This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Theresa Urrabazo, Christina Bratt Paulston, Elsa L. Statzner, Isara Sarangarm, LeAnn G. Putney, Alfred J. Amado, Joan Wink, Jeff Crump, Michael Brunn, and Josefina Villamil Tinajero.
(1998). Vulnerable Refugees. Discussion Paper. This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the acquisition of literacy skills in Spanish is a necessary first step before acquiring similar literacy in English or French. Literacy is viewed as more than just reading and writing, but a necessary tool for problem solving in every-day life in a modern society. Other useful resources are provided. [More] Descriptors: Acculturation, Adult Education, Bilingual Education, English (Second Language)
(1998). Bilingual Program Evaluation Report on Idea Language Proficiency Tests, 1996-97. The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of the English and Spanish oral tests; results of the English and Spanish reading and writing tests; and recommendations. Highlights of the findings include the following: an overall decrease in the number of non-English and limited-English speakers and a rise in the number of fluent English speakers; an overall increase in fluent Spanish speakers and decrease in limited-Spanish speakers; differential program effects on LAU ratings of oral proficiency; an overall rise in competent English readers and writers; and an overall rise in competent Spanish readers and writers. In all cases, differential program effects were found, and are summarized, for students at each school level (elementary, middle, high school) and for different bilingual program levels (6-hour, 3-hour, 2-hour, 1-hour). Acronyms used in the analysis and forms used for collecting data are appended. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1998). Breaking Rules: Constructing Avenues of Access in Multilingual Classrooms, TESOL Journal. Presents vignettes from grade five, seven, and eight bilingual classrooms with a linguistically and culturally diverse student population, focusing on specific ways that teachers can aid students in constructing meaning in English, promote two-way communication between teacher and student and among students, foster social integration and second-language learning, and support parent participation. Descriptors: Bilingual Education, Classroom Communication, Classroom Environment, Classroom Techniques
(1998). Educating Latino Students: A Guide to Successful Practice. This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school. The following chapters are included: (1) "Successfully Educating Latinos: The Pivotal Role of the Principal" (Maria Luisa Gonzalez); (2) "Learning for Latinos: The Sociocultural Perspective" (Ana Huerta-Macias); (3) "Fostering the Home-School Connection for Latinos" (Alma Flor Ada and Nancy Jean Smith); (4) "Developmentally Appropriate Practice: Rethinking the Preschool Curriculum with Latino Families" (Elizabeth Quintero); (5) "Emergent Literacy: Implications for Kindergarten Settings" (Maria Cristina Gonzalez); (6) "Learning Environments Supportive of Young Latinos" (Cecilia Espinosa, Karen Moore, and Irene Serna); (7) "Developing Language and Literacy in Bilingual Classrooms" (Josefina Villamil Tinajero, Sandra Rollins Hurley, and Elizabeth Varela Lozano); (8) "Issues in the Teaching of Math and Science to Latinos" (Yolanda de la Cruz); (9) "Standardized Testing of Latino Students: A Legacy in Need of Reform" (Jozi de Leon and Linda J. Holman); (10) "Latinos in the United States: A Tapestry of Diversity" (Alicia Salinas Sosa); (11) "Profile of Leadership at the Middle-/High-School Levels: Successful Schools and Their Principals" (Maria Luisa Gonzalez and Ana Huerta-Macias); (12) "Middle Schools for Latinos: A Framework for Success" (Rebecca Benjamin); (13) "Literacy Instruction for Middle-School Latinos" (Karin M. Wiburg); (14) "Transforming High Schools To Meet the Needs of Latinos" (Julia Rosa Emslie, Juan A. Contreras, and Virginia R. Padilla); (15) "Aspects of Successful Programs for Unschooled Latino Immigrants/Recent Arrivals at the Secondary Level" (Nancy J. Lucas); (16) "Alternative Assessment for Latino Students" (Ann del Vecchio, Cyndee Gustke, and Judith Wilde); and (17) "Creating a Climate for Critical Systemic Assessment" (Christopher Nelson, Cecilia Navarrete, and Paul Martinez). Each chapter contains a summary and references. (Contains three figures.) Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Curriculum Development
