Bibliography: Bilingual Education (page 495 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Kris Anstrom, Tamara Lucas, Veronica Fern, Matthew Soska, Lucy Tse, Mary Helman, Diane August, Deborah Menkart, Rebecca Oxford-Carpenter, and Arlington National Clearinghouse for Bilingual Education.

August, Diane; And Others (1995). LEP Students and Title I: A Guidebook for Educators. The guide provides analysis and guidance on issues that arise in serving limited-English-proficient (LEP) students through Title I of the Improving America's Schools Act. It is intended for Title I coordinators at state and local levels and administrators of related programs serving LEP students. The guide presents the issues in the order in which they appear in the legislation. Each section contains a brief summary of the law and analysis of its implications for LEP students. Issues include: state plans (general provisions, development, content standards, yearly progress and LEP students, assessment, questions related to assessment, other provisions to support teaching and learning, and peer review and secretarial approval); development of local education agency plans; schoolwide programs (development of the plan, requirements, components of effective schoolwide programs in which LEP students are served, use of funds for these programs and the special rule for funding); Targeted Assistance Program schools (selecting participating students, methods for effectively serving them); assessment and school district and school improvement (local review, school improvement, district technical assistance to schools, state technical assistance to districts); state assistance for school support and improvement; parent involvement; and teacher professional development.   [More]  Descriptors: Academic Standards, Agency Role, Educational Policy, English (Second Language)

Tuan, Do Dinh; And Others (1977). U.S. History. A Cambodian Supplement. The recent influx of Indochinese refugees into the United States has added thousands of students needing special attention to American schools. High school subjects that involve technical terminology such as Biology, Physics, Chemistry, and Mathematics are especially difficult for these students. The same is true for subjects such as United States History which require some elementary background acquired by most Americans through mere exposure. This textbook is one of a series designed to act as a bridge between the skills and concepts already acquired by Indochinese students and those new skills and concepts they must acquire in the U.S. This supplementary text in Cambodian was designed to help the students understand their American history text in English. The material was compiled and adapted from high school texts in order that the terms and concepts would be applicable to standard secondary textbooks. Descriptors: American History, Asian Americans, Cambodian, Foreign Students

Tse, Lucy (1995). When Students Translate for Parents: Effects of Language Brokering, CABE Newsletter. Research indicates that nearly all language-minority children and adolescents are language brokers for their parents and other family members. Children from diverse language backgrounds and as young as eight or nine years old perform difficult and demanding linguistic and communication tasks normally done by adults, both related and unrelated to school activities. Brokering itself exposes the children to more language and helps them acquire more language skills. For immigrants and refugees, the brokering process typically begins soon after arrival in the United States. Studies also suggest that brokering helps brokers maintain native language skills as well as develop English skills. English language skills achieved through brokering are not always reflected in academic achievement, however, suggested that school settings do not provide an accurate picture of student competence. Alternative assessment methods might be developed to measure student skills more accurately. Contains 10 references.   [More]  Descriptors: Communication Skills, Elementary Secondary Education, English (Second Language), Immigrants

Gonzalez, Gustavo (1978). The Acquisition of Spanish Grammar by Native Spanish Speaking Children. The normal sequence of development of Spanish phonology and Spanish grammatical patterns in the speech of native Spanish-speaking children, two to five years old, was studied to determine the syntactic structures and range of language variability at each chronological age level. Middle-class children, living in the Lower Rio Grande Valley of Texas, whose parents earned between $4500 and $20,000 a year, were interviewed for a total of about two hours. The elicitation technique was basically conversational and materials of different types were used, including dolls, cars, and storybooks. The first interview consisted mostly of general questions; the second concentrated on verb tenses and moods; and the final interview included a morphology test which utilizes Spanish nonsense words. An experimental Spanish phonology test was also administered. The child was asked to repeat certain sentences that contain all the phonemes and significant allophones of Spanish. Syntactic structures found in each age group, a discussion of certain grammatical features, and an examination of the deviations encountered at the age levels are presented. Examples are given for almost every structure, but the deviations are not included. It is suggested that the findings would be valuable to kindergarten and primary teachers, curriculum writers, and test developers. Descriptors: Child Language, Grammar, Interviews, Language Acquisition

