Bibliography: Bilingual Education (page 519 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jarmo Lainio, Young Sook Lim, Rosalinda B. Barrera, Beatrice Cabau-Lampa, Violet J. Harris, Robert A. Pena, Linda Rodriguez, Michael Byram, John C. Towner, and Hanizah Zainuddin.

Avalos, Mary A. (2003). Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models, Bilingual Research Journal. Analysis of reading comprehension errors made by 22 Spanish-speaking fourth-graders in decoding English text found that comprehension "errors" began at the word level and advanced to larger misinterpretations at the sentence level. The cognitive processes of English language learners when comprehending English texts showed individual differences, influenced by background and prior experiences. Transitional bilingual instruction should focus on individual learning needs. (Contains 64 references.) Descriptors: Bilingual Education, Cultural Background, Elementary Education, English (Second Language)

Amrein, Audrey; Pena, Robert A. (2000). Asymmetry in Dual Language Practice: Assessing Imbalance in a Program Promoting Equality, Education Policy Analysis Archives. Describes a newly implemented dual language immersion program that exists and operates in Phoenix, Arizona. Examines the practices of dual language teachers at an elementary school and reviews the challenges teachers in six classrooms met. Descriptors: Bilingual Education, Bilingual Teachers, Educational Practices, Elementary Education

Notari-Syverson, Angela; Losardo, Angela; Lim, Young Sook (2003). Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress, Assessment for Effective Intervention. Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches.   [More]  Descriptors: Alternative Assessment, Evaluation Methods, Young Children, Minority Groups

Jimenez, Robert T. (2000). Literacy and the Identity Development of Latina/o Students, American Educational Research Journal. Studied how literacy and identity interacted in the development of approximately 85 Latino/a students in 4 intermediate-grade bilingual classrooms. Findings show that students' bilingual language and literacy knowledge and their understanding of identity have noticeable influences on each other. Identified some ways in which language and literacy were important in maintaining interpersonal relationships for these students. Descriptors: Bilingual Education, Hispanic American Students, Intermediate Grades, Interpersonal Relationship

Rumberger, Russell W. (2003). One Quarter of California's Teachers for English Learners Not Fully Certified. EL Facts, Number 3, University of California Linguistic Minority Research Institute. Although the passage of Proposition 227 reduced the demand for bilingual teachers, an acute shortage of teachers qualified to deliver needed instructional services to English learners remains. In 1998, prior to the passage of 227, 43 percent of the teachers providing instructional services to English learners were not fully certified to provide those services–33 percent of teachers were in training to provide English language development (ELD) or Specially Designed Academic Instruction in English (SDAIE) and 10 percent were in training to provide primary language instruction. By 2001-02, 25 percent of teachers providing instructional services to English learners were not fully certified. Statewide, almost 14 percent of all teachers do not hold a full credential. So English learners are almost twice as likely as students generally to be taught by a teacher who is not fully certified. That figure is even higher if you include another 14 percent of teachers who have other than a California Teacher Commission (CTC) authorization, which can be obtained with less rigorous training through a SB1969 certificate or a district designation.   [More]  Descriptors: Teacher Certification, State Legislation, Educational Policy, Second Language Instruction

