Bibliography: Bilingual Education (page 545 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Austin Dissemination and Assessment Center for Bilingual Education, Scott Baker, Yvonne S. Freeman, Donaldo Macedo, Sara Nelson, Dona Kitto, Rose Drury, David Freeman, Eloise Andrade Laliberty, and Maria E. Berzins.

Rudner, Lawrence M., Ed.; Schaefer, William D., Ed. (2000). Practical Assessment, Research and Evaluation, 2002-2003, Practical Assessment, Research and Evaluation. This document consists of the first 10 articles of volume 8 of the electronic journal "Practical Assessment, Research & Evaluation" published in 2002-2003: (1) "Using Electronic Surveys: Advice from Survey Professionals" (David M. Shannon, Todd E. Johnson, Shelby Searcy, and Alan Lott); (2) "Four Assumptions of Multiple Regression That Researchers Should Always Test" (Jason W. Osbourne and Elaine Waters); (3) "Analyzing Online Discussions: Ethics, Data, and Interpretation" (Sarah K. Brem); (4) "Language Ability Assessment of Spanish-English Bilinguals Future Directions" (Ellen Stubbe Kester and Elizabeth D. Pena); (5) "Male and Female Differences in Self-report Cheating" (James A. Athanasou and Olabisi Olasehinde); (6) "Notes on the Use of Data Transformations" (Jason W.  Osbourne); (7) "Linguistic Simplification: A Promising Test Accommodation for LEP Students?" (Charles W. Stansfield); (8) "Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment" (Miguel Mantero); (9) "The Concept of Formative Assessment" (Carol Boston); and (10) "Vertical Equating for State Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability" (Robert W. Lissitz and Huynh Huynh).   [More]  Descriptors: Bilingual Education, Bilingual Students, Cheating, Educational Research

Suleiman, Mahmoud F. (2000). The Process and Product of Writing: Implications for Elementary School Teachers. This paper provides a summary of well established, conventional thinking on the importance of writing to the language learning process. Writing is a central element of language. Any reading and language arts program must consider the multidimensional nature of writing in instructional practices, assessment procedures, and language development. The understanding of writing fundamentals can be understood through examining the multidimensional nature of the writing process. This paper explores these issues and draws pedagogical implications for reading and language arts teachers while capitalizing on the benefits of writing as an indispensable skill in language arts programs. (Contains 16 references.)   [More]  Descriptors: Bilingual Education Programs, Elementary Education, English (Second Language), Language Arts

Macedo, Donaldo (2000). The Colonialism of the English Only Movement, Educational Researcher. Argues that attempts to institute proper and effective methods of educating non English speaking students cannot be reduced simply to issues of language, but rest on a full understanding of the ideological elements that generate and sustain linguistic, cultural, and racial discrimination, which represent vestiges of a colonial legacy in today's democratic society. Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, English Only Movement

Hollister, Wendy M.; Nelson, Sara (2000). Teaming for Learning Success, Primary Voices K-6. Describes how team teaching benefited two first-grade classrooms, one a bilingual instruction classroom and the other an English instruction classroom, by expanding opportunities for language use and transforming the two classrooms into a more inclusive community of learners as these young children used first and second languages to build bridges to each other and their curriculum. Descriptors: Academic Achievement, Bilingual Education, Class Activities, Cultural Awareness

Freeman, David; Freeman, Yvonne (2000). Meeting the Needs of English Language Learners, Talking Points. Presents key questions reflecting research in first/second language acquisition and whole language principles: is curriculum organized around "big" questions?; are students involved in authentic reading and writing?; are students given choices?; is content meaningful?; do students work collaboratively?; do students read, write, speak, and listen during learning?; are students' primary languages and cultures valued?; and do learning activities build self-esteem? Descriptors: Bilingual Education, Cooperative Learning, Cultural Differences, Curriculum Development

