This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Valerie Malabonga, Charles R. Greenwood, Elizabeth R. Howard, Rebecca Clothey, Steven Sandoval-Martinez, Keumsil Kim Yoon, Igone Arteagoitia, Phillip C. Gonzalez, Douglas Foley, and Ulla Connor.
(2005). The Balancing Act of Bilingual Immersion, Educational Leadership. Hadi-Tabassum believes having a separate life context for each language she learned in childhood enabled her to switch easily among five different tongues. She states that the success of dual immersion bilingual programs is largely dependent on whether they immerse students in each of the involved languages separately and help students have a discrete context for the use of each language. It is essential that students and teachers work exclusively in Spanish or exclusively in English, for example, during certain times of day or for certain content areas. Although all subject matter should be taught at least in partially in both languages, class discussions, assignments, and materials–right down to daily agendas–should never mix the two. The author gives an overview of two different theories of how two languages are developed. The language independence theory states that each language develops and resides in its own separate area of the brain, whereas the language interdependence theory assumes two or more languages develop with a common underlying cognitive structure. [More] Descriptors: Immersion Programs, Bilingual Education, Second Language Learning, Second Language Instruction
(1984). Orality and Literacy in Bilingual-Bicultural Contexts, NABE: The Journal for the National Association for Bilingual Education. Current theory and research into the oral-written relationship are reviewed. Three models of reading comprehension based on oral-written language skills are reviewed as representative and their implications for reading instruction in grades 4-12 and in bilingual-bicultural classrooms are determined. The mingling of oral and literate strategies, in homes and schools, is discussed. Descriptors: Bilingual Education, Code Switching (Language), Elementary Secondary Education, Literacy
(2005). The Spanish Developmental Contrastive Spelling Test: An Instrument for Investigating Intra-Linguistic and Crosslinguistic Influences on Spanish-Spelling Development, Bilingual Research Journal. This article describes the development of a Spanish-spelling measure designed to assess the progress made by Spanish-English bilingual children from Grade 2 to Grade 5. Different stages of measure development are described, such as the selection of the focus features, the pilot phase of the assessment, and the finalizing of the operational version. Two underlying attributes characterize the spelling measure described here. First, it is "developmental," meaning that it contains a wide variety of features and items that differ according to spelling difficulty, such that the assessment is able to measure the growth of Spanish-spelling ability over the full sequence of the upper elementary grades. Second, it is "contrastive," as it was designed to detect some areas of potential crosslinguistic influence from English to Spanish. The combination of these two characteristics makes this spelling measure a unique tool for assessing the development of spelling ability by Spanish-English bilingual children. [More] Descriptors: Spelling, Tests, Bilingual Students, Spanish
(1985). The Paradox of Immersion in a Second Language, NABE: The Journal for the National Association for Bilingual Education. Seventy-four grade 8 pupils in Hong Kong were randomly assigned to an experimental class, with English as the language of instruction, and to a control class, with Chinese as the language of instruction. Pupils in the immersion program were not hindered in academic achievement but did not improve second-language proficiency. Descriptors: Academic Achievement, Bilingual Education, Chinese, Comparative Analysis
(1990). In Search of the Ideal Bilingual Reader: Using a New Interview Research Method, NABE: The Journal of the National Association for Bilingual Education. An interview method for assessing reading processes was pilot tested to examine reader-text interaction among native-Spanish-speaking fifth graders. Subjects were active participants in the reading situation but were lacking in aspects related to the text's cultural content. The reading interview method is highly recommended for use in second-language reading research. Descriptors: Bilingual Education, Elementary Education, Elementary School Students, English (Second Language)
(1987). Assessment of Linguistic Needs of Korean American Students in Northern New Jersey: Implications for Future Directions, NABE: The Journal for the National Association for Bilingual Education. Survey responses of 123 immigrant parents of Korean-American students revealed needs for improving both the English and Korean proficiency of students and for educating parents about the school system. An Asian Resource Center would be a cost-effective means of meeting such needs. Contains 23 references. Descriptors: Bilingual Education, Educational Needs, Elementary Secondary Education, Korean Americans
(2005). China's Policies for Minority Nationalities in Higher Education: Negotiating National Values and Ethnic Identities, Comparative Education Review. This study explores China's educational policies for ethnic minorities in one particular academic setting, the Central University for Nationalities (CUN) in Beijing, and how these policies are experienced by the students who are supposed to benefit from them. The study takes an emic perspective by looking at the perceptions of minority students at CUN on how these policies shape their social and economic opportunities and at how these students negotiate their ethnic identity within the context of a university specifically designed for the education of minorities. The study considers the experience of minority students with two types of educational background: (1) those who entered the university after completing bilingual schooling and (2) those who entered the university after completing an education in Mandarin Chinese, the dominant language of China. In this article, the author will first discuss the debates on language and ethnicity in education. Next he will examine relevant educational policies that are implemented in China and how these are used to create tertiary opportunities for China's minority nationalities. Finally, he will analyze the interplay between these policies and minority nationalities' self-perceptions as well as consider the implications the policies and the minority self-perceptions have for education and economic opportunity in China. Descriptors: Foreign Countries, Ethnicity, Educational Policy, Minority Groups
