This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Pamela Scullion, Isabel Schon, Patrick C. Manyak, Anna M. Hahn, Sangeeta Bagga-Gupta, Roland J. Anderson, Helen Malagon, Elizabeth D. Pena, Joan E. Friedenberg, and Renee Rubin.
(2002). Explorations in Bilingual Instructional Interaction: A Sociocultural Perspective on Literacy, Learning and Instruction. Studied secondary language learning and literacy practices for Swedish deaf bilingual students for whom Swedish Sign Language is the primary language and written Swedish is the secondary language. Observations in schools for the deaf over 3 years show how everyday classroom interaction makes available and restricts opportunities for students to participate in Swedish language activities. Descriptors: Bilingual Education, Deafness, Elementary Education, Elementary School Students
(2002). The Linguistic Inaccessibility of U.S. Higher Education and the Inherent Inequity of U.S. IEPs: An Argument for Multilingual Higher Education, Bilingual Research Journal. Suggests abandoning the inequitable practice of requiring language-minority and international students to demonstrate English proficiency before pursuing a U.S. college degree. Proposes a model that incorporates multilingual student recruitment, use of sheltered techniques and supported academic instruction, English for academic purposes (rather than current intensive English programs), and student support services. (Contains 21 references.) Descriptors: Bilingual Education, Educational Needs, English for Academic Purposes, Foreign Students
(2002). "Welcome to Salon 110": The Consequences of Hybrid Literacy Practices in a Primary-Grade English Immersion Class, Bilingual Research Journal. In a primary English immersion class in California, a teacher resisted Proposition 227's mandated English immersion and the school's linguistic hegemony by blending English and Spanish during reading and writing activities. Hybrid literacy practices facilitated successful literacy acquisition in two languages for many students but did not meet the needs of newly arrived immigrants. (Contains 29 references.) Descriptors: Academic Achievement, Bilingual Education, Code Switching (Language), Educational Practices
(2002). What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings, Urban Review. Examined urban teachers' efforts to embrace mathematics reform with culturally, linguistically, and socioeconomically diverse student populations, noting teachers' roles in providing accessible and valuable mathematical learning opportunities to diverse students. Data from two third grade teachers indicate that such work is complex. However, teachers are seldom supported in their efforts to integrate mathematical and cultural issues. (Contains references.) Descriptors: Bilingual Education, Culturally Relevant Education, Diversity (Student), Educational Change
(2002). Revaluing: Coming To Know Who We Are and What We Can Do, Voices from the Middle. Tells what happened when the authors invited six eighth graders to participate in a bilingual Reading Detective Club with the goal of helping them revalue themselves and what they can do as readers. Argues that when students believe their thinking and ideas are valued beyond getting a correct answer, their self-efficacy and engagement with reading are likely to increase. Descriptors: Bilingual Education Programs, Critical Thinking, Grade 8, High Stakes Tests
(2002). The Literacy Development of Kindergarten English-Language Learners, Journal of Research in Childhood Education. This year-long qualitative study explored how a literature-based literacy curriculum supported literacy growth of ESL kindergartners in a full-day Portuguese-English bilingual program. Findings indicated that emphasizing phonics and construction of meaning from texts supported children's construction of literacy understandings. Limited oral language proficiency did not constrain emergent writing and reading development. Descriptors: Bilingual Education, Emergent Literacy, English, Kindergarten
(2005). A Synthesis of Research on Language of Reading Instruction for English Language Learners, Review of Educational Research. This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.45. Weighted by sample size, an effect size of +0.33 was computed, which is significantly different from zero (p less than 0.05). One of two studies of heritage languages (French and Choctaw) and two secondary studies favored bilingual approaches. The review concludes that although the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach reading in the native language and English at different times each day. However, further research using longitudinal, randomized designs is needed to determine how best to ensure reading success for all English language learners. [More] Descriptors: Teaching Methods, Second Language Learning, Reading Instruction, Reading Programs
(2002). International Education and the Study of Languages, International Schools Journal. Examines the often-cited crucial relationship between international education and the study of languages. Argues for a balanced approach to student identity, rather than privileging native identity over foreign identity. Presents a new version of language placement in the IB Diploma Hexagon, arguing for balance there as well. (Contains 22 references.) Descriptors: Bilingual Education Programs, Community Colleges, International Education, International Schools
(2002). From "Dias de Pinta" to "Las Christmas": Noteworthy Books in Spanish for Adolescents, Journal of Adolescent & Adult Literacy. Presents annotations of 13 young adult books available in Spanish on popular topics that will appeal to adolescents with different needs and aspirations. Includes fiction, social science, myths and folklore, science, history, and recreation books. Descriptors: Adolescent Literature, Annotated Bibliographies, Bilingual Education, Middle Schools
(2002). Limitations of Current Language Testing Practices for Bilinguals. ERIC Digest. Current practices for assessment of language in bilingual students frequently involve the use of tests translated from English to the target language or tests designed for, and normed on, monolingual people. This Digest explains why these common approaches are not well suited for a bilingual population and provides guidance regarding more suitable approaches. There are many problems with test translation. Tests translated from one language to another do not retain their psychometric properties, and issues of equivalence of both vocabulary and grammar surface. Bilingual school children usually are circumstantial bilinguals, and their vocabularies in the different languages may reflect the different circumstances in which the vocabulary is used. Language tests can be improved if test developers: (1) ensure that concepts and linguistic features are appropriately represented for each language; (2) use conceptual scoring systems to eliminate underestimation of ability; (3) select an appropriate mix of item types to gain the maximal amount of information about language ability in each language; and (4) consider the frequency of occurrence of the words. (Contains 11 references.) [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Secondary Education
