This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jo Worthy, Teresa L. McCarty, John Paul Loucky, Sharon Lapkin, Felix Mario Valbuena, Kimberley Cuero, Judith Meuleman, Andre Lecuyer, Linda Knudsen Hawes, and Albany. Bureau of Bilingual Education. New York State Education Dept..
(2003). Testimonios de Inmigrantes: Students Educating Future Teachers, Journal of Latinos and Education. Narratives by three undocumented immigrants relate the realities of surviving in hostile and often cruel school environments. These students have succeeded not because of the system, but despite the system. Such testimonials can be effective in teaching future teachers and raising the consciousness of people who do not have sympathy for immigrants, especially immigrant children. Descriptors: Bilingual Education, Consciousness Raising, Educational Environment, Elementary Secondary Education
(1980). An Evaluation of Project Information Packages (PIPs) as Used for the Diffusion of Bilingual Projects. Volume I: Summary Report. This report describes an evaluation of Project Information Packages (PIPs), sets of manuals and other materials intended to help a school district adopt and implement an exemplary education project. Four PIPs were evaluated in a field test, each PIP describing a different bilingual project. It was concluded that the awareness materials produced few applications for PIPs. Field-test sites that received PIPs tended not to follow PIP guidelines closely, but to adapt them extensively, often with good justification. The bilingual programs at the sites were collectively successful, but the dissemination effort could not be judged a success. The present volume comprises: (1) an executive summary of the study questions and findings, (2) an introduction to the study, (3) a non-technical summary of the process evaluation of the PIP diffusion efforts, and (4) a non-technical summary of the impact evaluation of the diffusion effort on students. The volume is intended to provide a self-contained overview of the policy-related study questions and conclusions. [More] Descriptors: Bilingual Education, Diffusion, Summative Evaluation
(1973). Spanish Bilingual Students and Intelligence Testing, Changing Education. Descriptors: Bilingual Education, Intelligence, Mexican Americans
(2003). Fifth-Grade Bilingual Students and Precursors to "Subtractive Schooling.", Bilingual Research Journal. A study examined Spanish-speaking children's attitudes about being and staying bilingual. Classroom observations and interviews with 15 fifth-grade students, 12 parents, and 2 teachers at a Texas elementary school indicated that despite being in a supportive bilingual environment, students believed they would have to struggle to maintain their language and culture in the future. (Contains 29 references.) Descriptors: Acculturation, Bilingual Education, Bilingual Students, Educational Environment
(1975). ESEA Title VII Project Summary, By State and Project Location, Giving 1975 Grant Award Totals. This document, in tabular form, is a summary, by state and project location of the Elementary and Secondary Education Act Title VII grant award totals for 1975. Data presented for each project includes: project location and name of local educational agency, Office of Education grant number, previous years in force, number of years negotiated, estimated pupil participation, grades being served, languages served, and 1975 grant amount awarded. The dominant language groups served include Spanish, Chinese, Filipino, French, Greek, Italian, Indian, Eskimo, Portuguese, Arabic, German, Russian, Korean, and others. Selected subject areas in all projects are taught in English. Of the 379 projects, 325 are at Local Educational Agencies instructional projects, 35 are at colleges and universities and 19 are at centers (resource, materials development, or dissemination). Descriptors: Bilingual Education, Bilingualism, Grants, Languages
(2003). Book Review: "A Place To Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling," by Teresa L. McCarty, Bilingual Research Journal. A book published in 2002 offers a glimpse into the struggles of the first American Indian community-controlled school–Rough Rock Demonstration School–struggles that took place both within the community and with the federal bureaucracy. The conflict between self-determination in the development of a linguistically and culturally relevant education and the demands of externally mandated standards is discussed. Descriptors: American Indian Education, Bilingual Education, Book Reviews, Elementary Education
(1978). Multicultural Awareness for the Classroom: The Armenians. This guide provides the teacher of multiethnic students with information and teaching resources on the Armenian people. The guide (printed in both English and Armenian) outlines Armenian ethnology, history, language, and religion and then discusses the history of their immigration to the United States. In addition, Armenian life in America is considered from social and cultural perspectives. Several lesson plans and classroom activities address Armenian language, folklore, culture, customs, geography, and legends. Descriptors: Armenian, Bilingual Education, Curriculum Guides, Elementary Secondary Education
(1983). Glosario Bilingue De Terminos Matematicos: Espanol/Ingles = Bilingual Glossary of Mathematical Terms: Spanish/English. This glossary has been prepared for the convenience of bilingual (English and Spanish) teachers who may not always be familiar with mathematical terminology in both languages. Often teachers must research and translate the terms necessary for each lesson. In some cases, the translations are literal, which results in the adoption of different terms for the same concept. Therefore, the glossary should accomplish two objectives: (1) uniformity of usage, encouraging all teachers in bilingual programs for Spanish speakers to use the same terminology in mathematics, and (2) convenience, saving the bilingual teacher hours of research. The glossary is divided into two sections. The first contains an alphabetical list of terms in English with the Spanish translation and the corresponding English definition. The second section contains the terms alphabetically arranged in Spanish with the English translation, and the definitions in Spanish. Descriptors: Bilingual Education, Elementary School Mathematics, Elementary Secondary Education, Glossaries
