Bibliography: Bilingual Education (page 415 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lucille J. Watahomigie, Barbara Tokarska, Gina Cantoni, Rockville Chinese American Educational Research and Development Association, Teresa L. McCarty, J. Laurence Hayes, Steve Langley, Washington Department of Education, Brooklyn New York City Board of Education, and Paul Markham.

Mickan, Peter (2006). Socialisation through Teacher Talk in an Australian Bilingual Class, International Journal of Bilingual Education and Bilingualism. This paper analyses the language practices of a teacher in an Italian bilingual class. The children were learning Italian in Year One of elementary school. The teacher consistently spoke Italian with the children. The description of the teacher's talk shows how she used Italian for classroom management, for instructions, for teaching subject content and for personal exchanges. The analysis reveals the significance of ongoing classroom activities for language learning. Italian was spoken in contexts familiar to students and consistent with and coherent with school practices. Students heard and observed Italian as part of normal classroom activities. Italian was embedded in the social practices of classroom encounters. The paper proposes that children's experiences of classroom talk socialises them into the discourses of classroom activities and of school subjects. The children learnt Italian through observation and participation. This was a process of apprenticeship into using Italian for making meaning in social practices. From this perspective, the children were learning to mean in Italian through their participation in the social practices of the class.   [More]  Descriptors: Socialization, Bilingual Education, Bilingualism, Educational Practices

Watahomigie, Lucille J.; McCarty, Teresa L. (1994). Bilingual/Bicultural Education at Peach Springs: A Hualapai Way of Schooling, Peabody Journal of Education. The Hualapai (Arizona) Bilingual/Bicultural Program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. The article presents information on how the program evolved, the role of indigenous educators, community involvement, and biliteracy education in a community with a previously unwritten language. Descriptors: Bilingual Education Programs, Cultural Awareness, Cultural Influences, Curriculum Development

Chinese American Educational Research and Development Association, Rockville, MD. (1997). Perspectives of Chinese American Education in the 21st Century. Proceedings of the Annual International Conference of the Chinese American Research and Development Association (CAERDA) (5th, Houston, Texas, September 20, 1997). The papers from this conference are presented in three parts. Part 1 includes the panel sessions. Section 1 of part 1, "Trends, Policies, and Resources in Education," includes the following papers: "Continuing Higher Education and the Asian-American Perspective" (L.L. Hsu); "New Directions for Education: Minister Jin Wu's Initiatives to Rebuild Taiwan's Schools" (C.J. Liu); "City of Houston's Involvement in Education, Charter Schools in Texas, Flashing Yellow Lights, School Zones, Cooperative Programs with School, and Internet Availability" (M. Wong); and "Joint Efforts for Young Leadership Training" (E.L. Yao). Section 2, "Education Reform: Approaches and Implications" includes: "Educational Reform: The Student Perspective" (L.L. Chen); "Emerging Issues and Trends in Post Secondary Education" (D.L. To); and two articles with Chinese titles by A. Huang and L.C. Chiao. Part 2 includes the symposium and focuses on "Health, Social, Psychological, and Physical Development." The papers are: "Value of Physical Activities to the Growth and Development of Children and Youth Preference of Exercise Programs" (J.J. Zhang); "The Dimensions of Health" (J. Yi); "Aspects of Health and Spirituality" (B. Gor); "Psychological Perspectives of the Chinese American Education" (G. Lin); and "Ways of Coping with Stress of Chinese Students at an U.S. University" (F.M. Law and G.J. Guo). Part 3 offers the paper sessions. Section 1 of part 3 discusses "Students, Families, and Social Context" as follows: "Who am I? Chinese, American, or Both?–Coping with the Identity Issue and Becoming a Well-Rounded Person" (T. Hu and H.T. Liu); "What are the Anxious Examinees Thinking about while Taking a Test: An Introduction Using 'Thinking Aloud' Method" (A. Lau); "General Perceptions of School and Home among Asian-American Students and Their Parents" (M.G. Lian and K.F. Poon-McBrayer); "Parental Involvement: A New Challenge to Asian-American Parents" (W. Shen); "The Internal Consistency and Factor Structure of a Translation of Chinese Student Development Task and Lifestyle Inventory" (G.J. Guo and F.M. Law); and "The Preliminary Study of 1997 Taiwan Education Longitudinal Study" (S. Chang). Section 2, "Chinese Language Pedagogy and Ethnic Culture," includes "Classroom Activities for Enhancing Effectiveness in Teaching the Chinese Language" (C. Houng); "From Theory to Practice: An Application of Theme Cycle in Chinese Language Instruction" (L. Chang, J.M. Chang, S.H.L. Lee, and D. W. Lin); "Chinese Bilingual Education in the U.S.: A Case Study" (X. Qi); "A Case Study of Chinese Literacy Development" (M.C. Wang); "SAT II. Chinese Language Test and the Proficiency Oriented Instructional Approach" (T.H. Chao); "The Emergent Need for Forging Cross-Cultural Bonds in Education" (W. Mo); and "The Influence of Traditional Ethnic Culture on Education: The Chinese Experience" (S. Yuan). Section 3, "Teaching Effectiveness and Professional Development," includes "Burnout and Coping among High School Teachers in Taiwan" (C. Hwang, C. Hwang, and R.F. Scherer); "The Integration of Literature into Language Instruction" (L.T. Hsieh); "Empowerment through Participation: Chinese American in the Teaching Force" (J. Feng); "Making Instructional Media with College Students" (T.S. Li); "Teachers' Perception of Professional Development School" (J. Klingner and Z. Zhang); and "Practice and Research on the Continuous Education of Beijing Middle School and Primary School Teachers" (B. Shao). This section also includes a paper in Chinese by W.N. Shu. Descriptors: Asian Americans, Bilingual Education, Child Health, Children

