Bibliography: Bilingual Education (page 723 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Carol Ascher, Judy Stobbe, Walter G. Secada, Gary Burnett, Amado M. Padilla, Steven J. Rakow, Ester Helmar-Salasoo, Guadalupe Valdes, Anne Labay Ensle, and Nancy C. Rhodes.

Reyhner, Jon, Ed. (1992). Teaching American Indian Students. This book consists of 18 essays that discuss teaching methods and resource material promoting productive school experiences for American Indian students. The first section of the book introduces the notion of empowerment of Indian students through multicultural education, foundations of Indian education, the history of Indian education, tribal and federal language policies, and a successful bilingual program. Section 2 discusses the importance of adapting teaching methods and curriculum to Indian culture and to the learning styles of Indian children. It also offers recommendations for promoting a positive working relationship between teachers and parents. Section 3 describes language and literacy development, the role of the first language in second language development, and the characteristics of American Indian English. Section 4 addresses the importance of Indian students' exposure to literature relevant to their culture and background. It provides suggestions for whole language teaching strategies, teaching strategies to enhance students' reading comprehension, and an overview of literature written by American Indians. Section 5 makes specific suggestions for teaching social studies, science, mathematics, and physical education to Indian students. Appendices include population and education statistics of American Indians, sources and recommendations for Indian children's literature, resources in social studies, and extensive references. Descriptors: American Indian Culture, American Indian Education, American Indian Literature, American Indian Students

Orellana, Marjorie Faulstich (1995). Good Guys and "Bad" Girls: Gendered Identity Construction in a Writing Workshop. As part of a larger ethnographic project addressing the construction of gender through literacy, this study focused on understanding how the children in one writing process classroom expressed their social selves in their written compositions, as well as how those compositions were engineered within the social dynamics of the classroom. The study considered written narratives, their nature, content, and the processes of their creation, in order to illuminate gendered patterns and the relationship among gender, ethnicity, culture, and social class. A participant observer conducted the study by spending 2.5-hour reading/writing blocks on one to three mornings each week during two consecutive school years in a school located in a poor, Latino, working-class neighborhood. Most of the children were immigrants, the classroom was Spanish-English bilingual, and all students were limited in their English proficiency. Data were gathered from 301 student-created books and analysis of their authorship, topics, characters, and illustrations. The analysis found that students struggled to understand their social identities through their narrative writing, that they wrote themselves into a range of possible existences, and that they displayed their understanding of the possibilities that were available to them, depending in part on their gender and social class. In general students did not voluntarily cross gendered borders in their writing, and when they did, their crossings were not equilateral: girls were more likely to move into territory that was defined by boys than vice versa. Appendices contain a list of topics of student-authored books and titles of classroom-published books in English and Spanish. (Contains 36 references.)   [More]  Descriptors: Bilingual Education, Creative Expression, Elementary Education, Elementary School Students

Spolsky, Bernard, Ed. (1979). Some Major Tests. Advances in Language Testinq, Series: 1. Papers in Applied Linguistics. This fascicle is intended to give some general notion of the state of the art in language testing by describing and reviewing several recent major tests. Its intention is to be representative rather than exhaustive. The following papers are included: (1) "Language Proficiency Tests Developed for the IEA International Study of Achievement in French as a Foreign Language," by John B. Carroll; (2) "The IEA International Study of Achievement Test of Proficiency in English as a Foreign Language," by E. Glyn Lewis; (3) "The Test of English as a Foreign Language (TOEFL)," by John W. Oller, Jr. and Bernard Spolsky; (4) "TOEFL in Recent Years," by Paul J. Angelis; (5) "The Oral Interview of the Foreign Service Institute," by Randall L. Jones; and (6) "A Review of the Bilingual Syntax Measure," by Ellen J. Rosansky. A bibliography completes the volume. Descriptors: Achievement Tests, Bilingual Education, Elementary Secondary Education, English (Second Language)

