This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Penny Travers, Maria de la Luz Reyes, Donaldo Macedo, Maria E. Franquiz, Carmen Jemente Stearns, Isabel Schon, Eurydice Bouchereau Bauer, Jill Adler, Judith D. Moine-Boothe, and Susan Hart.
(1999). Young Chinese ESL Children's Home Literacy Experiences, Reading Horizons. Describes home literacy experiences of six Chinese English-as-a-second-language kindergartners. Includes the parents' provision of literate home environments as well as children's functional use of Chinese and English and engagement in Chinese and English literacy activities. Indicates the diverse and cultural nature of the home literacy experiences and the supportive roles of parents and other family members. Descriptors: Bilingual Education, Chinese Americans, Emergent Literacy, English (Second Language)
(1999). BICS and CALP: Clarifying the Distinction. There are clear differences in acquisition and developmental patterns between conversational language and academic language, or BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency). The conceptual distinction between these two levels highlights misconceptions about the nature of language proficiency which contributes to academic failure among bilingual students. Differences in the rate of acquisition of the two levels needs to be considered so that the academic language education of bilingual children with good conversational English ability does not suffer. An instructional program for bilingual students should address: (1) cognitive skills; (2) academic content; and (3) critical language awareness. [More] Descriptors: Bilingual Education Programs, Child Language, Elementary Education, English (Second Language)
(1999). Notes on Literacy, 1999, Notes on Literacy. This quarterly journal serves literacy programs by sharing information of a practical and theoretical nature with literacy field workers. Articles in this volume include the following: "Long Words" (Ursula Weisemann); "Introduction to Bilingual Schooling Typology through Three Examples" (Scott McCracken); "The Challenge of Introducing First Language Component-Bridging Programs into the Philippine Formal Education Program" (Catherine Young); "The Cultural Impact of Literacy" (Julie Nelson); "Thoughts on the REFLECT Approach, Literacy, and Community Development in Ethnic Minority Language Groups" (Dennis and Susan Malone); "Literacy Programs: Getting the Ideology Right" (Keith Berry). There is also one book review: "The Politics of Writing," by Romy Clark and Roz Ivanic, is reviewed by Linda Seyer. (Contains 46 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Contains 46 references) [More] Descriptors: Applied Linguistics, Bilingual Education Programs, Cultural Education, Ethnic Groups
(1999). Bilingual Chinese, Malay and Tamil Children's Language Choices in a Multi-lingual Society, Early Child Development and Care. Examined language choice for three bilingual families in the context of Singapore's bilingual policy for preschool children. Found that Chinese families prefer English for all activities; Malay families prefer the Malayan language for worship and interaction with family; and Tamil families choose the Tamil language for worship but prefer English for other family activities. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Chinese
(1999). Bilingual Learners and the Code of Practice, MCT–Multicultural Teaching. Questions the interpretation that the most urgent task in the context of the introduction of the Code of Practice on Identification and Assessment of Special Educational Needs in the United Kingdom is assessment that facilitates identification of bilingual learners with special educational needs, as distinct from their linguistic needs. Descriptors: Bilingual Education, Bilingual Students, Educational Practices, Elementary Secondary Education
(2000). Examining the Relationship among Opportunity, Inclusion, and Choice, Primary Voices K-6. Describes the multicultural language practices used at Western Hills Elementary School in Denver, Colorado. Discusses social and cultural dimensions of learning and their relationships to second language acquisition. Describes exploring cultural diversity through school-wide themes, encouraging second-language development for teachers and students, teacher "teaming" and forming friendships across language borders. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1999). Interlanguage Development in the First Three Years of a French Bilingual Program, Babel. Presents data on interlanguage development obtained from a storytelling exercise using a picture storybook for children in an Australian French-English immersion program. Descriptors: Bilingual Education, English, Foreign Countries, French