Markham, Paul; And Others (1996). Identification of Stressors and Coping Strategies of ESL/Bilingual, Special Education, and Regular Education Teachers, Modern Language Journal. Investigates the type of stressors encountered by ESL/bilingual teachers and the strategies used to cope with them. Findings reveal that these teachers viewed preparation of students for problems outside their class more stressful than preparation for problems within and were more likely than regular education teachers to share stressors with others. (20 references) Descriptors: Analysis of Variance, Coping, English (Second Language), Mainstreaming

Langley, Steve (1979). Bilingual Vocational Education Project. Final Report. Little Wound School, Kyle, South Dakota. The two-year operation of a bilingual (Lakota-English) vocational training program, designed to teach building trades and secretarial skills to young adults on the Pine Ridge Indian Reservation at Kyle, South Dakota, who, because of their inability to communicate in the English language and their low skill levels, were unemployed or underemployed, resulted in bringing 40 full-blood Lakotas into the labor market. Vocational training was augmented with a classroom curriculum of basic mathematics, English (emphasizing vocabularies needed in building trades and secretarial work on the reservation), assertiveness training and verbal communication skills, and employability skills (how to apply for work, manage money, and complete forms). Trainees worked from 9-4, Monday through Friday and earned up to $2.30 per hour for participation. The final program report includes: Midterm Progress Performance Reports for the periods 8/1/77-1/15/78 and 8/1/78-11/17/78 detailing activities, accomplishments, problems and evaluation procedures; evaluation tools, tests and test results; unique materials developed for the program (a 36-page Bilingual Clerk-Typist Handbook, Groundrules for Building Trades Trainees, and a Theory of Sioux Post-Secondary Education); data sheets on 15 male and female building trades graduates; and correspondence and dissemination efforts. Descriptors: Adult Vocational Education, American Indian Education, American Indian Languages, American Indians

Hawkins, Eric, Ed. (1988). Intensive Language Teaching and Learning: Initiatives at School Level. This British collection of essays on intensive second language instruction is divided into four groups. A section on intensive courses outside Britain includes: "Intensive Courses in a German Youth Hostel"; "Intensive German from an Austrian Perspective: An LEA Initiative"; and "Integrating Intensive Sessions into the Sixth Form Curriculum." Papers on bilingual and immersion education include: "Goff's School, Hertfordshire"; "Mill Hill School, London"; "Heathside School, Surrey: Birth of a Section Bilingue'"; "An Experiment: Cookery in French"; "'Immersion' in Canada and Wales: A Background Note"; and "A Case History from Wales." A group on intensive courses at local centers includes: "Intensive Foreign Language Courses in Hertfordshire;""'Immersion' in the European Resources Centre in Leicestershire"; "An Intensive French Course for Underachievers"; "Intensive Courses at Burwell House, Cambridgeshire"; "Peers School, Oxford: Three Possible Patterns"; "Lancashire College, Chorley"; "Intensive Teaching in Kingston-upon-Thames"; and "Building Intensive Days into the Curriculum." Essays on cooperative programs linking teacher training and schools include: "Building Bridges: Intensive Language Teaching in Partnership"; "Intensive Days for Schools: Using Student Teachers at Goldsmiths'"; and "Training Teachers for Intensive Teaching: The Sheffield Experience." A concluding essay looks at future directions. A list of resources and a bibliography are appended. Descriptors: Bilingual Education, Curriculum Development, Elementary Secondary Education, Foreign Countries

