This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Elliott M. Roman, Richard Duran, Ann Yanping, Paolo Basurto, Margaret Szymanski, John Choonoo, Robert Miller, Richard A. Benton, Robert Peterson, and Judith LeBlanc Flores.
(1992). Combining Medium and Message: An Electronic Communications Network for Maori Language and Education. An electronic communications network called Te Wahapu has been developed by Te Wahanga Kaupapa Maori of the New Zealand Council for Educational Research to facilitate the exchange of information and provide access to resources relating to Maori language and Maori education. The system, which was officially launched in May 1991, is set up as an electronic bulletin board, with public access and e-mail links to other systems through FidoNet. However, it differs significantly from other such systems in that: (1) there are several databases that may be queried online (Including a regularly updated register of new and technical vocabulary in Maori); and (2) all commands, menu items, system prompts, and messages are in Maori (English is available only through bilingual help screens). This paper outlines some features of the system, uses to which it has been put, and future plans; and discusses the significance of information technology in the empowerment of indigenous peoples. [More] Descriptors: Bilingual Education, Computer Assisted Instruction, Computer Literacy, Computer System Design
(1994). Project Data-Tech. Final Evaluation Report, 1993-1994. OER Report. Project Data-Tech was an Elementary and Secondary Education Act Title VII-funded project in its fifth and last year of operation at a high school in Brooklyn (New York). The program served a total of 131 Haitian- and Spanish-speaking students, most of whom were of limited English proficiency, 54 fewer than in the previous year. Participating students received instruction in English as a Second Language (ESL); native language arts; the content areas of mathematics, science, and social studies; and computer-aided drafting and design. Project staff attended staff development workshops on bilingual and ESL methodologies. Parental involvement activities included workshops and meetings of advisory councils. Project Data-Tech met its native language arts objectives for Haitian and Spanish, the content area objective for computer-assisted design, one of two staff development objectives, and the objective for parent involvement. No recommendations are offered since the project is in its last year. Five tables present evaluation findings, and two appendixes describe instructional materials and class schedules. [More] Descriptors: Achievement Gains, Bilingual Education, Computer Assisted Design, Curriculum Development
(1994). Emergency Immigration Education Act Programs. Summer ESL Welcome Program for Students of Limited English Proficiency, Summer Bilingual Program, Projects Omega, Wise, and Bell. Summer 1994. OER Report. The Emergency Immigration Education Act supported three distinct programs in New York City in the summer of 1994: (1) the Summer English as a Second Language (ESL) Welcome Program for Students of Limited English Proficiency; (2) the Summer Bilingual Program; and (3) Projects Omega, Wise, and Bell. The projects served 3,443 students in all. The Summer ESL Welcome program served 526 entering ninth graders, acquainting them with their rights and responsibilities in high school. The Summer Bilingual Program served 2,917 high school students. Projects Omega, Wise, and Bell focused on staff and curriculum development. In general, the programs met their objectives. Some recommendations for program continuation call for more materials for the summer bilingual program, additional field trip opportunities, and better sharing among participants in the three staff development efforts. One table lists program sites. [More] Descriptors: Bilingual Education, Chinese Americans, English (Second Language), Haitian Creole
(1996). Children of La Frontera: Binational Efforts To Serve Mexican Migrant and Immigrant Students. This book includes 20 chapters that provide background on the historical and current context of U.S.-Mexico relations and education in Mexico, examine existing binational educational and health programs, and describe effective practices for teaching Mexican migrant and immigrant students and working with families from Mexico. Following a foreword by Eugene E. Garcia, chapters are: (1) "Introduction" (Judith LeBlanc Flores, Patricia Cahape Hammer); (2) "Migrant Farmworkers and Their Children: What Recent Labor Department Data Show" (Philip L. Martin); (3) "Education in Mexico: Historical and Contemporary Educational Systems" (Victoria Andrade de Herrara); (4) "The Newest 'Outsiders': Educating Mexican Migrant and Immigrant Youth" (Harriett D. Romo); (5) "Stories and Poems by Migrant Writers" (Silvia Kelly, Robert Lynch, compilers); (6) "Mexico's Role in U.S. Education: A Well-Kept Secret" (Robert Miller); (7) "Reauthorized Migrant Education Program: Old Themes and New" (Al Wright); (8) "Migrant Education Binational Program" (David P. Dolson, Gildardo Villasenor); (9) "Genesis of the Migrant Binational Program" (Arlene R. Dorn); (10) "Teachers for Mexican Migrant and Immigrant Students: Meeting an Urgent Need" (Norma Varisco de Garcia, Eugene E. Garcia); (11) "Exploring Binational Educational Issues: A Report from the Border Colloquy Project" (Betty Mace-Matluck, Martha Boethel); (12) "Binational Health Care for Migrants: The Health Data Exchange Pilot Project and the