This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Laura S. Johnson, Kathryn W. Bamford, Discovering Our Experiences: Studies in Bilingual/ESL Education, Barbara S. C. Goldstein, Donald T. Mizokawa, Antonio Simoes, Austin. Coll. of Education. Texas Univ., Maria Eugenia Matute-Bianchi, Elizabeth Howard, and George P. DeGeorge.
(1979). The Impact of Bilingual/Bicultural Education on English Education. The impact of bilingual/bicultural instruction on English education could be a lessening of low success, undifferentiated teaching. The demand for accommodation of cultural pluralism in the classroom could result in training practices and attitudinal growth that will produce the kind of positive individualization in school practice that will benefit all children. Federally inspired bilingual/bicultural mandates prompt state certification requirements that will introduce linguistically trained and sensitive personnel into the nation's schools. The social reality of classrooms in the United States indicates that many English teachers are or should be teachers of English as a second language/dialect. Professional organizations such as the National Council of Teachers of English have historically supported the recognition of linguistic diversity in the classroom. Teaching English as a second language strategies that can be useful include: an eclectic approach to grammar teaching, insights into the role of syntax in comprehension, controlled composition techniques for writing, and attitudinal changes brought by an understanding of the culture of the child. Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, English Instruction
(2009). Integration in Two-Way Immersion Education: Equalising Linguistic Benefits for All Students, International Journal of Bilingual Education and Bilingualism. As bilingual enrichment programmes that integrate language majority and language minority students, two-way immersion (TWI) programmes have the potential to overcome the harmful effects of segregation and remedial education that are the frequent byproducts of educational programmes for native speakers of languages other than English. Native/non-native speaker integration is considered essential in these programmes to achieve positive academic, linguistic and cross-cultural outcomes for all students, but these benefits have been largely assumed by educators and programme developers. The purpose of this paper is to critically examine the distribution of the linguistic benefits of student integration in TWI classrooms. We argue that, in the absence of a bilingual perspective that takes into consideration issues of differential language status and language acquisition contexts, TWI classrooms may fail to optimise language learning opportunities for all students, particularly for language minority students and in the minority language. We conclude by highlighting programmatic and instructional features that serve to equalise the linguistic benefits of these integrated classrooms. [More] Descriptors: Bilingualism, Immersion Programs, Native Speakers, English (Second Language)
(1975). A Paradigm for Further Research in Bilingual-Bicultural Education. The study examined: (1) whether children from different ethnic backgrounds structure their inquiry into social problems along different lines and (2) whether these children have different value orientations at various age levels. The sample consisted of children, ages 7 to 12 years, from three groups: (1) American–no foreign language spoken within the home and both child and parents born in the U.S.; (2) Portuguese American–Portuguese spoken at home, fluent in both Portuguese and English, child born in the U.S., and parents born in Portugal; and (3) Portuguese–in the state of transition from the Portuguese to the English language or speaking only Portuguese. A 3×3 matrix (chronological age, ethnicity, and value orientation) was used along with a data bank which provided children with information on a community in the U.S. Children were administered a pre- and posttest, the Free Inquiry Test, and the Kluckhohn Inventory I and II. Some findings were: (1) as the children were less "Americanized" the perceptions of an American town decreased; (2) age and culture were critical factors in determining the perceptions of an American town; and (3) although no cultural directions were identified among the three groups, the American sample did have an advantage in content questions about the United States. [More] Descriptors: Age, Anglo Americans, Biculturalism, Bilingual Education
(1986). Bilingual Vocational Education for Immigrants. Overview. ERIC Digest No. 49. Language problems are likely the strongest single barrier to success facing limited English proficient (LEP) immigrants to the United States. Therefore, instruction in English as a second language (ESL) for immigrants must be given a high priority. Vocational ESL (VESL) provides adult immigrants with English skills on an as-needed basis in cooperation with a program of vocational training. The ESL teacher and the vocational trainer coordinate their efforts, thereby allowing students to see the connection between their needs and their English lessons. Because cultural laws have not been codified and are not formally taught, cultural adjustment may be more difficult for many LEP immigrants than learning English. Activities that allow students to experience real-world situations in a nonthreatening environment are necessary to help LEP individuals build cultural self-confidence and adjust culturally. Techniques that have been found to be effective in VESL include introducing one concept at a time, using a slower pace in introducing information, using shorter lectures and more demonstrations, providing bilingual glossaries, explaining key concepts in the native language, using visual support materials, and modifying tests to evaluate mastery of content rather than English. The work experience and workplace training approaches are also effective in teaching employability skills. [More] Descriptors: Adult Basic Education, Adult Programs, Adult Students, Bilingual Education
(1988). Assessment and Placement of Language Minority Students: Procedures for Mainstreaming. New Focus, NCBE Occasional Papers in Bilingual Education, No. 3. The language minority and limited-English-proficient students attending American schools in increasing numbers must be prepared as well as possible for their continued education in the mainstream. This can be begun by implementing mainstreaming procedures that fairly and accurately determine student readiness for learning in the mainstream and making recommendations toward that end, treating the process as a set of placement procedures. These procedures would include defining what the various placement decisions are, determining student needs and other information needed to make those decisions, developing and implementing procedures and instruments for gathering the information, and collecting, analyzing, and interpreting it. The apparent simplicity of the steps masks complexity resulting from the interplay of variables such as program size and structure and the intricacy of individual linguistic, cognitive, and sociocultural backgrounds. Small teams of individuals from both bilingual/English-as-a-second-language and mainstream programs could have responsibility for making placement decisions. [More] Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Evaluation Criteria