Hasan, Ali S. (2006). Analysing Bilingual Classroom Discourse, International Journal of Bilingual Education and Bilingualism. The present paper analyses and evaluates spoken discourse in the bilingual classroom at Damascus University. It looks at the mechanism of classroom interaction: the use of questions, initiations, repetitions and expansions. Although this paper deals with classroom interaction at Damascus University, it is believed that the results arrived at may be of a more general interest. Video- and audio-recordings of interaction in six EFL classrooms at the ESP Centre, Damascus University are examined in detail. The findings of this research show that classroom language is artificial; this can be exemplified by the teacher's simplified input, his use of display questions that restrict students' responses and his greater number of initiations. This type of discourse is usually described as "artificial", "contrived" and deliberately "planned" for practising the language. It contrasts with other types of language produced in real communicative discourse described as "natural" or "authentic". Given this, EFL learners find themselves unable to assign any communicative value to the forms of the language they learn through controlled interaction. Consequently, this paper suggests ways of improving spoken discourse in the EFL classroom to make it less artificial and more genuine.   [More]  Descriptors: Foreign Countries, Bilingual Education, Classroom Communication, English (Second Language)

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1984). Chapter I Developer/Demonstration Program: Learning to Read through the Arts, 1983-84. Evaluation Section Report. Learning to Read Through the Arts offers intensive reading instruction to Chapter I eligible students through the integration of a total reading program with a total arts program. In 1983-84, the program was offered to a total of 625 general education students, 140 bilingual students, and 100 special education students (all in grades 2-6). Reading performance of general education students was measured by the reading subtests of the California Achievement Test. The overall mean gain for the fall-to-spring comparison was 13.1 normal curve equivalents (N.C.E.s); the spring-to-spring gain was 6.7 N.C.E.s. Statistically significant gains were found for each grade level except for grade three on the spring-to-spring comparison. Reading performance of the bilingual and special education students was measured by a criterion-referenced test, the Wisconsin Design Skill Development Test. Eighty-one percent of bilingual students and 87 percent of special education students met or exceeded their mastery criterion. Students' writing performance was assessed by a holistically scored writing sample. All groups demonstrated some improvement in writing performance from pretest to posttest. A pretest-posttest improvement in attitudes toward reading was found among general education students. The following recommendations were made for program improvements: (1) there is a need for staff development sessions to address the lower performance of third-grade general education students; and (2) greater emphasis should be placed upon instruction in language expression skills at all grade levels.   [More]  Descriptors: Achievement Gains, Art Activities, Bilingual Students, Disadvantaged

Department of Education, Washington, DC. (1993). Improving America's Schools Act of 1993: The Reauthorization of the Elementary and Secondary Education Act and Amendments to Other Acts. Established in 1965, the Elementary and Secondary Education act (ESEA) offered federal support to schools in low-income communities. Over the years, Congress amended and expanded the Act seven times. Evaluations of ESEA indicate that funds are spread thinly, instead of being targeted where the needs are greatest. The traditional add-on programs supported under ESEA are not powerful enough to help America reach the National Education Goals. The United States Department of Education recommends here that when ESEA is reauthorized it must set five clear priorities: (1) high standards for all children, with the elements of education aligned, so that everything is working together to help all students reach those standards; (2) a focus on teaching and learning; (3) flexibility to stimulate local school-based and district initiative, coupled with responsibility for student performance; (4) links among schools, parents, and communities; and (5) resources targeted to where needs are greatest and in amounts sufficient to make a difference. A detailed description of the changes proposed is presented title by title and program by program: "Helping Children in Need Meet High Standards" (Title I); "Improving Teaching and Learning" (Title II); "Expanding Opportunities for Learning" (Title III); "Safe and Drug-Free Schools and Communities" (Title IV); "Promoting Equity" (Title V); "Indian Education" (Title VI); "Bilingual and Immigrant Education" (Title VII); "Impact Aid" (Title VIII); and "General Provisions" (Title IX). Each program section contains "what's new,""what we've learned," and "what we propose." Also discussed are amendments to the General Education Provisions Act, the Individuals with Disabilities Education Act, and the Stewart B. McKinney Homeless Act. The program sections are followed by a total of 96 notes.   [More]  Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Excellence in Education

