This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington National Association for the Education of Young Children, Stephen M. Nover, Kathleen Vail, Colette Dubuisson, Kathee M. Christensen, Astrid Vercaingne-Menard, Lorie Hammond, Gail McEachron, Lorenzo A. Trujillo, and Hong Xiao.
(1981). Enhancement of Self-Concept and Academic Achievement through Ethnic Dance. Sixty students in San Francisco's Mission High School were divided into treatment (30 students) and control (30 students) groups to examine the relationship of participation in a Hispanic Ethnic Dance Curriculum to various aspects of behavior and to gain in knowledge of specific aspects of Hispanic culture. Students were administered the Tennessee Self-Concept Scale, Folklorico Culture Quiz, and a general questionnaire. Tests and questions were presented in written and audio form via a tape recording. The treatment group then participated in a 6-week Hispanic Ethnic Dance Curriculum, which emphasized Hispanic dance and ethnology. Clinical observations were made of the students' in-class attitudes and cooperation, and their verbal statements and responses. During the same 6-week period, the control group participated in a modern creative dance course. At the end of the 6 weeks, both groups were administered the same pre-tests. Analysis of variance via regression established the importance of the relationships between: profile and self-concept, profile and the cognitive measure, ethnic group and self-concept, and ethnic group and cognitive measure. Variables analyzed were profile, ethnic group membership, total self-concept score, and Folklorico Culture Quiz scores. Enhancement of the self-concept, positive observable behavior, and cognitive growth occurred in the treatment group at significant levels. [More] Descriptors: Academic Achievement, Attitude Change, Behavior Change, Cognitive Development
(1998). A New Pathway for Advanced Learning: A Bilingual School Adopts the Advanced International Certificate of Education, International Schools Journal. Describes the experiences of St. Hilda's College, a bilingual school in Buenos Aires, in introducing the new set of pre-university examinations offered by the University of Cambridge Local Examinations Syndicate to replace the outmoded "A" level examination scheme. The Advanced International Certificate of Education curriculum should interest British-style international schools serving diverse student populations. Descriptors: Bilingual Education, College Entrance Examinations, Cultural Pluralism, Curriculum
(1998). Authenticity and Unification in Quechua Language Planning, Language, Culture and Curriculum. Examines the potentially problematic tension between the goals of authenticity and unification in Quechua-language planning. One case study examines the orthographic debate that arose in Peru, and the second case study concerns two indigenous communities in Saraguro in the Southern Ecuadorian highlands where Spanish predominates but two Quichua varieties co-exist. Descriptors: Bilingual Education, Case Studies, Foreign Countries, Indigenous Populations
(1998). Multilingual Programs in England, Wales, and the United States, School Field. An examination of the National Curriculum in England and Wales illustrates the possibilities for implementing a U.S. program that maintains two languages. A better approach is to require proficiency in two languages as part of a core curriculum. Second-language ability would become a strength, not a liability. (33 references) Descriptors: Bilingual Education Programs, British National Curriculum, Case Studies, Comparative Education
(1998). Mexican-American Bilingual Students' Metacognitive Reading Strategies: What's Transferred, Unique, Problematic?, National Reading Conference Yearbook. Compares the types of metacognitive reading strategies and comprehension problems that four Mexican-American, fourth-grade bilingual students demonstrated while reading expository and narrative texts in English and Spanish. Finds students successfully using code-mixing, code-switching, and paraphrased translating to enhance their comprehension. Identifies general comprehension problems and those that were particular to a genre or to a language. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Grade 4
(1998). Development of ASL and English Competence for Learners Who Are Deaf, Topics in Language Disorders. Suggests the need for a new profession called sign pathology to help deaf children who experience difficulty in acquiring a signed language. It offers a framework for the development of professional sign language pathologists, while differentiating between disorders related to signed language acquisition and bilingual language pedagogy for deaf learners. Descriptors: American Sign Language, Bilingual Education, Deafness, Language Impairments
(1998). New Program Builds Bridges for Hearing Impaired, American Language Review. Describes a new approach to teaching English-as-a-Second-Language to New Mexico elementary school students who have hearing impairments and whose dominant language is American Sign Language (ASL). These students must first acquire ASL as a bridge to learning English. Then, using the bilingual approach, they are able to focus on English literacy. Descriptors: Bilingual Education, Deafness, Elementary Education, English (Second Language)
