Bibliography: Bilingual Education (page 578 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alexander I. Law, Eduardo Padron, Luis C. Moll, Sarah J. Shin, Alan A. Seaman, Colin Baker, Aida Walqui, Araceli M. Villamin, J. R. Young, and Katherine Strasser.

Villamin, Araceli M. (1977). Bilingual Research in the Philippines, Reading Teacher. Presents results of research in multilanguage teaching in the Philippines.   [More]  Descriptors: Bilingual Education, Bilingual Students, Educational Research, Elementary Education

Strong, Michael (1995). A Review of Bilingual/Bicultural Programs for Deaf Children in North America, American Annals of the Deaf. This review summarizes bilingual/bicultural characteristics of programs at the California, Indiana, Texas, Arizona, and Maryland schools for the deaf, as well as the Learning Center for Deaf Children (Massachusetts), the Magnet School of the Deaf (Colorado), the Cleary School for the Deaf (New York), and Sign Talk Children's Centre (Manitoba). Descriptors: Bilingual Education, Cultural Differences, Deafness, Elementary Secondary Education

Moll, Luis C. (1998). Turning to the World: Bilingual Schooling, Literacy, and the Cultural Mediation of Thinking, National Reading Conference Yearbook. Discusses the cultural mediation of thinking and the idea of schools as special cultural settings that are never neutral. Describes an approach that mediates the school's contradiction between access to and control of literacy through a pedagogy that transcends the classroom and challenges the reductionist tendencies that characterize working-class schooling. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Cultural Context

Cary, Stephen (2000). Working with Second Language Learners: Answers to Teachers' Top Ten Questions. This book aims to provide practical, research-informed answers to the questions most frequently asked by teachers of second language learners. Every question targets one of the key instructional issues teachers must address to ensure success for their second language students. Included among the questions are: How do I assess a student's English? How do I make my spoken language more understandable? How do I get my reluctant speakers to speak English? How do I make a difficult textbook more readable? How do I teach grade-level content to English beginners? How do I find useful information on a student's cultural background? How do I support the student's first language when I don't speak the language? How do I help students improve their English writing? How do I minimize communication conflicts in a multilingual classroom? Actual stories from the classroom let readers watch and listen in on a variety of K-12 teachers as they frame and implement workable answers to these questions. Reflections following each classroom story pinpoint solid instructional practices and suggest additional strategies and techniques for building language and giving second language learners access to the core curriculum. A special reference and resource section contains numerous books, journals, Web sites, and professional organizations. An appendix of acronyms and a detailed index is also included. Descriptors: Bilingual Education, Class Activities, Classroom Techniques, Elementary Secondary Education

Kalmar, Tomas Mario (1992). Drawing the Line on Minority Languages Equity and Linguistic Diversity in the Boston Adult Literacy Initiative, Adult Basic Education. A mathematical/graphics schema used to analyze statistical data from an adult literacy initiative identifies gaps attributable to an implicit strategy of containment that differs from the intent of Lau v Nichols in elementary-secondary education. A moral equivalent of Lau is needed to achieve equity in linguistic diversity in adult literacy. Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Equal Education

Baker, Colin (2000). The Care and Education of Young Bilinguals: An Introduction for Professionals. This book is a comprehensive introduction for all professionals working with bilingual children. For speech therapists, physicians, psychologists, counselors, teachers, special needs personnel, and many others, this book addresses the most important issues at a practical level. It is written in simple, nontechnical terms accessible to the layman and provides a brief but comprehensive introduction. Areas addressed include the following: the nature of bilingual children; the everyday language use of bilinguals; the advantages of the bilingual child; the personality and social development of bilinguals; identity issues and solutions; children as interpreters; code-switching; bilinguals and their families; childhood trilingualism; home and school relationships; language assessment and speech therapy in the bilingual context; migrants and refugee bilinguals; the assessment of bilingual children; language delays and disorders; the development of biliteracy; prejudice reduction in school; and bilingual classrooms. The book is divided into 13 chapters and has an index, glossary, and bibliography. Each chapter concludes with suggestions for further reading. Scholarly references appear throughout the text. Descriptors: Bilingual Education Programs, Bilingualism, Code Switching (Language), Elementary Education

Tsow, Ming (1983). Ethnic Minority Community Languages: A Statement, Journal of Multilingual and Multicultural Development. Discusses (1) the linguistic reality of modern British society, (2) the bilingual issues posed by voluntary self-help education in mother-tongue teaching, (3) the main conclusions of research evidence on bilingual learning, (4) specific considerations for a strategy for change, and (5) an overview of official governmental responses to the multilingual reality. Descriptors: Bilingual Education, Educational Policy, Ethnic Groups, Foreign Countries

Walqui, Aida (2000). Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. Topics in Immigrant Education 4. Language in Education: Theory and Practice 94. This book describes the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. These include the following: fragmented school days and instructional programs in which English-as-a-Second-Language and content area teachers work in separate departments and rarely interact; the complex system of courses and of graduation and college entrance requirements; the practice of placing students in classes chiefly according to age, and tracking students learning English into courses that may not grant the credits they need; and inadequate methods to document student achievement. Six high school students (from El Salvador, Brazil, Haiti, Russia, Mexico, and Vietnam) are profiled. Common misconceptions about adolescents' second language acquisition and academic skills are addressed, and what current research reveals about these problems are discussed. Ten priorities for the design of programs that can foster effective teaching and learning for immigrant youth are put forth, including creating a community of learners in the classroom and ensuring immigrant students are part of that community, contextualizing new ideas and tasks, and giving students multiple opportunities to extend their understandings and apply knowledge. Recommendations for program development and practice are made, as are suggestions for future research. Extensive references and an index are included.   [More]  Descriptors: Academic Achievement, Access to Education, Bilingual Education Programs, English (Second Language)