Jimenez, Carlos M. (1992). The Mexican American Heritage: With Writing Exercises. Written by a Los Angeles history teacher frustrated by the lack of culturally relevant materials, this book covers some of the most interesting events in the history of Mexico and the heritage of Mexican Americans. Chapters are: (1) Indian Mexico (Teotihuacan, the Maya, the Toltecs, and the Aztecs); (2) La Conquista (Cortes and Moctezuma, conquest of Tenochtitlan, and the Colonial Era); (3) The Loss of Aztlan (independence of Mexico from Spain, Mexican-American War, loss of northern lands to the United States, and Mexican Americans in the U.S. Southwest); (4) The Mexican Revolution, Part I–The Era of Porfirio Diaz (Juarez, the Diaz dictatorship, hacienda system, and modernization of Mexico and its costs); (5) The Mexican Revolution, part II–Revolutionary Decade (1910-1920) and Beyond (Madero presidency, Huerta dictatorship, Pancho Villa, Emiliano Zapata, Mexican Constitution of 1917, Carranza presidency, Zapatismo lives on, Lazaro Cardenas, nationalization of the oil industry, and the present and future of Mexico); (6) The Zoot Suit Years (Mexicans return to Aztlan, World War II, racism and discrimination against Mexicans in the United States, Sleepy Lagoon trial, and riots as sailors attacked Mexican youth); (7) Cesar Chavez and Mexican Labor in the Southwest (labor and unions, California agribusiness empire, Chavez, birth of the United Farmworkers, Delano grape strike, and justice for Latino workers); and (8) Los Chicanos (the Chicano Movement, Chicano intellectuals and artists, demands for bilingual and bicultural education, and political and social advances). Each chapter contains five writing exercises (sentence vs. fragment, short answer questions, paragraph questions, clustering and identification items, and essay questions), and some contain pages on paragraph writing, answering essay questions, and taking in-class essay examinations. Introductory sections explain the writing exercises to the student and make suggestions about their use to teachers. Many photographs are included. Descriptors: Cultural Education, Essay Tests, History Instruction, History Textbooks

Wisconsin Policy Research Institute Report (1997). The Educational Performance of Hmong Students in Wisconsin. This report compares the educational performance of Asian and Hmong students with that of other students in six urban school districts across Wisconsin. These six districts were chosen because Hmong students are the largest minority group in each of the districts. Data from standardized tests given in grades 3, 4, 8, and 10 in these districts indicate that, despite the prevalence of risk factors, including family poverty, unemployment, welfare dependency, and teen pregnancy, Asian students (approximately 90% of whom are Hmong in these districts) have scores above national norms. In four of the six districts, Asian students perform at levels equal to or above the other students on the third-grade reading comprehension test. Interviews with teachers, counselors, bilingual staff, and administrators indicate that Hmong students have made a better adaptation to the school environment than other students and are graduating at rates comparable to or higher than those of other students. The graduation rate for Asian students in these districts is 95%, higher than that reported for white and other non-Asian high school students. Many will continue on to postsecondary education in the University of Wisconsin system, where they also have a higher graduation rate than other groups. It is likely that Hmong youth will be more successful in their education careers than any other immigrant or refugee group to come to the United States. Some reasons for this educational success are discussed, centering on values that promote educational attainment. Some recommendations are made for improving the education of Hmong students, including additional instruction in science for Hmong and Southeast Asian students in elementary grades, attention to the bilingual and bicultural education programs, and long-term monitoring of the effects of welfare reform on the Hmong population. One appendix discusses Hmong participation in the Wisconsin Student Assessment System, and the other provides a table of undergraduate Southeast Asian enrollment in the state system of higher education. (Contains 1 map, 14 tables, and 34 references.)   [More]  Descriptors: Academic Achievement, Asian Americans, College Bound Students, Disadvantaged Youth

Tokarska, Barbara; And Others (1992). Academic-Career Integration in Magnet High Schools: Assessing the Level of Implementation. An ongoing study examined implementation and student response to academic career magnet (ACM) programs in New York City high schools. The programs emphasize both college preparation and career education, demonstrating one approach to the current emphasis on integrating academic and vocational education. New York City offers a wide array of magnet programs (282 in 7 categories); however, only one-fourth to one-half of applicants receive their first choice of program. In 1988, one-half selected academic programs, one-tenth vocational, three-tenths academic career magnets, and one-tenth special education/bilingual. A telephone survey of 61 ACM administrators identified 6 program characteristics: (1) ACMs are isolated from the rest of the school; (2) they focus heavily on career preparation; (3) they use internships; (4) they have a graduate placement program; (5) faculty have experience in the career field; and (6) they strongly emphasize career counseling. Only a small fraction are able to place one-fifth of their graduates in jobs. Some programs (such as law, humanities, and medical) are less successful in integrating academic and career education than others (such as business, math, science, and engineering). Students with low reading achievement prefer programs with high placement rates and computer usage. Academic rather than career-oriented magnets are in high demand among students of all reading levels, far exceeding supply. In order for vocational and academic integration to occur in a set of new career-oriented academic programs, several conditions must be met: (1) school systems must be able to create magnet schools systemwide; (2) school systems must be able to create magnet schools that have a focus on the integration of vocational and academic work; (3) these vocational and academic magnets must be successfully implemented; and (4) students must be encouraged to choose schools based on their career interests. (The report includes 30 references and the questionnaire.)   [More]  Descriptors: Career Education, Educational Administration, Educational Demand, Educational Supply

