This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Peggy M. Elgas, James A. Vasquez, Virginia Vogel Zanger, Richard R. Kretschmer, Gerald S. Malitz, Clotilde Gold, Jo-Anne Prendeville, Gloria Stewner-Manzanares, Solange G. Taylor, and Susan Perkins Weston.
(2002). Early Childhood Classroom Setup, Child Care Information Exchange. Discusses four components of the classroom environment found to play an important role in the successful participation of children learning English as a second language. Those components are: a physical environment that is organized, inviting, and accessible; inclusion of materials and artifacts from many cultures; opportunities for community building; and teachers that are interactive, supportive facilitators. Descriptors: Bilingual Education, Bilingualism, Classroom Environment, Classroom Research
(1985). Issues in English Language Development. Proceedings of a Conference on Issues in English Language Development for Minority Language Education (Arlington, Virginia, July 24, 1985). Papers presented in this conference report include: "Overview of Theories of Language Learning and Acquisition" (Diane Larsen-Freeman); "A Theory of Strategy-Oriented Language Development" (Michael Canale); "Motivation, Intelligence, and Access: A Theoretical Framework for the Education of Minority Language Students" (Edward De Avila); "Second Language Learning in Children: A Proposed Model" (Lily Wong Fillmore); "English Language Development through a Content-Based Approach" (Anna Uhl Chamot); "Competency Testing for Limited-English-Proficient Students" (Norman C. Gold); "Cognitive Development in Bilingual Instruction" (Kenji Hakuta); "Learning Strategy Applications to Content Instruction in Second Language Development" (J. Michael O'Malley); "University Models for ESL and Bilingual Teacher Training" (Virginia P. Collier); "Mathematics Education in a Second Language: An Instrumental and Teacher Education Model" (Gilbert J. Cuevas); "Some Common Components in Training Bilingual, ESL, Foreign Language, and Mainstream Teachers" (Denise McKeon); "Models of Inservice Teacher Training" (Carmen I. Mercado); and "Training Teachers to Develop the Academic Competence of LEP Students" (Muriel Saville-Troike). [More] Descriptors: Classroom Techniques, English (Second Language), Language Teachers, Learning Theories
(1985). A Summary of Current Literature on English as a Second Language. Part C Research Agenda. As part of a larger study of instructional issues for English as a second language (ESL), current literature is reviewed and summarized in four major areas affecting the teaching and learning of ESL in grades K-12: ESL instructional approaches, patterns of curriculum organization, instructional materials, and language learning theories. In the first section, thirteen approaches are reviewed: the audiolingual method, the Silent Way, the counseling-learning or community language learning approach, suggestopedia, the language experience approach, the new concurrent approach, total physical response, the notional-functional syllabus, communicative approaches, strategic interaction, the natural approach, cognitive approaches, and content-based approaches. The second section examines three program-level organizational strategies (ESL within bilingual programs, ESL-only programs, and ESL immersion) and classroom-level organization. The section on instructional materials looks at elementary level, secondary level, and teacher-oriented materials. The language learning theories reviewed include the biological/neurological theory, cognitive theories, and socio-affective theories. References are provided for each subsection in the report. [More] Descriptors: Classroom Techniques, Course Organization, Elementary Secondary Education, English (Second Language)
(2002). Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2002, Sharing Our Pathways. This document contains the five issues of "Sharing Our Pathways" published in 2002. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education–particularly science education–more culturally relevant to Alaska Native students. Articles include "Nurturing Native Languages" (Angayuqaq Oscar Kawagley); "Nikaitchuat Ixisabviat: An Inupiaq Immersion School" (Igxubuq Dianne Schaeffer); "Project Centered Education" (John Carlson); "Native Languages in Alaska" (Ruthie Sampson); "New Guidelines for Culturally Responsive School Boards Developed by Native Educators"; "Oral Traditional Knowledge: Does It Belong in the Classroom?" (Esther A. Ilutsik); "In the Maelstrom of Confusion, A Stilling Voice" (Angayuqaq Oscar Kawagley); "Who Is This Child Named WIPCE?" (Ac'arralek Lolly Sheppard Carpluk); "Draft Guidelines for Cross-Cultural Orientation Programs Developed" (Ray Barnhardt); "Revisiting Action-Oriented, Multi-Reality Research" (Angayuqaq Oscar Kawagley); "Local Culture and Academic Success Go Together" (Mike Hull); "Rakaumanga: Maori Immersion School Success Story" (Frank J. Keim); "Loving and Caring for Balance" (Angayuqaq Oscar Kawagley); and "Inuit Studies: Some Reflections" (Maricia Ahmasuk). Issues also describe conferences and professional development opportunities for Alaska teachers; successful practices in Alaska's five "cultural regions" (Athabascan, Yup'ik, Southeast, Alutiiq, and Inupiaq regions); curriculum resources available through the Alaska Native Knowledge Network; organizational news from AISES (the American Indian Science and Engineering Society); awards and funding opportunities; and undergraduate and graduate programs focused on indigenous knowledge. AKRSI regional contact information is included. [More] Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indian Languages
