This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Yvonne Smith, Joan Matsalia, Francis Wardle, Margaret Carr, Sue Molloy, Eileen Dugan Waldschmidt, Anne-Lore Bregy, Paula Bowie, Margaret Bender, and Doreen Andersen-Spear.
(2000). What Are the Critical Issues in Wide-Scale Assessment of English Language Learners?. The standards-based education reform movement has serious implications for students who are English language learners (ELLs), particularly with regard to wide scale assessment. Standards-based reform has been promoted nationwide through two federal initiatives–the Goals 2000: Educate America Act and Title I of the 1965 Elementary and Secondary Education Act (ESEA). The 1994 reauthorization of ESEA (Improving America's Schools Act) requires states to apply standards and assessments to all students, including ELLs by the 2000-2001 school year. This issue brief addresses the critical issues in wide-scale assessment of ELLs. Also discussed are testing accommodations and modifications for ELLs, instrument validity and reliability, the alignment of assessment to standards, curriculum, and instruction, and the next steps in wide-scale assessment of ELLs. It is concluded that while the inclusion of ELLs in wide-scale assessment could be beneficial, it is unclear that the immediate inclusion of this population of students is appropriate given the testing tools currently being implemented and the high stakes for participation. 15 references are included. [More] Descriptors: Elementary Secondary Education, English (Second Language), Evaluation Methods, Federal Legislation
(2003). Native Language Immersion. This paper describes the benefits of indigenous mother tongue immersion programs, examining the Total Physical Response approach to immersion for beginning learners and focusing on the development of Maori and Hawaiian mother tongue language immersion programs. The paper discusses the importance of immersing students in a language-risk environment, noting that an effective natural approach to immersion is based on four principles: comprehension precedes production, students learn new language in stages, the objective of language learning is to be able to carry out a conversation in that language, and classroom activities need to lessen student anxiety. It cautions that it is very important to introduce English early on in bilingual programs in the United States and that the idea of never speaking English can be overdone. It also questions delaying English instruction for a considerable period, suggesting that bilingual programs should be fully bilingual with a strong English language arts program. (Contains 19 references.) [More] Descriptors: Bilingual Education, Cultural Awareness, Culturally Relevant Education, Elementary Secondary Education
(2003). Alaska Native Education: Past, Present and Future, Sharing Our Pathways. The Inupiaq of Alaska's North Slope are the first Inupiaq to have achieved self-government. The greatest significance of home rule is that it enables the Inupiaq to regain control of their children's education. The North Slope Borough schools must implement a bilingual and bicultural program that teaches children in their Inupiat language, with English as the secondary language. To attain this goal, teachers are needed who are bilingual and bicultural, knowledgeable in Inupiat culture and values. Foremost, Inupiaq must be encouraged and trained to become teachers. Responsive teachers who are willing to learn the Inupiat language and cultural values must be recruited. Teachers should be trained and offered financial incentives to become proficient in the language and culture. Current teachers should be evaluated to ensure Inupiat educational philosophies are being implemented. Schools should become part of the community instead of resembling colonial forts. The Inupiat culture is starting to lose its strength within the younger generations. The main barrier between the younger generations and their traditional culture is the lack of an educational system that completely satisfies cultural well-being. For the younger generation to become great leaders, the Inupiaq need to be flexible enough to live in two worlds–to know not only the Western way, but also who they are and where they came from. [More] Descriptors: American Indian Education, Bilingual Education, Cultural Education, Cultural Maintenance
(2008). Key Learning Competencies across Place and Time: Kimihia Te Ara Totika, Hei Oranga Mo To Ao, Teaching and Learning Research Initiative. The overarching aim of this research in the proposal was the following: In a number of early childhood centres and early years school classrooms that have already begun to explore in this area, to investigate effective pedagogy designed to develop five learning competencies over time. This project was developed in response to curriculum reform in Aotearoa New Zealand. When the project began, the Ministry of Education was undergoing a review of the school curriculum. This review began in 2001 with a "Curriculum Stocktake Report" (Ministry of Education, 2002) and continued throughout 2005 and 2006. The draft New Zealand curriculum was published in 2006 (Ministry of Education, 2006), and after further feedback the final document was published in November 2007 (Ministry of Education, 2007). Appendices include: (1) Lucas's learning story; (2) Examples of the key competency, "relating to others"; (3) Knowing self, knowing others, knowing place; (4) Teacher strategies–Aratupu Preschool and Nursery; (5) Analysis of teacher strategies–Discovery 1 School; (6) Role of the teacher; (7) Two of Kaleb's Learning Stories; (8) Example of analysis grid–Aratupu Preschool and Nursery; (9) Working papers; and (10) Research team members. [More] Descriptors: Foreign Countries, Preschool Teachers, Government Role, Educational Policy
