Wolfe, Paula (2000). Gender and Language in Four Secondary, ESL Classrooms, Equity & Excellence in Education. Investigated how program types and designs influenced student access to academic discourse in high school English as a Second Language (ESL) classrooms using traditional, sheltered content, bilingual content, and holistic approaches. Notes language use according to gender. Students were granted differential access, by gender, to the amount and type of language they could produce based primarily on teachers' theoretical orientations. Descriptors: Bilingual Education Programs, English (Second Language), Equal Education, Females

Montecel, Maria Robledo, Ed.; Goodman, Christie L., Ed. (2000). IDRA Newsletter, 2000, IDRA Newsletter. The 10 issues of IDRA Newsletter published in 2000 focus on education in Texas and on national and statewide educational issues concerning minority, low-income, or bilingual students. Feature articles include: "Musical Chairs and Unkept Promises" (reforming education to keep all students "in the game"); "The ENLACE Initiative: Strengthening Communities, Increasing Opportunity, Fostering Success"; "Parent Leaders in School"; "Reauthorization of the Elementary and Secondary Education Act Upcoming: Much Debate but Little Movement"; "Program Evaluation and Title VII Programs: Some Guiding Ideas"; "We Should Not Kid Ourselves: Excellence Requires Equity"; "Equity Principles and School Reform: What It Takes To Ensure That 'All Means All'"; "Why Better Isn't Enough: A Closer Look at TAAS Gains" (achievement gains on the Texas Assessment of Academic Skills); "Math and Science Get C+ on Report Card on Gender Equity"; "Making a Difference for Children: Comprehensive Centers Network"; "Are Computers Appropriate in the Early Childhood Classroom? A Case for Cyberkinder"; "Teaching Limited-English-Proficient Students through the Arts"; "Bridging the Digital Divide in Our Schools: Achieving Technology Equity for All Students"; "Sticks and Stones: What Words Are to Self-Esteem"; "Valued Parent Leadership"; "Parents Are the Best Advocates"; "Bridging the Gap between Schools and Families: A Family Friendly Approach"; "Project Alianza: Second Year Milestone"; "Development through Engagement: Valuing the 'At-Promise' Community"; "A Note To Say 'Thank You'" (community task forces planning for educational equity); "Coca-Cola Valued Youth Program: Another Success Story"; "Carrying Out Our New Promise" (Leadership in Diversity initiatives); "Equity Challenges Continue"; "'Minority Women in Science: Forging the Way'–Marianita Chee's Story"; "TEA's School Leaver Codes: The Rest of the Story"; "Attrition Rates in Texas Public High Schools: 1999-00 Study Results"; "IDRA Coca-Cola Valued Youth Program: Model Dropout Prevention Program"; "Fulfilling a Commitment to Small, Rural, and Remote Districts"; "Nine Priorities for Public Education: Policy Reforms in Texas"; "Partnerships Facilitate Educational Access and Opportunity for Latino Youth"; and "Do We Lose Ourselves When We Lose Our Language? Why Care about Language Recapture." (Contains a cumulative index, January-December 2000.)   [More]  Descriptors: Advocacy, Bilingual Education, Bilingual Teachers, Community Involvement

McKinley, Sheridan (2000). Maori Parents and Education: Ko Nga Matua Maori me te Matauranga. In New Zealand, Maori children attend English-medium schools, schools with a bilingual unit, or kura kaupapa Maori. This study identified aspirations and concerns of Maori parents regarding their children's education, identified issues related to parents' participation in their child's education, and developed strategies to address concerns and issues. Participating in the study were 96 parents, 83 students, 27 teachers, and 13 principals or other school leaders from 6 secondary schools, 4 primary schools, and 2 kura kaupapa Maori, all situated near Wellington. Findings from interviews indicated that parents wanted their children to have a better education than they had had. Most of the children knew their parents valued education. Parents and children were much more positive about primary than about secondary school. English-medium schools made children more aware of themselves as Maori, more often negatively. Parents were generally positive about the school's parent involvement efforts. Parent involvement was highest in the kura kaupapa Maori, followed by bilingual-units. Individual teachers' perceptions of Maori students' progress were positive at the primary level; principals were less positive. Secondary school entry assessments found many Maori students lagging behind their peers. The kura kaupapa Maori involved parents and students more in the assessment processes than did other schools. The kura kaupapa Maori parents were most satisfied with home-school communication, followed by English-medium primary school parents. Kura kaupapa Maori parents and teachers were more likely to agree that the child's education should be continued at home, whereas many English-medium and bilingual-unit parents believed that their child's education was the school's responsibility. (Contains 35 references.) Descriptors: Academic Achievement, Administrator Attitudes, Administrators, Aspiration

