Bibliography: Bilingual Education (page 517 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Priscilla Romero, Priscilla Shannon Gutierrez, Jorgelina Abbate, Julia Reguero de Atiles, Linda S. Siegel, Maria E. Torres-Guzman, Florence Therese Pieronek, Carol Beckett, Nancy Kane, and Maria Estela Brisk.

Bourne, Jill (2001). Doing "What Comes Naturally": How the Discourses and Routines of Teachers' Practice Constrain Opportunities for Bilingual Support in UK Primary Schools, Language and Education. Argues that to understand why bilingual support operates as it does in classrooms in the United Kingdom, it has to be seen in the context of the parameters it is allowed by institutionally constructed discourses and classroom routines of mainstream teachers' practice. Suggests that to design effective forms of bilingual support, there is a need to intervene in the reconstruction of the discourse of good practice in mainstream classroom teaching. Descriptors: Bilingual Education, Classroom Techniques, Elementary Education, Foreign Countries

Torres-Guzman, Maria E.; Abbate, Jorgelina; Minaya-Rowe, Liliana; Brisk, Maria Estela (2002). Defining and Documenting Success for Bilingual Learners: A Collective Case Study, Bilingual Research Journal. A case study of three Eastern urban schools examined the difficulties inherent to measuring bilingual program success. Results indicate that significant data sources were available, but they were rarely disaggregated in a fashion conducive to showcasing bilingual programs. Teacher involvement in establishing, reviewing, and monitoring assessment systems was also minimal. (Contains 45 references.) Descriptors: Bilingual Education Programs, Case Studies, Educational Assessment, Elementary Education

Gutierrez, Priscilla Shannon (2002). In Search of Bedrock: Organizing for Success with Diverse Needs Children in the Classroom, Journal of Latinos and Education. Examines instructional practices organized around the funds of knowledge that children bring to the classroom, attempting to debunk the cultural deficit perspective, which disregards the cognitive and linguistic schema that students already have in place. Describes how these instructional practices transformed the literacy development of one third-grade Latino student with special needs in a bilingual classroom. Descriptors: Bilingual Education, Classroom Environment, Classroom Techniques, Cultural Influences

Ricard, Richard J.; Brown, Angela; Sanders, Jana (2002). What's Appropriate about Developmentally Appropriate Practices? Observing Early Childhood Development Center Classroom Environments. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter details a study providing a descriptive account of practices in five early elementary classrooms in the ECDC wherein developmentally appropriate practice (DAP) principles have been the focus of curriculum development and teacher inservice training. Three specific prescriptive components of DAP were explored in the study: age appropriateness, individual appropriateness, and center-based instruction. The extent to which these three prescriptive practices were a part of the daily reality in the observed classrooms was assessed through non-obtrusive observational methods. Findings revealed that even within a setting specifically designed to facilitate developmentally appropriate education, there was substantial variation surrounding major themes and teaching strategies. A lack of understanding about the specific tools for promoting developmentally appropriate environments remains the major challenge for teacher education programs.   [More]  Descriptors: Bilingual Education, Child Development, Child Development Centers, Classroom Research

Cabedo-Timmons, Guada (2002). Teaching Spanish Subject Matters to College Students in the USA. This paper discusses how to teach Spanish subject matter to U.S. college students, focusing on one professor's experiences teaching an upper level Spanish class, Spanish Subject Matters, to students who plan to be K-12 or bilingual classroom teachers. The paper stresses the current need for bilingual teachers, suggesting that a teacher does not have to be a native Spanish speaker to be a good bilingual teacher. Generally, college students who take Spanish courses do not learn Spanish history, Spanish mathematics, Spanish geography, or Spanish sciences, so they are unprepared to teach these in Spanish. Students taking the Spanish Subject Matters course improve their Spanish skills, learn different teaching techniques, and develop specific vocabulary for individual disciplines as well as for the basic school environment. In this course, students are required to do a lesson plan on the subject matter of choice and present that lesson to the class. These presentations help the rest of the class learn Spanish related to specific subjects. A Spanish geography workshop is attached.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, College Students, Elementary Secondary Education

