This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alma Flor Ada, Thomas L. Newcomb, Peter V. Paul, Marguerite M. McInnes, Susan C. Morse, Mary E. Carr, Washington National Advisory Council on Indian Education, Patricia L. Prado-Olmos, Hong Zhang, and Lilliam M. Malave.
(1990). Instructional Technology. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 15, 1990). This report summarizes a joint session held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues related to instructional technology in Native American education. The testimony pertained to an exemplary program at Hualapai School in Peach Springs, Arizona. The school, which serves 225 students in grades K-8, has over 90 computers and a video studio with three cameras. The computers provide reinforcement for classroom work, word processing capability within a whole language program, and the ability to create instructional materials in the Hualapai language and materials that are culturally relevant. The video equipment is used to make student productions, often in relation to a cultural environmental curriculum. In addition, elders have been drawn into the school to provide cultural education, such as an ethnobotany program in which elders demonstrate traditional harvest methods and uses of plants, while the teacher provides scientific information. School climate is excellent, and the whole community supports this innovative demonstration program. [More] Descriptors: American Indian Culture, American Indian Education, American Indians, Bilingual Education
(1991). Cognitive and Language Development in an Additive-Bilingual Program: Report after Four Observations. The fourth phase of a longitudinal study focusing on the cognitive and language development of children in a primary-grade Spanish immersion program (SIP) is reported. Subjects were the remaining 13 members of an SIP cohort beginning in 1987, 15 members of a standard program comparison classroom, 18 members of another class in the 1987 SIP cohort, 37 members of a second SIP cohort, and 17 members of a same-grade standard-program comparison group. Classroom observations were made in fall 1987 (first SIP cohort only) and in the spring of 1988, 1989, and 1990. The children were tested individually on three measures, including: a test of nonverbal problem-solving ability, an English vocabulary measure, and a Spanish vocabulary test. Results indicate that while the SIP children demonstrated significant gains in nonverbal problem-solving over comparison classrooms between the first and second observations in grade 2 and maintained their gains at grade 3, the difference had attenuated by grade 4. No significant differences in native language development were found at grade 4, despite instruction almost exclusively in Spanish for 2 and 3 years. It is concluded that a common underlying linguistic proficiency facilitates transfer of skills from the first to second language. A 39-item bibliography is included. Descriptors: Bilingual Education, Cognitive Development, Elementary Education, Immersion Programs
(1991). The Amish Child and Teaching Composition. Amish children are at a disadvantage in the rural public school because of their unique traditional upbringing and multilingual society. One of the greatest areas of risk is language arts. This document provides resources and instructional tips for teachers teaching writing to Amish children in rural elementary schools. The Amish are a linguistic, cultural, and religious minority all at the same time. Little research and information are available to public schools to help them meet the special needs of these children. These three types of minority status coupled with rural culture factors may produce invalid results on standardized tests. Eight steps are listed by which the teacher can reduce bias against Amish children, including development of cultural awareness, evaluation of the validity of standardized tests, and use of more appropriate student evaluation methods. English-as-a-Second-Language (ESL) students need not be proficient in speaking it in order to learn to write in it. Five tips are offered to help teachers encourage the development of writing skills in ESL students. Descriptors: Amish, Bilingual Education, Elementary Education, Elementary School Students
(1987). Effective Schools Research and Language Instruction Programs. This paper presents a followup of selected studies on effective schools with a population of bilingual and/or limited-English-proficient (LEP) students. Over 150 research papers on both effective schools and effective bilingual LEP instruction were reviewed. The literature was divided into three categories: (1) studies with a population including linguistically and culturally different students within a bilingual or monolingual setting; (2) evaluations about the degree of effectiveness of mostly federally-funded bilingual programs; and (3) investigations of effective bilingual instructional practices or features. It is reported that the results of a survey of 97 of the research authors demonstrate the limited extent to which the research literature recognizes LEP students in its sample populations. Implications of these findings for the planning and development of effective instructional programs for LEP students are discussed, and recommendations for future research are offered. A 38-item bibliography is included. [More] Descriptors: Bilingual Education Programs, Effective Schools Research, Elementary Secondary Education, Instructional Effectiveness
(1988). Adult Literacy & Basic Skills Unit Newsletter. Nos. 28-31. This packet contains the four quarterly newsletters published by the Adult Literacy and Basic Skills Unit in England in 1988. The Winter issue contains the following articles: "Staff Accreditation"; "Afraid to Fail"; "Adult Basic Education (ABE) and Libraries: Potentials Realised"; and "Literacy Work with Local Employers." The Spring issue includes the following: "The Challenge of Change"; "Preparing for a Long Break"; "Competency Based ABE–A Lesson from America"; "Bilingual Publicity"; and "The Open College: An ABE Perspective." In the Summer edition are these articles: "New Initiatives"; "Language Support across the Curriculum"; "Literacy Work with 'Fourth World' Families"; "Basic Skills Work in YTS (Youth Training Scheme)"; and "A Community Wallhanging." The Autumn issue contains the following: "Assessing the Progress of Learners"; "Getting Students to Predict"; "Steamy Summer in the Big Apple!"; and "Mind over Maths." Each issue also contains about a dozen reviews of books and other materials related to adult literacy. The newsletters are illustrated with color photographs. Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Bilingual Education
