This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jill VanNess, Margarita Gonzalez-Jensen, Scott K. Baker, Erminda Garcia, Judith L. Irvin, Peter V. Paul, Robert Rueda, Sharon Graney, Robert Burden, and Rita Vis Dube.
(1997). Linguistic Minority Students in Middle Schools. What Research Says, Middle School Journal. Explains the linguistic stages through which young adolescents progress as they acquire a second language and describes the differences between academic and social language. Considers implications for middle level educators developing appropriate programs and lessons for linguistic minority students. Descriptors: Bilingual Education, Curriculum Development, Language Skills, Language Styles
(1995). Toward an Understanding of Effective Instructional Practices for Language Minority Students: Findings from a Naturalistic Research Study, READ Perspectives. Reviews the results of a 1991 U.S. Department of Education report entitled "A Descriptive Study of Significant Features of Exemplary Special Alternative Instructional Programs." The features of nine exemplary special alternative instructional programs are described that appeared to contribute to positive outcomes for students from diverse linguistic and cultural backgrounds. (Contains 36 references.) Descriptors: Bilingual Education, Elementary Secondary Education, Instructional Effectiveness, Language Research
(1996). ASHA Completes National Schools Survey, Language, Speech, and Hearing Services in Schools. A national survey of speech-language pathologists working in school-based settings examined such topic areas as caseload characteristics, service delivery models, bilingual/bicultural services, support personnel, shortages of speech-language pathologists, and demographic information. Descriptors: Ancillary School Services, Bilingual Education, Communication Disorders, Delivery Systems
(1997). The Status of Children's Fiction Literature Written in Spanish by U.S. Authors, Bilingual Research Journal. Between 1991 and 1995, 262 books for elementary grades were published in Spanish through U.S. publishers, but only 78 of these were originally written in Spanish by U.S. Hispanic authors. Not all genres were represented, few books were for the higher elementary grades, and most authors were female. Implications for reading achievement among Hispanic children are discussed. Descriptors: Authors, Bilingual Education, Books, Childrens Literature
(1993). The Concurrent Development of Spelling and Decoding in Two Different Orthographies, Journal of Reading Behavior. Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages (Hebrew and English). Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Decoding (Reading)
(1997). Do Portfolios Make a Difference for Diverse Students? The Influence of Type of Data on Making Instructional Decisions, Learning Disabilities Research and Practice. A study of special educators (n=21), bilingual credentialed teachers (n=21), and school psychologists (n=21) examined their judgments regarding how portfolio data compared to traditional standardized assessment data. Results indicate that portfolio data led to more numerous, specific, and detailed recommendations and judgments, and is more informative to teachers. Descriptors: Bilingual Education Programs, Diversity (Student), Elementary Secondary Education, Learning Disabilities
(1995). Creating a Bilingual Environment for Children Who Are Deaf, ACEHI Journal/Revue ACEDA. This article presents theoretical, empirical, and practical considerations of creating a bilingual (American Sign Language and English) environment in which deaf children can develop linguistic competence. Traditional environments for these students are compared with bilingual environments, and empirical support for deaf bilingualism is summarized. Descriptors: American Sign Language, Bilingual Education, Communicative Competence (Languages), Deafness
(1995). You Ask, "Why Have School Costs Increased So Greatly during the Last 20 Years?", Phi Delta Kappan. Explains numerous reasons for ever-increasing school costs, including court decisions involving busing, private school aid, education of illegal aliens' children, bilingual and second-language programs, and use of school facilities. Federal and state legislation and regulations and societal demands (for afterschool care and security systems) have also affected costs. Descriptors: Accountability, Bilingual Education, Busing, Costs
(1994). Toward a Better Understanding of Code-Switching and Interlanguage in Bilinguality: Implications for Bilingual Instruction, Journal of Educational Issues of Language Minority Students. Assists teachers involved in bilingual instruction in improving their understanding of two aspects of bilingual development: interlanguage and of code-switching. Both are natural and creative outgrowths of being bilingual, i.e., alternative forms created by the cognitive/conceptual synthesis of two languages. (30 references) Descriptors: Bilingual Education, Bilingual Students, Code Switching (Language), Cognitive Processes
(1996). Getting It Right: The Seattle School District Program for Limited-English Proficient Students, READ Perspectives. Discusses court litigation resulting from a class action suit filed on behalf of all limited-English-proficient (LEP) students against the Seattle Public Schools regarding their English-as-a-Second-Language needs, lack of adequate educational materials, need for teachers trained in bilingual instruction methodology, and other related issues. (34 references) Descriptors: Academic Achievement, Bilingual Education, Court Litigation, Demography
(1996). Evaluation as an Aid to Innovation in Foreign Language Teaching: The "SPARE" Wheel Model, Language Learning Journal. Describes how a request to help evaluate an innovative bilingual project in an international school led to positive changes in project implementation and a more constructive way forward for the main participants. The article presents a model, called a "SPARE wheel" in order to emphasize the cyclical nature of evaluation. Results indicate the efficacy of the model. (five references) Descriptors: Bilingual Education Programs, Change Agents, Educational Change, English
(1994). Possible Influences on Bilingualism in Early ASL Acquisition, Teaching English to Deaf and Second-Language Students. Examines a number of ways in which the process of natural acquisition of American Sign Language (ASL) from competent adult and child users of the language might directly enhance the learning of English. The natural acquisition of ASL, contact signing, and fingerspelling may enhance English language literacy. (45 references) Descriptors: American Sign Language, Bilingual Education, Bilingualism, Deafness
(1994). Response to "Unlocking the Curriculum": Principles for Achieving Access in Deaf Education, Teaching English to Deaf and Second-Language Students. Argues that bilingual (American Sign Language/English) education programs for all children with deafness, regardless of the severity of their hearing loss, may be ineffective in promoting English language literacy and access to the academic curriculum. (12 references) Descriptors: Access to Education, American Sign Language, Bilingual Education Programs, Deafness
(1997). ASL and Spoken English: A Bilingual Program, Perspectives in Education and Deafness. Describes how using American Sign Language can facilitate the development of skills in spoken English for deaf and hard-of-hearing students. Discusses factors influencing how well a child with deafness will develop spoken language and the need to teach the two languages separately. Descriptors: American Sign Language, Bilingual Education, Deafness, Elementary Secondary Education
(1995). Asian Parents as Partners, Young Children. Forty parents, representing five different Asian groups living in California and Colorado, were interviewed about their attitudes toward their children's education. Found that, in general, Asian parents are interested in their children's school progress and are willing to help at school. Suggests ways to help teachers capitalize on this interest for the benefit of the children in their classes. Descriptors: Asian American Students, Asian Americans, Bilingual Education, Cultural Awareness