This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Helen Andreoni, Dale J. Rezabek, Chadly Fitouri, Ayo Bamgbose, Manoly R. Lupul, Mary Alice Julius Guttmann, Miquel Siguan, Carol W. Pfaff, Pauline France, and A. J. Grassby.
(1984). Language and Education in Catalonia, Prospects: Quarterly Review of Education. The political changes which have occurred in Spain, e.g., the introduction of a democratic system of government, have made it possible for Catalonia to re-establish the official use of its language–Catalan–and to use this language in education. This process of change and educational practices today are discussed. Descriptors: Bilingual Education, Comparative Education, Democracy, Educational Change
(1984). Minority-Majority Relations in Second Language Education and the New Canadian Charter of Rights and Freedoms, Educational Research Quarterly. The implications of the new Canadian Charter of Rights and Freedoms for developing second language programs in Edmonton, Alberta, are explored. Immersion programs and ethnic survival programs are examined in depth. Descriptors: Acculturation, Bilingual Education Programs, Bilingualism, Elementary Secondary Education
(1981). The Political Implementation of Multiculturalism in Canada, Integrated Education. Discusses (1) idealogical and administrative factors at the federal level which weakened the implementation of multiculturalism in Canada on a national basis; and (2) Prime Minister Trudeau's failure to encourage second language learning in provincial schools and other areas where educational opportunities are lacking for minority ethnic groups. [More] Descriptors: Bilingual Education, Cultural Pluralism, Ethnic Groups, Federal Government
(1985). Three Language Policy Statements: Two Evaluations. NACCME Commissioned Research Paper No. 1. On behalf of a national committee advising the Australian Minister of Education, two consultants prepared separate evaluations of language policy statements from the states of Victoria, South Australia, and Queensland. The three statements all support the teaching of languages other than English (LOTEs) in the public school system, but differ widely in frame of reference, target audience, program objectives, priorities, and level of commitment. Both papers agree that Victoria most strongly supports LOTE programs, presenting a policy which is substantial in its content, clarity of thinking, and implementation strategies. The Victoria statement expresses a genuine commitment to a multicultural policy which encompasses not only language experience and learning, but also first-language maintenance and the affirmation of cultural identity through language learning. Queensland has not fully resolved the immense struggles of the last decade about the issues of language teaching, community languages, and ethnic identity. The Queensland document, produced by a task force within the multicultural education apparatus rather than the Education Department, appears to be talking to the power brokers of the education system, attempting to obtain some recognition for multicultural education, thus far denied at the highest levels. The South Australia statement makes no firm commitment to increasing resources and support, but couches its recommendations in cloudy rhetoric. [More] Descriptors: Bilingual Education, Cultural Pluralism, Educational Policy, Elementary Secondary Education
(1983). Education Despite the Law, Educational Perspectives. Examines the history of education in Australia from the viewpoint of language and culture. The major emphasis is on what happened in relation to the Aboriginal languages in this country, considering policy, bilingualism among Aboriginal people, legal aspects related to language problems in Australia, and other issues. Descriptors: Bilingual Education, Bilingualism, Cultural Context, Cultural Education
(1983). There's More to French Immersion than Social Class. Response to Olson and Burns, Interchange on Educational Policy. There is more to French immersion programs in Canada than social class analysis. Program success is determined not by social class per se, but by use of appropriate strategies, staff, resources, and curriculum implementation. Descriptors: Bilingual Education, Bilingualism, Elementary Secondary Education, English
(1983). Working with Young Bilingual Children, Early Child Development and Care. Describes the development, practices, and objectives of a project which has, over three years, focused on the support bilingual children may receive from their nursery as they learn English. Descriptors: Bilingual Education, Bilingual Students, Curriculum Development, English (Second Language)
(1984). Mother-Tongue Medium and Scholastic Attainment in Nigeria, Prospects: Quarterly Review of Education. An evaluation of the Six-Year Primary Project showed that Nigerian students who were taught in their mother-tongue (Yoruba) for the first six years of primary school scored higher academically than students who were taught with their mother-tongue for the first three years and then were switched to English. Descriptors: Academic Achievement, Bilingual Education, Comparative Education, Educational Research