(2001). Evaluation des enseignements/apprentissages bilingues en classes de 4eme primaire de Sierre (Evaluation of a Bilingual Teaching/Learning Experiment in Grade 4 Elementary Classes in Sierre). This report, written in French, provides an evaluation of a bilingual French and German experiment within the framework of compulsory schooling in Sierre, a community in Valais, Switzerland. The program began began in the 1994-1995 school year. The models examined are an early partial immersion kindergarten program (model I) and a middle, partial immersion program that began in the third year of elementary school (model II). Thirty-seven students were evaluated, providing more qualitative than quantitative information. Because the fourth year students had 2 years' less exposure to the program, an exact assessment can be achieved only at the end of these students' primary schooling. [More] Descriptors: Bilingual Education Programs, Elementary Education, Foreign Countries, French
(2001). Alma's Unfinished Play: Bilingual Playwriting in a Summer School Program, Language Arts. Discusses one fourth-grade student's attempt to write a bilingual script, based upon a story told to her by her father, within the context of a bilingual playwriting project. Concludes that bilingualism needs to be seen as part of quality education for all students, not as compensatory education only for language minority students. Descriptors: Bilingual Education Programs, English (Second Language), Grade 4, Intermediate Grades
(2003). Underserved Gifted Populations: Responding to Their Needs and Abilities. Perspectives on Creativity Research. Twenty-five papers address issues of the underserved gifted, including environmental influences, multicultural and global factors, special learning problems, and the highly gifted and creatively gifted. The papers are: "Twenty-five Teaching Strategies that Promote Learning Success for Underserved Gifted Populations" (Jerry Flack); "The Invisible Gifted Child" (Dorothy Funk-Weblo); "School Guidance and Counseling for the Underserved Gifted: Strategies To Facilitate the Growth of Leaders, Thinkers, and Change Agents" (Garnet Millar and E. Paul Torrance); "Lost and Found: Achievers in Urban Schools" (Alexinia Baldwin); "Urban Gifted Youth" (Beverly Shaklee and Awilda Hamilton); "Rural Gifted Students: Isolated and Alone?" (Patricia Hollingsworth); "Gifted and Poor: America's Quiet Crisis" (Al Ramirez); "Delivering Two-Way Bilingual Immersion Programs to the Gifted and Talented: A Classic Yet Progressive Option for the New Millennium" (Ernesto Bernal); "Poised on the Threshold of a New Paradigm for Giftedness: Children from Culturally and Linguistically Diverse Backgrounds" (Todd Fletcher and Dorothy Massalski); "Na Pua No'Eau: the Hawaiian Perspective of Giftedness" (Darlene Martin and others); "The DISCOVER Assessment and Curriculum Models" (Aleene Nielson); "Maximizing the High Potential of Minority Economically Disadvantaged Students" (Dorothy Sisk); "Tess Questions" (Stuart Tonemah); "Developing the Creative Talents of Kenya's Youth" (Margaretta wa Gacheru); "Gifted Education in Brazil" (Maria Sabatella); "Underachieving Gifted Children" (Susan Hansford);"Underachievers: Students Who Don't Perform" (Jean Peterson); "Underachievement: A Continuing Dilemma" (Sylvia Rimm); "Behavioral, Therapeutic, and Academic Programming for Disturbed Gifted Children" (Cheryl Sawyer and Derek Delgado); "Gifted Girls: Underachieving Politely, Blending Perfectly, Disappearing Quietly, Succeeding Differently" (Spomenka Calic-Newman); "'The Road Less Travelled By': The Different World of Highly Gifted Children" (Miraca U. M. Gross); "Expanding Horizons of Highly Gifted Children" (Karen Morse and Elizabeth Meckstroth); "Searching for Talent through the Visual Arts" (Jeanie Goertz); "The Highly Creative Person: A Minority of One" (Karen Meador and Gail Lewis). (Individual papers contain references.) Descriptors: Ability Identification, Bilingual Education, Cultural Differences, Enrichment Activities
