This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kristin K. Liu, Peter Wignell, Edmonton (Canada). Curriculum Standards Branch. Alberta Learning, Carol Barnhardt, Richard Spicuzza, Kathryn A. Davis, Yazmin E. Kuball, Sonia White Soltero, Michael E. Anderson, and Martin Haberman.
(1999). The Use of Literary Letters with Post-Secondary Non-Native Students, Learning Assistance Review. Examines the methodology of using novel reading and letter exchange based upon the novels to enhance reading/writing skills in non-native speakers at the college freshmen level. In addition, it refers to theories on which such methodology is based and offers samples from student work. Contains 17 references. Descriptors: Bilingual Education Programs, College Freshmen, Dialog Journals, English (Second Language)
(1999). Foreign Language Teaching & Language Minority Education. Technical Report #19. This volume seeks to examine the potential for building relationships among foreign language, bilingual, and English-as-a-Second-Language (ESL) programs with the goal of fostering bilingualism. Part one of the volume examines the sociopolitical contexts for language partnerships, includes the following articles: "Language Planning and Policy in the US" (Rebecca Jasso-Aguilar); "Rethinking Foreign Language Education" (Lourdes Ortega); "Acculturation, Identity, and Language (Zafar Syed and Audrey C. Burnett); and "Learning with Others" (Syed). The topics discussed cover current obstacles to developing bilingualism; implications for acculturation, identity, and language issues for linguistic minorities; and the potential for developing partnerships across the primary, secondary, and tertiary institutions. Part two provides research findings on the Foreign Language Partnership Project, which was designed to capitalize on the resources of immigrant students to enhance foreign language learning. Individual sections include: "The Foreign Language Partnership Project" (Ann Shonle and Megan Thompson Rolland); "Emerging Identities and Heritage Language Education" (Burnett and Syed); "Conclusions: The Benefits and Promise of Language Partnerships" (Shonie and Syed); and a final section, "About the Contributors and How to Contact Them." Numerous references are found at the end of each chapter. [More] Descriptors: Adult Education, Bilingual Education Programs, Bilingualism, Elementary Secondary Education
(1999). Public Education: Title I Services Provided to Students With Limited English Proficiency. Report to Congressional Requesters. This report investigates the role of Title I federal funding in helping to educate the estimated 3.5 million limited English proficient (LEP) K-12 students in the United States. Specific questions to be addressed include the following: How many LEP students are being served through targeted and schoolwide Title I programs? How are LEP students being served with targeted and schoolwide Title I programs? How many Title I teachers in schools serving LEP students are bilingual or have other specialized training in teaching these students? What accommodations do states allow for LEP students in taking academic assessments, including offering tests in their native language, and to what extent are these students participating in academic assessments? To answer these questions, in addition to reviewing all relevant data from the U.S. Department of Education and the states and school districts represented in this study, on-site interviews were conducted with teachers and administrators in the ten school districts across the country–two each in Arizona, Florida, North Carolina, Illinois, and Texas. Results are discussed. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Federal Aid
(1999). The Inclusive Classroom: Teaching Mathematics and Science to English-Language Learners. It's Just Good Teaching. This publication aims to help teachers to more effectively teach math and science to English language learners (ELLs). It argues that the learner's home language can play an important role in his or her science and math learning, whether or not the teacher speaks that language. When students are allowed to use their home language in the classroom, their academic performance improves, which can help them to build a solid foundation in math and science concepts before entering the higher grades where language becomes more decontextualized and cognitively more demanding. Skills in content areas like math and science, once learned in the first language, are retained when instruction shifts to the second language. The book is divided into several sections including the following:"Understanding the Specialized Languages of Mathematics and Science"; "Linking Second Language Strategies with Content Instruction"; "Thematic Instruction"; Cooperative Learning"; "Inquiry and Problem Solving"; "Vocabulary Development"; "Classroom discourse"; "Affective influences"; "Assessment"; "Collaborating with Other Teachers"; and "Involving the Family." There are also three "scenes for the classroom," where practicing teachers share what has worked well for them in their classrooms. (Contains 58 published references and 4 general organizational references.) [More] Descriptors: Bilingual Education, Elementary Secondary Education, English for Special Purposes, English (Second Language)
