This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ester de Jong, Paul Cirino, Kate Menken, Ellen Stubbe Kester, Guillermo Solano-Flores, Roxanne Schroeder-Arce, Yvonne Kogan, Carmen A. Rolon, Felicity Rash, and Judith Munter.
(2002). The German-Romance Language Borders in Switzerland, Journal of Multilingual and Multicultural Development. Focuses on language contact phenomena at the borders of Switzerland's four language communities (German, French, Italian, and Romansch), the legal status of the four Swiss national languages, and the language policies of individual bilingual and trilingual cantons. Describes the historical movements of the language boundaries, with particular focus on linguistic interference resulting from direct language contact at each of the language boundaries. Descriptors: Bilingual Education, Foreign Countries, French, German
(2003). After Exit: Achievement Patterns of Former English Language Learners. This study examined the achievement patterns of former English Language Learners (ELLs) and explored whether time-related variables (length of program participation, grade level exited, and length of participation in the mainstream classroom) play a significant role in predicting academic achievement patterns for these exited students. The study focused on 40 grade 4 exited students (17 from Bilingual English (BE) and 25 from English as a Second Language (ESL)) and 75 eighth grade exited students (40 BE and 25 ESL). For fourth grade, the ESL exited students and the districts regular education students showed a similar distribution of scores in the three subject areas, but fewer ESL program students scored at the Proficient level in English Language Arts. Eight graders showed similar achievement patterns for English Language Arts and mathematics, but in science, more ESL exited students fell in to the failing category. More BE exited students scored in the Needs Improvement category than in the Proficient category for mathematics and science, a pattern different from that of regular education students. at fourth grade. Eighth grade exited BE students had scores that diverged from regular education, with more students failing mathematics and science. Achievement patterns for students who had attended a BE program were less sensitive to length of program attendance than those of ESL program students. Findings support the need to move away from a one-model-fits-all approach to more complex ways of meeting the needs of ELLs. (Contains 3 tables and 41 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Elementary Secondary Education
(2006). Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for Reading Problems, Elementary School Journal. A first-grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students' core reading instruction (English). Two hundred sixteen first-grade students from 14 classrooms in 4 schools from 2 districts were screened in both English and Spanish. Forty-eight students (22%) did not pass the screening in both languages and were randomly assigned within schools to an intervention or contrast group; after 7 months, 41 students remained in the study. Intervention groups of 3 to 5 students met daily (50 minutes) and were provided systematic and explicit instruction in oral language and reading by trained bilingual reading intervention teachers. Students assigned to the contrast condition received their school's existing intervention for struggling readers. Intervention students significantly outperformed contrast students on multiple measures of English letter naming, phonological awareness and other language skills, and reading and academic achievement. Differences were less significant for Spanish measures of these domains, though the strongest effects favoring the intervention students were in the areas of phonological awareness and related reading skills. [More] Descriptors: Second Language Learning, Reading Instruction, Intervention, Instructional Effectiveness
(2003). Educating Latino Students, Educational Leadership. Advises educators on how to address the learning needs of Latino students. Includes understanding the issues, valuing Latino strengths, adopting culturally sensitive pedagogy, and examining society's unexamined norms. Descriptors: Academic Achievement, Bilingual Education, Cultural Relevance, Curriculum Design
(2002). Concurrent Development of Dual Language Assessments: An Alternative to Translating Tests for Linguistic Minorities, International Journal of Testing. Developed a model for the concurrent development of assessments in two language versions and tested the model with classes of seven bilingual teachers who developed the assessments in English and Spanish. Results show that the model allows assessment developers to give deeper consideration to culture in test development. Descriptors: Bilingual Education, Bilingual Teachers, Cultural Awareness, English
(2002). Alsace, Journal of Multilingual and Multicultural Development. Gives an overview of recent research on the Alsatian language in a contact situation and discusses the function of the language and state border. Contacts across the state border are analyzed and the function of various linguistic codes on both sides of the state border are described. Suggests that the the sole post-war innovation in Alsace is the introduction of bilingual instruction. Descriptors: Bilingual Education, Dialects, Foreign Countries, French