(2003). Parents' and Teachers' Evaluations of the Communicative Abilities of Deaf Children, American Annals of the Deaf. The authors compared evaluations by parents and teachers of the communicative abilities of deaf children. Such comparisons between parents' and professionals' assessments of the language development of children who are deaf can provide useful information on which to base ecologically valid intervention approaches. A secondary interest of the authors was to investigate the possible influences on language development of gender, the presence or absence of cochlear implantation, and communication modality (i.e., auditory-verbal or bilingual). The study included the mothers and teachers of 14 deaf children educated in auditory-verbal or bilingual programs. Two scales from a survey instrument, Profiles of the Hearing Impaired (Webster & Webster, 1995), were used. No significant differences between the teachers' and parents' evaluations were found. Gender, cochlear implantation, and communication modality were found to have no significant effect on the evaluations. [More] Descriptors: Deafness, Bilingual Education Programs, Language Acquisition, Bilingualism
(1973). Guide to Title VII ESEA Bilingual Bicultural Projects in the United States. Descriptive abstracts of all Elementary and Secondary Act Title VII projects funded through Fiscal Year 1972-73 are presented in this guide. The abstracts contain the project name, fiscal agent, director, location, languages other than English, grade levels, number of classes, student enrollment, staff, participating schools or districts, funding year, project emphases, and a summary of individual project designs. Abstracts are arranged alphabetically by state, city, and project. Information is based on questionnaires mailed to each project in November, 1972 and on initial and continuation grant applications submitted to the U.S. Office of Education during April, 1972. [More] Descriptors: Abstracts, American Indians, Biculturalism, Bilingual Education
(2003). Grade 6 French Immersion Students' Performance on Large-Scale Reading, Writing, and Mathematics Tests: Building Explanations, Alberta Journal of Educational Research. Analysis of Ontario standardized-test scores indicates that French-immersion students, who had lagged behind regular English-program students in grade 3, had comparable or higher achievement scores in reading, writing, and mathematics by grade 6. Little support was found for possible explanations involving selective attrition of weaker students from immersion programs or an extended lag in development of bilingual abilities. Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Bilingual Students
(2003). Challenges of Using English as a Medium of Instruction in Multilingual Contexts: A View from Ugandan Classrooms, Language, Culture and Curriculum. Based on interviews with teachers and students, the paper looks at some of the ways in which teachers' use of English as a medium of instruction sometimes frustrates the students' learning efforts instead of facilitating them. While options for change may include adopting mother tongue as an alternative medium, there are theoretical reasons for believing that it would not necessarily lead to a great improvement, since the problem is not just one of linguistic competence but has deeper roots in dominant modes of teacher-pupil communication. In addition, there are the wellknown practical difficulties with education through the mother tongue. The maintenance of English may be an easier option, with careful adoption of a bilingual-based, communication-oriented approach to instruction. To facilitate learners' comprehension and analysis of classroom talk, it is argued that teachers should be trained in two basic elements. They should have the skills necessary for supporting learning through an analytical understanding of language-related barriers. In addition, they should be fluent in the two critical skills of questioning and explaining. [More] Descriptors: Linguistic Competence, Language of Instruction, Foreign Countries, Classroom Communication
(2003). Revitalising Indigenous Languages in Homogenising Times, Comparative Education. Data from three well-documented American Indian language immersion programs (teaching Navajo, Hawaiian, and Keres) and from an ongoing large comparative study of language shift/retention in six Indian school-community sites suggest that immersion schooling can serve the dual roles of promoting students' school success and revitalizing endangered indigenous languages. (Contains 88 references.) Descriptors: Academic Achievement, American Indian Education, American Indian Languages, Bilingual Education
(1971). La Langue d'enseignement dans nos ecoles secondaires francais, Orbit. The article is in French with no translation provided. Descriptors: Bilingual Education, French, Secondary Education
(2003). Enhancing Japanese College Students' English Reading and Vocabulary Skills by Using CALL Innovations. This article summarizes software which can help to enhance both local and specific reading skills (often done through what is known as intensive reading) and global or general reading skills (known as extensive reading). Although the use of computerized bilingual dictionaries (CBDs) and translation websites of various types does not appear to result in faster acquisition and better retention and productive activation of new target language vocabulary than what is possible for students using only bilingual book dictionaries, these findings have been limited to several hundred students studied so far. This article asserts that more research should be done on the beneficial language learning effects of using various computer assisted language learning reading software along with CBDs, especially when these are used more systematically to enhance specific essential lexical steps as recommended by the "Depth of Lexical Processing Scale." (Contains 29 references.) [More] Descriptors: Bilingual Education, Computer Assisted Instruction, Computer Software, Computer Uses in Education