Folder: Bilingual Education
Bilingual Ed Lit Reviews (1999)
Page Contents
A | B | C | C.1 | CC | D | E | F | G | H | J | K | L | M | N | O | P | Q | R | S | T | V | W | Y | Z
A
_____. (1990). 10 Anos de ensenanza bilingue, 1979-80 - 1989-90, 24 Euskara Zerbitzua Zablkunde-Lanak (Ten Years of Bilingual Education, 1979-80 - 1989-90). This report provides an overview of bilingual education in the Basque area of Spain over the last 10 years. Since 1982, a government decree established that public education was to be conducted following 1 of 3 models of bilingual education: 1) instruction is basically in Spanish, with Basque taught as a separate course; 2) content instruction is 50% in Spanish and 50% in Basque; 3) instruction is basically in Basque, with Spanish taught as a separate course. The models are in clear expansion, which will be reflected at the high school level in the next 5 years. There has been a remarkable increase in the number of bilingual teachers during the last 10 years. Because the Department of Education has taken measures to make it possible for Basque to be used in the workplace, around 38% of administrative staff at public schools, school district, and the central education office are speakers of both Spanish and Basque. The Basque Aptitude Test (EG) is now taken by both younger and older teachers who want to improve their qualifications, and by students in bilingual instructional models one and two who have not yet entered university. Several other standardized tests to measure Basque language proficiency have been developed. A training program for Spanish-speaking teachers offers Basque language seminars at schools during or after working hours. Literacy programs are also offered in Basque. (VWL) ED397623
_____. (1992). Autism: General Information. Fact Sheet Number 1 = Autismo: Informacion General. Fact Sheet Number 22. This fact sheet on autism is offered in both English and Spanish, and is the same in both languages although numbered differently. It provides a definition, information on incidence, typical characteristics, and educational implications. It notes that autism is listed as a separate category under the Individuals with Disabilities Education Act. The fact sheet emphasizes the importance of teaching the child communication skills and structuring the child's environment. Five print resources and three organizations are listed. (DB) ED353710
_____. (23 Aug 1993). Literature Review of Federally Funded Studies Related to LEP Students. Final Analytic Report. Research on limited English proficient (LEP) students that was funded under the federal Bilingual Education Act (Title VII) and conducted from 1980-92 are summarized and reviewed. An introductory section gives an overview of the Department of Education's Office of Bilingual Education and Minority Languages Affairs and background in the Title VII research agenda, describes the goals of the literature review, the nature of the reports included, and the review process, and provides a framework based on themes in educational research in general, used for organizing and comparing the studies. Subsequent chapters summarize findings concerning students, teachers, instruction, program administration, and research methods in bilingual education. A final chapter offers an overall summary and conclusions, including recommendations for specific additional studies. Appended materials include an alphabetical listing, by author, of studies reviewed and references cited, a chronological listing of the studies, with annotations, and an overview of methodologies used in federally-funded research studies. (MSE) ED368215
_____. (Apr 1991). Preparing Children for Schools and Schools for Children. Notes, Comments = Preparer les enfants a l'ecole et adapter l'ecole aux enfants. Notes, CommentsNo. 194. This paper critically examines evaluations of the effects of early childhood development programs in Third World countries. Introductory comments underscoring the importance of preschool interventions for the improvement of primary schools are followed by a section explaining the paper's analytical framework, which posits an interactive relationship between the readiness of children for school and the readiness of schools for children. The readiness of children for school is defined in terms of children's physical capabilities and activity levels, cognitive ability, learning style, knowledge base, and social and psychological competencies, while the readiness of schools for children is considered in terms of availability, accessibility, quality, and adaptation to local needs and circumstances. This section concludes by examining the influence of these factors on school enrollment, progress, and performance. The second section reviews studies of: (1) nutrition intervention programs in Guatemala; Cali and Bogota, Colombia; and Pueblo, Mexico; (2) early childhood education programs in Asia, Latin America, and the Middle East; and (3) the effects of early intervention programs on enrollment, promotion, grade repetition, dropout rates, and performance. The following sections review the Indian Integrated Child Development Services and Peru's Programas No-Formal de Educacion Inicial. In the final section, the implications of these findings are discussed and policy recommendations regarding program integration, organization, and evaluation are presented. (AC) ED342505
_____. (Apr 1992). Multidimensional Qualities to Improve Education. This bulletin contains five essays on the theme of expanding the challenge of improving the quality of education to encompass the curricular, administrative, institutional, and teaching levels. The articles include: (1) "Educational Assessment Systems in Latin America: A Review of Issues and Recent Experience" (Robin Horn; Laurence Wolf; Eduardo Velez); (2) "Programme to Improve the Quality of Primary Schools in Poor Areas: A Chilean Experience" (MINEDUC Chile); (3) "Bilingual Education Beyond National Frontiers, Bolivian-Peruvian Cooperation" (Luis Enrique Lopez; Lucia D'Emilio); (4) "New Assignments for Technical and Professional High School Education: Guidelines and Strategies" (Maria de Ibarrola); and (5) "Functional Illiteracy Requirements in Youth and Adults: Education and Work in a Small Developing State" (Olabisi Kuboni). (EH) ED401189
_____. (Aug 1990). Myth #13: English Is Going Out of Style. Literacy Beat, v4 n1 Aug 1990 Aug 1990. Literacy education for non-English-speaking adults is taxing the fragile adult education system in the United States. Despite federal limitations, a million immigrants enter the country each year. In contrast with the past, the non-English-speaking need more education to compete in more sophisticated workplaces. The nation's largest cities are rapidly becoming bilingual, but because of the federal immigrant amnesty program, demand for English language instruction is also increasing substantially. Hispanics and Asians form the largest immigrant groups. Quality of instruction in English-as-a-Second-Language (ESL) programs is a matter of current concern. Volunteers account for a large proportion of ESL literacy teachers. Standards of instruction for immigrant amnesty programs are loose, and the dropout rate is high. Workplace language skills and literacy are greatly needed. Debate over the advantages and disadvantages of bilingual and multicultural education continues, but federal policymakers are focusing more on the need for effective ESL programs. Hispanic illiteracy and potential for inadequate education are high. Some literacy programs have been especially effective. The approaches used in the programs vary, including the use of native language skills to build English literacy, whole-language literacy development, parent involvement and literacy education, and job-related general education. A list of resource organizations is appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED324982
Alexander, S. H., & Baker, K. (1994). The Bilingual Education Movement: The Emergence of an Elite in an Exploited Minority Group. Migration World Magazine, v22 n2-3 p9-12 1994. Demonstrates the presence of a minority group elite in the contemporary bilingual education movement. The bilingual education program elite insists that students of limited English proficiency be taught exclusively in bilingual education programs and only by certified bilingual teachers even though bilingual education has not been demonstrated to be successful. (SLD)
Alexander-Kasparik, R., Ed., & Soulas, J., Comp. (1994). Border Issues in Education, Part 1 and Part 2. SEDLETTER, v6 n3 Sep-Dec 1993 v7 n1 Jan-Apr 1994 1994. These newsletters examine issues in education along the United States and Mexico border. Topics in Part 1 include the ramifications of the North American Free Trade Agreement (NAFTA) for education, the impact of immigration on schools, and the structure and history of the Mexican educational system and its reforms in theory and practice. Educators along the border have voiced concerns about the effects of NAFTA, most notably the impact of population growth on school facilities and budgets already stretched by illegal and legal immigration and the movement of populations from rural to urban areas on both sides of the border. Many in the United States are alarmed at the continuing waves of immigrants and discriminate against both legal and illegal immigrants. In any case the areas of concern that have been most frequently cited by border educators and experts have been growth and immigration. Some saw the burgeoning population as an opportunity; others saw it as a problem. Nevertheless, all agreed that action must be taken to develop curriculum alignment between the United States and Mexico, teacher training and exchange, and the use of telecommunications and teleconferencing in border states education. This report also looks at characteristics of immigrant students, profiles a Mexican college student who has attended school in both Mexico and the United States, and highlights research pertaining to Hispanic immigrant students. In Part II, sections draw upon interviews with teachers and administrators in Laredo (Texas) and Nuevo Laredo (Tamaulipas, Mexico) and cover the following topics: (1) an agreement between the U.S. and Mexican Education Secretaries to foster binational curriculum alignment, and the difficulty of lack of congruence between the two national education systems; (2) cross-national differences in teacher education and certification; (3) needs for more bilingual teachers and for cross-cultural staff development in the United States, and inadquacies of U.S. teacher training and binational teacher exchange programs; (4) bilingual education and second language learning; (5) advantages of two-way bilingual programs for all students; (6) politics and controversies surrounding bilingual education; (7) need for comprehensive social services for children and families along the border; (8) special education and mainstreaming in both countries; (9) plans by the Southwest Educational Development Laboratory to foster development of a binational vision of what border education should be; and (10) immigration phobia. This issue also contains an interview with Derrick Bell on race and racism in American education. (SV) ED396862
Anstrom, K. (1996). Defining the Limited-English Proficient Student Population. Directions in Language and Education, v1 n9 spec iss Sum 1996 1996. In order to develop a more uniform approach to determining the population of limited-English-proficient (LEP) individuals in the United States, and for purposes of educational decisions and resource allocation, the definition of this particular population is discussed in this theme issue. First, approaches currently used to estimate the size of the population and the variety of definitions are examined. Federal and state definitions are given, to exemplify the disagreement states and districts have over how to identify the LEP population accurately. Recommendations are made for a standardized definition, and the advantages and disadvantages of doing so are outlined. An appendix lists recent estimates of the LEP population and an explanation of each. Contains nine references. (MSE) ED404874
Arnove, R. F., & Ovando, C. J. (1993). Contested Ideological, Linguistic, and Pedagogical Values in Nicaragua: The Case of the Atlantic Coast. Bilingual Research Journal, v17 n3-4 p135-61 Sum-Fall 1993. Reviews recent political changes in Nicaragua. Describes history and characteristics of the Atlantic Coast region and its indigenous peoples. Focuses on linguistic and educational policies initiated by successive national governments to integrate the region into national society. Examines issues related to the latest bilingual education model, and availability of resources needed to implement bilingual intercultural education programs. (Author/SV)