Binational Health Data Transfer System" (Hector Eduardo Velasco Mondragon, Johnson Martin, Henry Stevenson-Perez); (13) "Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers" (Margarita Calderon); (14) "Programming for Success among Hispanic Migrant Students" (Mary V. Montavon, Jeri Kinser); (15) "Latino Voices in Children's Literature: Instructional Approaches for Developing Cultural Understanding in the Classroom" (John M. Kibler); (16) "Incorporating Mexican American History and Culture into the Social Studies Classroom" (Kathy Escamilla); (17) "Teaching Mathematics for Understanding to Bilingual Students" (Walter G. Secada, Yolanda De La Cruz); (18) "Voices of Latina Migrant Mothers in Rural Pennsylvania" (Stephanie L. Bressler); (19) "Involving Migrant Families in Their Children's Education: Challenges and Opportunities for Schools" (Nancy Feyl Chavkin); and (20) "Involving Hispanic Parents in Improving Educational Opportunities for Their Children" (Alicia Salinas Sosa). Contains references in each chapter and author profiles. [More] Descriptors: Bilingual Education, Educational Practices, Elementary Secondary Education, Federal Programs
(1994). Helpful Opportunities for Pupil Enrichment (Project HOPE). Final Evaluation Report, 1993-94. OER Report. The Helpful Opportunities for Pupil Enrichment (Project HOPE) was an Elementary and Secondary Education Act Title VII-funded project in its third year in 1993-94. It operated at three intermediate schools in New York City. In the year evaluated, Project HOPE served 365 Spanish- and Chinese-speaking students in grades 6 through 8 who were categorized as being of limited English proficiency. Participants received instruction in English as a second language (ESL), native language arts (NLA), and subject content areas. The project offered career counseling, staff development, and parent involvement activities. Project HOPE met its objectives for Chinese NLA, advising, attendance, curriculum development, and parent participation. It partially met objectives for content area subjects, but did not meet ESL and Spanish NLA objectives. Recommendations are designed to increase English and NLA proficiency and the use of educational technology. Nine tables present study findings. Two appendixes describe instructional materials and class schedules. [More] Descriptors: Academic Achievement, Bilingual Education, Career Counseling, Chinese Americans
(1994). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Final Evaluation Report, 1993-94. OER Report. In 1993-94 the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) was in its fifth and final year as an Elementary and Secondary Education Act Title VII project. Project CAP operated at two high schools in Brooklyn (New York), serving 136 Haitians at one and an undetermined number of Spanish-speaking and Haitian students at the other. Project CAP served students of limited English proficiency who also lacked literacy skills in their native languages. Participants received instruction in English as a Second Language (ESL); native language arts; and the content areas of mathematics, science, and social studies. Career development and multicultural education were integral parts of the program. Staff development activities and parent participation components were included. The project met its objectives for ESL, native language arts, the content area subjects, American culture and citizenship, career counseling, dropout prevention, attendance, staff development, and parent participation at one school, but no data were available from the other. No recommendations are made because the program was in its final year. Four tables present evaluation results, and two appendixes describe instructional materials and class schedules. [More] Descriptors: Bilingual Education, Career Development, Dropout Prevention, English (Second Language)
(1996). Mexico's Role in U.S. Education: A Well-Kept Secret. Mexico and the United States have reached agreements at the national, state, and local levels designed to improve the literacy and schooling of Mexican immigrants in the United States. National agreements include: (1) the Program for Mexican Communities Abroad, which links U.S. communities of Mexican origin to Mexico through programs administered by Mexican consulates, supplies Mexican textbooks to U.S. preschool and elementary schools, supports teacher exchanges, and produces a catalog of Mexican university courses relevant to U.S. bilingual teachers; (2) a memorandum of understanding between U.S. and Mexican Secretaries of Education, which promotes teacher exchanges, relevant educational research and innovation, help for migrant students, and intercultural understanding; and (3) the U.S.-Mexico Commission for Educational and Cultural Exchange, which covers a Fulbright teacher exchange program and nonacademic cultural exchanges. State and school district projects include the Binational Program, which facilitates the transfer of migrant students between U.S. and Mexican schools; efforts by the Los Angeles Unified School District to improve the education of Mexican-origin students; and Educacion Sin Fronteras, which adapts Mexican educational concepts to Mexican American adult education. Private agencies that have agreements with Mexico include One Stop Immigration, where immigrants may study English, Spanish, and courses from Mexican school curricula, and may earn a Mexican education certificate; and PROFMEX, which promotes communication between U.S. and Mexican researchers and faculty. Brief descriptions and contact information are provided for 13 selected programs. Contains 13 references. [More] Descriptors: Bilingual Education, Educational Cooperation, Elementary Secondary Education, Foreign Countries
