This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jeanine Treffers-Daller, A. Sumru Ozsoy, Virginia C. Mueller Gathercole, Anna Verschik, Miami Dade County Public Schools, P. Leslie Herold, Robert E. Roemer, Johanne Paradis, Tadhg O hIfearnain, and Austin Dissemination and Assessment Center for Bilingual Education.
(1974). New Approaches to Bilingual Bicultural Education, No. 6: Developing Cognitive Flexibility. This teaching manual is the sixth in a series of seven (accompanied by a manual of self-assessment units) that have been designed for use in bilingual/bicultural programs. The components of the series may be used either individually or together. The subject discussed in this manual is a frontier area of cultural democracy that has far-reaching implications: promoting "bicognitive" development, that is, addressing education to children's potentials for cognitive flexibility as well as linguistic and cultural flexibility. Bicognitive development is held to be an asset for all children, but a necessity for culturally different children in the U.S. public school system, especially Mexican-American children. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers
(2007). The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers' Language Choice, International Journal of Bilingual Education and Bilingualism. Two-year-old bilingual children can show sensitivity to the language choice of their interlocutor, but do not necessarily achieve perfect separation by discourse context, e.g. speaking only French with a French interlocutor; dominance in one language is often cited as a reason for this. In this study we asked whether older bilingual preschoolers would show more absolute discourse separation than had been established with younger children because their more advanced linguistic development may diminish the constraining role of dominance in language choice. These children resided in an English majority-French minority region of Canada where virtually all francophone adults are bilingual, but not necessarily anglophone adults. Therefore, we also considered the potential interacting effects of the minority French context on children's dominance and language choice. Four French-dominant and four English-dominant bilingual children participated in two free-play situations, in French and in English. The French-dominant children showed discourse separation of the two languages in both English and French contexts, while most of the English-dominant children spoke a lot of English in the French context. These results suggest that discourse separation of two languages by bilingual preschool children is possible, but not always practised due to the interaction of language dominance and children's sensitivity to the sociolinguistic context. [More] Descriptors: Foreign Countries, Sociolinguistics, Preschool Children, Language Dominance
(1974). Language Development Resources for Bilingual Bicultural Education: An Aid to Primary Teachers of Mexican American Children. This resource guide is designed as an aid to primary teachers of Mexican-American children. Besides including basic introductory material, the volume provides suggestions for parent involvement, classroom learning activity centers, and extensive resource materials. Classroom learning activity centers include: Art, Book, Communication, Discussion, Game, Listening, Puppet, Role Playing, Sensitivity, Viewing, Cooking, and Field Trips. Each learning center activity outlines the teacher's and the children's parts and refers to other centers for possible extended learning. Bilingual resources include: stories, poems, and lists of books and audiovisual materials in English and Spanish: community resource suggestions; and cultural awareness materials for the teacher. Appendices contain suggestions for: community resources; books, records, films, filmstrips in English for teachers; books and films in Spanish for teachers and children; references for ESL; and books cited in the text. It is recommended that the teacher use these materials as a resource to implement a program designed for the particular needs of their students. [More] Descriptors: Audiovisual Aids, Bibliographies, Biculturalism, Bilingual Education
(1981). Bilingual Inservice Teacher Education Research Project. ESOL Teacher Training Module. Materials designed to enable regular classroom teachers and teachers of English as a second language (ESL) to meet the needs of limited English proficient (LEP) students in elementary school are presented. The guide contains an introductory section for teachers, followed by sections on: adapting reading materials for LEP students; identifying LEP student needs; meeting LEP students' educational needs; Dade County public school programs for LEP students; meeting LEP students' reading needs; Dade County public schools reading objectives for kindergarten through grade 6; teaching reading to LEP students; useful techniques for teaching ESL; suggestions for independent small group activities in the regular classroom; and sample instructional activities in reading for kindergarten through grade 6 and for exceptional students. These sections are followed by forms for evaluating reading lessons and a bibliography. Appended materials include: a "Miami Linguistic Reader" insert concerning teaching techniques; a professional self-evaluation form; a teacher training module evaluation; sample LEP program organization patterns; LEP program time requirements; results of National Institute of Education research on the Dade County program; syllabi for training teachers of LEP students; guidelines for grading and promoting LEP students; and a literature review on reading instruction and inservice education. [More] Descriptors: Bilingual Education, Classroom Techniques, Course Organization, Elementary Education