(1998). A Review and Critique of the Preschool IDEA Oral Language Test (Pre-IPT): Spanish. The Preschool IDEA Oral Language Proficiency Test: Spanish (Pre-IPT:Spanish) developed by W. Williams and E. Dalton (1989) purports to determine the level of oral language proficiency for preschool children, aged 3 to 5 years. The instrument is designed to identify the dominant language of bilingual or primarily Spanish-speaking children, and the developers indicate that it can be used as a diagnostic tool to help educators determine the appropriate language of instruction for the child. Information is given about the costs of various test packages and other publication data. Testing requires some practice to orient the child to the test format and to establish rapport. The norming study in 1989 was based on responses of 312 children. Reliability and validity studies were conducted as the test was developed. Overall, the Pre-IPT:Spanish seems to be an adequate measure of Spanish oral proficiency. It is appealing to the age for which it was constructed, and is easy to score and interpret. Scores across subjects were consistent, but validity results provide little support of the ability of the Pre-IPT:Spanish to measure verbal performance. The test should therefore be used as part of a more thorough language evaluation battery. It is also noted that the norming sample apparently did not include any special population children; the test is therefore a representation of language development in normal children. (Contains two references.) [More] Descriptors: Bilingual Education, Bilingual Students, Diagnostic Tests, Hispanic Americans
(1998). Bilingual Storytelling: Code Switching, Discourse Control, and Learning Opportunities, TESOL Journal. Alternating between languages in the construction of stories offers students creative opportunities for bilingual learning. Describes how a storyteller can code switch to tell stories to children who are becoming bilingual and presents an example from early-immersion classrooms in Colombia, discussing code switching and discourse control, and noting implications for classroom practice. Descriptors: Bilingual Education, Bilingualism, Classroom Techniques, Code Switching (Language)
(1998). A Spatial Study of the Mobility of Hispanics in Illinois and the Implications for Educational Institutions. Working Paper No. 43. This paper examines the growth and characteristics of the Hispanic population in Illinois and presents a case study of how a rural Illinois community and its schools are adapting to an influx of mostly Mexican immigrants. The first section discusses Mexican immigration to Illinois during the 1900s and provides racial/ethnic data on population growth in the Midwest and Illinois during the 1980s; educational attainment, 1980-95; income and poverty rates; and population change in metro and nonmetro Illinois, 1990-96. In "Anytown," a rapid influx of Hispanic workers for a new meatpacking plant has resulted in local conflicts over education, housing, and race. Hispanic students in the schools increased from less than 5 in 1993 to 350 in 1998. As school administrators became aware of the rising numbers, they responded by hiring translators, bilingual aides, and a bilingual coordinator; creating a prekindergarten class for Hispanic students; encouraging parent participation; and developing appropriate curricula and assessment methods. Teachers participated in workshops and conferences about cultural change and the classroom. As staff and administrators gained knowledge and understanding about the needs of language-minority students, they shifted toward a more student-centered philosophy and began developing bilingual and multicultural programs. Interviews with immigrants about experiences in the community, at work, and in school portray the racism encountered by culturally diverse newcomers, but also the efforts of teachers and community members to improve community relations and social integration. Contains 33 references. [More] Descriptors: Bilingual Education, Community Change, Community Relations, Demography
(1998). Foreign Language Teaching in Germany, Bildung und Wissenschaft. This theme issue of "Bildung und Wissenschaft" explains the importance of multilingualism in today's world, focusing on foreign language instruction in Germany. It examines the following issues: "Multilingualism in a Changing World"; "The Significance of Foreign Languages for Germany"; "Foreign Languages in Schools: The System–A Few Basic Facts"; "The Hamburg Agreement"; "Exchanges and Encounters"; "Foreign Languages and 'Bildung'"; "Guidelines: The Official and Secret Curriculum"; "New Approaches to Foreign Language Teaching"; "The Expectations of the Customers"; "Foreign Language Teaching in Vocational Schools"; "Bilingual Curricula and Bilingual Lessons"; "An Early Start"; "Teacher Training"; "Further Training for Teachers"; "Multilingualism and the Position of English"; "EU Programmes: Their Impact on Foreign Language Teaching"; "Correction and Assessment: Grades, Examinations, and Control of Standards"; and "In Conclusion." [More] Descriptors: Bilingual Education, Curriculum Development, Elementary Secondary Education, English (Second Language)