(1999). Kuinerrarmiut Elitnaurviat: The School of the People of Quinhagak. Case Study. As part of a larger study of systemic educational reform in rural Alaska, this case study examines recent efforts by the people of Quinhagak to integrate Yup'ik language, values, and beliefs into school practices and policies. Quinhagak is a Yup'ik Eskimo community of 550 people on the southwest coast of Alaska. Nearly all residents can communicate in both Yup'ik and English. The K-12 school enrolls about 140 students. A brief history of the community and its schools is drawn from the experiences of an elder and her descendants. As a participant in Alaska Onward to Excellence (AOTE), a district-driven reform process implemented around the state, the Quinhagak community leadership team developed an AOTE action plan that encompassed 10 statements of values and beliefs, a mission statement, and one student learning goal of communicating more effectively in Yup'ik. With that, the team decided upon two areas of study: (1) community involvement in schooling decisions and (2) the contribution of Yup'ik proficiency to overall student achievement. The case study gathered information on school organization; elementary and secondary facilities, personnel, and curriculum; special education and discipline programs; parent and community involvement; and assessment. Evidence of changes and trends is listed. Final comments summarize factors contributing to community choices for its school, factors enabling the school to implement new and self-determined educational priorities and challenges to narrowing the school-community gap and approving achievement. Appendices include school district statistics, school documents, and related publications. (Contains 14 references.) [More] Descriptors: Alaska Natives, American Indian Education, Bilingual Education, Bilingualism
(1999). Unified Education System: From Implementation to Evaluation, 1997-98. In 1995, the Albuquerque (New Mexico) school district devised a plan to merge special education, cross-cultural education, Indian education, and Title I with the general education program, designated the Unified Education System (UES). Considering the abrupt implementation of UES in the first year and subsequent confusion regarding staff positions and roles, an evaluation was conducted at the administrative level during the third year of implementation. Thirty-seven assistant superintendents, operational staff, management in special services, other administrators, and program support specialists participated. Findings indicate that five of the six components necessary for change–vision, necessary context, decision making, skills, and action plans–were well recognized by respondents. There was surprising unanimity of vision for the future of UES. Recognition of the importance of interpersonal support was evidenced by efforts to build esprit de corps and recognize individual achievement toward UES. Respondents acknowledged the importance of dispersed decision making in facilitating large-scale buy-in of UES. Respondents valued people skills as a means of efficiently distributing specific expertise to those needing support. Respondents reported frustration that implementation of instructional improvement at the school level came out of teachers' existing schedules and personal time, and that collaboration time was lacking at the classroom level. Nevertheless, respondents readily discussed action plans that may ensure continued progress towards UES. An appendix presents survey questions and planning matrix. [More] Descriptors: Administrator Attitudes, American Indian Education, Bilingual Education, Change Strategies
(1999). Native Language Literacy and Adult ESL Education. ERIC Digest. There are no good figures on the number of limited English speakers who are also illiterate in their native languages. This data is worth having because there is research indicating that literacy in the native language plays an important role in the acquisition of oral English and the development of English literacy. This digest reviews recent research related to the role of native language literacy and describes program types and instructional approaches that incorporate learners' languages into instruction. Headings in this digest include the following: rationale for native language and literacy development; factors influencing native language literacy instruction; program models; and instructional approaches. It is concluded that adult English language learners come to English-as-a-Second-Language (ESL) programs with a variety of experiences with education, literacy, and English. They also come with many strengths embedded in their language, culture, and experiences. By incorporating learners' native languages, programs have the potential to draw upon these strengths in facilitating their learning of English and becoming literate in their native language and in English. Fifteen references are included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) [More] Descriptors: Adult Education, Bilingual Education Programs, Cambodian, English (Second Language)