(1999). Enticing Spanish-Speaking Adolescents: Recent Books in Spanish for Every Taste/Cautivar a los Adolescentes Hispanohablantes: Libros Recientes en Espanol Para Todos los Gustos, Journal of Adolescent & Adult Literacy. Argues that books in Spanish can engage Spanish-speaking students in the reading process, and that fostering the love of reading is a necessary first step to reading proficiency in any language. Offers brief descriptions of 16 recently published books in Spanish, and describes a large database of recommended books for children and adolescents in Spanish, published around the world. Descriptors: Adolescents, Annotated Bibliographies, Biculturalism, Bilingual Education
(1999). The Dilemma of Transparency: Seeing and Seeing through Talk in the Mathematics Classroom, Journal for Research in Mathematics Education. Argues that the dual functions–visibility and invisibility–of talk in mathematics classrooms create dilemmas for teachers. Provides an analytic narrative vignette drawn from a secondary mathematics classroom in South Africa to illustrate the dilemma of transparency that mathematics teachers can face, particularly if they are teaching multilingual classes. Contains 23 references. Descriptors: Bilingual Education, Bilingualism, Classroom Communication, Cultural Influences
(1999). The Founding of Colegio Menor San Francisco de Quito, Journal of Education. Presents two interviews describing the creation of the Colegio Menor in Quito, Ecuador, a bilingual renaissance school that teaches Ecuadorian children both Spanish and English. The first interview describes an American university professor's experiences in helping design and develop the school. The second interview is with an Ecuadorian preschool teacher who became the director of school's Early Childhood program. Descriptors: Bilingual Education, Curriculum Development, Educational Innovation, Elementary Secondary Education
(1999). Success of Using Technology and Manipulatives To Introduce Numerical Problem Solving Skills in Monolingual/Bilingual Early Childhood Classrooms, Journal of Computers in Mathematics and Science Teaching. Pilots and evaluates a math activity initially utilizing M&Ms as manipulatives, then progressing to computer software math activities, in five early childhood classrooms. Concludes that there were no significant differences between learning tasks, monolingual students vs. bilingual students, and manipulative (hands-off) activities vs. computer (hands-on) activities. (Contains 11 references.) Descriptors: Bilingual Education, Computer Uses in Education, Early Childhood Education, Educational Technology
(2000). Code-Switching during Shared and Independent Reading: Lessons Learned from a Preschooler, Research in the Teaching of English. Examines the code-switching patterns of a bilingual preschooler involved in English and German shared reading and independent reading. Finds that melodic text reduced code-switching; her view of the task influenced her code-switching; and her code-switching patterns during discussions were similar to talk outside the literacy event. Suggests qualitatively different benefits of highly predictable and literary texts for literacy/language development. Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Code Switching (Language)
(2000). Problems of Diversity in Policy and Practice: Celtic Languages in the United Kingdom, Comparative Education. Discusses the questionable survival of minority languages worldwide and of the Celtic languages in the United Kingdom. Examines governmental policies concerning the teaching and school use of Welsh, Scots Gaelic, and Irish Gaelic in their respective regions. Outlines some general principles to guide policies related to minority language maintenance and survival. (Contains 31 references.) Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Foreign Countries
(2000). The Illiteracy of English-Only Literacy, Educational Leadership. By choosing to classify its decoding approach as "real reading," a 1998 National Research Council report avoids discussing effects of real issues like poverty, race, class, and cultural identity on student achievement. Politicizing education muffles the rigorous academic debate concerning the grievances and educational needs of linguistic minority students. (Contains 18 references.) Descriptors: Academic Achievement, Bilingual Education, Cultural Background, Elementary Secondary Education
(1999). A Middle School Venture into Cooperative Learning: Successes and Dilemmas, Theory into Practice. Shares the mistakes and successes experienced by a Texas middle school as it worked for improved instructional quality and student achievement using cooperative-learning strategies. After examining the development of this venture, describes the program's Cooperative Integrated Reading and Composition (CIRC) and Bilingual CIRC components, noting the resulting change in the educational environment. Descriptors: Academic Achievement, Bilingual Education, Cooperative Learning, Educational Environment