Ramirez, Manuel, III; And Others (1974). Introduction to Cognitive Styles. New Approaches to Bilingual Bicultural Education, No. 3. This teaching manual is the third in a series of seven designed for use in bilingual/bicultural programs. The subject discussed here is the influence of socialization practices on children's cognitive styles and in particular, children's learning styles, and the implications this has for bilingual/bicultural education. The characteristics of field sensitive and field independent cognitive styles are described, followed by a discussion of the relationship between cognitive style and culture and socialization styles. An illustration of this relationship is drawn from the situation of Mexican-American children, who typically score in a field sensitive direction on tests of cognitive style. Such scores are thought to result from the traditional Mexican-American emphasis on family loyalty and a close interpersonal relationship between mother and children, values that encourage field sensitivity. An appreciation of the diversity of cognitive and socialization styles must precede the planning of culturally democratic educational environments. A manual of self-assessment units accompanies this series.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers

1992 (1992). Focus on Evaluation and Measurement. Proceedings of the National Research Symposium on Limited English Proficient Student Issues (Washington, D.C., September 1991). Volumes 1 and 2. This document is comprised of a two-volume conference proceedings. The first volume includes the following papers: "Application of Multiple Intelligences: Research in Alternative Assessment" (Joseph Walters) Discussants: Vera John-Steiner, Sue Teele; "Improving Bilingual Education Programs through Evaluation" (Alan L. Ginsburg); "Language Testing Research: Lessons Applied to LEP Students and Programs" (John W. Oller, Jr.) Discussants: Fred Davidson, Myriam Met; "Performance Assessment of Language Minority Students" (Jack S. Damico) Discussants: J. Michael O'Malley, Cecilia J. Navarrete; "SEA Usage of Alternative Assessment: The Connecticut Experience" (Joan Boykoff Baron) Discussants: Mary Jean Habermann, Richard A. Figueroa; "Portfolio Assessment and LEP Students" (Russell L.  French) Discussants: Alice J. Kawakami, Daniel Koretz; "A Political/Sociological Critique of Teacher Education Reforms: Evaluation of the Relation of Power and Knowledge" (Thomas S. Popkewitz); "Assessing Appropriate and Inappropriate Referral Systems for LEP Special Education Students" (Alba A. Ortiz) Discussants: Ann C. Willig, Sherry R. Migdail; "The Assessment of Alternative Certification Practices" Panelists: Annalisa Allegro, Migdalia Romero, Elena Izquierdo, Discussant: Barbara Clements; "Teachers for Language Minority Students: Evaluating Professional Standards" (Eugene Garcia); "Evaluating LEP Teacher Training and In-Service Programs" (Stephanie Dalton, Ellen Moir) Discussants: Lynn Malarz, Victoria Jew. Volume II includes the following papers: "Issues in Policy, Assessment, and Equity" (Eva L. Baker) Discussants: Lorraine Valdez Pierce, Peter M. Byron; "Testing LEP Students for Minimum Competency and High School Graduation" (Kurt F. Geisinger) Discussants: Michele R. Hewlett-Gomez, Lawrence M. Rudner; "Innovative Practices in the Identification of LEP Students" (JoAnn Canales) Discussants: Julia Lara, Robert Rueda; "Test Score Pollution: Implications for LEP Students" (Thomas Haladyna) Discussants: Gary Hargett, Maria Pennock-Roman; "LEA Title VII Program Evaluations" Panelists: Raj Balu, Jesus Salazar, Tomi D. Berney, Discussant: Robert Martinez; "Evaluating Mathematics Education of LEP Students in a Time of Educational Change" (Walter Secada) Discussants: Penelope L. Peterson, Mary Lindquist; "Science Education as a Sense-Making Practice: Implications for Assessment" (Beth Warren and Ann S. Rosebery) Discussants: Ron Rohac, Sau-Lim Tsang; "Holistic Writing Assessment of LEP Students" (Liz Hamp-Lyons) Discussants: Denise McKeon, Joy Kreeft Peyton; "A Superintendent's Evaluation of Teacher Education Reforms" (Peter J. Negroni); "Designing an IHE Teacher Training Program for Specific LEP Student Instructional Needs" (John E. Steffens) Discussants: Virginia Collier, Rosita G. Galang; and "Educational Research and Teacher Training for Successfully Teaching LEP Students" (Carl A. Grant) Discussants: Margarita Calderon, Li-Rong Lilly Cheng.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, Graduation, Higher Education

