Bibliography: Bilingual Education (page 553 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Margarita Espino Calderon, Akira Y. Yamamoto, Richard Bates, Stephen B. Kucer, Lucille J. Watahomigie, Veronica D. Fern, Ray Barnhardt, Carla Meskill, Springfield. Div. of Professional Preparation. Illinois State Board of Education, and Martha C. Pennington.

Renta, Myra (1999). Why Hispanic Children Fail in School: Knowing the Facts Is Changing Their Future. Knowing the facts about Hispanic students in the U.S. school system may help educators open their eyes to the fact that most Hispanic students are failing in schools. Teachers in one elementary school in the Bronx (New York City) were surveyed about their professional relationships and thoughts about the school and the parents and children they serve. Teachers were also asked how they incorporated their students' culture into class activities or lessons. Results are compared with current research on teacher attitudes. Just over half (53%) of these teachers taught a monolingual class, and 47% taught a bilingual class. Many teachers said that they made connections with their students' home culture through literature, and others said that they made connections in Social Studies classes. Teachers did not think that parents were very involved in their children's education, perhaps because they did not know how to help their children with school work. Most of the teachers (89%) thought that the school contributed to students' difficulties. Among the suggestions for improving the education of Hispanic students is increasing parent participation in their children's school work and school activities.   [More]  Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Elementary Education

Clarke, Priscilla (1999). Investigating Second Language Acquisition in Preschools: A Longitudinal Study of Four Vietnamese-Speaking Children's Acquisition of English in a Bilingual Preschool, International Journal of Early Years Education. Describes a longitudinal study of four Vietnamese-speaking 4-year olds' acquisition of English as a second language in a bilingual preschool over one year. The research examined the learners' English-language output in interaction between the teacher and peers, and identified the key factors that influenced their development of English. Descriptors: Bilingual Education, Bilingual Schools, English (Second Language), Foreign Countries

Pennington, Martha C. (1999). Bringing Off-Stage "Noise" to Centre Stage: A Lesson in Developing Bilingual Classroom Data, Language Teaching Research. Explores different ways of transcribing a fragment of classroom discourse, showing how these ways determine the resulting analysis and what emerges from it. Identifies three distinct "frames" of classroom interaction, which are referred to as lesson, lesson-support, and commentary. Descriptors: Bilingual Education, Cantonese, Chinese, Classroom Communication

Kawagley, Angayuqaq Oscar; Barnhardt, Ray (1999). A Long Journey: Alaska Onward to Excellence in Yupiit/Tuluksak Schools. Case Study. As part of a larger study of systemic education reform in rural Alaska, this case study examines the school improvement process undertaken in Yupiit School District (YSD). YSD consists of three Yupiaq villages in southwest Alaska that joined together in 1984 to form the Yupiit Nation and to run their own schools. In 1992 a district-level leadership team, trained in the Alaska Onward to Excellence school improvement process, called the first community-wide meetings to discuss the values and beliefs that should be passed on to the next generation. The district team then compiled community values and beliefs, drew up a draft mission statement, and listed tentative student goals. After extensive community feedback, the YSD school board adopted the following student goals: knowledge of Yup'ik values, culture, and subsistence skills; preparation for work and further education; respect and positive attitudes toward life, learning, and community; development as law-abiding citizens; and ability to communicate in Yup'ik and English. Local leadership teams then identified the goal of greatest concern in each community and developed specific actions to advance that goal. By the third year of the process, results included improved student attendance, increased parent and elder participation, provision of curricular training, and closer school-community cooperation. This cooperation was particularly noteworthy in the development of a seasonally-organized cultural curriculum. Through this curriculum, everyone in the community becomes a teacher, every place is a potential classroom, and every community activity constitutes a learning opportunity.   [More]  Descriptors: Alaska Natives, American Indian Education, Bilingual Education, Case Studies

