This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Cynthia Neese Bailes, Francisco Ramos, Joan Wink, Bobbie Pettigrew, Maria Snyder, Ian G. Malcolm, Nellie McCarty, Laura Mijares Molina, Marsha Whitehair, and Inc. Advocates for Children of New York.
(2001). Integrative ASL-English Language Arts: Bridging Paths to Literacy, Sign Language Studies. A study of a bilingual program in a Deaf school in Minnesota examines the following: the principles primary grade teachers articulate and demonstrate as important for the use of American Sign Language (ASL) to teach English literacy; the strategies primary grade teachers use to teach English literacy through ASL; and how primary grade teachers use ASL in the listening and speaking components of the language arts program. Descriptors: American Sign Language, Bilingual Education, Deafness, Elementary Education
(2001). Dueling Models of Dual Language Instruction: A Critical Review of the Literature and Program Implementation Guide, Bilingual Research Journal. Describes dual language instruction models, and presents a paradigm for examining congruence among theoretical models, teacher beliefs, and actual classroom practices to determine program effectiveness. Examples illustrate implementation pitfalls. Analysis of Proposition 227 finds it to be a decontextualized procedural model; it has an incoherent mandate without basis in sound pedagogical principles. Appendix compares enrichment and compensatory models. (Contains 57 references.) Descriptors: Bilingual Education Programs, Criticism, Educational Principles, Educational Theories
(2001). Apprehending and Appropriating Cultural Imagery in Bidialectal Education. This paper argues that if bidialectal education is to be seriously contemplated for Aboriginal Australians, it should be considered with more than the surface structures of dialectal difference. Bidialectal education programs must be underpinned by an understanding of the meanings carried by Aboriginal English and the processes of interpretation that Aboriginal English speakers are likely to bring to standard English. The paper summarizes work done at Edith Cowan University, Australia, related to bidialectal education, explaining that the university uses the catchphrase "the ABCs of bidialectal education" to refer to three elements that are essential in a comprehensive bidialectal education program: A (Accept Aboriginal English), B (Bridge to standard English), and C (Cultivate indigenous ways of approaching experience and knowledge). This paper focuses on cultural imagery, which constitutes the mental images that, for people in a culture, comprise the world that they respond and relate to both in language and in other social behavior. After describing cultural imagery and bidialectal Aboriginal Australians and discussing research approaches to cultural imagery, the paper presents four initiatives, including the following: revitalizing standard English, exploiting cultural schemas, employing bidialectal communication tasks, and making instruction more comprehensible for dialect speakers. (Contains 16 references.) [More] Descriptors: Aboriginal Australians, Bidialectalism, Bilingual Education, Cultural Differences
(2001). The Role of Prefabricated Language in Young Children's Second Language Acquisition, Bilingual Research Journal. A study investigated how young learners of English as a second language become both linguistically creative and capable of socializing in English through the use of prefabricated language (PL) (memorized chunks of sentences). Observations of four Japanese preschool children in two-way immersion programs suggested that PL acts as a scaffold for linguistic creativity. (Contains 65 references.) Descriptors: Bilingual Education, English (Second Language), Imitation, Immersion Programs
(2001). Teachers' Opinions about the Theoretical and Practical Aspects of the Use of Native Language Minority Students: A Cross-Sectional Study, Bilingual Research Journal. Surveys completed by 218 K-8 teachers in two southern California school districts examined teacher opinions about using language minority students' native language for their instruction. Support for practical implementation was less positive than for the theoretical principles. No clear predictors of attitudes toward the issue were found, including grade level taught. (Contains 39 references.) Descriptors: Bilingual Education, Educational Practices, Elementary Education, Elementary School Teachers
(2001). It's All about Talking: Oral Language Development in a Bilingual Classroom, Dimensions of Early Childhood. Describes a bilingual prekindergarten teacher's approach to oral language development with children who are Spanish-language dominant, considering the links between her approach and constructivist learning theory. Describes how children in the classroom interact socially with adults and peers to develop oral language skills. Descriptors: Bilingual Education, Bilingual Teachers, Class Activities, Classroom Techniques
(2001). Immigrant Languages in Federal Germany. About 10 million inhabitants of Germany are of non-German origin and use German and one or more other languages in their everyday life. The number of foreign students in German schools is constantly growing. About 25 percent of Germany's foreign population are citizens of other European Union states. The largest group of minority language speakers in Germany, and the most important ethnolinguistic group, are Turkish citizens. The second largest group of minority language speakers are Bosnians/Croatians/Serbians, followed by Italians. German immigration and integration policies legally define the various immigrant groups with different rights, which affects their language maintenance. Newspapers are available in all important immigrant languages, and radio and television broadcast some programs in other languages. Teaching of immigrant languages in supplementary lessons was introduced in the late 1960s. This paper presents examples of educational policies in three German states: Hamburg, a center of massive immigration with changing educational policy; Northrhine-Westphalia, Germany's largest state, which has a high immigration rate and an educational policy devoted to linguistic diversity; and Hesse, a state with different immigration patterns that supported immigrant languages in school until 1999. (Contains 22 references.) Descriptors: Bilingual Education, Diversity (Student), Educational Policy, Elementary Secondary Education