(1999). Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English. Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in the third or fourth grade. The other integrates English-as-a-Second-Language (ESL) strategies with English reading instruction. This report summarizes the results of both of these adaptations for students acquiring English. Experience shows that the effects of Success for All on the achievement of English language learners are, in general, substantially positive. In all schools implementing "Exito para Todos," effect sizes for first graders on Spanish assessments were very positive, especially when schools were implementing most of the program's elements. Even after transitioning to English-only instruction, "Exito para Todos" third graders performed better on English assessments than control students who were primarily taught in English. For students acquiring English receiving ESL instruction, effect sizes for all comparison groups were also positive. (Contains 34 references.) [More] Descriptors: Bilingual Education, Educational Improvement, Elementary Education, English (Second Language)
(1999). Double Power: English Literacy and Indigenous Education. The collection of essays on the relationship between English literacy and indigenous education, particularly in the Australian context, includes: "Double Power" (Mandawuy Yunupingu); "History, Cultural Diversity & English Language Teaching" (Martin Nakata); "Scaffolding Reading and Writing for Indigenous Children in School" (David Rose, Brian Gray, Wendy Cowey); "Literacy Teaching and Learning in a Bilingual Classroom" (Colleen Bowman, Lily Pascoe, Trish Joy); "Rough Diamonds: A Case Study of Workplace Literacy & Training for Indigenous Workers in the Mining Industry" (Peter Wignell); and "Digging Deeper: Using Text Analysis To Develop the English Literacy of Indigenous Students" (Patricia Beattie). (MSE) [More] Descriptors: Adult Education, Adult Literacy, Bilingual Education, Bilingualism
(1999). Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Limited English Proficiency. State Assessment Series, Minnesota Report 22. This report describes a decision-making tool designed to inform English-as-a-Second-Language (ESL) and bilingual educators of the most up-to-date participation and test accommodations guidelines and to assist educators in the process of making informed decisions. It reports on the results of a study that examined the tool's feasibility. The decision-making tool is an electronic version of Minnesota guidelines for making test participation decisions. The Web site design has two branches–one for students with disabilities and another for students with limited English proficiency (LEP); both are centered on making decisions about inclusion and the use of testing accommodations. The Web side design has two branches of decision making to reflect the dual role of the tests within both the LEP and disability branches–one for statewide accountability testing for grades three, five, and eight, and one for graduation requirements testing for grades eight and beyond. A survey of 14 ESL/bilingual educators, 2 district ESL coordinators, and 1 administrator found that 14 thought the format was easy to understand, 10 would use the tool again, and 10 would recommend it to others. Appendices include an overview of the decision matrix and the survey. [More] Descriptors: Achievement Tests, Bilingual Education, Computer Uses in Education, Decision Making
(1999). A Case for Developmental Continuity in a Bilingual K-2 Setting, Young Children. Describes a preschool teacher's transition from a traditional kindergarten to a multi-age, multi-year (looping) program. Lists common complaints heard from more-traditional teachers receiving children from more-developmentally appropriate classrooms. Explains the importance of using whole language with quality children's books for Spanish-speaking children, and the effectiveness of the family-like atmosphere created in looping. Descriptors: Bilingual Education Programs, Bilingual Students, Continuous Progress Plan, Developmental Continuity
(1999). Learning through a Foreign Language: Models, Methods and Outcomes. This book presents European perspectives on the means of structuring curricula that integrate content and language teaching, drawing on the experience of practitioners at a range of levels. It also provides details of the outcomes of such programs and describes the current and future challenges for wider scale adoption of content and language integrated learning. The book is divided into the following 13 chapters: "Multilingualism across Europe through Plurilingual Education" (Cornelia Grosser); "Language Learning in European Immersion Classes" (Henning Wode); "Teaching History in a Foreign Language: What Language?" (Carol Morgan); "Supporting Students in Content and Language Integrated Contexts: Planning for Effective Classrooms" (Do Coyle); "In-Service Education for Teachers Using English as a Medium of Instruction" (Christa Piber); "Second Language Acquisition through CLIL at Primary School Level" (Heini-Marja Jarvinen); "A Practitioner's Perspective on Bilingual Teaching in Alhaisten Primary School" (Anja Romu, Leena Sjoberg-Heino); "The Language Teacher in a Primary CLIL Curriculum" (Erik Suomela); "History and Geography through French: CLIL Curriculum in a UK Secondary School" (Michael Ullmann); "School Subjects in a Foreign Language: A Decade of Success in Hungary" (Aniko Bognar); "Task Design in the Bilingual Secondary Classroom" (John Clegg); "Universal Language, Body and Voice" (Jim Wingate); "Developing Bilingual Curricula in Vocational Colleges through the Leonardo Programme" (Walter Christ, Bernd Rosenstiel). Extensive scholarly references appear at the end of each chapter. [More] Descriptors: Bilingual Education, Class Activities, Curriculum Development, Elementary Secondary Education