Valdes, Guadalupe (1996). Con Respeto. Bridging the Distances between Culturally Diverse Families and Schools. An Ethnographic Portrait. As part of a larger ethnographic study, this book focuses on Mexican American family life, parental attitudes toward school, and efforts to increase student achievement by changing families. Exploration of the daily life of the 10 immigrant families sheds light on what educators have interpreted as the disinterest of newly arrived immigrants in their children's education. It is argued that Mexican working-class parents bring to the United States goals, life plans, and experiences that do not help them make sense of what the schools expect of their children. Schools expect a "standard" family and show little sensitivity to the immigrants' culture. Examination of the lives and backgrounds of these families shows that parents' expectations of the "good life" are often incongruent with the school's definitions of success. While it was true that the families in this study were not producing successful students, it was not because they were bad parents. There are many reasons to question the efficacy of programs aimed at changing the family, and this is especially true for Mexican American immigrants, for whom efforts to change the family can upset the delicate balance that allows them to survive. Any efforts that target this group must be culturally sensitive and based on appreciation and respect for the family values that these parents have brought with them. (Contains 5 figures and 232 references.) Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Cultural Differences

Padilla, Amado M., Ed. (1995). Hispanic Psychology: Critical Issues in Theory and Research. This book provides students, researchers, and practitioners with access to major theoretical and empirical issues in the field of Hispanic psychology. The book is divided into six parts: acculturation and adaptation, ethnic identity and behavior, clinical research and services, health and AIDS research, gender studies research, and education and academic achievement. The educational section focuses on two-way bilingual immersion programs, educational resilience among Mexican American 10th-graders, and effects of educational reforms on Latino students. The 20 chapters are: "Environmental Influences and Personal Choice: A Humanistic Perspective on Acculturation" (Raymond T. Garza, Placida I. Gallegos); "Mexican American Family Functioning and Acculturation: A Family Systems Perspective" (Erich J. Rueschenberg, Raymond Buriel); "A Multidimensional Measure of Cultural Identity for Latino and Latina Adolescents" (Maria Felix-Ortiz de la Garza, Michael D. Newcomb, Hector F. Myers); "Acculturative Stress: Minority Status and Distress" (Delia H. Saldana); "Ethnic Identity and Self-Esteem: A Review and Integration" (Jean S. Phinney); "Ethnic Identity and Adaptation of Mexican American Youths in School Settings" (Martha E. Bernal, Delia S. Saenz, George P. Knight); "Ethnic Identity and Bilingualism Attitudes" (Aida Hurtado, Patricia Gurin); "Hispanic Mental Health Research: A Case for Cultural Psychiatry" (Horacio Fabrega Jr.); "Cultural Considerations in the Use of DSM-IV with Hispanic Children and Adolescents" (Richard C. Cervantes, William Arroyo); "Clinical Issues in the Treatment of Chicano Male Gang Youths" (Jerald Belitz, Diana M. Valdez); "Language As a Communication Barrier in Medical Care for Hispanic Patients" (Rosa Seijo, Henry Gomez, Judith Freidenberg); "Cultural Differences in Attitudes and Expectancies between Hispanic and Non-Hispanic White Smokers" (Gerardo Marin, Barbara VanOss Marin, Eliseo J. Perez-Stable, Fabio Sabogal, Regina Otero-Sabogal); "Communicating the HIV/AIDS Risk to Hispanic Populations: A Review and Integration" (Gustavo A. Yep); "Impact of Poverty, Homelessness, and Drugs on Hispanic Women at Risk for HIV Infection" (Adeline Nyamathi, Rose Vasquez); "Hispanic Masculinity: Myth or Psychological Schema Meriting Clinical Consideration" (J. Manuel Casas, Burl R. Wagenheim, Robert Banchero, Juan Mendoza-Romero);"Sex Role Identity among College Students: A Cross-Cultural Analysis" (Brunilda De Leon); "Hispanic Househusbands" (Sharon Kantorowski Davis, Virginia Chavez); "Theoretical Assumptions and Empirical Evidence for Academic Achievement in Two Languages" (Kathryn J. Lindholm); "Academic Invulnerability among Mexican American Students: The Importance of Protective Resources and Appraisals" (Sylvia Alatorre Alva); and "Educational Policy and the Growing Latino Student Population: Problems and Prospects" (Pedro Reyes, Richard R. Valencia). Contains over 700 references, author profiles, and an index. Descriptors: Academic Achievement, Acculturation, Acquired Immune Deficiency Syndrome, Adolescents

