This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gary Gang Huang, Training and Advocacy (META) Multicultural Education, Lee Sherman Caudell, Tony Kneidek, Paoze Thao, Dinah Volk, Carol J. LaSasso, Francisco Rivera-Batiz, David Gastellum, and Inc. Oakland ARC Associates.
(1997). Parents as Partners for Preparing Deaf Students for Bi-Bi Educational Programs. This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead of manually coded English (MCE) systems on the basis of three advantages of cued speech over MCE systems: (1) task differences in learning to cue or sign English; (2) how completely signs and cues convey English; and (3) the energy needed by fluent signers or cuers to convey English to children with hearing impairments. Because of their proximity to the child during the optimum language learning period (ages birth to 6), parents are described as being in the best position to serve as linguistic role models and interact naturally with the child in developing a first language. The importance of utilizing the strengths of parents to develop their child's competence in a native home language is emphasized. Contains 17 references. [More] Descriptors: American Sign Language, Biculturalism, Bilingual Education Programs, Cued Speech
(1993). Beyond Barriers: Involving Hispanic Families in the Education Process. Padres a la escuela (PAE). The Padres a la escuela (PAE) or Parents in the School program in San Antonio (Texas) encouraged the participation of Hispanic parents in the education of their children. The successes of the PAE program are used in this guidebook to help parents, program staff, and policy makers in similar efforts. This handbook describes the history, accomplishments, and lessons of the PAE program, beginning with a profile of the families, neighborhoods, and schools of San Antonio. Major goals accomplishments, and barriers are described. The program was instrumental in encouraging the participation of the Latino communities in the educational process through six PAE components: (1) bilingual and culturally sensitive information; (2) outreach and home visits; (3) advocacy and explanation of roles, rights, and responsibilities; (4) collaboration; (5) trust-building; and (6) leadership. The last two sections of this report assemble information for Hispanic families. Part 5 includes tools and resources used by the PAE program, and Part 6 introduces other tools and resources available nationwide for parents, schools, and communities. Twenty-two numbered figures illustrate the discussion. (Contains 19 references.) [More] Descriptors: Advocacy, Bilingual Education, Cultural Awareness, Elementary Secondary Education
(1995). Continuities and Discontinuities in Question Use: Puerto Rican Kindergartners at Home and at School. Research Report #11. This study explores continuities and discontinuities between patterns of question use during lessons in a bilingual classroom and in the homes of two Spanish-dominant Puerto Rican kindergartners. Ethnographic techniques, including participant observation, audiotaping, and interviews were used to collect data in the classroom and the homes over the course of 1 school year. Qualitative and quantitative techniques were integrated into the data analysis. Both continuities and discontinuities were found in question use in the two settings. The teacher used three patterns of questioning, including the recitation script which is associated with teacher-centered lessons in school. The mothers used the same script in lessons, though the children participated more actively in the script at home than they did at school. Question use was more elaborated in school, and requests for clarification were used more frequently at home. Implications for teaching practice and for further research with Latino families are discussed, as is the need to recognize and build on the convergence of language use and interaction practices in homes and schools. (Contains 3 tables and 37 references.) [More] Descriptors: Behavior Patterns, Bilingual Education, Educational Practices, Ethnography
(1994). Crisis in Mong Education: Urgent Needs for Professional Development. Information on the Hmong (Mong) people living in Wisconsin, their educational background, the reasons they came to the United States, and the problems they are facing is provided. The Hmong are a closely knit ethnic group from Laos who migrated there from China in the 18th century. The Hmong began arriving in the United States in the late 1970s as a result of the Vietnam War. Since 1975, an estimated 80,000 Hmong have been admitted to the United States, and since then, the Hmong population has increased to about 130,000 nationwide. The education of Hmong children had been totally disrupted in Vietnam, and many of those who came to the United States had experienced little formal education. In the 1995-96 school year, there were nearly 16,000 limited-English-proficient students in the Wisconsin schools, of whom 9,310 were Hmong. Sixty-three percent of the Hmong families in the United States were still living below the poverty line, and most of them had little education. The participation of Hmong parents in their children's education has been limited by their own low educational attainment and by cultural characteristics that cause them to leave education to professional educators. The Hmong students who have made it to college have found themselves disadvantaged because of their language problems, family responsibilities, and lack of skills. The most pressing problem for Hmong students is the potential for gang involvement. Suggestions for improving the educational experience of Hmong students in Wisconsin include asking for Title VII funding to provide additional educational services and trying to hire more Hmong bicultural and bilingual staff in the schools. Professional development for Hmong bilingual teachers and cultural awareness programs to promote educational equity are also needed. Education is the key to the successful adjustment of Hmong students to the United States. (Contains 16 references.) [More] Descriptors: Bilingual Education, Bilingual Teachers, Disadvantaged Youth, Educational Attainment
