This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include M. Christina Velarde, Ofelia Zepeda, Luis C. Moll, Patricia L. Prado-Olmos, Gordon Wells, Esther Ilutsik, Sean Farren, Benjamin Rodriguez, Jerry Lipka, and Evans Clinchy.
(1988). Some Key Issues in Teaching Latino Students, Language Arts. Reports a recent classroom analysis of Latino students who were doing well academically (as reflected both in teachers' assessments and in achievement tests). Finds that teachers were theoretically equipped, able to make curriculum judgments, and received support from colleagues. Descriptors: Bilingual Education, Classroom Environment, Curriculum Development, Curriculum Evaluation
(1996). Can the Linguistic Interdependence Theory Support a Bilingual-Bicultural Model of Literacy Education for Deaf Students?, Journal of Deaf Studies and Deaf Education. This article criticizes application of linguistic interdependence theory to the bilingual/bicultural model of English literacy for deaf students, suggesting that deaf learners do not match theory assumptions. It draws on the work of Vygotsky and Halliday to develop a conceptualization of literacy processes and argues that becoming literate involves mastering "social speech,""inner speech," and written text. Descriptors: Bilingual Education, Bilingual Students, Cultural Differences, Deafness
(1990). Intergenerational Literacy: A Developmental, Bilingual Approach, Young Children. Describes the development and implementation of EL Paso Community College's model Intergenerational Literacy Project, which brings Spanish-speaking parents and their children together in the classroom in an effort to improve the two groups' literacy skills in English and Spanish. Descriptors: Bilingual Education Programs, Demonstration Programs, Early Childhood Education, English Instruction
(1989). Fact File: Higher Education Funds Requested in Fiscal 1990 Budget. Requests for federal aid from the Department of Education and other agencies are tabulated by category and are compared with actual fiscal 1988 budgets and estimated fiscal 1989 figures. Descriptors: Allied Health Occupations, Art, Bilingual Education, Budgets
(1994). Saad Naakih Bee'enootiilji Na'alkaa: Restructuring the Teaching of Language and Literacy in a Navajo Community School, Journal of American Indian Education. Describes the 10-year development of the Rough Rock English-Navajo Language Arts Program (RRENLAP) to improve the teaching of language, literacy, and biliteracy. Discusses collaboration between Rough Rock and the Hawaii-based Kamehameha Early Education Program, key RRENLAP instructional features, and the role of bilingual teachers in the struggle to gain local control over community schools. Descriptors: American Indian Culture, American Indian Education, Bilingual Education Programs, Bilingual Teachers
(1994). Critical Literacy for Navajo and Other American Indian Learners, Journal of American Indian Education. Contrasts four educational theories that outline different diagnoses and prescriptive strategies for addressing minority student failure. Argues that critical theory offers the best possibilities for empowering Navajo and other American Indian students. Describes a bilingual language arts program, based on critical literacy instruction, that links community narratives to thematic studies. Descriptors: American Indian Culture, American Indian Education, Bilingual Education Programs, Change Strategies
(1987). Fall River's Move Toward Equity, Equity and Choice. Discusses history of immigrants and minorities in Fall River (MA), and the town's efforts to provide an equitable education for immigrant children and improve schools system-wide. The improvement plan incorporated the following elements: (1) controlled choice; (2) magnet schools; (3) controlled admissions and transfer policy; and (4) parent information centers. Descriptors: Academic Achievement, Bilingual Education Programs, Desegregation Plans, Elementary Secondary Education
(1995). Negotiated Change: Yup'ik Perspectives on Indigenous Schooling, Bilingual Research Journal. Discusses the ways in which various American Indian community schools and programs have addressed the concept of language and cultural maintenance and renewal, focusing on the role of bilingual programs, classroom interactions, community involvement, and indigenous teachers. The perspectives of the Yupik Indians on indigenous education are considered. (13 references) Descriptors: American Indian Education, Bilingual Education Programs, Classroom Techniques, Community Involvement
(1994). The Bilingual Collegiate Program: Looking Back, Planning Ahead, Equity and Excellence in Education. The Bilingual Collegiate Program (BCP) is an academic support program aimed at providing support for bilingual students at the University of Massachusetts at Amherst. A history of unfair treatment of Hispanic American students and efforts to rectify it, which include the BCP, are discussed. Descriptors: Academic Achievement, Access to Education, Bilingual Education Programs, College Students
(1989). Barrio Folklore as a Basis for English Composition, Equity and Excellence. Minority language students can be successfully taught to write through programs that validate the students' experiences and cultural heritage. Adopting an approach developed by Eliot Wiggington in the Foxfire project, a California educator teaches his Chicano students English composition by emphasizing the richness of family and community folklore and history. Descriptors: Bilingual Education Programs, Folk Culture, Gifted Disadvantaged, High School Students
(1994). A Divided and Divisive Legacy: Education in Ireland 1900-20, History of Education. Examines tensions and divisions that formed the educational legacy of the two states in Ireland that emerged from the political settlements of 1920-21. Concludes that, on the eve of partition in 1921, deep divisions in education were reminders that education would continue to expose ideological differences between Ireland and Britain. Descriptors: Bilingual Education, Catholic Schools, Catholics, Educational History
(1992). Code-Switching, Bilingualism, and Biliteracy: A Case Study, Bilingual Research Journal. In a classroom setting with young bilingual children and their parents, oral and written code switching allowed for effective communication among parents, children, and instructor in a way that was natural and comfortable for all involved. Proposes that code switching be viewed as part of a whole language approach in bilingual contexts. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1995). The Continuum of Literacy in American Indian Communities, Bilingual Research Journal. Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10 references) Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education
(1994). Exploring Structure and Interaction in Small Groups: An Ethnographic Study of Cooperative Group Life in a Bilingual Elementary Classroom, Bilingual Research Journal. Four third-grade bilingual-program students were observed repeatedly as they engaged in group discussions of reading comprehension questions as part of a cooperative learning curriculum. Rather than being an exchange of ideas, the discussion activity mimicked teacher and student roles in the larger classroom, demonstrating influences of classroom context and teacher beliefs on program process and outcomes. Descriptors: Bilingual Education, Classroom Research, Classroom Techniques, Context Effect
(1995). Language Barriers and Teaching Music, Music Educators Journal. Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress. Describes a music education program for students speaking limited English. Descriptors: Bilingual Education, Bilingualism, Classroom Environment, Educational Opportunities