Bibliography: Bilingual Education (page 497 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alice M. L. Quiocho, Leslie Reese, Patricia Prado-Olmos, Ronald Gallimore, Maria E. Torres-Guzman, Lewis Purser, Donald Guthrie, Kathryn J. Lindholm-Leary, Sandra Murillo, and Tatyana Kleyn.

Lindholm-Leary, Kathryn; Borsato, Graciela (2005). Hispanic High Schoolers and Mathematics: Follow-Up of Students Who Had Participated in Two-Way Bilingual Elementary Programs, Bilingual Research Journal. Research shows a serious underrepresentation of Hispanic students entering the math, science, and engineering fields, possibly fueled by a large gap in math achievement between Hispanic and Euro-American students. The current study addressed this concern by examining the general school-related attitudes, coursework, and achievement, with a focus on math for 139 high school students–Hispanics who were previous English language learners, native English-speaking Hispanics, and Euro-American English speakers–who had been enrolled in a two-way bilingual program throughout elementary school. The results showed that all three groups of students had positive attitudes toward math and school in general and were scoring at grade level in math. They were taking higher level college preparation math courses and getting mostly average grades (B's and C's) in those courses. These results suggest that the two-way bilingual program may provide the academic preparation and schooling attitudes, including in mathematics, that enable all three groups of students to be more successful than the average Hispanic and low-socioeconomic status students described in the literature.   [More]  Descriptors: High School Students, Hispanic American Students, Mathematics Achievement, School Attitudes

Babin, Patrick (1968). Bilingualism; A Bibliography. This bibliography is a selected listing of books, monographs, journal articles, unpublished papers, and bibliographies focusing on bilingualism. The 412 entries are arranged alphabetically by author. The list includes only the most significant items with respect to the thoroughness of treatment, or those which illustrate new steps in the development of studies on the subject.   [More]  Descriptors: Bibliographies, Bilingual Education, Bilingualism

Anstrom, Kris (1995). New Directions for Chapter 1/Title 1, Directions in Language and Education. This report summarizes the results and impact of Title I and Chapter I reforms. In 1992-93, elementary and secondary students (n=6,403,054) participated in Chapter I in the United States; 17 percent of this population was limited English proficient (LEP). Although the program has helped many, educators and researchers have questioned the effectiveness of these programs in addressing the educational needs of disadvantaged students. This concern led to the Improving America's Schools Act of 1994, reform of Title I legislation, and the Goals 2000: Educate America Act. Title I mandated that States demonstrate challenging content and performance standards in math and reading or language arts because the basics-driven curriculum was no longer sufficient. Current reform has included curricular and instruction reform because Chapter I students were missing out on core academic instruction due to concentration on these subjects in pull-out programs. Use of in-class and extended time instruction has risen or been suggested, respectively, with the new reforms. Chapter 1 reforms also initiated increases in school-wide projects, greater inclusion of LEP students, and more teacher specialty training as well as greater flexibility and freedom at the school-level to design and implement these programs. Accountability and assessment have also been affected, and greater emphasis is now placed on school-parent-community partnerships. (Contains 12 references.)   [More]  Descriptors: Disadvantaged Environment, Elementary Secondary Education, English (Second Language), Ethnic Groups

Pray, Lisa (2005). How Well Do Commonly Used Language Instruments Measure English Oral-Language Proficiency?, Bilingual Research Journal. This research examines three tests commonly used to assess the English oral-language proficiency of students who are English language learners (ELLs): the Language Assessment Scales–Oral, the Woodcock-Munoz Language Survey, and the IDEA Proficiency Test. These tests were given to native English-speaking non-Hispanic White and Hispanic students from varied socioeconomic levels. Since these tests use native-language proficiency as the standard by which responses are evaluated, it is reasonable to expect native English speakers to perform extremely well on these instruments. The extent to which the native speakers of the language do not perform well on these instruments calls their validity into question. Findings indicated that none of the native English-speaking children who took the Woodcock-Munoz Language Survey scored in the "fluent" or "advanced fluent" English ability. One hundred percent of the students scored in the "fluent English speaking" range of the Language Assessment Scales–Oral, and 87% of the students scored in the "fluent English speaking" range of the IDEA Proficiency Test.   [More]  Descriptors: Native Speakers, English (Second Language), Language Proficiency, Oral Language

