This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Paul R. Ruest, Arnold A. Goldstein, Jon Snyder, Migdalia Romero, Charles L. Glenn, Ester J. de Jong, Pamela Hormuth, Virginia Vogel Zanger, David L. Bachelor, and Robert S. Carlisle.
(1986). Learning about Language Learning, Language Arts. Describes the progress of a kindergartern child acquiring English as her second language. Descriptors: Bilingual Education, Comprehension, English (Second Language), Kindergarten Children
(1989). The Writing of Anglo and Hispanic Elementary School Students in Bilingual, Submersion, and Regular Programs, Studies in Second Language Acquisition. Evaluates the writing of Hispanic students in bilingual and submersion programs, comparing it with the writing of native English speakers in regular programs. Five dependent variables are evaluated: rhetorical effectiveness, overall quality of writing, productivity, syntactic maturity, and error frequency. (46 references) Descriptors: Bilingual Education Programs, Comparative Analysis, Elementary Education, English (Second Language)
(1997). Helping Hands: Social Services for Children in Texas. Texas Kids Count: Fact Book 2. This Kids Count fact book describes services that are designed to protect the health, education, and safety of children in each county in Texas. It begins with a brief overview of each service program, describing the services, giving eligibility requirements, and analyzing regional differences in service provision across the state. The overview is followed by a profile of each county, including the rates at which children in that county receive income assistance, education enhancement, and child protection services. The indicators used in county profiles are rates of participation in: (1) Aid to Families with Dependent Children; (2) Food Stamps; (3) Medicaid; (4) Women, Infants and Children Supplemental Food Program; (5) Supplemental Security Income; (6) state-subsidized child care; (7) Head Start; (8) public pre-kindergarten programs; (9) free or reduced school lunch and breakfast; (10) bilingual programs; (11) special education; (12) confirmed cases of child abuse; (13) family violence shelters; and (14) foster care. Regional and county rates and rankings are also provided. [More] Descriptors: Bilingual Education, Breakfast Programs, Child Abuse, Child Welfare
(1997). Teaching and Learning. IDRA Focus. This theme issue includes four articles that focus on teaching and learning strategies to benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Would You Read Me a Story?: In Search of Reading Strategies That Work for the Early Childhood Classroom" (Hilaria Bauer) discusses how educators of the very young need to provide linguistically meaningful and developmentally appropriate learning environments to enable children to become literate and biliterate. "Los Regalos del Cuento: Accelerating Biliteracy with FLAIR" (Juanita C. Garcia) describes how IDRA's Project FLAIR improves literacy and reading skills through an integrated program that motivates children to read and write by helping them discover the simple joy of reading. "Questions and Examples for Technology in Schools" (Joseph L. Vigil) answers teachers' common questions about technology and gives examples of technology uses in education. "Ethical and Other Considerations on Theory and Practice in Bilingual Student Teaching Seminars" (Olga G. Rubio) describes how collaborative, reflective practices lend themselves to creating a sense of community among future bilingual educators. Unrelated to the theme, "School Finance Equity and Property Tax Changes" (IDRA Information Update) describes proposals to change the Texas school funding system and presents criteria to assess whether proposals will improve the quality of education, increase equity, and provide property tax relief. "Growing Interest in Dual Language Programs" is a sidebar that describes these programs' aim to develop high levels of student proficiency in first and second languages. [More] Descriptors: Bilingual Education Programs, Computer Uses in Education, Early Childhood Education, Educational Equity (Finance)
(1987). Implementing Two-Way Bilingual Programs, Equity and Choice. Implementing two-way bilingual programs requires the following: (1) planning; (2) clear goals; (3) teamwork between teachers, administrators, and parents; (4) specialized training for teachers; and (5) assessment of students' initial skills. Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Education, English (Second Language)
(1985). What Can the Universities Offer to the Bilingual Student?, Canadian Modern Language Review. Opportunities for English-speaking French immersion graduates to do some or all university studies and activities in French are discussed, including bilingual institutions and programs, French language and literature courses, nontraditional subject-matter courses taught in French, academic exchanges, extracurricular and summer activities, and financial support for out-of-province studies in French. Descriptors: Bilingual Education Programs, Bilingual Students, College Second Language Programs, Credit Courses
(1988). Teachers Debate Solutions to Cross-Cultural Dilemmas, Equity and Choice. Presents the responses of 10 teachers, most of whom are English as a Second Language or bilingual program instructors, to two incidents involving cross-cultural issues. The question of whether it is right to impose the dominant culture on a cultural minority student is addressed. To be responsible, teachers need more information about minority cultures. Descriptors: Bilingual Education, Bilingual Teachers, Cross Cultural Studies, Cross Cultural Training