Helmar-Salasoo, Ester (1995). A National Study of States' Roles in Choosing Reading and Literature for Second Language Learning. Report Series 2.25. A national survey was undertaken in 1993 to discover what approaches and materials state agencies recommend in the teaching of reading and literature to students in elementary and secondary school bilingual and English-as-a-Second-Language (ESL) programs. The report summarizes the study methodology and findings in these areas: existence and content of a state curriculum guide of framework for bilingual/ESL programs; enrollments of limited-English-proficient (LEP) students; instructional support offered by the state in the form of teacher handbooks, materials addressing specific LEP populations; adherence to local control in bilingual/ESL instruction; alignment of bilingual/ESL programs with English language arts programs; use of multifunctional resource centers; workshop and conference offerings for bilingual/ESL teachers; use of core instructional materials lists; and common issues encountered by state ESL/bilingual program directors, including reorganization and reduced resources, lack of trained teachers, difficulty in collecting and disseminating useful "fugitive" material within the state, and time pressures. A brief bibliography is included, and summaries of survey findings and lists of relevant state publications are appended.   [More]  Descriptors: Bilingual Education, Course Content, Curriculum Design, Curriculum Guides

Ascher, Carol; Burnett, Gary (1993). Current Trends and Issues in Urban Education, 1993. Trends and Issues No. 19. This paper reviews 1993 trends and issues in urban education in five sections. Following an introduction, the first section describes the economic conditions of today's diverse urban public school students and the way that poverty differentially affects various ethnic and racial student groups. A second section analyzes key educational policies affecting urban students: school choice, desegregation, magnet schools, and school finance. A third section reviews a variety of special programs for students disadvantaged by poverty, minority status, and/or disability. A fourth section reviews a group of linked practices that are in the midst of turmoil and change because they all seek to handle the growing diversity among students in a new way. This section covers testing and tracking, instructional practices for heterogeneous groups of students; student learning styles; and three popular models for school restructuring: Accelerated Schools, the School Development Program, and Success for All. A final section looks at the role of parents in educational reform. An author biography is included. (Contains 187 references.)   [More]  Descriptors: Academic Achievement, Bilingual Education, Disadvantaged Youth, Dropout Prevention

Bermudez, Andrea B., Ed.; Rakow, Steven J., Ed.; Ensle, Anne Labay, Ed. (1992). Critical Issues in Parental Involvement: A Collection of Research Summaries by Title VII Graduate Students. This volume contains 18 summaries of research on parental involvement, carried out by inservice teachers completing a Master's degree in multicultural studies. All but one of the participants were certified Texas teachers working in bilingual and English-as-a-Second-Language (ESL) education. Their research critically examined many facets of the involvement of limited-English-proficient parents in public schools in the Houston-Galveston Bay area. A preface by principal investigators and professors Andrea B. Bermudez and Steven J. Rakow describes the Master's program at the University of Houston-Clear Lake, which provides inservice teachers with both clinical and research experiences with language-minority parents. An introduction by Anne Labay Ensle outlines the research emphases of the overall project and lists eight elements and factors identified by researchers as promoting successful parental involvement. The 18 Master's-level research projects specifically examined the effect of the "cat tracks" discipline system on parent involvement, parent attitudes toward ESL instruction and parent involvement activities, attitudes of minority parents toward other minorities, use of newsletters and a video of school activities to promote parent participation, involvement of Japanese parents in the United States compared to their behaviors in Japan, effects of reading aloud on vocabulary development, and parent involvement through social involvement. Each entry contains an abstract, summary of 2-3 pages, researcher profile, and contact information for faculty advisor.  Teacher researchers were Gaylin Black, Virginia Krinke Buehring, Dolores Cavazos, Anne Labay Ensle, Yolanda Flores, Ila Jane Goetz, Brenda Hastings-Gongora, Dolores Hernandez Hix, Nora Sandoval-Ibarra, Catherine R. Johnson, Hanae Kimura, Laura M. Lopez, Rebecca Lopez, Sandra Joy Mangarella, Alicia Muniz, Christine Ortiz-Gatlin, Rebecca E. Prather, Hazel Ramirez, and Lila Kay Cook. Contains approximately 250 references.   [More]  Descriptors: Bilingual Education, Educational Research, Elementary Secondary Education, English (Second Language)