(1992). The Issue of Grammaticalization in Early German Second Language, Studies in Second Language Acquisition. The development of the expression of grammatical categories in German in Turkish and German children attending a bilingual day care center in a multilingual speech community in Berlin is examined. Results indicate no evidence that pragmatic categories precede syntactic ones, but some evidence shows that grammatical markers develop first as independent words. (61 references) Descriptors: Bilingual Education, Child Language, Day Care, Foreign Countries
(1982). Technical Training in Two Languages Helps Houston Stay Cool, American Education. Describes the bilingual air-conditioning mechanics course at Houston Community College, aimed at Spanish-speaking workers. Several case studies are included along with a description of how and why the program was developed. [More] Descriptors: Air Conditioning, Bilingual Education, English (Second Language), Hispanic Americans
(1982). The Status of Limited English Proficient Persons in Vocational Education: Needs, Problems, Solutions, Journal for Vocational Special Needs Education. To overcome problems faced by limited English proficient persons, vocational programs should (1) be language and culture sensitive, (2) combine language and occupational training, (3) provide comprehensive support services, and (4) develop linkages with existing public and private programs. Descriptors: Access to Education, Bilingual Education, Cultural Differences, Employment Opportunities
(1969). French Programs Offered in Elementary Schools. Descriptors: Bilingual Education, Board of Education Policy, Elementary Schools, FLES
(1985). Instructional Strategies for Effective Teaching in a Multilingual Vocational Classroom. With the influx of increasing numbers of limited English speaking (LES) people into the Houston area, Houston Community College has implemented a number of programs to provide vocational training to LES adults. The first program was the Indochinese Program, later called the Refugee Program, which has assisted over 36,000 refugees since 1976. Program participants receive survival English as a Second Language (ESL) training until they are able to enroll in a vocational or technical training class offered in English. The main problems with the Refugee Program have been the lack of time available to bring the student to the level of English fluency required in the workplace, and the frustration experienced by students and instructors at the length of time required to reach a level of employability. In order to deal with this problem, a bilingual vocational training program was initiatated. In this program, vocational instruction is offered in the native language, with ESL instruction offered concurrently. As the student's English fluency increases, English is used in the vocational classroom. As successful as the bilingual vocational training program has been, it has not solved all of the difficulties involved in providing services to students in a mainstream vocational classroom made up of speakers of a variety of languages when the instructor is monolingual English speaking and the instructional materials are not available in the students' languages. Resolving these difficulties depends upon the instructor's willingness to provide the tools, information, and guidance needed; and upon the use of outside resources such as ESL instructors, the media department, and student volunteers. Descriptors: Bilingual Education Programs, Community Colleges, English (Second Language), Immigrants
(1984). Biculturalism, Bilingualism and Scholastic Achievement in Tunisia, Prospects: Quarterly Review of Education. Tunisian students in the elementary grades were observed to see how they progressed, particularly when they began studying French in third grade. In year three the best pupils showed a marked improvement in academic achievement; pupils from middle or low socio-cultural brackets stagnated or regressed. Economic and cultural factors are discussed. Descriptors: Academic Achievement, Bilingual Education, Comparative Education, Educational Research
(1983). Politics, Class, and Happenstance: French Immersion in a Canadian Context, Interchange on Educational Policy. Two frequently made claims about French immersion programs in Canada are analyzed: (1) the planning and implementation of such programs is adequate as practiced to satisfy participants within the program; and (2) resulting improvements in French learning are likely to achieve federal policymakers' goals of ameliorating animosities between anglophiles and francophiles. Descriptors: Bilingual Education, Bilingualism, Elementary Secondary Education, English