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1977). The Daily Curriculum Guide, Year II, Weeks 11-20. A Preschool Program for the Spanish-Speaking Child. Daily lesson plans for weeks 11 through 20 are given in this guide which is part of the second year of the Daily Curriculum Guide preschool program for Spanish-speaking children. The program is designed to use Spanish as a means to develop basic concepts, skills and attitudes. Each lesson, written in Spanish and English, gives detailed teacher instructions on lesson objectives, materials needed, and activity procedures. The objectives and activities introduced in the first ten weeks are continued. These include teaching the color, number and shape concepts, as well as developing the child's self-awareness, auditory memory, small and large muscle coordination, and visual and auditory perception. Activities associated with Christmas are planned with discussion of U.S. and Mexican customs, Christmas stories and songs, art work, and the construction of gifts and a pinata. Other projects include work with the calendar, discussion of weather and seasons, a rhythm band, soup-making, and counting activities. Social development is promoted as children discuss how they help at home, share, play together, and help others. Action games like "Follow the Leader", "Mulberry Bush", and "Simon Dice" are included in each day's activities, as are songs sung in both Spanish and English. A cassette tape that includes the songs used in the guides can be ordered separately from the Dissemination Center. Descriptors: Auditory Discrimination, Basic Skills, Bilingual Education, Cultural Differences

Freeman, David E.; Freeman, Yvonne S. (2000). Teaching Reading in Multilingual Classrooms. This book focuses on teaching reading in a multilingual setting. The book introduces core principles of effective reading practice, beginning with a definitive checklist grounded in a theory of reading. As the chapters progress, each item on the checklist is explained and illustrated in detail with examples of eight exemplary teachers who work effectively with mainstream, English-as-a-Second-Language (ESL), and bilingual students. Daily schedules, sample strategies, and lists of literature at different grade levels–both elementary and secondary — help readers put the principles into practice. Chapter titles refer to understanding, valuing, supporting, promoting, and assessing reading, as well as talking, writing, and answering hard questions about reading. In the final chapter, some of the difficult questions teachers, administrators, and parents raise about reading are addressed, including questions about phonics and phonemic awareness. Several charts appear throughout the text. Professional and literature references are included at the end of the book. An index is appended. Descriptors: Bilingual Education, Check Lists, Elementary Secondary Education, English (Second Language)

Drury, Rose (2000). Bilingual Children in the Nursery: A Case Study of Samia at Home and at School, European Early Childhood Education Research Journal. Presents case study of 4.5-year-old to highlight aspects of socialization for young bilingual children learning English as a second language. Identifies social rules/routines, child-adult interaction, and the stage of English language development as areas providing important educational insights. Highlights how children in early stages of second language development create opportunities for rehearsing and practicing classroom learning outside school. Descriptors: Bilingual Education, Bilingualism, Case Studies, Early Childhood Education

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). The Daily Curriculum Guide, Year II, Weeks 21-34. A Preschool Program for the Spanish-Speaking Child. Daily lesson plans for weeks 21 through 34 are provided in this guide, the third and last in the Year II sequence of the Daily Curriculum Guide preschool program for the Spanish-speaking child. The program is based on a language maintenance model in which Spanish is used as a means to develop basic concepts, skills and attitudes. Written in both Spanish and English, the lesson plans give the objectives of each lesson, the materials needed, and detailed instructions for the activities suggested. Objectives of the first twenty weeks are continued, as are many of the activities, such as counting games and songs, work with various paint media, the Feeley Box, flannel boards, and tasting experiences. Mexican cultural awareness is heightened with discussions of Mexican customs and holidays. The children study modes of transportation, health practices, number sets, kinds of vegetables and fruits, and plant growth. Field trips are planned to the airport, park, a farm, train station, fire station, post office, and school. Students learn songs in both Spanish and English, as well as the Spanish and English names for colors, shapes, and numbers. Descriptors: Basic Skills, Bilingual Education, Cultural Awareness, Early Childhood Education

Gersten, Russell; Baker, Scott (2000). Practices for English-Language Learners. An Overview of Instructional Practices for English-Language Learners: Prominent Themes and Future Directions. Topical Summary. This review of research considers how best to teach English-language learners. A realistic appraisal of the empirical database indicates that research findings have failed to provide answers to questions about the importance of native language instruction and the best age and best methods for introducing academic instruction in English. The review suggests that good bilingual programs anchor curriculum goals to vocabulary development, and develop teachers' awareness and provide them with resources to allow the use of visual aids in their instruction. Good bilingual programs also use small-group cooperative learning and peer tutoring to enhance learning. They develop the skills of bilingual teachers to use students' native language strategically to reinforce academic content learning, and they use ongoing research as a resource for staff development. The review concludes that it is beneficial to use students' native language, but it should be done in a strategic manner. There is virtually no research to support the position that proficiency in a student's native language is needed before full-time instruction in English can be provided. (Contains 53 references.)   [More]  Descriptors: Bilingual Education, Educational Research, English (Second Language), Instructional Effectiveness

Fillerup, Michael (2000). Racing against Time: A Report on the Leupp Navajo Immersion Project. This paper describes a federally funded language preservation program at Leupp Public School, part of Flagstaff (Arizona) Unified School District but located on the Navajo Reservation. Funded in 1997 for 5 years, this schoolwide project is designed to help elementary students become proficient speakers, readers, and writers of Navajo while enhancing their English language skills and preparing them to meet state academic standards. The program combines Navajo immersion with English-as-a-second-language inclusion, literacy initiatives, sheltered English/Navajo, parental involvement, and take-home technologies. Academic content and state standards are initially presented from a Navajo perspective via four global themes with a unifying concept of "hozho" or "peace, beauty, and harmony." By fall 2000, the immersion program had been implemented in grades K-2 and plans for a school-based cultural center had been presented to the school district. This paper examines the need for the program and how it was developed with staff, parental, and community involvement; presents a program overview; describes the Navajo culture-based curriculum; and discusses some of the inherent challenges in developing and sustaining a language preservation program based upon a Navajo-specific curriculum in the English-only era of high-stakes testing.   [More]  Descriptors: American Indian Culture, American Indian Education, Bilingual Education, Culturally Relevant Education

Kitto, Dona; Husk, Sandra L. (2000). Reflections on Multicultural Language Practices across a District and within a School, Primary Voices K-6. Describes the school climate, the building-level specifics, and some effective teaching strategies that make Western Hills Elementary School an appropriate and successful setting for the development of multicultural language practices. Discusses the partnership between the school district and the University of Colorado at Boulder, and the role this partnership plays in supporting the development of multicultural language practices. Descriptors: Bilingual Education, College School Cooperation, Elementary Education, Higher Education

Laliberty, Eloise Andrade; Berzins, Maria E. (2000). Creating Opportunities for Emerging Biliteracy, Primary Voices K-6. Outlines instructional principles upon which classroom practices in a fourth grade and in a kindergarten class are based that contribute to students' success, love of literacy, and emerging biliteracy. Discusses creating a socioculturally supportive learning environment that (1) affirms the cultural and linguistic resources of all students; (2) provides opportunities for inclusion and choice; and (3) involves parents in their children's learning. Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Childrens Writing

Mercuri, Sandra (2000). Supporting Preliterate Older Emergent Readers in Becoming Bilingual and Biliterate, Talking Points. Describes a bilingual Spanish/English teacher's grade 4/5/6 students, many of whom are children from migrant families with little or no formal schooling. Notes that classroom routines are helpful for these students. Describes an agriculturally-themed unit that draws on students' prior knowledge and that presents concepts they may have missed in previous years of limited schooling. Descriptors: Agriculture, Bilingual Education, Classroom Environment, Emergent Literacy

Parke, Tim; Drury, Rose (2000). Coming Out of Their Shell: The Speech and Writing of Two Young Bilinguals in the Classroom, International Journal of Early Years Education. Examines the linguistic complexity and functional variety of the speech and writing of 2 bilingual children in year 2 of a British infant school. Focuses on the contexts of language use and shows the children making causal connections between separate episodes of the observation phase, considered proof of learning. Descriptors: Bilingual Education, Bilingual Students, British Infant Schools, Cognitive Development

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