Bibliography: Bilingual Education (page 552 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Leslie Harsch, Andy Nash, Deborah Healey, Norman Johnson, Bruce Evans, Martha de Acosta, Austin Dissemination and Assessment Center for Bilingual Education, Russell Gersten, Margo Gottlieb, and James L. Rodriguez.

Stalker, James C. (1988). Official English or English Only, English Journal. Traces the historical background of language diversity in the United States. Argues that the desire to maintain English as the common language of the United States will be brought about more effectively through the American tradition of persuasion and democracy than through linguistic legislation. Descriptors: Asian Americans, Bilingual Education, Bilingual Education Programs, Educational Policy

Gottlieb, Margo (1999). The Language Proficiency Handbook: A Practitioner's Guide to Instructional Assessment. This guide is useful for pre-kindergarten educators who work with second language students who wish to document their students' language development over time. Although the purposes may vary among various practitioners and audiences, overall this handbook is intended to provide guidance in how to capture students' language proficiency in reliable and valid ways through instructional assessment activities. This handbook is built around a series of rubrics that serve as documentation forms for varied methods of assessment. The rubrics, representing holistic scales and focused-analytic matrices, cover four basic areas of language proficiency: listening; speaking; reading, and writing. Whenever possible, the connection between language and content is made. The instructional assessment ideas described suggest pathways towards second language learners' attainment of Illinois state English language learning goals: reading with understanding and fluency; writing to communicate for a variety of purposes; listening and speaking effectively in a variety of situations; and using the target language to communicate within and beyond the classroom to reinforce knowledge and skills across academic, vocational, and technical disciplines. To this end, each section/rubric contains the following: an overview and theoretical background; ideas for obtaining information; procedures on collecting, analyzing, and interpreting information; student samples with analyses; peer and self-assessments; student or class reporting forms; and caveats and suggestions. A glossary is appended. (Contains 13 references.)   [More]  Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)

Gersten, Russell; Woodward, John (1985). A Case for Structured Immersion, Educational Leadership. In 1978 a controversial evaluation found no difference in achievement between Hispanic students in transitional bilingual programs and those in regular classroom programs. The authors present an argument favoring the use of stuctured immersion programs instead of bilingual programs. Descriptors: Asian Americans, Bilingual Education, Bilingual Education Programs, Dropout Rate

Ulanoff, Sharon H.; Pucci, Sandra L. (1999). Learning Words from Books: The Effects of Read-Aloud on Second Language Vocabulary Acquisition, Bilingual Research Journal. Sixty third-grade English learners received one of three treatments: listening to a story in English with no intervention or explanation, listening to the story with concurrent Spanish translation, or listening to the story with preview of background and review of important points in Spanish. Vocabulary development scores were highest among the last group. (Contains 29 references.) Descriptors: Bilingual Education, Elementary Education, English (Second Language), Grade 3

Hornberger, Nancy H.; Harsch, Leslie; Evans, Bruce (1999). Language Education of Language Minority Students in the United States. The Six Nation Education Research Project. The United States: A Country Report, Working Papers in Educational Linguistics. The United States has at least three historically established patterns of language use: English monolingualism, multilingualism, and bilingualism. The United States could best be described at present as a multilingual nation in which English is the dominant language. English is promoted to varying degrees, but linguistic diversity is tolerated. The purposes of this highly descriptive report are twofold. First, American linguistic diversity and language policy are surveyed to provide some of the important contexts and conditions of language education for language minority students. Second, in the process of examining the policy and processes of bilingual and English-as-a-Second-Language programs, the educational characteristics of language minority speakers, those students designated as limited English proficient (LEP) are detailed in depth. A set of research questions is developed, and these questions are framed within the context of the Six Nation Education Research Project. These questions focus on how schools structure opportunities and incentives for language minority learners to acquire language and literacy and consider such things as ways to focus on the learner, how to account for economics and the sociopolitical context of language, the effects of national educational policies, and what policy modifications would enhance these opportunities and incentives. Numerous data-rich tables and figures give a thorough picture of American linguistic diversity and language policies, providing a solid framework for framing the research questions. Two appendices and an extensive bibliography are included. (Contains 99 references.)   [More]  Descriptors: Bilingual Education Programs, Bilingualism, Elementary Secondary Education, English (Second Language)