(2003). A Perspective of the Effectiveness of Project Based Bilingual Curriculum in Personal Empowerment of the Adult English Language Learner: A Case Study. This case study offers a perspective on the effectiveness of project-based bilingual curricula in empowering the adult English language learner. The purpose of this study is to examine the English acquisition process of adult Latina women who participate in a project based bilingual language program. The program uses techniques that include different learning modalities, instructional methods, and the appreciation of language building through real world experiences and skills. The sample population includes four Latinas, ages 21 to 34 years, with varied levels of English language acquisition. These students are enrolled in a community adult school in northern California that offers English classes. Data collection procedures include 8 weeks of classroom observation, information collected from student surveys, and informal and formal conversations. Participants reported that bilingual project based learning, in this setting, serves as an important motivation factor and an aid in increasing their self-confidence, and it enables them to use English in practical, real-world settings. (Contains 64 references.) [More] Descriptors: Adult Education, Bilingual Education, Case Studies, English (Second Language)
(2003). Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context, International Group for the Psychology of Mathematics Education. This paper presents the idea of multimodal teaching and learning and discusses how this perspective can help better understand the learning of students. The discussion is based on data gathered in a qualitative study of a fifth-grade bilingual classroom where at-risk students were successful in mathematics. We report on one class episode and one student as a case study for understanding multimodal learning. Analyses focus on how students use various texts such as speech and calculator keystrokes as resources to create meaning. This work suggests that a broader perspective and use of modes can support learning and provide students, especially those at-risk, with greater access to mathematics. (Contains 3 figures and 3 tables.) [For complete proceedings, see ED500858.] [More] Descriptors: Bilingual Education, Multilingualism, High Risk Students, Grade 5
(2001). Bilingual Knowledge Maps (BiK-Maps) in Second-Language Vocabulary Learning, Journal of Experimental Education. Studied bilingual knowledge maps (BiK-maps) as tools for learning German-English word pairs. Results for 72 undergraduates indicate that BiK-map learners outperformed list learners on all dependent measures. Semantic emphasis negatively affected performance over time. Descriptors: Bilingual Education, German, Higher Education, Second Language Learning
(2001). Overcoming Hurdles: Teaching Guides To Interpret Biodiversity Conservation, Legacy. Highlights the development and use of bilingual nature guide training. Examines work at the RARE Center for tropical conservation in Central America. Speculates about the future of conservation interpretation. Descriptors: Bilingual Education, Biodiversity, Conservation (Environment), Ecology
(2003). Science in Any Language, Science and Children. This article describes how Guided Language Acquisition Design (GLAD) teaching strategies can help English language learners (ELL) with science. GLAD is a model for planning science, social studies, and literature-based units. It includes a collection of innovative strategies designed to help all levels of ELL students' access core curriculum while acquiring English skills and vocabulary. A teacher educator and her preservice students practiced applying the following four GLAD techniques that are described in this article: Pictorial input, picture file cards, poster boards, and ear-to-ear reading. [More] Descriptors: Core Curriculum, Second Language Learning, Teacher Educators, English (Second Language)
(2002). From "Easy Phonetics" to the Syllabary: An Orthographic Division of Labor in Cherokee Language Education, Anthropology & Education Quarterly. Draws upon classroom observations and interviews with the Eastern Band of Cherokee Indians to describe how literacy practices in Cherokee language education perpetuate and teach local categories of knowledge, behavior, and persons. Examines the semiotic functioning of the native-developed Cherokee syllabary and its place among four Cherokee orthographies. Discusses Cherokee language education for elementary, secondary, and adult students. [More] Descriptors: Adult Education, American Indian Languages, Bilingual Education, Cherokee (Tribe)
(2001). Seasons Change, Education Next. Identifies three trends that restrain the ability of public school to transmit a common culture: The high concentration of racial and ethnic minorities in urban schools, the widespread teaching of multiculturalism, and legal decisions that have undermined the authority of principals and teachers. Private choice schools may counter these trends. Descriptors: Academic Achievement, Bilingual Education, Cultural Pluralism, Demography
(2003). Multi-Language Programs. Beginnings Workshop, Child Care Information Exchange. Presents five articles on multi-language programs in early childhood education: "Bilingualism/Multilingualism and Language Acquisition Theories" (Evienia Papadaki-D'Onofrio); "Training and Supporting Caregivers Who Speak a Language Different from Those in Their Community" (Joan Matsalia and Paula Bowie); "Language Immersion Programs for Young Children" (Francis Wardle); and "Hearing Parents in Every Language: An Invitation to ECE Professionals" (Holly Elissa Bruno. Includes training suggestion by Kay Albrecht. Descriptors: Bilingual Education, Bilingual Teachers, Child Caregivers, Early Childhood Education