(1993). Leadership for Change in Bilingual/ESL Education. This new serial publication is designed to provide teachers, administrators, and policy makers who work with English-as-a-Second-Language (ESL) students with a forum for presenting innovations, concerns, and recommendations related to the schooling of language minority students. The main section of the publication, "Describing Our Experiences," uses a case study format to present interviews of four school principals and one state agency official. The principals, who are identified by pseudonyms to preserve their anonymity, answered questions about their schools and their leadership styles in relation to the struggle of providing for the educational needs of language minority students. Roberto Zamora, executive assistant to the commissioner of the Texas Education Agency (TEA), answered questions about the agency's leadership role in regard to testing and assessment of language minority students. Following each interview is an assessment of each interviewee's strengths and leadership style. Other sections of the publication include: (1) "Point of View," which presents an article on the current ESL assessment criteria developed by the TEA; (2) "Practice and Research," with an article on teacher-directed research in the classroom; (3) a reader response survey; and (4) a preview of the next issue. [More] Descriptors: Administrator Attitudes, Bilingual Education, Case Studies, Educational Attitudes
(1975). Bilingual Bicultural Education: A Two-Way Street, Reading Teacher. Concludes that today's teacher needs to update her reading, listening, speaking, and writing skills in some language other than the native language to be an effective reading teacher. Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Elementary Education
(1980). What Is Bicultural about Bilingual-Bicultural Education?, Urban Review. Discusses the way that the concept of biculturalism was conveyed in a Title VII elementary school classroom with Mexican American and Anglo students. Holds that the concept of culture was oversimplified, emphasizing regalia (flags, posters, etc.), and obscuring social processes such as racial discrimination. [More] Descriptors: Biculturalism, Bilingual Education, Culture, Elementary Education
(1969). Bilingual/Bicultural Education: Prospective Model in Multicultural America, TESOL Quart. Nineteen models for bilingual programs are presented, and reports on bilingual programs visited and assessed by the author are given. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cultural Background
(1984). In Support of Bilingual/Bicultural Education for Deaf Children, American Annals of the Deaf. Research shows that native signers do better academically than Ss who use speechreading, written English, or manual forms of English. Instruction through a natural sign language is also a benefit, and the transition to teaching through English can be successfully accomplished at about the fifth-grade level. Descriptors: Bilingual Education, Deafness, Language Acquisition, Sign Language
(1995). Critical Pedagogy in a Bilingual Special Education Classroom, Journal of Learning Disabilities. This article describes the application of critical pedagogical principles in a primary-level bilingual special day class for Latino children with limited English proficiency. Examples from a Spanish literature-based program illustrate principles. Recommendations for translating critical pedagogy to classroom practice are given. Descriptors: Bibliotherapy, Bilingual Education, Childrens Literature, Educational Philosophy
(1970). Proposed Undergraduate Program for Compensatory Bilingual-Bidialectal Education. Based on the assumption that disadvantaged children suffer from two kinds of deficiencies–cultural and linguistic–this program has been designed to help train teachers who are ill-prepared to understand a child's cultural values or to promote the attainment of standard English. This program contains plans for two kinds of studies–(1) Afro-American, which would involve the University of Texas and Houston-Tillotson College, to provide an accurate perspective on the integration of African culture into the American whole, and (2) Mexican-American bilingual studies, which would examine the urgent problems of teaching from a predominantly English system. For both programs, there would be extensive cooperative efforts between the universities and the public schools, especially for the English as a Second Language program. The proposal explains the necessary academic modifications in the education major courses and includes a sample program. Various methods of evaluation are also discussed. [More] Descriptors: Bilingual Education, Black Studies, Compensatory Education, Disadvantaged
(1991). Additive-Bilingual (Immersion) Education: Cognitive and Language Development, Language Learning. Examination of a second grade additive-bilingual (Spanish-immersion) classroom, compared to a monolingual classroom for nonverbal problem-solving and native-language development, found significant differences in problem solving in favor of the bilingual class and no significant differences in native-language development. (46 references) Descriptors: Bilingual Education, Cognitive Development, Comparative Analysis, Grade 2
(1982). Teaching the Bilingual Vocational Education Student: A Microcounseling Approach, Journal for Vocational Special Needs Education. Microcounseling is an effective method of enhancing vocational instruction and language instruction while limited English proficient vocational students are developing interpersonal communication skills. Microcounseling is a humanistic approach that can help students develop language, culture, basic survival, and vocational competencies. Descriptors: Bilingual Education, Communication Skills, Limited English Speaking, Microcounseling
(2009). Written Codeswitching in the Classroom: Can Research Resolve the Tensions?, International Journal of Bilingual Education and Bilingualism. Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author's research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context. [More] Descriptors: Bilingual Students, Cultural Awareness, College Students, Code Switching (Language)