This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Asa Wedin, Joshua A. Fishman, Sasha Farry, Cath Rau, Fa'asaulala Tagoilelagi-LeotaGlynn, Stuart McNaughton, Feli Etxeberria, Richard Hill, Masayo Yamamoto, and Sandra H. Fradd.
(1978). Bilingual-Bicultural Special Education in the Navajo Reservation–Myth or Reality?. The Bilingual Bicultural Act of 1968, which mandates teaching in the native language of children with limited ability in English, is not obeyed in the Navajo Reservation where the schools' teaching to normal and special education students is in English. This violates the rights of peoples with a foreign language and culture to be educated basically in their own language. For the mentally retarded, physically handicapped, and emotionally disturbed Navajos this represents a double jeopardy, as they cannot independently surmount the deprivation imposed upon them. Descriptors: American Indians, Bilingual Education, Cultural Differences, Disadvantaged Youth
(1990). Foundations of Multicultural Education. Module 1. Bilingual/ESOL Special Education Collaboration and Reform Project. This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed to help in training personnel to serve this population, and are intended for use by consultants providing in-service education to teachers and administrators. This module, the first in a series of five, discusses key concepts for meeting the challenge of educating a multicultural, multilingual student population. Topics include: a history of immigration and predictions for the future; the effects of population shifts on the education of language minority students; the impact of laws, litigation and executive orders on bilingual/English-as-a-Second-Language education and special education; understanding cultural and linguistic differences including different learning styles; and locating and using educational resources. Each section contains a series of critical points to be elaborated on by the consultant, suggested activities for participant involvement, and masters for handouts or transparencies. A list of references and resource materials is appended. [More] Descriptors: Bilingual Education, Civil Rights Legislation, Cognitive Style, Consultants
(1990). Language Assessment. Module 2. Bilingual/ESOL Special Education Collaboration and Reform Project. This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed to help in training personnel to serve this population, and are intended for use by consultants providing in-service education to teachers and administrators. This module, the second in a series of five, provides guidelines for the assessment of student language development whereby emphasis is placed on developing specifically defined assessment environments that promote student-environment interaction in order to elicit language in context. Included are procedures for eliciting, analyzing, and interpreting language samples and forming hypotheses useful in planning curriculum and learning strategies to meet the needs of students with disabilities from a non-English language background. Each section contains a series of critical points to be elaborated upon by the consultant, suggested activities for participant involvement, and masters for handouts or transparencies. A list of references and resource materials is appended. [More] Descriptors: Bilingual Education, Consultants, Curriculum Development, Discourse Analysis
(1972). A Cause in Search of Understanding and Leadership: Bilingual and Bicultural Education. This paper outlines proposals focusing on what individuals may contribute in an attempt to generate positive action in meeting the special and unique educational needs of children who have limited English-speaking ability and who come from minority or ethnic backgrounds. Problems facing teachers and students from bilingual and bicultural communities are exposed in comments from local and national political leaders. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1971). Bilingual and Bidialectal Education: An Attempt at a Joint Model for Policy Description. This paper questions whether the same theoretical model of educational policy decisions can be used for bilingual as well as bidialectal education. Three basic policies are discussed, first in applications for second language learning and then in the field of teaching a second dialect. Generally speaking, the same theoretical models are applicable to both educational problems with variation in administrative units between the two levels. [More] Descriptors: Bilingual Education, Bilingualism, Diachronic Linguistics, Dialects
(2005). Maori-Medium Education: Current Issues and Challenges, International Journal of Bilingual Education & Bilingualism. This paper summarises the key issues and challenges that have emerged from a recent major report by the authors on Maori-medium education in Aotearoa/New Zealand. The discussion is situated within a wider international analysis of bilingual/immersion programmes, including heritage language programmes for indigenous peoples. Key issues explored in the paper include the negotiation of, and occasional tension between, the wider goals of indigenous Maori language revitalisation and the successful achievement of bilingualism and biliteracy in Maori-medium educational contexts. Issues to do with current pedagogy, staffing and resourcing of Maori-medium programmes are also examined. The paper concludes with suggestions for the ongoing development and extension of Maori-medium education. [More] Descriptors: Foreign Countries, Indigenous Populations, Educational Change, Language Maintenance
