This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include D. Scott Enright, Eugene E. Garcia, Suzanne Peregoy, Herbert Teitelbaum, Mary Spencer, Atilano A. Valencia, Phillip C. Gonzales, Susan R. Goldman, Heidi Dulay, and Margaret Bruck.
(1984). Understanding Fables in First and Second Languages, NABE: The Journal for the National Association for Bilingual Education. Evidence for transfer of prior knowledge across first and second language inputs was shown when 211 kindergarten through sixth grade students, both monolingual English and Spanish/English speakers, were presented Aesop's fables and were tested for retelling the fables, responding to questions about fable character's motives, and extracting lessons from fables. Descriptors: Bilingual Education, Bilingual Students, Books, Comparative Analysis
(1979). On the Relevance of Recent Developments in Sociolinguistics to the Study of Language Learning and Early Education, NABE: The Journal for the National Association for Bilingual Education. Describes recent efforts that have been made to overcome barriers to the successful implementation of sociolinguistics in early education, barriers involving acceptance of research by the schools, attitude and teaching method changes by teachers, and the needs of the children themselves. [More] Descriptors: Bilingual Education, Early Childhood Education, Language Ability, Language Acquisition
(1989). Relationships between Second Language Oral Proficiency and Reading Comprehension of Bilingual Fifth Grade Students, NABE: The Journal of the National Association for Bilingual Education. Among six Mexican-American fifth graders who were native Spanish speakers and had varying levels of English proficiency, oral proficiency was related to reading comprehension within each language. Assisted line-by-line reading facilitated comprehension for low proficiency students, deficient in both English vocabulary and syntactic knowledge. Descriptors: Bilingual Education, Context Clues, English (Second Language), Grade 5
(1981). Language Use in an English/Hebrew Bilingual Preschool Classroom, NABE: The Journal for the National Association for Bilingual Education. A sociolinguistic analysis of language use among eight preschool children in a bilingual English/Hebrew classroom was conducted to examine the effects of teacher background (U.S. or Israeli born/educated) while interacting with children from bilingual or monolingual backgrounds and teacher's participation (presence or absence) in classroom context. Descriptors: Bilingual Education Programs, Classroom Environment, Educational Policy, English
(1979). Bilingual Language Arts Materials for Native Americans: A Quantitative Review of What Exists and What Is Needed, NABE: The Journal for the National Association for Bilingual Education. Describes the research, compilation, and organization of three bibliographies on bilingual language arts materials developed for Native Americans between 1890 and 1976. A chart provides population figures for a diversity of Native American language groups, number of speakers, and available materials (dictionaries, grammars, etc.) for each group. [More] Descriptors: American Indian Education, American Indian Languages, Bibliographies, Biculturalism
(1977). Alternative Forms of Immersion for Second Language Teaching, NABE: The Journal of the National Association for Bilingual Education. Two grade 7 groups were tested to compare their relative proficiency on numerous French and English language achievement tests. One group had followed the early immersion option through grade 6 and then a traditional English curriculum (with a French maintenance class); the other group had followed a traditional English curriculum (with a strong FSL component) through grade 6 and then a one-year intensive French immersion program. Descriptors: Bilingual Education, Communicative Competence (Languages), English (Second Language), French
(1981). Aula/The Classroom: Developmental Reading in Two Languages, NABE: The Journal for the National Association for Bilingual Education. The thesis of the article is that learning to read developmentally through the native language at the critical reading age can turn the reading handicap of Hispanic and other bilingual children into the asset of literacy in two languages. [More] Descriptors: Bilingual Education Programs, Bilingual Students, Cognitive Development, Hispanic Americans
(1979). Bilingualism and Schooling Environments, NABE: The Journal for the National Association for Bilingual Education. The study involved (1) a sociolinguistic description of Spanish/English use by 10 children (ages two to three) and eight mothers in two different bilingual preschool contexts (instruction and freeplay), and (2) an experimental attempt to encourage the use of Spanish, using Spanish "immersion" in a freeplay setting. Descriptors: Bilingual Education, Bilingualism, Child Language, Code Switching (Language)
(1985). Curricular Perspectives for Gifted Limited English Proficient Students, NABE: The Journal for the National Association for Bilingual Education. Discusses the educational needs of gifted Limited English Proficient (LEP) students. Describes characteristics of gifted students and presents workable arrangements, curricular components, and instructional approaches especially designed to accommodate and enhance their education. Includes the need for cooperation and involvement of parents in selected features of the program. Descriptors: Ability Identification, Bilingual Education, Cultural Influences, Curriculum Design
(1980). The Relative Proficiency of Limited English Proficient Students, NABE: The Journal for the National Association for Bilingual Education. Defines three previously overlooked subpopulations of English proficient students (English superior, equally limited, non-English superior) in terms of their relative proficiency in English and the home language. Presents data and clarifies assessment terms, criteria, and procedures used in relative proficiency assessment. Makes program suggestions for each subpopulation. [More] Descriptors: Bilingual Education, Educational Objectives, English, Language Dominance
(1988). The Contemporary Spanish Basal Reader in the United States: How Does It Reflect Current Knowledge of the Reading Process. Research Notes, NABE: The Journal for the National Association for Bilingual Education. Evaluates six major Spanish basal reading programs published since 1980 for Hispanic-American students. Concludes that these translated materials reflect a mechanistic part-to-whole view of reading and ignore current theories of reading as a meaning-seeking process. Contains 39 references and 23 sources of Spanish language materials. Descriptors: Basal Reading, Bilingual Education, Elementary Education, Instructional Material Evaluation
(1976). A Court Ordered Bilingual Program in Perspective: Aspira of New York vs. Board of Education of the City of New York, Journal of the National Association for Bilingual Education. The suit sought to secure for Puerto Rican and other Hispanic public school students with English language difficulties their rights under Federal law and the implementing regulations and guidelines. [More] Descriptors: Bilingual Education, Board of Education Role, Court Litigation, Non English Speaking
(1983). An Analysis of Language Development Materials, NABE: The Journal for the National Association for Bilingual Education. Investigates collective nature of commercially prepared language development materials, identifying features describing language use in communicative events. Profiles collective nature of language development materials. Presents survey of practicing bilingual educators' perceptions of language use. Discusses findings, conclusions, and implications to help educators select language development materials for E.S.L./ bilingual programs. Descriptors: Bilingual Education, Bilingual Instructional Materials, Educational Philosophy, Elementary Secondary Education
(1981). Linguistic and Communicative Competence of Students in a Spanish/English Bilingual High School Program, NABE: The Journal for the National Association for Bilingual Education. Results indicated that: communicative competence (CC) is distinct from linguistic competence (LC); LC in English and CC in English/Spanish are related to cognitive/academic learning proficiency and field independent learning style; and self-concept is positively related to LC in English, to CC in English/Spanish, and to academic achievement. Descriptors: Academic Achievement, Bilingual Education, Cognitive Style, Communicative Competence (Languages)
(1983). The Comparability of English and Spanish Versions of Oral Language Proficiency Instruments, NABE: The Journal for the National Association for Bilingual Education. Compares five commonly used English-Spanish language dominance instruments according to area of language measured, domain assessed, developmental comparability, and language variety or dialect. Examines the proficiency information provided and the validity, reliability, and norming of the instruments. Concludes that the tests are not comparable indicators of English-Spanish proficiency. Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Comparative Testing