Bibliography: Bilingual Education (page 626 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Eileen Craviotto, Mark Carpenter, Javier Espindola, Jeffrey P. Shepherd, Jolynn Asato, Lucille J. Watahomigie, Octaviana V. Trujillo, Martha de Acosta, Dinah Volk, and Sonia Nieto.

Nieto, Sonia (2000). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition. This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement. There are 11 chapters in three parts. Part 1, "Setting the Stage: Approaches and Definitions," includes: (1) "Why the Case Study Approach?" and (2) "About Terminology." Part 2, "Multicultural Education in a Sociopolitical Context: Developing a Contextual Framework," includes: (3) "Racism, Discrimination, and Expectations of Students' Achievement"; (4) "Structural and Organizational Issues in Schools"; (5) "Culture, Identity, and Learning"; (6) "Linguistic Diversity in Multicultural Classrooms"; and (7) "Toward an Understanding of School Achievement." Part 3, "Implications of Diversity for Teaching and Learning in a Multicultural Society," includes: (8) "Learning from Students"; (9) "Multicultural Education and School Reform"; (10) "Affirming Diversity: Implications for Teachers, Schools, and Families"; and (11) "Multicultural Education in Practice." An appendix presents resources for collaboration and educational transformation. (Contains approximately 360 bibliographic references.) Descriptors: Academic Achievement, Bilingual Education, Case Studies, Cultural Differences

Demetrion, George (2000). Crossing Critical Thresholds at the Bob Steele Reading Center: Transforming Potentiality into Actuality. The Bob Steele Reading Center was established in Hartford, Connecticut, in 1986 under board and staff leadership of the Literacy Volunteers of America-Connecticut (LVA-CT). The center has been under the management of Literacy Volunteers of Greater Hartford (LVGH) since 1989. Located in an alternative high school in a predominantly Hispanic neighborhood, the center's initial mission was to operate as a neighborhood reading center serving students and drawing on staff and volunteer resources in the school's immediate vicinity. In 1986, the center was viewed primarily as a pilot program providing one-to-one tutoring. In 1986-1996, the Bob Steele Reading Center shifted its focus from the neighborhood concept to pedagogical development and developed from a pilot project into a well-run urban affiliate of LVA-CT engaged in cutting-edge literacy activities. In the 1990s, the center introduced a series of innovative programs and services, including the following: (1) small group tutoring (including for bilingual and English-as-a-Second-Language students at the beginning, intermediate, or advanced levels); (2) student-developed anthologies and magazines; and (3) an oral history project. During its existence, the Bob Steele Reading Center has balanced the competing goals of program stabilization and project innovation. The center is currently working toward instituting a laboratory/research setting reconciling the needs of practice and research. (Contains 31 references.)   [More]  Descriptors: Adult Basic Education, Adult Learning, Adult Literacy, Bilingual Education

Gutierrez, Kris D.; Asato, Jolynn; Baquedano-Lopez, Patricia (2000). "English for the Children": The New Literacy of the Old World Order, Language Policy and Educational Reform, Bilingual Research Journal. A qualitative study examined how three urban California school districts and teachers in three case study classrooms interpreted and implemented Proposition 227. School district implementation varied according to district language ideology. Nevertheless, English only policy and accompanying highly scripted reading reforms stripped teachers of their expertise and institutionalized conditions for underachievement and failure by English learners. (Contains 21 references.) Descriptors: Bilingual Education, Case Studies, Educational Change, Educational Practices

Brunn, Michael (1999). The Absence of Language Policy and Its Effects on the Education of Mexican Migrant Children, Bilingual Research Journal. The absence of a language policy in a rural central Illinois school district with a rapidly growing population of migrant Spanish-speaking students seriously affected the academic achievement and social inclusion of newcomer students. A case study focuses on attitudes and reactions of three teacher groups: English-only teachers, "bridge builders," and "bilingual is best" teachers. (Contains 52 references.) Descriptors: Acculturation, Bilingual Education, Community Change, Educational Change

Carpenter, Mark, Ed. (2000). Proceedings for the Texas Foreign Language [Education] Conference (Austin, Texas, March 31-April 1, 2000), Texas Papers in Foreign Language Education. Articles in this issue include the following: "Chat in EFL: Communicative Humanistic Acculturation Techniques" (Daniel Evans); "Task Interpretation and Task Effectiveness: A Vygotskian Analysis of a French L2 Classroom Task" (Lindsy Myers); "Envisioning a Standards-Based Methods Course: Preparing Second Language Educators for the 21st Century" (Kathleen Bueno); "Teachers' Beliefs about Language Learning and Teaching: A Cross-Cultural Comparison" (Nae-Dong Yang); "Foreign Language Methods Students' Beliefs about Language Learning and Teaching" (Stasie Harrington and Tammy Hertel); "From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-City High-Poverty Elementary Schools" (Sherry Coy and Lucinda Litherland); "An Infusion Curriculum for the Heritage Speaker" (Barbara Gonzalez-Pino); "Multiple Metaphors: Teaching Second-Language Tense and Aspect to English Speakers" (Karen Cody); "Language through Theatre: Using Drama in the Language Classroom" (Sarah Dodson); "Using Video to Teach for Sociolinguistic Competence in the Foreign Language Classroom" (Carayn Witten); "Political and Socio-Cultural Factors in Foreign Language Education: The Case of Lebanon" (Rula Diab); "A Qualitative Approach to Authenticity in the Foreign Language Classroom: A Study of University Students Learning English in Korea" (Dong-Kyoo Kim); "An Exploration of Pre-Service Teacher Perceptions of Second Language Learners in the Mainstream Classroom" (Sherry Marx); and a review of "The Non-Native Teacher" (Jeong-Yeon Kim). (Papers contain references.)   [More]  Descriptors: Academic Standards, Acculturation, Bilingual Education, Cultural Differences

