This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Iowa Department of Education, Hyewon Park Choi, Margaret Dyer, Gloria Poedjosoedarmo, Ramon E. Astacio, Myriam N. Torres, Young Mee Won, Magdalena Andrade, Ester J. de Jong, and Eugene E. Garcia.
(2004). Guidelines for the Inclusion of English Language Learners (ELLs) in K-12 Assessments. This document provides guidelines for the inclusion of English Language Learners (ELLs) in K-12 assessments. Twenty questions and answers are provided, along with a list of references. The following are appended: (1) Placement Tools for English Language Learners; (2) Definitions; (3) Typical Bilingual Program Designs; (4) Typical ESL Program Models; (5) Language Acquisition Stages; (6) Iowa Title III Enrollment Descriptors; (7) Cross Referencing Language Proficiency Levels and Reasonable Expectations of English Language Learners in Content Areas; and (8) TESOL (Teachers of English to Speakers of Other Languages) Goals. [More] Descriptors: Second Language Learning, English (Second Language), Limited English Speaking, Student Evaluation
(2004). Educating Iowa's English Language Learners (ELLs): A Handbook for Administrators and Teachers. This handbook for Iowa school districts was first published many years ago. Since that time, several significant sociopolitical and educational changes have occurred. For example, there has been an increase in the number of languages and cultures represented both in Iowa and in the political arenas of the nation. Immigrants and refugees from impoverished or war-torn homelands have come to this nation seeking the American Dream. Balances among minority group populations have shifted, and even greater shifts are likely in the future. In both society and educational institutions, a better understanding of the implications of the linguistic and cultural differences in learners who participate in available programs have been acquired. More than ever is known about language acquisition, cultural change, competencies, testing, affective states of the learner, and individual assessments. The changes in this handbook attempt to reflect these new understandings. The writers seek to give Iowa educators a picture of the unique needs of English language learners (ELLs) and to offer a guide for providing equal access to the quality education available in the state. The handbook will primarily benefit those responsible for designing and implementing programs in local school districts. This handbook is organized into the following chapters: (1) Legal and Educational Rationale; (2) Funding Sources; (3) Procedures; (4) Educational Programs; (5) Involving Parents and Community; and (6) Program Evaluation. The following are appended: (1) Bibliography of Language Tests for ELLs; (2) Enrollment Status Descriptors; (3) List of Resource Agencies, Centers, and Organizations; (4) Publishers of Bilingual/ESL/Multicultural/Multilingual Materials; (5) Print and Online Resource List; (6) Limited English Proficiency Laws and Rules; and (7) English Language Learners (ELL) District/Building Self-Study Guide. [More] Descriptors: Second Language Learning, Minority Groups, Educational Quality, School Districts
(2004). English in Brunei Darussalam: Portrait of a Vital Language with an Elusive Role, RELC Journal: A Journal of Language Teaching and Research. English has been an important language of education in Brunei since the inception of public education there but, as is often the case when a language becomes a second language within a country, it is taking on some unique local characteristics, despite official condemnation of such developments. Can the desired balance of roles between English and Malay be maintained without either language unduly influencing the other? And what of the roles of the local versus international varieties of English? These and other questions about English in Brunei will be explored in this article. [More] Descriptors: Language Variation, Foreign Countries, Public Education, Language of Instruction
(1992). Handbook for Teaching Korean-American Students. This handbook is designed for teachers, administrators, and other school personnel. It provides an explanation of the sociocultural and linguistic characteristics of Korean-Americans so educators can address their needs more effectively and orchestrate a better teaching environment by understanding and supporting the Korean-American cultural heritage. The first chapter provides background information to help readers understand Koreans' experiences in Korea and patterns of immigration to the United States. The second chapter describes educational and sociocultural factors in the Korean language group, focusing on Korean educational traditions and patterns, language experience in the Korean-American community, and key interpersonal relationships in the Korean-American culture. Chapter 3 details some Korean linguistic characteristics and their relationship to culture. Instructional and curricular strategies for this population are outlined in the fourth chapter, with attention given to the role of bilingualism, factors in language development, transfer of literacy, language program planning, and reading instruction. A glossary and an annotated bibliography of general references and Korean literature and language materials are also presented. Appended materials include a ranking of California school districts by Korean-American enrollment; lists of educational and cultural resources; and a list of Korean holidays, ceremonies, and festivals. [More] Descriptors: Bilingual Education, Classroom Techniques, Cross Cultural Training, Cultural Context
(2004). The Perceived Effectiveness of Simultaneous Team-Teaching in a Dual Language Programme, Journal of Research in International Education. Many international schools include a host country programme as part of their curriculum. Such programmes range from the study of local culture through to local language instruction. The administration and teachers of an international school (ISXX) felt they wanted to move beyond the traditional approaches to host country integration as well as dedicate more time to the units of inquiry (Primary Years Programme). In order to facilitate this, it was decided that the enquiry-based curriculum would be taught through both English and the host country language of German. This in itself did not appear to be entirely unique, however ISXX further decided that the German teachers and English-speaking class teachers would simultaneously team-teach the units. This study reveals how the children, parents and teachers felt about the first year of the programme. [More] Descriptors: International Schools, Instructional Effectiveness, German, Team Teaching