Farrell, Martin Peter (2011). Bilingual Competence and Students' Achievement in Physics and Mathematics, International Journal of Bilingual Education and Bilingualism. It has long been suggested that, in a bilingual setting, the proficiencies achieved in the first (L1) and second (L2) language may have a bearing on a subject's cognitive and, consequently, academic functioning. The study is set in Malta, a country in which Maltese (L1) and English (L2) are learnt simultaneously at school from age 5. It investigates the performance of 1262 students (aged 13) in examinations of Physics and Mathematics against their respective performance in English and Maltese. The results seem to support the "threshold hypothesis", first proposed by Jim Cummins, in that students who were highly proficient in "both" languages best performed in their respective Physics and Mathematics examinations.   [More]  Descriptors: Academic Achievement, Physics, Tests, Foreign Countries

Willans, Fiona (2011). Classroom Code-Switching in a Vanuatu Secondary School: Conflict between Policy and Practice, International Journal of Bilingual Education and Bilingualism. English and French have been retained by Vanuatu's education system as the two media of instruction. Other languages are ignored and often explicitly banned by school policies. However, code-switching between the official and other languages is common, with particularly frequent use of Bislama, the national dialect of Melanesian Pidgin. While it is commonly thought that Bislama is only used in classrooms to compensate for inadequate levels of English, research carried out at one Anglophone secondary school reveals that this is not the case. Bislama is shown to be an additional learning resource, which students employ to help them complete academic tasks, making use of the natural tools of bilingualism that they possess. However, since code-switching conflicts with school language policy, such useful practices are often carried out covertly, and learning may actually thus be hindered by the language policy.   [More]  Descriptors: Language Planning, English (Second Language), Second Language Learning, Code Switching (Language)

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1982). Bronx Multidiscipline Special Education Bilingual Program. E.S.E.A. Title VII Annual Evaluation Report, 1981-82. The Bronx (New York City) Multidiscipline Special Education Bilingual Program was designed to supplement the basic educational program for handicapped students with limited English proficiency in the Bronx Special Education Region. In 1980-81, the program served 132 Hispanic handicapped students in nine public and two private schools. Program services included direct individualized instruction, resource assistance, staff development, and the provision of opportunities for parent training and involvement. This report presents findings from the third cycle of evaluation of the program. The results indicate that: (1) participants demonstrated achievement gains in mathematics, although the criterion objective (measured in percentage of mastery of mathematics concepts) was not attained; (2) program objectives for English language proficiency, social studies, science, and English reading were met; (3) teachers had favorable attitudes toward the program and demonstrated mastery of training workshop concepts; and (4) parents who participated in training workshops successfully mastered the concepts taught. Recommendations for continued program success are presented.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Disabilities, Elementary Secondary Education

Maciel, David R., Ed.; Ortiz, Isidro D., Ed. (1996). Chicanas/Chicanos at the Crossroads: Social, Economic, and Political Change. Dubbed the "decade of the Hispanic," the 1980s was instead a period of retrenchment for Chicanos and Chicanas as they continued to confront many issues of earlier years in a more conservative political environment. This book assesses the most significant developments in the conditions and experiences of Chicanas and Chicanos since the late 1970s. Ten essays by leading Chicano and Chicana scholars on economic, social, educational, and political trends examine such issues as the rapid population growth of Latinos, the turn to the right in American politics, the rise of anti-immigrant sentiment, the launching of new initiatives by the Mexican government toward the Chicano community, continuing struggles related to educational equity and bilingual education, feminism, and the emergence of a new generation of political activists. Essays are: (1) "Demographic Trends in the Chicana/o Population: Policy Implications for the Twenty-First Century" (Susan Gonzalez Baker); (2) "Mexican Immigration in the 1980s and Beyond: Implications for Chicanas/os" (Leo R. Chavez, Rebecca G. Martinez); (3) "Chicanas/os in the Economy: Issues and Challenges since 1970" (Refugio I. Rochin, Adela de la Torre); (4) "The Chicano Movement: Its Legacy for Politics and Policy" (John A. Garcia); (5) "Chicana/o Organizational Politics and Strategies in the Era of Retrenchment" (Isidro D. Ortiz); (6) "Return to Aztlan: Mexico's Policies toward Chicanas/os" (Maria Rosa Garcia-Acevedo); (7) "Actors Not Victims: Chicanas/os and the Struggle for Educational Equality" (Guadalupe San Miguel); (8)"Juncture in the Road: Chicano Studies since 'El Plan de Santa Barbara'" (Ignacio M. Garcia); (9) "Gender and Its Discontinuities in Male/Female Domestic Relations: Mexicans in Cross-Cultural Context" (Adelaida R. Del Castillo); and (10) "With Quill and Torch: A Chicana Perspective on the American Women's Movement and Feminist Theories" (Beatriz M. Pesquera, Denise A. Segura). Contains references in chapter end-notes, an index, author profiles, and a list of abbreviations. Descriptors: Activism, Bilingual Education, Elementary Secondary Education, Employment

