Bibliography: Bilingual Education (page 446 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Nancy Walser, Mel Greenlee, Felipe Alanis, Jane Freeland, Tara Ingerson, Judit Kormos, B. R. Astill, J. Michael Bowers, J. P. Keeves, and Linda Gerena.

Freeland, Jane (1999). Can the Grass Roots Speak? The Literacy Campaign in English on Nicaragua's Atlantic Coast, International Journal of Bilingual Education and Bilingualism. Discusses the Literacy Campaign in English, one of three native language extensions of the Nicaraguan Sandinistas' National Literacy Crusade, explaining how it highlights how state policy and grassroots initiatives interact in indigenous/ethnic language maintenance in Latin America. Analyzes literacy materials designed for the English-speaking populations of the Atlantic Coast (Creoles, Garifuna, Rama, and Miskitu). Descriptors: Bilingualism, Creoles, English (Second Language), Foreign Countries

Ashcroft, Judy; Alanis, Felipe (2008). Launching LUCHA[TM]: Building a Binational Bridge to Biliteracy, Continuing Higher Education Review. The integration of children whose first language is not English into public school systems is an issue that many states must confront and is particularly critical in Texas. The University of Texas at Austin (UT Austin) has led the way in addressing the needs of learners and schools by developing an innovative program, Language Learners at the University of Texas at Austin's Center for Hispanic Achievement (LUCHA[TM]), under the leadership of Felipe Alanis. The following article chronicles the conception, implementation, and maintenance of the program.   [More]  Descriptors: Public Schools, Higher Education, Bilingual Education, Secondary Education

Brunold-Conesa, Cynthia (2008). Reflections on the Internationality of Montessori Education, Montessori Life: A Publication of the American Montessori Society. One of the major components of Dr. Montessori's plan for peace education is a curriculum that de-emphasizes nationalism. The "big picture" of the cultural curriculum encourages the perspective that people are citizens of Earth first, and only secondarily American, Japanese, Polish, or other nationalities. Through the fundamental needs material, children learn that all people on all continents throughout history had and have the same basic needs. In preindustrial times, geographic context, together with local natural resources, determined how different groups of people met their needs. And because this is still true, the Montessori geography curriculum is not limited to land and water forms and political borders, but necessarily extends to the people who inhabit other places. It teaches that other people are much like everyone else in terms of basic needs, but that they may meet those needs in very different ways; and children learn to respect those differences. Such a perspective is developed in Montessori settings even where little ethnic, religious, or social diversity exists, as long as a quality program is in place. Additionally, planetwide problems that Montessori may not have specifically anticipated, such as global warming, necessitate new attitudes and curricula that form and emphasize an "ecopsychological" awareness. This article examines the relevance of Montessori education to international schools: When properly integrated, Montessori complements and enhances many aspects of an international school, but when misapplied or partially applied, the obstacles that result can be quite difficult to overcome.   [More]  Descriptors: Geography Instruction, International Schools, Montessori Method, Montessori Schools

Ingerson, Tara (2011). Helping English Language Learners (ELLS) Achieve Success (Passing Grades) in the Mainstream Classroom, Online Submission. Our world is globalizing at a rapid rate right before our eyes. The world as we know it is becoming much more diverse and colorful. The population of school-aged English language learner (ELL) students in the USA has steadily and markedly increased over the past decade with projections indicating that this trend will continue. If the trend continues, by the year 2050, forty-nine percent of the population will be other than "white". The implications of this trend are that our schools will have higher populations of ELL students and the needs of these learners will be programs that teach English and then content material. It will be the responsibility of educators to teach these students English before expecting them to master content area knowledge and become productive citizens in our communities. The research done in this study investigated current attitudes toward ELL students by faculty, staff and administrators as well as suggestions ELL students had to offer about what would help them achieve success (passing grades) in the mainstream classroom. Two appendixes present a questionnaire and interview questions for students.   [More]  Descriptors: Second Language Learning, Limited English Speaking, English (Second Language), Academic Achievement

Papapavlou, Andreas N. (1999). Academic Achievement, Language Proficiency, and Socialisation of Bilingual Children in a Monolingual Greek-Cypriot-Speaking School Environment, International Journal of Bilingual Education and Bilingualism. Investigates the academic success of bilingual primary school children from various language backgrounds in a monolingual Greek Cypriot-speaking school environment and their mastery of modern Greek by comparison with their monolingual counterparts. Examines whether these children face any problems of socialization, adjustment, and cultural identity. Descriptors: Academic Achievement, Acculturation, Bilingualism, Classroom Environment