(1998). The Diversity Dilemma, American School Board Journal. As suburban and rural school districts' student populations diversify, they are beginning to compete with urban districts in recruiting the elusive minority teacher. In 1993-94, minority teachers comprised only 9% of the U.S. teaching force. High-immigration states need bilingual teachers. This sidebar contains an annotated directory of nine minority teacher recruitment resources. Descriptors: Bilingual Education, Diversity (Faculty), Diversity (Student), Elementary Secondary Education
(1998). Two Languages, One Goal: Literacy Learning in Deaf Students, CAEDHH Journal/La Revue ACESM. A study involving three elementary students attending a bilingual-bicultural program for students with deafness found that successful strategies, such as using American Sign Language as the language of instruction, balancing direct and indirect teaching, making translation conceptual rather than literal, and using multimodal information, contributed to literacy learning. (Contains references.) Descriptors: American Sign Language, Biculturalism, Bilingual Education Programs, Deafness
(1998). Educating Deaf Children Bilingually in Montreal: A New Project, CAEDHH Journal/La Revue ACESM. This article describes the key features of a Montreal bilingual program for children with deafness. The underpinnings of the program are outlined and then special attention is given to the considerations for the use of Quebec Sign Language and French as it relates to developing literacy in children with deafness. (Contains references.) Descriptors: Bilingual Education Programs, Children, Deafness, Foreign Countries
(1998). Minority Languages in Dehong, China: Policy and Reality, Journal of Multilingual and Multicultural Development. Investigates the language situation in Dehong Dai and Jingpo Prefecture in China's Hunan province. By examining language use in certain domains of public life (public signs, radio and television broadcasting, publishing, and education) certain discrepancies between government policies for minority languages and realities of everyday use of the minority languages are revealed. Descriptors: Bilingual Education, Diglossia, Elementary Secondary Education, Foreign Countries
(1998). Historical and Contemporary Policies of Indigenous Education in Mexico, Cultural Survival Quarterly. Historically, Mexican education for indigenous children has reinforced linguistic ethnocide and assimilation in inefficient schools of low educational quality. Assimilationist policies generated interethnic, political, and economic conflicts. Recent constitutional changes resulted in minimal changes nationally, but a recent Oaxacan law protects and stimulates indigenous education, and some other states have examples of indigenous-designed models for education. Descriptors: Acculturation, American Indian Education, Bilingual Education, Culture Conflict
(1998). Developing the Young Bilingual Learner. [Videotape]. Today, many children enter early childhood programs with home languages other than English. This videotape explores the importance of supporting children's home language, while helping them learn English, and gives strategies for helping children become bilingual learners. The 21-minute video provides a rationale for developing both languages, focusing on the impact of young children losing proficiency in their home language for family relationships. The optimal time for introducing English to young children is described as a parental decision. The video presents several strategies for helping children become bilingual learners, including using a content-based curriculum, developing close parent-school relationships, and having the home language present in the school through parents or volunteers. Descriptors: Bilingual Education, Day Care, Early Childhood Education, Educational Practices
(1998). Family Gardens and Solar Ovens: Making Science Education Accessible to Culturally and Linguistically Diverse Students, Multicultural Education. Describes the Bilingual Integrated Curriculum Project (BICOMP), an approach to multicultural science education that uses activities that minority communities are familiar with and feel comfortable with as the basis for teaching English and grade-level concepts as parents share traditional knowledge and primary language skills. Examples illustrate the sheltered constructivist approach of BICOMP. Descriptors: Bilingual Education, Constructivism (Learning), English (Second Language), Language Minorities
(2007). Miami-Dade County Public Schools Statistical Abstract 2006-2007. The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2006-07. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This "Statistical Abstract 2006-07" is intended to serve as a companion document to the "District and School Profiles, 2006-07". While the "District and School Profiles" provides statistical information describing some of the more important characteristics of individual schools in the Miami-Dade County public school system, this document provides a districtwide overview. [For the 2005-2006 edition of this report, see ED536322.] [More] Descriptors: Academic Achievement, Profiles, Public Schools, Public Education