This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Yvonne Broom, Adriel John Orena, Anne-Marie de Mejia, Jennifer Worrall, Thomas L. Newcomb, Beverly McConnell, Harvey Tejada, Rodrigo Joseph Rodriguez, Washington Congress of the U.S., and Karla J. Smith.
(2003). Minority Language Education in Malaysia: Four Ethnic Communities' Experiences, International Journal of Bilingual Education and Bilingualism. Discusses minority language education in Malaysia, a multilingual and multicultural country. Looks at four language minority groups and what they have done to to provide beginning education programs for their children that use the children's native languages. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Ethnic Groups
(1996). The Bilingual and Compensatory Education Program of the Dearborn Schools, Michigan: A Model for Systemic Change and Integration of Services, READ Perspectives. Overviews a bilingual program serving urban schoolchildren who come from Arabic-speaking homes. The article describes the mission of the program as the preparation of students, in close cooperation with their families, to become contributing citizens in a changing society by providing a challenging curriculum to develop knowledge and a sense of responsibility. (38 references) Descriptors: Arabic, Arabs, Bilingual Education, Change Strategies
(1981). Long Term Effects of Bilingual Education. Short and Long Term Gains in Spanish and English and in Academic Subjects in a Bilingual Program; Plus a Follow-up Study on Children One to Five Years Later. Final Evaluation, 1979-80 Program Year. This evaluation report is of a pre-school and primary grades bilingual program that was begun in 1971 as a demonstration model uniquely designed to meet the needs of children in migrant farm worker families. In order to overcome some of the disadvantages migrant children face due to frequent moves, parallel educational programs were set up in Washington state and in a border community in Texas, which was the home base for many of the migrants coming into Washington. Distinctive features of the program were the use of bilingual persons from the migrant community as teachers and the flexibility of the program in that it allowed for small group and individual instruction. The report covers the following: (1) program description; (2) evaluation of instructional components (preschool concepts, handwriting, Spanish and English vocabulary development, mathematics, English and Spanish reading, and cultural concepts); (3) special studies on improvement of oral language skills, and a comparison of effects of bilingual instruction in north and south Texas; (4) a follow-up study on upper grade level performance of children who have finished the special bilingual program; and (5) evaluations of staff development, parent/community involvement, materials development, and dissemination. Descriptors: Bilingual Education, Comparative Analysis, English (Second Language), Individualized Instruction
(1995). Bilingual vs. Oral Education: A Comparison of Academic Achievement Levels in Deaf Eighth-Graders from Two Decades. This study examined whether the level of academic achievement changed when deaf pupils in Sweden were introduced to sign communication at the preschool or kindergarten level. The study compared performance of 40 deaf students, attending a school for the deaf, on a comprehensive testing program (covering Swedish language and mathematical and numerical ability) in grade 8 with performance of deaf students on the same tests in the 1960s before early sign language was commonly encouraged. The study found significant differences in performance between the current students and their orally trained age-mates. The level of academic achievement had risen, although results from tests of general intellectual ability and spatial/perceptual ability remained the same. Current students were particularly superior in the understanding and use of written Swedish, but the difference was also evident in numerical and mathematical tests. [More] Descriptors: Academic Achievement, Achievement Tests, Bilingual Education, Congenital Impairments
(2004). English Immersion in Paraguay: Individual and Sociocultural Dimensions of Language Learning and Use, International Journal of Bilingual Education & Bilingualism. This investigation of English immersion learners explored processes of learning English, patterns of language use, and levels of comprehensibility among 34 predominantly Spanish-speaking 12th graders at the American School of Asuncion in Asuncion, Paraguay. The analysis of data from language learning histories, group interviews, perceived comprehensibility ratings, and questionnaires about language use led to the identification of linguistic dimensions affecting comprehensibility and of individual and sociocultural dimensions related to language learning and use. When judging comprehensibility, the native-speaker raters were influenced mainly by prosodic elements and overall fluency. Higher comprehensibility corresponded to girls as well as to students with some schooling in English language contexts, aspects of integrative motivation and more frequent L2 use. Findings were congruent with studies in immersion education, second language acquisition, sociolinguistics and social psychology. [More] Descriptors: Foreign Countries, Sociolinguistics, Language Patterns, Social Psychology