Ascher, C. (1989). Urban School Finance: The Quest for Equal Educational Opportunity. ERIC/CUE Digest No. 55. ED311147
Augustin, M. A. (1993). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Final Evaluation Report 1992-93. OER Report. This report examines the progress in 1992-93 of the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) in New York City. In the year under review, Project CAP served a total of 292 students with limited English proficiency who were also limited in their ability to read and write in their native language. Participating students received instruction in English as a second language (ESL); native language arts (NLA); and the content-area subjects of mathematics, science, and social studies. Although the project established a multifaceted parental component, which included ESL classes and educational trips, it found it difficult to stimulate participation. The project met its objectives for ESL, American culture and citizenship, cultural heritage, attitude toward school, career development, dropout prevention, attendance, staff development, and curriculum development. The project only partially met its objectives for Spanish and Haitian NLA, parental involvement, and content- area courses. Recommendations include the need to attempt to increase passing rates in Haitian and Spanish NLA as well as the content-area courses by using techniques such as small-group and individual instruction and peer tutoring, as well as offering more materials to accommodate students' different learning styles. Appendices contain a list of instructional materials, class schedules, and the study's Likert scale measurements. (GLR) ED372167
Aust, R., & Others, A. (1993). The Use of Hyper-Reference and Conventional Dictionaries. Educational Technology, Research and Development, v41 n4 p63-73 1993. Describes a study of 80 undergraduate foreign language learners that compared the use of a hyper-reference source incorporating an electronic dictionary and a conventional paper dictionary. Measures of consultation frequency, study time, efficiency, and comprehension are examined; bilingual and monolingual dictionary use is compared; and further research is suggested. (Contains 52 references.) (LRW)
B
Bailey, M. A. (1993). Bilingual Education: Legal Perspectives and Policy Considerations. Illinois Schools Journal, v72 n2 p33-39 1993. Identifies some constitutional, statutory, and case law that has affected bilingual education in the federal courts and the state courts and legislatures. Discusses ideas about public policy within the context of the current status of bilingual education, and suggests ways to improve policy and make better informed decisions. (JB)
Baker, C. (1990). The Effectiveness of Bilingual Education. Journal of Multilingual and Multicultural Development, v11 n4 p269-77 1990. Bilingual education research methods should incorporate a multilevel model of pupils, classrooms, and schools and consider various cognitive and noncognitive outcome variables focusing on progress rather than attainment to determine not whether bilingual education is more effective than monolingual instruction but which aspects of bilingual education are more effective. (35 references) (Author/CB)
Baker, K. (1992). Ramirez et al.: Misled by Bad Theory. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p63-89 Win-Spr 1992. Critiques two theories dominating bilingual education. The facilitation hypothesis predicts long-term advantage for bilingual education over all- English instruction. The time-on-task hypothesis predicts that all-English instruction is superior to bilingual education in teaching English. Argues that bilingual programs may facilitate English learning better than all- English instruction only in the early grades. (KS)
Baker, K., & Rossell, C. (Apr 1993). Blinded by Theory in the Search for Effective Programs for LEP Students: A Call for Testing New Research Hypotheses. The value of transitional bilingual education (TBE) is discussed in the context of two competing theories of second language learning: (1) first language (L1) knowledge facilitates second language (L2) learning, and (2) the best way to learn English is to maximize time spent using it. First, the facilitation theory is examined in light of recent research and found to be flawed. Two significant national studies are shown to have findings contradicting it. The English time-on-task theory is then explored and found lacking, with evidence drawn from the same two studies. It is argued that the theory fails because it does not consider important mediating variables in program effectiveness. A third study is cited, one that suggests some variables explaining the success of TBE with less English- language time-on-task, including nature of time spent in an English language environment and psychological effects of providing some respite between exposures to the target language. Two new hypotheses are proposed, to be tested by research. The hypotheses are: (1) native language instruction should be minimal and used only in early instruction, and (2) teachers who are familiar with but not fluent in the child's native language are better teachers of limited-English-proficient students. In addition, a new experimental design is recommended. (MSE) ED362009
Banda, F. (1996). In Search of the Lost Tongue: Prospects for Mother Tongue Education in Zambia. Language, Culture and Curriculum, v9 n2 p109-19 1996. Discusses problems associated with the implementation of mother tongue education in Zambia. Focus is on the sociolinguistic situation, language policy after independence, sociolinguistic implications, language use in different domains, language use and ethnic identity in Zambia, Kenya, and Tanzania, prospects for mother tongue education; bilingual education, psychosociological considerations; and pedagogical implications for mother tongue education. (28 references) (Author/CK)
Barkan, J. H., & Bernal, E. M. (1991). Gifted Education for Bilingual and Limited English Proficient Students. Gifted Child Quarterly, v35 n3 p144-47 Sum 1991. This article discusses the theoretical basis of and rationale for bilingual gifted education; highlights the points at which the intellectual bases of gifted education and bilingual education intersect; outlines programing practices such as encouraging students to "think in English"; and suggests future directions in the field. (Author/JDD)
Biava, C. (1990). Native American Languages and Literacy: Issues of Orthography Choice and Bilingual Education. Kansas Working Papers in Linguistics, v15 n2 p45-59 1990 1990. Native American language communities have had four choices regarding the adoption or change of a writing system in recent years: to adopt or not to adopt a system, or in the case of an existing system, to alter it or not to alter it. The paper also examines the criteria of orthography choice and functions of literacy. Bilingual eduction issues are seen as the most important function of Native language literacies. Also examined are problems that face Native language literacy programs. (Contains 22 references.) (Author) ED353803
Bouvet, D. (1990). The Path to Language: Toward Bilingual Education for Deaf Children. Discussion of speech instruction in bilingual education for deaf children refutes the assumption that speech is acquired automatically by hearing children and examines a program in which deaf children are taught alongside hearing children. The first part looks at how speech functions and how children acquire it: including the nature of the linguistic sign and its occurrence in the speech process; the speaking subject's role in the speech process; the newborn's ability to communicate, pre-verbal and verbal communication; and the mother's role in child language acquisition. In part two, the idea that deaf and hearing children have more similarities than differences is explained, and deaf children's right to a mother tongue is argued. Prejudices against deafness and the relationship of a child's deafness to parent(s)' deafness is discussed. Part three describes a pilot bilingual education program involving five profoundly deaf children and one severely deaf child, aged 4-6, that prepared them with both sign language and verbal communication skills for integration into a school for hearing children. The children's progress is followed through 6 years and the acquisition of written language in the bilingual education program is noted. Appended materials include data on the children, two manual alphabets, and a bibliography. (MSE) ED385147
Bowen, M. L. (1990). Leadership Training in Special Education: A Status Analysis. Information Bulletin #29. This paper synthesizes issues and informational needs regarding the supply and demand for doctoral level personnel in special education and stresses the importance of obtaining accurate data on teacher supply and demand for planning training activities and analyzing manpower needs. Existing findings on teacher employment, teacher shortages, teacher supply, and teacher attrition are reviewed. The insufficient supply of doctoral level special education personnel is then documented. Among barriers to leadership training identified are lack of adequate financial support, poor working conditions for faculty, and attrition through retirement. Data are then given on leadership needs in the following specialty areas: behavior disorders, bilingual/language minority, rural special education, early childhood special education, career/vocational/transitional special education, special education research, special education administration and supervision, speech/language/hearing personnel, severe/profound/multiple handicaps, and adapted physical education and therapeutic recreation. Sixteen specific issues are considered. These include the need for a comprehensive data base that tracks the production of doctoral level personnel, the need for a national disseminator of specific supply and demand data, the need for closer working relationships between institutions of higher education and employers, and a need for studies on the retirement trends and patterns of educators. (96 references) (DB) ED346660
Brown, G. L. (1991). Reading and Language Arts Curricula in Elementary and Secondary Education for American Indians and Alaska Natives. Native students rank far below norms in reading, language arts, and language arts related subjects. This paper reviews the literature to address strategic plans for reading and language arts curricula for Native students. An overview is presented of theories of first and second language acquisition and learning, stages of language development, and the influence of the learning environment. Second language instruction framed in current theory includes the comprehension, communicative, holistic or integrated, and natural approaches. Instruction and student evaluation are described for the total physical response method. Content-based instructional approaches and the relationship between academic competency and second language (English) competency are discussed, including: the academic needs of Native students; the importance of the nature of the text, the nature of the reader, and the interaction between text and reader in reading instruction for Native students; major impediments facing Native students as they learn to read in English; and methods of overcoming these impediments. Also discussed are the language experience approach and its effectiveness with Native students, adapting the basal reader, integrating the language arts, and the whole language approach. Specific instructional strategies that have proven effective for Native students are offered: analyzing the language complexity of the learning task; providing contextual cues; peer interaction and cooperative learning experiences; modifying lessons or providing alternative activities for limited English proficient students; incorporating comprehension checks; using preview and review techniques; making the text comprehensible; and adapting content. This paper contains 44 references. (SV) ED343766
Burnaby, B. (1996). Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature. This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next, the current status of Aboriginal languages in Canada is considered through census figures and other broad data, national surveys of factors that influence language change and maintenance, scales of language vitality, and comparisons with recent immigrant language groups in North America. Finally, sources are examined that outline strategies for Aboriginal language maintenance. These include sources covering language values and support for endangered languages, general guidance on language retention and renewal, general policies and program provisions in schools, descriptions of specific bilingual and native language programs, teachers and their training, research and evaluation, development of instructional materials, literacy in Aboriginal languages, orthography development, Aboriginal language development in family and community settings, and Aboriginal language maintenance in other countries. Contains 80 references. (SV) ED395730
