Bibliography: Bilingual Education (page 582 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Edmonton. Direction de l'education francaise. Alberta Learning, David R. Chambers, Gerd Brauer, Tomi D. Berney, Dixie Masak Dayo, Joseph Lo Bianco, Rosie Wickert, Dawn Sheveland, Margarita Calderon, and Marbella Barrera.

Kraus, Rebecca S.; Chambers, David R. (2001). A Bridge to One America: The Civil Rights Performance of the Clinton Administration. This report assesses the civil rights record of Bill Clinton's presidential administration, examining progress made in federal civil rights law enforcement and policy development. Four sections include: (1) "Introduction: The Clinton Presidency in Perspective" (the civil rights landscape and continuing relevance of the fight for civil rights); (2) "Background: A Decade of Turmoil and Change" (key civil rights laws, judicial decisions, and agency enforcement in the 1990s; growing racial and ethnic tensions during Clinton's administration; socioeconomic disparities in the 1990s; and demographic change in the 1990s and beyond); (3) "An Evaluation of President Clinton's Civil Rights Record, 1993-2001" (significant civil rights issues of the Clinton administration, including diversity in the federal government, environmental justice, fair housing, equal educational opportunity, equal access to health care, the impact of welfare reform on women and minorities, and voting rights); and (4) "Lessons Learned." Overall, the Clinton administration transformed federal civil rights enforcement and policy efforts in many important ways but ultimately failed to develop or execute effective policies in several key areas relating to civil rights enforcement. Three appendixes present a civil rights timeline, 1990-00; executive orders relating to civil rights, 1994-00; and Clinton's recommendations for building one America.   [More]  Descriptors: Access to Health Care, Affirmative Action, American Indians, Bilingual Education

Slavin, Robert E., Ed.; Calderon, Margarita, Ed. (2001). Effective Programs for Latino Students. This collection of papers presents the current state of research on effective instructional programs for Hispanic American students. The 10 chapters are: (1) "Effective Programs for Latino Students in Elementary and Middle Schools" (Olatokunbo S. Fashola, Robert E. Slavin, Margarita Calderon, and Richard Duran); (2) "Effective Dropout Prevention and College Attendance Programs for Latino Students" (Olatokunbo S. Fashola and Robert E. Slavin); (3) "Effective Elementary, Middle, and High School Programs for Latino Youth" (Anne Turnbaugh Lockwood); (4) A Two-Way Bilingual Program: Promise, Practice, and Precautions" (Margarita Calderon and Argelia Carreon); (5) "Improving Literacy Achievement for English Learners in Transitional Bilingual Programs" (William M. Saunders); (6)"Effects of Bilingual and English-as-a-Second-Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English" (Robert E. Slavin and Nancy Madden); (7) "Ethnographic Studies of Exito Para Todos" (Patricia L. Prado-Olmos and Judith Marquez); (8) "Curricula and Methodologies Used To Teach Spanish-Speaking Limited English Proficient Students To Read English" (Margarita Calderon); (9) "The Factors That Place Latino Children and Youth at Risk of Educational Failure" (Gilbert Narro Garcia); and (10) "An Overview of the Educational Models Used To Explain the Academic Achievement of Latino Students: Implications for Research and Policies Into the New Millennium" (Martha Montero-Sieburth with Michael Christian Batt). (Papers contain references.) Descriptors: Academic Achievement, Bilingual Education, Curriculum, Diversity (Student)

Yang, Hua; Murray, Wayne (2001). Graduation Requirements and Course Taking Patterns of LEP Students: How State and Local Regulations Affect Secondary LEP Students' Transition to the Mainstream Program. The rapid increase in the number of limited-English- proficient (LEP) students in U.S. schools is due not only to immigration, but also to the inability of LEP students in existing bilingual and English-as-a-Second-Language programs to meet the criteria for entering the mainstream classroom. In the Dallas public schools, nearly half of all LEP students have been in such programs more than 7 years, due to an average annual exit rate of under 10%. The majority of these students were born in the United States. Data also indicate that staying in the LEP program does not help improve academic scores. This study concludes that the new policy of raising requirements for high school graduation and aligning ESL courses to English courses to encourage districts to integrate the ESL program with the mainstream education program is the most effective means for mainstreaming LEP students. There are four reasons for this including the following: (1) It is more directly linked to instruction and course offerings and therefore has a direct impact on teaching; (2) By breaking barriers between the LEP program and the rest of the school, it improves the educational opportunities for LEP students; (3) It increases opportunities by breaking the tracking system; and (4) Integrating LEP makes the education of LEP students a whole school issue. Seven implementation challenges and suggestions to overcome them are provided.   [More]  Descriptors: Bilingual Education Programs, Board of Education Policy, English (Second Language), Graduation Requirements