(1995). A Historical Odyssey: Research of the Opposing Perspectives of the Battle of San Pasqual. A Specially Adapted Unit Plan for Secondary Educational Sheltered/Bilingual Programs. [A Fully Integrated Instructional Unit.]. This lesson plan uses a poem about a specific battle as the starting point for a secondary educational sheltered/bilingual program for limited-English-proficient (LEP) students in San Diego, California. The plan is to use primary and secondary documentation to view both sides of the battle that prompted the writing of the poem. Goals of the program include greater student self-esteem and greater understanding of a historical event through improved reading, writing, and overall expression in the English language. Homework and parent/community involvement activities are suggested, and photos and drawings of relevant places which help to explain the situation are included. Much historical background is provided, including an actual bullet (not included here). [More] Descriptors: Bilingual Education, Community Involvement, Elementary Education, English (Second Language)
(1995). De Par en Par (Wide Open), 1995. This document consists of two issues (1995) of a Spanish-Embassy publication to aid teachers of the Spanish language in elementary and middle schools, with classroom activities and lesson plans. Each issue is illustrated with photographs, maps, and drawings, and each concentrates on a particular topic. Issue number 8 concerns art; issue number 9 concerns folklore tales and legends. These issues include articles to read and activities such as drawing, playing, investigating, and thinking, to do. The back cover of each issue contains information on scholarships and courses for teachers of Spanish. [More] Descriptors: Art Activities, Bilingual Education, Childrens Games, Class Activities
(1992). Spanish Proficiency and Self-Esteem: A Study of Mexican American 8th Graders. This study examines the conditions under which Spanish proficiency is associated with self-esteem among Mexican American adolescents. The study questions the validity of a gross relationship between Spanish proficiency and self-esteem and postulates that the link is stronger: (1) for youth whose significant others prefer speaking Spanish; (2) for youth who speak Spanish with parents and friends, as opposed to only with one group; and (3) for students attending schools with a high proportion of minority students. The study used data from the National Education Longitudinal Study of 1988 to test the interaction effects. Among the results: (1) Spanish proficiency has a significant positive effect on self-esteem for students who frequently speak Spanish with their fathers, but not for those who spoke Spanish with friends; (2) proficiency's positive effect on self-esteem is greater for those who spoke Spanish with both fathers and friends; and (3) Spanish proficiency is related to self-esteem for students attending schools with high minority rates. In conclusion, Spanish proficiency does not seem grossly related to self-esteem. Rather, it positively influences self-esteem only for Mexican American students who frequently speak Spanish with parents and who attend schools with high rates of minority students. The data suggest that the family is more influential than friends in socializing Mexican American adolescents, and may justify differential policies for home-language maintenance or bilingual programs. [More] Descriptors: Bilingual Education, Grade 8, Hispanic American Students, Junior High School Students
(1995). The Search for Success: Effective Programs for Limited English Proficient Students in Fifteen California Secondary Schools. This report examines several aspects of secondary education programs for students of limited English proficiency (LEP) in 15 California schools and identifies educational practices and policies that are successfully meeting the needs of LEP students in these schools. Most sites used a similar program design, with one or two periods daily of English language development, content classes taught through the primary language for beginning English learners, sheltered instruction for intermediate students, and elective courses through the mainstream program. The range of access to curriculum and teacher expertise differed among these schools. Overall findings indicate that schools in many different types of communities are able to implement and sustain good quality LEP programs, in spite of differing access to the full curriculum. Access to all courses and programs was a problem to some degree for every school, but those that offered the fullest access found ways to train adequate numbers of teachers. The best programs found ways to meet challenges and appeared to have the most support at the school district level. Good teacher relations and appropriate evaluation were keys to program success, as was ongoing attention to improvement. Three appendixes provide advice about establishing or improving LEP programs, good practice examples from project schools, and recommendations for program development. (Contains 26 references.) [More] Descriptors: Access to Education, Bilingual Education, Curriculum, Educational Policy
