This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Helen Thirtle, Gita Martohardjono, Dennis Sayers, Katya Karathanos, Diane August, Mario L. M. Baca, Vicky Macleroy Obied, Leslie A. Lawrence, Catherine Minicucci, and Hightstown Northeast Regional Resource Center.
(2009). School's out for the Summer: A Cross-Cultural Comparison of Second Language Learning in Informal Settings, International Journal of Bilingual Education and Bilingualism. This ethnographic, cross-cultural study used a dialogic, sociolinguistic framework to describe learning processes in portraits of three immersion summer camps in the eastern US. Using the data collection techniques of in-depth interviewing, participant observation and textual analysis, the study examined the process of second language learning and ethnic socialization through linguistic and cultural activities at two Chinese and one Hebrew summer day camp for children ages four to 12. Informal alternatives to standard learning elements such as the "classroom"; "student"; "teacher"; "curriculum"; "textbooks"; and "tests" within the four language learning skill sets were observed and analyzed. Participants described positive language learning and social outcomes as a result of: voluntary participation in task or project-based activities; modeling using authentic materials and native-speaking role models; wide-ranging learning methods with an emphasis on physical activities; and language and social mediation through dialogue and relationships with junior counselors and counselors-in-training. [More] Descriptors: Cross Cultural Studies, Ethnography, Sociolinguistics, Cognitive Structures
(1991). Teaching and Testing for Academic Achievement: The Role of Language Development. Focus, Occasional Papers in Bilingual Education, Number 4, Focus. The role of language development is discussed and some basic questions are raised about the need for special assessment instruments for limited English proficient (LEP) students. The extent to which positive transfer takes place across languages is noted and related to successful functioning of LEP students and school settings. The concept of interactional competence is also examined. It is suggested that reading achievement in English as a Second Language is more dependent on reading achievement in the native language than it is on relative oral proficiency in English. Academic competence requires knowing how to use language as a tool in acquiring knowledge and performing analytic processes, but these skills relate more closely to language competence in general. Radical changes, it is argued, are needed in testing procedures and interpretation for LEP children. The model of special education may offer answers to appropriate assessment and placement procedures. Federal law requires that students from non-English backgrounds must be assessed in their primary language as well as in English. It is concluded that test of English language proficiency alone–tests that are not based on or related to standard curriculum content for native speakers–should not be allowed to be used as the basis for academic placement for LEP students. Contains 34 references. [More] Descriptors: Academic Achievement, Comparative Analysis, Elementary Secondary Education, English (Second Language)
(2009). Language Maintenance or Shift? Attitudes of Bakalanga Youth towards Their Mother Tongue, International Journal of Bilingual Education and Bilingualism. This article reports the findings of a study whose objective was to investigate whether there was a likelihood of a language shift (or loss) from Ikalanga (a minority language spoken in Botswana) to either Setswana or English. The focus of the investigation was 17-25 year olds. The findings indicate that although Ikalanga (unlike indigenous languages like Khoe and Shekgalagadi) is not under imminent threat of loss, there are, nevertheless, clear indications of a gradual shift to Setswana. This conclusion was reached based on informants' language use patterns and their attitudes towards using their mother tongue, particularly around people with a different mother tongue from them. The results show that informants use Setswana frequently, even in domains where they could use their mother tongue, e.g. when speaking to peers from the same mother tongue. In addition, the responses to a question which required them to indicate which language(s) they would use with their children show that the subjects embrace linguistic diversity (a large majority indicated they would teach their children Ikalanga, Setswana and English), showing no clear conviction to Ikalanga. Some of the subjects also expressed negative feelings towards using their mother tongue around non-native speakers of the language. [More] Descriptors: Language Maintenance, Language Attitudes, Foreign Countries, Native Speakers
(1975). Guide to Resources for Bilingual/Bicultural Education. The guide provides information on resources for bilingual materials, services, and programs nationally and in the Region 9 states (Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, Rhode Island, and Vermont) served by the Northeast Area Learning Resource Center. Sections are given to information (such as address and a brief description) on national and regional organizations and agencies providing services which include teacher training materials and workshops, classroom materials, and library collections; a list of eight publications; the Northeast States Bilingual Coordinators' names, addresses, and phone numbers; information on specific resources for securing testing and assessment materials for bilingual programs; a review of publications relating to the following four educational components–theory and practice, professional materials, teacher preparation, and program models; and a review of child use instructional materials, with a listing of publishers. ED numbers are provided, if applicable, for documents available from ERIC (Educational Resources Information Center.) Descriptors: Bibliographies, Bilingualism, Disadvantaged Youth, Elementary Secondary Education
(2009). Why Do Some Young Learners Drop Foreign Languages? A Focus on Learner-Internal Variables, International Journal of Bilingual Education and Bilingualism. The present study focuses on 79 young teenagers enrolled in foreign language (FL) classes in a London school. Having to decide whether to pursue the study of FLs, three groups emerged: those wishing to pursue FL classes, those having decided to abandon FL classes, and those still undecided about further FL study. A comparison of the three groups on a range of learner-internal variables (i.e. sociobiographical and psychological variables) revealed that those who had decided to abandon further FL instruction were more likely to have English as a first language and suffered from significantly higher levels of Foreign Language Anxiety. The findings and some implications for FL teaching are discussed. [More] Descriptors: Second Languages, Second Language Instruction, Second Language Learning, Secondary School Students
