This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Elaine DeBassige D'Amato, Chris Gallimore, Jack Cassidy, NY. Hunter Coll. Bilingual Education Applied Research Unit. City Univ. of New York, Tara N. Tevebaugh, Barry Drake, Blair Haddock, Sherrye D. Garrett, C. Jonah Eleweke, and Miami-Dade County Public Schools Research Services.
(1998). Bringing the Voices of the People to the People: An Interview with Claudio Sanchez, Phi Delta Kappan. Claudio Sanchez, education correspondent for National Public Radio, grew up in two cultures, saw his parents' marriage dissolve, and watched his mother toil to keep family together and get her children educated. Sanchez spends working hours searching for stories illustrating that kind of travail. Focusing on issues of abandonment and neglect, he sometimes finds voice of a child or teacher that shows the way out. Descriptors: Bilingual Education, Biographies, Broadcast Journalism, Educational Change
(1998). Lexidactylophobia: The (Irrational) Fear of Fingerspelling, American Annals of the Deaf. Describes fingerspelling as it is used within the American deaf community and the development of fingerspelling skills in deaf (and hearing) children, suggesting that fingerspelling is largely discounted despite its potential for linkage to English orthography and literacy development. Strategies for increasing the use of fingerspelling by teachers and parents of the deaf are outlined. Descriptors: American Sign Language, Bilingual Education, Communication Skills, Deafness
(2002). Effective Standards-Based Practices for Native American Students: A Review of Research Literature. This report reviews education programs and practices that have improved Native American student achievement in English language arts and mathematics. In Navajo tribal schools, teaching Indigenous language and literacy first, followed by teaching English and promoting bilingualism, helped students perform well on tests of vocabulary, comprehension, and writing. In Hawaii, a culturally congruent English language arts program significantly improved Native Hawaiian children's achievement in reading. Emphasis on comprehension over mechanics and phonics allowed children to learn in ways that were congruent with their everyday experiences outside of school. The use of ethnomathematics, based on the same principles of cultural congruence, led to improved student achievement for Native Hawaiian children and Alaskan rural middle school students. All these programs required extensive collaboration and time. Although limited in scope, the evidence suggests that congruency between the school environment and the culture of the community is critical to educational success. Collaborative research and development efforts, carried out at the local level, are needed. Seven action steps are recommended in this regard. An appendix outlines McREL's plan for further research. (Contains 31 references.) [More] Descriptors: Academic Achievement, Academic Standards, Action Research, Alaska Natives
(1998). Mathematics Is Not a Universal Language, Teaching Children Mathematics. Discusses the misconception that ESL students do not need special language instruction to learn mathematics. Suggests that teachers create a supportive and trusting environment in which students are not afraid of speaking out or risking failure. Also recommends that teachers adjust their teaching methods and use multicultural teaching materials. Contains 13 references. Descriptors: Bilingual Education, Elementary Education, English (Second Language), Mathematics Instruction
(2008). Miami-Dade County Public Schools Statistical Abstract 2007-2008. The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2007-08. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline data for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. [For the 2006-2007 edition of this report, see ED536321.] [More] Descriptors: Academic Achievement, Profiles, Public Schools, Public Education
(1998). The Effective Teacher in a Bilingual Context, International Schools Journal. Addressing the need to develop genuine, lasting professional relationships, describes authors' experiences in bringing together teachers from Hong Kong's United World College with a mainstream Chinese school of 2000 pupils in Beijing. Workshops and seminars were designed around an "effective teacher" theme, to elucidate the skills, attributes, and personal qualities characterizing model teachers. Descriptors: Bilingual Education, Cultural Differences, Foreign Countries, Job Skills
