Bibliography: Bilingual Education (page 580 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Carol Dixon, Michael Brunn, Edmund W. Gordon, Frances Contreras, Donald F. Hones, Rosa Maria Gonzalez, Colleges and Universities Ontario Ministry of Training, Marguerite Ann Snow, Fred Genesee, and Patricia Gandara.

Ontario Ministry of Training, Colleges and Universities, Toronto. Literacy and Basic Skills Section. (2000). Aboriginal Language Standardisation Project: Progress Report, 2000. Literacy Ontario. The Aboriginal Language Standardisation (ALS) Project's task is to develop quality literacy materials in order to help preserve aboriginal languages of Canada. The Canadian Assembly of First Nations, a group of tribal leaders, recently called for the establishment of standards for written and oral languages by approving terminology, developing dictionaries, and approving standard orthographies. This report explains why this task of language preservation through standardization was undertaken, previous examples and precedents in this field, and why it is important that this task be undertaken. Thirty-eight of 45 pages are devoted to 11 appendices with the following titles: "Aboriginal Language Standardisation Co-Sponsorship Agreements"; "Aboriginal Language Standardisation Tasks";"Aboriginal Language Standardisation Project Task Timeline"; "The Algonkian Language Family"; "The Iroquoian Language Family"; "Aboriginal Languages and First Nations of Ontario"; "First Nations and Languages of Origin"; "Aboriginal Language Training Provided in Native LBS Agencies, 2000"; "Centres for the Study of Aboriginal Languages, 2000"; "Lists of Schools in Ontario Offering Aboriginal Languages as a Regular Subject, 1998"; "Ontario School Boards with Native Languages as a Second Language (Elementary and Secondary), 1998"; and "Aboriginal Languages Taught in Schools on First Nations Territories in Ontario, 2000."   [More]  Descriptors: Bilingual Education Programs, Canada Natives, Elementary Secondary Education, Foreign Countries

Palmer, Deborah K.; Garcia, Eugene E. (2000). Voices from the Field: Bilingual Educators Speak Candidly about Proposition 227, Bilingual Research Journal. Reactions of 30 bilingual teachers and 20 administrators to implementation of Proposition 227 match those of educators throughout California. Teachers worry about the erosion of primary language programs, the imposition of English-only standardized testing, and the lack of clear leadership on policy implementation. Administrator concerns include policy interpretation, accountability, and communication with parents and community. Descriptors: Administrator Attitudes, Bilingual Education, Educational Change, Elementary Education

Gandara, Patricia (2000). In the Aftermath of the Storm: English Learners in the Post-227 Era, Bilingual Research Journal. Numerous simultaneous educational reforms and limited data prevent drawing conclusions about the independent effects of California's Proposition 227, a 2-year-old English Only initiative. Achievement scores show little benefit for English learners. Observational data indicate that implementation of high stakes testing has encouraged teaching that rewards rote learning and undermines long-term success of limited English learners. Descriptors: Bilingual Education, Bilingual Teachers, Educational Change, Elementary Education

Garcia, Eugene E.; Curry-Rodriguez, Julia E. (2000). The Education of Limited English Proficient Students in California Schools: An Assessment of the Influence of Proposition 227 in Selected Districts and Schools, Bilingual Research Journal. A study of 8 California school districts immediately following passage of Proposition 227, and another study of 39 districts a year later interviewed personnel, principals, and teachers about implementation of the English Only initiative. Specific implementation strategies reflected schools' previous programmatic efforts for limited English proficient students, who showed no marked differential achievement gains on standardized tests. (Contains 26 references.) Descriptors: Academic Achievement, Bilingual Education, Bilingual Teachers, Educational Change

Snow, Marguerite Ann, Ed. (2000). Implementing the ESL Standards for Pre-K-12 Students through Teacher Education. Written by English-as-a-Second-Language (ESL) teachers and teacher educators who played key roles in the Teachers of English to Speakers of Other Languages' (TESOL) Standards and Assessment Project, this book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL and content area teachers. Faculty and providers of technical assistance to school districts will also find this volume useful for in-service teacher development. Chapter titles include the following: "Incorporating ESL Standards into Teacher Education: Ideas for Teacher Educators" (Nancy Cloud); "Changing Populations, Changing Needs in Teacher Preparation" (Natalie Kuhlman, Denise E. Murray); "A History of the ESL Standards for Pre-K-12 Students" (Emily L. Gomez); "Developments in Second Language Acquisition Research and Theory: From Structuralism to Social Participation" (Bridget Fitzgerald Gersten, Sarah Hudelson); "Using the ESL Standards for Curriculum Development" (Deborah J. Short); "Changing Paradigms for Assessment" (Anne Katz); "Standards-Based, Large-Scale Assessment of ESOL Students" (Margo Gottlieb); "Using Standards for Classroom-Based Assessment" (Margaret E. Malone); and "Disseminating the ESL Standards" (Else V. Hamayan). (Contains an extensive list of references.) Descriptors: Academic Standards, Bilingual Education Programs, Classroom Techniques, Competency Based Education

