This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Leonard B. Bliss, Ormond W. Hammond, S. Dopke, Wendy Schwartz, Mary Oberg, Denise L. Onikama, Dawn B. Stiles, Steven Gerardi, TX. Dept. of Research and Evaluation. Houston Independent School District, and Lynne Marie Getz.
(1997). Language Use at Home and School: A Synthesis of Research for Pacific Educators. Research Series. This publication reviews research findings on selected aspects of home and school language usage in the Pacific region, which is a multilingual context with English as the common language. Patterns of indigenous and English language vary considerably across geographical areas. Traditional cultures and languages are changing rapidly. The wide variation in language environments leads to educational policies and practices that use a complex array of English and vernacular language. Language minority students lag behind others in overall school performance. Parents may overuse English, their weaker language at home, because they worry about insufficient exposure, though they should really communicate in their stronger language. Homes provide a rich environment for language learning. Public sentiment affects language usage in the Pacific. Current research supports use of students' vernacular language in school and highlights the advantage of proficiency in two languages. Research also suggests there are two types of language proficiency (basic interpersonal communication skills and cognitive academic language proficiency). Instructional models for teaching English language learners include structured immersion, transitional bilingual, bilingual immersion, and two-way bilingual programs. Schools should work to include families and home cultures, help children learn new rules of communication, and integrate school and community. (Contains 103 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Communication Skills
(1996). Adelante con Ganas!: A Title VII Transitional Bilingual Program in Burbank Middle School 1993-96. Research Report on Educational Grants. "Adelante…con Ganas!" (Forward…with Enthusiasm) was a 3-year transitional bilingual program implemented at Burbank Middle School in the Houston Independent School District (Texas). The program consisted of three levels of bilingual instruction, from preliterate through intermediate, in which students were placed following state and district guidelines. Instruction in this program was designed for students with little or no English facility, including limited English proficient students with little or no formal schooling. An evaluation involved analysis of 3 years of program data regarding students' standardized test scores, staff surveys, parent surveys, student surveys, and class observations. The findings indicate that 269 students enrolled in the program in the 3 years. Students in the program made significant progress in mathematics and Spanish reading. At the end of the first year of instruction, English oral proficiency of students was still at the "nonspeakers" level, although measurable gains were made. All participants in the program, including students, teachers, and parents, were very satisfied with all program components. Evaluation findings also suggest that contributions to program success came through external support, the learning context, and the social-emotional context. Recommendations are made for program improvement. Four appendixes present the survey forms used in the evaluation. (Contains 18 tables and 4 references.) Descriptors: Academic Achievement, Bilingual Education, Hispanic Americans, Intermediate Grades
(1997). Langues et education en Afrique noire (Language and Education in Black Africa), Travaux Neuchatelois de Linguistique (TRANEL). Papers on language and education in Black Africa include: "L'enseignement des et en langues nationales au Zaire. Bilan d'une experience" ("The Teaching of and in National Languages in Zaire. Results of an Experiment") (Andre Mbula Paluku); "Langues et education au Rwanda" ("Languages and Education in Rwanda") (Melchior Kanyamibwa); "Un modele africain d'education multilingue: le trilinguisme extensif" ("An African Model of Multilingual Education: Extensive Trilingualism") (Elisabeth Gfeller); "L'utilisation des langues nationales dans l'education au Cameroun: les lecons d'une experience" ("The Use of National Languages in Cameroon: Lessons from an Experiment") (Maurice Tadadjeu, Gabriel Mba); "Pour un modele d'enseignement de concepts de base en vue d'une meilleur structuration de la pensee du jeune apprenant: le cas du projet d'education prescolaire en langue maternelle dans le cadre d'un projet de developpement integre, dit Projet-Nord" ("Toward an Instructional Model of Basic Concepts Based on a Better Structuring of the Thought Processes of the Young Learner: The Case of an Integrated Development Project Known as Project North") (Pascal Kokora); and "Le Projet-Nord aujourd'hui et demain" ("Project North Today and Tomorrow") (Francois Adopo). Individual articles contain references. [More] Descriptors: Bilingual Education, Black Education, Blacks, Developing Nations