Fase, Willem, Ed.; And Others (1995). The State of Minority Languages. International Perspectives on Survival and Decline. European Studies on Multilingualism. Volume 5. In many respects, the state of minority language reflects the dynamics of the society at large. At this time, many minority languages are threatened by modernization and urbanization, although others find support in new regional autonomy and movements toward cultural preservation. The 17 chapters of this collection describe the status of a number of minority languages. The topical variation on the state of minority languages is well illustrated in the first section of the book, in which three articles focus on national policies, educational issues, and communication styles or attitudes. The second section presents four studies reflecting the long-time academic concerns with multilingualism and the language proficiency of bilingual speakers in Europe. Two articles then report on the state of Native American minority languages in the United States and Mexico, and one considers the relevance of language planning in national policy. These discussions are followed by large-scale surveys and in-depth studies that analyze the status of minority languages in particular nations and demonstrate research approaches. A final section reflects on the future of minority languages in a changing world. References follow each chapter. (Contains 24 figures, 69 tables, and 4 schemas.) Descriptors: Bilingual Education, Cultural Maintenance, Cultural Pluralism, Educational Policy

Singh, Basil R., Ed. (1994). Improving Gender and Ethnic Relations. Strategies for Schools and Further Education. Cassell Education Series. The development of educational and social relationships among students of different ethnic groups and social backgrounds is examined in these explorations of the reduction of prejudice among school children. Qualitative methods are used, and emphasis is placed on the role of collaborative learning and on the strategies and techniques teachers can use to collect data on student interrelationships. Following an introduction, "Improving Social Relationships through Teaching Methods" by Basil R. Singh, the following papers are included: (1) "Can Monolingual Teachers Teach Language Awareness Successfully to the Benefit of All Children?" (Wendy F. Reeds); (2) "Personal and Social Education: A Vehicle for Prejudice Reduction" (Lynn Powell); (3) "Experiencing Temporary Disadvantage through Drama as a Means of Prejudice Reduction" (Carol Bianchi-Cooke); (4) "Using Curriculum Material and Teaching Methods To Reduce Prejudice and Maintain Academic Standards in an A Level Human Geography Course" (Anna Schlesinger); (5) "The Effects of Cross-ethnic Tutoring on Interracial Relationships and Academic Achievements" (Cecilia J. Datta); (6) "An Investigation into Prejudice Reduction among the Young People in Youth Clubs" (Peter Davies and Neil Hufton); and (7) "Women in Science: Access, Experience and Progression" (Viv Shelley and Pat Whaley). References follow each chapter. (Contains 14 figures and 26 tables.) Descriptors: Bilingual Education, Cooperative Learning, Cultural Awareness, Data Collection

Stobbe, Judy (1994). Profile of Effective Bilingual Teaching, First Grade. Video Facilitator's Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. The guide, intended to accompany a 26-minute videotape recording, gives background information to assist in discussion of effective classroom practices appropriate to linguistically and culturally diverse students in first grade. The first part reviews briefly the basic principles of effective instruction in multicultural/bilingual classrooms. The second part outlines some effective strategies for a bilingual classroom, using quotations from the video and focus questions as a basis for discussion. The strategies examined include thematic instruction, the language development approach, collaborative/cooperative learning, classroom organization, and a number of literacy development strategies and activities. A brief list of resources is included. Appended materials include suggested activities to be incorporated into 2-hour, half-day, and 1-day workshops based on the videotape.   [More]  Descriptors: Bilingual Education, Class Activities, Classroom Techniques, Cooperative Learning

Godina, Heriberto (1995). Metaphorical Children's Writing in a Whole-Language Classroom. A study described metaphorical writing for engaging Mexican American students in productive emergent literacy activities. During a 2-year qualitative study of a bilingual first-grade classroom, data was collected through an ethnography of communication framework that focused on metaphorical student writing and reading and included interviews and observation. There were about 15 students in the class and each student wrote a number of books that were made available for other students in the class to read. Students regularly discussed the metaphorical interpretations in their writing either through conferencing with the teacher or in round-robin class discussion. The class was clearly successful in its whole language approach, despite the obstacles the instructor faced: finding appropriate Spanish-language texts was not an easy matter; further, many Mexican Americans have been subjected to skill-based instruction, which has left them with negative feelings about education. The instructor overcame this negativity, in part, through establishing an environment that made the students comfortable. He established clear, simple rules, and he provided safe, cozy places in the classroom where students could work alone or in small groups. As a result, the classroom became a comfortable, energetic place. Discussions were facilitated by elevating the student's place, putting them on a platform so they were at a height equal to their teacher. Metaphorical writing was effective because it encouraged authentic representation of student cultural beliefs and a positive motivation toward literacy tasks. (Contains 2 figures and 41 references.)   [More]  Descriptors: Bilingual Education, Childrens Literature, Childrens Writing, Classroom Environment