Shin, Sarah J. (2000). Language Alternation as a Resource in the Classroom: A Pragmatic Perspective on Korean American Children. This paper reports findings from a study of bilingual language alternation by first grade Korean-American schoolchildren. Growing up as members of the Korean immigrant community in New York City, the children in this study all entered school with Korean as their mother tongue, and at the time of the investigation, alternated between Korean and English. English is acquired as a second language during childhood and becomes an important medium of communication both in school and in the community. This study examines how bilingual language alternation is used in the learning context of a mainstream classroom by a group of students who share the same mother tongue. The bilingual children were found to strategically employ language alternation to structure their discourse, to negotiate the language for the interaction, and to accommodate other participants' language competencies and preferences. Contrary to the assumption that code-switching is evidence of a linguistic deficit in bilingual speakers, the sequential analysis reveals that code-switching is used as an additional means to communicate the speaker's rhetorical meanings to others. Code-switching was deliberately used as a contextualization strategy. These findings have implications for creating a conducive learning environment for linguistic minority students in a mainstream classroom. (Contains 23 references.)   [More]  Descriptors: Bilingual Education, Bilingual Students, Code Switching (Language), Elementary Secondary Education

Strasser, Katherine; Sulzby, Elizabeth (2000). Transfer of Word Recognition Strategies from Instructed to Non-Instructed Language in Spanish-English Bilingual First-Graders. This study describes the use of word recognition strategies by Spanish-English bilingual first graders in their non-instructed language. The behaviors of 35 first graders are described when they were asked to read in the language in which they had not received systematic reading instruction. Seven word recognition strategies used by children when reading in their non-instructed language were identified. The analysis of frequencies of each strategy revealed differences between the two language groups, which can be attributed to differences in the children's language knowledge and different language orthographies. One of the most important conclusions of this study is the finding that children have spontaneous approaches to reading in a language in which they have not been instructed. The study of prior conceptions is a common activity in other educational fields, such as science education, but it is rare in the area of second language acquisition. Following the logic of the emergent literacy field, understanding these preconceptions, whatever their source, is relevant for instruction, either to build on them when they are correct, or to explicitly correct them when they are wrong. (Contains 35 references.)   [More]  Descriptors: Bilingual Education Programs, Elementary School Students, Emergent Literacy, English (Second Language)

Padron, Eduardo (1977). The Latinization of Occupational Education, Florida Vocational Journal. A description of the Miami Dade Community College bilingual program which provides occupational training for 2,000 Spanish-speaking students through a staff of 150 full-time and part-time instructors and support personnel.   [More]  Descriptors: Bilingual Education, Community Colleges, Cross Cultural Training, Program Descriptions

Pannu, R. S.; Young, J. R. (1980). Ethnic Schools in Three Canadian Cities: A Study in Multiculturalism, Alberta Journal of Educational Research. The article presents data on ethnic schools representing eight ethnic groups in three major Canadian cities. It discusses the functions of ethnic schools with respect to ethnic socialization and development of ethnic identity, and examines the role of language retention in cultural maintenance.   [More]  Descriptors: Bilingual Education, Bilingualism, Ethnic Groups, Ethnicity

Law, Alexander I. (1977). Evaluating Bilingual Programs. TM Report 61. This paper is directed to those who are undertaking evaluation of a bilingual program for the first time or who have already struggled with the mysteries of such an undertaking. Emphasis is given to the reporting requirements of the various federal and state funding agencies. The bilingual-bicultural program structure is defined so the evaluator can see the interplay of program prototypes, student language facilty, and instructional approach. The evaluation process is divided into an explication of evaluation models, evaluation design, and instrumentation. Examples of each of these process components are given.   [More]  Descriptors: Biculturalism, Bilingual Education, Educational Testing, English (Second Language)

Paulston, Rolland G. (1977). Separate Education as an Ethnic Survival Strategy: The Finlandssvenska Case, Anthropology and Education Quarterly. Describes formal and non formal educational programs used by the Swedish speaking community in Finland to sustain group solidarity and ethnic identity. Discusses three questions: under what conditions do ethnic movements create separate schools; what influences the development of their pedagogical components; and what makes ethnic education more or less effective.   [More]  Descriptors: Bilingual Education, Cultural Education, Elementary Secondary Education, Ethnic Groups

Seaman, Alan A. (2000). Evaluating an Innovative Elementary ESL Program. This 1999 observational study provided a school district with clear information about the experience of immigrant students in two elementary English-as-a-Second-Language (ESL) models, giving administrators, teachers, and school board members a window into the daily classroom life of ESL students. This program evaluation involving observational research design was implemented in a Wheaton, Illinois, school district. An innovative, self-contained elementary ESL program located at two of the district's elementary schools was evaluated through a matched-pairs research design that compared the experience of students in this program with the experience of similar students in the district's ESL pull-out programs. This report describes the observational research methodology and the results. A statistical analysis found significant differences between the level of engagement and teacher student interaction in the two program models, with the results favoring the experimental pod of the ESL program. These results are illustrated with qualitative data, collected through ethnographic narratives, which are presented in the report in the form of case study comparisons. Six appendices are included, containing a glossary of terms, detailed displays of data, sample forms, and other background information regarding the research methodology used. (Contains 10 references.)   [More]  Descriptors: Bilingual Education Programs, Case Studies, Classroom Observation Techniques, Comparative Analysis

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