This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gyorgy Szepe, Elsa Auerbach, Louis Roederer, Josephine Stahl-Gemake, Ruth Bennett, Thomas G. Greene, Thomas Liljegren, Bernard Spolsky, Reynaldo F. Macias, and Francesco Cordasco.
(1994). CLAD/BCLAD Certificate Handbook. The primary purpose of this handbook is to assist teachers who want or need to become authorized by the state of California to teach limited-English-proficient (LEP) students by earning the new Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. Section 1 discusses who is required to hold the CLAD/BCLAD certificates, which were first authorized for issuance in July 1994 and replace Language Development Specialist certificates and Bilingual Certificates of Competence. Teachers who provide instruction for English language development, specially designed academic instruction delivered in English, instruction for primary language development, and content instruction in the primary language are required to have the CLAD or BCLAD certificate. Section 2 describes the CLAD/BCLAD system for the preparation and credentialing of teachers for ESL students. Section 3 provides the general requirements for CLAD and BCLAD certificates. Section 4 examines the requirements for CLAD and BCLAD certificates for teachers who already hold or have met certain requirements for other documents that authorize services to LEP students. [More] Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Limited English Speaking
(1984). Mother Tongue, Language Policy and Education, Prospects: Quarterly Review of Education. It is of prime importance that children begin their education in their mother tongue, as this will provide the optimum conditions for the development of the personality and will improve their social chances. Mother-tongue education is beginning to be accepted in a number of European countries. Descriptors: Bilingual Education, Comparative Education, Disadvantaged, Educational Policy
(1985). Overcoming Language Barriers to Education in a Multilingual World. The 75th anniversary of a city honored among other things for its role in the revival of the Hebrew language is an appropriate occasion to remind ourselves of the complex effects of language policy on education. In choosing to establish Hebrew as its standard language, Israel was working to proclaim both present and historical unity. The rapidity with which the language spread, the comparative ease with which large numbers of migrants came to use it, the skill with which it was developed for new domains of modern life, should not be permitted, however, to obscure one of the costs. In Israel, as in much of the modern world, children come to school speaking a language or a dialect different from the one valued by the school system. Failure to recognize this means that many children, whether their home language is different from the standard or a stigmatized variant of it, face a barrier to their education. Educational linguistics, a field that is well developed in Israel, provides a means of studying this problem and of working to provide equal educational opportunity for all students in a multilingual society. [More] Descriptors: Bilingual Education, Dialects, Educational Policy, Elementary Secondary Education
(1984). Needed: A New Language Policy in the U.S, USA Today. American schools have a long way to go to catch up with the levels attained in most European schools, where students reach near fluency in English besides learning another foreign language or two. English has become a world language; however, there is still a need for foreign languages to be taught. Descriptors: Bilingual Education, Comparative Analysis, Comparative Education, Educational Needs
(1982). Compulsory School Leavers in 1979 with Home Languages Other Than Swedish. Interim Report 4. The Swedish National Board of Education studied 7,095 youths (mostly immigrants) who were compulsory school students in 1978-79 (Grade 9) and who spoke a language other than Swedish at home. The part of the study reported on in this document focused on the students' attitudes toward instruction in the home language and toward courses offering supportive Swedish instruction. Major findings included the following: (1) there were great differences regarding participation in home language instruction between groups with different other home languages; for example, while most of the pupils who spoke Danish, Norwegian, Estonian, German, Hungarian, or English at home never attended home language instruction in compulsory school, only a minority of Greek and Turkish speaking pupils did not receive home language instruction; (2) although pupils speaking Swedish and another language at home need more home language instruction than others in order to remain actively bilingual, most of these students were found not to have attended home language instruction in compulsory school; (3) students' attitudes concerning home language instruction varied, but most who had received it were very satisfied; nonetheless, about a third stated that they were not interested in home language instruction; (4) most students surveyed felt they had received sufficient Swedish instruction; generally, findings in the area of supportive Swedish instruction suggested that young immigrants with a good knowledge of Swedish have a better chance of coping with post-compulsory education; and (5) when questioned one year after they left compulsory school, more than a third of non-Swedish speakers felt they had received too little educational and vocational orientation in their home language. Twelve appendices give tables of grade 9 pupil data using different sets of variables, plus the study questionnaire. Descriptors: Bilingual Education, Educational Attainment, Enrollment, Foreign Countries
(1991). Intercultural Learning–A Challenge to the Educational Policy in the European Community, European Education. Discusses the problems of intercultural education in the European Community. Specifies that, for education not to discriminate, both majority and minorities must experience common learning processes and have opportunities to acquire relatively unbiased information about each other. Examines educational policy, school structure, and language policy. Compares the European Community outlook with nationalism. Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Educational Philosophy
(1984). Photo Essays Teach Children to Organize Their Writing, Highway One. Explains how photographs were used to generate language and to teach the form of expository prose to inner city sixth-grade students. Descriptors: Bilingual Education, Content Area Writing, Expository Writing, Grade 6
(1993). Bilingual Community Literacy Training Project. Final Report. A three-year, federally-funded program to train bilingual adult literacy and English-as-a-Second-Language (ESL) teachers to serve immigrants and refugees in the Boston (Massachusetts) area is reported and evaluated. A significant feature of the project was that it trained non-native-English-speaking community members to teach literacy skills and ESL to fellow community members at several centers serving different neighborhoods. The first two chapters describe the project's background, rationale, and structure. Chapters 3 and 4 describe the work of the project, first the training of teaching interns in monthly workshops and then the instruction provided to adult literacy learners. The program at one site that offered Spanish literacy instruction is highlighted in chapter 4. The last two chapters provide an evaluation of the project, including lessons learned and recommendations for future programming. Appended materials include: a description and evaluation of training workshops; sample teacher sharing minutes; sample evaluation tools, and samples of student writing. (MSE) [More] Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education Programs, English (Second Language)