Hayes, J. Laurence; And Others (1991). The Bilingual/Bicultural Education of Deaf Individuals: A Vygotskian Perspective, Teaching English to Deaf and Second-Language Students. Longitudinal research has demonstrated that English abilities of deaf children remain below that of hearing children. Vygotsky's perspective on language and cognition is used to support an alternative approach for the study of English. (15 references) Descriptors: American Sign Language, Bilingual Students, Deafness, Educational Philosophy

Densmore, Roxanne T. (1987). Carpentry, Culinary Arts Instructor Guide and Curriculums. Bilingual Vocational Education Program. This guide is intended to assist vocational English as a second language (VESL) instructors in teaching courses in carpentry and the culinary arts to residents of Navajo reservations. The first section outlines the rationale and content of the two training programs as well as the basic VESL objectives that they seek to address. The next section, a VESL learning guide, discusses the main principles of the ESL method, learning characteristics of ESL students, the ESL learning environment, curriculum development, teaching techniques (including survival and competency-based methods, the notional-functional approach, use of the world outside the classroom, and total physical response), student assessment, and placement levels. Educational goals and curriculum design are covered next.  The carpentry curriculum includes 25 units that are intended to provide students with hands-on and classroom instruction in the identification, proper handling, care, and maintenance of trade tools and equipment; the fundamental processes and techniques of the carpentry trade; applicable codes and safety practices; and blueprint reading and job estimation techniques. The culinary arts curriculum teaches professional cooking skills in a 43-week, 40-hour-per-week program that includes 215 hours of culinary arts instruction, 42 hours each of classroom English and basic math, and 1,421 hours of programmed kitchen laboratory instruction. Both curricula include behavioral objectives, instructional outlines, learning activities, and quizzes. A bibliography of additional resources is included.    [More]  Descriptors: American Indian Education, Behavioral Objectives, Bilingual Education, Carpentry

Cantoni, Gina, Ed. (1996). Stabilizing Indigenous Languages. Perspectives: Center for Excellence in Education Monograph Series. [Proceedings of Two Symposia (Flagstaff, Arizona, November 1994 and May 1995).]. In November 1994 and May 1995, two symposia on stabilizing indigenous languages were attended by U.S. and Canadian tribal educators and experts on linguistics, language renewal, and language teaching. Participants sought to lay out a blueprint of policy changes, educational reforms, and community initiatives to stabilize and revitalize American Indian, Hawaiian, and Alaska Native languages. These symposia included a survey of the historical, current, and projected status of indigenous languages in North America as well as extensive dialogues on the roles of families, communities, and schools in promoting their use and maintenance. Participants emphasized "success stories" that document how language maintenance and transmission can become a reality. This proceedings contains individual presentations and summaries of roundtables on needs and rationale, Native American language and educational policies, families and communities, and education (including sessions on early childhood education, bilingual programs in schools, and higher education). Major presentations include: (1) a preface (Richard E. Littlebear); (2) "Rationale and Needs for Stabilizing Indigenous Languages" (Jon Reyhner); (3) "Status of Native American Language Endangerment" (Michael Krauss); (4) "Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature" (Barbara Burnaby); (5) "OBEMLA's Commitment to Endangered Languages" (Dang T. Pham); (6) "Seven Hypotheses on Language Loss: Causes and Cures" (James Crawford); (7) "What Do You Lose When You Lose Your Language?" (Joshua Fishman); (8) "What My Hualapai Language Means to Me" (Damon Clarke); and (9) "Maintaining Languages: What Works? What Doesn't?" (Joshua Fishman). Additional papers describe language programs in American Samoa, Northwest Territories (Canada), Hawaii, Alaska, Mexico, and schools serving the Navajo and Salt River reservations. Appendices include a list of participants, bibliographies of selected resources, and a model for promoting Native American language preservation and teaching.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians

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