This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Anna Andrade, Mahenra K. Verma, Rosalyn Alvarez, Kris D. Gutierrez, Tomi D. Berney, Donna Plotkin, Constance L. Walker, Irma J. Alvarez, Sacramento. California Commission on Teacher Credentialing, and Pamela A. McCollum.
(1994). Language Planning and Identity Planning: An Emergent Understanding, Working Papers in Educational Linguistics. This paper presents an ethnographic study of the Oyster Bilingual School in Washington, D.C., a successful two-way Spanish-English bilingual elementary school designed to produce biliterate and bicultural students. The study was based on classroom observations, interviews of students, teachers, and administrators, and an examination of school documents. From the Oyster School perspective, the educational problems that language minority students face are due to discrimination by mainstream American education and society. A major goal of the Oyster program is to provide a setting whereby language minority students can maintain their native language and culture and achieve academically. The program functions as a language plan within an identity plan that aims to provide equal educational opportunities to its linguistically and culturally diverse student population. [More] Descriptors: Academic Achievement, Bilingual Education, Classroom Observation Techniques, Cultural Pluralism
(1992). Minorities in America 2000, Education and Urban Society. An overview of educational policies toward language-minority students from 1960 to the present indicates how often they have been ignored. The new national standards movement, America 2000, is no exception. The effects that this initiative might have on the education of language-minority students are explored. Descriptors: Bilingual Education, Cultural Awareness, Educational History, Educational Objectives
(1992). Bridging the Horizon: American Indian Beliefs and Whole Language Learning, Anthropology and Education Quarterly. Explores the relationship between the principles of whole-language teaching and whole-language learning, especially for elementary school students, and the culture of many Native American students, listing seven points of compatibility. The experience of the Miccosukee Indian School in Miami (Florida) illustrates the use of whole language. Descriptors: American Indian Culture, American Indians, Beliefs, Bilingual Education
(1994). Promoting Access to Vocational Education for Limited English Proficient Students. Final Report. The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. In 1993, a project was undertaken to develop and pilot intervention strategies to assist limited-English proficient students in the program's intensive general business, medical, and legal courses. First, 45 local employers were surveyed to determine their needs in relation to employees' oral, written, reading, listening, cross-cultural communication, and translation abilities. In addition, surveys were conducted with 317 English-as-a-Second-Language students at the college to identify needs and goals. Career counseling was also expanded and tailored to encourage students to progress beyond the one-semester intensive courses, while curricula for five courses were restructured to enhance articulation with degree courses. The fifth objective involved training five peer mentors/tutors to provide in-class assistance, while the final two objectives included the development of a model program guide and its dissemination to deans at over 100 California community colleges. To evaluate the program, 20 students enrolled in fall 1993 and spring 1994 were surveyed to determine outcomes. Of these, 47% were in jobs related to office training; 37% were in jobs not related to training; 52% were in business programs at a higher level; and 63% continued taking classes, most at Southwestern. Appendixes include employer and student surveys, revised curricula, tutor training agenda, mentor questionnaires, a bilingual careers seminar program, learning modules for bilingual medical and legal terminology, and the model program guide for Vocational English as a Second Language. [More] Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Clerical Workers, Community Colleges
(1989). York Papers in Lingustics 13. Selected Papers from the Sociolinguistics Symposium (7th, York, England, April 14-16, 1988). Special Number. The 25 selected papers contained in this volume reflect the current diversity of interests and research methods within the field of sociolinguistics. Titles include: "What is a Language?"; "The Unreality of Quantitative Figures"; "Addressee-Oriented Features in Spoken Discourse"; "Women's Speech, Women's Strength?"; "Age Identity and Elderly Disclosure of Chronological Age"; "Pragmatic Constraints on Interrogatives in Spoken French"; "Twixt the Scylla of Total Assimilation and the Charybdis of Suicidal Purism"; "Dialect Transmission and Variation: An Acoustic Analysis of Vowels in Six Urban Detroit Families"; "Language Variation Theory in the Light of Co-Occurrence Restriction Rules"; "Realtime vs. Apparent time Change in Montreal French"; "Speech Disorder as a Sociolinguistic Problem"; "A Rebuttal of Essentialist Sociolinguistics"; "The Evaluation of Phonological vs. Phonetic Variation in Dutch Standard Pronunciation"; "Qualitative Insights into Working-Class Language Attitudes"; "Unfiltered Talk–A Challenge to Categories"; "The Concept of Prestige in Sociolinguistic Argumentation"; "Gender as a Speaker Variable: The Interesting Case of the Glottalised Stops in Tyneside"; "There's no Tense Like the Present: Verbal -s Inflection in Early Black English"; "Group Affiliation and Quantitative Sociolinguistics"; "The Role of Vernacularization in Tanzania: Swahili as a Political Tool"; "Analyzing English Lexical Elements in the Language of Dutch Immigrants in the United States"; "Linguistic Measures of Developing Social Gender Identity"; "Mediating Skills in the Development of a Multilingual Society: Perspectives for Britain"; "A Paradigm Regained: Conflict Perspective on Language Use in Bilingual Educational and Social Contexts"; and "The Effects of Styles and Speaking Rate on /1/-vocalisation." Descriptors: Age Differences, Bilingual Education, Black Dialects, Chronological Age