Valverde, Leonard A.; Armendariz, Gloria J. (1999). Important Administrative Tasks Resulting from Understanding Bilingual Program Designs, Bilingual Research Journal. A review of five types of bilingual programs finds that maintenance and dual-language programs best foster bilingualism, academic achievement, and cultural pluralism, but program implementation and organization also determine effectiveness. Input from bilingual teachers indicates that building administrators must develop and communicate a clear vision of program expectations to teachers, parents, and district administrators. (Contains 22 references.) Descriptors: Academic Achievement, Administrator Role, Bilingual Education Programs, Bilingualism

Clankie, Shawn M. (2000). On the Directionality and Maintenance of Language Policy in Revitalization Efforts. This paper examines efforts to save rapidly declining indigenous languages around the world. The entire process of language preservation and revitalization is a massive undertaking that requires immense long-term planning and support. These problems extend well beyond the linguistic concerns of the language itself. Language policy is inherently political in nature, pitting different linguistic (but also ethnic, religious, or cultural) groups against one another, any or all of whom may have reason to try to undermine any policy. This paper centers on these two distinct yet inter-related concerns in language revitalization efforts: directionality and policy preservation. The problem of directionality of language policy, the direction from which policy is generated and implemented, namely, top-down (government-imposed) or bottom-up (grassroots public-imposed) is unavoidable. It is argued that neither approach can be entirely successful without the other and that the present societal structure where the language is to be used must be considered. The second problem, the question of how to preserve policy over time and through changes in government and leadership once a language policy has been agreed upon and is being implemented, is equally essential. Five suggestions are offered for preserving existing policy, while at the same time allowing the policy to grow and develop. Current research on this subject is reviewed. (Contains 11 references.)   [More]  Descriptors: African Languages, Bilingual Education Programs, Bilingualism, Cultural Pluralism

Volk, Dinah; de Acosta, Martha (2000). Sibling Support for Bilingual Kindergartners' Developing Literacy. This article examines the literacy events of two Puerto Rican kindergartners and their interactions with siblings and cousins of similar age. This work is part of a broader study that analyzes and describes literacy events in bilingual classrooms, homes, and churches of Spanish-dominant Puerto Rican beginning readers. Using a qualitative approach, the study examined the children's interactions with print and with other people (teachers, pastors, parents, peers, siblings, extended family members). These events are analyzed for similarities and differences in the three settings. The main questions guiding this research are the following: Who are the teachers in the children's homes, churches, and classrooms? What do they believe about literacy and their role in the process? What literacy events do children participate in and what are the literacy practices of these events? What strategies for teaching and learning are co-constructed by the children and their teachers? In this study the strategies used by the children are compared with those of the teacher in the children's bilingual kindergarten.   [More]  Descriptors: Bilingual Education Programs, Churches, Clergy, Comparative Analysis

Department of Education, Washington, DC. Office of the Secretary. (2000). The Teacher's Guide to the U.S. Department of Education. This guide features information about the latest initiatives by the U.S. Department of Education, an update on specific programs for schools and teachers, and a list of services and resources, both at the Department's headquarters in Washington, DC, and nationwide. Introductory pages provide information on nine of the Department's latest initiatives, with details on the teaching initiative and a summary page on each of the others. Other sections discuss the Department of Education's grant programs and other services that may interest teachers. A Services and Resources section describes the Department's services and the various offices that are responsible for them. This section also lists federal Internet resources on education, which may be useful for teachers who use the Internet in their classrooms. The next section presents the range of regional and field-based resources that the Department of Education funds through grants or contracts. The final section presents clearinghouses that are funded by the Department of Education which may be of interest to teachers.   [More]  Descriptors: Academic Standards, Adult Education, American Indians, Beginning Teacher Induction

Weeks, William H., Ed.; And Others (1977). A Manual of Structured Experiences for Cross-Cultural Learning. Fifty-nine structured exercises to facilitate crosscultural learning are described in this publication. The exercises are divided into clusters that pertain to the following topics: participant introduction and initial group experience, dynamics of communication, clarification of values, identification of roles, group processes, recognition of feelings and attitudes, community interaction, brainstorming tasks and problems, and the promotion of meaningful cross-cultural encounters. For each exercise, information is provided on its objectives; its requirements with regard to number of participants, materials, setting, and time; and step-by-step procedures for its use. The publication includes an introductory discussion of the pros and cons of using structured exercises in intercultural groups, supplementary materials to be used in conjunction with the exercises, and a list of publications on additional crosscultural exercises. Descriptors: Communication (Thought Transfer), Cross Cultural Training, Cultural Interrelationships, Group Activities