C
_____. (1993). Cerebral Palsy: General Information. Fact Sheet Number 2 = La Paralisis Cerebral: Informacion General. Fact Sheet Number 18. This fact sheet on cerebral palsy is offered in both English and Spanish. First, it provides a definition and considers various causes (e.g., an insufficient amount of oxygen reaching the fetal or newborn brain). The fact sheet then offers incidence figures and explains characteristics of the three main types of cerebral palsy: spastic, athetoid, and ataxic. It briefly discusses developmental, educational, and employment implications. These include the value of early identification and intervention. (DB) ED353713
Calderon, M. (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 educationthe benefits of binational education both for language-minority students and for the majority cultureand 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. (Author/SV) ED393642
Caldwell, J. A. W. (1990). Analysis of the Theoretical and Experimental Support for Carl Dodson's Bilingual Method. Journal of Multilingual and Multicultural Development, v11 n6 p459-79 1990. Analyzes the theoretical and experimental support for Carl Dodson's "Bilingual Method" for second-language learning. The three major tenants the goal of balanced bilingualism, differentiation between L1 and L2, and systematic provision for fluctuation between medium- and message-oriented communicationare reviewed and the findings of allied methodologists and their associates are examined. (46 references) (JL)
Camp, W. E., Ed., & Others, A. (1993). The Principal's Legal Handbook. The principal is faced with myriad legal issues on a daily basis, making it imperative that he or she keep abreast with developing legal issues. The first of four sections, "Students and the Law," surveys federal statutes and landmark Supreme Court decisions pertaining to the rights of students. It addresses legal issues regarding search and seizure, freedom of expression, dress codes, student discipline and due process, academic sanctions, and child abuse. Section 2, "Special Education and the Law," reviews legal issues involving disabled students, their parents, and schools in light of decisions of the Court and the Individuals with Disabilities Education Act. Among issues addressed are eligibility and appropriate education; individualized education plans; transition for individuals with disabilities; discipline; related services, including school health services, physical and psychological therapy, transportation, and assistive technologies; infectious diseases; and barrier-free facilities. Section 3 "Teachers and the Law," discusses censorship and academic freedom, sexual harassment in the workplace, performance evaluations, documentation for teacher improvement or termination, marginally effective teachers, dismissal procedures, teacher certification, student inquiry, and sports law. Section 4 "Schools and the Law," outlines current legal interpretations regarding professional liability and negligence; copyright law; devotional activities in public schools; religion in the curriculum; educational curriculum and legal issues (removal of materials from the instructional program and library, evolution science vs. creation science, sex education, and bilingual education); home instruction; equality and reform; legal issues for school reform; school finance (school funding equity and adequacy, funding church-affiliated schools); and legal ramifications in the coming decade (free speech, equal access, invocations and benedictions). (TEJ) ED354606
Campbell, S., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 1, Arabic. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Overviews of Arabic education in primary and secondary schools, in tertiary institutions, in ethnic schools, and in adult education are provided. Diplomatic language training, curriculum approaches, and qualitative trends in Arabic education are profiled. Other topics addressed include teacher education and teaching materials; language courses for native and non-native speakers; parent, student, and community attitudes; policy considerations; Arabic in Australian society, and the Arabic-speaking community worldwide. Appendices contain a list of the individuals, ethnic schools, and ethnic community organizations consulted in preparation of the document; data concerning student numbers; references; and an attitudinal survey form and results. (Contains 56 references.) (JP) ED365111
Cangiano, V. J. (29 May 1992). Bilingual and ESL Approaches to Deaf Education: Perspectives on the Reading Process. A review of literature addresses two main issues: (1) how the acquisition of English by deaf signing children has been understood as an instance of second language learning; and (2) how deaf children learn to read English, given this understanding. The first chapter chronicles the history of language use in deaf education and reviews research on sign language and current second language instruction theory. This is intended to lay a foundation for discussion of the use of bilingual education and English-as- a-Second-Language (ESL) approaches to English instruction for deaf students. Chapter 2 examines theories of first and second language reading as a framework for understanding acquisition of reading by deaf children. This chapter also looks at theory and research on specific aspects of the reading process and relates these findings to use of the bilingual approach to deaf education. It is concluded that several bilingual education models, especially the maintenance model, have potential applications in deaf education and that current second language reading theory can contribute to understanding of the nature of reading acquisition among deaf children. Specific implications are outlined. A 146-item bibliography is included. (MSE) ED353847
Carr, M. E., Ed., & Morse, S. C. (Sep 1992). Personnel Training for Parents, Preschoolers, and Professionals: Working with Young Children from Migrant Families. Burning Issues Series. This information packet contains five papers related to personnel training in migrant early childhood education: (1) "Personnel Training-an Interstate Coordination Committee Report," by Mary E. Carr and Susan C. Morse, the longest of the papers, provides an overview of the best personnel practices and a discussion of training needs of migrant preschool education personnel; (2) "Together, We Can Do It " lists vital practices for supporting and nurturing staff and families as identified by an Even Start staff; (3) "Building Bridges" describes a home-based program for migrant preschoolers and the training of its staff; (4) "Going Some Place? Career Ladders in Migrant Education," by Susan C. Morse, suggests ways to develop a career ladder for migrants in the field of education; and (5) "Cultural Fine Tuning: Tips for Home Visitors" (Susan C. Morse) offers suggestions for avoiding culture conflict when working with migrant families in their homes. The packet also lists resources for staff training. (KS) ED360139
Carrasquillo, A. L. (1991). Hispanic Children and Youth in the United States: A Resource Guide. Reference Books on Family Issues (Vol. 20). Garland Reference Library of Social Science (Vol. 608). This book discusses the demographic, cultural, linguistic, socioeconomic, and educational characteristics of Hispanic children and youth. Chapters cover: (1) historical and demographic overview (history of Hispanic presence in the United States, geographic distribution, population size and growth, migration, social and cultural patterns, parent economic status and educational attainment, and status of Hispanic children and youth); (2) Hispanic diversity (Mexican-Americans, Puerto Ricans, Cubans, Dominicans, Central and South Americans, and refugees); (3) Hispanic culture, cultural change and acculturation, language characteristics of children and youth, and proficient partial, and limited bilingualism; (4) family structure and organization, education, occupation and income, housing, paternal support, social and economic dependence, child abuse and neglect, foster care, and teenage pregnancy; (5) education (educational attainment, academic achievement, access to quality programs, school retention, student-school relationship, overrepresentation of Hispanic children in special education, and parent involvement); (6) language issues in education (bilingual education, English as a Second Language, immersion, bilingual Hispanic teachers, and the "official English" menace); (7) health (data limitations, infant mortality, maternal factors, child health, AIDS, chemical dependency, and mental health status); (8) criminal justice system, delinquency, and possible causes and prevention of delinquency; (9) parent employment status, employment opportunities for youth, and youth employment and unemployment; (10) higher education access and participation, Hispanic faculty, and graduation rates; (11) improvements needed in socioeconomic conditions, educational conditions, and community and parental support, recommendations for federal, state, and local initiatives; and (12) profiles of 12 advocacy organizations and a directory of over 170 Hispanic organizations related to child and family advocacy, education, health, immigration, and youth labor. This book contains over 140 references, an annotated bibliography of 65 entries, and author and subject indexes. (SV) ED379133
Cazden, C. B., & Others, A. (Apr 1990). Language Planning in Preschool Education with "Annotated Bibliography.". A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program. The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. In the next section, three preschool program descriptions are given, each involving a situation in which a higher-status national language coexists with an indigenous language. They include a Spanish- Quechua/Aymara transitional bilingual program (Peru), a Gaelic maintenance program in Scotland's Western Isles, and a Maori revitalization program (New Zealand). The fourth section discusses practical aspects of planning for language learning and emergent literacy in preschool environments, including group size and organization, adult-child relationships, choice of language, instructional materials, staffing and staff training, adult and community participation, and administration. A brief "conclusion" and a list of almost 100 references conclude this part of the document. A special feature of the "annotated bibliography" which follows is that the annotations are written around themes (countries/communities and language use at the preschool level) and are similar in nature to essay reviews. Entries are listed alphabetically by country and information is provided under the following headings: document source; community (including language situation); educational system specifics; program (including characteristics/components); and comments. (MSE) ED324929
Chilcott, J. H. (1992). Some Contributions of Anthropology to Professional Education. Educational Researcher, v21 n2 p31-35 Mar 1992. Reviews nine titles in the subdiscipline of anthropology and education, which include collections of essays and ethnographic analyses. The works deal with anthropological perspectives on education; the methodology of ethnography; the ethnology of education; anthropological perspectives for educating minority populations; and perspectives on school failure, success, and gender. (JB)
Chung, C. H. (1992). Teaching LEP Students in the Content Area: A Sheltered English Approach. Social Studies Review, v32 n1 p29-38 Fall 1992. Argues that children of recent immigrants to the United States have a number of environmental and social problems in addition to having very limited for English proficiency. Recommends the Sheltered English Approach for courses such as social studies or mathematics. Proposes using the students' own experiences to teach social studies in lieu of regular textbook or curriculum subject matter. (CFR)