Oxford-Carpenter, Rebecca; And Others (1984). Demographic Projections of Non-English-Language-Background and Limited-English-Proficient Persons in the United States to the Year 2000 by State, Age, and Language Group. This study makes demographic projections of the limited English proficient (LEP) and non English language background (NELB) populations in the United States to the year 2000, based on 1976 figures. Results of NELB projections include the following: (1) the Spanish group is increasing dramatically, but the Asian and non-Spanish/non-Asian groups are also growing; (2) the younger age groups will decline significantly but temporarily; (3) the heaviest concentration of NELBs will remain in California, New York, and Texas; (4) the Spanish are much younger than other groups; and (5) the Spanish are concentrated in California, Texas, and New York, while the Asians are concentrated in California, Hawaii, and New York. Results of the LEP projections include the following: (1) the numbers of LEPs declined slightly during the 1980s, but will either increase or return to their previous levels by 2000; (2) the 5- to 9-year-old group is increasing more than the 10- to 14-year-old group; (3) California and Texas will show overall gains in the number of LEPs, while New York remains the same; (4) the numbers of younger Spanish and Asians are increasing; and (5) the Spanish are concentrated in California, Texas, and New York. Educational implications include the following: (1) Spanish LEPs will become an increasingly important factor in educational planning; (2) the sheer numbers of the Spanish should not mask the needs of smaller groups; and (3) geographic concentration will influence the allocation of funds. Extensive tables, charts, and graphs of statistical data and a six-page bibliography are included.   [More]  Descriptors: Asian Americans, Demography, Educational Planning, Elementary Secondary Education

Simich-Dudgeon, Carmen; And Others (1989). Helping Limited English Proficient Children Communicate in the Classroom: A Handbook for Teachers. Program Information Guide Series, Number 9. This handbook for teachers highlights issues related to the verbal participation of limited-English-proficient (LEP) students in the classroom, and provides suggestions for encouraging and integrating LEP students more fully into the ongoing verbal interaction in the regular classroom. The handbook's suggestions are based on the results of a 3-year collaborative study between the Center for Applied Linguistics and Fairfax (Virginia) County Public Schools which sought (1) to identify significant features in the responses of students who were identified by their teachers as "successful communicators/responders" during acadedmic verbal interaction, and (2) to translate these findings into teacher strategies that promote language and cognitive growth. The handbook focuses primarily on the use of language by students and teachers during verbal review, the time during the lesson when the teacher asks questions about material previously taught. The handbook is organized into two major sections, each containing short "capsules" that summarize the research results and present suggestions for classroom use. Many of the suggestions include examples of dialogue between a student and a teacher. The first section presents some general ideas for structuring classroom interaction and outlines specific strategies for making classroom interaction expectations more explicit. The second section presents specific strategies for dealing with the special problems of LEP students.   [More]  Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, Elementary Secondary Education

National Clearinghouse for Bilingual Education, Arlington, VA. (1978). English as a Second Language Bibliography: Adults. This bibliography provides the teacher of adult limited-English speakers with a list of the books which are available to help them learn English. The focus is on the adult who is interested in immediate employment or vocational training in English. Materials written for college or university-bound adults are not included. A list of articles, books, and bibliographies have been compiled which may assist the instructor in preparing activities for his adult ESL students. The bibliography is divided into the following parts: (1) ESL Texts; (2) Supplementary Materials: Vocational Education; (3) Supplementary Materials: Employment and Survival Skills; (4) Pronunciation Materials; (5) ESL Tests; and (6) Teacher Aids. Descriptors: Adult Education, Adult Students, Annotated Bibliographies, Communicative Competence (Languages)

