This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include James R. Yates, Cheryl Yelich Wilkinson, Bridgie Alexis Ford, Judy Goodwin, Suzanne Lane, Debra A. Young, Edgar Leon, Nicholas Stayrook, Marvin Wingfield, and Mark B. Jennings.
(1995). An Examination of the Performance Gains of Culturally and Linguistically Diverse Students on a Mathematics Performance Assessment within the QUASAR Project. The performance of students from different racial or ethnic subgroups and of students receiving bilingual (Spanish and English) or monolingual (English only) instruction in mathematics was studied using students from schools in the QUASAR (Qualitative Understanding Amplifying Student Achievement and Reasoning) project, a mathematics education reform project supporting innovative instruction for middle school students in economically disadvantaged communities. Patterns of ethnic distribution vary across QUASAR sites, and linguistic diversity was found at many QUASAR sites. Data were from administration of the QUASAR Cognitive Assessment Instrument (QCAI) to approximately 1,000 students in grades 6, 7, and 8 at 2 QUASAR project schools, one of which provided bilingual classes for its predominantly Latino population. Results indicate that the instructional programs of both schools provided similar educational opportunities in mathematics, with parallel gains for African American and Caucasian students. Results also indicate that high quality mathematics instruction can be made available to students in bilingual classes. Evidence also supports the validity of the QCAI. (Contains 5 figures and 40 references.) [More] Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Bilingual Education
(1995). Multiple Voices for Ethnically Diverse Exceptional Learners, 1995, Multiple Voices for Ethnically Diverse Exceptional Learners. This first serial issue addresses topics and issues impacting educational services for culturally and linguistically diverse (CLD) learners. The issue contains three research-into-practice articles, an interview section called "In the Oral Tradition," and three teacher-generated articles which delineate learner-enhancing practices for special educators. Articles include: "Learning and Cultural Diversities in General and Special Education Classes: Frameworks for Success" (Deborah L. Voltz); "Issues in the Implementation of Innovative Instructional Strategies" (Robert Rueda and others); "Controllable Factors in Recruitment of Minority and Nonminority Individuals for Doctoral Study in Special Education" (Rosalie S. Boone and Kathy L. Ruhl); "Issues Regarding the Education of African American Exceptional Learners" (Helen Bessent Byrd); "Using Bilingual Literature with Students Who Have Severe Disabilities" (Candace Clark and Katie St. John); "Through Navajo Eyes: Curriculum Guidelines from a Teacher's Perspective" (Lucretia Holiday and others); and "Using Instructional Games for Cultural Exploration: Exploring African Cultures" (Marcella Bell). Individual articles contain references. [More] [More] Descriptors: American Indians, Bilingual Education, Black Students, Classroom Techniques
(1978). Leamos Sobre Veinte Ocupaciones! Twenty Trades to Read About. Twenty trades are explored in this bilingual supplementary workbook, designed specifically for native Spanish speakers who are in the process of learning English. The purpose of this book is to ease the Spanish-speaking student from his/her native language into English with as little discomfort as possible. There are twenty chapters in the book with successively more English as the chapters progress. Each chapter begins with a story in both English and Spanish. The first exercise in each chapter consists of ten vocabulary words in Spanish and English with their respective definitions. Various exercises are constructed throughout the unit using the ten words. The work is designed to be used in English as a second-language program, vocational career exploration, gaming improvement, and simulation practice. Some games, crossword puzzles, and other activities are included. The text is illustrated. The units contain exercises related to the following trades: auto body, auto mechanics, baking, carpentry and cabinetmaking, electrical trades, fashion design, commercial foods, health occupations, ornamental horticulture, plumbing, painting and decorating, machine shop, upholstery, welding, graphic arts, air conditioning and refrigeration, commercial art, drafting, cosmetology, and diesel machines. (For the original English version see ED 145 189.) Descriptors: Auto Body Repairers, Auto Mechanics, Bakery Industry, Bilingual Education
