This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kathleen C. Harris, Inc. Chinatown Manpower Project, Jon Reyhner, Carol D. Lee, Maria de la Luz Reyes, Pamela A. McCollum, Priscilla Ahlgren, Birgit Harley, Rosemary C. Henze, and Ricardo L. Garcia.
(1993). La Escuela Fratney (The Ratney School). Reflections on a Bilingual, Anti-Bias, Multicultural Elementary School, Teaching Tolerance. Experiences of a bilingual multicultural elementary school in Milwaukee (Wisconsin) illustrate how concepts of social justice, equality, and respect for ethnic differences can be introduced. The school is distinguished by its two-way bilingual program that gives every child a chance to master English and Spanish. Descriptors: Affirmative Action, Bilingual Education Programs, Disadvantaged Youth, Elementary Education
(1998). National Workplace Literacy Program. Garment-Related Bilingual (English & Chinese) T.V. Broadcast Lessons. Book II: Episodes 16-27. This publication contains a series of 12 garment-related bilingual (English and Chinese) television broadcast lessons that were produced to augment an earlier series of 15 lessons. The objective of these television lessons is to teach garment-related English terminology to the garment workers who cannot attend classes in the National Workplace Literacy Program of Chinatown Manpower Project, Inc., New York, New York, and to arouse their interest in learning more English. Each lesson is approximately 10-15 minutes in length. The lessons usually begin with a hostess introducing basic garment-related English terms. This is followed by a real life story incorporating the new vocabulary and its usage. At the end of the lesson is a review of the garment-related terminologies and a test. To facilitate the learning process, all the lessons have English and Chinese subtitles. Topics of the lessons–Episodes 16-27–are as follows: colors and patterns; garment-related tools and sewing machine attachments (parts I and II); safety at work; health at work; workers' benefits; workers' rights; reading a pay stub; job search; job application form; job interview; and talking with co-workers. Appendixes include test answer keys and glossary. Descriptors: Adult Basic Education, Bilingual Education, Chinese, Educational Television
(1998). Title VII Special Alternative Grant, BRIDGES: Collaborative Teaching in Bilingual and ESL. Year Three-Plus, 1997-1998. Evaluation Report. This document presents the evaluation results for Cicero Public School District #99 (Illinois) in the third year of funding for a special alternative federal grant which provides collaborative teams of bilingual and English-as-a-Second-Language (ESL) teachers the means to support each other, their students, and the parents of their students through training, collaboration, and development of materials and resources. In the course of this evaluation, teachers responded to surveys, on-site visits were conducted by the external evaluator, and additional data, both quantitative and qualitative, were collected and analyzed. Among the purposes of this project were to increase literacy development for students designated Limited English Proficient (LEP); to develop LEP students' literacy skills in areas of English, math, and science; and to increase the professional development opportunities and instructional repertoires of bilingual teachers of LEP students. The project was successful in meeting its major goal of developing collaborative teams of bilingual and ESL teachers, and of providing materials to teachers and parents. This report did not allow for the collection of data to indicate that literacy skills, science skills, and math skills increased among students whose teachers received the special training and participated in program collaborations. Recommendations include the following: teachers need to continue to help students keep good performance assessment records and to be responsible for collecting data related to their students' achievements in English proficiency and math and science; future staff must be properly motivated and willing to work hard to achieve the goals of the program; the high level of parent involvement needs to continue; and the school district needs to find alternative ways to develop support mechanisms for its teachers. This report is divided into six sections, including historical overview; program description; evaluation methodology/data analysis for year three-plus; results for year three-plus; conclusions and recommendations; and an appendix including the questions asked in the open-ended survey of teachers in 1997-1998. [More] Descriptors: Bilingual Education Programs, Bilingual Teachers, Bilingualism, Elementary Secondary Education
(1992). Literacy, Cultural Diversity, and Instruction, Education and Urban Society. Scaffolding is a conceptual framework through which educators rethink the in-school learning experience. The following three models of culturally sensitive scaffolding offer important lessons for literacy education: (1) signifying and interpreting "speakerly texts"; (2) talk story, turn taking, and classroom discussion; and (3) community funds of knowledge and practice of literacy. Descriptors: Bilingual Education, Black Students, Classroom Research, Cultural Awareness
(1989). Helping Minorities Read Better: Problems and Promises, Reading Research and Instruction. Discusses reading instruction in non-English languages and describes the use of reading materials and methods based on students' cultural background. Describes three exemplary reading programs for minority students and offers a model of a responsive reading teacher who meets the needs of minority background students through locally appropriate reading materials. Descriptors: Bilingual Education, Cultural Background, Cultural Context, Elementary Education
(1994). The Challenge of Social Studies for Limited English Proficient Students, Social Education. Asserts that changing demographic patterns indicate that the fastest growing sector of school-age children is the language minority group. Contends that, although social studies might seem to be the ideal curriculum area for mainstreaming students, the need for literacy skills often makes it difficult for limited English proficient students. Descriptors: Bilingual Education, Curriculum Design, Educational Strategies, Elementary Secondary Education