(1978). Modules for Teacher Trainers: Implementing Multicultural Social Studies in Elementary Schools. The central purpose of this manual is to bring the maintenance of cultural diversity into actual practice in the elementary school bilingual classroom. Techniques for implementing multicultural social studies curricula are presented through a series of modules for 15 workshops. These modules have been developed for teacher trainers. The techniques, conceptual tools, options, and suggested practices presented may be adapted to the needs of individual school systems for implementing curricula in English and/or Spanish. Workshop topics include: culture, race socialization, cultural differences, migration, bicultural students, parents as resources, the bilingual teacher as culture broker, language, learning style, the cross cultural comparative approach, the classroom as a learning environment, the arts, inquiry, and the learning and assessment system. Examples in this manual are taken from Hispanic cultures of the Caribbean, Latin America and the United States. The principles of the approach, however, are applicable to teaching students from any cultural background. Descriptors: Bilingual Education, Bilingual Teachers, Cultural Awareness, Cultural Pluralism
(1998). The Advantages of Bilingualism, Educational Leadership. Some experts claim that learning two languages well gives rise to mental flexibility, superior concept formation, a diversified set of mental abilities, and metalinguistic awareness. Although most researchers believe accomplished bilingualism and cognitive development are positively related, this view is not universally accepted, and the exact nature of this interaction is unknown. Descriptors: Bilingual Education, Cognitive Development, Educational Benefits, Educational History
(1998). Changing Bilingual Programmes through Staff Development, International Journal of Lifelong Education. Reviews research on staff development for second-language teachers–internships, peer coaching, peer observation/feedback, team coaching, and student-based development. Describes practice implications for three approaches: transitional bilingual, sheltered English, and peer collaborative. Descriptors: Bilingual Education Programs, Peer Relationship, Professional Development, Second Language Learning
(1998). Limited English Literacy Proficiency in Deaf People: A Review of Deafness and Hearing Perspectives, CAEDHH Journal/La Revue ACESM. This article examines the deafness and hearing perspectives concerning people with deafness and English literacy. Because literacy is important for people with deafness, it is suggested that carefully developed bilingual-bicultural programs could facilitate the development of English literacy skills in individuals who are deaf. (Contains references.) Descriptors: Adults, Attitudes toward Disabilities, Biculturalism, Bilingual Education Programs
(2002). Multiple Voices for Ethnically Diverse Exceptional Learners, 2002, Multiple Voices for Ethnically Diverse Exceptional Learners. This issue of "Multiple Voices" contains the following articles: (1) "A Self-Study of Diversity: Preservice Teachers' Beliefs Revealed through Classroom Practices" (Donna M. Sobel and others), which presents the results of seven preservice teachers' self-study that reveals ways in which the teachers' beliefs regarding diversity issues were realized in their classroom interactions, practices, and observations; (2) "African American Parents' Involvement in Their Children's Special Education Programs" (Courtney Davis and others), which examines the empirical literature on parental involvement and finds insufficient reporting of sample selection, data collection, and data analysis procedures; (3) "Effects of Failure Free Reading on Culturally and Linguistically Diverse Students with Learning Disabilities" (Grace England and others), which presents findings that indicate using the Failure Free Reading Program improved letter and word identification, word attack skills, and reading comprehension; (4) "Native Americans and Augmentative and Alternative Communication Issues" (Sheela Stuart and Howard P. Parette, Jr.); (5) "The Effects of Multicultural and Bilingual Training on Preservice Teachers' Self-Reported Level of Competence" (Arletha McSwain), which presents findings that indicate participants who received in-class experiences perceived their level of competency to be higher; (6) "Factors Affecting Special Education Services for English Language Learners with Suspected Language Learning Disabilities" (Henriette W. Langdon), which presents a case study of an English language learner who was diagnosed with a language learning disability; and (7) "Educational Reform and Accountability: Implications for African Americans with Exceptionalities" (Festus E. Obiakor and Bridgie A. Ford). (Papers include references.) [More] Descriptors: American Indians, Augmentative and Alternative Communication, Bilingual Education, Blacks
(1998). Casing Out Evaluation: Expanding Student Interest in Program Evaluation through Case Competitions, Canadian Journal of Program Evaluation/La Revue canadienne d'evaluation de programme. Describes the authors' experiences in organizing bilingual evaluation case competitions for the National Capital Chapter of the Canadian Evaluation Society for three years. Competition structure, eligibility, judging, contestant recruiting, and preparing cases are outlined. Descriptors: Bilingual Education, Case Method (Teaching Technique), Competition, Evaluation Methods
