Folder: Bilingual Education
Bilingual Ed Research Reports (1999)
Page Contents
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | Z
A
_____. (1991). A Pilot Study of Services to Students of Limited English Proficiency in New York City Public Schools. Revised. OER Report. A survey of educational programs and services provided to limited-English- proficient (LEP) students in a sample of 21 New York City (New York) public schools (six elementary, eight middle, and seven high schools) is reported. The report describes services as reported by the schools and compares them to recommendations made in relevant research literature. An introductory chapter summarizes the survey design and findings, and the second chapter outlines the survey's methodology. A review of effective practices in bilingual and English-as-a-Second-Language (ESL) education is presented in chapter three. Chapter four presents survey sample characteristics, an overview of bilingual/ESL services, and characteristics of the teacher sample. The fifth chapter summarizes instructional design patterns, including curriculum, grouping for instructional purposes, and frequency of instruction. Teaching practices (English-language instructional approaches, content-area methods, and instructional materials) and non-instructional components (support services for LEP students, staff development, and parental involvement) are addressed in the two subsequent chapters. Finally, an examination of school climate looks at the status of bilingual and ESL programs, the mainstreaming process, and school-based planning. Conclusions and recommendations are offered. Supporting documentation are appended. Contains 74 references. (MSE) ED377681
A study of 30 Asian high school students (9 males, 21 females), who were in U.S. schools for a variety of reasons, ranging from extended visits to families of relatives to temporary academic or occupational appointments of parents in U.S. universities or corporations investigated student perspectives on English-as-a-Second-Language (ESL) instruction and bilingual classrooms. The subjects represented a variety of nationalities and educational backgrounds. The students were interviewed, most individually, and all but one in their native languages. They were encouraged to speak openly about their experience in classrooms, with teachers, and with other students. It was found that ESL classes offer a haven for student to relax and relieve some of the tension of other classes, and also provide students with many more opportunities for active participation. The students were sensitive about being understood. Some negative comments reflect feelings of isolation and lack of incentive to learn. Clear differences between bilingual programs and ESL programs were perceived, and these students preferred an environment in which the teacher: (1) provides good instruction; (2) is sensitive to their needs; and (3) tries hard to engage them in the ongoing life of the classroom, school, and culture. A brief bibliography is included. (MSE)
Abi-Nader, J. (1990). Helping Minority High School Students Redefine their Self-Image through Culturally Sensitive Instruction. This report is based on an ethnographic study of a multicultural "college prep" program catering to minority students. It was part of the elective bilingual education offering at a large urban high school, and recorded an 11-year history of successfully graduating Hispanic high school students and sending at least 65% of them on to college. The report briefly describes the study and the research site, the program, and the participants. A major portion of the paper contains an explanation and examples of strategies which became evident in the teacher's approach to motivating the students in the program and to raising their self-esteem. Redefining the image of self is the goal of strategies the teacher uses to help the students imagine success and have the confidence to pursue it. This is accomplished by helping students in the following areas: (1) to be proud of their heritage; (2) to feel that their people can achieve success and reverse stereotypes; and (3) to develop adaptive behavior that will facilitate success in a new culture. The teacher helps the students redefine their self-image as learners and as communicators in the following ways: (1) by raising expectations and standards for academic and social performance; (2) by using positive language in clasroom interaction both to praise students for their successes as well as to correct mistakes; and (3) by giving them the opportunity to "try on" new images through role-playing. The teacher helps them redefine their concept of self as communicators through the director/actor approach. The teacher also uses a director/actor approach to model language production and requires that students imitate the way he, as the "expert," does it. The results of the study and the implication for the design of instruction in multicultural classrooms are discussed. (JS) ED319831
Abu-Ghararah, A. H. (1990). EFL Speaking Inability: Its Causes and Remedies. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p63-75 Fall-Spr 198 1990. Interviews with 6 English teachers and 71 Arab students studying English at a Saudi college of education revealed that student deficiencies in speaking English were related to negative attitudes toward speaking held by students, teachers, and peers; limited opportunities for speaking English; and inappropriate curriculum and teaching methods. Includes interview questions. (SV)
Aburto, S. K., Yungho. (1992). Comparing Superintendents', Title VII Directors', and School Principals' Perceptions of Capacity Building Success. The Title VII Bilingual Education Act was enacted in 1968 and reauthorized in 1988 to counteract the low academic achievement of limited-English- proficient students (LEPs). Through a competitive grant program, funds are provided to local education agencies (LEAs) to establish programs to serve LEP students. Based on findings of a national study that examined the impact of Title VII grants on LEA capacity building, i.e., the institutionalization of effective strategies for serving LEP populations, this paper describes respondents' perceptions of the capacity-building effectiveness of their districts. Four self-administered questionnaires were mailed to 201 superintendents, 204 project directors, and 322 principals from 550 school districts with project grants for the 1987-88 academic year. A total of 205 usable responses were obtained. Approximately one-half of the three groups combined reported that their districts' capacity-building efforts had been very effective. However, the majority of principals rated their districts as "somewhat effective." Each group shared similar and accurate perceptions of program accomplishments, which included identifying and assessing LEP students, recruiting and training bilingual staff, developing bilingual materials, integrating students with regular instructional programs, and securing mainstream support. Two tables are included. (LMI) ED348716