Arias, Armando A., Jr. (2000). Agile Learning, New Media, and Technological Infusement at a New University: Serving Underrepresented Students. JSRI Occasional Paper. The California State University system faces an increase of 100,000 students by 2010, the majority of whom will be Latino. Fundamental restructuring is necessary to accommodate this change, and the new California State University, Monterey Bay (CSUMB) may provide a model. CSUMB has a commitment to serving underrepresented populations and establishing a multilingual, multicultural, intellectual community through the use of high-quality distance learning programs utilizing innovative pedagogies. Although CSUMB has entered into partnerships with private businesses that enable it to have the latest in educational technology, it is not the quantity of computers, but rather, new behavioral approaches to technological use that are absolutely necessary. CSUMB's approach to education emphasizes outcomes and competencies and replaces a credit-based system with the assessment of demonstrated learning. CSUMB findings concerning the high tech environment include: (1) advanced technology greatly augments regular classroom instruction and is a viable delivery system for multilingual teaching and learning and for distance education, especially in underrepresented communities; (2) computer messaging systems facilitate writing across the curriculum and greatly improve student writing and logical skills in multiple languages; (3) computer technologies support active, rather than passive, learning; (4) coupled with visual materials, thinking textually is sufficient to improve literacy even when a liberal attitude is taken towards grammar, syntax, and spelling; and (5) computer technologies promote participation and learning in traditionally communicative-apprehensive learners such as shy students, limited English proficient students, and women who avoid verbally confronting men. (Contains 28 references.)   [More]  Descriptors: Bilingual Education, Computer Mediated Communication, Distance Education, Educational Change

Walsh, F. Timothy (2000). Bilingual Teachers as Action Researchers in TESOL. This paper reports on the experiences and findings of five New York City public school teachers who, in the course of research for their master's degrees in Teaching English as a Second Language (TESOL) designed and implemented individual action research projects investigating issues and concerns emanating from their classroom experiences. It is hoped that new insights into language teachers knowledge, beliefs, and attitudes will be uncovered that can be used to design more effective, useful, and holistic graduate TESOL education. The principal research question is: What was the nature of the experiences of bilingual teachers performing action research for the first time in a graduate TESOL program? This question was then divided into three sub-questions: (a) What topics did the teachers choose, what were their motivations for choosing them, and what findings did they produce? (b) What courses of action did they propose for working with English language learners upon completion of research? (c) What problems and successes did they encounter? There are three general recommendations and findings: (1) Identify and explore affective factors such as empathy in TESOL teachers' experiences that link research to practice. (2) Advocate for greater inclusion of teachers' voiced in educational research. (3) Raise awareness of action research among TESOL teachers. Data-rich tables and an appendix are included. 35 references.   [More]  Descriptors: Action Research, Bilingual Education Programs, Bilingual Teachers, Elementary Secondary Education

Cenoz, Jasone (2000). Basque, Spanish, French and English in the Basque Country. This paper analyzes the demographic, sociolinguistic, and educational status of Basque in the whole of the Basque country: the Basque Autonomous Community (BAC), Navarre in Spain, and the Northern Basque Country in France. It also discusses English as a third language within the bilingual educational system in the BAC. In terms of demography, 22% of the population of the Basque country is bilingual and an additional 14.5% is "passive bilingual." Even though the percentage of all bilinguals (passive and otherwise) is 35% in the Northern Basque Country, the lack of institutional support for the Basque language is producing an important decline in its knowledge and use while in the BAC and Navarre the decline has already been stopped. The use of the Basque language in the BAC and Navarre has increased as it has come back into use in everyday life. The use of Basque is most influenced by the user's competence in the language and the use of Basque in the user's social networks and the sociolinguistic area where he or she resides. Basque as a medium of instruction has increased somewhat in the BAC and Navarre but is still very weak in the Northern Basque Country, across the border in France. These results confirm the crucial role played by institutional support in the revitalization and survival of lesser used languages. (Contains 19 references.)   [More]  Descriptors: Basque, Bilingual Education, Bilingualism, Demography

Pacific Resources for Education and Learning, Honolulu, HI. (2000). Reading Aloud to Children in Chamorro. [Audiotape]. This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, Chamorro– the indigenous language of the inhabitants of Guam and the other Mariana Islands–is on the other. Descriptors: Audiotape Recordings, Bilingual Education, Chamorro, Family Literacy