(2001). Report from the Front Lines: What's Needed To Make New York's ESL and Bilingual Programs Succeed. This study surveyed 227 teachers of English Language Learners (ELLs) in New York City public schools about the adequacy of the school and classroom services provided to ELLs to help them meet the challenges of New York City's updated promotion and graduation standards. In addition to the teachers' surveys, the report compiles data from the New York City Board of Education as well as the New York State Department of Education. After describing ELLs in New York City, the updated standards, the educational outcomes of ELLs, and school factors that have been identified as barriers to school success for ELLs, the report presents survey findings. Overall, many bilingual teachers did not speak the same language as their students. Teachers reported problems with timely placement in appropriate classes and lack of coordination between English as a Second Language (ESL) and English language teachers. Teachers felt that: many students were at risk of being retained, and they were not getting the services they needed; support services were rarely provided to teachers; and school policies about summer school needed significant improvement. Teachers noted challenges in communicating with immigrant parents and desired services to aid communication. Recommendations include: ensure proper teacher training; create a citywide model curriculum for ELLs, and train teachers in its use; and expand teacher recruitment efforts targeting ESL and bilingual shortage areas. The teacher survey is appended. [More] Descriptors: Academic Standards, Bilingual Education Programs, Bilingual Students, Elementary Secondary Education
(2001). Parents' Decisions about Bilingual Program Models, Bilingual Research Journal. A survey of 100 parents in a California school district bordering Mexico examined relationships between the bilingual program parents chose for their kindergarten and first-grade children and parental demographic factors. Parents placed their children in settings that mirrored home language use. Parents with a higher level of education were more likely to place their children in bilingual programs. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Hispanic Americans
(2001). Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education. This paper discusses comprehensive school reform (CSR), which accepts the importance of standards and accountability but adds to these strategies for introducing innovations in curriculum, instruction, school organization, governance, parent interactions, and other core features of practice. The paper reviews research on the nature and quality of evidence supporting Success for All, the most widely disseminated CSR program. The development of CSR was greatly influenced by the 1997 creation of the Comprehensive School Reform Demonstration Program (CSRD), which provides grants to support adoption of proven CSR models. Many states have aligned state or federal dollars intended to improve professional development or instruction in schools, especially high poverty schools, with CSRD, which increases the number of schools that can adopt CSR programs. Analysis of data evaluating Success for All and comparing it with other reform models indicates that Success for All is effective when fully implemented because the program elements themselves are based on rigorous research. Data show that Success for All produces significantly greater gains than other educational methods and does not lose its effectiveness when disseminated on a very large scale. The results suggest that evidence-based reform may potentially transform educational practice, especially in schools serving high-risk students. (Contains 36 references.) [More] Descriptors: Accountability, Bilingual Education, Change Strategies, Educational Change
(2001). Moroccan Children and Arabic in Spanish Schools. This paper discusses classical Arabic as a minority language for Moroccan children in Spanish schools. It highlights programs of "education des langues et cultures d'origine" (ELCO), which specifically target these students. ELCO is the only public program in Spain recognizing Arabic as an immigrant minority language. Intercultural educational perspectives for Moroccans have been realized through the ELCO Moroccan program, an elementary-level effort run by the Spanish and Moroccan governments. It works to teach the Arabic language and Moroccan culture and improve immigrant students' school integration (enhancing self-esteem and reducing ethnic prejudice and ethnocentric behavior). ELCO for Moroccan immigrants is limited in Spain, and there are some drawbacks. For example, ELCO teaches classical Arabic, which is not the mother tongue for some Moroccan students. Though the official language of Morocco is classical Arabic, other languages are very important (different Moroccan Arabic and Berber dialects, French, and Spanish). Also, Moroccan culture is being defined by the governing organizations and may not be accurate for all students. Therefore, ELCO may not be addressing all Moroccan immigrant students' cultural and linguistic needs, and it may perpetuate the low status of Moroccan Arabic and Berber languages within Spanish schools. (Contains 18 references.) [More] Descriptors: Arabic, Bilingual Education, Cultural Awareness, Culturally Relevant Education