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1973). Puerto Rican History, Civilization, and Culture: A Mini-Documentary. This publication was compiled from a number of smaller manuscripts dealing with various aspects of Puerto Rican history, civilization, and culture. The book is designed to: (1) provide teachers of middle school and high school students with instructional material which covers all these aspects in a related sequential manner; and (2) provide information that will stimulate further study and interest in Puerto Rico among both students and teachers. A historical review of the country is provided, with emphasis on the major historical points which determined the development of Puerto Rican culture and modern-day society. The major headings are: (1) economic development; (2) Puerto Rican culture; (3) Puerto Rican music (a number of songs are given here); (4) other typical pastimes (fiestas, holidays and sports); (5) cultural centers and related aspects of Puerto Rican culture; (6) Puerto Rican foods; (7) important dates and holidays in Puerto Rico; (8) Puerto Rican flora and fauna; (9) famous Puerto Ricans; and (10) architecture in Puerto Rico. The book also includes a bibliography of publications divided into these areas: Puerto Rican authors, books in Spanish and books in English; children's books in English; children's books in Spanish; and related Puerto Rican studies.   [More]  Descriptors: Architectural Character, Bibliographies, Bilingual Education, Cultural Traits

Nash, Andy, Ed. (1999). Civic Participation and Community Action Sourcebook: A Resource for Adult Educators. This guide is a combination of very up-to-date English-as-a-Foreign-Language (EFL) standards and curricula text and a radical, community organization and action guidebook. The guide's aim is to help people learn English so that they can participate actively in American democracy and to assert their rights and extract a larger share of power and resources from government and society as a whole. The book asserts that one of the primary purposes, historically, of adult education has been to prepare people for participation in a democracy. This might include English and civics lessons for newcomers who wanted citizenship, or literacy for emancipated slaves who faced literacy requirements erected to keep them from voting. In these situations, the vote has represented a powerful symbol of liberation and inclusion. An argument is made for more direct forms of political action and participation than voting. The ultimate aim is to present a range of tools that can help readers examine their own beliefs about community, citizenship, and democracy, to identify and analyze issues that concern them, and build skills and strategies to take informed action–in brief, to become an agent rather than a recipient of change. The book is divided into five sections: "Finding Connections to Communities and Issues"; "Holding Decision-Makers Accountable"; "Building a Community By Helping Others"; "Expressing Ourselves and Educating Others"; and "Organizing for Change." Extensive resources and references, print and Internet, and nine appendices are provided. (Adjunct ERIC Clearinghouse for ESL Literacy Education)   [More]  Descriptors: Accountability, Activism, Adult Education, Bilingual Education Programs

Education Commission of the States, Denver, CO. (1999). Cooperative Integrated Reading and Composition (CIRC). This paper provides an overview of the Cooperative Integrated Reading and Composition (CIRC) program, a comprehensive approach to reading and writing instruction for grades K-8, as well as its Spanish adaptation, Bilingual Cooperative Integrated Reading and Composition (BCIRC). The program's goal is to improve student achievement in reading, writing, and comprehension by emphasizing cooperative partner and group activities, clear learning goals, and individual assessment. Main features of CIRC include: (1) grouping and teaming (with students of varying reading abilities working together in teams, including mainstreamed, academically handicapped, and Title 1 students); (2) basal-related activities consisting of direct instruction in reading comprehension, story-related activities, and integrated language arts/writing; (3) tests (with tests on story reading, on writing, and of oral reading, to gauge individual and team performance); and (4) students read a book of their choice and complete a book report every two weeks. CIRC is used in approximately 1,000 sites across the United States and Canada. Sections of this paper discuss background, philosophy and goals, program components, evidence of effectiveness, professional development and support, implementation, costs, considerations, contact information, and policy issues and questions.   [More]  Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Cooperative Learning, Elementary Education

Tuyay, Sabrina (1999). Exploring the Relationships between Literate Practices and Opportunities for Learning, Primary Voices K-6. Looks at how a short story by three students in a bilingual third-grade classroom came to be. Examines the literate practices already established in the classroom; the classroom norm of using two languages; learning to include information from multiple sources; and learning that interaction is a valuable part of the writing process. Descriptors: Access to Education, Bilingual Education, Bilingual Students, Classroom Environment

Maine State Dept. of Educational and Cultural Services, Augusta. (1976). What is the Lau Decision? What Does it Mean for Maine?. Lau vs Nichols is a 1974 Supreme Court decision which charged that the San Francisco Unified School District had denied equal educational opportunity to non-English-speaking students by failing to provide them with any special language instruction. The court decision was based on Title VI of the Civil Rights Act of 1964 which provides against discrimination in Federal programs, and on a Department of Health, Education, and Welfare memorandum that presents guidelines concerning school district responsibilities toward minority group children deficient in English language skills. The decision stimulated action toward equal educational opportunities for language minorities and resulted in the establishment of National Origin Desegregation Centers (NODAC) which help local school districts meet national origin minority students' needs. An Office of Civil Rights Task Force formulated the Lau remedies, guidelines based on the Lau decision, for meeting the educational needs of limited English speaking students through bilingual and other programs designed to bring program participants up to the educational levels of their English speaking peers. Complimenting the provisions of the Lau remedies is the Equal Educational Opportunities Act of 1974 which gives language minorities a statutory right to demand effective language programs from all school districts. Descriptors: Bilingual Education, Bilingual Education Programs, Court Litigation, Elementary Secondary Education