(1997). Creating Culturally Responsive Classrooms. This action guide helps teachers understand student differences from an environmental and contextual perspective, explaining how to better engage students in the learning process so they can increase their academic performance. The guide focuses on students who are African American, American Indian, Mexican American, and Hmong. Section 1, "Introduction: A Vision of the Future," presents underlying assumptions and explains the guide's goals. Section 2, "Understanding Cultural Backgrounds," discusses culture as the backdrop for learning, focusing on African American, American Indian, Mexican American, and Asian American cultural styles and cultural style in the schools. Section 3, "Understanding How Culture Influences Motivation," explains how to create a culturally compatible classroom and offers an example of a culturally responsible learning community. Section 4, "Identifying Ways to Structure a Culturally Compatible Classroom," discusses conducting culturally relevant teaching, creating Afrocentric classrooms, developing bilingual classrooms, and developing classrooms for American Indians. Section 5, "Increasing Knowledge of Culturally Compatible Strategies," focuses on culturally responsive environments, culturally responsive curriculum, stylistically responsive instructional strategies, and culturally connected instructional strategies. Two appendixes describe how to keep a reflective journal and present a chart for planning culturally diverse classrooms. (Contains approximately 170 references.) Descriptors: American Indians, Bilingual Education, Black Students, Classroom Environment
(1995). Proveer igualdad de oportunidades educativas para los estudiantes con conocimientos limitados del idioma ingles (Providing Equality of Educational Opportunity for Students with Limited Knowledge of the English Language). This brochure, entirely in Spanish, provides information on federal policy concerning equal educational opportunity for limited-English-proficient (LEP) individuals. It first summarizes the provisions of Title VI of the 1964 Civil Rights Act, and the subsequent major Civil Rights Office directives concerning that legislation. It then outlines issues in the design, provision, and assessment of LEP programs by local authorities. Addresses and telephone numbers of 10 regional offices of the federal Office of Civil Rights are also provided. [More] Descriptors: Bilingual Education, Civil Rights, Elementary Secondary Education, English (Second Language)
(1997). Schools of Their Own: The Education of Hispanos in New Mexico, 1850-1940. This book highlights episodes in the history of Hispano education in New Mexico, from early territorial days through the New Deal. The 90 years from 1850 to 1940 demonstrate the persistence of the notion that culture can be determined from above, and that schools are a viable tool for determining culture. The myth that Hispanos did not value education came about not because Hispanos actively resisted schools in the territorial period–they did not–but because the schools they struggled to build and staff did not acculturate them to American standards. The administrative centralizers in the 1910s and 1920s thought they could Americanize Hispanos through a bureaucratic apparatus that would enforce standard courses of study and teacher certification. The resulting central bureaucracy proved inadequate to counter local initiative and control. During the 1930s, New Deal cultural imperatives temporarily preoccupied the Hispano community and did some good in preserving past traditions, but they did not alter Hispanos' own self-directed cultural development for the future. Two chapters cover the contributions of George I. Sanchez, an educational psychologist who conducted a major study of the age-grade status of New Mexican schoolchildren and who publicized the poor schooling conditions provided to Hispanos, and Loyd S. Tireman, a progressive educator who founded experimental bilingual schools, but whose emphasis on vocational education exemplified the contradictions inherent in progressive education for Spanish-speaking children. Contains references in notes and an extensive bibliography. Descriptors: Acculturation, Bilingual Education, Community Control, Community Schools
(1996). The Effects of English as a Second Language on College Academic Outcomes. As part of an effort to assess the City University of New York's English as a Second Language (ESL) program, New York City Technical College conducted a study to determine if the ESL course protocol promoted positive academic outcomes among new immigrant students (NIS's) within the regular curricula. Using scores from standardized assessment examinations and measures of college performance from a sample of 717 freshman from 1990, characteristics of the average NIS were assessed and academic outcomes were examined using the following indicators: (1) cumulative grade point average (GPA) after 10 semesters of study, revealing that NIS's generally earned lower GPA's compared to mainstream students; (2) progress toward degree completion based on total credits earned, indicating that NIS's generally earned less credits than mainstream students; and (3) individuals' survival rate in the system as indicated by persistence and graduation rates after 10 semesters of study, suggesting that NIS's did tend to persist longer than mainstream students. Although the data may be interpreted as discouraging, it may be unfair to compare NIS's with mainstream students; a comparison to native-born students requiring remediation may yield more positive outcomes. Data tables are included. [More] Descriptors: Academic Achievement, Academic Persistence, Bilingual Education Programs, College Outcomes Assessment