(1996). Challenges and Solutions for Educating Migrant Students. This paper overviews challenges and solutions for educating migrant students in Michigan. The majority of migrant workers in the United States are Hispanic men with families. Data indicate that only about a fifth of migrant children complete education beyond the sixth grade. Migrant students tend to fall behind in their education because they change schools frequently and miss classes in order to work and help support their families. On the average, migrant students are 3-4 years behind nonmigrant students academically. Six major challenges of migrant education are interrupted schooling, limited English-language proficiency, poor health and nutrition, social isolation, economic marginality, and lack of self-esteem. Solutions for addressing these challenges include teachers and schools: (1) being prepared to meet the educational needs of migrant students, adjusting school calendars to accommodate migrant students, and keeping an academic portfolio on each student; (2) supporting bilingualism by teaching migrant students how to read and write English while encouraging them to maintain their native language; (3) ensuring that migrant students receive needed immunizations and other health-related services; (4) increasing social skills of migrant students by exposing them to different environments such as museums, theaters, supermarkets, science fairs, and community activities; (5) creating programs that address the clothing, food, and shelter needs of migrant families and linking migrant families with appropriate social services agencies; and (6) increasing migrant students' self-esteem by praising accomplishments and identifying student strengths. [More] Descriptors: Bilingual Education, Economically Disadvantaged, Educational Discrimination, Educational Practices
(1995). Arab Stereotypes and American Educators, Social Studies and the Young Learner. Maintains that negative stereotypes of Arabs permeate U.S. popular culture. Discusses Arab stereotypes among educators and the effects of stereotyping on Arab American students. Describes efforts used in the Dearborn, MI, schools to eliminate stereotypes and integrate into the curriculum the study of Arab culture. Descriptors: Arabs, Biculturalism, Bilingual Education, Bilingual Students
(1997). Australian Literacies. Informing National Policy on Literacy Education. This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the middle years, the later years, the postschooling sector); part 5, adult literacy, numeracy, English-as-a-Second-Language) education, and lifelong learning for all; and part 6, state and territory programs in literacy (literacy teaching and learning in department of education schools in South Australia, Australian Capital Territory, Victoria, Queensland, Western Australia, Tasmania, New South Wales, and the Northen Territory and literacy teaching and learning and current practices in literacy education in the Catholic and independent schools sectors). (Contains 162 references) [More] Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Catholic Schools
(1987). Schools and Communities Working Together for Linguistic Minority Students. Seventeen Massachusetts programs involving schools and communities working together to support the educational success of linguistic minorities are described. The programs represent a cross-section of efforts in the state serving a variety of language groups. Program focuses include: (1) supplemental support and resources for Cambodian students; (2) an experiential science curriculum for English- and Spanish-speaking students; (3) services to a Hispanic community, including a homework center; (4) tutoring of limited-English-proficient (LEP) students by trained college students; (5) advocacy to ensure equity of bilingual programs; (6) after-school recreational, educational, and counseling services; (7) educational and support services to LEP preschool children and their families; (8) a photography project for bilingual students; (9) General Educational Development (GED) and English-as-a-Second-Language (ESL) services for LEP parents; (8) after-school assistance with assignments and tutoring; (9) a statewide coalition of local parent advisory councils; (10) services supporting academic and social adjustment of Southeast Asian students; (11) arts exploration contributing to cultural appreciation; (12) information, assistance, and referrals for Cambodian students and their parents; (13) teacher and administrator training to assist special-needs LEP children; and (14) a summer enrichment program in cross-cultural communication. [More] Descriptors: Adjustment (to Environment), Agency Cooperation, Asian Americans, Bilingual Education Programs
(1991). Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt), Teacher Education and Special Education. This article describes a service delivery system for limited English proficiency students in regular and special education programs using problem-solving teams and criterion-referenced and/or curriculum-based assessment, with an emphasis on reciprocal interaction teaching. Goals include improved academic performance and more reliable referral of such students. Descriptors: Bilingual Special Education, Disabilities, Educational Diagnosis, Elementary Secondary Education
(1993). Bilingualism, Second Language Acquisition, and the Education of Chicano Language Minority Students. Chapter 4. This chapter addresses the theoretical and empirical knowledge bases related to bilingualism and second language acquisition in Chicano children. Research concerning bilingual acquisition has found that the linguistic, cognitive, and social characters of the bilingual child develop simultaneously. Furthermore, all three areas of development are interrelated and directly influence the acquisition of linguistic and cognitive repertoires. Research indicates that second language acquisition is influenced by native language linguistic structures and rules of discourse, may be influenced by the motivation to learn a second language, and is related to various social factors. Educational programs serving language minority students can be differentiated by the way they utilize the native language and English during instruction. For example, a survey of 333 school districts serving over 80 percent of language minority students revealed that the use of English predominated in 93 percent of programs, both the native language and English were utilized during instruction in 60 percent, and 30 percent reported minimal or no use of the native language during instruction. The remainder of this chapter overviews federal and state legislative initiatives related to the education of language minority students, and policy and practice implications for education. Contains 98 references. [More] Descriptors: Bilingual Education Programs, Bilingual Students, Bilingualism, Cognitive Processes
