Bibliography: Bilingual Education (page 721 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Kathy Dietrich, Stephen B. Lawton, Stephen May, Harold Hodgkinson, Diane August, VA. Arlington County Public Schools, Shwu-yong L. Huang, Norbert Francis, Kristi Liu, and Margery E. Ames.

Francis, Norbert; Ryan, Phyllis M. (1998). English as an International Language of Prestige: Conflicting Cultural Perspectives and Shifting Ethnolinguistic Loyalties, Anthropology & Education Quarterly. Explores the conflicting cultural perspectives associated with studying English, drawing on two studies of Mexican students. P. Ryan (1994) studied the perceptions of culture related to language learning for six college teachers and their urban students. N. Francis (1994) studied the perceptions of rural bilingual (Spanish/Nahuatl) elementary school students about learning English. Descriptors: Bilingual Education, Bilingual Students, College Students, Cultural Differences

Hodgkinson, Harold (1999). State Differences: The Key to Demographics, School Business Affairs. This companion piece to a 1997 article examines United States demographic trends, such as diversity by age, "race" and U.S. Census racial classifications, wealth, transiency, suburbanization and sprawl, and immigration, focusing on differences among states and metro regions. Nothing, including achievement scores, social services, and financial resources, is evenly distributed. Descriptors: Accountability, Age Differences, Bilingual Education, Comparative Analysis

Huang, Shwu-yong L.; And Others (1997). Classroom Instruction, Home Language, and English Acquisition of Secondary Bilingual Students. A study investigated the effects of home language and some bilingual instructional practices on language minority or bilingual secondary students' learning of English as a second language. Subjects were 17 teachers and their students from 12 secondary schools in an urban school district with a high Hispanic enrollment. Teachers were observed for their interaction with students or others, settings in which the interactions occurred, purpose of the interaction, and specific behavior. Each was observed for 10 30-second intervals 2 separate times. Students' English skills were pre- and posttested using a standardized proficiency test and a locally-produced Spanish literacy test. Analysis of results indicates that, in general, cognitive processes in the bilingual classroom are teacher-centered, and peer group support in learning English was not emphasized. Teachers rarely placed students in pairs or small groups. It was also found that students' existing home language skills affected English achievement, as did some instructional strategies such as encouragement of self-management. It is concluded that first language skills should not be overlooked as an important foundation for second language learning, and that teachers should encourage students to manage their own learning. Contains 18 references.   [More]  Descriptors: Bilingual Education, Bilingualism, Classroom Environment, Classroom Techniques

Jarrett, Denise (1998). The World Is Coming to Us, Northwest Education. The Lower Kuskokwim School District in southwest Alaska developed Yup'ik language materials to support the curriculum and, trained school staff in bilingual practices. The district school in Quinhagak adopted Yup'ik as the primary language of instruction through fifth grade, taught by Yup'ik-speaking teachers. The tribal council offered support in numerous ways, including guest lectures by village elders. Descriptors: Alaska Natives, American Indian Education, Bilingual Education, Bilingual Teachers

Samway, Katherine Davies; McKeon, Denise (1999). Myths and Realities: Best Practices for Language Minority Students. This book provides research information about programs and practices that have proven to be effective for helping language minority students achieve academically. Basic background information about language acquisition, legal requirements for educating linguistically diverse students, and placement, program, and assessment information is also provided to help guide educators through the new and emerging climate of high stakes accountability. The principle aim of this book is also to debunk some of the myths surrounding the education of language minority students. A total of 45 myths in nine categories (demographics, enrollment, native language instruction, second language acquisition, placement, assessment, programming, staffing and staff development, and parents and the community) are methodically set forth, explored, and then refuted with empirical research. The importance of debunking these myths is asserted because such beliefs color the policy, programmatic, and instructional atmospheres in which teachers teach and students learn. An extensive list of organizations providing resources for English-as-a-Second-Language educators is appended, including the names, addresses, and contact information (often including Internet addresses) for national organizations, research and development centers, professional organizations, not-for-profit advocacy groups, and local and state educational organizations. (Contains a glossary, extensive references, and an index). Descriptors: Bilingual Education, Classroom Environment, Classroom Techniques, Demography

Marcus, Susanne D.; Ames, Margery E. (1998). Reaching Linguistically and Culturally Diverse Young Learners with Disabilities, TESOL Journal. Describes how cross-over training and a whole-school approach help preschool educators assist disabled students who have not yet acquired their native language, examining New York's English-as-a Second-Language/Linguistically and Culturally Diverse Training Program for Pre-K Special Education Personnel, which trains preschool personnel to meet culturally and linguistically diverse students' social, emotional, and academic needs. Descriptors: Bilingual Education, Bilingualism, Cultural Differences, Developmental Delays