National Clearinghouse for Bilingual Education, Arlington, VA. (1978). A Bibliography of English as a Second Language Materials: Grades 4-12. This annotated bibliography of English as a second language (ESL) materials for grades 4-12 is divided into the following parts: ESL texts, ESL readers, writing texts, supplementary materials, tests, student references, and aids for the ESL teacher. The supplementary materials include grammar practice, pronunciation and fluency, vocabulary and idioms, practical matters, and diversions. The annotations include reference to the age of the students for which the particular materials are suitable (upper elementary, junior high, or high school), and the ESL level (beginning, intermediate, or advanced). In compiling the bibliography, focus was on the student who lives in a community that lacks the necessary resources to provide him with education in his native language. Descriptors: Annotated Bibliographies, Communicative Competence (Languages), Elementary Secondary Education, English (Second Language)

Buchanan, Keith; Helman, Mary (1993). Reforming Mathematics Instruction for ESL Literacy Students. NCBE Program Information Guide Series, 15. The guide is designed to help educators design math curricula to meet the needs of students of English as a Second Language (ESL) with limited or interrupted schooling in mathematics. It provides techniques for integrating mathematics and language teaching, especially through cooperative learning experiences, makes suggestions for inservice teacher training, and encourages collaboration between mathematics and ESL/bilingual personnel in curriculum development and advocacy for ESL literacy students. The first section of the guide outlines the mathematics literacy goals and classroom environment standards of the National Council of Teachers of Mathematics. Subsequent sections address the following issues: design of appropriate curricula and evaluation; assessing student progress in language and mathematics skill areas; and staff development needs. A series of sample lessons follows, drawn from a middle and high school math literacy curriculum. The lessons are in number concepts and theory, operations, data analysis and statistics, and problem-solving. Each contains a performance objective, vocabulary and materials lists, notes on language issues, notes on the mathematics component, and specific activities or exercises. Answers are included.   [More]  Descriptors: Advocacy, Affective Objectives, Classroom Environment, Classroom Techniques

Menkart, Deborah; And Others (1993). Multicultural Education: Strategies for Linguistically Diverse Schools and Classrooms. NCBE Program Information Guide Series, 16. A discussion of multicultural education in elementary and secondary schools gives an overview of principles, considerations, and methods in implementing multicultural school programs, and offers sample lesson plans. The first section examines the origins of multicultural education and outlines four types of curricula: (1) focusing on discrete contributions of various cultures to the mainstream culture; (2) addition of a unit or course on a particular ethnic group without other changes to the basic curriculum; (3) infusion of different perspectives and content, representing change in the basic curriculum; and (4) all of the above, with the added feature that students are encouraged to make decisions and take action related to the concept or issue discussed. Common questions and concerns about multicultural program implementation are answered, and a list of indicators of how the school environment reflects a truly multicultural approach is presented. With this list, school staffs can assess the areas in which they could improve performance. Basic categories of indicators include language role, discipline, community role, testing, staffing, family participation, curriculum design and content, instructional materials and library collections, classroom practice, and instructional grouping. Four sample multicultural lesson plans, and several lists of references are included.   [More]  Descriptors: Ancillary School Services, Classroom Techniques, Cultural Pluralism, Curriculum Design

Anstrom, Kris (1997). Academic Achievement for Secondary Language Minority Students: Standards, Measures, and Promising Practices. This study investigated what is known about content area instruction for linguistically and culturally diverse learners (LCDLs) in mainstream social studies, mathematics, science, and language arts classes. A review of recent literature looked at three major areas: (1) the theory and practice of standards for this group; (2) theory and practice of measures of achievement, proficiency, and/or academic literacy; and (3) promising practices in content area instruction. The study also included interviews with university education faculty to determine current issues and effective practices within the various subject areas, and site visits to a suburban high school that had implemented a team approach to working with language minority students in mainstream classrooms. Some classroom observations are presented as vignettes. Contains 52 references.   [More]  Descriptors: Academic Achievement, Academic Standards, College Faculty, English (Second Language)

