This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Donald M. Taylor, Grace Onchwari, Arlene Clachar, Mary Cazabon, Virginia M. Tong, Lucinda Gray, Laurie Lewis, Felicia Castro-Villarreal, Nicholas Cheatham, and Jared Keengwe.
(1998). What Two-Way Bilingual Programmes Reveal about the Controversy Surrounding Race and Intelligence, International Journal of Bilingual Education and Bilingualism. Focuses on African-American students' math and reading achievement in a Spanish-English two-way immersion program, from grade 1 to grade 4. Shows African-American students perform significantly lower than do majority White students on achievement tests at all grades. There is no significant difference between the two ethnic groups in Spanish achievement in the early grades. Descriptors: Achievement Tests, Bilingualism, Elementary Education, English
(2014). The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development, Bilingual Research Journal. This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking third graders in bilingual instruction, and 70 Spanish-speaking fifth graders in both English and bilingual settings. Data were analyzed using hierarchical regression. Findings indicate that for each sample, English oral vocabulary is a significant predictor of English reading accuracy and comprehension once SES and home and school language and literacy factors have been considered. Beyond oral vocabulary, however, there is considerable variability across samples in the home and school language and literacy variables that are predictive of English reading outcomes. The study points to the importance of looking closely at the texture of children's lives in coming to an understanding of second-language literacy development. [More] Descriptors: Bilingualism, Family Environment, Socioeconomic Status, Literacy
(2014). Cross-Cultural Considerations in the Education of Young Immigrant Learners, IGI Global. As the American immigrant population continues to expand, immigrant children and children of immigrants are entering the public school system. To be most effective, new teaching pedagogies must take cultural diversity into account. "Cross-Cultural Considerations in the Education of Young Immigrant Learners" explores some of the contemporary research on young immigrant learners in the United States, reflecting on their particular struggles in language learning, cultural integration, and other curricular and extra-curricular activities. This book will be most useful to teachers, administrators, researchers, and professionals within the public education sector who are looking for enhanced methodologies in the instruction of their multinational students. Following a foreword by Manka M. Varghese, a preface by Jared Keengwe and Grace Onchwari, acknowledgments by Jared Keengwe, the following chapters are presented: (1) Scaffolding to Support English Language Learners in a Kindergarten Classroom (Luciana C. de Oliveira, Marshall Klassen, Alsu Gilmetdinova); (2) Innovative Ideas for Tutoring and Mentoring Young English Learners (Kim Stevens Barker); (3) The Effect of New Environments on Children's Language Ability: A Case Study (Ursula Thomas); (4) Using Literacy Response Activities with Early Childhood English Language Learners and Immigrant Students (Erin M. Casey); (5) Building on What They Bring: Special Considerations when Working with Young Immigrant Students in Mathematics (Anita Bright, Michael Ames Connor); (6) Supporting Emergent Bilinguals through Linguistically Appropriate Instruction (Colleen Gallagher); (7) Mathematics Acquisition and Immigrant Children (Judi Simmons Estes, Dong Hwa Choi); (8) Effective Teaching Practices for Academic Literacy Development of Young Immigrant Learners (Cate Crosby); (9) "I'm Not from the Dominant Culture!": Instructional Practices for Teachers of Culturally Diverse Students (Joan Oigawa Aus); (10) Transnational Immigration and Family Context: What Teachers Should Know (Afra Ahmed Hersi); (11) Living on the Fringe: Immigration and English Language Learners in Appalachian Ohio (Joy Cowdery); (12) Crossing Borders toward Young Transnational Lives (G. Sue Kasun, Cinthya M. Saavedra); (13) Students on the Rise: Learning with Immigrant Youth in Out-of-School Spaces of Community Activism (Elizabeth Bishop); (14) Preparing Teachers to be Effective in Cross-Cultural Learning Environments (Grace Onchwari); (15) Multicultural Curricular Frameworks for Preservice Teachers (Anita Rao Mysore); (16) Protective Factors Immigrant Children Bring to the Classroom (Jacqueline Onchwari); and (17) Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants (Esther Ntuli, Arnold Nyarambi). The book concludes a section about the contributors and an index. [More] Descriptors: Immigrants, Children, Public Schools, Cultural Differences
(2014). Language Diversity and Language Policy in Educational Access and Equity, Review of Research in Education. This article examines the role of language policies in mediating access and equity in education. By examining a range of research and case studies on language policies, the authors explore how educational language policies serve as a central gatekeeper to education itself, as well as to quality education that may fundamentally depend on language ability, not only for literacy and classroom interaction but also for textbooks, materials, assessment, and other language-related aspects of education. The analysis offers an argument for placing language policies at the center of debates about educational access and equity, as well as a broad range of sociopolitical processes that shape learners' educational achievement. [More] Descriptors: Educational Quality, Equal Education, Access to Education, Educational Policy