Cabral, Maria (2002). Foreign Students' Attitudes in Portuguese Language Classrooms. A Case Study. In Portugal's monolingual school system, foreign students are expected to succeed just like Portuguese native students, despite their linguistic and cultural needs and differences. This study characterized the attitudes and motivation of four 9th grade foreign students toward Portuguese and English language classrooms in two Portuguese public schools, noting the affective and motivational factors associated with second language learning in a monolingual school context. The study focused on interest in language classroom activities, involvement in classroom activities, and feelings toward the teacher and peers. Data collection included interviews with students, interviews with teachers, and classroom observations. Data analysis indicated that participating students developed negative attitudes toward language learning and classroom work in Portuguese as well as English classrooms. These attitudes were associated with their interest in the tasks and learning activities they were asked to do in class, their language proficiency (in Portuguese classrooms), and the relationship contexts allowed by the teachers. Students were slightly more motivated in and positive about English language classrooms, mainly due to their high English language competence and English cultural knowledge. (Contains 26 references.)   [More]  Descriptors: Bilingual Education, Class Activities, English (Second Language), Foreign Countries

Beckett, Carol; Nevin, Ann; Comella, Serena; Kane, Nancy; Romero, Priscilla; Bergquist, Glenn (2002). Meeting the Special Needs of Dual Language Learners with Disabilities: Integrating Data Based Instruction and the Standards for Teaching English for Speakers of Other Languages. This paper on meeting the needs of students with disabilities who are learning English as a second language suggests integrating principles from the Teaching English to Speakers of Other Languages (TESOL) Standards and Data Based Instruction (DBI). The power of combining intentional language teaching with an action research process is illustrated by four case studies conducted by special education interns in a multicultural setting. The case studies apply these principles with a teenage male with emotional handicaps, a teenage female with learning disabilities, a teenage female with mild mental retardation, and a first grade girl with language delays, all of whom were bilingual Spanish/English students. The paper concludes that using TESOL Standards, sheltered English techniques, and other English as a Second Language strategies allowed students to be more successful communicators as well as to make progress toward achieving Individualized Education Program goals and objectives. (Contains 18 references.)   [More]  Descriptors: Action Research, Bilingual Education, Case Studies, Diagnostic Teaching

Bernal, Ernesto M. (2002). Three Ways To Achieve a More Equitable Representation of Culturally and Linguistically Different Students in GT Programs, Roeper Review. This article posits that increasing minority teachers in gifted and talented (GT) programs will lead to an increase of minority students in GT programs. Ways to recruit and prepare minority teachers are discussed, as are multicultural and bilingual options for GT programs. The need for evaluation data is stressed. (Contains references.) Descriptors: Bilingual Education Programs, Court Litigation, Diversity (Student), Educational Discrimination

de Atiles, Julia Reguero; Allexsaht-Snider, Martha (2002). Effective Approaches to Teaching Young Mexican Immigrant Children. ERIC Digest. Of the 22 million children currently enrolled in U.S. schools, more than 2 million have limited English proficiency. Preschoolers and elementary-age children make up the greatest proportion of the immigrant student population, and many teachers need support in educating these young, linguistically diverse students. This digest reviews proven educational strategies for working with Mexican and other immigrant children. Myths about the second-language learner and the complexity and lengthiness of the process of second-language acquisition are briefly discussed. The following teaching strategies for preschool and elementary teachers are described: 1) encourage development of the child's first language; (2) provide visible signs of children's first language, and learn Spanish; (3) learn about Mexican culture, and teach acceptance; (4) be sensitive to children's struggles, and follow a classroom routine; (5) acknowledge children's strengths, and use portfolio-style assessment; (6) plan real-world language lessons, and provide a print-rich environment; (7) communicate clearly; (8) allow for the developing stages of language production; (9) aim for comprehension; and (10) allow children opportunities to practice their language skills with peers, and encourage student participation. (Contains 29 references.)   [More]  Descriptors: Bilingual Education, Classroom Communication, Educational Strategies, Elementary Education