(1996). Our Nation on the Fault Line: Hispanic American Education. This report responds to an Executive Order that charges the President's Advisory Commission on Educational Excellence for Hispanic Americans with improving the education of Hispanic Americans through the study of current educational conditions. The study includes an analysis of the current state of Hispanic American educational attainment and points out the serious work that must be done to promote high quality education for Hispanics. Educational attainment for most Hispanic Americans is in a state of crisis. Most agencies lack adequate planning or accountability procedures to gauge the participation of Hispanic Americans, but it is apparent that the disparity in overall achievement between Hispanic Americans and other Americans is large and not lessening appreciably. Specific factors contribute to this educational disparity. Inadequate school funding persists at local, state, and national levels, and bilingualism is treated as a liability rather than as a rich cultural and economic resource. Many Latino students are segregated into inferior schools. Their lack of representation makes it difficult to address educational inequality, and the changing judicial and legislative climate on issues related to race and ethnicity, including affirmative action and immigration policies, place at risk the progress made during the past 30 years. Recommendations to improve education for Hispanics center on better allocation of resources, the end to segregation in the schools, and multicultural and bilingual educational approaches. Seven appendixes present supplemental information, including the Executive Order that led to the study. (Contains seven figures.) [More] Descriptors: Academic Achievement, Accountability, Bilingual Education, Cultural Awareness
(1996). Increasing the Inclusion of Students with Disabilities and Limited English Proficient Students in NAEP, Focus on NAEP. The National Assessment of Educational Progress (NAEP) is working to increase the numbers of students with disabilities (SD) or limited English proficient (LEP) students who are included in the assessment. Information is presented on the changes made to the inclusion criteria, the types of accommodations being offered, new procedures implemented in 1996, and ongoing research studies. The percentages of SD and LEP students excluded have been fairly steady over time, with about 5% excluded due to Individualized Education Plans (IEPs) and 1% excluded due to LEP. An evaluation conducted in 1994 found that many of these students were, in fact, capable of participating in the assessment. In preparation for the 1996 assessment, the NAEP field tested the new inclusionary criteria and the use of various accommodations and adaptations for the mathematics assessment. Field test results were generally encouraging, but did indicate that results for SD and LEP students may not be comparable to those of other students. A special sample design was developed for the 1996 NAEP to help clarify issues raised by the inclusion of additional SD and LEP students. Current research is examining scaling, reporting, appropriateness, construct validity, language complexity, and inclusion issues. [More] Descriptors: Bilingual Education, Criteria, Disabilities, Educational Assessment
(1985). A Model for French Language Post-Secondary Education, Canadian Modern Language Review. A model is presented for postsecondary French language education based on the belief that linguistic improvement and cultural rappprochement are complementary goals. Data on secondary French immersion enrollment trends are noted, and planning difficulties due to small enrollments and insufficient information about career goals are discussed. Descriptors: Bilingual Education, Bilingualism, College Second Language Programs, Cultural Awareness
(1996). Learning Organizations, Leadership, and Teacher Education: A Self Study of a Self Study in Three Takes. This study describes the intellectual evolution resulting from persistent and careful consideration of beliefs and knowledge. Participants were prospective elementary school teachers enrolled in the University of California at Santa Barbara in a fifth-year post baccalaureate program. The study, parts of which began in 1990, sought to reconstruct the methods and procedures courses from separate classes of content specific pedagogy to integrated, integrating, and integrative experiences of teaching and learning within and between traditionally defined disciplines. To help analyze the individual and organizational supports and constraints of the change effort, the group used five disciplines: personal mastery, mental models, shared vision, team learning, and systems thinking. The group worked to understand many concepts, including portfolios, pro-active classroom management, how best to teach students not yet proficient in English, and sequenced and threaded integration and theme, while incorporating science and social studies into a teaching repertoire. Participants considered that they had discovered aspects of their work which they otherwise would not have known existed. [More] Descriptors: Bilingual Education, Classroom Techniques, Elementary Education, English (Second Language)