(1998). Linguistic Minorities in Central and Eastern Europe. Multilingual Matters 109. This collection aims to provide an introductory study of linguistic minorities in Central and Eastern Europe, taking into account historical development, present situation, language maintenance and shifts, as well as language and educational policies of the different countries in the area. The introduction (by Christina Bratt Paulston) discusses a theoretical framework of the contextual situations of language maintenance and shift in which linguistic minorities and bilingualism are found. Each chapter stands alone, but trends and generalizations emerge throughout the book with possibilities for model building and theory testing. Chapters include: "Linguistic Minorities in Austria" (Rudolf de Cillia, Florian Menz, Wolfgang U. Dressler, and Petra Cech); "Linguistic Minorities in the Balkans (Albania, Greece, and the Successor States of the former Yugoslavia)" (Hugh Poulton); "Ethnicity and the Nation: The Bulgarian Dilemma" (Bonka Boneva); "Linguistic Minorities in the Caucasus" (Sergei Arutiunov); "Linguistic Communities in the Czech Republic" (J. Nekvapil and J. V. Neustupny); "Linguistic Minorities in Hungary" (Anna Fenyvesi); "Republic of Latvia" (Ina Druviete); "Romania" (Peter Jordan); "Multilingual Russia and Its Soviet Heritage" (Harald Haarmann); and "Linguistic Minorities in Slovakia" (Martin Votruba). Each chapter contains extensive references. An index is included. Descriptors: Bilingual Education, Bilingualism, Cultural Maintenance, Cultural Pluralism
(1998). "Companeros": A Teacher Preparation Partnership Model for Teaching FLES, Hispania. A university-elementary school partnership created a K-5 Spanish program staffed by elementary education majors with bilingual or English-as-a-Second-Language education endorsements. A central component is the FLES methods course for preparing college students to teach. A theoretical model provides the basis for integrating the course's two components: the FLES seminar and the teaching practicum. Descriptors: Bilingual Education, College School Cooperation, Elementary Education, Elementary School Teachers
(1998). Que es la Ciencia? What Is Science? A Question for All Students. This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching heterogeneous groups; motivating participation; using students' background knowledge; and providing concrete support for student efforts. A sample unit entitled "What Is Science?" is outlined in seven detailed and varied classroom activities. [More] Descriptors: Bilingual Education, Classroom Communication, Classroom Environment, Classroom Techniques
(1998). Gifted and Talented Students. IDRA Focus. This theme issue includes five articles that focus on issues surrounding gifted and talented students, especially as they relate to poor, minority, or limited-English-proficient children. "Traditional Methods of Identifying Gifted Students Overlooks Many" (Linda Cantu) presents findings from the National Educational Longitudinal Study that minority and economically disadvantaged students are underrepresented in gifted and talented programs. Reasons for the disparities and recommendations for improving the identification process are presented. "Raising 'Will Hunting'–10 Tips for Parenting Gifted and Talented Children" (Hilaria Bauer) suggests that programs that overlook cultural differences in learning may be responsible for the fact that gifted minority learners do not perform to their full potential and may have problems in school. Ten recommendations are presented in Spanish and English for parents of gifted students struggling with school. "Coca-Cola Valued Youth Program: Looking for Gifts in All the Right Places" (Josie Danini Supik) discusses an example of a program that uses gifted and talented strategies successfully with limited-English-proficient students. "At-risk" secondary students are placed as tutors of primary students, allowing previously overlooked talents to shine. More than 98 percent of participants stay in school. An accompanying article, "Reflections," presents comments from participants. "Insights into Gifted and Talented English Language Learners" (Andrea B. Bermudez, Judith A. Marquez) presents strategies for identifying gifted and talented English language learners, including collecting background data and work samples for each student, determining if cultural and linguistic behaviors obscure the child's giftedness, considering all nominations, and examining standardized test scores in light of demographic data. Sidebars present comments on the passage of California proposition 227, Web sites on education of gifted and talented students, and definitions of and recommendations concerning children with outstanding talent. [More] Descriptors: Bilingual Education, Cultural Pluralism, Educational Needs, Educational Strategies