Cichon, Donald J.; And Others (1990). Industry-Based Bilingual Vocational Training. A Review of Related Literature. Drawing upon published research, reports, and critical analyses, this paper examines the major issues involved in helping private business and industry face the challenge of effectively training limited-English-proficient (LEP) employees. The literature review is part of a larger project that is developing nine demonstration private industry/education partnership programs in industry-based bilingual vocational training and a handbook to help start other industry-based programs. Material reviewed in the paper is limited to that answering the general question, "What do we need to know to provide the best assistance and to develop a handbook?" The paper examines six major topics, drawn from a preliminary analysis of the existing literature as it reflects the project's anticipated needs: (1) workplace literacy and its relationship to bilingual vocational training; (2) job-related language skill training needs of LEP employees; (3) cross-cultural communication needs in the workplace; (4) successful workplace training program models for LEP adults; (5) components of successful public/private partnerships; and (6) economic costs and benefits to industry in providing such training. (Includes a 10-page bibliography.)   [More]  Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Bilingual Education Programs

Mesthrie, Rajend, Ed. (2001). Concise Encyclopedia of Sociolinguistics. This book provides comprehensive information on all aspects of sociolinguistics. It includes 285 articles, of which 80 are short biographical entries. Fifty of the biographies and 42 other articles are entirely new, while the remaining entries are revised and updated from the "Encyclopedia of Language and Linguistics." The book provides access to important concepts in adjacent disciplines (e.g., role theory or social class from sociology). It also gives an account of methods and approaches taken by scholars in different branches of the discipline and a sense of sociolinguistics as a profession by reference to its key journals, societies, and conferences and by including brief portraits of its leading practitioners. The book's 10 sections include articles on the following: (1)"Foundations of Society and Language"; (2) "Language and Interaction"; (3) "Language Variation: Style, Situation, Function"; (4) "Language Variation and Change: Dialects and Social Groups"; (5) "Language Contact"; (6) "Language, Power and Inequality"; (7) "Language Planning, Policy, Practice"; (8) "Language and Education"; (9) "Methods in Sociolinguistics"; and (10) "The Profession." Includes: Alphabetical List of Articles; List of Contributors; Name Index; and Subject Index. Descriptors: Anthropological Linguistics, Bilingual Education, Bilingualism, Communication Skills

McLaughlin, Daniel (1995). Strategies for Enabling Bilingual Program Development in American Indian Schools, Bilingual Research Journal. Using comparative data from two Navajo community-school contexts, this article details the conditions within these and similar contexts that enable schools to authentically use and validate the local language. Six social engineering strategies are presented as a means to build dual-language programs. (seven references) Descriptors: American Indian Education, Bilingual Education, Bilingual Education Programs, Comparative Analysis

Sheveland, Dawn (1996). The Effects of a Classroom Trade Book Collection on Middle School ESL 5/6 Students. A study investigated the effects of having a classroom book collection on the reading comprehension, reading attitudes, and reading habits (quantity and type of books read) of 54 students of English as a second language in two middle school classes in southern California, grades 5 and 6. Approximately half of each class had access to a collection of trade books within the classroom; the other half relied on books from the school library, to which regular class trips were made. Students recorded their voluntary reading in folders in the classroom, and voluntary reading groups were stratified and changes measured based on this record. Students were administered a reading attitudes survey, and a guided written story retelling as a measure of reading comprehension. The classroom trade book intervention took place over 12 weeks, and attitude and comprehension measures were re-administered. Although the cooperating teacher did not follow through on a number of elements in the experiment, including proper recording of voluntary reading and modeling of reading for pleasure, five students in the intervention group persisted in recording their reading habits. All read in series; one read 78 books. The intervention group had significantly higher comprehension scores, although all scores remained low. Contains 31 reference.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Classroom Environment, Classroom Techniques