McCarty, Teresa L.; Watahomigie, Lucille J.; Yamamoto, Akira Y. (1999). Introduction: Reversing Language Shift in Indigenous America: Collaborations and Views from the Field, Practicing Anthropology. Indigenous languages are being displaced at an alarming rate. The ramifications of language loss to the speakers' culture and to the wider culture, and its connection to issues of repression and acculturation are discussed. Reversing language shift is the practice of social justice and requires collaboration between indigenous communities and non-Native educational institutions and linguistic anthropologists. (Contains 31 resources.) Descriptors: Acculturation, American Indian Education, American Indian Languages, Bilingual Education Programs

California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education. (1984). Bilingual-Crosscultural Teacher Aides: A Resource Guide. The guide is intended as a resource for California school district personnel who need to revise or establish criteria for hiring and training bilingual-crosscultural teacher aides. An introductory chapter documents the need for bilingual teachers and bilingual-crosscultural aides, hiring and training needs and provisions, and regulations concerning the school district's role in this process. A chapter of legal background information outlines the legal definition of a bilingual-crosscultural aide, school district administrative responsibilities, the qualifications and responsibilities of the aides as defined in various state codes, and program and staffing requirements for kindergarten through grade 6 and for grades 7 through 12, including specific information for each type of group or individual learning program. A review of related literature looks at the role of the teacher aide, training programs, effectiveness in role performance, the need for a theoretical base, and recommendations for action. A chapter covering the selection, hiring, and training of aides outlines minimum entry-level and long-range target qualifications and the process of establishing district criteria, and contains a checklist and procedural recommendations. Suggested role functions of the aide and areas where aide training may be needed within the curriculum are charted in a subsequent section, and a concluding chapter presents information about the training and financial assistance available to candidates wishing to pursue career-ladder teacher training opportunities.   [More]  Descriptors: Biculturalism, Bilingual Education Programs, Bilingual Teachers, Financial Support

Read, Julia (1999). Immersion Indonesian at Rowville Secondary College, Babel. Provides observations from a study of an attempt to introduce Indonesian in an Australian high school. Data collection was done through interviews and classroom observations. Classroom test results were used to compare achievement in subject content and language learning. Findings are discussed. Descriptors: Academic Achievement, Bilingual Education, Classroom Observation Techniques, Comparative Analysis

Fern, Veronica D. (1999). System Wide Reform: The San Francisco Unified School District Case, Bilingual Research Journal. The Language Academy initiative enabled the San Francisco Unified School District to transform remedial, compliance-based programs for English language learners into standards-based language-learning programs for all students. Administrators relied on stakeholder involvement, coherent policy, and quality program design to achieve their goal of fluency in English and another language for all students. (Contains 32 references.) Descriptors: Administrator Role, Bilingual Education Programs, Community Involvement, Court Litigation

California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education. (1984). Studies on Immersion Education. A Collection for United States Educators. A collection of papers on immersion programs focuses primarily on their applicability for language minority students, and addresses some common myths and misunderstandings about immersion education. In "An Overview of Issues in Immersion Education" (Wallace Lambert), major issues and misconceptions are outlined. A second group of papers includes: "Historical and Theoretical Foundations of Immersion Education (Fred Genesee); "Canadian French Immersion Education: Current Administrative and Instructional Practices" (Sharon Lapkin and James Cummins); and "A Review of Immersion Education in Canada: Research and Evaluation Studies" (Merrill Swain). The final group of papers looks at the situation in the United States, in "The Immersion Education Approach to Foreign Language Teaching" (Russell N. Campbell), and "The Inadequacy of English Immersion Education as an Educational Approach for Language Minority Students in the United States" (Eduardo Hernandez-Chavez).   [More]  Descriptors: Bilingual Education, Educational Research, Educational Theories, Elementary Secondary Education