Soska, Matthew (1994). An Introduction to Educational Technology, Directions in Language and Education. This report discusses advances in computer-based technologies that can be used for teaching limited English proficient (LEP) minority students. These technologies offer multisensory delivery, increased self-expression and active student learning, cooperative learning, communication skill practice, multicultural education, and enhanced motivation. The most promising technologies are described, such as CD-ROM, authoring programs, interactive videodisc, digital audio, local area network computer links, and telecommunications. These technologies can be used for instructional testing and assessment; to teach culture; to help students learn academic content and develop critical learning skills; and to expand students' speaking, listening, reading, and writing skills. Specific examples are given for speaking, listening, reading, writing, culture, and testing. Barriers to implementing these technologies are briefly discussed. Two computer programs are recommended and detailed: Computer Education for Language Learning (CELL) and Alaska Writing Program (AWP). (Contains 20 references.)   [More]  Descriptors: Authoring Aids (Programming), Classroom Techniques, Computer Assisted Instruction, Computer Simulation

Lucas, Tamara (1993). Applying Elements of Effective Secondary Schooling for Language Minority Students: A Tool for Reflection and Stimulus to Change. NCBE Program Information Guide Series, 14. A method for evaluating and improving the secondary school environment for limited-English-proficient students is presented. The first section outlines research findings about elements in the school context, curriculum, and staffing found effective in serving LEP students. Desirable factors in the school context include: valuing of students' languages and cultures; use and development of native languages in and out of the classroom; high expectations of LEP students; staff development explicitly designed for serving this population; encouragement of family involvement; and appropriate support services and extracurricular activities. An effective curriculum characteristic is its capacity to accommodate the heterogeneity of the population and its needs. Positive staff factors include: making LEP education a priority; knowledge and active support of LEP-oriented programs among all staff; counseling services designed for this population; and commitment to empowering LEP students. Two additional characteristics of effectiveness are the longevity and pervasiveness of the above school elements. A checklist for use in evaluating the secondary school for these and related features is presented. It details specific elements of effectiveness in the school environment, curriculum, and staff practice, provides a scale for rating them in the school in question, and contains spaces to note examples and ideas for improvement.   [More]  Descriptors: Check Lists, Curriculum Design, Educational Environment, English (Second Language)

Mulhern, Margaret; And Others (1994). Family Literacy for Language Minority Families: Issues for Program Implementation. NCBE Program Information Guide Series, No. 17. Considerations in designing and implementing family literacy programs for the limited-English-speaking population are examined and some solutions are illustrated in one federally-funded program for Latino families, Project FLAME (Family Literacy: Aprendiendo, Mejorando, Educando/Learning, Bettering, Educating). An introductory section looks at the family's role in children's learning and barriers to family involvement in education. Family literacy programs are seen as a means of forging closer ties between homes and schools. Project FLAME, which emphasizes the role of parents as teachers, is then described. A discussion of program development looks at these considerations: taking the appropriate first steps; determining the location and scheduling of classes; curriculum design; language of instruction; selecting instructional materials; staffing; maintenance of attendance and involvement; and program evaluation. A Project FLAME model lesson plan and a list of resource organizations are appended. Contains 29 references. (MSE)   [More]  Descriptors: Attendance Patterns, Curriculum Design, English (Second Language), Family Involvement

Fern, Veronica; And Others (1995). Active Learning and the Limited English Proficient Student, Directions in Language and Education. This report offers a synthesis of a Special Issues Analysis Center report based on a focus group that studied active learning and its implications for limited English proficient (LEP) students. Active learning is defined as the level of engagement by the student in the instructional process; it implies the development of a community of learners with the integration of the learner's home and parents, community, and culture as key elements of the approach. Active learning for LEP students requires modifications based on linguistic and cultural differences. Teachers must be skilled at teaching language and content simultaneously, and they should provide a safe, predictable environment to reduce student anxiety and nurture contextual meaning. Sociolinguistic behavior should also be included in the learning experience. Effective active learning principles are outlined for the LEP classroom as is how to measure or assess the outcome of this learning system. Implications for teacher training are included, and recommendations are listed for active learning in the classroom and the school, for parents and the community, and for teacher preparation. (Contains 11 references.)   [More]  Descriptors: Active Learning, Community Involvement, Cultural Influences, English (Second Language)

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