(2007). Multiple Language Contact in Tallinn: Transfer B2[greater than]/A1 or B1[greater than]/A2?, International Journal of Bilingual Education and Bilingualism. This paper describes multiple Estonian-Russian language contacts in Estonia. For synchronic microsociolinguistic research it is usual to concentrate on the impact of a sociolinguistically dominant language A on an immigrant/minority language B. In the Soviet setting, the dominant language was usually Russian (despite Russians being a minority). The situation in Estonia differs from both the above-mentioned cases. In bilingual Tallinn, speakers of Russian as L2 (R2) are still present, while more and more Russians are acquiring Estonian as L2 (E2), which has an impact on the local varieties of Russian. Due to sociohistorical and attitudinal reasons, the impact of Russian on Estonian was negligible in the Soviet era. On the whole, the situation is that of unidirectional convergence toward Estonian. The central claim of the paper is that copying E2[greater than]/R1 and E1[greatrer than]/R2 are both relevant for the spread of innovations in the local Russian. Certain convergent forms characteristic of both E2[greater than]/R1 and E1[greater than]/R2 are analysed. The "pool of non-monolingual utterances" is therefore bigger than in a situation where only one community is bilingual. Multilingual communication, both written and oral, is crucial for the further spread and habitualisation of innovations. [More] Descriptors: Foreign Countries, Multilingualism, Sociolinguistics, Language Dominance
(2007). Miami and North Wales, So Far and Yet So Near: A Constructivist Account of Morphosyntactic Development in Bilingual Children, International Journal of Bilingual Education and Bilingualism. This paper proposes a constructivist account of the development of morphosyntax in bilinguals, based on an examination of two populations–English-Spanish bilinguals in Miami and English-Welsh bilinguals in North Wales. Despite sociocultural and sociolinguistic differences across these groups, the development of bilinguals in the two groups reveals core commonalities. These core commonalities are posited to be a by-product of normal processes of language development, as seen from a constructivist view. These processes are outlined, and predictions based on them are discussed regarding key issues in bilingualism research, including whether bilinguals' two languages develop as autonomous or interactive systems, whether bilingual development is parallel in pacing and sequence to monolingual development, and whether bilingual attainment in their two languages is similar to that of monolinguals. [More] Descriptors: Foreign Countries, Monolingualism, Language Acquisition, Constructivism (Learning)
(1975). The Polarities of Bilingual, Corss-Cultural Education, California Journal of Teacher Education. Descriptors: Acculturation, Bilingual Education, Cross Cultural Studies, Cultural Background
(1983). Bilingual Multicultural Education vs. Integrated and Non-Integrated ESL Instruction, NABE: The Journal for the National Association for Bilingual Education. A study of three elementary school programs (bilingual multicultural; integrated English as a second language (ESL); nonintegrated ESL) for non-English-proficient Hispanic children compared grade point averages in math, reading, and language achievement test scores of first and sixth graders. Bilingual multicultural students were superior on most criteria. Descriptors: Bilingual Education Programs, Comparative Analysis, Cultural Awareness, Elementary Education
(1974). Field Sensitive and Field Independent Teaching Strategies. New Approaches to Bilingual Bicultural Education, No. 5. This teaching manual is the fifth in a series designed for use in bilingual/bicultural programs. The purpose of the manual is to acquaint teachers with both field sensitive and field independent teaching strategies, and to help them adjust their teaching styles to the learning styles of their students. This objective is considered vitally important in creating culturally democratic educational environments. The manual begins with a number of exercises which indicate how easily the two teaching strategies can be mastered. Instructions for using field sensitive and field independent teaching strategies are explained, and a rating form to use in determining success in using either of the two strategies is included. Finally a discussion of curriculum indicates how the "style" of instructional materials can be identified and, when necessary, altered for use in field sensitive or field independent teaching. Observation check lists for both types of strategies are appended. A manual of self-assessment units accompanies this series. [More] Descriptors: Bilingual Education, Bilingual Teachers, Cognitive Processes, Cognitive Style
(2007). Attitudes towards Literary Tamil and Standard Spoken Tamil in Singapore, International Journal of Bilingual Education and Bilingualism. This is the first empirical study that focused on attitudes towards two varieties of Tamil, Literary Tamil (LT) and Standard Spoken Tamil (SST), with the multilingual state of Singapore as the backdrop. The attitudes of 46 Singapore Tamil teachers towards speakers of LT and SST were investigated using the matched-guise approach along with four-point semantic differential attitude scales. The scales formed three dimensions–status, solidarity and social attractiveness; and three additional distinct traits–love for language, suitability for Tamil teaching and suitability for media presentation. The teachers' perceptions of LT and SST guises of two out of three speakers were found predominantly comparable for all attitude dimensions (status, solidarity, and social attractiveness) and two discrete attitude items (love for language and suitability for Tamil teaching). Two speakers were rated lower when using SST than when using LT in terms of perceived suitability for media presentation. Tamil teachers' attitudes were influenced by the pitch and pitch variation of the speakers' voice. Differences in teachers' perceptions of SST and LT guises were detected primarily only for the speaker whose voice has the highest pitch and highest pitch variation. The same speaker was rated highest in all measures given above. [More] Descriptors: Foreign Countries, Teacher Attitudes, Multilingualism, Dravidian Languages