(1996). Rationale and Needs for Stabilizing Indigenous Languages. Although American Indian and Alaska Native communities have largely won the legal right to maintain their languages and cultures, they lack the "effective right" to do so. The effective right means access to the tools for getting the job done–the knowledge, strategies, and resources necessary to resist destruction of languages and cultures. This rationale and needs statement documents the importance of indigenous languages as an irreplaceable cultural knowledge and as a cornerstone of indigenous community and family values. It reviews past government policies to eradicate indigenous languages and the reversal of those policies with the new federal policy of Indian self-determination over the last quarter century. In the 1990s, support for self-determination and for the maintenance of Native languages and cultures has been demonstrated by the Native American Languages Act of 1990, the work of the Indian Nations At Risk Task Force and the White House Conference on Indian Education, and the United Nations International Year for the World's Indigenous People. Following a summary of tribal educational and language policies, several courses of action are recommended to assist Native communities in developing the effective right to maintain their languages. These actions focus on fostering innovative community-based strategies, directing research toward analyzing community-based successes, fostering cooperation between communities and organizations, and promoting heightened consciousness of the catastrophic effects of language loss for both language minorities and the mainstream population. Contains 27 references. [More] Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians
(1996). Revisiting the Lau Decision: 20 Years After. Proceedings of a National Commemorative Symposium (San Francisco, California, November 3-4, 1994). The "Lau" decision of 1974, which was related to the education of Chinese-speaking students in San Francisco (California), ushered in new programs, teaching approaches, frameworks, legislation, and government agencies designed to redress fundamental inequities in the educational opportunities available to language minority students. This symposium was held to explore progress and lack of progress in equitable education. A historical overview of the "Lau" decision and its impact was provided by Ling-Chi Wang, Edward A. De Avila, and Edward Steinman. A panel discussion emphasizing the current state of language minority education followed. Summaries are presented of the following symposium strands, most of which were discussed over both days of the conference: (1) "Social Impact" (Kenji Ima) and "Special Response to the Social Impact" (Alicia Sosa); (2) "Legal/Legislative Policy" (John Affeldt); (3) "Teacher Education" (Jack Levy); (4) "The National Standards Movement" (Rosemary Henze); (5) "State Frameworks and Program Design" (Genevieve Lau); and (6) "Instructional Practices" (Stephanie Dalton and Donna Christian). A reprise, "Summing up the "Lau" Decision: Justice Is Never Simple," by James Crawford considers why, two decades after the decision, its promise remains unfulfilled. Participants' recommendations are summarized, and biographical sketches of the presenters are attached. Descriptors: Access to Education, Bilingual Education, Chinese Americans, Court Litigation
(1997). Northwest Education, 1996-1997, Northwest Education. This document consists of the first six issues of the new quarterly serial "Northwest Education". Each issue has a theme title and typically consists of an opening review article on current trends and research related to the theme, followed by articles on exemplary schools or programs in the Northwest, promising practices, master teachers, or opinions of education leaders. Theme issue titles are: (1) "The Hispanic Child"; (2) "Mid Kids: Learning in the Middle Years"; (3) "Assessment in Action"; (4) "The Early Years: Making Learning Fun"; (5) "Charter Schools: Education Leaders Voice Their Views"; and (6) "Teaching in the 21st Century." Issues also include reviews of books, videotapes, teaching materials, and professional development materials; contact information for resources and technical assistance; short program profiles; letters to the editor; and hot topics from educational listservs. [More] Descriptors: Administrator Attitudes, Alternative Assessment, Bilingual Education, Charter Schools
(1996). Como Promover el Exito de las Ninas y las Minorias en las Ciencias y en las Matematicas. Para Padres/sobre Padres (How To Promote the Science and Mathematics Achievement of Females and Minorities. For Parents/about Parents). Some minority and female students traditionally have not been given the help they need to enroll and succeed in mathematics and science classes. Now, however, various approaches are available to give these students the extra attention they need. Parents can help children develop an interest in science and mathematics by: (1) identifying role models; (2) stressing the importance of high academic goals and insisting that students not put limits on themselves; (3) encouraging students to interact with teachers and participate actively in class; (4) demonstrating the usefulness of science and mathematics in daily living; (5) urging children to enroll in extracurricular science and mathematics programs; (6) helping children locate question-answering services for homework help; (7) finding tutors and programs to meet the child's needs; and (8) participating in science and mathematics learning activities. Parents should work with the school to make sure children learn advanced science, technology, and mathematics. Schools should be urged to provide this instruction in the children's native language to keep them from losing time as they learn English. [More] Descriptors: Academic Achievement, Bilingual Education, Course Selection (Students), Elementary Secondary Education