Willis, Arlette Ingram, Ed.; Garcia, Georgia Earnest, Ed.; Barrera, Rosalinda B., Ed.; Harris, Violet J., Ed. (2003). Multicultural Issues in Literacy Research and Practice. This book addresses the lack of research and scholarly discussion on multicultural literacies. A common theme across chapters is the ways in which elements of difference–race, ethnicity, gender, class, and language–create tensions that influence students' literacy experiences and achievements. Sections explore the relationships among culture, language, literacy, and identity; describe the development and implementation of curricula, assessments, and materials for diverse students (rural Appalachian children, Navajos, Asian Canadian immigrants, and Spanish-speaking students); and focus on teacher education issues. Following an introduction, "Giving Voice to Multicultural Literacy Research and Practice" (Georgia Earnest Garcia), the chapters are: (1) "Finding Esmerelda's Shoes: A Case Study of a Young Bilingual Child's Responses to Literature" (Eurydice Bouchereau Bauer); (2) "Examining Children's Biliteracy in the Classroom" (Joel Dworin); (3) "Headwoman's Blues: Small Group Reading and the Interactions of Culture, Gender, and Ability" (Shuaib J. Meacham); (4) "Fostering Collaboration between Home and School through Curriculum Development: Perspectives of Three Appalachian Children" (Rosary Lalik, LaNette Dellinger, Richard Druggish); (5) "Telling the People's Stories: Literacy Practices and Processes in a Navajo Community School" (Teresa L. McCarty, Galena Sells Dick); (6) "Multicultural Views of Literacy Learning and Teaching" (Lee Gunderson, Jim Anderson); (7) "Spanish in Latino Picture Storybooks in English: Its Use and Textual Effects" (Rosalinda B. Barrera, Ruth E. Quiroa, Rebeca Valdivia); (8) "From the Mountain to the Mesa: Scaffolding Preservice Teachers' Knowledge about the Cultural Contexts of Literacy" (Sally M. Oran); (9) "English as a Second Language, Literacy Development in Mainstream Classrooms: Application of a Model for Effective Practice" (Diane M. Truscott, Susan Watts-Taffe); (10) "Assessing and Assisting Performance of Diverse Learners: A View of Responsive Teaching in Action" (Robert Rueda, Erminda Garcia); (11) "The Implementation of a Multicultural Literacy Program in Fourth- and Fifth-Grade Classrooms" (Margaret A. Moore-Hart, Barbara J. Diamond, John R. Knapp); and (12) "Pitfalls and Potential: Multicultural Literature and Teacher Study Groups" (Frances A. Levin, Michael W. Smith, Dorothy S. Strickland). (Contains references in each chapter and an index) Descriptors: Bilingual Education, Bilingual Students, Cultural Context, Cultural Influences

Garner, Barbara, Ed. (2003). Focus on Basics: Connecting Research & Practice. Volume 6, Issue C, National Center for the Study of Adult Learning and Literacy (NCSALL). "Focus on Basics" is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. "Focus on Basics" is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of "Focus on Basics" is "Curriculum Development." Articles appearing in this issue are: (1) Collaborating with Students to Build Curriculum that Incorporates Real-Life Materials (Charissa Ahlstrom); (2) Values and Beliefs: The World View Behind Curriculum (Amy Prevedel); (3) A Conversation with FOB: What Works for Adult ESL Students; (4) One Classroom, Two Languages: Adult Bilingual Curriculum Development (Kay Taggart and Sara Martinez); (5) Same Curriculum, New Mode of Delivery: Adapting ABE Professional Development to the Internet (Jane Martel); (6) Changing a State's Approach to Curriculum: Insight from Oregon's Efforts (Dennis Clark); (7) Creating Curricula for Challenging Circumstances (Barbara Garner); (8) Not By Curriculum Alone (Mary Lynn Carver); (9) All About NCSALL; (10) Blackboard; and (11) New From NCSALL. Individual articles contain references.   [More]  Descriptors: Curriculum Development, Adult Basic Education, Relevance (Education), English (Second Language)

Rodriguez, Linda; Irby, Beverly J.; Brown, Genevieve; Lara-Alecio, Rafael; Galloway, Martha (2003). An Analysis of a Public School Prekindergarten Bilingual Montessori Program. This study analyzed a public school prekindergarten Montessori bilingual program, investigating second grade reading achievement scores on Spanish and English norm-referenced tests and comparing students who had participated in the Montessori program with those who had participated in a prekindergarten traditional bilingual program. Participants were second graders enrolled in a large urban Texas school district who had been involved in one of the two programs. All students were of Hispanic origin and from low socioeconomic status families. Students completed the reading section of the Aprenda (Spanish) and Iowa Test of Basic Skills (ITBS; English), which the school district administered annually to measure student progress. The Aprenda Spanish test is a written test that examines word reading, reading comprehension, language, and listening. The ITBS measures reading achievement gains. Data on 100 students indicated that children who had participated in the prekindergarten Montessori bilingual program significantly outscored the other children on the Spanish reading subtest of the Aprenda achievement test. Children who had participated in the prekindergarten Montessori program and who had continued through second grade in a transitional bilingual program significantly outscored those in the other group. The results suggest that school districts should look closely at program placement for limited English proficient students (Contains 36 references.)   [More]  Descriptors: Bilingual Education, Bilingual Students, Early Childhood Education, Elementary Education