(1994). Collaboration in Adult ESL and Family Literacy Education. ERIC Digest. The current trend toward collaboration is having an impact on the fields of adult basic education and adult English-as-a-Second-Language (ESL) and literacy education. This digest looks at collaboration for adult ESL programs and for family bilingual and ESL literacy programs. It discusses the distinctions among cooperation, coordination, and collaboration; presents a framework for collaboration; reports on uses of technology for collaboration; and explores ethical considerations, evaluation concerns, and policy issues. Each of these areas is examined in turn, and it is concluded that: collaborative efforts can offer better services than individual agencies can offer separately; the democratic nature of collaboration should benefit all participants–while providing the best services to clients. An inset briefly notes two successful collaborations in New Mexico, one urban and one rural. (Contains 10 references.) (Adjunct ERIC Clearinghouse on ESL Literacy Education) [More] Descriptors: Adult Basic Education, Bilingual Education, Educational Cooperation, English (Second Language)
(1995). Children of Minorities: Deprivation and Discrimination. Innocenti Insights. This collection of essays, condensed from papers presented at a meeting organized by UNICEF's International Child Development Centre on"Discrimination against Children and Families of Minority Groups and Indigenous Peoples," (Florence, Italy, February 1994) focuses on discriminatory situations of indigenous and minority groups. Innovative approaches to the problem of discrimination are highlighted. The lack of research in this area is discussed, along with ideas for further study. The following chapters are included: (1) "Children: Victims and Symbols" (Paolo Basurto); (2) "Children and Families of Minority Groups" (Rodolfo Stavenhagen); (3) "Panel 1–So What Is New?"; (4) "Gypsy and Traveller Communities" (Jean-Pierre Liegeois); (5) "Children of Immigrants" (Paolo Chiozzi); (6)"Different Equalities: Intercultural Education in Italy" (Donato Lodi); (7) "Panel 2–The Monitoring Process and the Case of Indigenous Children"; (8) "Education and the Indigenous Peoples of Latin America" (Lucia D'Emilio); and (9) "The Children of Indigenous Peoples in Latin America: The Intercultural Conflict" (Jose Matos Mar). An appendix lists participants at the 1994 meeting and describes essay contributors. (BGC). Descriptors: Acculturation, Anthropology, Bilingual Education, Bilingualism
(1994). Improving Language Arts Assessment of Language Minority Students in Cooperative Learning Settings. Project 2.1. Designs for Assessing Individual and Group Problem Solving. Report of Preliminary Study on Cultural and Linguistic Influences on Group Interaction during Problem Solving. Ensuring that new forms of assessment are fair and valid for language minority students is essential for research on assessing the performance of Latino language minority elementary school students engaged in a cooperative learning language arts curriculum in Spanish and English. Strategies for developing performance assessments are described, and results from a preliminary study implementing these strategies as part of the curriculum for 39 bilingual and monolingual third graders are presented. The research shows how the design of individualized performance assessments might be devised based on ethnographic observation of the children's interaction and goals for cooperative learning established by the teacher. How analysis of children's interaction in cooperative learning can show "in situ" classroom assessments among the children that help validate interpretation of performance is also described. Three appendixes contain study questions, charts of change, and transcript conventions. (Contains 11 references.) [More] Descriptors: Bilingual Education, Cooperative Learning, Educational Assessment, Elementary Education
(1995). Categories in AFL2 and Implications for Pedagogy. An analysis of the trend in teaching African languages as a second or foreign language (AFL2) looks at patterns in the objectives of AFL2, teachers and learners, and instructional environments. Three basic program objectives in AFL2 are distinguished: language proficiency (basic conversation); language competence (close to native skills); and knowledge for linguistic analysis. Four types of language teacher-learner combinations are identified: native-speaking teachers qualified in language teaching who have a common language with the learners, adequate for teaching and learning; native-speaking qualified teachers with a common language not adequate for teaching and learning; unqualified, non-native-speaking teachers who have a common language with learners, adequate for teaching and learning; and unqualified, native-speaking teachers without training in the language or linguistics, and learners. Four locations of instruction are noted: in the learner's home country; and three areas outside the learner's home country (Europe; America; and Asia). Implications for AFL2 of these variations are discussed. An ongoing project in Japan in which Yoruba is taught as a second language by two different methods (bilingual and direct/monolingual) is described, and issues arising within this context are examined. Suggestions are made for advancing AFL2. Contains 13 references. [More] Descriptors: African Languages, Bilingual Education, Course Content, Cultural Context