Brunn, Michael (2000). Migrant Children in the Rural Midwest: A Collaboration of Teachers and Administrators To Reform School Programs. Within a 3-year period, a rural Midwestern school district's Hispanic student population increased from 3 to over 180 due to the hiring of migrant workers by a local meat packing plant. A qualitative study using interviews and classroom observations examined the processes through which 23 teachers and 5 administrators in this school district formulated an effective instructional program for recently arrived Spanish-speaking students. Input was sought from teachers, the Hispanic parents, and the Hispanic students. The change process consisted of three phases. The Program-Exploring Phase established a common base of understanding among the three stakeholder groups about effective bilingual programs. In the Consensus-Building Phase, a steering committee of representative stakeholders drew on the discussions of the first phase to develop a Statement of Principles and Beliefs (SPB). During the "Response and Ratification Phase," the SPB was sent back to stakeholders for their responses and was eventually presented to the school board for ratification. Shifts in the perspectives of teachers and administrators were reported. Their belief systems were affected by the reform effort according to their willingness to change. By using a process that included all stakeholder perspectives and involved teachers and administrators sharing responsibility as colleagues, an effective instructional program was created that facilitated the academic achievement and social integration of the new students. (Contains 16 references.)   [More]  Descriptors: Bilingual Education, Curriculum Development, Educational Change, Educational Cooperation

Dixon, Carol; Green, Judith; Yeager, Beth; Baker, Doug; Franquiz, Maria (2000). "I Used To Know That": What Happens When Reform Gets through the Classroom Door, Bilingual Research Journal. An ethnographic study in two California school districts examines how court cases, federal and state legislation, local and state school board decisions, election results, and national reports interacted to constrain students' confidence to function at a particular level in English and the learning opportunities that a bilingual teacher could provide to linguistically diverse students. (Contains 23 references.) Descriptors: Bilingual Education, Case Studies, Discriminatory Legislation, Educational Change

Maxwell-Jolly, Julie (2000). Factors Influencing Implementation of Mandated Policy Change: Proposition 227 in Seven Northern California School Districts, Bilingual Research Journal. Personnel at seven Northern California school districts were interviewed concerning implementation of Proposition 227. The disposition of district staff toward primary-language instruction and community attitudes influenced district policy; district decisions largely determined school policy; change occurred at all sites and was most evident in classrooms; and Proposition 227 contributed to varied policy implementation and program inconsistency. Descriptors: Administrator Attitudes, Bilingual Education, Community Attitudes, Educational Change

Southwest Educational Development Lab., Austin, TX. (2000). Report on the Binational Conference: In Search of a Border Pedagogy (4th, El Paso, Texas and Ciudad Juarez, Mexico, January 1999). This report contains a synopsis of the binational conference and features brief summaries of all the papers presented at the conference. Over 350 educators, community leaders, and researchers were brought together to discuss the educational extremes found along the border between the United States and Mexico and to investigate instructional approaches that address the unique characteristics of this region. The following questions helped to shape the scope and content of the conference: What is the current condition of bilingualism, particularly in the United States? How can educators break the cycle of low performance in border schools? How can teachers and administrators reinvent school norms, structures, and culture so that there is respect for linguistic and cultural differences? The conference was sponsored by the Center for Research on the Education of Students Placed at Risk, the Texas Teacher Recruitment, Retention, and Assistance Project at Johns Hopkins University, and the Southwest Educational Development Laboratory. The summaries are organized into the following categories: the status of education for English language learners in the United States; theoretical concerns influencing border pedagogy; calls for changes in policy or practice; studies of effective programs and practices; and professional development issues. An appendix provides a list of presenters and presentations cited.   [More]  Descriptors: Adult Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