Cichon, D. J., & Others, A. (Feb 1990). Industry-Based Bilingual Vocational Training. A Review of Related Literature. Drawing upon published research, reports, and critical analyses, this paper examines the major issues involved in helping private business and industry face the challenge of effectively training limited-English-proficient (LEP) employees. The literature review is part of a larger project that is developing nine demonstration private industry/education partnership programs in industry-based bilingual vocational training and a handbook to help start other industry-based programs. Material reviewed in the paper is limited to that answering the general question, "What do we need to know to provide the best assistance and to develop a handbook?" The paper examines six major topics, drawn from a preliminary analysis of the existing literature as it reflects the project's anticipated needs: (1) workplace literacy and its relationship to bilingual vocational training; (2) job- related language skill training needs of LEP employees; (3) cross-cultural communication needs in the workplace; (4) successful workplace training program models for LEP adults; (5) components of successful public/private partnerships; and (6) economic costs and benefits to industry in providing such training. (Includes a 10-page bibliography.) (KC) ED317772
Clark, A. (1993). Project Aprendizaje. Final Evaluation Report 1992-93. This report provides evaluative information regarding the effectiveness of Project Aprendizaje, a New York City program that served 269 Spanish- speaking students of limited English proficiency (LEP). The project promoted parent and community involvement by sponsoring cultural events, such as a large Latin American festival. Students developed their writing skills and self-esteem by contributing articles in English and Spanish to a biannual newsletter. Participating students received instruction in English as a second language (ESL), native language arts (NLA), and the content- area subjects of mathematics, science, and social studies. Evaluation data show that Project Aprendizaje met its objectives for ESL, NLA, business education, attendance, suspension rate, dropout prevention, guidance, extracurricular activities, newsletter production, and parental involvement. It also met its content-area objectives except for science in the fall, and it met two of three staff-development objectives. No recommendations are presented. Appendices contain a list of instructional materials and class schedules. (GLR) ED372172
Colker, L. J., Ed. (1997). Beyond Reading, Writing, and Arithmetic: A Retrospective Look at How Schools Have Responded to Changing Societal Needs. Second Edition. Founded by the federal government in 1966 as an educational research documentation network, the Educational Resources Information Center (ERIC) has evolved in both scope and philosophy over the past years. This publication is a tribute to the ERIC program as it enters its fourth decade. The contents, which were chosen to chronicle the progress of educational development, focus on how the public schools, as agents of change, have adapted over time to selected societal trends. The volume presents documents dealing with four social trends that have occupied much of professional literature during the past 30 years: the increase in children and families living in poverty; the influx of children and families whose home language is not English; the "epidemic" rise in teen pregnancy and parenthood; and the widespread use of tobacco, alcohol, and other drugs by children at younger ages. The volume is divided into five sections. Each of the first four sections deals with one of the four societal trends. Each section contains an overview of the ways in which schools have responded over time to the trend in question, and highlights key elements that distinguish responses and approaches. At the heart of each section are the ERIC documents, which offer first-hand insight into how the schools have reacted, and which reflect the societal and educational mores of the times. The fifth section is a summary of the major themes. A list of additional ERIC readings pertaining to the subject areas is included. (LMI) ED413646
Collier, V. P. (1992). A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p187-212 Win-Spr 1992. Longitudinal studies from the 1980s suggest that the greater the amount of native language instructional support for language-minority students, combined with balanced second language support, the higher they are able to achieve academically in the second language in each succeeding academic year, in comparison to matched groups being schooled monolingually in the second language. (KS)
Colon, J., & Others, A. (Oct 1990). Entitlements of Latino Students in the Massachusetts Public Educational System: Some Legal and Policy Considerations. Publication No. 90-02. This paper aims to analyze entitlements designed to guarantee equal educational opportunity rights for Latino students in Massachusetts public schools, review policy debates on these issues, and recommend areas for research. The primary interest is threefold: (1) entitlements could be expanded; (2) to show where their limits lie; and (3) to identify areas where further research and litigation are needed, with attention to parental involvement, bilingual education, and restructuring. The courts and the legislatures have been the guarantors of quality educational practices for students of limited English proficiency. However, since its enactment in 1968, bilingual education has aroused heated debates, covering issues of educational effectiveness, political power, and social status. Recently, the English-Only movement and the introduction of bills to eliminate bilingual education have stirred debate. Studies are recommended that accomplish the following: (1) identify the general support levels for bilingual education; (2) document quality program implementation; (3) show how future teachers are being trained to work with language minority students; (4) examine restructuring efforts to identify practices that stigmatize Latino children; (5) test the application of the theory of cultural discontinuities with Latino children; and (6) identify a curriculum that is in harmony with the culture of Latino students. This document includes 49 references. (JB) ED338759
Conklin, N. F., & Others, A. (Jul 1990). Language Development: A Base for Educational Policy Planning. A Policy Issues Paper. Program Report. A review of recent research in child language development examines how this research can be used to inform policy that will enhance the capabilities of English-speaking and non-English-speaking children to develop strong language skills and promote the success of at-risk children. Focus is on the research most applicable to policy planning. First, a brief overview of American policy on language in education and the issues and attitudes clouding discussion of English-only and bilingual approaches is provided. Two longer sections make up the body of the discussion. One section addresses knowledge of the child's first-language development, and the other section looks at knowledge of child language development in bilingual settings. Educational implications of each are offered. A concluding section identifies other educational policy issues that are profoundly influenced by policy on language. A 38-item selected bibliography is included. (MSE) ED322747
Corter, C., Ed., & Park, N. W., Ed. (1993). What Makes Exemplary Kindergarten Programs Effective? = Les programmes exemplaires de jardins d'enfants. A study identified and analyzed exemplary and effective programs available in Canada for kindergarten students. The broad-based research team included members from faculties of education, boards of education, early childhood education programs, a research consulting firm, child development researchers, and teacher-practitioners. The study began with the collection of background information from the literature on kindergarten practice. This literature review was divided into three areas that form the foundation of the child's development during kindergartenplay and problem solving, language and literacy, and social-emotional development through interaction with peers and teachers. Issues of special importance to exemplary practice in French-language schools were also reviewed, highlighting the importance of placing the kindergarten program in its social context. The role of the teacher, another critical feature of exemplary programs, was also reviewed. The final part of the study consisted of collecting the views of teachers, principals, consultants, and parents on what defines exemplary kindergarten practice. The study indicated agreement across practitioner groups with the play-based child- centered philosophy articulated by the Ontario Ministry of Education. Parents were also supportive of these developmentally appropriate goals and methods. Conclusions drawn from the study include several principles inherent to exemplary kindergarten programs: (1) focusing on the whole child; (2) placing the child in social context; (3) recognizing and supporting the teacher; (4) working toward structured and balanced programs; and (5) providing school and societal support for kindergarten. (TJQ) ED372839
Coryell, J., & Holcomb, T. K. (1997). The Use Of Sign Language and Sign Systems in Facilitating the Language Acquisition and Communication of Deaf Students. Language, Speech, and Hearing Services in Schools, v28 n4 p384-94 Oct 1997. Historical and current trends, practices, and perspectives regarding manual communication in educating deaf children are discussed, including Manually Coded English systems and American Sign Language. Issues concerning choice of sign language/systems and instructional strategies that support sign usage (such as Total Communication, Simultaneous Communication, and Bilingual Education) are addressed. (Author/DB)
Crago, M. B. (1992). Ethnography and Language Socialization: A Cross-Cultural Perspective. Topics in Language Disorders, v12 n3 p28-39 May 1992. This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a culturally congruent manner. (DB)
Crandall, J. (1992). Content-Centered Learning in the United States. Annual Review of Applied Linguistics, v13 p111-26 1992. Reviews integrated language and content instruction or content-centered language learning in the United States. The background, rationale, program models, instructional strategies and techniques, and issues related to this type of language instruction are provided. An annotated bibliography is included. (61 references) (LET)
Crawford, J. (1990). Bilingual Education: The Effectiveness Debate. Equity and Choice, v6 n2 p37-45 Win 1990. Research in bilingual education remains underdeveloped, and despite 20 years of classroom experience, curricular and methodological refinements, and gains in student achievement, there is continued skepticism about its effectiveness. Contends there has been overreliance on simplistic and ill- designed evaluation research and urges instead basic research in second- language acquisition. (AF)
Cryle, P., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 3, French. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. This particular work describes the prominence of the French language in modern language teaching in Australia and the criticism this prominence has attracted; one of the tasks of this report is to address the place of French among other languages in Language Other Than English (LOTE) provision policy. Topics addressed include French in education; immersion and bilingual programs, and primary and secondary partial immersion programs; teacher training, curriculum, and materials. An attitudinal survey is described that examines the drop in enrollment for French language instruction between Years 10 and 11. Survey findings focus on the reasons for discontinuing and for continuing French. Students reported that the most important reason for discontinuing French was that other subjects were considered more important. There is some evidence to support the idea that students continue French studies for integrative reasons. Profiles of French in postsecondary education, French in specialist professional training (e.g., business, engineering), and Australia's French-speaking population are provided. Appendices contain references, a list of colleagues consulted, and attitudinal survey form. (Contains 127 references.) (JP) ED365113
Cummins, J. (1992). Bilingual Education and English Immersion: The Ramirez Report in Theoretical Perspective. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p91-104 Win-Spr 1992. Based on a literacy interdependence theory, uses findings from the Ramirez et al. study on programs for Spanish-speaking, limited-English-proficient students to refute theories opposing bilingual education. Expresses concern that all three program types in the Ramirez study reflect transmission models of pedagogy in which students have little opportunity for producing meaningful language. (KS)