Montana Univ., Missoula. School of Journalism. (1992). Montana's Indian Education. A University of Montana School of Journalism Special Report. Originally presented in newspaper format, this report consists of 13 articles on American Indian education in Montana, written by journalism students at the University of Montana. The articles include: (1) "The Relentless Killing of a Culture" (David Zelio) which discusses the cultural genocide committed at boarding schools with the aim of assimilating Indian students; (2) "The Evolution of Indian Education" (Berrard L. Azure) which presents sketches of four Indian college students and their motivations and struggles toward higher education; (3) "Urban Indians Try to Hang on to Ancient Way" (Sharon Alton Moses) which discusses a cultural education program focussing on traditional arts and spiritual values for urban Indians in Missoula; (4) "In Box Elder, Cultivating Cultural Awareness" (Kathy McLaughlin) which discusses cultural education taught by elders at a reservation school as part of the effort to prevent alcohol and drug abuse; (5) "Elmer Main: Struggling to Salvage a Language Nearly Lost" (Sharon Alton Moses) which discusses one man's struggle to preserve the Gros Ventre language; (6) "Minerva Allen: Instilling Pride in a People" (Sharon Alton Moses) which discusses bilingual education in reservation schools: (7) "No School in These Parts" (Karen Coates) talks of the controversy over the lack of a high school on the Northern Cheyenne Reservation and the long bus rides and other effects on Indian students; (8) "The Day Jamie Almost Died" (Elizabeth Ichizawa) about alcohol abuse recovery programs for Indian adolescents; (9) "Healing Youngsters Close to Home" about the Blue Bay Healing Center, a camp focussing on community-based drug and alcohol treatment and prevention for adolescents; (10) "Living without Legends Mean the Dying of a People" (Woody Kipp) discusses alcoholism on the Blackfeet Indian Reservation; (11) "At Rocky Boy's: None of the Money Made Here Stays Here" (Craig Stauber) discusses economic development efforts and problems on Rocky Boy's Reservation; (12) "Tribal Colleges Build to Universities" (Kathy McLaughlin) discusses the growth of Montana's tribal colleges; and (13) "In Browning, Following a New Path" (Karen Coates) which discusses dropout prevention and reentry programs on the Blackfeet Reservation.   [More]  Descriptors: Alcoholism, American Indian Education, American Indian Reservations, Bilingual Education

Office of Vocational and Adult Education (ED), Washington, DC. (1987). Bilingual Vocational Education. Project Abstracts 1987-1988. Abstracts are provided for 16 bilingual vocational education projects offered in 1987-88. Each abstract provides information on: grantee; state; project title; project director, address, and telephone number; project officer and U.S. Department of Education address; language group(s) served; occupational skills area(s); length of training cycle (in weeks); number of cycles; weekly hours of vocational training, English as a Second Language instruction, and job counseling; number of trainees; cost per trainee; amount of stipend; cost per hour of instruction, counseling, placement, and other ancillary services; grant award amount; grant number; period of award; coordinating agencies; additional funding sources; and title of project. Projects are divided into three categories: bilingual vocational training projects; bilingual vocational instructor training projects; and bilingual vocational materials, methods, and techniques projects. Representative areas covered in these projects (and the population groups served by each) are: banking/finance and general clerical (Chinese, Spanish); electronic assembly (Southeast Asians); bookkeeping with computer applications and child development (Spanish); child care (Spanish); Chinese cooking (Chinese); microcomputer applications in clerical occupations (Chinese); architectural drafting, computer-based business skills, and furniture finishing (Russian, Farsi, Cambodian); diesel mechanics (Spanish); cosmetology (Spanish); air conditioning, heating, and refrigeration (Spanish); residential and commercial electricity (Spanish); and building trades, clerical, food service, and printing trades (Vietnamese, Spanish).   [More]  Descriptors: Abstracts, Adult Education, Auto Mechanics, Bilingual Education