Reyhner, Jon (2000). Teaching English to American Indians. Many practices in Bureau of Indian Affairs (BIA) schools were negative, but this paper emphasizes the positive efforts that were made throughout their history, especially in regard to teaching English. The Carlisle Indian School, which opened in 1879, encouraged the use of English through an English language student newspaper and frequently praised and rewarded students for speaking English. At the end of the nineteenth century, the "object method," which used objects and realia to help provide comprehensible input, was adapted for use in BIA schools. During the 1930s-40s elements of progressive education, which placed emphasis on the child rather than the subject matter, were used in BIA schools. Local material and daily experiences were used in teaching, early primary reading was based on words that children were already familiar with, and games and activities were used to teach vocabulary and engage students. English-as-a-Second-Language (ESL) programs were initiated in Navajo-area BIA schools in the 1960s, and their success was bolstered by the addition of bilingual programs and bilingual teacher training programs. The problem with the all-English immersion teaching methods used in Indian schools was that they were used to replace the children's Native languages rather than to give them an additional language. Indigenous language activists strongly support immersion language programs for indigenous language revitalization, and most of the techniques the BIA adapted or developed to teach English are adaptable to teaching Indian languages as second languages today. (Contains 65 references.)   [More]  Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Educational History

Pacific Resources for Education and Learning, Honolulu, HI. (2000). Reading Aloud to Children in Ilocano. [Audiotape]. This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, and Ilocano–the indigenous language of the inhabitants of northwestern Luzon, Mindoro, Mindanao, Philippines–is on the other. Descriptors: Audiotape Recordings, Bilingual Education, Family Literacy, Foreign Countries

Nover, Stephen M.; Andrews, Jean F. (2000). Critical Pedagogy in Deaf Education: Teachers' Reflections on Creating a Bilingual Classroom for Deaf Learners. Year 3 Report (1999-2000). USDLC Star Schools Project Report No. 3. This report covers year 3 of a 5-year longitudinal study that is applying a bilingual language approach to development of American Sign Language (ASL) and English language and literacy skills in deaf learners. Specifically, the report describes how 45 teachers and mentors in five residential schools participated in inservice training on the use of bilingual and English as a Second Language (ESL) methodologies and practices with deaf children. Teachers kept written reflective logs as they participated in weekly seminars for 24 weeks. Conclusions of the project to date support a dual language developmental bilingual approach in ASL and English but do not support the mixing of languages as in a sign-supported speech environment. Implications of the project include increased use of bilingual and ESL methodologies in inservice teacher training and a closer attention to background variables of deaf students as they affect language learning. Conclusions also suggest that many public school programs are failing deaf students and exacerbating their language delays, that schools for the deaf need to reform their language teaching and learning environments, and that widespread mainstreaming of young deaf children without ASL and deaf culture support is not working. Six appendices provide teaching training syllabi, questionnaires, and other project related materials. (Contains 52 references.)   [More]  Descriptors: American Sign Language, Bilingual Education, Deafness, Elementary Secondary Education

Porter, Rosalie Pedalino, Ed. (2000). Testing in Texas: Accountability for Bilingual Students, READ Perspectives. This issue has a special, multi-article section on student testing in Texas and contains three additional and unrelated articles. "The Texas Testing Case Documents: G.I. Forum, et al. v. Texas Education Agency, et al." section has five articles: "Overview" (Roger Clegg); a copy of the "First Amended Complaint"; "Expert Reports" (Susan E. Phillips, William A. Mehrens, Rosalie P. Porter); a copy of the "Final Judgment and Order"; and a postscript, "Testing the Academic Achievements of Limited English Proficient Students" (Rosalie P. Porter). Other articles include the following: "Recognizing Successful Schools for High Achieving, Low-Income Students: The 'No Excuses' Campaign" (Robert E. Rossier); "Bilingual Students and MCAS: Some Bright Spots in the Gloom" (Ralph E. Beals, Rosalie P. Porter); and "Different Questions, Different Answers: A Critique of the Hakuta, Butler, and Witt Report" (Christine H. Rossell). Tables, figures, and references are included in each article.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Language Minorities

Weiner, Lisa; Leighton, Mary; Funkhouser, Janie (2000). Helping Hispanic Students Reach High Academic Standards: An Idea Book. This report is part of a series of Idea Books designed to help schools and communities work together to strengthen education so all students can achieve high academic standards. It is specifically designed to help administrators and teachers seeking to understand how Title I, Title VII, and other programs assist educators in helping Hispanic students and Spanish-speaking English language learners achieve high standards. It describes promising practices that have been proven effective, illustrating how they can operate in schools and other community settings with Hispanic students. The book describes how effective schools serve Hispanic students in four ways: implementing effective, aligned, standards-based programs; building teacher and organizational capacity to serve Hispanic students; using family and community resources; and building firm foundations for postsecondary education. Each section of the book ends with a checklist that educators can use to see how well their schools and districts are meeting the needs of Hispanic students. A final chapter presents lessons learned from experience based on the four methods of serving Hispanic students. The three appendixes present an overview of profiled programs, resources for serving Hispanic students and their families, and additional resources. (Contains 84 references.)   [More]  Descriptors: Academic Achievement, Academic Standards, Bilingual Education, Cultural Awareness