(2002). Affirmative Action in Antidiscrimination Law and Policy: An Overview and Synthesis. SUNY Series in American Constitutionalism. This book focuses on the legal and ideological controversy over the application of affirmative action policy to combat discrimination based on race, national origin/ethnicity, and gender. After the introduction, seven chapters discuss (2) "The Roots of Affirmative Action, the Women's Movement, and the Groups Covered by Affirmative Action" (e.g., reconstruction and the origins of affirmative action and white supremacy and the origins of disparate impact); (3) "The Career of Affirmative Action in Employment" (e.g., Title VII and employment discrimination and the unresolved issues of affirmative action in employment); (4) "Affirmative Action and the Primary and Secondary Schools" (e.g., the epochal Brown ruling and recent scholarship on school integration); (5) "Affirmative Action in Higher Education" (e.g., affirmative action and student admissions and the unresolved controversy over nonremedial affirmative action); (6) "Affirmative Action and the Political Representation of Minorities" (e.g., the 1965 Voting Rights Act and its amendments and women and electoral politics); (7) "Affirmative Action and Fair Housing" (e.g., housing segregation and federal antidiscrimination law affecting housing); and (8) "Facing Affirmative Action's Future" (e.g., central legal issues and a sample of distinguished disputants). (Contains 162 bibliographic references.) Descriptors: Affirmative Action, Bilingual Education, Black Colleges, Civil Rights
(1980). Counseling and Minorities: A Bibliography. This bibliography, a list of research in the area of counseling and minorities, is divided into the following sections: (1) general references (165 entries); (2) American Indians (54 entries); (3) Asian Americans (14 entries); (4) Blacks (280 entries); and (5) Hispanics (178 entries). The topics address such areas as mental health, psychotherapy, transcultural psychiatry, career counseling, and curanderismo as applied to the various minority populations. [More] Descriptors: American Indians, Asian Americans, Blacks, Career Counseling
(1981). Stereotyped Attitudes toward Various Portuguese Accents. Focus, Number 4. Research has demonstrated that many linguistic features correlate with social stratification of speakers and that these features often serve as social identifiers that trigger language stereotypes. An experiment was conducted to verify these findings with regard to Portuguese ethnic groups. Judges from four Portuguese-speaking ethnic groups listened to a series of tape recordings of eight speakers of Portuguese reading a standard passage. The speakers represented Continental, Brazilian, Capeverdean, and Azorean speakers; half were college educated and half had a fourth grade education. Personality characteristics of each speaker were evaluated from voice and speech clues. The data provided evidence that judges recognized ethnic educational, and social class differences. Noneducated speakers were generally rated lower than their educated counterparts. Capeverdean and Azorean speakers were given a low rating by judges from these ethnic groups. Pedagogical implications for the language development of speakers of a dialect are discussed in relation to language attitudes and the social reality of the language being taught. [More] Descriptors: Dialect Studies, Ethnic Groups, Language Attitudes, Language Styles
(2002). America's Second Tongue: American Indian Education and the Ownership of English, 1860-1900. This book examines the development, implementation, and aftermath of the U.S. government's language policy for indigenous people from 1860 to 1900. Analysis of archival documents, autobiographies, ethnography, and fiction examines why and how government-sponsored English-language classrooms for Native students came into being, how European American and Native teachers mediated the government's English-only directive, and what students did with the language after they learned it. It focuses on the ways that European American and Native people used English to represent themselves and each other as they sought to fulfill their own political, educational, and cultural agendas. Through these multiple perspectives, the book reveals a paradox. Even as English functioned as a disruptive and destructive instrument of linguistic and cultural control, it was also a generative tool for expressing diverse ways of seeing, saying, and believing. Chapters focus on (1) the links between language policy, development of residential boarding schools for Indian children, and the religious, racial, and nationalist ideologies of government officials and missionaries; (2) teaching methods, teacher attitudes, and teaching experiences in Indian schools; (3) the experiences of Native teachers–Lilah Denton Lindsey, Thomas Wildcat Alford, Sarah Winnemucca, and Luther Standing Bear; (4) Native students' experiences of language and language instruction; and (5) the writings of Zitkala-Sa, in which her ownership of English enabled her to criticize European-American culture and portray the value of Native women's activities and community activism. (Contains over 300 references, notes, an index, and photographs.) Descriptors: Acculturation, American Indian Education, American Indian History, American Indian Literature
(2002). Multilingual Societies and Planned Linguistic Change: New Language-in-Education Programs in Estonia and South Africa, Comparative Education Review. The cases of Estonia and South Africa illustrate how a lack of coherence between a language policy and that policy's implementation plan can reduce both the policy and the implementation plan to symbolic acts of no benefit to students or communities. Comparison of these countries' language-in-education plans highlights the need to examine theoretical foundations of such planning and critically analyze the symbolic/functional tension. Descriptors: Bilingual Education, Case Studies, Cultural Pluralism, Educational Planning
(2002). Processes and Outcomes in the European Schools Model of Multilingual Education, Bilingual Research Journal. In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development. (Contains 27 references.) Descriptors: Bilingual Education Programs, Cultural Pluralism, Elementary Secondary Education, Foreign Countries