(1991). Using Bilingual Classification Exercises To Teach Inference to Spanish-Speaking High School Students. Examples are given of how schema and classification skills, presented bilingually, can be used by classroom teachers to teach Spanish-speaking high school students how to infer the main idea of paragraphs in English. The instructional model is one in which the student learns to identify the main idea of a selection in a series of exercises that progress from simple categorization tasks to the complex task of identifying and then writing the implied main idea of a 70-word selection. The alternative bilingual approach is used, with more exercises gradually presented in English than in Spanish. Components include the following: classification of concrete objects; classification using pictures; and abstract classification (word, sentences, and paragraphs). Sample lessons are included. Contains 11 references. Descriptors: Bilingual Education Programs, Classification, English (Second Language), High School Students
(1993). Students "DO" Process: Bilingual Students' Interactions in a Small Cooperative Reading Group. The paper describes and examines the interaction of a group of Spanish readers engaged in a reading comprehension activity, specifically, the interaction as they put to paper an answer to a reading comprehension question. The study is a satellite study affiliated with an ongoing project examining the use of cooperative learning in elementary bilingual classrooms. The ongoing project is exploring the implementation of an elementary reading program called Cooperative Integrated Reading and Composition with Bilingual Students. As part of this larger study, cooperative reading activities were systematically videotaped. For the purpose of this paper, a 6-minute segment with four spanish-speaking third grade students was identified, transcribed, and analyzed in order to explore the questions outlined. The questions guiding this research include the following: How do language minority students, working in a cooperative learning group, "do" answering reading comprehension questions?; What conversational work do students engage in when answering reading comprehension questions?; What resources are employed in responding to reading comprehension questions?; and What happens when a student's response is tagged as incorrect by other members of the group? A summary of the story read is given along with the transcription and analysis of the interactions. [More] Descriptors: Bilingual Education, Bilingual Students, Cooperative Learning, Elementary School Students
(1994). Toward an Understanding of Deafness and Second-Language Literacy. Research has demonstrated that the acquisition of English literacy skills is extremely difficult for many deaf students, that is, students with severe to profound hearing impairments. As a result, there has been a call for the development of bilingual and English-as-a-second-language programs for this population. This research review addresses three of the major issues related to this movement: (1) the nature and development of second language literacy, (2) the notion of a best method, and (3) the "practicality" of teaching English literacy skills to deaf students. The paper emphasizes that literacy in English as a first or second language is an interactive process that requires the development and coordination of both word-identification and comprehension skills. The paper concludes that, if English literacy is to be taught to deaf students, the focus should be on the common elements across theories and research, rather than on the selection of a particular theory or even a particular instructional method. (Contains 28 references.) [More] Descriptors: Bilingual Education, Deafness, Difficulty Level, Elementary Secondary Education
(1993). A Critical Pedagogy Approach to Fostering the Home-School Connection. Many of the institutions that have helped children deal with the challenge of growing up, such as small towns and extended families, are disappearing or changing, and as a consequence schools are faced with greater responsibilities. Educators must reexamine what they do to acknowledge and validate the home and family, and must extend the educational process beyond the classroom. This is especially important for language minority and economically disadvantaged students. Educators can foster the student's first language as the vehicle for healthy home interaction, validate the informal education of language minority parents, and encourage children to communicate daily school experiences with their parents. The ultimate goal of these practices is for students and parents to recognize themselves as the authors of their own lives. [More] Descriptors: Bilingual Education, Economically Disadvantaged, Elementary Secondary Education, English (Second Language)
(1991). Hispanic Parental Involvement. This report describes a program developed to improve the school involvement of Hispanic parents of children enrolled in an elementary school bilingual program. The parent involvement program included three objectives: (1) more than 50 percent of Hispanic parents would participate in two parent education workshops; (2) Hispanic parents would receive school information in Spanish; and (3) school meetings would provide an interpreter or be conducted in Spanish. A survey on school involvement was sent to parents. Bilingual teachers served as translators at school meetings, and school information was translated into Spanish before being sent to Hispanic parents. An implementation schedule listing weekly objectives, procedures, and materials for 11 weeks of the 12-week program is included. The first parent workshop consisted of a bilingual program orientation. The second workshop considered activities parents could do with children at home. After 12 weeks, parents completed a second survey. Because fewer than 50 percent of the Hispanic parents attended the workshops, the first objective was not met. However, the second and third objectives were met. A reference list of 16 items and a bibliography of 33 items are provided. Appendixes include copies of the pre- and post-surveys, textual materials from the two workshops, and school information items. Descriptors: Bilingual Education Programs, Elementary Education, Elementary School Students, Hispanic Americans