Gayles, Anne Richardson (1988). Major Guidelines To Be Followed in Developing a Successful Bilingual/Multicultural Teacher Education Program. Curricular experiences in a bilingual/multicultural teacher education program should be designed around the experiential and conceptual backgrounds of multiethnic children and youth. The concepts, generalizations, content, language patterns, values, attitudes, habits, and cultural heritage familiar to all racial and cultural groups should constitute the core of an effective program. This allows the prospective teacher to acquire the competencies needed to design and implement bilingual cross-cultural programs, function effectively in ethnically diverse classrooms, and carry out "culture context teaching." Every aspect of a multicultural teacher education program (general education, area of specialization, and professional education) should be designed to help the teacher acquire a realistic understanding of a culturally diverse society and assist culturally diverse children in coping with the persistent problems of everyday living. Descriptors: Bilingual Education Programs, Cross Cultural Training, Cultural Awareness, Cultural Differences

Andersson, Ingrid; Rusanganwa, Joseph (2011). Language and Space in a Multilingual Undergraduate Physics Classroom in Rwanda, International Journal of Bilingual Education and Bilingualism. This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students' academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturer's and students' first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students' understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.   [More]  Descriptors: Classroom Techniques, Language of Instruction, Multilingualism, Foreign Countries

De Sousa, Diana; Greenop, Kirston; Fry, Jessica (2011). Cross-Language Transfer of Spelling Strategies in English and Afrikaans Grade 3 Children, International Journal of Bilingual Education and Bilingualism. This study examined strategies for spelling accuracy in Grade 3 children. Thirty bilingual, Afrikaans-English speaking children and 30 monolingual, English-speaking children were assessed on their ability to spell English words and non-words. The bilingual children were also assessed on their Afrikaans word and non-word spelling abilities. In terms of spelling accuracy, the monolingual children had significantly higher scores for the complex opaque English words and non-words than did the bilingual children. The bilingual children showed greater spelling accuracy in the spelling of Afrikaans words and non-words compared to their spelling of English words and non-words. Nevertheless, bilingual children may benefit from utilising spelling systems from two languages to facilitate spelling in both languages. Qualitative error analyses indicated that both lexical and sub-lexical strategies are available for spelling English and Afrikaans words, but that the assembled route contributes more to spelling in a transparent orthography, consistent with the orthographic transparency hypothesis. The bilingual children's ability to spell in Afrikaans and English was correlated, signifying a cross-language relationship for spelling both languages; but with language background and orthographic depth exerting an influence on the nature and development of spelling strategies used to spell in an orthographically different first language and second language.   [More]  Descriptors: Transfer of Training, Spelling, Monolingualism, Grade 3

DeVillar, Robert A., Ed.; And Others (1994). Cultural Diversity in Schools: From Rhetoric to Practice. This book addresses the patterns of school failure that are often faced by subordinated minority groups in the United States by presenting a socioacademic framework based on the notion that all groups can have comparable access to quality schooling, can realize comparable participation in the schooling, and can derive comparable education benefits from their participation. Organized around three key interrelated components–communication, integration, and cooperation–the book combines theoretical concepts with actual classroom practices that support change. Chapters and their authors are as follows: "The Rhetoric and Practice of Cultural Diversity in U.S. Schools: Socialization, Resocialization, and Quality Schooling" (Robert A. DeVillar); "Cooperative Learning in the Culturally Diverse Classroom" (David W. Johnson and Roger T. Johnson); "Building Bridges for the Future: Anthropological Contributions to Diversity and Classroom Practices" (Steven F. Arvizu); "Responding Successfully to Cultural Diversity in Our Schools: The Teacher Connection" (Robert D. Milk); "Mentoring, Peer Coaching, and Support Systems for First-Year Minority/Bilingual Teachers" (Margarita Calderon); "Cooperative Learning for Language-Minority Students" (Richard P. Duran); "Influences of L1 Writing Proficiency on L2 Writing Proficiency" (Robert S. Carlisle); "Promoting Positive Cross-Cultural Attitudes and Perceived Competence in Culturally and Linguistically Diverse Classrooms" (Kathryn J. Lindholm); "Managing Behavior in the Culturally Diverse Classroom" (Saundra Scott Sparling);"Effectiveness of Bilingual Education: A Comparison of Various Approaches in an Elementary School District" (Linda Gonzales); "A Communicative Computer Environment for the Acquisition of ESL" (Nidia Gonzalez-Edfeldt); "Bilingual Team-Teaching Partnerships over Long Distances: A Technology-Mediated Context for Intragroup Language Attitude Change" (Dennis Sayers); "Teaching Teachers about Computers and Collaborative Problem-Solving" (Howard Budin); "Pedagogical and Research Uses of Computer-Mediated Conferencing" (Armando A. Arias, Jr. and Beryl Bellman); and "The Socioacademic Achievement Model in the Context of Coercive and Collaborative Relations of Power" (Jim Cummins). References follow chapters. Contains author and subject indexes. Descriptors: Academic Failure, Bilingual Education, Class Activities, Cooperative Learning

