This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Chong K. Park, Jim Cummins, Catherine Minicucci, Ardy Bowker, Lucinda Pease-Alvarez, Norma Tarrow, Richard Sutter, Stephen T. Carey, James Cummins, and Susanne M. Shafer.
(1991). Effective Instruction for Language Minority Students: An Early Childhood Case Study, Early Childhood Research Quarterly. Describes the attributes of effective programs and teachers serving language-minority students. Summarizes findings from large-scale studies and describes a case study of two bilingual early childhood teachers. Their instructional perspectives and practices are discussed in terms of the role of language and culture in their classrooms, their pedagogical philosophies and instructional practices, and factors leading to innovations. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Case Studies
(1993). Beyond Multilingual Education: The Cree of Waskaganish, Canadian Journal of Native Education. Traces the 20-year development of the Cree Way Project in Waskaganish, Quebec, which now provides total Cree immersion from preschool through grade 4, trilingual instruction (Cree, English, and French) in upper elementary and secondary grades, culturally adapted curriculum and teaching methods, and extensive culture-based education, including outdoor education and bush camp experiences. Descriptors: American Indian Education, Bilingual Education, Canada Natives, Cree
(1993). Setting a Research and Policy Agenda for the Education of Secondary Students with Limited English Proficiency: Results of an Invitational Conference, Peabody Journal of Education. Reports on a conference that examined the need for models of effective programs for limited-English-proficient secondary students, research and development on pedagogical approaches to teaching related issues, involvement by educators and researchers in school restructuring and reform, better accountability and assessment, and attention to students' developmental concerns and human relations issues. Descriptors: Adolescent Development, Bilingual Education, Conferences, Course Content
(1989). Language and Literacy Acquisition in Bilingual Contexts, Journal of Multilingual and Multicultural Development. Three psycho-educational principles are outlined (additive bilingual enrichment principle, interdependence principle, and sufficient communicative interactive principle) to illustrate research on the maintenance of Frisian among native speakers and the development of Frisian fluency among native Dutch speakers. Descriptors: Bilingual Education, Bilingualism, Dutch, Educational Policy
(1983). Achievement, Behavioral Correlates and Teachers' Perceptions of Francophone and Anglophone Immersion Students, Alberta Journal of Educational Research. Details the results of four tests comparing the French and English achievement of francophone, anglophone, and mixed subpopulations of fifth-grade students in Edmonton Catholic School System French immersion programs. Discusses the behavioral, cognitive, and academic correlates of language competence of the three subgroups. Descriptors: Academic Achievement, Bilingual Education, Cognitive Development, Comparative Analysis
(1994). Quality Education for Inuit Today? Cultural Strengths, New Things, and Working Out the Unknowns: A Story by an Inuk, Peabody Journal of Education. Addresses the issue of how educators can provide the best understanding of quality education for Inuit people, emphasizing cultural influences, culture conflict, and language of instruction (English versus native languages). The article examines how to develop programs and instructional materials in Inuktitut that will support learning from both cultures. Descriptors: Bilingual Education, Bilingualism, Canada Natives, Cultural Influences
(1993). Sisters in the Blood: The Education of Women in Native America. This book seeks to identify factors contributing to the educational success or lack of success of American Indian female students, and to offer a theoretical framework for understanding American Indian female students and their unique position within tribe and school. Part 1 covers: (1) America's dropout problem, particularly for minority groups; (2) the unique history and development of American Indian education; (3) racism and stereotyping directed at American Indians, and how research has reinforced stereotyping in the schools; (4) statistics on American Indian dropouts; and (5) Indian dropout theories focusing on personal problems, family background, and school factors. Part 2 details the results of extensive interviews with 991 women living on American Indian reservations. Subjects were 17 to 36 years old and included high school dropouts, high school graduates, and college graduates. Chapters outline findings related to poverty, cultural discontinuity, self-concept and ethnic/tribal identity, substance abuse, adolescent pregnancy, racism, peer pressure, child abuse, and school and teacher factors. Part 3 summarizes the findings and offers recommendations. Causes of dropping out identified by dropouts include uncaring insensitive teachers, oppressive school policies, poor school climate, teen pregnancy, lack of adjustment to school, peer pressure, and poverty conditions. On the other hand, graduates associated their success with a caring adult or mentor (often a teacher who was a personal advocate), a strong sense of spirituality, and low family stress. This book contains over 400 references and an index. [More] Descriptors: American Indian Education, American Indians, Culture Conflict, Dropout Characteristics
(1996). The Education of Language-Minority Students: Where Are We, and Where Do We Need to Go?, Elementary School Journal. Notes the difficulty of sorting out the root cause of poor test performance by Spanish-speaking students, and the scarcity of demonstrably effective solutions. Illustrates these difficulties by discussing low English academic engagement by limited-English-proficient students and the challenges of making the transition from native language to mainstream English instruction. Descriptors: Academic Achievement, Bilingual Education, Classroom Techniques, Elementary Education