(1993). Improving Knowledge and Competency of Early Childhood Providers Through an In-Service Multicultural Bilingual Program. This practicum was designed to provide a multicultural, bilingual inservice training program for the staff of six early childhood centers serving a large Hispanic population. The inservice training consisted of weekly seminars, guest lectures, classroom observations, and feedback interviews with center directors and executives of agencies that cater to a Hispanic clientele. Assessment instruments were developed and administered to evaluate the teaching knowledge and competency of the 10 participants before and after the intervention. Pre- and postintervention tests demonstrated that all 10 participants increased their teaching knowledge and competency, especially in relation to the importance of a bilingual, multicultural approach to teaching. Three appendixes contain questions asked of agency executives, questions asked of center directors regarding their perceptions of the caregivers on their staff, and a copy of the teaching practices assessment instrument. [More] Descriptors: Administrator Attitudes, Bilingual Education, Cross Cultural Training, Cultural Awareness
(1987). Comparison of Acculturation and Education Characteristics of Referred and Non-Referred Culturally and Linguistically Different Children. A study investigated the presence of and interaction between educational and cultural/linguistic characteristics in 95 Hispanic limited-English-proficient elementary school students previously enrolled in bilingual and English-as-a-Second-Language (ESL) programs. Of this group, 51 had never been referred to special education and 44 had been referenced. The two groups of students were compared on 15 acculturation and education variables, including: school; sex; age; grade; years in a bilingual or ESL program; LAU category; English language proficiency; minority enrollment; years in the United States; acculturation; verbal intelligence quotient (IQ); nonverbal IQ; full scale IQ; reason for referral or problem behavior; and educational achievement. The results indicate that acculturation characteristics were significantly related to the referral and placement of these students in special education, and were also highly correlated to school achievement. The statistical results, the acculturation scale used, a summary of findings, and a 12-item bibliography are appended. [More] Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, Comparative Analysis
(1990). Career Awareness Program. Project CAP. 1989-90. Final Evaluation Report. OREA Report. An evaluation of the fourth year of funding of the Career Awareness Program (Project CAP) by Title VII of the Elementary and Secondary Education Act is presented. Project CAP provided instruction and support services to Chinese-speaking students (n=285), grades 5 through 9, at 2 intermediate schools in New York City, I.S. 73 in Queens and I.S. 131 in Manhattan. Most students were designated limited English proficient, but a few were English proficient. The program also provided bilingual career awareness classes, staff and curriculum development, and parental involvement activities. The project sought to increase program students' attendance rate and to encourage students to stay in school by familiarizing them with opportunities available to high school graduates. Participating students received instruction in English as a Second Language (ESL) and in the content areas, although Native Language Arts (NLA) instruction was provided in I.S. 131 only. Students also enrolled in bilingual classes in career awareness and computer skills. The program offered a variety of supplemental services, including career counseling, tutoring, field trips, and individual advisement. Project CAP also conducted activities for staff and curriculum development and parental involvement. Project CAP met its objectives for ESL, NLA, career awareness, and field content area objective. [More] Descriptors: Bilingual Education, Career Awareness, Chinese, English Instruction
(1993). Helping Elementary English as a Second Language Students To Become Independent Learners by Improving Their Reading Strategies. This practicum was designed to address the need for the intermediate and upper grade level English as a Second Language (ESL) students to become independent learners in the literacy process. The subjects, 13 boys and 3 girls from Pakistan, Philippines, Jordan, Israel, Korea, Turkey, and Thailand were dependent on the teacher when they had difficulty with words and had poor self-confidence in their learning strategies. The author met with the subjects' parents to discuss ways to encourage the children to become independent learners in the literacy process. Students wrote reactions in literature logs to books they read and used a self-monitoring approach to reading and thinking. A group list of new vocabulary words from a basal reading selection was designed by the students to define meaning using the context of the material. By keeping a portfolio, students were involved in the assessment of their own writing. Results of the study showed that students learned to use the context of the reading material, dictionary, or encyclopedia to determine the correct spelling or meaning of a word. They became familiar with many books written in English and had more self-confidence in their learning strategies in the literacy process. More time was spent at home studying than on watching television. A reading strategies questionnaire, use of time questionnaire, and title recognition test are appended. (Contains 28 references.) [More] Descriptors: Bilingual Education, Elementary Education, Elementary School Students, English (Second Language)
(1992). Personnel Training for Parents, Preschoolers, and Professionals: Working with Young Children from Migrant Families. Burning Issues Series. This information packet contains five papers related to personnel training in migrant early childhood education: (1) "Personnel Training-an Interstate Coordination Committee Report," by Mary E. Carr and Susan C. Morse, the longest of the papers, provides an overview of the best personnel practices and a discussion of training needs of migrant preschool education personnel; (2) "Together, We Can Do It!" lists vital practices for supporting and nurturing staff and families as identified by an Even Start staff; (3) "Building Bridges" describes a home-based program for migrant preschoolers and the training of its staff; (4) "Going Some Place? Career Ladders in Migrant Education," by Susan C. Morse, suggests ways to develop a career ladder for migrants in the field of education; and (5) "Cultural Fine Tuning: Tips for Home Visitors" (Susan C. Morse) offers suggestions for avoiding culture conflict when working with migrant families in their homes. The packet also lists resources for staff training. [More] Descriptors: Bilingual Education, Career Ladders, Cultural Awareness, Home Visits