(2016). Programs and Services for High School English Learners in Public School Districts: 2015-16. First Look. NCES 2016-150, National Center for Education Statistics. The 2015-16 survey "Programs and Services for High School English Learners" provides the first nationally representative data on this topic. This report is based on that survey and presents data on programs and services for high school English learners (ELs), including instructional approaches, newcomer programs, online or computer-based programs, and programs or services (e.g., tutoring) designed specifically for high school ELs. The report provides findings on the use of native language(s) for content instruction, instructional support, materials, and services. Data are presented about the information that districts provide about educational programs or services to ELs ages 18 to 21 seeking to newly enroll in the district, as well as the factors districts consider when providing information about these programs and services to ELs in this group. The National Center for Education Statistics (NCES), in the Institute of Education Sciences, conducted this survey in fall 2015 using the Fast Response Survey System (FRSS). The purpose of this report is to introduce new National Center for Education Statistics (NCES) data from the survey through tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public school districts. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. The following are appended: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. [More] Descriptors: High School Students, English Language Learners, Second Language Instruction, Public Schools
(2014). Code-Mixing as a Bilingual Instructional Strategy, Bilingual Research Journal. This study investigated code-mixing practices, specifically the use of L2 (English) in an L1 (Chinese) class in a U.S. bilingual program. Our findings indicate that the code-mixing practices made and prompted by the teacher served five pedagogical functions: (a) to enhance students' bilingualism and bilingual learning, (b) to review and consolidate content taught in the ESL and all-English classes, (c) to facilitate cross-linguistic transfer, (d) to increase understanding of home and U.S. cultures, and (e) to foster an understanding of cross-cultural differences. In particular, these functions encompass lexical, cross-cultural, and cross-linguistic dimensions. Findings suggest that strategic use of code-mixing of bilinguals' L1 and L2 in instruction may enhance students' bilingual development and maximize their learning efficacy. [More] Descriptors: Bilingual Education, Teaching Methods, Code Switching (Language), Bilingualism
(2014). "La Cosecha"/The Harvest: Sustainable Models of School-Community Engagement at a Bilingual Program, Bilingual Research Journal. This article examines the culminating activity–"la cosecha" or the harvest–in a yearlong project in which teachers at a bilingual afterschool program and staff from a citywide environmental advocacy group taught students to plant, harvest, and sell produce grown at the school site. The authors show how students are socialized to become empowered members of their heritage-language community as they participate in harvest-related activities and co-construct shared beliefs about environmental and social justice. By examining the interactions between adults and students, our findings extend previous research highlighting the pedagogical and communicative resources employed in educational heritage-language settings. [More] Descriptors: Bilingual Education Programs, After School Programs, Social Justice, School Community Relationship
(2014). From Segregation to School Finance: The Legal Context for Language Rights in the United States, Review of Research in Education. In this chapter, the author reviews the legal trajectory of language rights in public schooling in the United States and how language has been intertwined with other policy issues in court cases aimed at expanding access and equity for minority students: desegregation and school finance. Most of these cases originated in the Southwestern United States where there were and continue to be critical masses of Latino students–largely Spanish speakers of Mexican descent–attending public schools. As an organizing frame for the chapter, the author expands Ruiz's (1984) framework for analyzing orientations in language policy. Her goal is to document and analyze the assumptions in legal arguments marshaled in these cases about how English language learners (ELLs) attending public schools should learn and be taught English and how students' home languages fit into those processes. She focuses on the legal opinions issued by federal and state courts because although courts do not create policy, they play an important role in the policymaking process. [More] Descriptors: Civil Rights, Court Litigation, Access to Education, Equal Education
(1998). The Threshold Hypothesis Applied to Three Languages in Contact at School, International Journal of Bilingual Education and Bilingualism. Investigated whether the threshold-level hypothesis could be applied to a three-language-in-contact school situation. Looks at one of these three-language-in-contact school situations in the Basque Country of Spain, a bilingual community where both Spanish and Basque are official languages and are therefore taught in school. Descriptors: Basque, Bilingualism, Elementary Education, English (Second Language)
(2014). Understanding the Acculturation Experience of Chinese Adolescent Students: Sociocultural Adaptation Strategies and a Positive Bicultural and Bilingual Identity, Bilingual Research Journal. The acculturation of Chinese immigrant high school students was examined as it relates to students' level of interaction with teachers and peers and participation in American school activities. Findings from a regression analysis revealed five variables (sociocultural adaptation strategies) that facilitate students' adjustment process: intercultural contact with American teachers, interaction and communication with American friends, exploring contexts beyond the Chinese community, culture learning through technology, and dialoging about American and Chinese cultures. These variables define a "cross-cultural identity" that explains the bicultural and bilingual approach Chinese students use to balance their primary (native) and second (mainstream) cultures. [More] Descriptors: Acculturation, Chinese Americans, High School Students, School Activities