Lo Bianco, Joseph, Ed.; Wickert, Rosie, Ed. (2001). Australian Policy Activism in Language and Literacy. This book presents the dynamics of language and literacy policy activism in Australia. The introduction is "Activists and Policy" (LoBianco, Wickert). Part 1, "From Policy to Anti-Policy" (LoBianco), sets a frame and overarching context of the pattern of Australian language and literacy policy. Part 2 contains accounts of how policy activists learned to become more effective in influence and text production, including "Australia's Language" (Brock); "Politics, Activism, and Processes of Policy Production" (Wickert); and "Although It Wasn't Broken, It Certainly Was Fixed" (Moore). Part 3 explores different approaches to understanding how policy problems and solutions are constituted in particular kinds of ways with an intention to generate desired solutions. Included are"Advocating the Sustainability of Linguistic Diversity" (Singh); "Cost of Literacy for Some" (Taylor); and "(E)merging Discourses at Work" (Castleton). Part 4 concerns what happens in different contexts as an application of the wider principles. The papers are "Melody Changes but the Dance Goes on" (McHugh et al.); "Sleight of Hand" (Falk); "National Literacy Benchmarks and the Outstreaming of English as a Second Language (ESL) Learners" (McKay); "Open for Business" (Kell); "Inventiveness and Regression" (Ozolins); "Deafness and Sign Language in Government Policy Documents 1983-90" (Power); "Imprisoned by a Landmark Narrative?" (Childs); "Ideologies, Languages, Policies" (Scarino, Papdemetre); and "Reconciled to What?" (Nicholls). Part 5 is "Sing Out That Song" (Frawley), a paper that explores the concept of print literacy as being socially and culturally driven and its positioning as a variable social technology in the context of an Aboriginal community. Appendixes include abbreviations and 620 references.   [More]  Descriptors: Activism, Adult Basic Education, Adult Educators, Adult Literacy

Landurand, Patricia M.; Pytowska, Eva (1981). The Institute for Change. The "Institute for Change," a proposed modular training project to improve the quality of educational services to linguistic minorities in special education, was pilot tested with 12 college trainees. Nine modules were delivered in 60 hours of training, with individual training plans developed (samples are included). The project forms the basis of a 3 year effort to train college faculty in understanding bilingual/bicultural issues in special education. The 3 year institute involves modular training, a local school and college practicum, and an integrating seminar. Descriptors: Bilingual Education, Bilingual Special Education, College Faculty, Cultural Differences

Berney, Tomi D.; Barrera, Marbella (1989). Students Upgrading Mathematical Achievement Project SUMA–1989. Evaluation Section Report. Students Upgrading Mathematical Achievement (SUMA) is a part of the Bilingual Mathematics and Science Achievement project for Spanish-speaking Limited English Proficient (LEP) students. Its objective is to provide both remedial tutoring to students lacking mathematics skills and enrichment to students who are potentially gifted in mathematics. Sixty-two high school students were student-tutors to 513 elementary and junior high school LEP students in eight schools in two school districts. A licensed teacher acted as advisor for every five student-tutors. Tutors' attitudes about the program were positive. Project personnel and school staff indicated that tutors had developed a sense of responsibility, commitment, and self-confidence. Based on the findings, two recommendations were made: (1) develop an evaluation design which ensures that similar instruments and procedures are used throughout the program; and (2) follow students to assess retention of mathematics skills acquired in the program. The appendices include a table illustrating program evaluation results.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Elementary Education

Khazindar-Vinh, Nahid (1985). Directory of Assessment Instruments for Limited-English Proficient Children. Compiled for educators who evaluate limited-English proficient (LEP) students, this directory lists over 200 tests available in 19 languages in addition to English. Tests are listed alphabetically by language, with a description that provides the name of the instrument, area tested, purpose of the test, grade or age level for which the test is intended, publisher, copyright date, price, administration time, and institutions that can supply copies of the test. Areas of assessment and the number of tests listed for each are as follows: adaptive behavior (1), aptitude (4), articulation (4), achievement (14), attitude (10), auditory processing (3), basic concepts (1), developmental stage (1), intelligence (37), language (97), mathematics (4), personality (3), readiness skills (7), reading and writing (18), and vocational proficiency (10). There are 101 tests in Spanish, 22 in French, 17 in Chinese, 13 in Portuguese, and 12 in Italian. From one to four tests are listed for Armenian, Cambodian, Creole, Danish, Dutch, German, Hebrew, Ilokano, Japanese, Korean, Laotian, Samoan, Tagalog, and Vietnamese. The 17 tests listed in English include language dominance tests and achievement and aptitude tests intended for bilingual and/or multicultural groups. Tests are cross-referenced by title and area of assessment. Descriptors: Achievement Tests, Culture Fair Tests, Educational Diagnosis, Educational Testing