(1997). Four Successful Indigenous Language Programs. This paper examines four indigenous language programs to compare common components, problems, and outcomes. The programs are Cree Way in Quebec, Canada, Hualapai in Arizona, Te Kohanga Reo (Maori) in New Zealand, and Punana Leo (Hawaiian) in Hawaii. These programs were chosen for four characteristics: (1) the languages are no longer transmitted to the younger generation (in the home or community); (2) the programs all have curriculum development, community support, parent involvement, and government support; (3) the programs exist in different countries; and (4) they are recommended as model programs for endangered indigenous languages. Each program's description covers historical background; program development; funding; parent, community, and academic involvement; and current status. Each program has a curriculum that combines indigenous language and cultural heritage, literacy, community involvement, and parent participation. Common problems are related to teacher availability, teacher training, lack of written materials, and funding. Outcomes of all programs have included decreased dropout rates, increased sense of heritage and identity, and improved test scores. It is concluded that the success of these types of programs depends on home and community initiative and involvement; culture cannot be separated from the language. It is also important to begin the program at an early age, preferably preschool; to have a firm theoretical foundation; and to have written teaching materials. Contains 29 references. [More] Descriptors: American Indian Education, Bilingual Education Programs, Case Studies, Community Involvement
(1996). Hispanic Preschool Education: An Important Opportunity. ERIC/CUE Digest, Number 113. Hispanic parents have been slow to overcome their historical reluctance to turn their young children over to nonfamily members for care, but the educational boost preschool provides is particularly important for the one-quarter of Hispanic American families who are poor by Federal guidelines. This digest describes the strategies and programs specially designed to meet the early education needs of Hispanic children, and reviews efforts to recruit the children, involve their parents, provide parent education, and provide a range of social services. Persuasive and culturally sensitive recruitment strategies, especially if implemented in the parents' native language, are useful in bringing children to preschool programs of various types. Preschools that serve bilingual and multicultural students do well to draw on the children's native cultures and languages. Most early education programs emphasize literacy development, whether monolingual or bilingual. Regardless of other competencies, the teachers of nonnative English speaking children should be able to communicate in the children's home language and be sensitive to their cultural backgrounds. (Contains 24 references.) [More] Descriptors: Bilingual Education, Cultural Awareness, Hispanic American Students, Hispanic Americans
(1996). Ciencias en Espanol, 1995-96 (Sciences in Spanish, 1995-96). Research Report on Educational Grants. An elementary science program was taught in Spanish for English-speaking children to give them the opportunity to acquire second language skills through hands-on science instruction. The program included 4 classes of approximately 22 students at kindergarten and first-grade levels in the gifted and talented program at the Gary Herod Elementary School (Texas). Staff development and parent involvement were major components of the program, which has been planned to expand as students advance each year until all grades participate. A comparison with baseline data on student performance in Spanish and science indicated that students progressed beyond expectations in both science and Spanish language skills. On the Spanish assessment in May, kindergarten students appeared to be functioning approximately at age level. Survey information from students, parents, and teachers indicated that the majority were in favor of the program and the initial implementation outcomes. Six appendixes present the project newsletter and forms used in program evaluation, including surveys. (Contains one figure and five tables.) Descriptors: Academic Achievement, Bilingual Education, Elementary School Students, Grade 1
(1991). Psycholinguistic Aspects of Bilingualism. This paper considers psycholinguistic aspects of bilingualism from two perspectives: the psychology of the individual and social psychology. The linguistic development of children is described and research is presented that compares bilingual and monolingual children with respect to cognitive development. The emotional consequences of parents' decision to speak or not to speak their own language with their children after they have arrived in a new country is discussed as well as social factors that influence the levels of proficiency that bilingual speakers attain. The future of bilingualism in Australia is a function of people's attitudes to languages and varieties of language; social identity theory frames the discussion of Australian research on language attitudes. Recommendations focus on encouraging bilingualism at the family and community levels. [More] Descriptors: Bilingual Education, Bilingualism, Children, Cognitive Development
(1996). First Steps in the Development of the "Inventario de Comportamiento de Estudio": The Spanish Version of the "Study Behavior Inventory.". The Inventario de Comportamiento de Estudio (ICE), a Spanish translation of the Study Behavior Inventory (SBI) was developed and tested using a group of 594 undergraduate students from randomly selected classes at a private comprehensive university in Mexico. Both instruments were designed to assess the study behaviors of students in institutions of higher education. A team of bilingual specialists at the university developed the ICE with the intention of producing a translation that was generic enough to be understood across Spanish speaking nations and cultures. A pilot test with 30 students resulted in a Cronbach's alpha value of 0.84 and agreement scores on items ranging from 63.7% to 100% on administrations that were separated by 7 