(1993). Integrating Special Services: Seeking a Balance in Meeting Student Needs. A 5-year plan to improve the delivery of services to special needs students was evaluated in Fairbanks, Alaska. The plan focused on developing a model for integrated services and reducing the number of pull-out programs by having special services staff work directly with classroom teachers. Information sources included interviews with 62 staff members and 71 parents at 6 schools. Background information is provided on types of existing services in the school district, as well as the perceptions of principals regarding integration of special services. Attention is also directed to survey results from special program staff regarding integration of services for students who are learning disabled, communication disordered, gifted/talented, emotionally impaired, mentally retarded, and deaf. Also considered are integration of services in the following programs: Chapter I reading, Chapter I migrant, Alaska Native education, and bilingual/bicultural. Findings indicated that principals are generally supportive of the philosophy of integration for most groups of children, and often the service delivery model is driven by the availability of staffing or resources. (Contains 53 references.) [More] Descriptors: Administrator Attitudes, Alaska Natives, Bilingual Education, Communication Disorders
(1991). Professional Development Needs of Teachers Who Serve Exceptional Language Minorities in Today's Schools, Teacher Education and Special Education. This article discusses educational reform and personnel preparation in relation to dramatic changes in student demography. Professional development needs of teachers serving exceptional language minorities are delineated, including competencies such as understanding first- and second-language acquisition, using appropriate instructional approaches, and effective organization and management of instruction. Descriptors: Bilingual Special Education, Demography, Disabilities, Educational Change
(1997). Latinos and Education: A Critical Reader. Latinos are among the nation's most educationally disadvantaged and economically disenfranchised groups. Addressing this reality within the context of a rapidly changing economy and society, this book links educational practice and the structural dimensions that shape institutional life. Sections focus on the political economy of schooling, historical views of Latino schooling, construction of Latino(a) identities, politics of language, cultural democracy and schooling, and Latinos and higher education. The 25 chapters are: "A Theory of Racial Inequality" (Mario Barrera); "Economic, Labor Force, and Social Implications of Latino Educational and Population Trends" (Sonia M. Perez, Denise de la Rosa Salazar); "The Structure of Inequality and the Status of Puerto Rican Youth in the United States" (Hector R. Cordero Guzman); "Latinos, Class, and the U.S. Political Economy: Income Inequality and Policy Alternatives" (Rodolfo D. Torres, Adela de la Torre); "History, Culture, and Education" (George I. Sanchez); "Roused from Our Slumbers" (Guadalupe San Miguel, Jr.); "Culture, Language, and the Americanization of Mexican Children" (Gilbert G. Gonzalez); "Living Borders/'Buscando' America: Languages of Latino Self-Formation" (Juan Flores, George Yudice); "Somos RUNAFRIBES? The Future of Latino Ethnicity in the Americas" (Gonzalo Santos); "Latino/'Hispanic'–Who Needs a Name?: The Case against a Standardized Terminology" (Martha E. Gimenez); "Nomads and Migrants: Negotiating a Multicultural Postmodernism" (Rafael Perez-Torres); "Movimientos de Rebeldia y las Culturas que Traicionan" (Gloria Anzaldua); "English Only: The Tongue-Tying of America" (Donaldo Macedo); "Racism, Language Variety, and Urban Minorities: Issues in Bilingualism and Bidialectalism" (John J. Attinasi); "Returned Migration, Language, and Identity: Puerto Rican Bilinguals in Dos Worlds/Two Mundos" (Ana Celia Zentella); "The Empowerment of Language-Minority Students" (Richard Ruiz); "Creating the Conditions for Cultural Democracy in the Classroom" (Antonia Darder); "Teaching and Social Change: Reflections on a Freirean Approach in a College Classroom" (Daniel G. Solorzano); "Effective Instruction for Language Minority Students: The Teacher" (Eugene E. Garcia); "Promoting the Success of Latino Language-Minority Students: An Exploratory Study of Six High Schools" (Tamara Lucas, Rosemary Henze, Ruben Donato); "Education and the Mexican American: Eleuterio Escobar and the School Improvement League of San Antonio" (Mario Garcia); "Racism in Academia: The Old Wolf Revisited" (Maria de la Luz Reyes, John J. Halcon); "The Quest for Paradigm: The Development of Chicano Studies and Intellectuals" (Carlos Munoz, Jr.); "Confronting Barriers to the Participation of Mexican American Women in Higher Education" (Melba J. T. Vasquez); and "Research on Latino College Students: A Theoretical Framework and Inquiry" (Michael A. Olivas). Contains references. Descriptors: Acculturation, Bilingual Education, College Faculty, Educational Strategies