(1992). Teachers and Parents: The Milwaukee Experience. This booklet tells of the 1987 struggle teachers and parents of a racially-integrated, working-class neighborhood of Milwaukee faced when the central administration of the Milwaukee Public Schools announced the closing of the neighborhood school. Parents and teachers dreamed of a decent school that children would want to attend, in an integrated neighborhood, teaching children to be bilingual in Spanish and English, using cooperative and innovative methods, governed by a council of parents and teachers. La Escuela Fratney grew from the tradition of a long history of progressivism in Wisconsin. The struggles for Fratney School are recounted with both its successes and challenges that lie ahead. Descriptors: Activism, Bilingual Education, Citizen Participation, Citizenship Education
(1994). To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE). Final Evaluation Report, 1993-94. OER Report. To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE) was an Elementary and Secondary Education Act Title VII-funded program in its fifth and final year at Long Island City and Aviation High Schools in Queens (New York). Project EXPLORE served 510 mainly Spanish-, Korean-, Vietnamese-, Mandarin-, and Cantonese-speaking students of limited English proficiency with fewer than 2 years in English-speaking schools. Students received instruction in English as a second language (ESL) and native language arts, as well as support services including curriculum development, staff development, and parent involvement activities. The project met its ESL objectives and almost all others, although one parent involvement objective could not be evaluated. The development of curriculum materials was a particularly effective component, highlighted by a Chinese science review. Nine tables present evaluation findings. Two appendixes describe instructional materials and class schedules. [More] Descriptors: Bilingual Education, Chinese Americans, Curriculum Development, English (Second Language)
(1990). Language Shift among Schoolchildren in Gaeltacht Areas 1974-1984: An Analysis of the Distribution of Pound 10 Grant Qualifiers. Research Report 16. This report examines the value for research and policy purposes of data generated by the "Pound 10 Grant Scheme" operated by Roinn na Gaeltachta in Ireland, which seeks to preserve the Irish language. The scheme was introduced in the early 30's by An Roinn Oideachais (an organization which had responsibility for the promotion of the Irish language at the time) in order to provide a direct economic incentive to families in Gaeltacht areas to maintain Irish as the language of the home. A full statistical digest is included of the available data pertaining to the scheme over the 11-year period 1973/74-1983/84 and assembles a comparable set of statistics relating to school pupil populations over the same years. Chapters 1 and 2 contain a detailed description of the operation of the scheme and bring into focus some important questions relating to the quality and consistency of the data, the very restricted information released about the scheme, and the limited range of other data to which they can be reliably related. Appendix A contains the digest of statistics. Using this combined data base, a cartographic and statistical analysis was undertaken of the patterns and trends revealed by the data at Gaeltacht, county and local levels. Chapter 3, using this data, presents a generalized picture of home bilingualism in the Gaeltacht during the period covered. Because of the limited scope of the data, no firm conclusions can be drawn from the analysis. (Contains 13 references.) [More] Descriptors: Bilingual Education, Cartography, Comparative Analysis, Data Collection
(1996). Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers. As NAFTA opens the border between the United States and Mexico, the need for binational cooperation in education becomes ever more imperative. This chapter provides a rationale for binational education–the benefits of binational education both for language-minority students and for the majority culture–and describes a variety of cooperative bicultural programs for students and teachers. These programs include: (1) the Leadership Enhancement Academy for Binational Education in neighboring El Paso (Texas) and Ciudad Juarez (Mexico), which brings together educators, community leaders, and parents to cultivate relationships and develop an integrated systemic approach to binational education in the cities' schools; (2) two-way bilingual classrooms in which English- and Spanish-speaking students are grouped in heterogeneous cooperative learning teams; (3) teachers' learning communities that provide collegial support for implementing a complex cooperative learning model; and (4) binational staff development activities involving U.S. and Mexican teachers from neighboring cities along the border. Particular emphasis is placed on an effective binational staff development process that helps teachers transfer appropriate knowledge and behaviors into the bilingual cooperative classroom, and provides ongoing support for personal development, interpersonal relationships, and program implementation. Contains 50 references. [More] Descriptors: Bilingual Education, Collegiality, Cooperative Learning, Educational Benefits