Calderon, Margarita Espino (1999). Promoting Language Proficiency and Academic Achievement through Cooperation. ERIC Digest. This digest discusses a project conducted in the Ysleta Independent School District in El Paso, Texas, that sought to integrate effective practices in literacy education, an empirically based cooperative learning model, and a classroom management model to help teachers develop the English and Spanish language proficiency of their students. The cooperative learning model selected was Cooperative Integrated Reading and Composition (CIRC). It consists of instructional practices that develop social, academic, and communication skills. It was selected for the following reasons: (1) It integrates oral language development, reading, and writing through all phases of instruction; (2) it enables bilingual teachers to manage their English, primary language, and transitional literacy activities effectively; (3) it develops critical thinking and social skills; (4) it develops self-esteem and self-confidence; (5) it uses children's literature in two languages and a variety of text genres, including student publications and reading texts; (6) it helps students appreciate and become proficient in their primary language while developing proficiency in English; and (7) it provides an English teaching and learning environment in which the subject matter is not watered down, and higher order discourse and thinking are the norm. The digest describes the features of the bilingual version of the CIRC model, now called BCIRC, and highlights initial findings from the Ysleta Independent School District.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Cooperative Learning, Elementary Education

California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education. (1993). Directory of Selected Agencies and Organizations Involved in Language-Minority Education. Revised Edition. The directory, a revision of the 1986 version, lists public (federal, state, and local) and private agencies, professional associations, commissions, clearinghouses, resource centers, and other organizations, that might be of interest to those involved in the education of language minority students and the school districts that serve them. Developed for use by California educators, the directory contains many listings of California organizations.   [More]  Descriptors: Bilingual Education, Clearinghouses, Elementary Secondary Education, English (Second Language)

Illinois State Board of Education, Springfield. Div. of Professional Preparation. (1999). Directory of Approved Programs for the Preparation of Educational Personnel in Illinois Institutions of Higher Education. Volume XXII. This 22nd edition of the directory has been updated to reflect the numerous changes in each recognized institution's approved program listings. Several new programs have been approved since the last publication date, and institutions have requested that some programs be deleted from their listings. Changes in personnel and institutional data have also been noted. Information is provided as follows: "Alphabetical Listing of Recognized Institutions and Approved Programs"; "Approved Early Childhood Education Certificate Programs"; "Approved Elementary (K-9) Certificate Programs"; "Approved Secondary (6-12) Certificate Program Areas"; "Approved Special (K-12) Certificate Program Areas"; "Approved Special Education Areas for the Special (K-12) Certificate"; "Approved School Service Personnel Certificate Programs"; "Approved Administrative Certificate Programs"; "Approved Transitional Bilingual Certificate Programs"; "Geographic Location of Illinois Institutions Recognized for Teacher Education"; and "Special Programs Offering Alternatives for Individuals with Degrees."   [More]  Descriptors: Administrator Education, Alternative Teacher Certification, Bilingual Education, Early Childhood Education

Meskill, Carla; Mossop, Jonathan; Bates, Richard (1999). Bilingualism, Cognitive Flexibility, and Electronic Literacy, Bilingual Research Journal. Proposes that the unique features of electronic text can interact with the special skills, abilities, and diverse experiences of English language learners to help us better understand both the goals, processes, and special characteristics of the bilingual experience and the acquisition of electronic literacy skills. (Contains 29 references.) Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cognitive Processes

Nevarez-La Torre, Aida A. (1999). Developing Voice: Teacher Research in Bilingual Classrooms, Bilingual Research Journal. Examines the experiences of a group of urban, bilingual teacher-researchers. Considers how teacher research raised teachers' awareness about political dimensions of their own practices and how these teachers took steps to improve their practices and school settings. Proposes that teacher research empowers teachers to think and act like "transformative intellectuals" in their politicized work environments. (Contains 31 references.) Descriptors: Bilingual Education, Bilingual Teachers, Educational Research, Elementary Secondary Education

Kucer, Stephen B.; Silva, Cecilia (1999). The English Literacy Development of Bilingual Students within a Transitional Whole-Language Curriculum, Bilingual Research Journal. A study of bilingual third-graders beginning formal English literacy in a whole-language classroom found that students improved in reading abilities and comprehension, as assessed through miscue and retelling analysis; writing results were mixed; and holistic assessment of overall writing abilities did not show improvement. Students' uneven performance suggests the need for differentiated mediation. (Contains 37 references.) Descriptors: Bilingual Education, Bilingual Students, Elementary Education, English (Second Language)

Leave a Reply