Demmert, William G., Jr.; Towner, John C. (2003). A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Final Paper. There is a widespread, firm belief among Native American communities (American Indians, Alaska Natives, Native Hawaiians) and among professional Native educators that meaningful educational experiences require an appropriate language and cultural context. From their perspective, such context supports the traditions, knowledge, and language(s) of the community as a starting place for learning new knowledge. This review collects, reports on, and critically analyzes the research literature to determine whether a culturally based education (CBE) curriculum improves the school performance of American Indian, Alaska Native, and Native Hawaiian students. Introductory sections discuss events of the past three decades supporting development of CBE, three theories underlying CBE interventions, an operational definition of the elements of CBE, definitions of experimental and quasi-experimental research, and the difficulties in conducting such research. The review found only four studies that could legitimately be classified as experimental or quasi-experimental. Because of these limited numbers, a small number of non-experimental comparative studies were added. Only one research project was found that provides insights on how researchers might show a direct connection between CBE and improved academic performance. Recommendations are presented for improving the research base on CBE for Native Americans. Data tables summarize the studies examined. Appendices describe the resources used in the literature search and present a lengthy annotated bibliography. (Contains 41 references.)   [More]  Descriptors: Academic Achievement, Alaska Natives, American Indian Education, American Indian Students

Zainuddin, Hanizah; Moore, Rashid A. (2003). Bilingual Writers' Awareness of Audience in L1 and L2 Persuasive Writing. First (L1) and second language (L2) composing studies have documented similarities between skilled and unskilled native L1 writers and L2 writers. To date, there have been very few investigations on how bilingual writers attend to audience when composing in two languages. This study reports how four bilingual writers attended to audience in persuasive writing in Malay and English and how their process skills compared to the quality of their written products. Findings suggest that the bilingual writers' strategies remained constant across languages, yet differed according to whether they were skilled or less skilled writers in general. Theoretical and educational implications resulting from the study are discussed. (Contains 50 references.)   [More]  Descriptors: Bilingual Education, English (Second Language), Foreign Countries, High School Students

Lai, Pak-Sang; Byram, Michael (2003). The Politics of Bilingualism: A Reproduction Analysis of the Policy of Mother Tongue Education in Hong Kong after 1997, Compare. Argues that a return to native language education has escalated the tensions and contradictions of the politics of bilingualism. Examines the events pertinent to the language shift from English as a medium of instruction to Chinese in Hong Kong. Emphasizes controversial issues, such as parental choice, antagonism of elite classes, and group politics. Descriptors: Bilingual Education, Chinese, Colonialism, Comparative Education

Lainio, Jarmo (2000). The Protection and Rejection of Minority and Majority Languages in the Swedish School System, Current Issues in Language & Society. Discusses reasons for the collapse of mother tongue instruction in Sweden, including such issues as the transfer of implementation and economic responsibilities of educational politics to the municipalities; the unwillingness in Swedish society to support the bilingualism/biculturalism of minority pupils, and the poor municipal information and minimalist interpretations of open-ended formulations of language rights. Descriptors: Bilingual Education, Elementary Secondary Education, Foreign Countries, Language Minorities

Cabau-Lampa, Beatrice (2000). L'experience suedoise en matiere d'enseignement des languages-cultures d'origine (The Swedish Experience in the Field of Language and Culture Education for Migrants, Language Problems & Language Planning. Examines the constituent features of the Swedish educational mileau, and the different issues surrounding the implementation of education in language and culture for migrants. Expounds the new perspectives according to which this education was conceived in the Swedish context of the 1990s, that is the reorganization of the teaching and learning contexts as well as the emergence of bilingual independent schools. Descriptors: Bilingual Education, Cultural Education, Educational Environment, Foreign Countries

LaSasso, Carol; Lollis, Jana (2003). Survey of Residential and Day Schools for Deaf Students in the United States that Identify Themselves as Bilingual-Bicultural Programs, Journal of Deaf Studies and Deaf Education. A survey of 71 day and residential schools found 19 identified themselves as bilingual-bicultural (BiBi) programs. Of the 19 programs, 37% reported use of manually coded English. Fluency in American Sign Language of instructional and support staff varied, with 47% reporting no more than half of instructional staff were fluent. (Contains references.) Descriptors: American Sign Language, Bilingual Education Programs, Cultural Awareness, Curriculum Design

Hickling-Hudson, Anne; Ahlquist, Roberta (2003). Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogies, Comparative Education Review. Case studies of Eurocentric versus culturally relevant educational practices with Indigenous students were carried out in four Australian and U.S. schools that were mainstream or community-controlled schools. Comparisons focus on colonial versus postcolonial perspectives on curriculum content, the dilemma of unsuitable high-stakes assessments linked to monocultural mainstream standards, the teaching of Indigenous languages and cultures, and needs for teacher education. Descriptors: Aboriginal Australians, American Indian Education, American Indians, Bilingual Education

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