This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Marilyn Martin-Jones, Anthony M. Pasquariello, Kathy Escamilla, Rachel A. Valentino, Sean F. Reardon, Henry M. Reitan, Atilano A. Valencia, Leanne M. Evans, Dan Keller, and Antonieta Avila.
(2015). Leadership of International Schools: Understanding and Managing Dualities, Educational Management Administration & Leadership. Leaders of international schools find themselves operating within a loosely defined, yet rapidly growing, specialty niche of education. The leadership context for these schools is often filled with ambiguity and complex tensions between opposing forces. This article proposes a two-stage framework for critically analyzing the dualities of international schools. The first stage, "making sense of dualities", adapts Simkins' framework for sense-making in educational leadership. The second stage, "leading dualities", utilizes Bolman and Deal's four frames of leadership. Two categories of dualities are proposed for initial consideration: spatial dualities (opening gateways across eras) and temporal dualities (bridging boundaries across cultures). Specific examples of spatial dualities are analyzed within the context of an international school in Turkey. The Roman god Janus, whose two faces see opposite perspectives, is utilized as a metaphor for the simultaneous composite nature of dualities. The article concludes that it is the challenge of leaders to make sense of opposite perspectives within their school and leading their school community to do the same. [More] Descriptors: Instructional Leadership, Foreign Countries, International Schools, Guidelines
(2016). The Promise of Two-Language Education, Educational Leadership. Although human beings communicate mainly through talking and listening, schools tend to spend little classroom instruction time helping ELLs develop their English oral language skills, writes Wayne E. Wright. In reviewing the research on ELLs' oral language development, Wright concludes that bilingual programs give ELLs the best opportunities to progress academically while they develop English proficiency–as long as these programs include ESL instruction and sheltered English content-area instruction that gradually increases across the years of the program. Teachers should bring ELLs into classroom discussions using open-ended and higher-order skills, enabling them to hear, learn, and use new vocabulary and language structures that are essential to language proficiency. To support ELLs as they participate in such discussions, teachers should provide extra wait time and adjust the way they talk, slowing down, speaking clearly, and using simple sentence structures. The most effective technique for helping students with their English language development, however, is to provide ample opportunities for them to interact with one another about meaningful curricular content. [More] Descriptors: English Language Learners, Second Language Instruction, Bilingual Education, Bilingual Students
(1974). The Cognitive and Affective Development of Elementary School Children in a Bilingual-Bicultural Learning Environment. A Study of the Grants Bilingual-Bicultural Education Program, Grants, New Mexico. Providing relevant data, analyses, and observations, with particular reference to the cognitive and affective development of bilingual children, the 1973-74 Grants Bilingual-Bicultural Program evaluation determined the personnel's attitudes and perceptions about program components and operations and the children's responses to bilingual-bicultural instruction. Native American, Anglo, and Spanish surnamed children from 9 classroom groups (6 program and 3 non-program) in grades 1, 3, and 5 comprised the sample. Tests administered in Spanish and English, a 30 item questionnaire, and classroom observations were used. Due to the lack of tests in Native American dialects, reference to observations of Native American cultural features in the program was made rather than to cognitive achievement based on the tests. Tests included the Inter-American Series' Tests of Reading, the General Ability Test (Spanish version), and the Science Research Associates, Inc. (SRA) Achievement Series, Form E/Blue Level and the Primary Edition, Form E, Primary I and II. Some findings were: students gained significantly in oral vocabulary, numbers, general concepts, and cognitive processes based on verbal and pictorial stimuli in Spanish; 3rd grade students measured at or beyond grade level on the SRA Test; and the personnel felt the program was well coordinated, sufficiently supplied with materials and equipment, and effective in developing the children's bilingual ability and cognitive skills. [More] Descriptors: Affective Behavior, American Indians, Anglo Americans, Biculturalism
(2017). Partial Immersion Program for Saudi Bilinguals, English Language Teaching. English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English. [More] Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Bilingualism
(2003). Bilingual Resources and "Funds of Knowledge" for Teaching and Learning in Multi-ethnic Classrooms in Britain, International Journal of Bilingual Education and Bilingualism. Reports on an ethnographic study carried out in primary classrooms in the North West of England. Focused on ways in which the roles of new bilingual classroom assistants were being defined through organizational practices and communicative routines of daily life in these classrooms. Reports bilingual teaching/learning events in which the bilingual assistants used the children's home language and drew on funds of knowledge. Descriptors: Bilingual Teachers, Classroom Environment, Cultural Awareness, Cultural Pluralism
