the instructional team is most important. The classroom teacher, special education teacher, bilingual or English-as-a-Second-Language specialist, and speech therapist work together as an instructional team to identify special learning needs for CLDE students. The paper outlines 10 committee planning steps, offers a committee cycle planning sheet, describes a method of using file folders to manage committee activities, presents a flow chart of instructional team planning, and provides a unit planning sheet and evaluation form. Descriptors: Bilingual Education, Committees, Cultural Differences, Disabilities
(1973). Training Teachers for Bilingual Bicultural Education, Hispania. Study conducted under the auspices of the Executive Council of the American Association of Teachers of Spanish and Portuguese. Descriptors: Biculturalism, Bilingual Education, College Entrance Examinations, Cultural Education
(2011). Methodologies and Teacher Stances: How Do They Interact in Classrooms?, International Journal of Bilingual Education and Bilingualism. In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish-English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. I suggest that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners' needs. Furthermore, I suggest that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach. [More] Descriptors: Literacy Education, Reading Aloud to Others, Grade 2, English (Second Language)
(1973). At Ramah, New Mexico: Bilingual Legal Education, Journal of American Indian Education. In a legal education program being developed, the student's dual identity as a member of the Navajo Nation and as an American citizen will be stressed as the impact of customary law ways, the Navajo common law, and the common law developed through state and Federal jurisprudence as these laws actually exist within the context of life in Navajo land. [More] Descriptors: American Indians, Bilingual Education, Cross Cultural Studies, Cultural Education
(1982). Bilingual Vocational Education for Handicapped Students, Exceptional Children. Roles are delineated for vocational teachers, special education teachers, and bilingual teachers in an interdisciplinary approach to vocational education of limited or non-English-speaking secondary handicapped students. [More] Descriptors: Bilingual Education, Disabilities, Interdisciplinary Approach, Secondary Education
(1970). Curriculum and Materials for Bilingual, Bicultural Education, National Elementary Principal. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1978). Bilingual-Bicultural Education: A Legal Analysis, Education and Urban Society. Central to the bilingual/bicultural debate is whether the United States should continue to serve as a "melting pot" for diverse ethnic groups, or encourage differences in culture, lifestyle, and language. This article focuses on the role that courts and law makers have played in dealing with these apparently antithetical impulses. [More] Descriptors: Biculturalism, Bilingual Education, Court Litigation, Elementary Secondary Education
(1996). Bilingual, Bimodal Education for Hearing Kindergarten Students, Sign Language Studies. Shows that 17 kindergarten children receiving sign language instruction tested significantly higher on the Peabody Picture Vocabulary Test than 17 kindergartners receiving no such instruction. The study's findings confirm that simultaneously presenting words visually, kinesthetically, and orally offers an advantage to young learners. (23 references) Descriptors: American Sign Language, Bilingual Education, Cognitive Processes, Curriculum Design