(2004). Reading English in Multilingual South African Primary Schools, International Journal of Bilingual Education & Bilingualism. Post-apartheid South Africa has officially sanctioned multilingualism in a constitution that recognises 11 official languages. However, the status of all of the languages is not perceived as being equal. The majority of South Africans want their children to be educated in English, although this is not their mother tongue, and schools are under pressure to effect an early transition to English. In addition, the amalgamation of previously separate Departments of Education has allowed learners to move to schools where the medium of instruction is English. Thus, there have been significant changes in the language and racial composition of classes in the primary schools where English has become the language of learning and teaching (LOLT) and learners are expected to read English texts from Grade 4. The impact of these changes was investigated by testing the level of English reading proficiency of Grade 3 learners attending 20 public schools in Gauteng province. The performance of the learners is analysed in relation to the historical background of their school, their home language (L1) and the LOLT. The results reveal a wide range of language experiences and abilities within the same classroom and between different schools. The performance of L2 English learners was considerably below that of their L1 peers, especially in some schools, which suggests that an early transition to English LOLT may be perpetuating the inequalities of the past. These results highlight some of the difficulties currently facing teachers and learners in South African primary schools. Some implications of these results for the future of a multilingual society are discussed. [More] Descriptors: Foreign Countries, Second Language Learning, Reading Skills, Multilingualism
(2016). Translanguaging and the Multilingual Turn: Epistemological Reconceptualization in the Fields of Language and Implications for Reframing Language in Curriculum Studies, Curriculum Inquiry. New challenges in education, stemming from the forces of globalization and the continued diversification of the student body, illuminate the need for a reexamination of the role of language in curriculum studies. Through a discussion of the issues around multilingualism and translanguaging and the shift in perspective that these topics have provoked in the fields of SLA, TESOL, BE, I present the relevance and implications of this critical language approach for the field of curriculum studies. My commentary is guided by three questions. Initially, I investigate, how do the purposes and audiences of the May and García and Wei compare? I continue on to discuss, what are common key themes or issues raised by the books? And lastly, I consider, how do the concepts discussed in each book inform each other and the field of curriculum studies at large? I provide concluding thoughts on ways for language as critical pedagogy to be taken up in the broader domains of curriculum studies. [More] Descriptors: Multilingualism, Epistemology, Bilingual Education, Critical Theory
(2016). Libro + Biblioteca = Libertad, Penn GSE Perspectives on Urban Education. On the margins of El Paso, Texas, a teacher-librarian communicates daily to her students the following bilingual mantra: "'Esta biblioteca les pertenece a ustedes.' This is your very own library." Lisa M. López-Williamson is the teacher-librarian and literacy activist and advocate at William "Guillermo" C. Herrera Elementary School in the El Paso Independent School District. She is a celebrated teacher-librarian who cares about family literacy. Proudly bilingual, she works to advance the intellect, creativity, and imagination of children through digital and print literacies that foster social responsibility. She identifies herself as a young Latina of Mexican descent and borderlands citizen who can directly influence young people's bilingualism, biculturalism, and biliteracies. The library serves a school population of nearly 500 students, 96 percent of Hispanic origin. Lisa explained that her school building houses three libraries in one to increase bilingual readership among students–during all hours and every day of the year. In addition to the main school library that is open during the academic year and part of the summer, there is one Little Free Library outside, and another indoors. A Little Free Library is part of a larger non-profit network of free book exchanges with the motto "Take a Book, Return a Book." The libraries vary by shape and size, although the most common version is a small wooden box with glass doors that open to house books for readers. Anyone takes a book or brings a book to share. The outdoor Little Free Library is open year-round for readers and families. Although situated along the largest border and enforcement zones of North America, these three school libraries are free of borders and limitations. This article features an interview with Ms. Lopez-Williams, and digs deeper into the interactions among borrowers and the librarian. The questions were open-ended with the purpose of seeking the librarian's own agency and identification, which involves decision-making about selecting books, honoring students' ethnic cultures and home languages, and maintaining mindfulness about civic responsibilities. [More] Descriptors: School Libraries, Librarians, Elementary Schools, Bilingual Education
(2003). Bilingual Curriculum Construction and Empowerment in Colombia, International Journal of Bilingual Education and Bilingualism. Traced development of a bilingual curriculum in a monolingual private school in Cali, Colombia, with particular reference to the creation of a curricular proposal in accord with the philosophy and expectations of the school community and the process of particular empowerment generated throughout the research. Descriptors: Bilingual Education, Bilingualism, Curriculum Development, Empowerment