Cummins, J. (1992). Bilingualism and Second Language Learning. Annual Review of Applied Linguistics, v13 p51-70 1992. Addresses recent advances in research and theory that relate to language shift in early childhood, cognitive, and academic consequences of bilingualism and second-language learning, and theoretical models for conceptualizing the development of bilingualism and second-language learning. Contains annotated bibliography. (47 references) (LET)
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Cziko, G. A. (1992). The Evaluation of Bilingual Education: From Necessity and Probability to Possibility. Educational Researcher, v21 n2 p10-15 Mar 1992. Discusses the evaluation of bilingual education programs, surveys the results of seven bilingual education evaluations, and presents their diverse findings. Argues that such research cannot say whether bilingual education is good or works. Describes a "bilingual immersion" program where language minority and majority students learn from each other. (JB)
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_____. (1995). Civil Rights in Education, Revisiting the Lau Decision. IDRA Focus. IDRA Newsletter, v22 n1 1995 1995. This newsletter contains seven articles related to the educational rights of culturally diverse language-minority students. "20 Years after Lau: In Pursuit of Equity Not Just a Language Response Program," by Alicia Salinas Sosa, points out that educational responses to Lau vs. Nichols have been minimum-compliance programmatic responses rather than efforts to provide equal education to limited-English-proficient students. "The Fourth Generation of Desegregation and Civil Rights," by Bradley Scott, outlines the focus and desegregation concerns of three generations of school desegregation and identifies emerging concerns for equal education. "Is 'Americanization' Possible? Criticism of Bilingual Education Is Based on Myths and Fears," by Elizabeth Weiser Ramirez and Jennifer Yanez-Pastor, is a response by the Hispanic Education Coalition to an attack on bilingual education. "Parent Involvement and Students' Educational Rights," by Mikki Symonds, examines barriers to parent involvement and strategies to overcome them. "Assessment and Evaluation of Language Minority Pupils: 20 Years since Lau vs. Nichols," by Albert Cortez, traces development and trends toward reform in assessment of student language proficiency and in evaluation of programs serving language minority students. "Technology and Equity: From Oxymoron to Partnership," by Felix Montes, examines ways in which information and educational technologies can advance equity for minority and low-income students. "Bilingual Intelligence Testing," by Jose A. Cardenas, examines problems with assumptions about intelligence testing and with Spanish language intelligence tests. This newsletter also contains reflections of a child advocate, a book review, and a list of additional readings on civil rights in education. Most articles contain references. (SV) ED379127
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_____. (1992). Down Syndrome: General Information. Fact Sheet Number 4 = El Sindrome de Down: Informacion General. Fact Sheet Number 15. This fact sheet on Down Syndrome is offered in both English and Spanish. First it provides a definition and description of this syndrome, noting its etiology in a chromosomal abnormality. Incidence figures are then given. Typical characteristics of people with Down Syndrome are listed. Commonly associated health-related problems are noted, including a lowered resistance to infection, the presence of heart defects, the condition of Atlantoaxial Instability (a misalignment of the neck vertebrae), and a tendency toward obesity. Educational and employment implications are briefly considered. These include the value of an infant development/early intervention program, the wide range of individual differences, and the need to use teaching strategies which emphasize concrete concepts rather than abstract ideas. (DB) ED353715
de Reuse, W. J. (1997). Issues in Language Textbook Development: The Case of Western Apache. Two experimental language-learning textbooks were developed in collaboration with Apache-speaking scholars from the San Carlos and White Mountain Reservations. One was written in the grammar-translation tradition and modeled after successful textbooks for Navajo and Papago. While the text's main purpose is to teach elementary conversational Western Apache with some emphasis on reading and writing, it also teaches some of the linguistics of Western Apache to Apache students and speakers. Educators can apply linguistics knowledge to contrast the languages in bilingual situations and as a tool for teaching children about scientific inquiry (analyzing their own intuitive knowledge of language rules). Also, exposure to linguistics may spark some Native American students to enter the field and apply themselves to the problems of endangered Native languages. The other textbook is a guide to teaching Apache with the Total Physical Response (TPR) method, based on Asher's (1982) teacher's guidebook. The approaches of the two textbooks raise various problems that can be partially solved by combining approaches. For example, classificatory handling verbs are best taught by a grammar-translation method, supplemented by TPR-style exercises; straightforward syntactic structures (in Apache), such as negation and yes/no questions, can be taught through TPR exercises, supplemented by grammatical explanations. In addition, native experts should monitor any text to avoid culturally sensitive or politically inappropriate material. Finally, a dialogue between linguists and native experts is needed to decide how much linguistic terminology can be handled in each curriculum. Contains 45 references. (Author/SV) ED415069
Desrosiers, J.-Y. (1991). Pour une gestion amelioree des ressources humaines dans les departements universitairesLes possibilites offertes par la modulation des taches des professeurs. Canadian Journal of Higher Education, v21 n2 p77-101 1991. Task modulation is being examined as a means for improved utilization of human resources and greater flexibility within departments of Quebec universities. In this paper (written in French), a definition for this concept is proposed, the literature is reviewed, and prerequisite and other conditions critical to successful implementation are described. (Author/DB)
Dev, P. C. (1992). Multicultural Education: What Do We Need To Know To Better Meet Our Students' Needs? This review of the literature on multicultural education is intended to help teachers to better meet the needs of students with learning disabilities from diverse cultural backgrounds. Introductory information defines multicultural education and explains the literature search procedure. A rationale for multicultural education is offered, followed by a discussion of the close relationship between culture and learning, the effects of prejudice and stereotyping, and the special needs of the multicultural student with learning disabilities. Exceptionality within cultural groups and the dangers of generalizing from one population to another are considered, as are the interrelationship of linguistic and disability factors among Limited English Proficiency (LEP) children and the current general failure to adequately serve these children. Ethnocentric attitudes in the schools are contrasted with attitudes endorsing cultural pluralism. The influence of proficiency in English on cognitive development of bilingual students is evaluated. Classroom needs of this population are identified and include providing bilingual special education services. (Contains 35 references.) (DB) ED387956
Dianda, M. (Apr 1992). Promoting Beginning Teachers' Success in Teaching Linguistically Diverse Students: A Synthesis of Relevant Knowledge and Practice. This report synthesizes knowledge and instructional practices appropriate for effective instruction in classrooms comprised of students from three or more linguistic backgrounds. It specifically targets beginning teachers in Arizona, California, and Nevada schools where numbers of ethnically, culturally, and linguistically diverse students have increased dramatically. Following an introduction, the publication is organized into four sections: (1) "The Striking Contrast between the Region's Teachers and Students" presents facts and figures concerning changing student demographics and the concurrent lack of a demographic shift in the teaching force; (2) "Basic Knowledge about Language Development and Second Language Acquisition for Beginning Teachers" presents major findings from research on language development and second language learning, discusses the role of the students' first language in English acquisition, and draws implications of this research for beginning teachers who have not received special training to teach language minority students; (3) "Effective Instructional Practices With Language Minority Students" addresses English-language-development practices and ways to examine students' different cultures; and (4) "Training and Supporting Beginning Teachers in Diverse Settings' focuses on helping beginning teachers acquire knowledge and employ practices identified as effective in teaching language minority students. A 55-item reference list is appended. (LL) ED346104
Dicker, S. J. (1993). "Ethnic Irrelevance" and the Immigrant: Finding a Place for Minority Languages. Educational Forum, v57 n2 p120-33 Win 1993. Many approaches to instruction of language minority students have been tried: transitional bilingual education (BE), maintenance BE, foreign language education, immersion, and developmental-language BE. Research evidence of BE benefits has been ignored as a monolingual dominant class enforces assimilation. (SK)
Dolson, D. P., & Mayer, J. (1992). Longitudinal Study of Three Program Models for Language-Minority Students: A Critical Examination of Reported Findings. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p105-157 Win-Spr 1992. Reviews the reported findings and implications of the Ramirez et al. study. Examines the validity of the operational definitions of the program types and the degree of implementation of the models. Discusses the seven major findings of the study, and some possibly misleading conclusions. (KS)
Donato, R., & Others, A. (1993). Segregation, Desegregation, and Integration of Chicano Students: Problems and Prospects. Chapter 2. This chapter examines connections between segregation and Chicano school failure. The isolation of Chicano students in "Mexican schools" or in high- density ethnic minority schools is a long-standing fact of the Chicano schooling experience. Current data reveal that Chicanos and other Latino students continue to be segregated and are becoming more and more isolated from their White peers. In addition, there is a great deal of historical and contemporary evidence that the school segregation of Chicano students is connected to school failure, hence inequality. Segregated schools tend to be characterized by low funding, high dropout rates, low achievement test scores, a disproportionately high percentage of low-income students, and few college preparatory courses. The ideological foundations of school segregation date back to the 19th-century belief that White groups should not socially interact with biologically inferior races. By the early 1900s, most states practiced some form of social segregation and had institutionalized school segregation as the main vehicle to maintain a segregated society. In the Southwest, the growth of residential segregation was accompanied by school segregation and was strongly linked to racial prejudice. Language was also used to segregate Mexican students. Mexican students were not permitted to attend classes with their White peers because they needed special instruction in English and would impede the academic progress of other children. In 1945, federal legislation finally ended the era of de jure segregation. Although Chicanos won the battle against de jure segregation, their isolation in segregated schools has continued. Suggestions for achieving integration include encouraging residential integration, busing Chicano students to predominantly White schools, two-way bilingual education programs, multicultural education in teacher education, proactive technical assistance in desegregation planning, and conceptualization of integration. Contains 124 references. (LP) ED387281