(2002). Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very Young Children & their Families, 2001 Yearbook. This yearbook recounts the work in 2001 at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The book's first four chapters give a historical overview of the ECDC and its dual-language programs; each program is then discussed more fully in chapters 5-14. The book's first unit, "The School and the Classroom," contains chapters: (1) "A University Lab School for the 21st Century: The Early Childhood Development Center" (Jack Cassidy and Jana Sanders); (2) "A Dual Language Curriculum for Young Children" (Nicole S. Montague, Christine Marroquin, and Frank Lucido); (3) "University/Public School Partnership Provides a Jump Start for Three-Year-Olds" (JoAnn Canales and Susan Duron); and (4) "What's Appropriate about Developmentally Appropriate Practices? Observing Early Childhood Development Center Classroom Environments" (Richard J. Ricard, Angela Brown, and Jana Sanders). Unit 2, "Family Involvement," contains chapters: (5) "The Literacy Connection" (Sherrye Garrett, Ruth Rechis, Robert Garcia, Linda Rivera, and Linda Landreth); and (6) "Book Choices for Culturally and Linguistically Diverse (CLD) Parents: Strategies for Sharing Books in Bilingual Homes" (Joanne L. Ratliff and Nicole S. Montague). Unit 3, "Linguistic Literacy," contains chapters: (7) "Assessment and Instruction of Phonics for Young Children: A Model for Collaborative Teaching and Learning" (Merry Boggs); and (8) "America Reads + Reading Recovery + Right To Read = Quality Tutoring: A Pilot Program" (Jack Cassidy and Thomas Linton). Unit 4, "Cultural Literacy," contains chapters: (9) "Multicultural Literature: Broadening Young Children's Experiences" (Rachel G. Salas, Frank Lucido, and JoAnn Canales); and (10) "Learning through Drama" (Ina Jensen, Ruth Rechis, and J. Don Luna). Unit 5, "Scientific & Technological Literacy," contains chapters: (11) "Nature Study: A Science Curriculum for Three- and Four-Year-Olds" (JoAnn Montes McDonald and Robert McDonald); and (12) "Developing a Curriculum Framework in Technology for Young Children" (Stephen Rodriguez and Morgan Williams). Finally, unit 6,"Healthcare Literacy," contains chapters: (13) "A School Healthcare Program for Low Income Families of Very Young Children" (Esperanza Villanueva Joyce); and (14) "Use of Children's Literature in a Comprehensive School Guidance Program for Young Children" (Shelley A. Jackson and Kaye W. Nelson). (Each chapter contains references.) [More] Descriptors: Bilingual Education, Child Development, Child Development Centers, Childrens Literature
(2000). Preparing Bilingual Speech-Language Pathologists: The Development of an Innovative Master's Degree Program, Teacher Education and Special Education. This paper describes the two-year master's degree program for speech-language pathologists with a specialization in bilingualism (Spanish/English) developed at the University of the District of Columbia. First, the article describes the program's curriculum, clinical practicum, recruitment, and retention activities. It then discusses the student selection process and challenges faced during program implementation. (Contains references.) Descriptors: Bilingual Special Education, Communication Disorders, Graduate Study, Higher Education
(1998). Biliteracy Development: Perspectives from Research in Children's Reading and Writing. Several qualitative studies in biliteracy (a term used to describe children's literate competencies in two languages) among students in English/Spanish bilingual elementary school classrooms have as their core thesis the notion that children, from both Latina/o and other student populations, have the potential to develop literacy in two languages and that these literacies can develop within classroom settings. Little research has been conducted on biliteracy in classroom settings. Even in the field of literacy research, where attention to how different "literacies" are related to social contexts and cultural practices has become a prominent feature of study, the topic of biliteracy has not received much, if any, attention. The study of biliteracy provides a different perspective through which educators may understand Latina/o students in bilingual settings. One of the most significant findings from the qualitative studies (conducted between 1989 and 1996 in the Tucson, Arizona area) was that children's biliteracy development can be attained with deliberate support in classroom settings. Findings also suggest that there are multiple paths to children's biliteracy development; it was the bilingual students who were more equipped to fully participate in activities than their monolingual English peers; there must be a sufficiently viable community of Spanish-speakers as a part of the broader sociolinguistic environment to support classroom biliteracy; teachers who brought a dynamic, holistic philosophy and practice to their classrooms facilitated biliteracy; and biliteracy development may be enhanced by certain combinations of student characteristics. Although more research is needed, biliteracy development holds promise for initiating and sustaining truly "additive bilingualism" in schools. (Contains 38 references.) [More] Descriptors: Bilingual Education, Bilingualism, Classroom Environment, Elementary Education