(2014). The Westernization of Arab Pedagogies: Abu Dhabi Attempts to Move towards a Knowledge Economy, Policy Futures in Education. As the oil reserves in the United Arab Emirates (UAE) are forecast to become depleted over the next 50 to 150 years, the emirate of Abu Dhabi has set a vision to develop a knowledge economy in order to develop alternative sources of revenue in areas such as tourism, alternative energy and innovative business enterprises. Reformation of its education system is a key component of its strategy for economic development. This requires a pedagogic shift from traditional rote learning methods to more student-centered methods that foster cooperative learning and higher-level thinking skills. This article looks at the Abu Dhabi vision for a knowledge economy and raises questions as to what a knowledge economy means according to recent definitions and in relation to the specific needs of Abu Dhabi. Policies and strategies of the Abu Dhabi Education Council (ADEC) are then discussed in relation to changes in pedagogy required of the Arab teachers, how well policies and strategies match classroom practice, and some of the barriers to lasting pedagogic change. One strategy has been to replace Arab teachers with western, native English-speaking teachers. This strategy has perhaps not considered whether the successes of the western teachers in their own contexts are directly transferable to this Arab context. This raises several potential concerns, such as the lack of utilization of the existing Arab teachers, the disconnect between the Arab students' language, culture and experiences and the western teachers', and the lack of willingness to implement bilingual teaching and learning strategies as students move from Arabic as the sole mode of instruction to English as the sole mode. [More] Descriptors: Arabs, Western Civilization, Teaching Methods, Foreign Countries
(2014). Sole Fighter Mentality: Stakeholder Agency in CLIL Programmes in Queensland, Language Learning Journal. This study presents an insight into content and language integrated learning (CLIL) practices in the Australian state of Queensland. The article comprises four main sections. The first section outlines the context of CLIL in Australia and Queensland; there follows a brief review of the literature on stakeholders in CLIL programmes, such as programme directors, teachers and parents; a third section presents the methods used in the study; and finally a summary of the findings will be presented. Based on semi-structured interviews, the research set out to uncover the views of programme directors of 11 different CLIL programmes regarding their pedagogical decisions and contextual experiences in a societal climate that tolerates but does not prioritise the study of second languages. The article concludes that CLIL programmes exist as individual programmes without an umbrella organisation supporting them and that, as a consequence, there is a necessity and mentality amongst programme directors to fulfil more roles than just those of leading teachers, including advocacy, recruitment and coordination of translations for teaching units. The article makes two claims: that stakeholder agency in CLIL programmes in Queensland is characterised by a "sole fighter mentality"; and that this mentality is fostered not only by a generally marginalised role assigned to second language learning but also by contextual factors that merge language learning with language maintenance concerns in many of the existing CLIL programmes. [More] Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, Teaching Methods
(1998). Differential Effects of Linguistic Imperialism on Second Language Learning: Americanisation in Puerto Rico Versus Russification in Estonia, International Journal of Bilingual Education and Bilingualism. Explores how Americanization and Russification differed in terms of their imperialist language policies and how these policies led two colonialized societies, Puerto Rico and Estonia, to respond in dramatically different ways to the pressures to learn English and Russian respectively. Descriptors: Bilingualism, Colonialism, English (Second Language), Foreign Countries
(2014). Supporting Bilingual Learners and Their Families: Key Understandings for Pre-Service Teachers and the Institutions That Prepare Them, Association of Mexican American Educators Journal. An essential component of successful schooling in linguistically and culturally diverse settings is the active involvement of parents and community members. This is made possible when teachers honor families' languages and cultural traditions and build upon them. Teacher preparation programs play a critical role in helping preservice teachers reject deficit views and recognize that issues of status, power, and economic circumstances all play a role in shaping outcomes for students. Part of the asset orientation that must be fostered in new teachers is the understanding that primary or home language development contributes to both the academic success of children and the well-being of linguistically and culturally diverse communities as a whole. The article provides specific examples of understandings that preparation programs can instill in new teachers so that they come to see community outreach as essential to creating a positive and supportive school environment for all learners. [More] Descriptors: Bilingual Students, Preservice Teachers, Preservice Teacher Education, Student Diversity
(2014). Problem Identification and Task Engagement Using the LIBRE Problem Solving Tool: A Case Study of Three Bilingual Teacher Candidates, Journal of Education and Training Studies. Bilingual Latino students engage multiple languages, cultures and environments as they pursue educational and professional goals. For this underrepresented group, pursuing a post-secondary degree is a "lucha" (fight) to negotiate the complex interplay of historical, educational, and cultural variables and achieve academic success. Because Bilingual Latino teacher success is incumbent upon successfully negotiating and overcoming linguistic, cultural and educational challenges, examination of problem solving and goal setting is necessary to provide insight into the types of barriers and facilitators that this group experiences and the ways in which they overcome obstacles. An in-depth case study of three bilingual teacher candidates illustrates the use of the LIBRE problem-solving tool as a culturally responsive activity involving a sequence of problem identification, analysis, solution generation, and evaluation to facilitate problem resolution. The case studies examined herein illuminate self-reported social-cultural contextual challenges, solutions, goals, and engagement through explicit problem solving and shows the primacy of "familia" and "cultura" in these women's lives, problem-solving, and decision making. Implications for teacher educators and bilingual Latino teacher candidates are discussed. [More] Descriptors: Problem Solving, Task Analysis, Bilingual Teachers, Bilingual Education