(2007). English Language Proficiency Assessment in the Pacific Region. Issues & Answers. REL 2007-No. 014, Regional Educational Laboratory Pacific. Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards but lack formal assessment mechanisms. Title I of the No Child Left Behind Act of 2001 requires that all students in a school, including English language learners, take the same state academic assessments in reading/language arts, mathematics, and science beginning with school year 2007/08. This mandate is of special concern to the Regional Educational Laboratory for the Pacific Region (REL Pacific), because all jurisdictions within its service region have large numbers of English language learners or limited English proficiency students in their school systems. To determine the current status of English language proficiency standards and assessment across the Pacific Region, REL Pacific surveyed each jurisdiction, gathering information about the existence and implementation of standards and assessments and future plans for them. The results provide an opportunity to share information across jurisdictions about approaches to English language proficiency standards and assessment and provide insights into critical needs in the region that can be used to guide future program activities. The detailed research questions guiding this study focused on the methods used to identify English language learners, the status of English language proficiency standards, and the status of aligned English language proficiency assessment. The authors make several recommendations to improve the development of services and programs. These include: (1) develop clear language development policies; (2) Review content standards; (3) collect student information; (4) develop programs to address the specific needs of English language learners; (5) conduct research on ways to assess English language proficiency in large populations as well as on attributes and practices associated with successful bilingual programs; (6) provide professional development; (7) develop a Pacific assessment consortium; and (8) conduct a randomized control trial of the Pacific-CHILD professional development program. The following are appended: (1) Study questions and data collection methodology; and (2) Status of English language proficiency (ELP) standards and assessment interview questions. (Contains 2 boxes and 2 notes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning.] [More] Descriptors: Program Effectiveness, Federal Legislation, Second Language Learning, Laboratories
(2007). Quality of School Life and Attitudes to Irish in the Irish-Medium and English-Medium Primary School, Irish Educational Studies. This research reports pupils' perceptions of their quality of school life in primary schools in Northern Ireland, investigated through development and use of a culturally adapted instrument with both experimental (Irish-medium) and control (English-medium) groups. A related issue examined via a second culturally adapted instrument was the pupils' attitudes towards the Irish language. Findings show that there is a significant difference in the perception/attitude profiles of both groups. However, the magnitude of the effects is small, with both sets of pupils being positively disposed overall towards their quality of school life. This is a noteworthy finding when the comparative under-resourcing of Irish-medium schools is taken into account. Findings also reveal that Irish-medium pupils have highly instrumental views of schooling. The research developed robust and culturally compatible instruments which offer a useful starting point for an examination of school effectiveness in the Irish-medium sector. [More] Descriptors: Educational Improvement, School Effectiveness, Foreign Countries, Irish
(2002). Educating Limited-English-Proficient Students in Washington State: Annual Report of the State Transitional Bilingual Instruction Program, Washington Office of Superintendent of Public Instruction. This report provides information on the program for students with limited English proficiency (LEP) in school year 2000-2001 as well as historical information. Specifically, this report discusses the following topics: (1) staffing patterns and instruction to implement the program; (2) enrollment patterns of students who have participated in the program and how the patterns have changed over time; (3) the languages spoken by students in the program; (4) the amount of time students spent in the program; and (5) academic performance of LEP students served by the program. To address these topics, the authors examined data obtained from all 187 districts that had an approved state program for LEP students in school year 2000-2001. The data were provided on the district annual reports. The authors also used data reported by districts in previous years. The district reports were checked for consistency, and districts were contacted when discrepancies were found. Since school- level data are not collected on the program, the report provides data aggregated at the state and district levels. Districts began reporting the number of LEP students at the school level in the spring of 2000. However, program data are not available at the school level. (Contains 29 tables and 19 figures.) [Funding for this report was provided by the Transitional Bilingual Instruction Program, a state- funded program.] [More] Descriptors: State Programs, Limited English Speaking, Bilingualism, Bilingual Education Programs
(2002). Predictors of Success for the Texas ExCET Exam in a Predominantly Hispanic University Environment, Teacher Education and Practice. Investigated predictors of success on the Texas ExCET (Examination for the Certification of Educators in Texas), highlighting the social studies ExCET components of the Elementary Comprehensive and Elementary Bilingual ExCET exams and noting the relationship of students' social studies coursework preparation, demographics, standardized exams, and grade point average (GPA) to ExCET performance. [More] Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, Higher Education
(2002). Educational Policy for the Transnational Dominican Community, Journal of Language, Identity, and Education. Suggests the increasingly transnational character of many immigrant communities necessitates changes in educational policy. Using the Dominican neighborhoods in New York City, examines the economic, political, social, cultural, and linguistic evidence of the transnationalism of this community. A case is made for bilingual, bicultural programs that would promote parallel development in both Spanish and English, providing cultural as well as linguistic instruction. Descriptors: Bilingual Education, Educational Policy, English (Second Language), Immigrants