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_____. (1990). Evaluations of Current Bilingual Programs. A discussion of bilingual education programs focuses on the methodology and stated results of program evaluations. It begins with definitions of five program designs for limited-English-proficient students: English-only; structured English immersion; English as a Second Language (ESL); structured home language immersion; and transitional bilingual education. The political context in which federal bilingual education initiatives were undertaken is examined, and early efforts to evaluate the resulting programs are reviewed. Substantial evidence that the programs have failed in meeting their stated objectives is drawn from the literature. It is concluded from this that the bilingual education movement persists not because policymakers want children to speak better English, but because of a broader agenda to promote cultural acceptance. (MSE) ED384213
_____. (1993). Education in OECD Countries: A Compendium of Statistical Information, 1988- 89 and 1989-90 = l'Enseignement dans les pays de l'OCDE: Recueil d'informations statistiques, 1988-89 et 1989-90. This report is an annual update on education statistics for member countries in the Organisation for Economic Cooperation and Development (OECD), with the cooperation of UNESCO and the Statistical Office of the European Union. Some changes from earlier versions of "Education in OECD Countries" are introduced in this edition. Data comes from statistics for school years 1988/89 and 1989/90. Statistics are presented in six sections for member nations: (1) enrollment levels; (2) qualifications at various stages of education levels; (3) enrollment rates; (4) teaching staff; (5) financing and expenditures; and (6) outlooks for and estimates of future school-age population and post-compulsory education enrollment levels. Numerous charts accompany the brief text. (EH) ED393766
Edwards, D. G. (1993). Education and Welsh Language Planning. Language, Culture and Curriculum, v6 n3 p257-73 1993. This paper describes Welsh-English bilingualism in compulsory (5-16) and noncompulsory education in Wales, in bilingual (Welsh medium) and ordinary (Welsh as a subject only) schools, and in society and the media. The historical and sociological context is presented, as well as government policies, past and present. (Contains one reference.) (JL)
Enchautegui, M. E. (1995). Policy Implications of Latino Poverty. The growing Latino presence in the United States underscores the need to address Latino poverty, previously overlooked in public policy discussions. Latinos are the fastest growing U.S. minority group, and Latino poverty is also rising. In 1990, one in every four Latinos was poor, and 40 percent of Latino children lived in poverty. Latino poverty is persistent; its causes are deeply rooted in low levels of education and concentration in low- paying jobs. Low participation in public assistance and high participation in the informal labor market make Latino poverty difficult to tackle by traditional policy devices. Lack of attention to Latino poverty is due to the following factors: (1) most poor Latinos work but much of the policy debate on poverty focuses on the nonworking poor; (2) geographic concentration of Latinos in a few states isolates them from national policy debates; (3) although 64 percent were born here, Latinos are perceived as immigrants and hence without claims on U.S. society; and (4) Latinos are a diverse population with low participation in the electoral process. Proposed routes for formulating a Latino policy agenda focus on family- centered policies; the increased role of states in policy design; neighborhoods as relevant units for policy intervention; education (increasing educational attainment, improving educational quality, and supporting bilingual education); and the role of macroeconomic structural changes in Latino poverty. Contains 101 references. (SV) ED390591
Ensle, A. L. (1992). Critical Elements in Parental Involvement of Culturally and Linguistically Diverse Parents. Bilingual Research Journal, v16 n3-4 p141-43 Sum-Fall 1992. The involvement of culturally and linguistically diverse parents is critical to meeting the unique educational needs of their children. The main points discussed are effective communication, comfort level of parents, barriers between school and parents, and parental literacy. The goal is ultimately to involve these parents in educational decision making and governance. (TD)
Evans, T. J. (Nov 1996). Deming's System of Profound Knowledge: An Overview for International Educators. W. Edwards Deming called for the transformation to a new style of organizational management based on greater cooperation between managers and employees. This transformation could be achieved by introducing "profound knowledge" into the system. This paper is a presentation outline that was used to introduce the basics of Deming's theory of organizational improvement to a group of teachers and administrators associated with the Association of Bilingual Schools of Honduras. Because Deming's Fourteen Points for Management embody the components of profound knowledge, application of the points is necessary for achieving system transformation and more effective management. The aim of transformation is to change the prevailing style of management. Profound knowledge is composed of four interrelated concepts: (1) organization members' appreciation for systems thinking; (2) knowledge about variation within systems; (3) a conceptualized theory of knowledge; and (4) an understanding of psychology. Five figures that were used as overhead transparencies to highlight key concepts are included. Appendices summarize Deming's theoretical perspective. (Contains 6 references and a list of 32 related readings.) (LMI) ED401635
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_____. (Feb 1992). Report of the Hispanic Learner Task Force. This publication presents recommendations for improving educational success, excellence, and equity for Hispanic American students in Minnesota's public schools. The document describes the actions that established the Minnesota State Board of Education Hispanic Learner Task Force (HLTF), the procedures for developing the recommendations, and demographic information on Hispanic Americans in Minnesota. The HLTF's research consisted primarily of surveys of and interviews with parents, community representatives, students, and school staff. The findings and recommendations of the HLTF cover state policy and local districts. These recommendations call for improved communications, including an interagency clearinghouse and resource center, and improved parent-school communications; bilingual and bicultural early childhood education and family education; improved cultural sensitivity and school climate through staff development and school-wide events; Parent Advisory Councils in districts with funding for language programs; curriculum, instruction, and assessment improvement for equal access; teacher to pupil ratios of 1:25 for schools with Hispanic American students; staff development opportunities to learn about second-language acquisition and cultural awareness; and programs for community and adult education offering language services and job assistance. Appendixes provide the four surveys used and a glossary of six terms. (JB) ED353351
Faltis, C. J. (1993). Critical Issues in the Use of Sheltered Content Teaching in High School Bilingual Programs. Peabody Journal of Education, v69 n1 p136-51 Fall 1993. Examines the history and current issues in the use of sheltered content teaching in secondary bilingual programs. After examining key theoretical underpinnings, the article discusses how theoretical principles facilitate development of critical communicative competence and how sheltered content teaching promotes both segregation and social responsibility. (SM)
Fernandez, A. T. (1992). Legal Support for Bilingual Education and Language-Appropriate Related Services for Limited English Proficient Students with Disabilities. Bilingual Research Journal, v16 n3-4 p117-40 Sum-Fall 1992. Analyzes federal legislation, regulations, and litigation regarding the provision of an appropriate education for limited-English-proficient students who are also disabled. Examines the legal basis of the right to bilingual education and the requirements that educational agencies must meet. Discusses implications for school systems and educators. (Author/TD)
Fernandez, S., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 4, German. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Key areas addressed in this profile include: (1) the place of German in Australian education; (2) issues in the teaching of German including teacher preservice training, language proficiency among teachers of German, and teachers' concerns about the delivery of German language programs; (3) sociolinguistic data on the German-speaking community in Australia; and (4) German as a world language. Findings show that the position of German in Australian education is relatively strong. Numbers of students enrolled in German language courses are on the rise, and availability of German as a Language Other Than English (LOTE) in primary, secondary, and tertiary education is also increasing. Some problematic issues affecting German in Australian education are discussed and recommendations are offered. Appendices contain a bibliography, a list of scholarships and in-country education, a list of individuals consulted, and an attitudinal survey form. (Contains 101 references.) (JP) ED365114
Field, M. L., & Aebersold, J. A. (1990). Cultural Attitudes toward Reading: Implications for Teachers of ESL/Bilingual Readers. Journal of Reading, v33 n6 p406-10 Mar 1990. Highlights some pertinent studies on culturally shaped assumptions about cognition and the nature of reading. Suggests that teachers of ESL/bilingual students investigate their students' cognitive clarity about reading; know their students' home environment; develop a flexible interpretation of reading behavior; and assess the dominant cultural group to which the students respond. (RS)
Figueroa, R. A. (1991). Bilingualism and Psychometrics. Diagnostique, v17 n1 p70-85 Fall 1991. This article reviews literature asserting that legal mandates eliminating overrepresentation in special education classes may have hurt minority children and argues that such a position ignores the impact of bilingualism on psychometric test performance. The article proposes that psychometric tests be excluded from any aspect of decision making with bilingual populations. (Author/JDD)
Figueroa, R. A., & Garcia, E. (1994). Issues in Testing Students from Culturally and Linguistically Diverse Backgrounds. Multicultural Education, v2 n1 p10-19 Fall 1994. Examines changing population demographics in the United States, including shifting student demographic projections, and discusses student-testing issues resulting from these changes. The article reviews the historical context of testing ethnic students, testing special-education students, regulatory issues surrounding the testing of ethnic pupils, and testing alternatives. (GLR)
Fitzgerald, J. (1993). Views on Bilingualism in the United States: A Selective Historical Review. Bilingual Research Journal, v17 n1-2 p35-56 Win-Spr 1993. Reviews salient historical events and selected factors that reveal views on bilingualism in the United States from precolonial times to the present. Identifies patterns of attitudes toward bilingualism, and summarizes factors associated with various patterns in an effort to understand current controversy over bilingualism. Contains 42 references. (TD)
Flores, J. L., & Hammer, P. C. (1996). Children of La Frontera. Chapter 1: Introduction. This introduction to the papers assembled in "Children of La Frontera" provides background information on Mexican immigration to the United States, Mexican migrant workers and their children, and implications for schools. It discusses economic forces in both Mexico and the United States that push and pull Mexicans to "El Norte"; the economic impact of the migrant agricultural workforce, including its contribution to an inexpensive food supply, subsidizing of California agriculture, payment of taxes, and underutilization of social services; the view of immigrants and migrant workers as economic and cultural threat; efforts to deny education to the children of undocumented immigrants; assimilationist approaches to education in U.S. schools versus bilingual, bicultural approaches; international collaborations in education at the national and state level; the involvement of migrant children in agricultural labor; factors in the migrant life style that affect educational performance; and the challenges of providing a good education to children who speak English as a second language. Contains 28 references. (SV) ED393633