(2004). Bilingual Environment and Bilingual Development of Korean-Chinese Children in Yanji, China, Contemporary Issues in Early Childhood. The purpose of this study was to explore the extent of children's access to media and the relation between the use of media and language development, including its determinants, among Korean-Chinese bilingual children in Yanji, China. Questionnaires were answered by 258 grade four students and their parents. The results indicated that these children had access to a variety of media (television, video cassette recorders, stereos, cassette recorders, computers, telephones, and mobile telephones). Specifically, the levels of home computer and Internet access were considerably high, with access rates of 49.4% and 24.5% respectively. The language used by the children (Korean or Chinese) while engaged with the media differed according to the type of media. They had more access to Korean newspapers, magazines, books, and radio. Our study indicated, however, that the children often used Chinese when using the computer. Television was the only form of media that was comparatively well-balanced, with children gaining access to programmes in both Korean and Chinese. Stepwise regression analyses revealed that the children's access to Chinese in media, the proficiency of the parents in Chinese, and parental affection as measured by the self-report were related to the children's level of proficiency in the Chinese language. Our study revealed that media may play an important role in the development of bilingualism and the mediation of parents plays a significant role as well. [More] Descriptors: Foreign Countries, Bilingual Education, Bilingual Students, Bilingualism
(1978). Comparison of the Syntax and Vocabulary of Bilingual Spanish, Indian, and Monolingual Anglo-American Children. Working Papers in Bilingualism, No. 16. The purpose of this study is to compare the English syntactic structures produced in spontaneous oral language and the receptive English syntactic and vocabulary skills of bilingual Spanish and Indian children and monolingual Anglo-Americans, all of whom qualify for Title I elementary schools (Grades 1-6). People in Action, the Northwestern Syntax Screening Test (NSST), and the Peabody Picture Vocabulary Test (PPVT) were used to compare the subjects on these skills. Significant results were found when using multivariate analysis of variance on the three dependent measures of syntactic and vocabulary performance on the three levels of language. Multivariate, along with univariate, analysis showed significant differences on these variables among grade levels. Bilingual Spanish and Indian children were less able to comprehend verbal information as shown through the PPVT, and to understand and produce English syntactic structures as determined by their NSST and Developmental Sentence Analysis Procedure performances, than their monolingual Anglo-American peers. It is concluded that educational programs should be varied to match the language performance of individual children rather than be based on group scores, and therefore, majority language instruction and modifications of the manner of presentation of verbal instruction are needed for bilingual students in Grades 1-6, as well as inclusion of syntax and vocabulary instruction in the curriculum at all grade levels. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Comprehension
(2004). Adapting to Changing Needs: A Teacher-Led Japanese FLES Program, Learning Languages. When designing a language program, it is often difficult to create a workable balance between a desired ideal and the realities imposed by limited resources. Ultimately, the task is to make the best use of the available materials within the allotted time frame by drawing on the creativity and expertise of the staff. The following is a brief portrayal of how teachers at one elementary school have found a way to create a context-rich environment for language learning by drawing on their own language expertise. Results show that not only are students motivated, but their proficiency increases significantly over the span of one year. Teachers are stimulated and empowered by the nature of the program. [More] Descriptors: Second Language Instruction, Japanese, Elementary Schools, High Achievement
(1986). Beyond Language: Social and Cultural Factors in Schooling Language Minority Students. This book aims to help educators improve their understanding of minority students within the American social context. It contains seven chapters, each written by different authors. The introductory chapter, "The Education of Language Minority Students: A Contextual Interaction Model" by C. Cortes, provides an overview of a theory for how the many sociocultural factors influence language minority education. The next chapter, "Ethnic Minority Issues in the United States: Challenges for the Educational System" by S. Sue and A. Padilla, looks at historical explanations for why some groups do better in school than others. "Understanding Sociocultural Factors: Knowledge, Identity, and School Adjustment" by J. Ogbu and M. Matute-Bianchi analyzes sociocultural factors such as group attitudes toward education, self-identity, historical experiences, cultural values, and job ceiling. The next chapter, "Sociocultural Contexts of Language Development" by S. Heath, stresses the inclusion of mother tongue and second language education in language minority educational reform. "Sociocultural Resources in Instruction: A Context-Specific Approach" by S. Diaz, L. Moll and H. Mehan provides a detailed illustration of how language development (reading and writing) can be improved, based on a positive link between the home and school. "Cooperative Learning and Sociocultural Factors in Schooling" by S. Kagan describes cooperative learning as an educational innovation for improving students' acquisition of both academic and humanistic skills. The concluding chapter, "Educators' Responses to Sociocultural Diversity" by M. McGroarty facilitates educators' understanding and use of the hypotheses and approaches proposed in the earlier chapters. The book contains approximately 200 references. Descriptors: Academic Achievement, Bilingual Education Programs, Cooperative Learning, Cultural Influences