(1992). Remedial Plan for Asian LEP Students, An Assessment of Sheltered v. Mainstream Classes in New Instructional Model Schools, 1991-1992. Report #9302. This report presents the findings of two phases of a study of Asian limited-English speaking middle school and high school students' experiences in sheltered classes as compared with mainstream classes in the School District of Philadelphia (Pennsylvania). The study involved focus group interviews conducted with 114 English as a Second Language (ESOL) Level 4 Asian students at the secondary school level, classroom observations and interviews conducted with 10 high school content area teachers who taught both mainstream and sheltered classes in the same subject, and case studies of 59 Asian Limited English Proficient (LEP) students who attended these sheltered classes. The findings from the student focus groups indicated that at least 66 percent of the high school students and 90 percent of the middle school students felt they were learning content area subjects adequately in mainstream classes. Most of these students expressed a preference for classes with regular students and a desire to have taken regular classes when they were in ESOL Level 3. The findings from the teacher study revealed that sheltered class students received essentially the same curriculum as did their mainstream counterparts regardless of subject, and that most teachers in the sample modified their teaching to accommodate the needs of LEP students. However, few of these teachers used visual aids, props, or audiovisual equipment; and even fewer engaged the students in hands-on activities or cooperative learning. Recommendations from the study point to the need for more intensive work with both sheltered and mainstream content area teachers in the use of techniques that are critically needed for LEP students, and are also appropriate for mainstream students. [More] Descriptors: Asian American Students, Asian Americans, Bilingual Education Programs, Comparative Analysis
(1998). Annotated Bibliography of Products/Materials. This document, which is intended for teachers, program directors, researchers, businesspeople, and students, is an annotated bibliography of more than 600 programs and resources that were developed with funds from the Office of Vocational and Adult Education in fiscal years 1987-1998. The document is divided into two parts. Part 1 is a summary of the programs, products and materials, and training services developed by grantees or contractors. Within part 1, projects and materials are listed by program as follows: Bilingual Vocational Training Program; Community Education Employment Centers; Correctional Education; Indian Vocational Education Program; Integration of Vocational and Academic Learning Program; National Center for Research in Vocational Education; National Workplace Literacy Program; Native Hawaiian Vocational Education Program; New Urban High School; School-to-Work Cooperative Demonstration Projects; Skill Standards (Business and Education Standards Program); and Tribally Controlled Postsecondary Vocational Institutions Program. Each section begins with a program overview containing the following: program's primary objective(s) and major activities; award period; participating groups and/or organizations; information about additional funding and contact person(s). Each summary provides the federal and project contract, award period, and a website address (where available). Part 2 lists some programs or organizations that fund and/or disseminate similar information. [More] Descriptors: Abstracts, Adult Basic Education, Adult Education, Adult Literacy
(1994). Whole Language and Language-Minority Students: A Natural Fit, BEOutreach. The approach taken by one school district to English-as-a-Second-Language instruction, using the whole language approach and simple children's literature, is described. It was determined that the whole language approach would challenge teachers to rethink how children come to know language and literacy and cause teachers to construct new beliefs about teaching and learning. Over 300 teachers were: trained in classroom strategies to try; asked to critically analyze instructional outcomes for this population, addressing social/affective, cognitive/academic, linguistic, and metacognitive areas; asked to implement the strategies; and provided with constructive feedback. The instructional sequence taught to teachers involved five steps: (1) recording information about students' prior knowledge and experiences as they might relate to the story to be used; (2) presenting the story in comprehensible fashion, including deliberate use of helpful voice inflection and pitch, guided questioning, and repeated key words and phrases; (3) pointing out the story's structure; (4) identifying key vocabulary, based on recall of the story; and (5) reconstructing the story orally with the children. The five-step format was found useful in challenging and restructuring teachers' beliefs about language and literacy learning. Contains six references. [More] Descriptors: Bilingual Education, Books, Childrens Literature, Classroom Techniques