(1982). Researching the Linguistic Outcomes of Bilingual Programs, Bilingual Review. Reviews three linguistic studies from 1970s in light of approaches used in 1980s: (1) pretest-posttest analysis of spoken Spanish and English of Mexican American bilingual children; (2) assessment of Spanish grammar among Culver City Spanish Immersion pupils, and (3) effect of summer vacation on Spanish language retention among English speakers from the Culver City program. [More] Descriptors: Bilingual Education Programs, Bilingualism, Elementary Education, English
(1991). An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students, Teacher Education and Special Education. This article defines educational consultation, reviews competencies needed by educational consultants, and specifies competencies essential for educators serving children with special needs from culturally and linguistically diverse backgrounds. Competencies include understanding one's own perspective, effectively using interpersonal and problem-solving skills, understanding the consultant's role, and using appropriate strategies. Descriptors: Bilingual Special Education, Consultants, Disabilities, Elementary Secondary Education
(1993). Shaping Instruction to Promote the Success of Language Minority Students: An Analysis of Four High School Classes, Peabody Journal of Education. Examines four exemplary classes that participated in a study of secondary schools which successfully promoted achievement for language minority students. Common elements of good teachers included respect for students, enthusiasm for teaching, high expectations, promoting language development, promoting content knowledge development, encouraging active student involvement, and developing self-esteem. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, High School Students
(1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms, Peabody Journal of Education. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. Descriptors: Bilingual Education Programs, Comparative Analysis, English (Second Language), Hispanic Americans
(1999). Endangered Languages and Education. Proceedings of the Foundation for Endangered Languages (FEL) Conference (3rd, Maynooth, Ireland, September 17-19, 1999). The theme of the third annual Foundation for Endangered Languages (FEL) Conference was Endangered Languages and Education, focusing on how education can be used to promote, resist, and reverse the decline of a language. The conference papers are broken into several sections covering the topic from a variety of aspects and perspectives. "Finding a Policy" looks at the more general issues of how to proceed when the old link between the language and the traditional culture seems to be fraying. The question is considered in three North and South American contexts (among North Dakota American Indians, the Amish community, and Mayans in Guatemala), as well as for the Saami in Norway and the Irish under British rule. "Looking at Learners" switches the focus to the pupils in the education process, surveying attitudes and assessing acquired proficiency in Brittany and New Zealand, where there is a single minority language and a single metropolitan language. In "Working with Non-Written Languages", the special problems of making a bridge between oral and written language education comes to the fore. "Ways and Means" examines practical measures that can be taken to get teaching and learning organized. The examples of Maori in New Zealand and Khoisan in Namibia are examined. The "Role of Standard Dialects" is considered using the case of the disruption of language transmission among Basque dialects in Spain. Finally, "Impacts and Future Prospects" examines the overall impact that education programs seem to be having in preserving endangered languages. Descriptors: African Languages, Afro Asiatic Languages, Baltic Languages, Bilingual Education
(1986). The Effects of Early Bilingual Schooling on First Language Skills, Applied Psycholinguistics. The development of first language skills among native English-speaking students enrolled in early French immersion programs was explored. Preliminary results support the hypothesis that early bilingual schooling enhances the students'performances on various kinds of first language learning tasks. Descriptors: Achievement Rating, Achievement Tests, Bilingual Education, Cognitive Measurement
(1991). Involving Parents in Schools: A Process of Empowerment, American Journal of Education. This 4-year study in a southern California school district examines parent involvement activities affecting about 100 families to encourage Spanish-speaking parents to participate more fully in their children's schooling. Unconventional activities validating families' social and cultural experience are more successful than conventional means of encouraging parent participation. Descriptors: Bilingual Education, Cooperation, Cultural Awareness, Cultural Differences
(1991). Meeting the Needs of Culturally and Linguistically Diverse Exceptional Learners: Prereferral to Mainstreaming, Teacher Education and Special Education. This article discusses prereferral intervention, mainstreaming, and appropriate education for culturally and linguistically diverse exceptional learners. One approach for addressing prereferral intervention at district or school building levels is described, emphasizing the need to expand training to meet the needs of minority non-Hispanic students in special and mainstream classes. Descriptors: Bilingual Special Education, Disabilities, Elementary Secondary Education, Intervention
(1992). Language, Literacy, and Educational Reform: Rethinking the Issues, Education and Urban Society. In spite of increasing ethnic, linguistic, and socioeconomic diversity, educational reform efforts continue to target mainstream English-speaking U.S. public. The educational plans of the America 2000 initiative are no exception. This theme issue provides examples of classroom-based research in which educators try to improve literacy education for minority students. Descriptors: Academic Achievement, Bilingual Education, Classroom Research, Cultural Awareness