(2016). Constructivist Approaches in a Dual-Language Classroom, Multicultural Perspectives. Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools. [More] Descriptors: Constructivism (Learning), Bilingual Education, Popular Education, Academic Achievement
(1976). Values & Awareness. A Programmed Reader Utilizing the Technique of Controlled and Directed Projection through a Bilingual Approach. Career Education and the American Indian Series. Final Report. Focusing on the cultural needs and values of the American Indian child, this programed reader is designed to develop a sense of prideful awareness of self as an individual and as an Indian. Developed as part of a Career Education series, this reader is divided into three sections and uses the technique of controlled or directed projection. The first section, utilizing illustrations only, presents five pictures which focus on the Indian child himself and twenty-five pictures which pertain to five Indian values (bravery, generosity and sharing, individual freedom, adjustment to nature, and Indian wisdom). Teaching instructions and suggested questions/responses for discussion accompany the pictures. Section 2 addresses itself to the immediate family through the presentation of forty-eight pictures with underlying script. These pictures seek to develop the child's awareness of his relationship to each family member and also incorporate the five values presented in section 1. Teaching instructions and a glossary of the ninety-eight words used in section 2 are included. Section 3 seeks to develop the child's awareness of himself in relation to his community and for the first time introduces the non-Indian in the illustrations and text. Teaching instructions and a glossary of the 211 new words used in section 3 are included. Sections 2 and 3 incorporate the illustrations with captions in both Lakota (Sioux) and English. New words are introduced gradually and repeated frequently, and the structure of the text is extended from very simple phrases to the more complex structure of the short story. (A set of learning modules of similar subjects and grade levels is available–see note.) [More] Descriptors: American Indian Culture, American Indian Languages, American Indians, Bilingual Education
(1977). Proceedings: Spring Conferences 1977; Current Issues in Bi-Lingual, Compensatory, Remedial Education; Nontraditional Students in Nontraditional Occupations; Aging in America. Occasional Paper No. 28. The papers presented at three conferences dealing with nontraditional students at community colleges comprise this report. Papers included are: "Aging in America" by Francis Scott; "Aging in Oregon: A Look at Clackamas Community College" by Larry Forsythe; "Community Needs Assessment: Some Reflections" by Alice Kethley; "Education for Aging: A Community Experience" by Robert Sarvis; Bernard S. Sadowski on "Community Colleges and Senior Centers"; Ernest J. Kramer on "The Nontraditional Students"; Wray Whitesell on "Job Retraining"; Ann Oxrieder on "Nontraditional Careers for Women"; "Nontraditional Occupations" by William J. Schill; and "Cultural Differences: Implications for Learning, Teaching, and Testing" by James Vasquez. All papers deal with problems specific to nontraditional, adult students in a community college setting and the implications for college administrators, faculties, and instructional programs. Program planning and implementation by community educators to meet nontraditional student needs are emphasized, and problems specific to women, minority students, and senior citizens are discussed. Lists of conference participants are included. Descriptors: Adult Education, Adult Students, Community Colleges, Conference Reports
(2016). Complementing the Common Core with Holistic Biliteracy, Journal of Education. In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards. Because learning to read and write in two languages differs from learning to read and write in one, they argue that biliteracy requires its own pedagogies, methodologies, and assessment systems. Data derived from the study support a trajectory toward bilingualism informed by a framework that capitalizes on theories of integrated and holistic biliteracy in order to re-conceptualize the ways educators can interpret biliteracy assessments of emerging bilingual learners in Spanish and English. [More] Descriptors: Common Core State Standards, Holistic Approach, Multiple Literacies, Bilingual Education
(2016). Enhancing Science Learning through Dynamic Bilingual Practices, Childhood Education. Language is one of the most important drivers of children's socialization and development of a sense of belonging within their school, community, and culture. For bilingual and multicultural children in particular, language plays a critical role in the development of their identity. If emergent language learners do not feel confident in their bilingual identities, they may find it more challenging to make meaning and construct knowledge in school. Dynamic language practices allow students to flexibly and dynamically shift between their various linguistic and knowledge resources, thus allowing their bilingual identities to thrive. In contrast to practices that restrict the use of the non-dominant language during specific times or while interacting with certain people, the use of dynamic language practices allows children who experience school in more than one language to see that drawing on all of their linguistic resources is a valid method for improving their academic literacy and learning. [More] Descriptors: Science Instruction, Bilingual Education, Multicultural Education, Scientific Literacy