Barratt-Pugh, Caroline; Rohl, Mary (2001). Learning in Two Languages: A Bilingual Program in Western Australia, Reading Teacher. Describes a one-year research project in a Western Australia primary school in a low socioeconomic area, which has a Khmer-English bilingual program to develop and extend children's English and Khmer language and literacy. Discusses findings concerning the children's written progress in both languages, and children's perceptions of their identity and languages. Discusses benefits of the program for the Khmer speakers. Descriptors: Bilingual Education, Bilingual Education Programs, Cambodian, Cambodians

Guadarrama, Irma, Ed.; And Others (1995). Reflective Practice for Teacher Change, Discovering Our Experiences: Studies in Bilingual/ESL Education. The serial publication is intended for teachers, principals, program directors, coordinators, and policymakers who work with language-minority students and their educational programs. It provides a forum for presenting innovations, concerns, and recommendations related to the schooling of this population. It has a "narratives of experience" format, using interviews with practitioners, to reflect real-life classroom situations. This volume contains interviews of six experienced teacher researchers who describe, analyze, and implement solutions to unique educational needs and problems. The first article presents a framework for discussing teacher research, emphasizing its importance and describing its varied forms. The following article contains five interviews of six teachers who demonstrate leadership qualities and approached problems in unique ways. In the subsequent section, the "narrative of experience" process is described, insights gained from it are delineated, and each interview is analyzed using a narrative-of-experience grid. The final section features articles by university faculty, presenting helpful information for practitioners interested in conducting classroom research.   [More]  Descriptors: Bilingual Education, Classroom Research, Classroom Techniques, English (Second Language)

Reese, Leslie; Gallimore, Ronald; Guthrie, Donald (2005). Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs, Bilingual Research Journal. Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made the transition to instruction in English, which took place for most students in the sample between Grades 2 and 4, all students experienced an abrupt decline in performance on standardized reading test scores in English. However, performance trajectories after transition took markedly different paths, with higher achievers returning to pre-transition rates of performance as lower achievers continued an achievement decline that began for many while still being instructed in Spanish. The paper also examines school factors potentially associated with variations in performance (school-wide reform and strong kindergarten program) for subsets of the sample.   [More]  Descriptors: Bilingual Education Programs, Immigrants, Hispanic American Students, Program Effectiveness

Zernovoj, Alexander (2005). Telling, Writing and Reading Number Tales in ASL and English Academic Languages: Acquisition and Maintenance of Mathematical Word Problem Solving Skills, Online Submission. One of the major goals in deaf education is to teach deaf and hard of hearing students the tools and strategies to solve mathematical word problems. A mathematical word problem curriculum was designed and implemented based on telling, reading and writing number tales in American Sign Language (ASL) and English. The learning experiences helped develop ASL and English academic language in deaf students across two domains: Literacy and Mathematics. The results suggested that the deaf students (1) acquired and maintained word problem solving strategies and tools that are critical for reading and solving math word problems, (2) used prior knowledge and daily experiences to connect with number tales, (3) increased their metalinguistic awareness of ASL and English, (4) developed mathematical academic language (or "math talk") in both ASL and English, and (5) gained confidence in their ability to read and solve mathematical word problems. The following are appended: (1) Curriculum Lesson Plans; (2) Curriculum Forms; and (3) Curriculum Rubrics. (Contains 34 figures and 28 tables.) [M. A. Thesis, University of California.]   [More]  Descriptors: Prior Learning, Partial Hearing, Tales, Deafness

Sutterby, John A.; Ayala, Javier; Murillo, Sandra (2005). "El Sendero Torcido al Espanol" [The Twisted Path to Spanish]: The Development of Bilingual Teachers' Spanish-Language Proficiency, Bilingual Research Journal. This paper describes the development of Spanish-language proficiency in bilingual preservice teachers at a university on the Texas–Mexico border. A survey with open-ended questions was administered to preservice teachers in bilingual and English as a Second Language certification programs. The purpose of this study was to investigate the paths that heritage Spanish-speaking preservice teachers take to become bilingual in a border community university. The analysis of their responses suggests that they are individuals negotiating their identities between language communities. The influences of community, family, and school on their Spanish-language development are presented. In addition, implications for improving Spanish-language proficiency for bilingual teachers are discussed.   [More]  Descriptors: Bilingual Teachers, Language Proficiency, Student Surveys, English (Second Language)