Bachelder, Ann; Markel, Sherry (1997). An Initial Exploration of the Navajo Nation's Language and Culture Initiative. This paper presents some preliminary findings from an opinion survey on the nature and depth of language and cultural studies to be included in school curricula as required by the Navajo Tribe's Language and Culture Mandate (1984). A 10-question survey was sent to 20 elementary and secondary schools in the Navajo Nation in New Mexico and Arizona. In addition, 21 attendees of the Navajo Studies Conference in Albuquerque participated in the survey. The 37 respondents included community members and teachers ranging in age from 14 to over 65. Respondents felt that Navajo or tribal elders should teach Navajo language and culture and that language arts and social studies were the top choices for curriculum expansion. Sixty-two percent felt that daily instruction was necessary and that students should be competent or fluent in Navajo. Most participants felt that parental/clan involvement was necessary and that parents should be taught Navajo language and culture so they could support and teach their children. They also felt that religion and ceremonial instruction were best taught outside of school. Although the survey showed that members of the Navajo nation are very concerned with the education of their children, opinions on the means and goals of education are not consistently shared. An appendix includes the survey questionnaire.   [More]  Descriptors: American Indian Culture, American Indian Education, Bilingual Education, Community Attitudes

Arlington County Public Schools, VA. (1997). Arlington County, VA Spanish Partial-Immersion Program Rubrics for Writing and Speaking in English and Spanish for Grades 1-5. The rubrics are designed for productive use (speaking and writing) of English and Spanish in two-way bilingual immersion programs. The rubrics were developed by classroom teachers working in elementary school Spanish partial immersion programs, in consultation with a special education teacher, reading specialist, middle school partial immersion teacher, and researchers. The instruments were designed to be used in authentic classroom situations, generate information useful in assessing student progress throughout the year, provide data useful in directing subsequent teaching, and articulate target expectation for language competency designed to parallel state and local goals. Introductory sections describe the materials' underlying principles, what is not assessed by them, appropriate tasks, rubric composition, uses, and scoring, and include a glossary of related terms. A form is included for each language and grade level for both speaking and listening.   [More]  Descriptors: Bilingual Education, Elementary Education, English, Evaluation Criteria

August, Diane, Ed.; Hakuta, Kenji, Ed. (1997). Improving Schooling for Language-Minority Children: A Research Agenda. This report is the culmination of a process that began in 1994, at a planning meeting to determine whether there was a sufficient knowledge base to inform the development of a research agenda on the education of language minority children. A committee was established to review what is known about the linguistic, cognitive, and social processes involved in the education of English language learners. Published information was reviewed in the areas of language, literacy, learning, and social processes, assessment and evaluation, studies of effective instruction and teacher education, and national education statistics. Infrastructure issues were addressed through a primary data collection effort. The report shows that considerable knowledge is available about educating English language learners and bilingual students. Findings about the state of knowledge and research needs are summarized in the following chapters: (1) "Overview"; (2) "Bilingualism and Second-Language Learning"; (3) "Cognitive Aspects of School Learning: Literacy Development and Content Learning"; (4) "The Social Context of School Learning"; (5) "Student Assessment"; (6) "Program Evaluation"; (7) "Studies of School and Classroom Effectiveness"; (8) "Preparation and Development of Teachers Serving English-Language Learners"; (9) "Estimating Population Parameters"; (10) "Issues Related to the Research Infrastructure"; and (11) "Priorities for Research." Four appendixes discuss the research infrastructure, interviews conducted, funded research activities, and committee sources. Each chapter contains references. (Contains two tables). Descriptors: Agenda Setting, Bilingual Education, Child Development, Cognitive Processes

Lawton, Stephen B.; Dietrich, Kathy (1998). Visionaries Who Count: Educational Planners in the 90s, School Business Affairs. Describes a case study of an educational planner in an Ontario, Canada, school district who successful managed a crisis involving crowded schools, shrinking resources, and an identified need for dual-language education. Understanding and effectively handling political processes, community relations, and local values were critical. A visionary planner provides the necessary direction and balance. Descriptors: Administrator Responsibility, Bilingual Education, Case Studies, Community Relations

May, Stephen, Ed. (1999). Indigenous Community-Based Education. After a long history as a tool of forced assimilation of indigenous populations, education is now a key arena in which indigenous peoples can reclaim and revalue their languages and cultures and thereby improve the academic success of indigenous students. Community-based education offers a means by which indigenous peoples can regain a measure of direct control of the educational process. This book presents a multinational perspective on indigenous community-based educational initiatives. Following an introduction by Stephen May, the chapters are: (1) "Community-Based Education for Indigenous Cultures" (David Corson); (2) "Indigenous Education and the Ecology of Community" (Mark Fettes); (3) "Language and Education Rights for Indigenous Peoples" (Stephen May); (4) "Emancipatory Maori Education: Speaking from the Heart" (Arohia Durie); (5) "Indigenous Community-Based Language Education in the USA" (Teresa L. McCarty, Lucille J. Watahomigie); (6) "The Sociopolitical Context of Establishing Hawaiian-medium Education" (William H. Wilson); (7) "Towards a New Age in Innu Education: Innu Resistance and Community Activism" (James Ryan); (8) "Minorities with a Minority: Language and the School in the Sami Areas of Norway" (Jon Todal); (9) "Miscommunication between Aboriginal Students and Their Non-Aboriginal Teachers in a Bilingual School" (Anne Lowell, Brian Devlin); and (10) "Authenticity and Unification in Quechua Language Planning" (Nancy H. Hornberger, Kendall A. King). (Contains references in each chapter.) Descriptors: Activism, American Indian Education, American Indians, Bilingual Education