(1991). Educational Reform in New Mexico: Tireman, San Jose, and Nambe. In the 1930s Loyd Tireman organized two successful New Mexico experiments in progressive and bicultural education that anticipated contemporary trends. Resisting the nativist and assimilationist sentiments of the time, Tireman saw the necessity of tailoring education to the child rather than fitting the child into a standardized curriculum. His demonstration school at San Jose near Albuquerque, founded in 1930, implemented individualized instruction, peer tutoring, and the use of community resources. A preschool class helped Spanish-speaking students learn English. Instruction at the school was based on activity programs that balanced passive reading with active exploration. Recreational reading and readings from newspapers stimulated students' interest in reading. The school's innovative programs reversed low reading comprehension scores and became an important resource for rural teachers. In another innovative project funded by Cyrus McCormick, the community school at Nambe became a center of village life, helping residents with local problems and drawing parents into efforts to make the schoolroom relevant to children's lives. Started in 1937, when the Great Depression's effects were at their height in rural New Mexico, the Nambe school focused on public health education, community hygiene, agricultural problems, conservation education, and cooperation with other community groups. The appendix describes a series of seven children's books by Loyd Tireman called the Mesaland Series. Conceived of as a child's library of the wildlife of the Southwest mesa, each book focused on a particular animal and habitat; portrayed the hardships, fears, and adversities of wildlife; and conveyed relevant lessons that contributed to the growth and understanding of the developing child. Contains end notes and a bibliography. Descriptors: Administrators, Bilingual Education, Biographies, Childrens Literature
(1987). English Reading Skills of French Immersion Students in Kindergarten and Grades 1 and 2, Reading Research Quarterly. Evaluates and compares English graphophonic and word knowledge of anglophone children in French immersion (FI) programs with those of children in regular English (ENG) classrooms. Reveals no differences between the FI and ENG children in kindergarten, but ENG students scored higher at the end of Grades 1 and 2 on most measures. Descriptors: Bilingual Education, Bilingual Students, French, Grade 1
(1996). Educating Immigrant Children: Schools and Language Minorities in Twelve Nations. Reference Books in International Education, Volume 58. Garland Reference Library of Social Science, Volume 921. This book examines the solutions that various members of the Organisation for Economic Cooperation and Development (OECD) nations have attempted to the question of whether schooling of immigrant and language minority children should be organized with the intention of assimilating them into the dominant culture, or whether their cultural and linguistic distinctiveness should be maintained. The study uses a comparative perspective, but does not move country-by-country. The countries considered, in western Europe, the United Kingdom, and the United States, share characteristics of a highly developed economy, a democratic political system, and the continuing presence of immigrant minority groups. Among the immigrant groups considered are those from Turkey, Africa, the former Yugoslavia, and Asia. The first chapter reviews the controversies surrounding the education of immigrant children, and the second chapter discusses immigration in OECD nations. Chapters 3 and 4 focus on the situation of language minority groups, and Chapter 5 discusses the languages and their maintenance. Chapters 6, 7, and 8 discuss some approaches that have been taken and describe some program models for educating immigrant children. Chapter 9 considers the policy implications of these practices and explores their success. (Contains 43 tables and 1,576 references.) Descriptors: Acculturation, Bilingual Education, Cultural Awareness, Cultural Pluralism
(1992). Public Education in Idaho: Does It Meet the Needs of All Students? A Summary Report. This report is based on a community forum convened on May 15, 1991, in Twin Falls, Idaho, to obtain information and views on public education in Idaho; its impact on minorities; and, specifically, the high dropout rate of Hispanics, its causes, and possible solutions. Chapter 1 gives the background of a 1979 lawsuit filed by the Idaho Migrant Council against the Idaho State Board of Education. The lawsuit was settled in 1983 when the defendant agreed to implement plans to meet the needs of students with limited English proficiency. However, the state advisory committee to the U.S. Commission on Civil Rights continued to receive complaints alleging a lack of such educational programs. Demographics show that Hispanics are the largest non-White group in Idaho. Chapter 2 consists of summaries of forum presentations by the state superintendent of instruction, local superintendents, principals, teachers, university staff, corporate education and training experts, the director of education for the state correctional institution, and private citizens. The participants addressed the issues of language and cultural differences affecting Hispanics; the urgent need for bilingual, bicultural staff at all levels of education; and the need for a smarter well-educated work force for industry in Idaho. Chapter 3 includes a summary of 24 recommendations proposed by persons appearing before the Idaho Advisory Committee. Appendix A consists of the consent decree and settlement agreement in the aforementioned lawsuit. [More] Descriptors: Advisory Committees, Bilingual Education, Court Litigation, Dropouts