(2002). Caught in a Policy Web: The Impact of Education Reform on Latino Education, Journal of Latinos and Education. Evaluates the impact of education policy initiatives on academic achievement and educational equity for Latino students, particularly bilingual learners. Examines the impact of California's Proposition 227 and concurrent laws regarding promotion and retention and approaches to literacy instruction. Suggests that the impact of state and federal policies signals an incongruence with effective schooling policies. (Contains 46 references.) Descriptors: Academic Achievement, Bilingual Education, Educational Change, Educational Policy
(1981). A Classification of Instructional Programs. A new classification of instructional programs is presented that includes terms and definitions for describing instructional programs for all of education. The classification should be helpful in the tasks of collecting, recording, reporting, analyzing, interpreting, and disseminating data about instructional programs. Information is presented on intended uses of the classification, criteria for designing the classification, comparison between new and old classifications, conventions for classifying selected programs, and other background data. The categorization scheme distinguishes between programs on the basis of whether they culminate in a formal award, such as a degree, diploma, or certificate. The second dimension of the classification is that it distinguishes programs that differ substantively in the blend of their subject matter content. Major program categories are listed alphabetically. Additionally, all the terms used in the classification are defined. Appended materials include the following: a list of all existing National Center for Education Statistics terminology publications; comparative information for the new classification and the Higher Education General Information Survey Taxonomy and the Handbook VI vocational programs; a list of categories of the classification that are recognized as vocational education programs currently supported under the Vocational Education Act of 1963, as amended; and a list of the major contributors to the new classification. A glossary and an index that identifies programs by their codes are included. Descriptors: Associate Degrees, Bachelors Degrees, Classification, Course Descriptions
(1990). Como escoger una escuela para su hijo (Choosing a School for Your Child). Step-by-step advice for Spanish-speaking parents on how to choose among available schools for their children is offered in this guidebook. Factors to consider in making the choice are discussed, as well as information on alternatives to the available choices, which include home schooling and working to create new options. After an introductory discussion of why parents should choose their children's schools, an overview is provided on the kinds of schools available: neighborhood public schools, public "schools of choice" (magnet schools), other public schools, and parochial or private schools. The next four sections of the booklet provide advice on each of four steps in choosing a school: (1) thinking about the child in relation to the family and community; (2) collecting information on available schools; (3) visiting a school; and (4) gaining admission for a child into a selected private or public school. The two final sections address the questions of when to consider changing schools again and what to do if no good schools can be found. In the latter case, options include home schooling, early college for teenagers, and working to change the system. Appended is a checklist for investigating and evaluating schools, along with a set of references and additional sources of information. (20 references) [More] Descriptors: Decision Making, Elementary Secondary Education, Home Schooling, Magnet Schools
(1985). Cross-Cultural Communications in the Classroom: An Annotated Bibliography of Films and Videos, 1985. This list of 19 films and videotape recordings was developed in response to teacher requests for practical methods and materials for teaching about cultural similarities and differences. An introductory section briefly discusses classroom teaching about cross-cultural issues and the potential uses of the films included in the list. Indexes list the cited items alphabetically by title, by grade level (primary; elementary; junior high; high school; for limited-English-speakers; and for inservice training), and by topic (promotion of understanding between bilingual and monolingual students; prejudice, conflict, stereotyping, group pressures, intercultural friendship; assimilation vs. ethnic pluralism, maintaining ethnic identity, cultural heritage; and comparing cultural similarities and differences). Appendixes contain a list of sources for the films and videos included and a list of 14 additional titles recommended by teachers. Addresses for Massachusetts Department of Education regional centers are also listed. [More] Descriptors: Annotated Bibliographies, Classroom Communication, Cross Cultural Studies, Cultural Awareness
(1983). Values and Minorities: An Annotated Bibliography. This annotated bibliography on values of ethnic minorities in the United States contains one hundred entries from various sources, mostly research and educational journals. It is intended to assist researchers, teachers, school administrators, and students to understand how some American minorities function within their own cultures and societies. Sixty-two annotations refer to Chicanos. American Indians are the subjects in nineteen references and Blacks in seventeen. Seven citations refer to Asian Americans, four to other Hispanics, and four are of a general nature. Anglo Americans are the group with which comparisons are made in most cases where the study looked at more than one American culture. Thirty-three annotations refer to values of Anglos. Each entry is coded to inform the reader of the particular ethnic group identified in the journal article or book. [More] Descriptors: American Indians, Annotated Bibliographies, Asian Americans, Blacks