(1998). Academic Achievement of Elementary Students with Limited English Proficiency in Texas Public Schools. Policy Research Report Number 10. This report presents findings about the academic performance of elementary students with limited English proficiency (LEP) who entered first grade in Texas public schools in 1992-93. In general, performance gaps existed between elementary LEP students and non-LEP students, in terms of Texas Assessment of Academic Skills (TAAS) results and retention rates. LEP students experienced a relatively higher incidence of living in poverty, of attending schools with concentrations of economically disadvantaged students, and of attending schools that, campus-wide, performed worse on TAAS. The report highlights factors that impact LEP students' academic achievement: socioeconomic status, consistency of services in special language programs, preschool attendance, mobility, regularity of school attendance, retention in grade, and prior experience taking the TAAS in English. Geographic distribution of grade-1 LEP students is shown for 1992-93, including data for education service center regions. LEP enrollment trends are presented, giving percent change from 1992-93 to 1996-97. Data are tabulated by district type (from urban to rural) and for education service regions within Texas. A profile of first-graders in 1992-93 shows gender, race/ethnicity, age, home language, and other statistics for LEP and non-LEP students. The report addresses teacher preparation issues in a special section. Texas is one of 32 states with licensing requirements for teachers of LEP students. The report contains figures, data tables, and 74 references. [More] Descriptors: Academic Achievement, Achievement Tests, Bilingual Education Programs, Economically Disadvantaged
(1998). When Can LEP Students Exit a BE/ESL Program: Predicting Academic Growth Using a Test That Measures Cognitive Language Proficiency. This study looks at predicting the length of time the students in the Dallas Public School District (Texas) will remain in a limited English program. Student growth rates determined from 3 years of data were analyzed and compared to expected growth rates identified by the "Woodcock-Munoz Language Survey (WMLS)." The WMLS annual expected scores are based on initial W-scores, which have varying growth rates. With this growth pattern in mind the district data were divided into three groups that had different average expected growth rates. The study then compared the language proficiency growth rates of students in Bilingual English (BE) and English as a Second Language (ESL) programs. Three conclusions were found in light of the standard 1-year gains. First, it is necessary for data to be categorized into groups so that gains of the individual categories can be seen and not masked by one total mean. Second, while the low category exceeded expectations and the middle and high categories did not, students in any category will not reach level 4 (English proficient) in 3 years. This result was not affected by the different programs. Third, the majority of low-scoring first-year students will not reach level 4 when projecting an additional 5 to 7 years, however, the majority of middle and high scoring students should at least reach the 3-4 band, if not level 4. Only with additional years of data can these conclusions be validated. (Contains 14 figures, 3 tables, and 4 references.) [More] Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Bilingual Students
(1998). An Introduction to Educational Research: Disciplined Inquiry and Literature Reviews. This paper presents an introduction to basic concepts of educational research for preschool, elementary, and secondary teachers at the Escuela Internacional Sampedrana (EIS) in Honduras who expressed interest in pursuing graduate education in the United States. EIS is a private bilingual (Spanish-English) K-12 school in Honduras. In the first part of the paper, teachers are introduced to the characteristics of qualitative and quantitative research methods, and later to a blending of the two methods into an approach known as "disciplined inquiry." The second part of the paper presents an active introduction (including sample worksheets) to reviewing research and synthesizing findings from pertinent research studies into an integrative overview. Specific techniques for constructing such a literature review are noted, including the basic rules of the Publication Manual of the American Psychological Association (APA). Three appendixes provide a profile of EIS, the EIS professional development seminar series schedule, and a brief guide for APA writing style. (Contains 11 references.) [More] Descriptors: Bilingual Education, Bilingual Teachers, Educational Research, Elementary School Teachers