(1988). Bilingual/Multicultural Rural Education and the Amish or Conservative Mennonite Elementary Child in the Public School, Journal of Rural and Small Schools. Identifies children from Amish and conservative Mennonite cultures as limited English proficient and English as a second language children. Describes the cultural and linguistic barriers that present problems to these children in rural public schools. Suggests ways to facilitate public school recognition of these pupils as at-risk learners. Descriptors: Bilingual Education, Compensatory Education, Cultural Background, Educational Needs
(2003). Developing Curriculum Materials for Endangered Language Education: Lessons from the Field, International Journal of Bilingual Education and Bilingualism. With the gloomy prospect of massive language extinction over the next 100 years, efforts by applied linguists, educational anthropologists, and multilingual educators to reverse the trends in language loss are increasing. Education in minority languages seems to be a key to maintaining endangered languages and cultures. One often cited challenge to effective minority language education in multilingual settings is the difficulty of developing curriculum and instructional material in many languages. In this paper, current efforts in minority language education are described and patterns analysed. Minority language communities themselves are a major source of what is necessary–but rarely sufficient–educationally. Endangered language communities cannot go it alone. The author suggests several key collaborations between the minority communities and outside organisations and agencies. In addition, a generalised curriculum development resource is suggested as facilitative of community-based education programmes that result in effective, culturally appropriate instruction. [More] Descriptors: Language Skill Attrition, Curriculum Development, Language Maintenance, Community Education
(1986). Oversight Hearing on Successful Education Programs Relating to Illiteracy, Bilingual Education and Dropout Prevention. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, Ninety-Ninth Congress, First Session (Los Angeles, CA, November 25, 1985). The hearing was convened to address the problems in American education and to identify and lend support to those successful and cost-effective policies, practices and programs that have emerged since 1965. This is one in a series of regional hearings designed to obtain diverse viewpoints, examine proposed solutions and agree on viable solutions to recommend for adoption as part of the national policy incorporating both excellence and equity in education. Among programs presented were: (1) Los Angeles County Public Library Literacy Program; (2) Watts Adult Education Center; (3) B. Dalton's national literacy initiative; (4) Bellflower Unified School District dropout prevention program; (5) Los Angeles Unified School District (LAUSD) Senior High Schools Options program; (6) Belmont Educational Clinic; (7) Focus on Youth; (8) Institute for Successful Living; (9) Soledad Enrichment Action; and (10) Marina del Rey Junior High School "Reading Is Fundamental" program. Experts and interested members of the community described educational needs in the LAUSD and aspects of programs that have been most successful. [More] Descriptors: Bilingual Education Programs, Delinquency Prevention, Dropout Prevention, Dropout Programs
(2003). Postmodernist Perspectives on Local Languages: African Mother-Tongue Education in Times of Globalisation, International Journal of Bilingual Education and Bilingualism. Analyses of how African communities use language show that indigenous languages coexist with metropolitan languages in complex configurations of speech practices. Argues that these practices should suggest a rethinking of the purpose, function, and methodology of teaching languages in developing African contexts, building on the ways that local communities use multilingualism to address power relationships inherent in local-global configuration. Descriptors: African Languages, Bilingual Education, Bilingualism, Foreign Countries
(2003). Testing the Language Mode Hypothesis Using Trilinguals, International Journal of Bilingual Education and Bilingualism. Clarifies Grosjean's Language Mode (LM) hypothesis, which develops the notion of language mode or the relative state of activation of a bilinguals two or more languages and language processing systems. Discusses studies that do not support views of the LM hypothesis. Studies of Dutch-English bilingual are presented. Descriptors: Bilingualism, Dutch, English, Language Processing
(2017). Segmenting Words from Fluent Speech during Infancy–Challenges and Opportunities in a Bilingual Context, Developmental Science. Previous research shows that word segmentation is a language-specific skill. Here, we tested segmentation of bi-syllabic words in two languages (French; English) within the same infants in a single test session. In Experiment 1, monolingual 8-month-olds (French; English) segmented bi-syllabic words in their native language, but not in an unfamiliar and rhythmically different language. In Experiment 2, bilingual infants acquiring French and English demonstrated successful segmentation for French when it was tested first, but not for English and not for either language when tested second. There were no effects of language exposure on this pattern of findings. In Experiment 3, bilingual infants segmented the same English materials used in Experiment 2 when they were tested using the standard segmentation procedure, which provided more exposure to the test stimuli. These findings show that segmenting words in both their native languages in the dual-language task poses a distinct challenge for bilingual 8-month-olds acquiring French and English. Further research exploring early word segmentation will advance our understanding of bilingual acquisition and expand our fundamental knowledge of language and cognitive development. [More] Descriptors: Infants, Syllables, English, French