Healey, Deborah, Ed.; Johnson, Norman, Ed. (1999). TESOL CALL Interest Section Software List, 1999. The bibliography is an annotated list of software for language learning and includes items in use by TESOL teachers and those marketed for bilingual and English-as-a-Second-Language (ESL) education. An introductory section describes the listings and their use, gives a brief history of the software list, a brief introduction to computer-assisted language learning (CALL) and its techniques, a short list of CALL resources in print, and related on-line reviews and World Wide Web resources. The listing itself is divided into four main sections: software designed for Mackintosh computers, software designed for Windows/MS-DOS machines, a separate list of materials appropriate for elementary school use, and a list of CD-ROM materials developed by TESOL. Lists of publishers and contacts are also included, and contents are indexed by subject or type (bilingual, business, CD-ROM, literacy, science, Test of English as a Foreign Language) and alphabetically. Descriptors: Annotated Bibliographies, Bilingual Education, Computer Software, Courseware

Rossell, Christine H. (1999). Mystery on the Bilingual Express: A Critique of the Thomas and Collier Study. A study of school effectiveness for language minority students, authored by Virginia Collier and Wayne Thomas, is criticized as having two serious flaws. The first is that its methodology is a simple descriptive cohort analysis, seen as unscientific and producing misleading results because: each grade consists of different students; the number of students in each grade is not given; there is no statistical control for pretreatment differences; and the test scores shown after elementary school are not for the same cohorts. The second flaw is that little about the methodology is explained. (Contains 14 references.)   [More]  Descriptors: Bilingual Education, Educational Research, Elementary Education, English (Second Language)

Volk, Dinah (1999). "The teaching and the enjoyment and being together…": Sibling Teaching in the Family of a Puerto Rican Kindergartner, Early Childhood Research Quarterly. Analyzed strategies used by older siblings to teach school-related knowledge and skills to a kindergartner in a Puerto Rican home, comparing these strategies to those used by the child's bilingual kindergarten teacher. Found that siblings taught within a context of learning and togetherness established by the parents and grounded in Latino culture, using a range of strategies. Descriptors: Bilingual Education, Bilingual Teachers, Cultural Background, Early Childhood Education

de Acosta, Martha; Volk, Diana (1999). Literacy Events in the Homes, Churches, and Classroom of Bilingual Kindergartners: An Ethnographic Analysis. This study describes and analyzes the emerging literacy of kindergartners in one bilingual classroom, and focuses on three Spanish-dominant Puerto Rican children in that class. Using a qualitative approach, the study investigated emergent literacy in the classroom, home, and church contexts. The unit of analysis was the literacy event, any occasion in which a piece of writing is integral to the nature of participants' interaction with print and with other people who play the role of teacher. Networks of support available to the individuals and families were identified and described, and the nature of the teachers' roles and interactions were analyzed. It was found that in the classroom, the children participated in literacy events in both English and Spanish that combined phonics and meaning-making. It was in the classroom that the children had the most significant experience of reading for pleasure. At home, literacy was a necessary, highly valued, and highly significant skill used for instrumental, communicative, and religious purposes but not for pleasure. Parents tended to teach the children in didactic exchanges focusing on homework or religious texts. In religious settings as in homes, literacy was used for decoding, understanding, inherent meaning, memorizing, and reciting jointly. (Contains 24 references)   [More]  Descriptors: Bilingual Education, Church Role, Churches, Classroom Environment

Winsler, Adam; Diaz, Rafael M.; Espinosa, Linda; Rodriguez, James L. (1999). When Learning a Second Language Does Not Mean Losing the First: Bilingual Language Development in Low-Income, Spanish-Speaking Children Attending Bilingual Preschool, Child Development. Two studies explored bilingual language-development outcomes of low-income, Spanish-speaking, Mexican-American children who did or did not attend a bilingual preschool. Found that children who attended bilingual preschools, compared to those remaining at home, showed significant and parallel gains in Spanish-language development and in English-language proficiency over time. Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Expressive Language

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