(1983). A Structural Profile of Basic Title VII (Spanish-English) Bilingual Bicultural Education Programs, NABE: The Journal for the National Association for Bilingual Education. A study of basic Title VII programs examines salient program features, including grade levels served, enrollment characteristics, staff experience, and technological features of bilingual programs. A typical Title VII (Spanish-English) bilingual program is summarized. Data reveal that English is used more often than Spanish in most bilingual programs. Descriptors: Administrator Characteristics, Anglo Americans, Bilingual Education Programs, Bilingual Teacher Aides
(2007). Bilingualism without Diglossia: The Indian Community in Singapore, International Journal of Bilingual Education and Bilingualism. This paper tells a tentative story from the preliminary findings of The Sociolinguistic Survey of Singapore, 2006 (SSS 2006). Though the main study reports on language use amongst Chinese, Malay and Indian communities, my focus is only on Indian homes. The paper reports results from five domains: school, family and friends, media, public space and religion. The emergent story is that Tamil/English speaking Indians are a speech community which shows bilingualism without diglossia. The paper focuses on the Fishmanian compared to the Fergusonian type of diglossia. The mother tongue is maintained in some domains more than others; also, within domains, it shifts in some situations and is maintained in other situations. There is variability within domains for language use depending on role-relations, topic and institutional site. Anxiety created by the census and national newspaper on language shift of Tamil vis-a-vis English is not entirely in keeping with actual language use, which also shows language maintenance. The narrative of language shift in Singapore, from mother tongue to English, is no doubt true; however, the linguistic ecology of Singapore is more complex because SSS 2006 also shows findings leading to language maintenance. [More] Descriptors: Foreign Countries, Indians, Ecology, Family Environment
(2007). Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice, International Journal of Bilingual Education and Bilingualism. The popular and official description of the Gaeltacht as Irish-speaking rather than bilingual areas reflects the historically dominant discourse on language ideology in Ireland. While there is little evidence that the Gaeltacht people want to learn English at the expense of their Irish, as may have been the case throughout Ireland in the past, there is no doubt that all do want their children to be highly skilled, literate bilinguals. There is uncertainty in the language community as to which language or combination of languages to use when raising children to achieve this aim. This paper focuses on two aspects of public policy that encourage Gaeltacht Irish speakers to use only Irish with their children: Sceim Labhairt na Gaeilge and the principle of Irish-medium only schooling in the Gaeltacht for all pupils. Fieldwork carried out among Irish speakers in the West Cork Gaeltacht region of Muscrai revealed significant divergence of opinion on how much Irish should be used with children at home and at school to achieve Irish-English bilingualism, and also exposed how many in the community believe that they may have made an error in language choice with the benefit of hindsight. [More] Descriptors: Ideology, Foreign Countries, Public Policy, Irish
(2007). (In)Complete Acquisition of Turkish among Turkish-German Bilinguals in Germany and Turkey: An Analysis of Complex Embeddings in Narratives, International Journal of Bilingual Education and Bilingualism. Although most researchers recognise that the language repertoire of bilinguals can vary, few studies have tried to address variation in bilingual competence in any detail. This study aims to take a first step towards further understanding the way in which bilingual competencies can vary at the level of syntax by comparing the use of syntactic embeddings among three different groups of Turkish-German bilinguals. The approach of the present paper is new in that different groups of bilinguals are compared with each other, and not only with monolingual speakers, as is common in most studies in the field. The analysis focuses on differences in the use of embeddings in Turkish, which are generally considered to be one of the more complex aspects of Turkish grammar. The study shows that young Turkish-German bilingual adults who were born and raised in Germany use fewer, and less complex embeddings than Turkish-German bilingual returnees who had lived in Turkey for eight years at the time of recording. The present study provides new insights in the nature of bilingual competence, as well as a new perspective on syntactic change in immigrant Turkish as spoken in Europe. [More] Descriptors: Foreign Countries, Syntax, Monolingualism, Bilingualism
(1974). Mexican American Values and Culturally Democratic Educational Environments. New Approaches to Bilingual Bicultural Education, No. 2. This teaching manual is the second in a series designed for use in bilingual/bicultural programs. This manual outlines some features of culturally democratic educational environments and illustrates ways in which the schools can take positive steps to assure that every child can preserve pride and loyalty toward the culture represented by his family and community. Examples are given of the conflicts that children can experience when schools undermine cultural loyalties, and their consequences, e.g., tensions between parents and children; alienation of children from the school, teachers, and peer groups; and antagonism between school and community. In spite of the diversity in values, there are recurrent themes in what is taken seriously and emphasized in most Mexican American communities. These fall into the categories of identification with family, community, and ethnic group; personalization of interpersonal relationships; status and role definition in family and community; and Mexican Catholic ideology. The manual examines these value areas in detail, and offers a 10-point set of guidelines suggesting ways to create educational environments in which Mexican-American values are afforded dignity and respect. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers