This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Bertien Renting, Julie A. Dutch, Harry Knoors, Judith Simons, Kris Gutierrez, Claudia Peralta-Nash, Rachel Chazan Cohen, Gail E. Joseph, Joseph Lo Bianco, and Carolyn C. Peelle.
(2000). Quality ESL Programs: An Administrator's Guide. Cultural and linguistic diversity is increasing, and ESOL (English speaker of other languages) students are often at risk for academic failure. School boards' and administrators' legal and fiscal decisions should be based on valid research and detailed accounts of effective programs. Chapter 1 considers the history of structural responses to ESOL students. Chapter 2 outlines the task of learning a new language and teacher assessment. The book then provides sketches of legal developments. Chapter 4 analyzes the controversy about the language of instruction. Following this, generic programming models, including their strengths and weaknesses, and a detailed description of one effective model, are presented. Chapter 6 discusses the importance of reaching out to parents and the community. Next, the actual process of developing a program and related mandates and statutes is explored. Chapter 8 discusses the responsibilities of the ESL program administrator, and the preparation of teachers and support staff. The book closes with a list of key Web sites and a list of state and local resources for administrators. Appendices include studies comparing bilingual to structured immersion programs, a state-by-state contact person list for ESL mandates, stages of English acquisition, a program design checklist, various sample forms, a glossary, and a list of questions parents of ESOL students should ask about a program. Descriptors: Bilingual Education, Cultural Differences, Cultural Pluralism, Elementary Secondary Education
(2000). Our World, Our Future: Bilingual Activities on Population and the Environment = Nuestro Mundo, Nuestro Futuro: Actividades Bilingues Acerca de la Poblacion y el Medio Ambiente. This bilingual activity guide helps to develop students' understandings of the interdependence of people and the environment. Interdisciplinary resources are provided featuring environmental education lessons with applications to the social studies, science, math, and family life education curricula. It is designed for the middle school level, but the activities can be scaled up or down for use by students of various ages, including adults. The reading and activities in this guidebook are designed to broaden students' knowledge of trends and connections between population change, natural resource use, gender equity, and quality of life issues for individuals and communities. This knowledge, combined with critical thinking skills developed in each activity, will help students explore their roles as global citizens and environmental stewards. Topics and activities are divided into three sections: "Understanding Population Dynamics"; "Reflecting on Resources"; and "Making Connections." Extensive references and other resources are provided and suggested. In addition to a glossary, there are numerous, charts, diagrams, and figures provided throughout the text. [More] Descriptors: Adult Education, Bilingual Education, Class Activities, Conservation (Environment)
(2000). Mexican American Preschoolers Create Stories: Sociodramatic Play in a Dual Language Classroom, Bilingual Research Journal. A study in a south Texas preschool found that Mexican American children, when given the opportunity to engage in sociodramatic play, displayed various language functions needed for the development of early literacy skills. The preschoolers created elaborate monologues and dialogue in their native language (sometimes in their second language), patterned after their cultural knowledge. (Contains 42 references.) Descriptors: Bilingual Education, Bilingual Students, Communicative Competence (Languages), Cultural Influences
(2000). Programs for English Language Learners: Resource Materials for Planning and Self-Assessments. These resource materials were developed in response to requests from school districts for a reference tool to assist them through the process of developing a comprehensive English language learners (ELL) program. The districts desired a program that would be in compliance with Title VI of the Civil Rights Act of 1964. Title VI was passed in the wake of the Lau v. Nichols memorandum of 1970 that directed school districts to help ELL students overcome language barriers and ensure that they can meaningfully participate in the districts' educational programs. These materials discuss helpful steps to follow in designing or revising such a program, and are intended as a resource for school district use, not a statement of specific legal requirements. Included with these materials are an overview, a guide to developing ELL programs, suggestions for program evaluation, a glossary of specialized terms used in ELL education, a resource list including Web sites, and a series of ELL program flow charts. (Contains 29 resources.) [More] Descriptors: Bilingual Education Programs, Compliance (Legal), Elementary Secondary Education, English (Second Language)
(2000). The Benefits of English Immersion, Educational Leadership. In 1998, California voters approved Initiative 227, requiring that all limited-English children be provided an English-immersion program for 1 year or longer as needed. Hispanic parents are leaders in the movement. Dire predictions that bilingual children in English-language classrooms would fall behind have not materialized. (Contains 18 references.) Descriptors: Academic Achievement, Accountability, Bilingual Education, Educational Benefits
(2000). A Day of Learning about Teaching English Language Learners, Equity & Excellence in Education. Describes the June 2000 conference at the University of Connecticut, Storrs, titled "Teaching English Language Learners: Effective Programs and Practices," which was co-sponsored by the Center for Research on Education, Diversity & Excellence and the Center for Applied Linguistics. Summarizes content from day two's plenary sessions and an additional workshop. Includes a chart of instructional/program alternatives for linguistically diverse students. Descriptors: Bilingual Education Programs, Educational Strategies, Elementary Secondary Education, English (Second Language)
(2000). Celebrating Cultural and Linguistic Diversity in Head Start. Noting that the dramatic demographic changes in the United States in the last 30 years require that Head Start programs learn how to access new populations, encourage their participation, and tailor programs to meet their unique needs, this study was commissioned to better understand the diversity in language and culture of the Head Start population. The study's objectives were to describe the Head Start population, describe the services developed to address unique needs of children and families from diverse linguistic and cultural backgrounds, and describe barriers faced by programs as they address the needs of an increasingly diverse population. Both qualitative and quantitative methods were used, including the annual self-report survey of programs, additional surveys sent to programs nationwide (1,413 returned of 2,000 sent), and site visits to 30 programs, including 58 classrooms in 1995. Among the major findings are the following: (1) over two- thirds of Head Start children are minorities; (2) over 140 languages are spoken by Head Start children, the most common being English (79 percent) and Spanish (18 percent); (3) Head Start programs are modifying their outreach strategies to reach new populations; (4) Head Start staff generally reflect the backgrounds and languages of enrolled children; (5) multicultural materials are plentiful; (6) bilingual and multicultural activities are not often used in daily activities; (7) parents were pleased with multicultural and bilingual services; (8) parent involvement remains important; (9) parent involvement staff encourage and support parents in many ways; and (10) health services were somewhat constrained by limited bilingual services in communities. Since the conclusion of this study, the Head Start Bureau has moved forward to develop new standards to require grantees to better meet unique needs of children and families of bilingual and multicultural backgrounds. (Contains 10 references.) [More] Descriptors: Bilingual Education, Cultural Differences, Cultural Pluralism, Demography
(2000). Teacher Agency and the TAAS: Maintaining the Ability To "Act Otherwise.". Data from the Texas Assessment of Academic Skills (TAAS) were used to explore how learning environments within bilingual classes where students perform very well on the Spanish version of the TAAS are shaped by forces surrounding the TAAS and how this shaping process affects teachers. Four elementary schools were selected based on the high performance of their students on the Spanish TAAS reading tests. Instructional practices, the professional development of the teachers, and instructional materials were studied. Data suggest that the pressures surrounding the high-stakes of the TAAS set off a wave of "actions that impacted the classroom practices of the teachers. These pressures led to the scripting of curricular goals and objectives based largely on intensive reviews of the TAAS data, which in turn led to the official endorsement of TAAS-friendly instructional strategies to help meet these curricular goals and objectives. Professional development opportunities were organized in accord with TAAS objectives, and monitoring processes were established to see that TAAS-derived goals and objectives were being targeted in the classroom. (Contains 29 references.) [More] Descriptors: Bilingual Education, Elementary Education, Elementary School Students, High Stakes Tests
(2000). Literature Circles: Creating an Environment for Choice, Primary Voices K-6. Describes how two teachers in a fourth-grade classroom adapted the idea of literature study to a format that nurtured first- and second-language learning for all their students. Shows how choice of reading materials and choice of language to discuss what was read provided opportunities for students to raise their levels of both fluency and literacy. Descriptors: Bilingual Education, Bilingual Students, Books, Childrens Literature
(2000). A Final Comment on Alliance Project Success Stories, Teacher Education and Special Education. A review of programs supported under the federal Alliance 2000 Project stresses the value of a variety of models for the preparation of special education personnel to meet the needs of culturally and linguistically diverse students with disabilities. Descriptors: Bilingual Education, Cultural Differences, Disabilities, Diversity (Student)
(2000). ELL Subcommittee Research Studies Progress Report. This report describes six studies on the educational progress of students who entered New York City public schools as non-native English speakers, or English language learners (ELLs). Studies examined number of years students were served in bilingual/English as a Second Language (ESL) programs; characteristics of students receiving these services; the longitudinal progress of ELL students; student performance after program completion; ELL high school performance; characteristics of ELLs who came to English speaking schools with little or no formal schooling, who received bilingual/ESL services for several years, and who entered mainstream monolingual classes within 3 years; and characteristics of ELLs' teachers. Although most districts showed relatively low percentages of ELLs who had been served for over 6 years, some showed substantial numbers of long-term ELLs. Bilingual/ELL programs were especially effective for ELLs entering school in kindergarten and grade 1. Relatively strong English and home-language proficiency contributed to ability to meet program exit standards. Late-entry ELLs who reached program exit standards were highly successful in completing high school. ELLs who entered New York City middle schools as sixth graders were far less likely to reach the program exit standard than those who entered in elementary school. Consistency of programmatic approach was significant in determining exit rates. ELL students may require such accommodations as extended time and/or expanded after school tutorials to meet current graduation requirements. [More] Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English (Second Language)
(2000). Measuring the Quality of Education: The Involvement of Bilingually Educated Deaf Children, American Annals of the Deaf. A study involving six bilingually educated children (ages 5-6) with deafness found overall level of involvement was high on three educational tasks and was influenced by type of task, teacher, and language of instruction. Involvement was greater during activities led by the teacher with deafness using Sign Language of the Netherlands. (Contains references.) Descriptors: Bilingual Education, Children, Deafness, Elementary Education
(2000). The Initial Impact of Proposition 227 on the Instruction of English Learners. In 1998, California passed Proposition 227, which severely restricted the use of primary language for instructing English learners, calling for a 1-year transitional program of structured English immersion. Researchers examined the effects of Proposition 227 in districts and schools statewide during the first year of implementation. Data from observations and interviews with district administrators, principals, teachers, and bilingual coordinators indicated that statewide, 29 percent of English learners were in primary language programs prior to 227, and 12 percent were in one after implementation of 227. Districts with a history of extensive primary language programs and significant numbers of certified bilingual staff were most likely to continue these programs. Where there was strong district leadership in providing parents with information about alternatives to structured English immersion classes or in urging principals to discontinue primary language instruction, schools followed suit. Teachers exercised considerable autonomy in interpreting district and school directives. There was significant confusion statewide about the school and district roles in informing parents of their rights to seek waivers from structured English immersion programs. What teachers chose to do in their classrooms following 227 depended largely on what they had done prior to 227 and on their own skills, experience, and beliefs about student learning. (Contains 18 references.) [More] Descriptors: Administrator Attitudes, Bilingual Education, Bilingual Students, Educational Legislation
(2000). The Effects of Language of Instruction on the Reading and Writing Achievement of First-Grade Hispanic Children, Scientific Studies of Reading. Finds that (1) children taught in Spanish did not differ from those taught in English on English reading and writing but were significantly stronger on Spanish reading and writing; (2) being taught literacy in Spanish contributed to performance in Spanish reading comprehension; but (3) being taught in English did not have the same positive effect on performance in English reading comprehension. Descriptors: Bilingual Education Programs, Grade 1, Hispanic American Students, Instructional Effectiveness
(2000). One Literacy…Or Double Power?. This paper argues against Australia's "One Literacy" (English only) movement, explaining that in recent years, there have been efforts to clear the curriculum of non-literacy subjects and activities, and noting the difficulty of determining what is and is not a curriculum distraction. It also notes that elementary students' English language reading and writing performance on standardized tests is unacceptably low and that some people feel that literacy performance is not being measured in ways sensitive to social factors. The paper suggests that to track the effect on languages and literacy of this literacy crisis, it is necessary to consider what fits under the terms "languages" and "literacies" and then trace which kinds of languages and literacies have not done well under the crisis. It examines problems for "One Literacy" (e.g., community languages in which the maintenance of linguistic and cultural heritage, and uninterrupted conceptual development from home to school, is a key goal), then discusses the following: transferring literacy; cultural insights from biliteracy; policy literacy; the origins, claims, and modus operandi of One Literacy; and problems with "One Literacy." It concludes by advocating "Australian Literacies," which would involve the mastery of multiple codes, diverse modes, and plural meanings of literate practice in contemporary Australia. (Contains 24 references.) [More] Descriptors: Bilingual Education, Cultural Influences, Elementary Secondary Education, English Only Movement