days. Factor analysis of the scores of the sample of 594 revealed 4 factors that accounted for 89% of the total variance of the scores. Three were virtually identical to those of the SBI, but the fourth consisted of only two items that dealt with student preference for studying alone or with other students. Those two items did not load on any SBI factors. There were no significant gender differences in the mean scores, and Cronbach's alpha values ranged from 0.76 to 0.85 for the total instrument and first four factors. Correlations between total ICE and the first three factor scores ranged from 0.65 to 0.73. Finally, the correlations between the ICE scores and students' cumulative grade point averages ranged from 0.66 to 0.72. The authors note the limitations of the sample and describe the need for a broader validation sample which is representative of Spanish speaking university students across nations and cultures. The ICE is presented in an appendix. (Contains 2 tables and 20 references.) [More] Descriptors: Behavior Patterns, Bilingual Education, Factor Analysis, Factor Structure
(1994). Horizontes: A Culturally Grounded E.S.L. College Entry Project for Latino Students. Fall '92, Winter '93 Pilot Phase. Project Horizontes is a culturally grounded English-as-a-Second Language (ESL) retention project developed for Latino students enrolled at the Metropolitan Campus of Cuyahoga Community College in Cleveland, Ohio. The theoretical assumption underlying the design of the project is that bilingualism should be treated as an expansion of expressive capabilities rather than a barrier. If strengths in both languages and cultures are respected and further developed, functioning should significantly improve as reflected in grades and language tests, retention should be markedly improved within and across quarters, and positive assimilation will be expedited. The initial project design featured two concurrent courses, a standard intermediate ESL grammar course taught in English, with some limited reinforcement in Spanish, and a team taught ESL course featuring Latino cultural awareness taught in Spanish, English writing with reinforcing concepts in Spanish, and a college survival skills component in English. In addition, the program included support groups; faculty mentorship; and supplemental social activities, lectures, and luncheon forums. After implementation in fall 1992 and winter 1993, an overall quarter completion rate of 89% was achieved and persistence was high compared to anecdotal accounts of prior cohorts. In addition, 80.7% of students had a 90% or better attendance rate, English language test scores showed a 33% increase, and participant attitudes remained positive throughout the program. (Contains 19 references and a winter 1993 syllabus.) [More] Descriptors: Acculturation, Attendance, Bilingual Education Programs, Community Colleges
(1994). Scholarship Program. Follow-Up Evaluation, 1992-1993. The Scholarship Program in New York City was created to provide full tuition reimbursement to people pursuing study toward the New York State Certification in various shortage areas in exchange for employment within the New York City Board of Education. Participants had to have been continuously enrolled in an academic program, and to have agreed to take at least 12 credits per school year. Questionnaires completed by 208 participants (41 percent response rate) indicate that most respondents were women of various ethnic backgrounds, pursuing bilingual scholarships. Most were already employed by the Board of Education, but many were interested in obtaining a new position within the system. Evaluators conclude that recruiting techniques targeting minority women are successful and that the training provided is useful, although some courses are more helpful than others depending on the position for which participants were trained. Recommendations are made for program continuation and improvement, with attention to providing more information about contracts and service requirements at the outset of the program. Four tables present study data. An appendix lists universities and colleges participating in the program. [More] Descriptors: Bilingual Education, Certification, Elementary Secondary Education, Females
(1997). Teaching to Ethnicity, Gender, and Race: The Quest for Equality. This book contains seven chapters, written by graduate students in teacher education, on educational strategies to promote multiculturalism and combat racial, ethnic, and gender bias in the classroom. Chapters are: (1) "Diversity and Multiculturalism: Quo Vadis? What Is Multiculturalism?" (Deborah Bradford Basey, Michelle Danner, Stacy Graham, Rebecca Jackson); (2) "Rural Class of 2000: Are We Preparing Our Students for the Multicultural World Next Door? A Survey of Calaveras Unified and Mark Twain Unified High Schools, Calaveras County, California" (Joan Goldie, Shari Pargett, Dustyn, Jim Kern, Sandra Cobbs); (3) "Gender Bias in the Classroom: Do Teachers Treat Boys and Girls the Same?" (Alexandra Garschagen, Cam Graves, Marla Heed, Ken Ishida, Greg Kalthof); (4)"Gender-Stereotypes: Who's To Blame?" (Todd Schilling, Emily Wong, Inez Rowles, Tina Kendall); (5) "Forever Homecoming Queen: Fashion Model or Role Model?" (Wendy Agari, Therese Arnaudo-Tychus, Beate Samahon, Nancy Snyder, Julie Spindler); (6) "The Issue of Color: Must It Be Black or White?" (Nancy Sherwood, Melissa Johnsen, David Bond, Karin Compise, Alex Nelson); and (7) "The Human Race: Bi-Racialism in America" (Rosalie Urtasun, Alfonzo Aguilar, Diane Montoya, Dawn Smith, Jolene Stevano). Individual chapters contain references. [More] Descriptors: Aspiration, Bilingual Education, Cultural Awareness, Cultural Pluralism