Francis, N. (1997). Language Maintenance and Vernacular Literacy: An Interamerican Perspective. Journal of Navajo Education, v14 n1-2 p34-44 Fall-Win 1996- 1997. Discusses the relationships among bilingual education, biliteracy, diglossia, and native language maintenance. Pedagogical research in Latin American indigenous languages and Navajo indicate that indigenous language literacy instruction and bilingual methods also contribute significantly to literacy development in the national language (English or Spanish), after which the coexistence of the languages may depend upon diglossia. Contains 43 references. (TD)
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_____. (1992). General Information about Learning Disabilities (Fact Sheet Number 7) = Informacion General sobre Impedimentos en el Aprendizaje (Fact Sheet Number 19). This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as are these students' typical academic problems. Educational implications and suggested teaching strategies are briefly discussed. Finally, three print resources and six relevant organizations are listed. (DB) ED351828
Galbraith, P., & Anstrom, K. (1995). Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students. Directions in Language and Education, v1 n3 Spr 1995 1995. Peer coaching develops from a leadership role on the part of educators of linguistically and culturally diverse (LCD) students, together with an interdisciplinary cooperation between bilingual/English as a Second Language (ESL) and mainstream staff. Peer coaching is a professional development method in which teachers share their expertise and provide one another with feedback, support, and assistance for refining present skills, learning new skills, or solving classroom-related problems; it can also include in-class training by a supportive peer. Peer coaching is an ongoing process. Benefits include formation of relationships to coordinate the knowledge and skills needed to help LCD students effectively, improvement in teaching, and development of a more positive outlook towards LCD students by mainstream teachers. Peer coaching programs can be initiated by two teachers jointly planning instruction segments or by assigning a more skilled teacher to teach others. Four working models of peer coaching are described in detail: technical, collegial, challenge, and team. Factors to be considered before implementing a coaching system are listed, and coaching program implementation strategy steps are offered. Six specific strategies for low-cost coaching arrangements are suggested. (Contains 23 references.) (NAV) ED394300
Garcia, E. E. (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. (LP) ED387283
Garcia, E. E., Ed., & Others, A. (1995). Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6. Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context addressed by the yearbook, the chapters are: (1) "Meeting the Needs of Young Second Language Learners" (Rachel Grant); (2) "Language Development in Bilingual Preschool Children" (Fred Genesee and Elena Nicoladis); (3) "The Carpinteria Preschool Program: A Long-Term Effects Study" (S. Jim Campos); (4) "Assessment of Bilingual Children: A Dilemma Seeking Solutions (Celia Genishi and Margaret Borrego Brainard); (5) "Mexican-American War: The Next Generation" (Howard L. Smith and Paul E. Heckman), a discussion of an elementary school playground fight which becomes emblematic of the clashes between Spanish-dominant and English-dominant children; (6) "Socialization and the Development of Cooperative, Competitive, and Individualistic Behaviors among Mexican American Children" (George P. Knight and others); (7) "Diverse Families" (Francisco A. Villarruel and others); (8) "Family Support: Diversity, Disability, and Delivery" (Karen Shu-Minutoli); (9) "Role of Parents in Responding to Issues of Linguistic and Cultural Diversity" (Patricia A. Edwards and others); (10) "Preparing Teachers for Early Childhood Programs of Linguistic and Cultural Diversity" (Olivia N. Saracho and Bernard Spodek); and (11) "The Future Challenge of Linguistic and Cultural Diversity in the Schools" (Olivia N. Saracho and Bernard Spodek). (AJH) ED393560
Garcia, H. S., & Donato, R. (1991). Language Minority Parent Involvement within Middle Class Schooling Boundaries. Community Education Journal, v18 n4 p22-23 Sum 1991. Language minority parent involvement in schools should not be judged by white, middle-class models. Minority parents must bring new and different knowledge to schools to ensure equitable policies, bilingual education, and support for diversity. (SK)
Garcia, R. F. (Aug 1992). Students' Perceptions of the Classroom Climate: A Descriptive Research Study. This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher makes the subjects interesting (72 percent), and the students are encouraged to ask questions (72 percent). The third highest-rated positive item was a reflection of the students themselves in helping each other to do a good job. Teacher behavior also figured greatly in the positive response. Two item considered as factors of poor climate were negated by student responses. Includes 1 table, the CCC, and 28 references. (JB) ED353347
Gersten, R., & Others, A. (1994). Effective Instruction for Culturally and Linguistically Diverse Students: A Reconceptualization. Focus on Exceptional Children, v27 n1 p1-16 Sep 1994. This article discusses instructional strategies likely to be effective with culturally and linguistically diverse students regardless of placement. It addresses assessment and misclassification; overreferral or underreferral; differing approaches to second language instruction; and the importance of transfer between languages, opportunities for natural language use, and bridging with families. (DB)
Girard, D. (1996). Early Modern Language Learning: Conditions of Success. A language education specialist who has studied elementary school second language programs, primarily in France but also in other European countries, outlines the factors he has found contributing to program success and makes recommendations for further development of second language education in Europe. Seven conditions for effective programs of foreign language in the elementary school (FLES) include: (1) well-trained teachers, competent in both the target language and teaching techniques; (2) established provision of pedagogical support in the form of inservice training; (3) adequate scheduling; (4) suitable teaching materials; (5) continuity; (6) liaison between elementary and secondary education; and (7) integrated evaluation and quality control. It is argued that early second language programs not only have potential for success, but are also highly recommended to develop the bilingual skills needed in a unified Europe. The Bulgarian example of bilingual secondary education is described. Thorough language teaching reform in each country is recommended, perhaps beginning with a network of bilingual schools, elementary and secondary, in each region where conditions for success exist, with later expansion. It is also proposed that a broad variety of second languages be taught. A list of questions for group discussion is appended. (MSE) ED394333
Gonzalez, G., & Maez, L. F. (1995). Advances in Research in Bilingual Education. Directions in Language and Education, v1 n5 Fall 1995 1995. This report summarizes advances in bilingual education that help linguistically and culturally diverse (LCD) students reach high levels of achievement and performance. Factors to be considered include the native language, bilingualism and academic achievement, curriculum, parental and community influences, and programmatic evaluation. The reports assesses the status of the English language and the role of the non-English language among this population, suggesting that the relationship between bilingualism and academic achievement is seen as a positive relationship with a shift away from use of the home language to English. Research conducted with pre-school to middle school students is summarized, and the involvement of traditional educational institutions with nontraditional, ethnic parents is discussed. The impact of community, parents, and social class are briefly reviewed. The effectiveness of bilingual education programs is assessed, and alternative approaches to bilingual education are identified, such as the first or native language learning environment. (Contains 16 references.) (NAV) ED394302
Gonzalez, V., & Others, A. (1996). Theoretical and Practical Implications of Assessing Cognitive and Language Development in Bilingual Children with Qualitative Methods. Bilingual Research Journal, v20 n1 p93-131 Win 1996. Examines methodological problems affecting assessment of bilingual children's cognitive and language development. Analysis of three qualitative instruments used to identify gifted students among Mexican American bilingual kindergartners revealed the influence of first and second language, verbal and nonverbal assessment procedures, multiple measurements and informants, individualized assessment, and evaluators' personalities on the assessment of bilingual children. Contains 41 references. (LP)
Greene, T. G., & Heflin, J. F. (1992). State Governments and Multicultural Education Policy. Equity and Excellence, v25 n2-4 p145-50 Win 1992. Provides a rationale for state government involvement in multicultural education policy development, and assesses current trends of state government promotions of multicultural education. Presents a framework for examining the issue, background information, a description of trends in state multicultural education policies, and conclusions about the importance of policy mandates. (SLD)
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Hakuta, K. (1990). Bilingualism and Bilingual Education: A Research Perspective. Occasional Papers in Bilingual Education, Number 1. With respect to the ultimate goal for limited English proficient students, it would appear that the policy of transitional bilingual education in the United States is explicitly non-bilingual, incorporating a minimalist form of bilingualism for the period students are in the programs, and viewing the first language as only instrumental insofar as it helps in the acquisition of English. Research in second language learning has led to the following conclusions relevant to bilingual educators: (1) the native and second language are complementary rather than mutually exclusive; (2) the native language's structural patterns have minimal influence on patterns, especially syntactic, of second language learning; (3) language proficiency is not unitary but consists of diverse skills, not necessarily correlated; (4) age may constrain some aspects of acquisition; (5) affective factors studied in other language contexts may not be relevant for English as a Second Language; (6) bilingualism is associated positively with greater cognitive flexibility and linguistic awareness; (7) language skills transfer globally rather than piecemeal; and (8) expertise in translation exists in all bilingual children, demonstrating considerable ability to transfer regardless of content. Issues for further collaborative research between researchers of bilingualism and educators of bilingual education include the discrepancy between psycholinguistic and sociolinguistic equity, valuing language diversity as a natural resource, assessment of bilingual students, and developing an international perspective. (MSE) ED321584
Halford, J. M. (1996). Bilingual Education: Focusing Policy on Student Achievement. Inforbrief, Mar 96 1996. A discussion of public policy concerning bilingual education looks at why and how policy should be re-focused on helping Limited English Proficient (LEP) students make academic gains. It first examines some characteristics of the highly diverse and rapidly growing LEP population, including varied academic background, tendency to reside in small enclaves, and need for native language support. Some trends and issues in the education of this group are then noted: increased development of content area programs combined with English-as-a-Second-Language (ESL) instruction and native language instruction; shortage of qualified teachers and professional development opportunities; high student mobility; costs; and political concerns, including lack of documentation of immigrants. The history of bilingual education is chronicled briefly, and implications of the increasingly multilingual nature of the LEP population are discussed. The role of research in informing policy is also considered. It is concluded that policy needs to be re-formed to emphasize LEP student achievement. (Contains 21 references and a list of bilingual education resources.) (MSE) ED394283
Harris, K. C. (1991). An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students. Teacher Education and Special Education, v14 n1 p25-29 Win 1991. 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. (Author/PB)