(1990). Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report. Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual mathematics, science, and social studies to 344 students at Bushwick High School in Brooklyn (New York City) and Louis D. Brandeis High School in Manhattan (New York City). Project COM-TECH provided a resource center at both high schools, where the staff offered individualized computer instruction, tutoring, career and college advisement, and personal counseling and academic advising. The project's main goals were for limited-English-proficient students to acquire optimal English skills, native-language proficiency, and an appreciation of their cultural heritage. The project met its objective in ESL and attendance. Data was not provided for evaluating the objectives in NLA, cultural awareness, attitude towards school, and staff awareness of pupil needs and problems. The project failed to meet its staff development and parental involvement objectives. [More] Descriptors: Attendance, Bilingual Education Programs, Computer Literacy, Cultural Awareness
(1994). Model VESL Program Guide, Office Information Systems, International: One Semester Intensive Training Certificate of Achievement Programs in General, Medical, and Legal Office. The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. This model program guide stems from a project to improve curricula and delivery and focuses on changes in three intensive bilingual programs in general, medical, and legal office skills. The first section describes initial surveys of businesses and English-as-a-Second-Language (ESL) students to assess needs, the community advisory committees for each program, student recruitment efforts, the bilingual mode of instruction utilized in the programs, and a statewide consortium for promoting access to vocational education. The next section reviews the major units covered in the programs, indicating that the General Office-Administrative Office Assistant-Bilingual includes instruction in business English, wordprocessing and spreadsheets, and office procedures; the Medical Office Clerk-Bilingual covers medical terminology, translation/interpretation, computer skills, cardiovascular resuscitation and vital signs training; and the Legal Office Clerk-Bilingual includes computer skills, legal terminology, research, office procedures, and translation/interpretation. The final section reviews features of the intensive programs, including entrance requirements, classroom techniques, a panel discussion on bilingual careers, employment preparation, and student job placement assistance. The business and ESL student surveys are appended. [More] Descriptors: Bilingual Education Programs, Bilingual Students, Business Skills, Classroom Techniques
(1990). Bilingual Resource Instruction for the Development of Gainful Employment Skills. Project BRIDGES 1988-89. OREA Evaluation Section Report. Project BRIDGES, a 3-year program conducted for students of limited English proficiency (LEP) at three High Schools in Brooklyn (New York City) sought to develop the English language, academic, and vocational skills of a high-risk LEP population. The native languages of the participating students were Haitian Creole, Spanish, Chinese, Hebrew, and Russian. Students received instruction in English as a Second Language (ESL) and mathematics, science, and social studies taught bilingually or using ESL methodology. Native Language Arts (NLA) were available in at least three languages at each site. Students enrolled in mainstream classes for art, music, physical education, and business and vocational subjects. Project BRIDGES met its ESL and English reading objectives as well as its objectives in NLA, science, social studies, and business and vocational subjects. The program also achieved its objectives in staff development, parental involvement, mathematics, and student attendance rates. [More] Descriptors: Bilingual Education Programs, Business Education, English (Second Language), Federal Programs
(1992). A Teacher's "Pied Piper" Effect on Young Authors, Education and Urban Society. Common instructional practices in the teaching of language minority students are described. The case study of a fourth grade classroom in Longmont (Colorado) illustrates how a teacher's enthusiasm for literacy instruction creates an environment where all students, including the Hispanic language minority, can be active participants. Descriptors: Bilingual Education, Case Studies, Classroom Techniques, Educational Practices
(1993). CLAD/BCLAD Examinations. Test Specifications. This draft handbook provides descriptions and summaries of the six tests that California elementary and secondary teachers must pass to earn the Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. The six tests include: (1) "Language Structure and First- and Second-Language Development"; (2) "Methodology of Bilingual, English Language Development, and Content Instruction"; (3) "Culture and Culture Diversity"; (4) "Methodology for Primary Language Instruction"; (5) "The Culture of Emphasis"; and (6) "The Language of Emphasis." Each description and summary outlines the skills covered by the test and the weights given to specific categories of skills in the grading of the test. Tests one through four are in English and are the same for each language certification. Test five is in English but focuses on a specific target culture. Test six is the target language. [More] Descriptors: Bilingual Education, Cultural Awareness, Elementary Secondary Education, English (Second Language)