(1992). State Governments and Multicultural Education Policy, Equity and Excellence. Provides a rationale for state government involvement in multicultural education policy development, and assesses current trends of state government promotions of multicultural education. Presents a framework for examining the issue, background information, a description of trends in state multicultural education policies, and conclusions about the importance of policy mandates. Descriptors: Bilingual Education, Educational Policy, Educational Trends, Elementary Secondary Education
(1982). Policies for Minority Education. A Comparative Study of Britain and Sweden. Studies in Comparative and International Education, No. 7. This document examines and compares how policies for minority education in Great Britain and Sweden have developed over the last 25 years. The term "policy" is used here broadly and includes not only central but also regional decisions, and written documents as well as administration, interpretation, and application of policies. The research shows that during the initial stage the authorities in both countries encouraged immigration and only later realized the implications for the education systems. Both countries have emphasized the acquisition of the majority language by the minorities. In Sweden, the role of the mother tongue in education is a major issue and all children are entitled to mother tongue teaching. In Great Britain, however, the mother tongues of the minorities have normally not been included in the curriculum, although some projects have started during the last few years. Multicultural aspects of education for all children have been more emphasized in Great Britain than in Sweden. Within the devolved British education system local policy patterns have developed differently, whereas in Sweden the policy pattern is more uniform. And finally, a trend toward policies for minority education on a supernational level in Europe has been observed in the European Economic Community Directive on education of migrant workers' children. Descriptors: Bilingual Education, Cross Cultural Studies, Educational Policy, Elementary Secondary Education
(1985). Language and Ideology in the United States, Social Education. More than 22 million persons in the United States speak a non-English language at home. There is an ideology that associates non-English languages with foreignness, and often with poverty and inferiority. The background for this ideology, how it developed, and whether it is warranted are discussed. Descriptors: Bilingual Education, Bilingualism, Educational History, Educational Trends
(1987). Cooperative Learning with a Computer in a Native Language Class. In a cooperative task, American Indian elementary students produced bilingual natural history dictionaries using a Macintosh computer. Students in grades 3 through 8 attended weekly, multi-graded bilingual classes in Hupa/English or Yurok/English, held at two public school field sites for training elementary teaching-credential candidates. Teams of three students worked together at the computer to complete a dictionary page, a task involving selection of a natural item, formulation of its definition, transcription in the Unifon alphabet, translation to English, and page layout. The project focused on written sentence construction and oral communication skills. The goal of producing a dictionary dealing with plants and animals known to local tribes allowed students to use knowledge obtained from family and other tribal members. The computer provided concrete realization of abstract concepts and a self-directed interactive learning environment. Classroom observation showed that (1) students worked on the project willingly for the entire school year; (2) students' oral communication skills, used in the cooperative learning groups, developed over the year; (3) students tended to build on the work of other students; (4) older and younger students differed in their ways of viewing the natural world; and (5) older students advanced from producing literal English translations to making "good" free translations. The success of this project points to the importance of implementing a teaching methodology compatible with the learning style of the home culture. This report contains 26 references. [More] Descriptors: American Indian Education, Bilingual Education Programs, College School Cooperation, Communication Skills
(1992). Language and Education in Africa: A Select Bibliography, 1980-1990, Comparative Education Review. Presents a bibliography of approximately 130 books, journal articles, dissertations, and UNESCO reports (in English and French) about language usage and policies in education in subsaharan Africa. Most items were published in the 1980s. Examines the complexities and politics of language in South Africa, Nigeria, and Tanzania. Descriptors: Adult Basic Education, Bilingual Education, Colonialism, Educational Policy
(1981). Compulsory School Leavers in 1979 with Home Languages Other than Swedish. Interim Report 2. The National Swedish Board of Education studied 7,095 pupils (mostly immigrants) with home languages other than Swedish who were in grade 9 of compulsory school in 1978-79. The part of the research reported on here focused on students taking special English or mathematics courses, students taking adjusted courses of studies at workplaces, and both groups' education/work situations a year later. Few differences were found between other home language speakers and Swedish speakers. For example, grade 9 pupils with other home languages took special English or mathematics courses only slightly less extensively than Swedish home language pupils. The greatest differences were found between Swedish home speakers and other home language students with less command of spoken Swedish than the average Swedish pupil. These pupils (13% of ninth graders) took special courses less frequently than others. However, a larger proportion took adjusted courses of studies at the workplace. Amongst both Swedish home speakers and other home language speakers, greater proportions of boys than girls took special and adjusted courses. And Finnish speakers took special courses less often than pupils with other home languages and the corresponding command of Swedish. Finnish speaking boys took technology far more often than other boys, and adjusted courses of studies at the workplace were commoner among Finnish speakers than others. Within the group of other language speakers, large differences existed between different language groups. Eleven appendices include tables showing pupil percentages in various courses by sets of variables, plus the compulstory school follow-up questionnaire used to obrain the data for this report. (KH). Descriptors: Academic Persistence, Advanced Courses, Bilingual Education, Educational Attainment
(1984). The Puerto Rican Return Migrant Student: A Challenge to Educators, Educational Research Quarterly. The two-way migration phenomenon of Puerto Ricans is examined, focusing on how Puerto Rican schools deal with children returning from the mainland with varying degrees of English and having become acculturated to some mainland behaviors. Descriptors: Acculturation, Bilingual Education, Educational Planning, Elementary Secondary Education