This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Maria de la Luz Reyes, Chuong Hoang Chung, Jim Cummins, Eddie C. Y. Kuo, Evangeline Parsons-Yazzie, Bjorn H. Jernudd, Laurie Makin, Alasdair Roberts, Thomas D. Boswell, and JoAnn Crandall.
(1996). Spanish As an Economic Resource in Metropolitan Miami, Bilingual Research Journal. Examines growth of metropolitan Miami's Spanish-language economy and the economic and cultural advantages of a multilingual workforce. Discusses Hispanic and Latin American businesses, Spanish-language media, statewide and local Spanish instructional programs, Dade County census data on language use and educational attainment, a Miami business survey on language use, and policy recommendations. Contains 122 references and data tables. Descriptors: Bilingual Education, Bilingualism, Economic Impact, Economic Opportunities
(1992). Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students, Harvard Educational Review. "One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context. Descriptors: Bilingual Education, Cultural Pluralism, Error Correction, Immersion Programs
(1992). Bilingualism and Second Language Learning, Annual Review of Applied Linguistics. Addresses recent advances in research and theory that relate to language shift in early childhood, cognitive, and academic consequences of bilingualism and second-language learning, and theoretical models for conceptualizing the development of bilingualism and second-language learning. Contains annotated bibliography. (47 references) Descriptors: Bilingual Education, Bilingualism, Child Language, Early Childhood Education
(1997). Scattered in the Mainstream: Educational Provision for Isolated Bilingual Learners, Multicultural Teaching. Identifies concerns of teachers working with isolated bilingual students, outlining key principles for ensuring that they are seen as learners who must learn what all others students learn and still develop bilingually. The context is that of the south of England, but the concerns may be common to all educators. Descriptors: Bilingual Education, Bilingual Students, Cultural Differences, Elementary Secondary Education
(1996). Fields of Dreams, Northwest Education. Draws on the experiences of two migrant families to discuss the reluctance of rural schools in the Northwest to accommodate Hispanic migrant students. Explains problems with educators' ignorance of the law, student documentation, diminished funding, untrained teachers, and discrimination. Explores potential solutions, including availability of federal funding. Descriptors: Bilingual Education, Educational Discrimination, Elementary Secondary Education, Hispanic Americans
(1992). Content-Centered Learning in the United States, Annual Review of Applied Linguistics. Reviews integrated language and content instruction or content-centered language learning in the United States. The background, rationale, program models, instructional strategies and techniques, and issues related to this type of language instruction are provided. An annotated bibliography is included. (61 references) Descriptors: Bilingual Education Programs, Elementary School Curriculum, Elementary Secondary Education, English (Second Language)
(1993). Balancing Macro- and Micro-Sociolinguistic Perspectives in Language Management: The Case of Singapore, Language Problems and Language Planning. Shows how both macro- and microsociolinguistic perspectives are necessary to explain national language management. Macrolevel language planning is motivated by tasks of national consolidation by the state, notably in Singapore's case tasks of socio-ethnic integration and economic development. Microlevel language management pertains to individuals' adjustments of language in discourse. (25 references) Descriptors: Bilingual Education, Case Studies, English (Second Language), Foreign Countries
(1991). A New Approach to the Assessment of Academic Literacy in a Zimbabwean Teachers' Training College, Language and Education: An International Journal. It is argued that a shift from impressionistic measures of assessment to criterion-referenced measures provides a more detailed profile of the writing abilities of young adult writers. The usefulness of the Staged Assessments in Literacy (SAIL) scheme developed at the University of Manchester as a measure in multilingual settings is described. (45 references) Descriptors: Bilingual Education, Criterion Referenced Tests, Foreign Countries, Higher Education
(1997). The Effect of Modified Input on the Acquisition of Vocabulary in Science by a Newly Arrived Bilingual Student in a Secondary School, Multicultural Teaching. Studies the effect of specific teacher input, modified for comprehension, on the acquisition of science vocabulary by a recent immigrant, a 12-year old newly arrived at an English secondary school. Comprehensible input played an important part in the acquisition of this student's science vocabulary. Descriptors: Bilingual Education, Bilingual Students, Foreign Countries, Immigrants
(1996). Families First, Northwest Education. The Families First program in Oregon's Marion County Education Service District provides 130 Hispanic families with the support, resources, and reinforcement needed to participate in the culturally appropriate education of their preschool children in a home environment. Besides attending twice-monthly topical meetings, one member of each family must attend an adult literacy or GED class. Descriptors: Bilingual Education, Culturally Relevant Education, Family Involvement, Hispanic Americans
(1991). Parental Attitudes to Gaelic-Medium Education in the Western Isles of Scotland, Journal of Multilingual and Multicultural Development. A questionnaire and interview survey shows that Gaelic is no longer the language of the home for a majority of parents of preschool children, who are nevertheless very positive that their children should be bilingual by the end of primary school. About half seemed prepared to enroll their children in Gaelic-medium units if provided. (22 references) Descriptors: Bilingual Education, Bilingualism, Foreign Countries, Language Dominance
(1991). Innovations in Foreign Language Education: An Evaluation of Three Hungarian-English Dual-Language Schools, Journal of Multilingual and Multicultural Development. The results of the first year of an ongoing evaluation of Hungarian-English dual-language programs in Hungary are reported, including foreign language proficiency for secondary school students, parent and student attitudes and motivation regarding participation in the programs, and problems in implementing the immersion model in Hungary. (seven references) Descriptors: Bilingual Education, Foreign Countries, Hungarian, Immersion Programs
(1997). Niha'alchini Dayistl'o Nahalin, Journal of Navajo Education. In 10 families in which parents spoke Navajo and children did not, factors that inhibited the transmittal of Navajo to children were the use of English at home, shame toward the Navajo language and culture, the perception that a "glass ceiling" hindered the job advancement of Navajo speakers, and influence of the media. Suggests ways to preserve Navajo. Descriptors: Acculturation, American Indian Education, Bilingual Education, Extended Family
(1992). Supporting Children's Home Languages in Mainstream Educational Programs, Australian Review of Applied Linguistics. Describes the Home Language Support Project, which is an attempt to help mainstream teachers include children's home languages in educational programs. Questions that arose during the implementation of the program are discussed, including language delivery patterns in home language support programs and the issue of code switching. (19 references) Descriptors: Bilingual Education, Code Switching (Language), Day Care, Elementary Education
(1992). Teaching LEP Students in the Content Area: A Sheltered English Approach, Social Studies Review. Argues that children of recent immigrants to the United States have a number of environmental and social problems in addition to having very limited for English proficiency. Recommends the Sheltered English Approach for courses such as social studies or mathematics. Proposes using the students' own experiences to teach social studies in lieu of regular textbook or curriculum subject matter. Descriptors: Bilingual Education, Cultural Pluralism, English (Second Language), Ethnicity