Secada, Walter G.; De La Cruz, Yolanda (1996). Teaching Mathematics for Understanding to Bilingual Students. When children's own strategies for solving mathematical problems are not connected to the way mathematics is taught in school, students fail to make sense of mathematics instruction and begin to "fail." This chapter adopts the position that student understanding of worthwhile mathematical content is the essential goal of mathematics education, and that everything else–curriculum, instruction, and assessment–is a means to that end. For culturally and linguistically diverse classrooms, this position means that student bilingualism and the use of children's home and cultural backgrounds in mathematics are important considerations for teachers as they attempt to promote student understanding. An example of teaching for understanding in the bilingual or multicultural primary classroom is provided through an extensive vignette–a composite drawn from many observations, particularly in classrooms with students of Mexican origin. The example demonstrates how a teacher promotes understanding through classroom discussion in which children explain their reasoning to each other. Four principles guide such practices: constant assessment of what students understand; choice of mathematical content that is interesting, open-ended, and accessible to children of varying abilities; building on students' prior knowledge and home experiences; and developing mathematical language in context. Since teacher awareness of the extent of student understanding is critical, modified strategies are suggested for the teacher who is not fluent in students' dominant language. Contains 56 references.   [More]  Descriptors: Bilingual Education, Bilingual Students, Classroom Environment, Constructivism (Learning)

Rhodes, Nancy C. (1979). Attitudes Toward Guarani and Spanish: A Pilot Study in Paraguay. This study analyzes the language attitudes of the Paraguayan people toward their two languages, Guarani and Spanish. To study the bilingual situation in the South American country, a pilot survey was carried out in the capital city addressing the major topics of language attitudes, language usage, and language varieties. The goals of the survey were: (1) to find out the Paraguayans attitudes toward their two languages, (2) to find out if they valued Guarani, (3) to see how they viewed the future of Guarani, (4) to see what they thought of using Guarani and/or Spanish in the schools, and (5) to see how knowledge of the two languages influenced their ability to use them. In the data analysis it was found that 78% of the 65 informants thought that Spanish and Guarani should be used as languages of instruction. The results showed that although they saw Guarani as an interference with Spanish, they also viewed Spanish as having a lexical and phonological influence on Guarani. The responses of those with different mother tongues were compared, and it was found that 77% of the Guarani mother tongue speakers thought that both languages should be used in school, compared to 56% of the Spanish mother tongue speakers. This study can be used to view objectively the educational system in Paraguay as it is affected by the bilingual situation. Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), Cognitive Processes

Romo, Harriett D. (1996). The Newest "Outsiders": Educating Mexican Migrant and Immigrant Youth. This chapter discusses the educational needs of Mexican immigrant children and effective practices that meet those needs. During 1984-92, the number of limited-English-proficient (LEP) students in public schools grew 70 percent to 2.3 million; three fourths of LEP students spoke Spanish; and 40 percent of these were born in Mexico. Increased immigration and demands on public schools have led to attempts to deny education to undocumented immigrant children, but the courts have upheld these children's access to education and mandated provision of special programs for LEP students. Case studies of two immigrant Mexican families illustrate some problems of immigrant students and how schools fail to provide necessary programs and supports. A brief overview examines the strengths and weaknesses of secondary-level program options: English for speakers of other languages, bilingual programs, and newcomers' programs providing counseling and English instruction. Characteristics of schools that effectively meet the needs of Mexican immigrant students include many that describe good schools in general. Effective practices specific to this population include valuing students' home languages and cultures, adequate assessment of language proficiency and academic needs, school leadership that makes immigrant students a priority, outreach and communication in the parents' home language, staff development to combat effects of racism, instruction based on students' previous educational experience, scheduling that includes LEP students in classes with English-speaking students, placement decisions based on adequate assessment and consultation, and social and academic multicultural programs. Also important are dropout prevention efforts, college and career counseling, and "second-chance" opportunities for education and training. Contains 88 references.   [More]  Descriptors: Bilingual Education, Court Litigation, Educational Needs, Educational Policy

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