This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Christina Schelletter, Patrick H. Smith, Uta Fischer, Karen A. Carrier, Virginia Gonzalez, Tom T. Stritikus, Robert E. Slavin, Shannon Thomas, Ana G. Huerta-Macias, and Matthias J. Scheutz.
(2004). Alternative Secondary Mathematics Programs for Migrant Students: Cultural and Linguistic Considerations. This chapter describes various programs providing secondary mathematics curricula to migrant students and discusses some challenges of integrating the cultural and linguistic experiences of migrant students learning mathematics. Among the distance-education programs designed for migrant students, the University of Texas Migrant Program delivers 22 core courses required for high school graduation in Texas, including Algebra Across the Wire, which has had a high rate of success with migrant students. Project SMART, a collaborative distance-learning program between Texas and its receiving states, has offered pre-algebra, algebra, geometry, and other mathematics courses to migrant students using interactive or delayed television instruction and videotaped lessons. The ESTRELLA program serves secondary migrant students who travel from six targeted Texas school districts to Illinois, Minnesota, Montana, or New York. Program elements include a Web site, e-mail, multimedia instruction, self-paced lessons, and cybermentors. The Portable Assisted Study Sequence (PASS) allows students to work semi-independently at their own pace, completing courses one unit at a time and accruing credits toward graduation. Although these programs offer alternative delivery approaches, instructors are still challenged to make connections between mathematics instruction and students' culture and language. A recent study of students' think-aloud protocols while solving word problems demonstrated the confusion arising both from limited English proficiency and from the use of mathematical language in non-mathematical contexts. Ways to increase the cultural relevance of mathematics instruction are also discussed. [More] Descriptors: Bilingual Education, Culturally Relevant Education, Distance Education, Limited English Speaking
(2003). Daring To Be: Identity, Healing, ad Mentoring in Minority Scholars, NABE Journal of Research and Practice. Discusses the effect of ethnic and language minority background on personal and professional identities at the individual and collective levels. Presents solutions to the marginalization that minority schools are suffering within institutions and professional associations. Descriptors: Bilingual Education, English (Second Language), Foreign Countries, Mentors
(2003). The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy, Journal of Language, Identity, and Education. Traces ways that literacy and language policy are translated into classroom practice through the examination of a single case. Demonstrates that the role teachers play in the process can best be understood by considering a variety of factors that have been advanced in policy research to explain variations in policy implementation. Presents findings from a California study that examined implementation of Proposition 227. Descriptors: Beliefs, Bilingual Education, English (Second Language), Literacy
(2003). Educating for Bilinguals in Mexican Transnational Communities, NABE Journal of Research and Practice. Describes the educational situation facing "retornado" families and children, Mexican transnational immigrants moving between New York City and Puebla, Mexico. Examines factors underlying the current lack of first language and second language instruction for the Spanish-English bilinguals returning to live in Mexico. Offers suggestions for how Mexican educators can better serve transnational students. Descriptors: Bilingual Education, English (Second Language), Foreign Countries, Immigrants
(2004). Effects of Morphosyntactic Gender Features in Bilingual Language Processing, Cognitive Science. A central issue in bilingual research concerns the extent to which linguistic representations in the two languages are processed independently of each other. This paper reports the results of an empirical study and a model stimulation, which provide evidence for the interactive view, which holds that processing is not independent. Specifically, a reading experiment examined whether morpho-syntactic features associated with lexical representations in a bilinguals' native language, in this case the masculine gender feature associated with the "er" ending of agentive nouns in German, are automatically activated by the processing of morphologically related representations in their second language, in this case English agentive nouns that end in "er." Experimental findings suggest that the German-English bilinguals have a bias to interpret the referents of such nouns as male relative to English monolinguals. Subsequent computational simulation studies with an interactive activation network confirmed that this effect is due to the influence of the morphosyntactic "er" representation in the bilingual models that is absent in the monolingual models. The results provide evidence for an interactive view of bilingual memory and processing for language learners of age 8 and above. [More] Descriptors: Morphology (Languages), Syntax, Bilingual Education, Bilingualism
(2003). Negotiating Power and Redefining Literacy Expertise: Buddy Reading in a Dual-Immersion Programme, Journal of Research in Reading. Reports on a case study of face-to-face interaction around and about texts between a second grade dyad in a dual-immersion (English/Portuguese) programme. Reveals multiple pedagogical scaffolds, few of which were unexpected. Concludes that Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they redefined what it meant to be "a good reader." Descriptors: Bilingual Education, Case Studies, Grade 2, Immersion Programs
