This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Francesco Cordasco, Jerry Bachman, Laurie R. Weaver, Thomas D. Yawkey, Martha W. Young, John H. Schumann, Carolyn M. Shields, Toni Griego Jones, Patricia Beaton, and Guadalupe Valdes.
(1994). Serving Children with Limited English Proficiency in the Schools: A National Survey, Language, Speech, and Hearing Services in Schools. A national survey of public school speech/language clinicians (n=1,145) assessed clinicians' services to limited English-proficient (LEP) children. Findings included 90% did not speak a second language, 76% had no previous coursework addressing LEP children, and Hispanics were the most commonly served. Descriptors: Bilingual Education, Elementary Secondary Education, Limited English Speaking, National Surveys
(1994). Stimulating Writing in ESL/Bilingual Classrooms, Journal of Educational Issues of Language Minority Students. The use of writing as a process to create a positive learning environment in English-as-a-Second-Language and bilingual classrooms is described from a variety of phases: interviews, prewriting, first draft writing, responding, revising, final draft writing, and publishing. (Contains 11 references.) Descriptors: Bilingual Education, Classroom Techniques, English (Second Language), Language Acquisition
(1991). Rethinking Programs for Language Minority Students, Journal of Educational Issues of Language Minority Students. The implementation of bilingual and English-as-a-Second-Language programs in public schools was examined as part of a larger study on school district personnel's perceptions of change and roles played in change efforts within school systems. Results suggest a need for more sophisticated knowledge of program implementation techniques. (10 references) Descriptors: Bilingual Education, Change Agents, Change Strategies, Educational Change
(1997). Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students, Harvard Educational Review. School failure of Spanish-speaking Mexican-origin children is complex and not attributable to language factors alone. Although dual-language immersion has promise, educators must consider possible negative effects, quality of instruction in minority languages, effects on intergroup relations, and issues of language and power. Descriptors: Academic Failure, Bilingual Education, Immersion Programs, Instructional Effectiveness
(1974). Techniques for Analyzing Second Language Acquistion Data –A Report from the 1974 TESOL Convention, TESOL Quarterly. This paper summarizes the presentations given at the 1974 TESOL Convention, and includes discussion of second language learning universals, statistical techniques for analyzing morphemes, data collection techniques and tests of hypotheses about the nature of the second language learning process. Descriptors: Bilingual Education, Conference Reports, Data Collection, Discourse Analysis
(1997). Complexities and Paradoxes of Community: Toward a More Useful Conceptualization of Community, Educational Administration Quarterly. Uses data from a longitudinal, ethnographic study of two predominantly Navajo schools to reexamine the concept of community. Explores issues of bilingualism, diverse community goals and attitudes, cultural understandings, and conflicting values embedded within the schools' social and educational contexts. Conceiving the school as a moral community, community of difference, and community of dialog will aid educators' efforts elsewhere. (54 references) Descriptors: Bilingual Education, Community, Cultural Differences, Educational Attitudes
(1994). The Many Approaches to Multicultural Education, Momentum. Describes and evaluates different approaches for implementing multicultural education programs, including assimilating foreign and minority students into the dominant culture, emphasizing intergroup communication, instructing students about individual ethnic or gender groups, promoting the value of cultural diversity, and accepting cultural diversity while challenging unequal social structures. Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Cultural Interrelationships
(1995). The Importance of Music in the Early Childhood Language Curriculum, International Schools Journal. A music teacher who taught extensively in European and Australian schools discusses music's importance in helping young children develop language skills. Songs and dance provide ideal opportunities for appreciating one's own culture and, in multilingual schools, for building vocabulary and interest in a new language. Learning songs also encourages concentration, creativity, and teamwork. Puppetry also enhances learning. Descriptors: Bilingual Education, Cooperation, Creativity, Cultural Education
(1974). Cultural Pluralism in Higher Education, Social Policy. An examination of alternative models of community-based colleges, designed by minority groups as institutional efforts to foster cultural pluralism and social mobility without their own cultural identity being compromised. This approach is evaluated and contrasted with the development of various bicultural or bilingual programs in which the emphasis has been on influencing attitudes rather than on changing institutional structures. Descriptors: Acculturation, Bilingual Education, Community Colleges, Community Control
(1994). Literacy and Biliteracy Approaches: Academic Excellence P.I.A.G.E.T. Comes Alive, Reading Improvement. Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were language-experience, story-telling, story-writing, story-book reading, portfolio processes, and adult strategies. Descriptors: Bilingual Education, Cultural Differences, Elementary Education, Language Experience Approach
(1992). Ethnography and Language Socialization: A Cross-Cultural Perspective, Topics in Language Disorders. This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a culturally congruent manner. Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Cultural Influences
(1975). Spanish-Speaking Children in American Schools, Intellect. New programs are seeking to meet the needs of Spanish-speaking children. Descriptors: Bilingual Education, Educational Improvement, Educational Needs, Educational Problems
(1995). Documenting the Strengths of Bilingual Readers, Primary Voices K-6. Discusses how the author, a second-/third-grade bilingual teacher, uses miscue analysis to plan reading strategy instruction that meets each individual child's needs by building on each one's strengths as a reader, in both their first and second languages. Appends a description of buddy reading. Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Miscue Analysis
(1994). My Words: Constructing a Meaningful Reading Vocabulary with Young Learners, Bilingual Research Journal. Describes a series of class activities with bilingual children aged four through seven that foster reading in either language by building personal vocabulary collections. Construction of their own reading vocabularies can engage young students in reading relevant words that are invested with emotion and meaning. Descriptors: Basic Vocabulary, Bilingual Education, Class Activities, Preschool Education
(1994). Multicultural Education: A Program to Benefit Our Students and Society, NASSP Bulletin. The U.S. educational community must reexamine its underlying cultural perspectives and assumptions and develop an awareness of the varied cognitive styles, behavioral norms, and value systems represented by students. To build a creative, peaceful, and productive multicultural society, we must rethink multicultural models, knowledge construction, the melting-pot metaphor, English-as-a-Second-Language/bilingualism issues, and implications for teacher preparation. (15 references) Descriptors: Bilingual Education, Cultural Pluralism, Educational Change, Elementary Secondary Education