(2003). Preventing Reading Failure for English Language Learners: Interventions for Struggling First-Grade L2 Students, NABE Journal of Research and Practice. Describes student outcomes following the first year of implementation of an early reading intervention project designed to improve the first language literacy in first grade English language learners (ELLs). Results indicate steady improvement in reading levels and support providing ELLs with interventions that use an intensive, systematic, culturally-responsive approach to reading instruction. Descriptors: Bilingual Education, English (Second Language), Grade 1, Intervention
(2003). An Investigation of Collaboration among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities, Bilingual Research Journal. Survey of 125 educational professionals working with culturally and linguistically diverse and exceptional (CLDE) students in the Washington D.C. area found that most had the training and skills to work with CLDE students. However, respondents did not know the roles, responsibilities, and practices of other professionals working with CLDE students and lacked appropriate training and administrative support for collaboration. (Contains 38 references and survey questionnaire.) Descriptors: Bilingual Education, Educational Cooperation, Educational Needs, Elementary Secondary Education
(2006). Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners, Bilingual Research Journal. In the wake of the federal No Child Left Behind legislation, standardized tests have become increasingly high-stakes. Yet English language learners (ELLs) typically score far below native English speakers, creating pressure to "teach to the test." This article shares findings from an intensive year long study in 10 New York City high schools, detailing how high-stakes tests become "de facto" language policy in schools. Most schools and individual educators have increased the amount of English instruction ELLs receive; however, some have instead increased native language instruction as a test preparation strategy. Curriculum and instruction focuses on test content and strategies, and English as a second language classes have become more like English language arts classes for native English speakers. In bilingual classes, tests are found to promote monolingual instruction with test translations guiding decisions about language allocation. [More] Descriptors: Federal Legislation, Second Language Learning, English Instruction, Standardized Tests
(2002). Current Explorations, Language Arts. Considers some of the current and emerging issues in the language arts, and how they are reflected in professional books. Discusses three books with distinct themes that challenge conventional wisdom about literacy. Suggests that broadening the framework of literacy will make it more accessible and equitable for a wider range of children. Descriptors: Bilingual Education, Educational Strategies, Elementary Education, Literacy
(2002). Walking on Ice: Facing Cultural and Lingual Challenges as an "Other.", Stage of the Art. Reveals the journey of a new teacher of theatre. Takes readers on her journey of self-discovery from student to student teacher to bi-lingual theatre teacher. Raises timely questions about the boundaries and barriers felt as drama is taught in unfamiliar settings. Descriptors: Bilingual Education, Cultural Differences, Educational Improvement, Instructional Innovation
(2003). A Study of Bones = Un Estudio de Huesos. Proving that project work can be done with young children who are schooled in a full-immersion program in a second language, this article describes a study of bones undertaken by 5-year-old children in a bilingual school in Mexico City. The article discusses the process and shows the results achieved by the children during the three phases of the project through photographs and other documentation of the children's work. The article concludes with reflections by the author and parents. [More] Descriptors: Bilingual Education, Documentation, English (Second Language), Foreign Countries
(2002). Teacher Agency and Double Agents: Reconceptualizing Linguistic Genocide in Education, Harvard Educational Review. This review of "Linguistic Genocide in Education or Worldwide Diversity and Human Rights?" by Tove Skutrabb-Kangas (Erlbaum 2002) finds the book a useful guide for examining language policies in education but suggests its argument is weakened by the invisibility of teachers in the analysis and the loaded and inflammatory language used. (Contains 40 references.) Descriptors: Bilingual Education, Change Agents, Civil Liberties, English (Second Language)
(2002). Language Ability Assessment of Spanish-English Bilinguals: Future Directions, Practical Assessment, Research & Evaluation. Summarizes relevant research on bilingual language development and discusses implications for bilingual language assessment. Also discusses limitations in current language ability testing practices for bilinguals and proposed future directions for the development of assessment tools and practices with bilinguals. Descriptors: Ability, Bilingual Education, Bilingual Students, Educational Practices
(2002). Creole-based Trilingual Education in the Caribbean Archipelago of San Andres, Providence and Santa Catalina, Journal of Multilingual and Multicultural Development. Depicts the impetus and drive behind the development of a primary trilingual education curriculum for the Western Caribbean Archipelago of San Andre, Providence, and Santa Catalina. Based on outcomes in other multilingual education projects, hypothesizes positive academic gains in all areas at a cost benefit to the national government. Descriptors: Achievement Gains, Bilingual Education Programs, Creoles, Curriculum Development