Bonilla, Carlos A., Ed.; Goss, Joyce, Ed. (1997). Students at Risk: The Teachers' Call to Action!. Written by a team of graduate student teachers, this collection of papers focuses on the challenges of teaching at-risk students and the development of successful classroom strategies. The first chapter, "Kids in Need: The Teachers' Perspective," addresses Hispanic children in poverty, the effects of poverty on academic achievement, and recommendations to help schools to get Hispanic children involved and interested. In the second chapter, "Teenage Pregnancy: Where are the Dads?" the effects of the lack of a father on children and a school-based prevention program to decrease risky sexual behaviors of adolescent students are discussed. Chapter 3, "'Let's Ask the Kids': The ESL Perspective," describes the outcomes of a study that investigated the reactions of 36 Spanish-speaking students to the bilingual programs they had experienced and presents recommendations for improving bilingual programs. In the fourth chapter, "The Epidemic of School Violence in the U.S.: A Statistical Brief," statistics on violence in junior high and high school campuses are provided, while Chapter 5, "Chicks on Crack: Effects at Birth and Beyond," discusses the results of studies exploring the prenatal effects of crack cocaine. Chapter 6, "Who's Hurting Who? Violence Is in Education," presents data on environmental factors that cause criminal violence and offers strategies for reducing the risk. "What Will It Be: Excitement or Apathy? The Learning Style Dilemma: What's a Teacher to Do?" (Chapter 7) outlines different types of student learning styles, discusses cultural influences on learning styles, and provides recommendations for teaching strategies. In Chapter 8, "Homeworks: Inclusion of Parents in the Education Equation," the importance of parental participation is highlighted, and the final chapter, "How to Survive in the Blackboard Jungle: The Quest for Effective Classroom Management," lists behaviors of an effective classroom manager and provides classroom management techniques. Each paper contains references. Descriptors: Bilingual Education Programs, Classroom Techniques, Cognitive Style, Disadvantaged Environment

Liu, Kristi; Thurlow, Martha; Thompson, Sandy; Albus, Deb (1999). Participation and Performance of Students from Non-English Language Backgrounds: Minnesota's 1996 Basic Standards Tests in Reading and Math. Minnesota Report. In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the largest group of LEP/NELB students, but in Minnesota Southeast Asian students make up the largest single group of students with a language other than English spoken at home. While LEP/NELB students share some common characteristics, there are enough noteworthy differences to justify separate studies. This document reports on the achievement of LEP/NELB students from the largest seven language groups in Minnesota (Hmong, Spanish, Vietnamese, Lao, Cambodian, African languages, Russian) during the 1995-1996 school year when the Basic Standards Tests were first implemented. The data also records whether the student received any English-as-a-Second Language (ESL) or bilingual services during that school year. While the results may not surprise ESL teachers, it should be informative to policymakers. Seven tables with detailed test results are presented for all language groups. (Contains 19 references.)   [More]  Descriptors: Achievement Tests, Bilingual Education, Cambodian, Elementary Secondary Education

Guillory, Barbara L. (2000). Project Access: A Program To Improve Service Delivery for Culturally and Linguistically Diverse Populations with Speech, Language and Hearing Disorders, Teacher Education and Special Education. This article describes Project Access, a program at Southern University (Louisiana) designed to recruit, retain, and train speech-language/pathology students from diverse cultural and linguistic backgrounds. Seminars that explore speech and language disorders of diverse populations were added to the required curriculum. Students receive support in the forms of financial aid, mentoring, and specialized academic support. (Contains references.) Descriptors: Bilingual Special Education, College Students, Communication Disorders, Cultural Differences

National Postal Museum, Washington, DC. Education Dept. (1997). Letters from Home: An Exhibit-Building Project for the ESL Classroom. This curriculum is designed to be a flexible enrichment project for adult English-as-a-Second-Language (ESL) education by harnessing the dynamic power of letters for language learning purposes. The goals of the project are to help teachers assisting students in developing communication skills, encourage social interaction as a means of building language skills, increase cultural awareness among students, identify the role letters play in maintaining ties between family members, and teach students how to create and display an in-class exhibition of personal letters. Each of the activities explores the power and significance of family letters. Students will examine the writings of immigrant families from the past and compare them to their own personal experience and correspondence.  The class may share the experience with each other and the community by creating an exhibit that interprets the meaning of family letters. The project encourages adult ESL students to reflect on their shared experiences as immigrants and motivates them to continue building their English language skills. The project is designed to take up to eight sessions, which include the following topics: the value of letters, how letters bind families, translating and sharing letters, and the mechanics of beginning the exhibit-building process, discovering themes, labeling and mounting letters, and publicizing the exhibit and evaluating the experience. (Adjunct ERIC Clearinghouse for ESL Literacy Education)   [More]  Descriptors: Active Learning, Adult Education, Bilingual Education Programs, Classroom Techniques

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