(2003). "Baro Afkaaga Hooyo!" A Case Study of Somali Literacy Teaching in Liverpool, International Journal of Bilingual Education and Bilingualism. Reports on an ethnographic research project in Liverpool, England. Aimed to build an understanding of the communicative and symbolic roles of languages and literacies in the Liverpool Somali community, which forms part of the Somali diaspora within Britain. The role of literacy is of particular interest in the context of a vigorous oral tradition and of the relatively recent introduction of a writing system for Somali in 1972. Descriptors: Case Studies, English (Second Language), Ethnography, Foreign Countries
(2017). De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings, Social Studies. Dominant approaches to teaching social studies often marginalize bilingual and bicultural students. This is particularly troubling because the explicit goal of the social studies is to cultivate civic participation. Educational inequalities are thus tied to political inequalities. In light of this, this article shares a narrative case study of the author's own bilingual and bicultural approach to teaching middle school civics at a dual-language American school in Mexico. Through the illustration of a comparative civics curriculum that incorporates translanguaging practices, the author argues that embracing bilingualism and biculturalism in the social studies can lead to more expansive possibilities for justice-oriented civic education. [More] Descriptors: Civics, Bilingualism, Biculturalism, Social Studies
(1995). New Beginnings: Ensuring Quality Bilingual/ESL Instruction in New York City Public Schools. Executive Summary [and] Report of the Chancellor's Bilingual/ESL Education Practitioners' Workgroup and Policy/Research Panels. The report presents a conceptual framework and related strategies designed to help policymakers and practitioners re-examine, and when necessary, rework the basic assumptions and practices defining the educational experiences of bilingual/English-as-a-Second-Language (ESL) learners in New York City (New York) public schools. The report consists of two parts. The first introduces the procedure by which the report was created and the panels of policymakers and practitioners who undertook the project, outlines the guiding assumptions under which they operated, and details recommendations for improvement of bilingual/ESL educational services. The second part presents the conceptual framework for identifying and understanding the interdependent processes and influences that support educational excellence and academic achievement for this population. The second summarizes actions and activities, both within schools and in cooperation with other groups, shown to be successful in promoting educational opportunity and recommended for this purpose in New York City schools. [More] Descriptors: Administrative Policy, Bilingual Education, Educational Policy, Educational Quality
(1973). Una causa en busca de compresion y direccion: La educacion bilingue y bicultural (A Cause in Search of Comprehension and Direction: Bilingual and Bicultural Education), Hispania. Presidential address delivered at the 54th Annual Meeting of the American Association of Teachers of Spanish and Portuguese, New York, N.Y., December 30, 1972. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Bilingualism
(2016). Conditions of Social-Pedagogical Maintenance of Bilingual Children in Educational Institutions, International Journal of Environmental and Science Education. The actuality of the research is due to the fact that in multinational Russia one of the most important issues is education of bilingual children in national republics and of migrant children, speaking their native language. This is due to multicultural environment of Russian regions and to migration processes that have marked the issue of education, adaptation and socialization in a new socio-cultural environment that necessitates socio-pedagogical maintenance of migrant children in educational establishments. In this situation, it acquires a new shade–full linguistic proficiency in both languages ensures bilingual children a successful socialization and equal access to quality education conducted in Russian, which becomes socially important. The purpose of the article is substantiation of the propaedeutic preparation model for such children to master the Russian speech as non-native and experimental verification of pedagogical conditions complex ensuring the effectiveness of this model. The leading method is a pedagogical experiment that allows to test the developed model of propaedeutic preparation model of preschool children to master the second (Russian) language based on activity approach and which represents a continuous process. The developed structural and functional model of propaedeutic preparation process of bilingual children to mastering the Russian speech includes the following components: axiological-purposeful, content-related, process-activity component, evaluation-effective component. The model aims to introduce into practical work of national educational institutions the teaching conditions conducive to solving the problems of pre-school children socialization and to improving propaedeutic preparation of pre-schoolers to mastering the Russian speech. [More] Descriptors: Bilingual Education, Foreign Countries, Russian, Teaching Methods