(2005). What Makes Who Choose What Languages to Whom?: Language Use in Japanese-Filipino Interlingual Families in Japan, International Journal of Bilingual Education & Bilingualism. This paper examines the language use of a small group of interlingual families of a Japanese parent and a Filipino parent with their offspring living in Japan and qualitatively explores possible explanations for their particular language use. Although the data collected from the subject group are limited, the data analysis does reveal some interesting features regarding language use among the family members: a less frequent use of the Filipino parent's native language(s) in comparison to the Japanese parent's native language and the employment of a language other than either parent's native language(s). These features in the present group greatly contrast with those of the Japanese-English interlingual families that the author previously investigated. Coupled with findings from the author's previous studies, findings from the present study suggest that the how and why of language use in interlingual families might be language-sensitive and not necessarily straightforward reflections of such linguistic considerations as the relative language proficiencies of the family members or access to a language community in the close vicinity. [More] Descriptors: Foreign Countries, Parents, Data Analysis, Multilingualism
(2005). Parental Language Attitudes and Practices to Socialise Children in a Diglossic Society, International Journal of Bilingual Education and Bilingualism. This qualitative study, framed by a language socialisation perspective, explores parental language attitudes of families living in Paraguay, where Spanish and the indigenous language of Guarani coexist in what many sociolinguistics have labelled a diglossic society. During home visits, 27 parents or primary caregivers participated in individual interviews. While focusing on reported linguistic attitudes and practices concerning the two languages, this study also investigates how parents feel about the future of the Guarani language, the native tongue for many Paraguayans. Interview results illustrate that most Paraguayan parents value some conceptualisation of bilingualism for their children. More specifically, many parents report holding Spanish in higher esteem than Guarani, but they do not believe that their children will lose the indigenous language in the future. [More] Descriptors: Foreign Countries, Sociolinguistics, Language Attitudes, Socialization
(1990). Transdisciplinary Teaming. Module 5. Bilingual/ESOL Special Education Collaboration and Reform Project. This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed to help in training personnel to serve this population, and are intended for use by consultants providing in-service education to teachers and administrators. This module, the last in a series of five, aims to develop the collaborative abilities of transdisciplinary teams. Topics include: the process and structure of transdisciplinary teaming; establishing the need for transdisciplinary teams; proactive school organization; designing effective interventions; understanding the process and the roles of team members; and using interpreters and translators. Each section contains a series of critical points to be elaborated on by the consultant, suggested activities for participant involvement, and masters for handouts or transparencies. A list of references and resource materials is appended. [More] Descriptors: Bilingual Education, Consultants, Elementary Secondary Education, English (Second Language)
(2005). Modelo B/Dual Language Programmes in the Basque Country and the USA, International Journal of Bilingual Education & Bilingualism. In this paper, we undertake a cross-national comparison of early partial immersion programmes, known as dual language or Modelo B programmes, in the USA and the Basque Country in Spain, respectively. We attempt to make sense of their growth, the expanded social uses of the minority languages, and address seemingly contradictory pedagogical principles. In both settings, the growth and the expansion of the use of the minority language in new social spaces is associated with inclusion of the majority populations much as the assertion of minority language rights. The evidence found in the comparison further suggests that the degree of exposure to the minority language cannot be disassociated from the broader sociolinguistic context and is significant for both minority and majority populations. [More] Descriptors: Foreign Countries, Indo European Languages, Immersion Programs, Bilingualism
(2005). Language Ideologies and Schooled Education in Rural Tanzania: The Case of Karagwe, International Journal of Bilingual Education & Bilingualism. In this paper I argue that language policies for education have effects on pupils' educational possibilities. With the case of the Karagwe district in Tanzania the research suggests that the policy of "Swahili only" in primary school education favours the small minority of the children that live in a context where Swahili is used. This appears to lead to inequality in pupils' chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of safety strategies among teachers and pupils that hide failure and prevent pupils' learning. [More] Descriptors: Foreign Countries, Ideology, African Languages, Language of Instruction