Orfield, Gary; Kahlenberg, Richard D.; Gordon, Edmund W.; Genesee, Fred; Slocumb, Paul D.; Payne, Ruby K. (2000). The New Diversity, Principal. In this special section, various authors (in separate articles) discuss the new face of school segregation; socioeconomic integration–a plan to mix poor and middle-class students; and ways to bridge the minority achievement gap, teach linguistically diverse students, and identify and nurture the gifted poor. Descriptors: Academic Achievement, Bilingual Education, De Facto Segregation, Diversity (Student)

Hones, Donald F. (2000). In Quest of Freedom: Towards Critical Pedagogy in the Education of Bilingual Youth. This paper seeks to build on the growing body of literature demonstrating the value of a dialogical process in second language learning, especially in work with students who are not part of the dominant cultural or linguistic group. It identifies and describes the ways in which bilingual secondary students engaged in dialogical processes begin to challenge the power relationships within their schools and communities, and explores the role of dialogic pedagogy in transforming the work of teachers. Three principle research questions are addressed: (1) In what ways can a critical, dialogic process come into being in the lives of students and teachers, and how does this affect their lives in and out of school? (2) What can be the role of a university teacher education program in fostering such a dialogic process? (3) What part can a critical, dialogic pedagogy play in supporting the academic achievement of bilingual students, particularly those at the secondary level? It is concluded that dialogic pedagogy in which students' linguistic and cultural understandings are sources of knowledge and bridges to the curriculum will benefit bilingual students academically and socially. Bilingual students become more interested in the academic content of school and more motivated to master the linguistic tools that will allow them a full participation in society. (Contains 56 references and 4 appendices.)   [More]  Descriptors: Action Research, Bilingual Education Programs, Dialogs (Language), English (Second Language)

Stritikus, Tom; Garcia, Eugene E. (2000). Education of Limited English Proficient Students in California Schools: An Assessment of the Influence of Proposition 227 on Selected Teachers and Classrooms, Bilingual Research Journal. Interviews with 32 teachers in 8 California school districts examined how teachers responded to Proposition 227. Three teacher reactions were identified: outward defiance, clarification of pedagogical purpose, and anxiety in the face of change. Key factors in these reactions were teacher ideology and experiences and the course of implementation taken by their districts and schools. Descriptors: Bilingual Education, Educational Change, Elementary Secondary Education, English (Second Language)

Gonzalez, Rosa Maria (2000). Bilingual/ESL Programs Evaluation Report, 1998-99. This data-rich report provides a detailed analysis of the performance of K-12 limited-English-proficient (LEP) students in bilingual and English-as-a-Second-Language (ESL) programs in public schools in Austin, Texas. Results are generally mixed. The report begins with an executive summary of major findings. Following are six sections covering various aspects of the process of evaluation: "Bilingual/ESL Programs: Evaluation 1998-99" covers the evaluation mandate, plan, overview, and program overview and transfers; "Description of LEP Population in AISD (Austin Independent School District)" details the ethnicity, languages spoken, language dominance, demographics, and growth in the AISD student population; "Findings–Academic Progress" provides test scores for various standardized tests including the Iowa Test of Basic Skills, Texas Test of Academic Skills (English and Spanish), English proficiency, and the number of exits; "Alternative Language Program Bilingual/ESL Professional Staff Development" details the staff training activities including the scope, distribution, and results; "Longitudinal Studies" provides a variety of longitudinal measurements of student performance; and the "Emergency Immigrant Education Program" is described. Thirty-five tables and 14 figures are included.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Hispanic Americans

Schirling, Elsa; Contreras, Frances; Ayala, Carlos (2000). Proposition 227: Tales from the Schoolhouse, Bilingual Research Journal. Interviews with parents, teachers, and administrators of a California Bay Area elementary school explored the impact of Proposition 227 on parent involvement, student achievement, classroom instruction, and student and teacher emotions. Data indicate that an overemphasis on language of instruction overshadowed other critical issues such as prepared teachers, access to grade-level content, and appropriate instructional materials. Descriptors: Academic Achievement, Bilingual Education, Case Studies, Classroom Environment

Martinez, Rebecca Blum (2000). Languages and Tribal Sovereignty: Whose Language Is It Anyway?, Theory into Practice. Argues that the ways in which other languages, such as Spanish, have been dealt with in the schools, particularly in bilingual programs, should not be applied to Pueblo languages. Pueblo culture, history, and politics have evolved a different way of thinking about language and require different educational solutions. Partnerships between Pueblo communities and schools must be founded on mutual respect. Descriptors: American Indians, Bilingual Education, Cultural Awareness, Cultural Influences

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