Huerta-Macias, Ana G. (2002). Workforce Education for Latinos: Politics, Programs, and Practices. This book examines issues related to problems in workforce education for Latinos and Latinas in the United States. Chapter 1, "The Landscape of Latinos, Education, and Work," presents an introduction and background information. Chapter 2, "The Politics of Workforce Education," discusses current legislation that has negatively impacted Latinos and looks closely at a Borderland city in the southwest where the Latino workforce has suffered greatly from displacement and unemployment. Chapter 3, "Bilingual Programs for the Workforce," describes educational programs that are successfully helping Latino workers in their search for advancement, addressing the issue of language use in instruction. Chapter 4, "Principles and Practices in Educating the Latino Workforce," highlights exemplary instructional practices. Chapter 5, "Accountability and Assessment in Workforce Education," discusses the issues of accountability and assessment in adult education. Chapter 6, "Workforce Education for Latinos: Policy Recommendations" presents recommendations for changes in workforce education policies for Latinos. (Contains 189 references.) Descriptors: Accountability, Adult Education, Bilingual Education, English (Second Language)

Cowell, Andrew (2002). Bilingual Curriculum among the Northern Arapaho, American Indian Quarterly. Native-speaking Northern Arapaho elders produced bilingual booklets for their reservation schools that, due to their ephemeral nature and local context, provided access to intimate information about their producers and contexts. These booklets provide the best example within the culture of how traditional practices of oral performance (storytelling) can be mediated via written materials. Descriptors: American Indian Education, Bilingual Education, Bilingual Instructional Materials, Cultural Maintenance

Gottardo, Alexandra; Yan, Bernice; Siegel, Linda S.; Wade-Woolley, Lesly (2001). Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing, Journal of Educational Psychology. Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and Chinese to 65 children whose first language (L1) was Cantonese and whose 2nd language (L2) was English. This research adds to the evidence for cross-language transfer of phonological processing in L2 learning of English-as-a-Second-Language students. Descriptors: Bilingual Education, Bilingual Students, Cantonese, Children

Grima, Antoinette Camilleri (2001). The Maltese Bilingual Classroom: A Microcosm of Local Society, Mediterranean Journal of Educational Studies. Examines the relationship between language use in Maltese bilingual classrooms and societal contexts within which the classrooms are embedded, explaining that the use of Maltese and English for instruction reflects the functions of each language in society. Discusses code switching and terminology switching and explains how the discursive and literacy events occurring in the classroom reflect societal values and identities. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Code Switching (Language)

Pieronek, Florence Therese (2001). Inservice Project: Upper Primary Brunei Darussalam Teachers' Responses To Using Four Specific Reading Strategies, Reading Teacher. Describes an inservice project to teach four new strategies to English teachers in Brunei where the teachers themselves were not native speakers of English. Presents a look at the Brunei bilingual school system, learning English in the Brunei bilingual classroom, teaching reading in Brunei's upper primary classrooms, and reasons for inservice sessions in reading. Describes a five-session inservice project. Descriptors: Bilingual Education Programs, Bilingual Schools, Elementary Education, English (Second Language)

Melendez, Edwin; Suarez, Carlos (2001). Bilingual Vocational Training as a Pathway to Industry: The Direct Care Worker Program of the Borough of Manhattan Community College. This document outlines the goals and structure of the Direct Care Workers Program (DCWP) sponsored by the Borough of Manhattan Community College (New York). The program targeted bilingual students with poor academic experience living in New York City and offered 6 months of bilingual vocational training as paraprofessionals in the field of Mental Retardation and Developmental Disabilities. The program was organized in four phases: (1) recruitment, orientation, assessment, and admission of students; (2) 20 weeks of coursework and review of basic study skills; (3) 126-hour internship; and (4) 4 weeks of job search and placement sessions. Graduates received three college credits and certifications in Crisis Intervention and Prevention, Medication Administration, Sign Language, and Direct Care. Support services offered to DCWP participants included financial aid packages (tuition and limited school supplies), skills evaluation, review of study skills, and job search preparation. DCWP measured success by evaluating the rates of retention, graduation, and employment. Thirty students enrolled in the program in September 1996; 20 students completed the coursework and 19 students completed Phase 3 and Phase 4 (80% retention rate). This report cites a 63% percent placement rate for program graduates. Appended is the interview protocol.   [More]  Descriptors: Bilingual Education Programs, Community Colleges, Educational Assessment, Job Training

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