Greenlee, Mel (1981). Specifying the Needs of a "Bilingual" Developmentally Disabled Population: Issues and Case Studies, Bilingual Education Paper Series. Assessment and educational programing for linguistically different children who are also experiencing developmental disability is complicated by a number of controversial issues, including lack of developmental data on the course of bilingual language acquisition and the problem of differentiating between a language disorder and linguistic interference. A brief review of research on Spanish/English developmental bilingualism is provided, followed by illustrations of individual linguistic abilities in three bilingual children experiencing developmental problems. It is concluded that research does not support the notion of a linguistic delay due to child bilingualism. The three case studies of three boys (aged 4 1/2, 8, and 9 years) indicate that bilingual proficiency cannot be considered beyond the grasp of a developmentally disabled child. Descriptors: Bilingualism, Case Studies, Children, Developmental Disabilities

Walser, Nancy, Ed. (2011). Harvard Education Letter. Volume 27, Number 2, March-April 2011, Harvard Education Press. "Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Hybrid Schools for the iGeneration: New Schools Combine "Bricks" and "Clicks" (Brigid Schulte); (2) Dual Language Programs on the Rise: "Enrichment" Model Puts Content Learning Front and Center for ELL Students (David McKay Wilson); and (3) Seven Misconceptions about Value-Added Measures (Douglas N. Harris).   [More]  Descriptors: Misconceptions, English (Second Language), Second Language Learning, Formative Evaluation

Leung, Genevieve; Uchikoshi, Yuuko (2012). Relationships among Language Ideologies, Family Language Policies, and Children's Language Achievement: A Look at Cantonese-English Bilinguals in the U.S, Bilingual Research Journal. This article examines the reported language ideologies and family language policies of the parents of Cantonese-English bilinguals in the U.S. in relation to their children's achievement scores in Cantonese and English. We explore the relationships first by language of instruction. Results show children in bilingual classrooms scored higher than those in mainstream (English-only) classrooms on the Cantonese tasks, but significantly more children in bilingual programs had Cantonese as a home language than children in mainstream classrooms. Parents from mainstream classrooms were significantly more satisfied with their children's English-language attainment than parents from bilingual classrooms. Using cluster analysis, we then identify four new groups of children based on their language proficiency: (a) English-dominant, (b) Cantonese-dominant, (c) "balanced bilingual," and (d) "ideal bilingual." Results show all children scored at or above the monolingual English mean on English decoding, but the ideal bilingual cluster had the largest Cantonese vocabulary. The English-dominant group heard significantly less Cantonese in the home, while all children in the ideal bilingual and Cantonese-dominant clusters heard only Cantonese. Findings point to the integral component of the family unit in children's bilingual development and bring up timely issues relating to family language planning and policy.   [More]  Descriptors: Bilingual Education, Ideology, Bilingualism, Multilingualism

Kormos, Judit (2011). Task Complexity and Linguistic and Discourse Features of Narrative Writing Performance, Journal of Second Language Writing. The research presented in this paper aimed to investigate the linguistic and discourse characteristics of narratives produced by upper-intermediate foreign language learners in a bilingual secondary school. In our analyses we used a variety of linguistic and discourse variables and a recently developed computer tool (Coh-Metrix 2.0: McNamara, Louwerse, Graesser, 2002) to describe the characteristics of narrative texts. As a background for comparison, we also collected data from a small group of L1 writers in order to gain an insight into features of written task performance that is not hindered by difficulties in accessing linguistic knowledge required to execute a task. The variable whether students had to narrate a story with a given content or whether they were free to plan the plot of the story exerted a major impact only on one measure of lexical sophistication and had a minor effect on the overt expression of temporal cohesion. The study showed that the major difference between L1 and foreign language writers could be found with relation to lexical variety, sophistication and range.   [More]  Descriptors: Linguistics, Second Language Learning, Personal Narratives, Secondary School Students

Gerena, Linda (2011). Parental Voice and Involvement in Cultural Context: Understanding Rationales, Values, and Motivational Constructs in a Dual Immersion Setting, Urban Education. In an attempt to operationalize an equitable educational program, a dual immersion program was established. After 2 years of field observations, a series of focus group interviews was conducted to examine the perceptions and viewpoints of parents whose children had participated in the program for 2 years. These interviews offered parents an opportunity to transcend the traditional role of "parents as observers" and gave voice to hitherto untapped viewpoints and perspectives on culture and values. The resulting information formed the basis of a deep understanding of parental rationales, values, and motivational constructs framed in a dual-immersion bilingual context.   [More]  Descriptors: Immersion Programs, Focus Groups, Interviews, Cultural Context