(1992). Programs for Secondary Limited English Proficient Students: A California Study. FOCUS Number 5. Occasional Papers in Bilingual Education. The results of an exploratory study that investigated the range of programs available to limited English proficient (LEP) students in California secondary schools are addressed. The study consisted of several components: a telephone survey to 27 secondary schools that were demographically and regionally representative of California high schools and intermediate schools with LEP populations; site visits to five schools selected for the richness of their programs; a literature review; and individual consultations and interviews with local school district and State Department of Education personnel. Innovative efforts to address the needs of LEP students throughout California were found, but all of these efforts faced difficulties in implementation. Regardless of the language of instruction, fewer than one-fourth of the schools surveyed were able to offer a full menu of core content courses to LEP students. Four recommendations resulting from the survey were made. These include: establishment of state-supported, locally based networks to disseminate information and allow educators to share ideas about what works under different conditions; comprehensive staff development; increase in state investment in resource materials for LEP students; and an initiative by the State Department of Education to bring practitioners together to advance effective programs and services for these students. [More] Descriptors: Demography, Interviews, Limited English Speaking, Program Effectiveness
(1971). Rowland Bilingual/Bicultural Education Project. Evaluation Report. A bilingual/bicultural project for kindergarten children in Rowland Heights, California, is described in this evaluation report. The project included 2 kindergarten classes with approximately 30 children in each class and a bilingual staff. Parents and other community members served as educational volunteers and resource persons. Pre-service and inservice programs were provided for teachers and teacher aides. Pupil performance in the bicultural atmosphere was evaluated by means of a Kindergarten Achievement Profile and an Attitudinal/Adjustment Rating Scale. The project evaluation was also based on information collected by means of questionnaires distributed to teachers, teacher aides, parents, and advisory committee members. Recommendations for improving the project call for closer monitoring of student attendance, revision of student selection criteria, better liaison with target area residents, review of parents who show little interest in program participation, closer matching of teachers and teacher-aides within each classroom, closer monitoring of advisory committee member attendance, and full responsibility on the part of the project director for staff selection and staff selection criteria. [More] Descriptors: Academic Achievement, Biculturalism, Bilingual Students, Community Involvement
(1994). For All Students: Limited English Proficient Students and Goals 2000. Occasional Papers in Bilingual Education FOCUS No. 10. This paper presents recommendations designed to ensure that limited-English-proficient (LEP) children are included in proposals embodied in "Goals 2000." These are as follows: persons knowledgeable about the education of LEP students should be included in national, state and local panels; all educational reform activities should address the needs of LEP students; content standards should reflect the best knowledge about how LEP students learn and how the content can be taught most effectively to them, and should include foreign language standards to accommodate the native language of students; states should develop performance assessments appropriate for LEP students and should evaluate the extent to which schools implement core standards; states should also develop accountability systems that incorporate LEP students; research and development is needed on issues related to instruction, opportunity-to-learn, and assessment that are specific to LEP students; issues regarding participation of Native American governmental groups in the "Goals 2000" process should include the participation of tribes in the formulation and coordination of plans relating to their culture; and the Department of Education should meet with Native Americans regarding implementation of "Goals 2000." Two appendices provide specific recommendations, and a list of participants at two meetings on systemic reform and LEP students. [More] Descriptors: Accountability, American Indian Education, American Indians, Change Agents
(1974). What's Going on in the Bilingual Special Education Classroom?, Teaching Exceptional Children. A teacher of 15 educable mentally handicapped elementary school children (14 of whom were of Chicano descent) used informal and structured bilingual approaches to help children become aware of the value of their language and culture and lose their fear of working with two languages. Descriptors: Bilingual Students, Class Activities, Elementary Education, Exceptional Child Education
(2009). Exploring US Mainstream Teachers' Perspectives on Use of the Native Language in Instruction with English Language Learner Students, International Journal of Bilingual Education and Bilingualism. In the US, public school teachers are currently experiencing an unprecedented increase in the number of English language learner (ELL) students with whom they work. Research shows the practice of incorporating ELL students' native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 pre-service and experienced mainstream teachers in the midwestern region of the USA were surveyed on their perspectives related to this practice. Findings from descriptive analyses indicated that while teachers generally supported L1 use in instruction, they tended to show stronger support for its underlying theory than for its practical implementation. Results from a series of analyses of variances (ANOVA) suggested a clear link between English as a second language specific university preparation and an increased support for the theory and practice of L1 use in instruction. Results further suggested links among some combination of teaching experience and an increase in support for this practice. Findings from this study are discussed in relation to strategies and directions for teacher educators with the responsibility of preparing mainstream teachers to effectively serve ELL students in regions of the USA with unprecedented increases in culturally and linguistically diverse student populations. [More] Descriptors: Public School Teachers, English (Second Language), Language of Instruction, Student Teacher Attitudes