(1996). Progressive Education and the "Indian New Deal". This paper examines the progressive education movement and its effect on American Indian education. Progressive education became popular during the late 19th century during the period when American Indian children were being enrolled in Bureau of Indian Affairs (BIA) schools. John Dewey, who is considered the father of progressive education, stressed the importance of learning from experience as an alternative to traditional education that was academic in orientation and irrelevant to students. In 1928, the Meriam Report determined that American Indian education was failing according to the principles of progressive education. In 1929, Charles Rhodes, the new Commissioner of Indian Affairs, echoed the Meriam Report, and recommended that local materials and daily experiences be used to teach American Indian students. He also asked that elementary teachers encourage their students to write about their customs, legends, and economic and social activities. This focus on active learning marked the beginning of a new philosophy that would influence American Indian education during the next several decades. Others areas that were strongly influenced by the progressive education movement included the implementation of methods for teaching English and reading that were relevant to Indian students' life experiences, development of bilingual and English as a Second Language programs, use of thematic units, and replacement of boarding schools with community schools. By the 1950s, progressive education was in decline in BIA schools due to criticisms of its methods, decentralization of governance, and budget cuts. This paper suggests that the educational practices implemented during the progressive education movement have merit, and that contemporary educators should examine past educational trends to learn what works in American Indian education and avoid repeating past mistakes. Contains 32 references. [More] Descriptors: American Indian Education, Bilingual Education, Boarding Schools, Community Schools
(1996). Indigenous Languages of the Americas: A Bibliography of Dissertations and Theses. Native American Bibliography Series, No. 19. This bibliography lists 1,679 doctoral dissertations and master's theses on Native American languages. The entries represent graduate work completed at colleges and universities in the United States, Canada, and the United Kingdom between 1892 and 1992. Citations for this bibliography were gathered through an extensive search of the printed literature and bibliographic databases and through correspondence with libraries and scholars. Each entry includes full name of author, full title of work, degree granted, institution, and year completed; some entries contain a citation to "Dissertation Abstracts International" or "Masters Abstracts International," information on subsequent publication, or a brief annotation. The "General" category of the bibliography includes the following subcategories: biography; education, learning, and English as a second language; general studies; geographical names; personal names; loanwords; numeral, mathematical, and calendrical systems; discourse; phonology; and sign language. Other categories are Eskimo-Aleut, Na-Dene, Tlingit, Haida, Algonquian-Ritwan, Muskogean, Siouan-Iroquoian-Caddoan, Hokan, Chumashan, Coahuiltecan, Penutian, Kiowa-Tanoan, Uto-Aztecan, Keresan, Yukian, Salishan, Chimakuan, Wakashan, Isolates, Pidgins and Creoles, Mesoamerica, South America and Caribbean. A preface by Mary Ritchie Key draws on the bibliography to trace the history of linguistics in North America and the development of studies in American Indian languages. Also included are an author index and an index of languages, dialects, and tribes. Descriptors: American Indian Education, American Indian Languages, American Indian Studies, American Indians
(1996). The Education of Immigrant Children in New York City. ERIC Digest, Number 117. This digest presents an overview of the factors that influence the education of immigrant children in New York (New York), concentrating on students' needs, aspirations, and attainment, and the public policy directed at them. Massive numbers of immigrants have come to New York City, and it is estimated that about 320,000 immigrant children attended city schools in 1995-96. The number of limited English speaking children has risen sharply, and the lack of English language skills is a major stumbling block for many immigrant children. Low socioeconomic status is another reason many do not do well in school, since parental and financial support can be reduced. Recent immigrants are highly motivated to attend and succeed in school, but those who have been in the United States for a while tend to have higher dropout rates. Federal and state funding targeting immigrant children is limited, although immigrant children can benefit from programs under Titles VII and I of the Elementary and Secondary Education Improvement Act and its successors. New York has seven schools for immigrants, and more are planned. A shortage of qualified bilingual teachers in New York City continues to be a problem. (Contains 11 references.) [More] Descriptors: Bilingual Education, Dropouts, Educational Policy, Elementary School Students