Pennington, Martha C. (1999). Framing Bilingual Classroom Discourse: Lessons from Hong Kong Secondary School English Classes, International Journal of Bilingual Education and Bilingualism. A model of bilingual classroom discourse is presented as a set of communicational frames illustrated by data from secondary English classes in Hong Kong. Discussion addresses the difficulty faced by teachers in second-language contexts to encourage communication and participation in a way that does not marginalize the second language. Descriptors: Classroom Communication, Discourse Analysis, English (Second Language), Foreign Countries

Astill, B. R.; Keeves, J. P. (1999). Assimilation, Absorption, or Separatism in a Culturally and Linguistically Diverse Population, International Journal of Bilingual Education and Bilingualism. Reports an examination of the social values of senior students in a high school with a culturally and linguistically diverse population in South Australia. Social-value patterns were determined using the Schwartz Values Questionnaire and compared with those of a control group of Australian-born students of Australian parents from culturally and linguistically monogamous schools. Descriptors: Bilingualism, Comparative Analysis, Diversity (Student), Foreign Countries

Bowers, J. Michael; Kennison, Shelia M. (2011). The Role of Age of Acquisition in Bilingual Word Translation: Evidence from Spanish-English Bilinguals, Journal of Psycholinguistic Research. The present research tested the hypothesis that the age at which one's first language (L1) words are learned influences language processing in bilinguals. Prior research on bilingual language processing by Kroll and colleagues has suggested that memory links between L1 words and conceptual representations are stronger than memory links between one's second language (L2) word and conceptual representations. We hypothesized that the strengths of memory links between L1 words and conceptual representations are stronger for words learned early in life than for words learned later in life. Support for the hypothesis was obtained in bilingual translation experiment with 36 Spanish-English bilinguals. Participants translated L1 words into L2 and L2 words into L1. Half of the L1 words were learned early in childhood (early AoA words), and half were learned later in life (late AoA words). The L2 words were translation equivalents of the L1 words tested; the average age at which L2 words were learned was age 7. Target words were presented either in random order or blocked by semantic category. Translation times were longer when trials were blocked by semantic category (i.e., categorical interference) occurred only when early AoA L1 words were translated into L2. Implications for current models of bilingual memory are discussed.   [More]  Descriptors: Evidence, Age, Semantics, Translation

Parton, Becky Sue; Hancock, Robert (2008). When Physical and Digital Worlds Collide: A Tool for Early Childhood Learners, TechTrends: Linking Research and Practice to Improve Learning. Very young children learn by exploring their surroundings, mostly by playing, during which they construct mental representations of the world. In fact, prior to Piaget's formal operational stage, children need concrete, hands-on experiences rather than abstract concepts to support more natural learning, developing, and thinking. In terms of technology, this observation means that before grade four there needs to be a direct link between the real world and digital data. However, traditional computer interactions fall short of supporting these principles and do not provide the type of direct contact most familiar to preschool children. In this article, the authors describe a prototype system which they developed to deliver computer-based instruction to young children through tangible manipulatives.   [More]  Descriptors: Preschool Children, Early Childhood Education, Physical Environment, Pilot Projects

Heiman, Daniel (2008). "Idiot's Guide" or "A People's History"? Teaching U.S. History in Mexico, Democracy & Education. In this article, the author relates his experiences preparing Mexican teachers wishing to enter bilingual classrooms in Texas. The author, who was about to teach U.S. history, envisioned to teach his class with Howard Zinn's "A People's History." However, during his briefing, he was instructed by his program director to use a book called "The Complete Idiot's Guide to American History" as it was required by Texas. He decided to offer the "visions" offered by the two books and let his students decide for themselves. He and his students found that the diverging statements offered from each book reveal significant differences between what the author describes as "the "Idiot's" hero motif of U.S. history and Zinn's form of questioning U.S. imperialist ambitions in World War II and the present." Zinn's approach to teaching history was a change of paradigm, but one that author felt would lead his students into new spaces of understanding and reflection about the teaching of history.   [More]  Descriptors: United States History, Bilingual Education, War, Foreign Countries

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