(1978). Bilingual Office Careers for Hispanics: A Curriculum Package. This package represents a program guide for preparing Spanish-speaking students to become bilingual secretaries or otherwise to put their bilingual skills to use in the office. The first part of the package reports on career possibilities and on the cultural background and education-related characteristics of the student population in question. The curriculum materials that follow are divided into the following areas: (1) office procedures, (2) typing, (3) English for specific purposes (alphabetizing, writing from dictation, graphs and charts, business correspondence, and using the telephone), (4) English as a second language (the development of expressive fluency in professional and social situations), and (5) a selection of units from the above headings presented in Spanish. A bibliography is appended. [More] Descriptors: Bilingual Education, Bilingual Students, Careers, Clerical Occupations
(1994). An Innovative International Program for the Preparation of Bilingual-Crosscultural Teachers. Searching for additional bilingual-crosscultural teachers, the California State University (CSU) system plans to combine teacher education and the CSU International Programs approach. Basic elements of this program are: (1) intensive study of Spanish and immersion in a Spanish-speaking milieu; (2) a living experience in the Mexican culture; (3) a specific curriculum and program supporting a post-baccalaureate credential year with student teaching in Californian and Mexican schools; and (4) an alternate curriculum supporting the professional development needs of already credentialed teachers. Although this approach is not the entire solution to the shortage of qualified bilingual-crosscultural teachers, it is expected to provide a cadre of teachers able to offer special knowledge and assistance to school districts and professional colleagues. The development of the program is traced, and plans for its implementation, including program evaluation, are detailed. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Cross Cultural Studies
(1995). School Reform and Student Diversity, Phi Delta Kappan. Case studies of eight exemplary schools demonstrate that language-minority students can learn the same academic curriculum as native English speakers while pursuing English literacy. Common school characteristics include a schoolwide vision of excellence, creation of a community of learners engaged in active discovery, and well-designed, carefully executed language-development programs. Descriptors: Bilingual Education, Case Studies, Cooperative Learning, Cultural Pluralism
(1983). A Handbook for Teaching Korean-Speaking Students. A handbook designed to facilitate effective instruction of Korean immigrant students in California has five parts. The first gives an overview of the language group, outlining their socioeconomic experience in California and the United States, reasons for immigrating, the Korean educational system, and attitudes toward schooling and involvement with the schools. The second section describes historical and sociocultural factors concerning the Korean language in both Korea and California, including the literacy rate and attitudes, attitudes toward certain language skills, training in and use of English in Korea and within the Korean community in California, community efforts to develop children's language skills, and use of Korean in the California Korean community. The third section discusses Korean linguistic characteristics, such as its history, the distribution of dialects, phonology, grammar, morphology, characteristics of the writing system, and cultural patterns reflected in language use. Section 4 recommends instructional and curricular strategies for Korean and English language development, concerning cognitive factors in primary and secondary language devlopment, readiness skills for formal language instruction, transfer of skills, and development of additive bilingualism, A final section list references, readings, district Korean enrollments, Korean holidays and special events, and organizational, community, and other instructional resources. [More] Descriptors: Bilingual Education Programs, Classroom Techniques, Cultural Differences, Curriculum Development
(1988). Teacher Education and Professional Development, TESL Canada Journal. Demonstrates a framework for planning inservice teacher education for Canadian Heritage and Native language instruction programs. Framework stages represent the evolution of teacher training: (1) providing teacher training; (2) training of first and second language teachers towards bilingual development; and (3) recognizing the continuum of language provision existing in schools. [More] Descriptors: Bilingual Education, Canada Natives, Faculty Development, Foreign Countries
(1990). Bilingual Mathematics and Science Achievement, 1988-89. Evaluation Section Report. This report documents the evaluation of the Bilingual Mathematics and Science Achievement Program (Project BMSA) for students of limited English proficiency. The bilingual program was designed to provide intensive mathematics and science instruction, using mastery level concepts, in the native language and to incorporate mathematics and science concepts and themes into English language classes. The project provided training for teachers of students of limited English proficiency by offering workshops in science and mathematics and developed curriculum materials for both subjects. To evaluate the program, OREA interviewed project coordinators, observed a science workshop, and collected data on participants' ratings of the workshops. This document summarizes the results of an evaluation of the staff development aspect of the program. The peer teaching aspect of the program (Project SUMA) is briefly mentioned. A brief overview and history of the program, a summary of the evaluation methodology, and a summary of the evaluation findings of the evaluation of the mathematics and science comonents are presented. [More] Descriptors: Achievement, Bilingual Education, Bilingual Education Programs, Bilingual Instructional Materials
(1983). Australian Approaches to Multicultural Education, Journal of Multilingual and Multicultural Development. Provisions for multicultural education in Australia include expanded ESL and foreign language offerings, various bilingual and bicultural curriculum projects for ethnic schools, and revamping of social studies programs to educate all students and teachers about Australia's ethnic minorities. While such programs should enhance mutual respect and encourage immigrant self-esteem, the problem of weakening national unity remains unresolved. Descriptors: Bilingual Education, Cultural Awareness, Demography, English (Second Language)