Dayo, Dixie Masak, Ed. (2001). Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2001, Sharing Our Pathways. This document contains the five issues of "Sharing Our Pathways" published in 2001. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education–particularly science education–more culturally relevant to Alaska Native students. Articles include "Research and Indigenous Peoples" (Nakutluk Virginia Ned); "Multicultural Education: Partners in Learning, Yugtun Qaneryararput Arcaqertuq" (Theresa Arevgaq John); "AKRSI Holds Forum on Culturally Responsive Curriculum" (Frank Hill, Oscar Kawagley, Ray Barnhardt); "Our Clothing, Our Culture, Our Identity: Keynote Address to the Arctic Clothing Conference" (Veronica Dewar); "Camping on the Tanana River" (Claudette Bradley); "Integrating Elders in Northern School Programs" (Cathy McGregor); and "Documenting Indigenous Knowledge and Languages: Research Planning & Protocol" (Beth Leonard). Issues also describe conferences and professional development opportunities for Alaska teachers; successful practices in Alaska's five "cultural regions" (Athabascan, Yup'ik, Southeast, Alutiiq, and Inupiaq regions); winners of student science fairs; guidelines for strengthening indigenous languages, nurturing culturally healthy youth, preparing culturally responsive teachers, and making public libraries more culturally responsive; and undergraduate and graduate programs emphasizing indigenous knowledge. AKRSI regional contact information is included.   [More]  Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indian Languages

Alberta Learning, Edmonton. Direction de l'education francaise. (2001). Teaching English Language Arts to Francophone Students, Grades 3 to 9: A Guide to Transfers and Interference. This guide provides an extensive but not conclusive list of points of transfer and interference between the French and English languages. It is designed to help English language arts teachers of Francophone students understand that French language skills can be usefully transferred to English. Apart from a brief introduction, this document consists of a chart, providing a fairly detailed list of points of interference and transfer between French and English and appendices on strategies. The first column of this chart identifies the language concept that may result in interference. The second column presents three types of information: the problem, which offers an explanation of what the student is doing incorrectly; the source, which offers an explanation of how the students' knowledge of French causes this error; and the strategy, which suggests how to correct the problem. The chart has sections on consonants, vowels, controlled vowels, diphthongs, long-vowel letter combinations, digraphs, blends, word endings, contractions, possessive nouns, punctuation, double letters, figures of speech, and parts of speech. There are also four appendices: "Tag Word Strategy"; "Silent 'e' Lesson"; "Spelling Strategy"; and "Proofreading Strategy."   [More]  Descriptors: Bilingual Education Programs, Code Switching (Language), Elementary Secondary Education, English (Second Language)

Lawrence, Gary S.; Oja, Anne R. (1980). The Use of General Collections at the University of California: A Study of Unrecorded Use, At-the-Shelf Discovery, and Immediacy of Need for Materials at the Davis and Santa Cruz Campus Libraries. Final Report. Research Report RR-80-1. Use studies were conducted at the main libraries and science branches at the Davis and Santa Cruz campuses of the University of California to gather data for use in the detailed planning for establishing regional compact shelving facilities for infrequently circulated library material. Analysis of preliminary data on the three areas examined–unrecorded use, browsing, and immediacy of need–suggest that (1) collection usage may be six times greater than indicated by circulation statistics; (2) unrecorded use is not synonymous with at-the-shelf discovery; (3) differences exist in recorded and unrecorded use rates between broad categories of materials; (4) techniques are available for recording use of materials consulted in the library and reshelved by library staff; (5) some library users are aware of differences in the immediacy of their needs; and (6) further investigation of browsing and/or immediacy of needs is unwarranted at this time. This report provides an executive summary as well as a detailed description of the methodology and findings in each study area. Appendices include reports on a questionnaire response rate experiment and a regression analysis of the relationship between circulated and unrecorded use, a glossary, and a list of 27 references.   [More]  Descriptors: Academic Libraries, Higher Education, Library Administration, Library Circulation

Brauer, Gerd, Ed. (2001). Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2. This second volume in the series "Advances in Foreign and Second Language Pedagogy" is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the secondary level. Fifteen authors for the United States, Australia, and Germany contribute articles on issues such as the political agenda of institutions of higher education, artistic and aesthetic practice, language across the curriculum, service learning, adult education, intercultural awareness through electronic media, extra-curricular consultation, and language learning outreach. These pedagogical issues are related to teaching Portuguese, Spanish, Russian, Japanese, French, German, and English as a second or foreign language. The book is divided into four parts (Learner Motivation, Classroom Environments, Relationships for Learning, and Preparing the Future of Language Education) and 15 chapters. Author and subject indices are included. (References appear at the end of each chapter) Descriptors: Adult Education, Audiovisual Instruction, Bilingual Education, Classroom Environment

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