(1979). Keys to Communication: English for Spanish Speakers. Student Edition, Level One. This text is the first of a series of four levels sequenced as a continuum of language skills for Spanish speakers of limited English speaking ability in grades six through nine. Levels one and two emphasize the development of oral language skills. Levels three and four emphasize the development of written language skills. The text is divided into fourteen units each of which focuses on a different topic. Instructions for all exercises are written in Spanish and English. General principles and background information on the English language are included in each unit. Each unit is divided into three major areas. Oral practice includes a dialogue or reading selection which provides a stimulus leading to vocabulary development, practice with sounds and patterns of English, and cultural awareness. Speaking and listening exercises are included in the pronunciation section. English morphology and syntax are addressed in the structure section. In each of these sections oral or written exercises and drills designed for group and/or individual use are included. A glossary of vocabulary words is included at the end of each unit. Descriptors: Bilingual Education, Cultural Awareness, Dialogs (Language), Elementary Education
(1973). Learning Achievement Packages in Language Arts–Spanish. This publication presents four suggested language arts curriculum units designed to be used with high school students in first- or second-year Spanish classes who are native speakers of the language. The first unit, which deals with the Spanish alphabet, is meant to be used as an introduction to the Spanish language. The second and third units, which concern gender and number, are designed to help students improve their syntax in writing. The final unit deals with punctuation and is intended for students who are developing writing competence. Each unit includes explanatory information and objectives for the teacher, exercises, and tests. [More] Descriptors: Alphabets, Bilingual Education, Curriculum Guides, Grammar
(1983). The Mexican American Child: Language, Cognition, and Social Development. The nine articles are divided into three general topics: language, cognition, and social development. Eduardo Hernandez-Chavez discusses strategies in early second language acquisition and their implications for bilingual instruction. Eugene E. Garcia, Lento Maez, and Gustavo Gonzales examine the incidence of language switching in Spanish/English bilingual children of the United States. Arnulfo G. Ramirez reviews the assessment of the bilingual proficiency of Mexican American pupils. Edward A. De Avila, Sharon E. Duncan, Daniel M. Ulibarri, and James S. Fleming examine the issues related to predicting the academic success of language minority students from developmental, cognitive style, linguistic and teacher perception measures. Olivia N. Saracho discusses the relationship of teachers' cognitive styles and ethnicity to predictions of academic success and achievement of Mexican American and Anglo American students. The cognitive correlates of bicultural achievement motivation are discussed by Tracy C. Gray. Evie McClintock, Mariluise Prieto Bayard, and Charles G. McClintock examine the socialization of social motivation in Mexican American families. Spencer Kagan discusses social orientation among Mexican American children which provides a challenge to traditional classroom structures. The monograph concludes with a discussion by Rosita Daskal Albert of a study of Mexican American children's and teachers' perceptions and interpretations of behavior. [More] Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Code Switching (Language)
(2004). Living the Praxis of Teacher Education through Teacher Research, Scholar-Practitioner Quarterly. The main objective of this self-study is to reflect and document the development of our own praxis by using teacher research in our teacher education courses. By praxis we mean an ongoing interdependent process in which reflection, including theoretical analysis, enlightens action, and in turn the transformed action changes our understanding of the object of our reflection. Based on the examination of our reflective journals, collegial dialogue, and students' teacher-research reports, we have achieved three major insights: (1) Teacher Research is a vehicle of genuine praxis of teacher education; (2) Praxis involves a dialectical rationality, which is radically different from the conception of practice within an instrumental rationality; and (3) Modeling and scaffolding the praxis of teacher research for our master's students–in-service teachers–facilitate both their transformation and ours. [More] [More] Descriptors: Inservice Teacher Education, Education Courses, Teacher Educators, Scaffolding (Teaching Technique)
(2004). After Exit: Academic Achievement Patterns of Former English Language Learners, Education Policy Analysis Archives. With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered "limited English proficient" and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL) program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL) program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students' achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs' academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines. [More] Descriptors: Language Arts, Academic Achievement, Second Language Learning, Accountability
(2004). Literacy Development in Deaf Students: Case Studies in Bilingual Teaching and Learning, American Annals of the Deaf. A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students. [More] Descriptors: Literacy, Deafness, Case Studies, Bilingualism