(1990). Bilingual Pupil Services (B.P.S.) 1988-89. OREA Evaluation Section Report. The Bilingual Pupil Services (BPS) had two complementary objectives: (1) to provide supplementary services to students of limited English proficiency (LEP) by giving them instruction in English as a Second Language (ESL) and bilingual reading and mathematics; and (2) to provide in-service training to paraprofessionals who were enrolled in programs that led to teacher certification. In its 16th year of service, the program served 2,548 elementary school students at 35 schools in New York City and trained 98 paraprofessionals. The BPS, during the year evaluated, trained 20 more paraprofessionals than in the previous year, and provided services for 673 additional students. The program met its objectives in bilingual mathematics, English reading, Spanish reading, staff development, and parental involvement. Recommendations for program improvement include: (1) modification of the evaluation design in order to utilize the results of already mandated tests for measuring achievement; (2) exploration of the availability of appropriate testing instruments in Haitian Creole and Chinese; and (3) funds permitting expansion of the population being trained to include new teachers in schools not served by BPS. [More] Descriptors: Bilingual Education Programs, Elementary Education, English (Second Language), Evaluation Methods
(1992). A Comparison of Instructional Contexts in Writing Process Classrooms with Latino Children, Education and Urban Society. Discusses research on the importance of context and social interaction on the development of school literacy, particularly writing development, concentrating on five classes of Latino elementary school students. Specific features of institutional contexts that shape writing process instruction are identified. Necessary broadening of current writing process curricula is urged. Descriptors: Bilingual Education, Classroom Techniques, Context Effect, Curriculum Development
(1992). Descubriendo La Lectura: An Application of Reading Recovery in Spanish, Education and Urban Society. Research suggests that use of a child's native language in initial literacy instruction is beneficial. The Descubriendo la Lectura (DLL) Spanish-language application of the English Reading Recovery Program is described as implemented for one Spanish-speaking first grade boy. The DLL program capitalizes on strengths children demonstrate in reading. Descriptors: Bilingual Education, Case Studies, Elementary School Students, Grade 1
(1993). The 1992-1993 Evaluation of the Loan Forgiveness Program (Revised). OER Report. The Loan Forgiveness Program (LFP) was designed to recruit bilingual individuals in the following shortage areas in the New York City public schools: (1) special education; (2) school social work; (3) educational evaluation; (4) speech and hearing handicapped; (5) school psychology, guidance, and counseling; (6) physical therapy; and (7) occupational therapy. The LFP provides reimbursement of student loans to qualified bilingual individuals who have met New York State Certification requirements. Candidates, who must be U.S. citizens or permanent residents, must be eligible for provisional certification and are expected to complete 10 months teaching in a designated shortage area or 12 months in year-round special education. To assess the functioning of this program, the Board of Education surveyed nine participants, most of whom had been social workers. Seven Respondents identified the financial incentive of loan repayment as a reason for joining the program, and three said it was a crucial factor. Most were satisfied with the program and all expected to be rehired. None had decided to leave the school system once the loan was paid. One third of respondents considered the amount of loan forgiven insufficient. One table summarizes repayments. [More] Descriptors: Bilingual Education, Counseling, Elementary School Teachers, Elementary Secondary Education
(1990). Bilingualism in the Computer Age 1988-89. OREA Evaluation Section Report. In the 1988-89 school year, Bilingualism in the Computer Age completed its final year of instruction at Morris High School in the Bronx. The project provided bilingual instructional and support services to 240 Spanish-speaking students of limited English proficiency (LEP) and utilized computers to develop students' English skills and native language proficiency, and to offer bilingual instruction in content areas. The project also trained students to use computers for career-related purposes and offered professional development to its staff. The project met its objectives in the subjects of science and social studies and for attendance. The project failed to meets its English-as-a-Second-Language objective, although this objective had been met the previous year. The project did not provide data on the objectives proposed for Native Language Arts, computer and career education, cultural heritage awareness, or staff development. Recommendations for program improvement include the following: (1) the purchase, if funds are available, of additional computer software; and (2) the provision of the data necessary to evaluate all the program's objectives to the Office of Research, Evaluation, and Assessment. [More] Descriptors: Bilingual Education Programs, Computer Assisted Instruction, Computer Science Education, Cultural Awareness