Trujillo, Octaviana V.; Shepherd, Jeffrey P. (1999). An Enduring Voice in American Indian Education: The Arizona State University Center for Indian Education, 1959-1999, Journal of American Indian Education. Arizona State University's Center for Indian Education has pursued its goals of research, teacher training, community outreach, policy advisement, leadership development, and student recruitment through such efforts as founding the Journal of American Indian Education, tribally controlled schools, and community-focused college programs; administering federal programs; and hosting national conferences, while adapting to shifting political attitudes towards Indian education. Descriptors: American Indian Education, American Indian Studies, Bilingual Education, College Programs

McKay, Sandra Lee, Ed.; Wong, Sau-ling Cynthia, Ed. (2000). New Immigrants in the United States: Readings for Second Language Educators. Cambridge Language Teaching Library. Articles include the following: "The Flowering of America: Linguistic Diversity in the United States" (R. Macias); "The American Linguistic Mosaic: Understanding Language Shift in the United States" (C. Veltman); "Bilingualism and Language Use Among Mexican Americans" (G. Valdes); "Puerto Ricans in the United States: Confronting the Linguistic Repercussions of Colonialism" (A. Zentella); "Speaking in Cuban: The Language of Cuban Americans" (R. Otheguy, O. Garcia, A. Roca); "The Linguistic Situation of Central Americans" (J. Lipski); "English Language Learners of Vietnamese Background" (C. Chung); "The Language Situation of the Hmong, Khmer, and Laotian Communities in the United States" (M. Lopez); "English Language Learners of Chinese Background: A Portrait of Diversity" (S.  Wong, M. Lopez); "Korean Americans' Language Use" (P. Min); "The Language Situation of Filipina/os: Diversity and Complexity" (J. Cordova); "Soviet Immigrants in the United States: Issues in Adjustment" (E. Hinkel); "At Home with English: Assimilation and Adaptation of Asian Indians in the United States" (K. Sridhar, S. Sridhar); "English Language Learners and Educational Investments" (S. McKay); "Legal Investment in Multilingualism" (R. Moran); and "Investment, Acculturation, and Language Loss" (B. Norton). (Adjunct ERIC Clearinghouse for ESL Literacy Education) Descriptors: Acculturation, Bilingual Education, Bilingualism, Colonialism

ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. (1999). Brief Articles for Latino Parents, 1999 Edition. This packet contains six briefs developed specifically for Spanish-speaking Latino parents, and English translations of the briefs. These briefs state what researchers and practitioners have learned about various ways parents can help their children do well in school. Earlier editions of brief articles for parents have been used in various ways by educators and community organizations. Titles of the briefs are (1) "Respeto, responsabilidad e inventiva: Las tres habilidades necesarias para obtener exito" ("Respect, Responsibility and Resourcefulness: Three Rs for Success"); (2) "La adolescencia: El ultimo paso hacia ser adulto" ("Adolescence: The Last Step before Becoming an Adult"); (3) "Siendo bilingue y bicultural puede llevar al exito escolar: He aqui porque" ("Being Bicultural and Bilingual Can Lead to School Success: Here's Why"); (4) "Leyendo libros de ninos: Hay mas de lo que se observa a primera vista" ("Reading Children's Books: There's More to It than Meets the Eye"); (5) "Entendiendo los objetivos de la educacion preescolar" ("Understanding the Goals of Preschool Education"); and (6) "Los padres latinos apoyan el exito de sus hijas" ("Hispanic Parents Support Their Daughters' Success").   [More]  Descriptors: Adolescent Development, Adolescents, Biculturalism, Bilingual Education

McCarty, Teresa L.; Watahomigie, Lucille J. (1999). Indigenous Education and Grassroots Language Planning in the USA, Practicing Anthropology. Indigenous literacy affirms indigenous identity; connects native speakers to the culture and each other; and stimulates other, more diffuse forces for language maintenance. Collaborative, grassroots Native language programs in the United States, New Zealand, Hawaii, Canada, and Puerto Rico are described. Immersion and literacy programs include oral language maintenance, development of writing systems, curriculum development, language reconstruction, and faculty training. Descriptors: American Indian Education, American Indian Languages, Apprenticeships, Bilingual Education Programs

Craviotto, Eileen; Heras, Ana Ines; Espindola, Javier (1999). Cultures of the Fourth-Grade Bilingual Classroom, Primary Voices K-6. Describes how a bilingual teacher and a professor collaborated in a bilingual classroom to create culturally relevant opportunities for learning. Examines the work of four fourth-grade students of different backgrounds to show what this culturally relevant learning looked like. Discusses sources of knowledge generation: families, multicultural literature, and the students themselves. Descriptors: Bilingual Education, Classroom Environment, College School Cooperation, Cultural Differences

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