(2003). Personal and Professional Success in a Bilingual Teacher Training Project, NABE Journal of Research and Practice. Describes factors that helped students succeed in a minority bilingual teacher training project. Results showed that structural factors, such as centralized advising, caring staff, and cohorts, and ancillary factors, such as increase in self-esteem helped students succeed. Descriptors: Bilingual Education, Bilingual Teachers, English (Second Language), Minority Groups
(2004). Functions of Code Switching in Schoolchildren's Conversations, Bilingual Research Journal. This study examined the code-switching patterns in the speech of immigrant Spanish-speaking children. Seven- and 10-year-old boys and girls from bilingual classrooms were each paired with a mutually selected friend, and their speech was collected in two contexts: while the children waited for an expected science experiment and when they worked together to follow an instruction worksheet about hands-on magnetic materials. This study presents data on the discourse characteristics of children's code switching, and the functions that Spanish and English have according to context. In addition, the data are described in relation to children's language competence and preference. The study found that code switching occurred both within and across turns. The older children's switches were more frequent and were deployed for a wider variety of functions than the younger children's. The results challenge the negative view that code switching by children who are learning two languages is due to lack of proficiency, and instead support the view that it is used as a strategy to extend their communicative competence during peer interaction. [More] Descriptors: Science Experiments, Spanish Speaking, Communicative Competence (Languages), Bilingual Education
(2003). Meeting the Challenge of Adult Education: A Bilingual Approach to Literacy and Career Development, Journal of Adolescent & Adult Literacy. Provides some historical perspectives on bilingual instruction for adults. Discusses several factors that currently have an impact on education for language-minority adults. Makes a case for the development of bilingual instruction for adults. Concludes with an example of what bilingual instruction might look like in a classroom and with a call for educational equity for language-minority adults. Descriptors: Adult Basic Education, Bilingual Education, Bilingual Students, Instructional Improvement
(2010). Immersion in Primary School: A Guide, Online Submission. Immersion programmes in primary schools have gained more and more recognition over the last decades. Every new immersion school faces the problem of providing a concept which will be put into practise with the help of personnel who have normally not been trained specifically for this task. The purpose of this guide is to answer frequently asked questions about immersion at the primary school level and aims at helping practitioners to implement immersion programmes. [More] Descriptors: Immersion Programs, Elementary Education, Second Language Instruction, Multilingualism
(2003). Training Teachers of English Language Learners through Instructional Conversations: A Metalogue, NABE Journal of Research and Practice. Examined the Instructional Conversation (IC) as a socioculturally based professional development tool and how it encouraged knowledge construction as it was assisted through dynamic participation among mainstream and bilingual teachers of English language learners. Found that the IC could be instrumental in training teachers about theoretical constructs and to use new strategies, and to promote reflection on practice. Descriptors: Bilingual Education, Bilingual Teachers, English (Second Language), Professional Development
(2003). Getting Past "See Spot Run.", Educational Leadership. Describes case studies of three elementary schools' instructional practices for English-language learners. Finds deficient English-language learner programs in two schools, but an innovative instructional program in one of the schools wherein English-language learners are integrated into multiage classrooms taught by English as a Second Language and bilingual specialists. Also describes efforts to support professional growth of teachers. Descriptors: Bilingual Education, Case Studies, Elementary Education, English (Second Language)
(2004). How Do English Language Learners Learn to Read?, Educational Leadership. The research on beginning reading instruction for English language learners that provides several useful guidelines for policy and practice is presented. Research suggests that bilingual programs usually improve the English reading performances of English language learners. Descriptors: Second Language Learning, Reading Instruction, Bilingual Education Programs, English (Second Language)
(2003). Hispanic Americans: A Comparative and Critical Analysis of Leading Reference Sources, MultiCultural Review. Examines how 11 reference sources cover Hispanic Americans and their achievements, describing what publishers of reference titles can do in the future to serve the research community with more accurate, comprehensive tools. Only one source covers all 20 Hispanic American groups. The other sources supplement each other, though there is room for improvement. Tables compare the works with respect to information they provide on specific Hispanic American groups. Descriptors: Bilingual Education, Bilingualism, Elementary Secondary Education, Higher Education
(2003). The Sami School System in Norway and International Cooperation, Comparative Education. In Norway, a separate curriculum for primary and lower secondary schools has been introduced in indigenous Sami areas, and some jurisdiction over the school system has been transferred to the Sami Parliament. These recent initiatives are discussed against a backdrop of three international relationships: between the Sami people and other speakers of Finno-Ugric languages, other arctic indigenous peoples, and other European minority groups. (Contains 17 references.) Descriptors: Activism, Bilingual Education, Educational Change, Elementary Secondary Education