(2001). An Alternative Model for Novice-Level Elementary ESL Education. School professionals are often dissatisfied with the current model of English-as-a-Second-Language (ESL) elementary education. The typical 30-45 minute pull-out session often frustrates ESL teachers because of the amount of time is inadequate. This causes frustration among the mainstream teachers because of the class time the ESL learners miss. Teachers involved in inclusion models sometimes feel their expertise is not being utilized, and believe that ESL students need some time away from their native, English-speaking peers to be comfortable practicing their own language skills. Teachers of self-contained ESL classes often believe that their students have too little academic and social interaction with the rest of the school. This paper presents an alternative model of delivery instruction for novice speakers of English, which piloted in one St. Paul, Minnesota elementary school in 1999, the TESOL Inclusion Program. After reviewing current models of instruction and their historical context, the paper explains why one school decided to try an alternative model that addressed the scheduling, social, and academic issues that are often problems for traditional models. The new model is presented in some detail and the resulting benefits to the students and teachers explained. Two appendices are also included: sample daily schedule for and ESL teacher and an educational essistant in the proposed new model (the TESOL inclusion program), and "The TESOL Inclusions Program" (TIP) Teacher Survey. (Contains 18 references.) [More] Descriptors: Bilingual Education Programs, Curriculum Development, Elementary Education, English (Second Language)
(2001). READ Perspectives, 2001, READ Perspectives. The first article, "The Cost of English Acquisition Programs: Arizona Department of Education English Acquisition Cost Study" contains excerpts from a study (Phases 1 and 4) conducted for the Arizona Department of Education on the costs of various English-acquisition programs. Six successful but varied English-acquisition programs for immigrant children are highlighted. A more in-depth analysis of a seventh program (Nogales Unified School District) confirms the effectiveness of English-immersion teaching in a community where 90 percent of the population speaks Spanish. The publication also includes the following: "Testing English Language Learners for School Accountability: A Report Prepared for San Francisco Unified School District et al. v. State Board of Education et al." (Susan E. Phillips); "All That Glitters Is Not Gold: The Limits of the Department of Education's English Learner Achievement Data" (Christine H. Rossell); "Seven Successful Bilingual Schools in Texas" (John R. Correiro); and "Meeting the Needs of Students with Limited English Proficiency: A Critique of GAO's Report" (Jim Littlejohn). (Papers contain references.) [More] Descriptors: Accountability, Bilingual Education, Elementary Secondary Education, English (Second Language)
(2001). Early Childhood Intervention Partnerships on the Navajo Reservation with an Emphasis on Special Education. Kayenta Unified School District (KUSD) is located in the Navajo Reservation in Arizona. In addition to serving over 2,600 K-12 students, KUSD collaborates with the Navajo Nation and the Kayenta community to provide three early childhood education programs: Acceptance Belonging Caring (ABC) preschool, Navajo Nation Head Start, and Child Care Occupational Parenting Education Center (COPE). Program staff, support facilitators, and parents completed short surveys about the three programs, including provision of special education services. ABC and Head Start shared many similarities and differed from COPE in various ways. ABC and Head Start enrolled children aged 3-5, offered special education intervention services, and advocated a fully inclusive environment. COPE, on the other hand, provided child care vocational training for high school students and extended child care services to all community members, including free services to teen parents attending school. COPE did not offer special education services but made referrals to ABC and Head Start. All three programs incorporated Navajo language and culture, and parents and staff unanimously stated that the programs were successful. [More] Descriptors: American Indian Education, Bilingual Education, Day Care, Early Childhood Education
(2001). The Combine Project: An Experience in a Dual-Language Classroom = El proyecto de la cosechadora: una experiencia en una clase bilingue. This article, also available in Spanish, describes what happened when a bilingual kindergarten class in West Liberty, Iowa, investigated a combine. The dual-language Kindergarten program supports content area instruction in both Spanish and English. The first part of the article tells the story of the Combine Project, this class's first project work, which began with a typical kindergarten field trip to a farm and ended with a parent night to show a combine constructed by the kindergartners. The second part of the article discusses the teacher's reflections on learning how to guide projects. Reflections by the teacher include relating kindergarten goals to projects, supporting second-language learners, involving parents, and including children with special needs. [More] Descriptors: Bilingual Education Programs, Experiential Learning, Kindergarten, Kindergarten Children