Bibliography: Bilingual Education (page 525 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jo Arthur, Elaine Hampton, Moises M. Merlos, Barbara Casson Fiedler, Luis C. Moll, Claudia Flamenco, Elsa O. Valdez, Veronica Pacini-Ketchabaw, Nena M. Torrez, and Valentina Blonski Hardin.

Moll, Luis C.; Saez, Ruth; Dworin, Joel (2001). Exploring Biliteracy: Two Student Case Examples of Writing as a Social Practice, Elementary School Journal. Addresses issues related to biliteracy development in children. Presents two case studies that highlight how children use the social processes and cultural resources at hand to develop their literate competencies in Spanish and English. Discusses special challenges in relation to the formation of biliteracy in classrooms. Descriptors: Bilingual Education Programs, Bilingual Students, Bilingualism, Case Studies

Torrez, Nena M. (2001). Incoherent English Immersion and California Proposition 227, Urban Review. Analyzes competing legal issues and requirements regarding California's English language learners. Because of legal wording that attempted to hold teachers and administrators personally liable in noncompliance civil suits, many districts interpreted the new law as conservatively as possible. Other districts made changes site by site depending on school administrations. This was demoralizing for bilingual teachers and confusing for parents. Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)

Hardin, Valentina Blonski (2001). Transfer and Variation in Cognitive Reading Strategies of Latino Fourth-Grade Students in a Late-Exit Bilingual Program, Bilingual Research Journal. A study examined how 50 bilingual fourth-graders utilized cognitive reading strategies to enhance comprehension of expository texts in Spanish and transfer strategic reading behaviors to English reading. Results indicate that strategic behaviors in the native language undergirded second-language reading behaviors and were more important in that respect than second-language proficiency. (Contains 50 references.) Descriptors: Bilingual Education, Elementary Education, English (Second Language), Grade 4

Fiedler, Barbara Casson (2001). Considering Placement and Educational Approaches for Students Who Are Deaf and Hard of Hearing, TEACHING Exceptional Children. This article discusses placement and educational approaches for students with hearing impairments including what the law provides, what students need, what conflicts exist, and implications for practice. The major principles of the Individuals with Disabilities Education Act (1997 amendments) are summarized. A continuum of placement options is explained as are three educational approaches–oralism, bilingual-bicultural, and total communication. (Contains eight references.) Descriptors: Bilingual Education, Compliance (Legal), Deafness, Educational Legislation

Stipek, Deborah; Ryan, Rosaleen; Alarcon, Raul (2001). Bridging Research and Practice To Develop a Two-Way Bilingual Program, Early Childhood Research Quarterly. A two-way bilingual program was developed for children in preschool through second grade. Observation identified gaps between the program that was planned and the one implemented; data indicated few differences in academic gains between the bilingual program and the English-only classrooms. Findings pose implications for how teacher-researcher partnerships can improve educational programs. Descriptors: Bilingual Education, Early Childhood Education, Elementary School Students, Elementary School Teachers

Valdez, Elsa O. (2001). Winning the Battle, Losing the War: Bilingual Teachers and Post-Proposition 227, Urban Review. Describes the experiences of 20 Hispanic bilingual teachers in California following passage of Proposition 227. Teachers reported that Proposition 227 had created chaos, confusion, and academic setbacks for students and had intensified animosity between bilingual and nonbilingual advocates. Teachers exhibited resistance to the new measures. They reported that Hispanic parents felt disoriented and disturbed by Proposition 227. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, English (Second Language)

Petrie, Lori; Sukanen, Rebecca (2001). Combining Forces: Collaboration between Bilingual/ESL Teachers and the Regular Classroom Using an A Priori Approach, Mid-Western Educational Researcher. A third-grade teacher and an English-as-a-second-language (ESL) teacher collaborated to ensure the academic success of English language learners through "a priori" teaching. The ESL support teacher used verbal and interactive strategies to pre-teach key concepts, skills, and academic language relevant to the subject matter being covered in the regular classroom. Descriptors: Bilingual Education, Educational Strategies, Elementary Education, English (Second Language)

Petrovic, John E.; Olmstead, Susan (2001). "Language, Power, and Pedagogy: Bilingual Children in the Crossfire," by Jim Cummins (2000). Book Review, Bilingual Research Journal. The book reviewed presents a thorough literature review supporting the use of children's first languages in schooling. Criticisms of the book relate to the equation of fluency with academic language and the implication that academic language holds a superior position to other language registers. Discussion of transformative pedagogy fails to challenge the linguistic status quo perpetuated by the construct of academic language proficiency. Descriptors: Bilingual Education, Book Reviews, Educational Needs, Educational Policy