(1990). Teacher-Student Interaction Patterns in Bilingual and Mainstream Classrooms, NABE: The Journal of the National Association for Bilingual Education. Observation of social studies lessons in a bilingual and a regular classroom containing immigrant Filipino-American students revealed differences between classrooms in communication strategies and patterns. Teacher-student interactions in the bilingual classroom somewhat reflected those found in the Philippine setting, promoting greater participation by newly arrived immigrant students. Includes the coding system for interactional sequences. Descriptors: Bilingual Education, Classroom Communication, Classroom Techniques, Filipino Americans
(1986). Title VII in the Hands of a Principal: A Strategy for Change, NABE: The Journal for the National Association for Bilingual Education. Describes the development of a Title VII bilingual program in a California community where Hispanics constitute 46 percent of the population. Examines change strategies used over a ten-year period of renewal. Descriptors: Administrator Role, Bilingual Education Programs, Case Studies, Change Strategies
(2005). Enrique Trueba: A Latino Critical Ethnographer for the Ages, Anthropology & Education Quarterly. This article chronicles the contributions of Enrique (Henry) Trueba to the field of educational anthropology, highlighting his emergence as one of the foremost critical ethnographers of his time, his collaborative manner of working, mentorship of colleagues, and "pedagogy of hope." Trueba skillfully combined ideas from Vygotsky, the Spindlers, and Freire into a perspective that seeks to build culturally and linguistically relevant learning contexts for Latino/a immigrant children. His many publications address issues of inequality and ways to empower students, parents, and communities. [More] Descriptors: Hispanic Americans, Ethnography, Educational Anthropology, Learning
(1986). Environmental Variables Affecting the School Achievement of Culturally and Linguistically Different Learners: An Instructional Perspective, NABE: The Journal for the National Association for Bilingual Education. Reviews literature examining research basis for school achievement of culturally and linguistically different learners from standpoint of instructional effectiveness and opportunity to learn. Concentrates on research directly assessing ecological/instructional processes in relationship to achievement outcome measures. Focuses on functional ecological and teaching variables affecting academic performance of culturally/linguistically different learners. Descriptors: Academic Achievement, Access to Education, Bilingual Education, Cultural Differences
(1979). Error Patterns of Bilingual Readers, NABE: The Journal for the National Association for Bilingual Education. In a study of developmental reading behaviors, errors of 75 Spanish-English bilingual students (grades 2-9) on the McLeod GAP Comprehension Test were categorized in an attempt to ascertain a pattern of language difficulties. Contrary to previous research, bilingual readers minimally used native language cues in reading second language materials. Descriptors: Bilingual Education, Bilingual Students, Cloze Procedure, Elementary Secondary Education
(1989). The Benefits of Cooperative Learning Arrangements in Second Language Instruction, NABE: The Journal for the National Association for Bilingual Education. Identifies linguistic, curricular, and social benefits of cooperative learning arrangements in second language and bilingual instruction. Discusses five major models of cooperative learning, and reviews research findings in linguistically diverse settings. Contains 45 references. Descriptors: Bilingual Education, Cooperative Learning, Elementary Secondary Education, English (Second Language)
(2005). Directory of Canadian Universities, 2005. The Directory of Canadian Universities is the authoritative guide to Canadian universities. It includes everything from scholarship information and fees, to programs and housing facilities, at over 90 Canadian universities. The book offers the following helpful information to college and university students: (1) updated annually; (2) compiled by AUCC and the universities; (3) national in scope; (4) bilingual; (5) articles on undergraduate and graduate studies; (6) international student information; (7) university location map; and (8) index of over 10,000 academic programs available in Canada. [More] Descriptors: Foreign Countries, Universities, Foreign Students, Higher Education
(1982). Findings from the Head Start Bilingual Curriculum Development Effort, NABE: The Journal for the National Association for Bilingual Education. National evaluation of Head Start bilingual curriculum development project indicated bilingual children receiving bilingual preschool services made greater preschool gains than comparison group children receiving regular English-language preschool services; English-preferring children placed in bilingual classrooms achieved similar preschool developmental gains to those placed in English-language preschool classrooms. Descriptors: Bilingual Education Programs, Bilingual Students, Cognitive Development, Curriculum Development