Hayes, J. L., & Others, A. (1991). The Bilingual/Bicultural Education of Deaf Individuals: A Vygotskian Perspective. Teaching English to Deaf and Second-Language Students, v9 n2 p10-13 Win 1991. Longitudinal research has demonstrated that English abilities of deaf children remain below that of hearing children. Vygotsky's perspective on language and cognition is used to support an alternative approach for the study of English. (15 references) (LB)
Heller, M. A. (1993). Beyond the ABCs. Hispanic, v6 n8 p62,64,66 Sep 1993. Describes the problems facing schools with large Hispanic populations and the need for the federal government to develop specific policies directed toward improving the education of Hispanic Americans. Discusses the role of corporate and private support in working toward this goal. (LP)
Heredia, A., & Francis, N. (1997). Coyote as Reading Teacher: Oral Tradition in the Classroom. Although traditional indigenous stories are widely recognized for their artistic merits and their role in the linguistic and cultural continuity of indigenous peoples, they are seldom used in schools. This paper discusses the instructional uses of traditional coyote stories, with particular reference to bilingual revitalization programs involving the teaching of indigenous languages. Instructional uses fall into two broad areas of school-based language learning: the development of academic discourse proficiencies and the development of second- language proficiency (using original versions for indigenous language revitalization purposes and translations for students dominant in the indigenous language and learning the national language). Coyote stories vary widely in their structural complexity and themes. In this variability lies their power as a genre, from a pedagogical point of view. Two extended examples illustrate the features that, respectively, lend themselves to the two broad language learning objectives: developing textual consciousness and literacy-related discourse competencies and providing a source of second-language comprehensible input. The two stories are the Nez Perce "Coyote and the Shadow People," which has a complex story line similar to the Orpheus myth, and from central Mexico, "The Opossum and the Coyote," a simpler children's tale with repetitive structure. Contains 17 references. (Author/SV) ED415064
Hofmeister, A., & Others, A. (1996). Paraeducators: Critical Members of the Rural Education Team. Over the past 20 years, there has been a steady increase in the number of paraprofessional personnel employed in special education, Title 1, and bilingual education programs. Currently, there are approximately 500,000 paraeducators working in the United States. Data indicates that 95 percent of paraeducators are women working for little more than minimum wage, that the role of paraeducators has shifted from clerical work to greater instructional involvement with special education students, and that job satisfaction is low among paraeducators. The availability of paraeducator training is important because of paraeducator's critical role as a member of the instructional team. The identification of 32 training programs for paraeducators across the United States revealed that 10 programs were specific to special education paraprofessionals and that only 1 program had been designed specifically for a rural setting. The most common topics covered by training programs were related to paraeducator roles and responsibilities; monitoring, assessment, and evaluation; teaming and collaboration; instruction; and behavior management. A survey of Utah special education teachers and special education paraeducators indicated the need for paraeducator training in behavior management and understanding special education students. This paper suggests that the increased use of paraeducators in rural education programs can offset limited resources in rural schools and that effective training is the key to using paraeducators in school programs. The appendix lists 32 paraeducator training programs, including date, author, and title of literature source, and contact person and address. (LP) ED394757
Hollihan, K. T. (1993). The Search in Australian Aboriginal Education: Recent Developments and Bilingual Education. Canadian Journal of Native Education, v20 n1 p136-47 1993. Traces the development of Australia's educational policies toward Aboriginal children since important legal changes in 1967. Focuses on developing bilingual education, maintenance of culture and native language, and the movement toward Aboriginal self-determination. Suggests that the apparently inactive 1970s was a time of reflecting on deep-rooted problems and possible solutions. (SV)
Hoover, J. J., & Collier, C. (1991). Meeting the Needs of Culturally and Linguistically Diverse Exceptional Learners: Prereferral to Mainstreaming. Teacher Education and Special Education, v14 n1 p30-34 Win 1991. 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. (Author/PB)
Hornberger, N. H. (1991). Literacy in South America. Annual Review of Applied Linguistics, v12 p190-15 1991. Literacy in South America must be understood in terms of the linguistic diversity there, where only 2 of 14 nations and territories are monolingual. Oral traditions, standardization of indigenous languages, nonstandard varieties of colonial languages, bilingual education and mother tongue literacy, literacy teaching, and politics are discussed. (86 references) (LB)
Hornberger, N. H. (1994). Synthesis and Discussion: Vitality, Versatility, StabilityConditions for Collaborative Change. Journal of American Indian Education, v33 n3 p60-63 Spr 1994. Clarifies themes common among articles in this volume, including the importance of collaboration between local and outside educators; the changing organization of language, literacy, and math instruction as local knowledge becomes the basis for curriculum; and enabling and disabling conditions for such change to occur (such as bilingual bicultural personnel and stability of personnel and funding). (LP)
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_____. (Jun 1990). Beyond Remediation: School-Based Strategies for Reducing Educational Risk. Research Brief #3. At-risk students in New York City schools display one or more of a broad range of characteristics associated with a high probability of academic failure. School Based Management/Shared Decision-Making (SBM/SDM) gives school professionals and parents the ability to choose among available strategies for reducing risk by implementing those strategies that most closely target their students' needs. Poor and minority students are at the greatest risk of failure because of a gap between home and school. This gap is the result of differences in the expectations parents and teachers have of students, and between the social and language skills required of students at home and at school. When schools represent an alien culture to students and fail to represent parental interests, students disengage from the school culture and the socioeconomic universe it represents. The following traditional compensatory education approaches are not effective in educating at-risk students: (1) retention; (2) pullout programs; and (3) in-class aides. The following strategies are more promising: (1) reducing class size; (2) early intervention; (3) cohesive social unit; (4) comprehensive effort; (5) intensive intervention; (6) bilingual instructional services; (7) culturally sensitive programs; (8) built-in flexibility; (9) active teaching; (10) engaged learning; (11) cooperative learning; and (12) community involvement. A list of 44 references and a list of three resources for educators are appended. (FMW) ED325583
Janesick, V. J. (1990). Bilingual Multicultural Education and the Deaf: Issues and Possibilities. Journal of Educational Issues of Language Minority Students, v7 p99-109 Sum 1990. Presents an overview of some factors that affect the culture and linguistic minority status of the deaf. These factors include language and the deaf world; the deaf community; bilingual and multicultural education of the deaf; and demographic aspects of hearing impairment. (Author/VWL)
Jaramillo, J. A. (1995). The Socioeconomic, Educational, and Health Status of Chicanos in Arizona and throughout the United States. In the nation and in Arizona, the Hispanic population is growing more rapidly than any other ethnic group. Similarly, the number and proportion of Hispanic children and youth are increasing, as are Hispanic students classified as limited English proficient. This paper presents an overview of information on the socioeconomic, educational, and health status of U.S. and Arizona Hispanics. Sections cover the following: (1) Spanish-speaking population, including Spanish-speaking students in schools and colleges; (2) income and occupational status, including child poverty, underrepresentation of Hispanics in professions and paraprofessions, and shortage of bilingual teachers; (3) educational attainment, dropout rates, college enrollment, and adult literacy; (4) college enrollment test scores; (5) college completion and graduate degrees; (6) crime and substance abuse; (7) health status, including prenatal care, obesity, and access to health care; and (8) recommendations for research related to health and health care. This report contains 28 references and 8 bar graphs illustrating Hispanic representation in professions and paraprofessions. (SV) ED380261
Jenkins, S. (Dec 1990). Second Language Literacy: Functional Competence for the Future. The United States is experiencing a change in the school population at all levels of the education system. There is a compelling need to develop an integrated perspective on the literacy needs of the newly diverse population of speakers of English as a Second Language (ESL), so that all language minorities may develop literacy skills for both immediate circumstances and future needs. Research on the optimal age for cognitive development in second language learning suggests that limited-English- proficient students (LEPs) should be enrolled in bilingual education programs whenever possible. The exclusionary English-only movement and competency-based ESL literacy programs endanger the real literacy education of LEPs and socialize students for a limited range of working-class roles. Neglect of certain skill areas also creates problems at higher instructional levels. Changes are needed in education at all levels to ensure that literacy education is appropriate and thorough. These changes include resisting the English-only movement, designing bilingual and ESL programs to fit the specific population, integrating ESL and content instruction, increasing parent and community involvement in the child's second language learning, training ESL and bilingual education teachers professionally, supporting writing across the curriculum, and doing a better job of integrating and training international students. Contains 44 references. (MSE) ED334843
Johnson, M. J. (1991). American Indians and Alaska Natives with Disabilities. American Indian and Alaska Native children with special needs experience the same ineffective and inefficient services as other minority language children. This paper discusses the special needs of Native children, assessment and curriculum issues, and recommendations for improvement. It provides statistics for various categories of handicaps and for Native preschool children, school-aged children, and adults. Some conditions affecting Native children at high rates are described: learning disabilities, fetal alcohol syndrome, communication disorders, hearing impairments, and meningitis. Support for the education of disabled persons has been secured through legislation, particularly P.L. 94-142, which outlines procedures for screening, referral, assessment, placement, and staffing. Nevertheless, assessment practices have been criticized. Particularly relevant for Native students are criticisms related to cultural and linguistic test bias, the creation of self-fulfilling prophecies, and the widespread use and misuse of standardized tests. Alternative assessment practices include academic task analysis, pluralistic assessment, culture-fair procedures, an advocacy-oriented model, and addition of a sociocultural dimension. Curriculum issues and recommendations are related to bilingual special education, the Regular Education Initiative, early childhood education, reading instruction, mathematics instruction, and functional life skills. Also discussed are teacher shortages, parent and community involvement, the need for preschool programs, and future Native programming needs. This paper contains over 150 references. (SV) ED343770