Gearon, Margaret Mary (2011). The Bilingual Interactions of Late Partial Immersion French Students during a History Task, International Journal of Bilingual Education and Bilingualism. Task-based learning has been recommended in immersion classes in order to provide relief from the usual teacher-fronted lessons and increase the opportunities for student output. This paper presents one aspect of the data collected during the on-going evaluation of a late partial immersion French programme in an Australian school. It presents the bilingual interactions of two small groups of 14-year-old students working collaboratively to complete a problem-solving task for a History unit, requiring them to design a new village in the middle ages. The analysis demonstrates that these students do not use French only for the set task, but engage in other social uses of the language as well as using English for specific interactions related to completing the set task. In terms of sociocultural theory, one pair uses French as a mediating tool to negotiate and scaffold the completion of the set task and to develop their personal relationship with each other. The other small group uses both languages primarily to progress through the set task, although in a couple of short instances, one of the students digresses and tries to engage the others in a non-task directed interaction.   [More]  Descriptors: Immersion Programs, Interpersonal Communication, French, Bilingualism

Klammler, Astrid; Schneider, Stefan (2011). The Size and Composition of the Productive Holophrastic Lexicon: German-Italian Bilingual Acquisition vs. Italian Monolingual Acquisition, International Journal of Bilingual Education and Bilingualism. In the present study, the natural and simultaneous first language acquisition of a German-Italian bilingual boy and an Italian monolingual girl from 1;8 to 2;1 are analyzed and compared. The investigation focuses on the rate of acquisition and the size and composition of the productive lexicons. At the end of the observation period, the bilingual boy has acquired twice as many words as the monolingual child. The rate of acquisition of both children markedly increases (vocabulary spurt) after their lexicons have reached the size of 50 words. The data reveal a noun preference (noun bias) in the lexicons of the bilingual and the monolingual child. The comparison of the Italian lexicons of the bilingual child and of the monolingual child do not show striking differences regarding word categories. In both lexicons, common nouns, proper nouns, and onomatopoeic words are the most important word categories, whereas verbs play a marginal role.   [More]  Descriptors: Nouns, Monolingualism, German, Language Acquisition

Derewetzky, Solomon (1992). Chinese Opportunities in Career Education (Project CHOICE). Transitional Bilingual Education Program, 1991-92. Final Evaluation Profile. OREA Report. Project Chinese Opportunities in Career Education (Project CHOICE) was evaluated under the Elementary and Secondary Education Act, Title VII. Project CHOICE was designed to serve the needs of a large number of Chinese bilingual students with programing incorporating both business/vocational education and academic components. The program was to provide students with the opportunity to take a full range of bilingual career education courses, along with bilingual content courses in mathematics, science, social studies, English as a Second Language (ESL), and native language arts. Staff and curriculum development and parental involvement were also part of the design. In 1991-92, the project enrolled 229 male, and 242 female students, with gender not stated for 7. The project's strengths included its effectiveness as liaison among school staff, students, and parents as well as the excellent curriculum design for promoting academic achievement. Participants had high attendance, a passing rate well over the standard required, a high graduation rate, and a large percentage of graduates who went on to college. Project CHOICE made active outreach efforts to the community and other schools and districts, and conducted a variety of cultural activities for students and parents. Parents were provided with ESL classes, and staff were given Chinese classes. The project met its declared objectives, and was fully implemented. Appendix A describes data collection and analysis, and appendix B describes instructional materials.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, Chinese