(1981). Effects of Locally Conducted Research on Policy and Practice Regarding Bilingual Inservice Teacher Education. Executive Summary. This executive summary describes the development and conclusions of a federally-funded research project designed to gain information on the process of research on instructional problems. The project's impact on inservice education practices for teachers of Limited English Proficient (LEP) students is also described. The main purpose of the project was to determine what the effects would be and what changes would occur in the school district's inservice education program as a result of the locally conducted study. A second purpose of the study was to describe the nature of the collaborative process that evolved between the Southwest Educational Development Laboratory (SEDL) and the local school district. The report is devoted to five areas: (1) background and contextual information about the school district; (2) the collaborative relationship between SEDL and the school district; (3) the research approach that was employed in the study; (4) a discussion of the major findings; and (5) a brief summary of changes which the school district plans to implement in its inservice program for teachers of LEP children during the 1981-1982 school year. [More] Descriptors: Bilingual Education, Change Strategies, Educational Cooperation, Educational Research
(2005). From Literacy in Maori to Biliteracy in Maori and English: A Community and School Transition Programme, International Journal of Bilingual Education & Bilingualism. Teachers and community in a small rural Maori-medium school in New Zealand were concerned that their students who were highly literate in Maori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 students. Specific tutoring procedures were implemented to assist students with their English reading, while a structured written brainstorm procedure, together with a responsive written feedback procedure, was implemented to assist with their English writing. Data demonstrate that students from all three year groups (Years 6-8) made marked gains in both reading and writing in English, and that these gains were not made at the expense of reading and writing in Maori. After 10 weeks in the programme students were able to read English at age-appropriate levels. The programme engaged the school and community in ways that affirmed cultural values and practices, and has since been incorporated into the school's regular pedagogical practice. [More] Descriptors: Foreign Countries, Literacy, Literacy Education, Feedback
(2005). Bilingual and Biliteracy Development Over the Transition to School, International Journal of Bilingual Education & Bilingualism. This paper examines the bilingual and biliteracy development of a group of children from Samoan and Tongan families over the transition to mainstream English-medium schools in New Zealand. The children attended Pasifika Early Childhood Education Centres in Auckland, New Zealand, which provided full immersion programmes in their L1 (either Samoan or Tongan). Development in a home language (L1) and in English (L2) was plotted over the six months prior to going to school and over the first year at an English-medium school in a programme with known features for effective teaching of early reading and writing in English. Before going to school (at 5.0 years), the children were developing as incipient bilinguals. An incipient biliteracy paralleled their bilingual development, although there were large variations in profiles on entry to school. After one month at school, there were indicators of faster progress in English and a slowing down of progress in L1, which was dramatically confirmed by the results at the end of the first year. The rapid growth of literacy and comprehension knowledge in English from 5.0 to 6.0 years reflected the effectiveness of the school programme. However, the resultant patterns suggested children were now "at risk bilinguals". The relationships between literacy in two languages weakened over the first year, suggesting the possible transfer effects from one set of literacy skills to another appeared to happen very quickly on entry to school. [More] Descriptors: Foreign Countries, Early Childhood Education, Teacher Effectiveness, Malayo Polynesian Languages
(2005). Literacy Acquisition, Assessment and Achievement of Year Two Students in Total Immersion in Maori Programmes, International Journal of Bilingual Education & Bilingualism. One of the aims of Maori-medium education is to address Maori language loss. One of the challenges facing Maori-medium educators is to identify configurations that acknowledge the substantive importance of English language instruction without detracting from the priority that must be given to the regeneration of the Maori language. Issues relating to Maori/English bilingualism and assessment development in the New Zealand context are introduced and discussed in the light of local and international literature on language acquisition and other related fields. This paper also presents and compares the results of testing from 1995 and 2002-2003 using a reconstructed standardised assessment in literacy for Year 2 students in 80-100% immersion in Maori as a measure of literacy and Maori language acquisition. [More] Descriptors: Foreign Countries, Language Skill Attrition, Language Acquisition, English Instruction