Menchaca, Velma D.; Estrada, Veronica Lopez; Cavazos, Christina; Ramirez, Diana (2000). Changing the Face of Educational Leadership: A Unique Method of Mentoring Hispanic Doctoral Students. The Hispanic Border Leadership Institute (HBLI) is a consortium of six Southwestern universities that promotes the improvement of education for Hispanics at all levels, K-16, particularly on the U.S.-Mexico border. HBLI seeks to bring about systematic change in education by designing new approaches to the doctoral preparation programs of educational leaders. These programs provide relevant leadership and policy training for trustees of public schools and community colleges as well as regents of Southwestern universities, and examine and influence public policy directly impacting Hispanic education in the Southwestern United States. HBLI offers new curricula for leadership preparation at the doctoral level, combined with doctoral fellowships and graduate assistantships of 3-year durations. Besides studying full-time during the academic year and participating in summer institutes and seminars, awardees may also complete internships on both sides of the U.S.-Mexico border. Doctoral fellows are assigned duties as research or teaching assistants at any of the four participating doctoral-granting institutions. Other HBLI activities include a national policy conference, policy publications, presentations by national experts, education of state governmental agencies, network formation, collaboration with other professional associations, and encouragement of systemic change. Experiences of two doctoral students illustrate how their interests are linked with faculty research projects and enumerate the reciprocal rewards resulting from faculty mentoring.   [More]  Descriptors: Administrator Education, Bilingual Education, Consortia, Doctoral Programs

D'Amico, Joseph J. (2000). How on Earth Did You Hear About Us? A Study of Exemplary Rural School Practices in the Upper Midwest. As part of ongoing research into rural school improvement, the North Central Regional Educational Laboratory (NCREL) at the request of its Rural Advisory Council set out to find, examine, and profile exemplary, successful school improvement programs in rural schools and districts in the upper Midwest. This paper is a summary of the first year results of a study that came from this initiative. In it are profiled four rural schools and the exemplary educational initiatives they have successfully installed and carried out. Federal Hocking High School (Ohio) adopted the "Coalition of Essential Schools" (CES) and "Expeditionary Learning-Outward Bound" programs and implemented block scheduling, multifunctional lunch periods, daily advisory meetings, team teaching, graduation portfolios, senior projects, and community internships. Dawson-Bryant Elementary school, a K-5 school in southeastern Ohio, adopted the "Success for All" model, which focuses on reading instruction, and invested in information technology equipment, wiring, training, and software. Northport K-12 school in Michigan also adopted the CES model, but its signature initiative was the senior projects program. West Liberty Elementary school (Iowa), a PreK-2 school, installed the first two-way Spanish/English immersion program in the state. Elements of success common to all these efforts were a school culture that was amenable to change and experimentation and that emphasized continuous improvement, reflection, and self-analysis; attention to principles of change; solid research, in some cases up to a year of research; local adaptation; and additional resources. Elements of rurality that assisted these reforms were eligibility for special consideration by grant-making agencies; small size, which enabled quick action; a sense of rural insecurity that acted as a motivator; and the integration of school and community. An appendix contains the data collection guide and rubrics. (Contains 25 references.)   [More]  Descriptors: Bilingual Education Programs, Community Involvement, Cultural Awareness, Educational Change

Rumberger, Russell W. (2000). Educational Outcomes and Opportunities for English Language Learners. The proportion of California's limited English speaking students is increasing rapidly. Language minority students represent more than one-third of all students in California public schools. The most central educational outcome for these students is English proficiency. Research varies on how long it takes for students to become English proficient, and some data indicate that even the most successful English learners may not master the levels of English required in advanced academic settings. Two issues dominate current concerns about educational opportunities for English learners (instructional programs and teacher quality). There has been considerable controversy over the nature of programs provided to English learners in California, focusing on whether instruction should be in the native language while learning English or simply in English. California passed Proposition 227, which requires a one-year English immersion program rather than native language instruction. Early indications of the impact of Proposition 227 suggest that most children will not transition successfully from structured English immersion to mainstream English classes within one year. California offers two primary teacher credentials to address English learners' needs: the Cross-cultural, Language and Academic Development (CLAD) credential and the Bilingual CLAD credential. California faces many challenges to improving the education and learning outcomes of English learners, and future success of current reform efforts will be impacted by its ability to successfully meet these challenges.    [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English Only Movement, English (Second Language)