(1993). School Readiness and Language Minority Students: Implications of the First National Education Goal. Focus Occasional Papers in Bilingual Education 7. The first National Education Goal states that all children in America will start school ready to learn. This report examines what it means to be ready to learn and what this goal means for language minority children. It is noted that language minority children will form an increasingly greater proportion of the school population, that they are more likely to be at risk on measures of health care and access to preschool programs, and that "ready to learn" implies knowledge of English. Progress made by the National Education Goals Panel and its advisors in defining and measuring school readiness is summarized, and suggestions are offered for how parents and teachers can help language minority children get ready for school. Six immediate steps to address the needs of young language minority students are recommended covering the following areas: improved access to health care for poor and minority children; preschool admissions policies related to English proficiency level; increased numbers of bilingual preschool teachers; access for language minority parents to parental training and support; involvement of the language minority community on the National Education Goals Panel; and respect for the language of the home. Contains 36 references. [More] Descriptors: Access to Education, Bilingual Students, Economically Disadvantaged, Elementary Education
(2009). How Do Siblings Shape the Language Environment in Bilingual Families?, International Journal of Bilingual Education and Bilingualism. This article investigates the home literacy practices of Portuguese-English bilingual children raised in Portugal. The ethnographic research was inspired by experience with bilingual families, whose children were all of school age, so acquisition of literacy in English as the non-school language had surfaced as an issue. The research opens up new ground on exactly how siblings shift the language balance in the home and build bridges or barriers to language acquisition. The research explores whether parents are able to promote both languages in the home due to the cross-cultural experiences of siblings in the home and community and whether there are additional issues where there is a single parent with the minority language. My research findings demonstrate that in the Portuguese-English bilingual families there may be conflicts due to the arrival of a younger sibling and a language shift towards Portuguese, or older siblings may act as mediators of both languages in the home and support the younger sibling's emerging biliteracy. My research indicates that shared sibling support needs to be learnt, encouraged and supported in home literacy practices, rather than parents expecting such support to appear naturally. [More] Descriptors: Siblings, One Parent Family, Ethnography, Foreign Countries
(1980). Bilingual/Bicultural Education–Special Education: An Interface. The article addresses two basic issues which relate to the education of the bilingual/bicultural handicapped child–proper assessment and appropriate classroom placement, and the provision of educational services which adequately meet the linquistic and cultural needs of the handicapped minority child. Relevant historic litigation and its impact on current special education programing is summarized. Finally, bilingual/bicultural considerations are explored, examined, and related to the needs of the exceptional bilingual child. Descriptors: Biculturalism, Bilingual Students, Court Litigation, Disabilities
(2009). Emergent Literacy Skills in Bilingual Children: Evidence for the Role of L1 Syntactic Comprehension, International Journal of Bilingual Education and Bilingualism. The study examines emergent literacy skills in a group of young English Language Learners who are dominant in their native language, Spanish. We investigate the relative contribution of syntactic comprehension in the L1 and L2 to the development of emergent reading skills in English. Participants were bilingual kindergarteners from two public schools in New York City. Two main tests were administered: a test of syntactic comprehension, given in both Spanish and English, and a test of literacy skills, specifically listening comprehension in both the L1 and L2 are significant predictors of performance on L2 listening comprehension, with L1 syntactic comprehension shown to be the stronger predictor. These findings provide support for the position that L1 knowledge may be accessible to facilitate comprehension in the L2, particularly in cases in which the learners are dominant in the L1 (cf. Riches & Genesee, 2006). We interpret our results as evidence that there are benefits to supporting the development of the native language in the homes and classrooms of ELLs. [More] Descriptors: Listening Comprehension, Emergent Literacy, Reading Skills, Bilingualism
(1984). Computer-Assisted Language Learning in Bilingual Vocational Education. This manual is designed to provide bilingual educators with information concerning the realistic potential of microcomputers in vocational education programs. Discussed first are the benefits, limitations, and hardware configurations of computer-assisted language learning (CALL). The next chapter deals with courseware and instructional management software for use in CALL and includes a sample rhyming dictionary and reviews of four commercially available language arts-related computer programs. The relative advantages of CALL programming in BASIC and LOGO are compared. Concluding the manual is a chapter on using a teamwork approach in developing programs. Appendixes to the handbook include a glossary and computer programs for a vocational math guessing game, one-key English and Spanish word processors, and a guessing game based on shop vocabulary. [More] Descriptors: Adult Basic Education, Bilingual Education, Comparative Analysis, Computer Assisted Instruction