Lindholm-Leary, Kathryn J. (2005). The Rich Promise of Two-Way Immersion, Educational Leadership. A key to closing the achievement gap between students who come to school speaking a language other than English and native English speakers is adoption of two-way bilingual immersion (TWBI) programs. The bilingual immersion approach fosters excellent academic achievement and positive school attitudes in students of any ethnicity who participate. It also makes students comfortable and competent in other cultures. Lindholm-Leary details the key features that make up different TWBI programs, notably the amount of instructional time spent in English and the time spent on the target language at various grades. Convincing evidence shows favorable outcomes of TWBI programs in terms of true oral and reading/writing bilingualism, high academic achievement comparable to or better than that of students in English-only curriculums, and improved attitudes toward studying and staying in school.   [More]  Descriptors: Immersion Programs, English (Second Language), Second Language Learning, Bilingualism

Martinez-Roldan, Carmen M. (2005). Examining Bilingual Children's Gender Ideologies through Critical Discourse Analysis, Critical Inquiry in Language Studies. This article presents a case study of young bilingual students' discussions of literature in a second-grade Spanish/English bilingual classroom in the US. Sociocultural, critical, and Chicana feminist perspectives informed an analysis of the ways the children worked at understanding, marking, and resisting gender boundaries. This critical discourse analysis helped reveal students' emergent gender ideologies and their awareness of gender inequities as they discussed the picture book Oliver Button Is a Sissy. Contrary to common assumptions that question young language minority children's ability to engage in critical discussions, the children's talk revealed sophisticated understandings of various gender issues in contemporary US society. The results of the study show how young bilingual children are developing and negotiating sometimes contradictory gender ideologies, and how the literacy events in primary classrooms can create a context where that negotiation can take place, while also supporting the development of children's academic and social identities.   [More]  Descriptors: Language Minorities, Bilingual Students, Picture Books, Bilingual Education

Torres-Guzman, Maria E.; Kleyn, Tatyana; Morales-Rodriguez, Stella; Han, Annie (2005). Self-Designated Dual-Language Programs: Is There a Gap between Labeling and Implementation?, Bilingual Research Journal. The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study investigated this, and within this paper we will juxtapose those programs that are congruent with the minimal standards with those that are less faithful to the model in order to gain a better understanding of how schools and districts can work to create dual-language programs that foster an authentic transformation of the instructional environment.   [More]  Descriptors: Program Implementation, Teacher Attitudes, Second Language Programs, Questionnaires

Dome, Nancy; Prado-Olmos, Patricia; Ulanoff, Sharon H.; Garcia Ramos, Reyna G.; Vega-Castaneda, Lillian; Quiocho, Alice M. L. (2005). "I Don't Like Not Knowing How the World Works": Examining Preservice Teachers' Narrative Reflections, Teacher Education Quarterly. This article is representative of a larger body of work on reflective narratives and narrative reflection that has been ongoing for a number of years. The authors have pursued various iterations of the research topic in various classes at various institutions. They have documented that students focus on skills and attitudes that place them in favorable positions for working with diverse students and that such positions allow them to begin to understand the sociocultural contexts of the classrooms in which they will teach as well as the personal lenses through which they participate in those contexts. It further influences them to question the contexts in place in relation to the education of students from diverse ethnic, linguistic and cultural backgrounds. The authors explore how students process class readings, assignments, and class activities as they come to see themselves and their future teaching situated within the framework of their own cultures and experiences. This article focuses specifically on the use of weekly narrative reflections of students enrolled in two sections of a course on cultural diversity in schooling. It examines the role of ongoing reflection in a preservice teacher education program at one suburban, public university in southern California. All teachers in the programs receive the Cross-cultural language and academic development (CLAD) or bilingual CLAD (BCLAD) credential upon completing the program. Given their future roles in teaching children from diverse backgrounds, instructors infuse issues of culture and language within both prerequisite and methodology courses.   [More]   [More]  Descriptors: Preservice Teacher Education, Preservice Teachers, Class Activities, Teacher Education Programs

Purser, Lewis (2000). The Bilingual University–General Reflections on Its Origins, Mission, and Functioning, Higher Education in Europe. Explores bilingual universities, including their origins (mostly political), missions (to promote participation, coherence, a wider outlook for the university and its graduates, bilingualism as an objective rather than condition, and student retention), and functioning (different organizational, teaching, and learning cultures; financial aspects; and ownership). Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Schools, Educational Administration

English Journal (1988). The English Language Amendment (Rebuttal). Offers three responses to the ENGLISH JOURNAL Forum on the English Language Amendment (v77 n3 March 1988) by Marjorie Ann Sucansky, Candette Gilner, and Trudy J. Sundberg. Descriptors: Bilingual Education, Bilingualism

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