(1999). The Common Curriculum Framework for Bilingual Programming in International Languages, Kindergarten to Grade 12. Western Canadian Protocol for Collaboration in Basic Education. This document provides a common foundation for bilingual programming across the Western Canadian provinces and territories for K-12 students. The framework is not intended for the development of curricula for French immersion or bilingual programs in native languages. The term bilingual programming is defined for the purposes of this document to describe a partial immersion program where English and a second language are both languages of instruction. Language arts is taught using both languages of instruction. Other subjects are taught in either English or the specific foreign language. Cultural knowledge, skills, and attitudes are often taught using an integrated approach. This framework presupposes that the following portions of the instructional day are allocated to instruction in the second language: K-6: 50%, 7-9: 30%, 10-12: 20%. This framework is designed to assist curriculum writers in developing programming and curricula that meet the needs of students in their respective jurisdictions. It encompasses bilingual programming as a whole, is a generic document intended to be applicable to the study of most languages, provides a progression of specific learning outcomes, and is intended to be delivered in an integrated manner. It is divided into three major sections: language arts; subject area experiences; and culture. The document format resembles a series of charts with multiple columns per page wherein specific information is conveyed for each grade level for every subject and issue addressed, all geared to a specific general learning outcome. (Contains 17 references.) [More] Descriptors: Bilingual Education, Cultural Education, Curriculum Design, Curriculum Development
(1999). Victory at Buffalo Creek: What Makes a School Serving Low-Income Hispanic Children Successful?, Instructional Leader. Buffalo Creek Elementary School in Houston, Texas, has been recognized for its success in serving its students–approximately 600 low-income Hispanic children in grades preK-5. A study of the school, which sought to develop a detailed picture of school effectiveness, identified 33 indicators of success. Each of these indicators is briefly described, but the overarching explanation of what makes Buffalo Creek an outstanding school is found in the quality of its teachers and principal. In addition to having much content knowledge (including Spanish and ESL) and much pedagogical knowledge, the staff has special expertise in the area of relationships. Every one of the success indicators is a function of the staff's ability to relate to the children, the parents, and each other. Also, the staff shares a common ideology of why the school exists, what is supposed to happen to the children, and their role as teachers (or principal) in making it happen. The Buffalo Creek staff is gifted at relationship skills, and this is the key. Studying Buffalo Creek leads to the conclusion that children in poverty must have teachers who can connect with them. The teachers' desire and ability to live with the children all day, every day, is prerequisite to the children's learning. [More] Descriptors: Administrator Role, Bilingual Education, Economically Disadvantaged, Educational Environment
(1999). Collaborative Talk in a Bilingual Kindergarten: A Practitioner Researcher's Co-Construction of Knowledge. This year-long study explored the linguistic and cognitive transactions of immigrant language-minority kindergarten students in the social context of classroom collaborative talk in their native language. Collaborative talk transactions were selected from 13 videotaped sessions involving 27 Hispanic kindergarten students, mostly recent arrivals from Mexico, in a Chicago public school. Findings were threefold. First, the collaborative talk transactions, framed within a cognitive and linguistic stance, demonstrated how meanings and new understandings were constructed and restructured; showed how the teacher and students made use of their cultural values, assumptions, attitudes, and experiences to construct new meanings and shared understandings; and revealed how learners engaged in oral literacies in collaboration with the teacher and then began to formulate and test hypotheses without the teacher's mediation. Second, the collaborative discourse situated within an empowerment and voice perspective showed how culturally responsive teaching and learning maximized the use of language-minority students' linguistic, cultural, and cognitive resources; revealed that these learners displayed high motivation and interest when the topics were relevant to their lives; and illustrated how learners made connections between the concepts embedded in discourse and their own experiences and understandings. Finally, the discursive practices reflected the importance of native language use in allowing culturally and linguistic diverse students to express their thinking and understandings in their more competent linguistic system and in the language of their cultural and social worlds. Thirteen appendices present the collaborative talk transactions. (Contains 161 references.) [More] Descriptors: Bilingual Education, Bilingualism, Case Studies, Classroom Communication