InterAmerica Research Associates, Rosslyn, VA. (1984). Educating the Minority Student: Classroom and Administrative Issues. An overview of classroom and administrative issues related to the education of language minority students in the United States is presented in two sections. The section on classroom issues focuses on four topics: teaching methodologies for English as a second language; the features, titles, and sources of language proficiency assessment instruments; principles, techniques, and policies for improving mathematics skills in this group; and native and English language literacy for language minority students. The section on administrative issues discusses: a recent evaluative study of the Federal American Indian/Alaskan Native program; a transition program for refugee children; a study by several State Boards of education to help states strengthen their capacity-building for educational services to limited-English-speaking children; elements of effective counseling programs; and the Federal Education for All Handicapped Act of 1975. Each subsection contains a list of resources, and a list of resource organizations is appended.   [More]  Descriptors: Administrative Policy, Alaska Natives, American Indians, Bilingual Education

Arellano-Houchin, Anna; Flamenco, Claudia; Merlos, Moises M.; Segura, Lorena (2001). Has California's Passage of Proposition 227 Made a Difference in the Way We Teach?, Urban Review. Examined how teachers were impacted by California's Proposition 227, highlighting changes in teaching styles and beliefs about the proposition and its effectiveness. Teachers had to change their teaching strategies to accommodate the new curriculum. They were not sufficiently trained for immediate implementation of English-only education. Teaching resources were not received in time, resulting in an unproductive teaching environment. Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), English Only Movement

Balderrama, Maria V. (2001). The (Mis)Preparation of Teachers in the Proposition 227 Era: Humanizing Teacher Roles and Their Practice, Urban Review. Describes the teacher's role as basic to the struggle for educational equity and achievement, noting the importance of preservice preparation. Examines how anti-immigrant legislation affects teacher preparation by forcing teachers to passively emphasize standardized approaches to addressing English learners' complex needs. Shares attempts to humanize teachers' roles by engaging student teachers in critical examinations of schooling and teacher roles. Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Equal Education

Kluth, Paula; Straut, Diana (2001). Standards for Diverse Learners, Educational Leadership. To make standards inclusive for today's diverse student populations, educators must support and cultivate five conditions. Standards should be developmental and flexible, employ varied assessment tools, allow equitable access to meaningful content, involve the entire community in their implementation, and serve as a catalyst for other reforms. (Contains 15 references.) Descriptors: Academic Standards, Bilingual Education, Cultural Pluralism, Disabilities

Pacini-Ketchabaw, Veronica; Bernhard, Judith K.; Freire, Marlinda (2001). Stuggling To Preserve Home Language: The Experiences of Latino Students and Families in the Canadian School System, Bilingual Research Journal. Extensive interviews examined how school processes influenced home language practices of 45 Latino families in Canada. Parents felt that Spanish maintenance fostered family unity, Latino identity, and professional advancement, but assimilative pressures sometimes caused doubts about openly speaking Spanish at home. Strategies parents used to counter home language loss are described. (Contains 61 references.) Descriptors: Acculturation, Bilingual Education, Educational Needs, Elementary Secondary Education

Arthur, Jo (2001). Perspectives on Educational Language Policy and Its Implementation in African Classrooms: A Comparative Study of Botswana and Tanzania, Compare. Examines debate over educational language policy in Botswana and Tanzania. Proposes that descriptions of classroom practice are necessary for effective educational language planning. Describes bilingual code switching and reliance on teacher-centered recitation routines. Argues that more creative and effective teaching and learning can be facilitated by explicitly bilingual pedagogies. Descriptors: Bilingual Education, Code Switching (Language), Comparative Education, Economics

Hampton, Elaine; Rodriguez, Rosaisela (2001). Inquiry Science in Bilingual Classrooms, Bilingual Research Journal. A study examined the value of teaching inquiry science in elementary classrooms where students' home language was Spanish. Bilingual interns taught children in 62 El Paso (Texas) classrooms, half in Spanish and half in English. Findings indicate that language skills in both languages increased, new science concepts were understood, and there was little difference between Spanish and English speaking children. Descriptors: Active Learning, Bilingual Education, Discovery Learning, Elementary Education

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