Adcock, D. L. (1990). Bilingual Education and Alternative Programs for Limited English Proficient Students: A Policy Analysis Focusing on Four School Districts in Colorado. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p77-91 Fall-Spr 198 1990. In 1980, Colorado legislators repealed the Bilingual-Bicultural Education Act and passed the English Language Proficiency Act. Interviews with legislators, policymakers, administrators, teachers, and parents suggest that this change resulted in greater focus on severely limited-English- proficient students, 2-year funding limits, more pull-out programs (rather than an integrated content approach), and need for greater district-level commitment. (SV)
Allexsaht-Snider, M. (1991). Parent-Teacher Interaction in a Bilingual Context: Teachers' Perspectives. An ethnographic case study investigated relations between teachers and parents of minority-language students in two elementary schools in a small California agricultural community. The study examined: (1) school district policies and guidelines concerning teacher interactions with parents and parent involvement in school activities; (2) the range of cultural knowledge that the three teachers studied applied in their work with parents; (3) sources of the teachers' cultural knowledge; (4) patterns in the teachers' experiences and practices of parent involvement; and (5) teacher expectations for parental roles in the learning processin general, at home, and in the school and classroom. The teachers included a third-grade teacher fluent in Spanish and with extensive experience teaching English as a Second Language in South America, a fourth-grade teacher with rudimentary Spanish skills, and a fifth-grade teacher with fluent Spanish and counseling experience. It is concluded that as these three teachers reflected on their parent involvement practices, they determined that the nature and quality of their prior experiences with parents, not just length of experience, affected their present practices and understanding of interactions with parents. The teachers also cited aspects of the social organization of their schools as significant in their work with families. A 26-item bibliography is included. (MSE) ED333721
Allexsaht-Snider, M. (1995). Teachers' Perspectives on Their Work with Families in a Bilingual Community. Journal of Research in Childhood Education, v9 n2 p85-95 Spr-Sum 1995. Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting. Discusses resources to support teachers' work with families. (AA)
Alvarez, I. J. (1994). Model VESL Program Guide, Office Information Systems, International: One Semester Intensive Training Certificate of Achievement Programs in General, Medical, and Legal Office. The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. This model program guide stems from a project to improve curricula and delivery and focuses on changes in three intensive bilingual programs in general, medical, and legal office skills. The first section describes initial surveys of businesses and English-as-a-Second-Language (ESL) students to assess needs, the community advisory committees for each program, student recruitment efforts, the bilingual mode of instruction utilized in the programs, and a statewide consortium for promoting access to vocational education. The next section reviews the major units covered in the programs, indicating that the General Office-Administrative Office Assistant-Bilingual includes instruction in business English, wordprocessing and spreadsheets, and office procedures; the Medical Office Clerk-Bilingual covers medical terminology, translation/interpretation, computer skills, cardiovascular resuscitation and vital signs training; and the Legal Office Clerk- Bilingual includes computer skills, legal terminology, research, office procedures, and translation/interpretation. The final section reviews features of the intensive programs, including entrance requirements, classroom techniques, a panel discussion on bilingual careers, employment preparation, and student job placement assistance. The business and ESL student surveys are appended. (KP) ED372792
Alvarez, I. J. (1994). Promoting Access to Vocational Education for Limited English Proficient Students. Final Report. The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. In 1993, a project was undertaken to develop and pilot intervention strategies to assist limited- English proficient students in the program's intensive general business, medical, and legal courses. First, 45 local employers were surveyed to determine their needs in relation to employees' oral, written, reading, listening, cross-cultural communication, and translation abilities. In addition, surveys were conducted with 317 English-as-a-Second-Language students at the college to identify needs and goals. Career counseling was also expanded and tailored to encourage students to progress beyond the one- semester intensive courses, while curricula for five courses were restructured to enhance articulation with degree courses. The fifth objective involved training five peer mentors/tutors to provide in-class assistance, while the final two objectives included the development of a model program guide and its dissemination to deans at over 100 California community colleges. To evaluate the program, 20 students enrolled in fall 1993 and spring 1994 were surveyed to determine outcomes. Of these, 47% were in jobs related to office training; 37% were in jobs not related to training; 52% were in business programs at a higher level; and 63% continued taking classes, most at Southwestern. Appendixes include employer and student surveys, revised curricula, tutor training agenda, mentor questionnaires, a bilingual careers seminar program, learning modules for bilingual medical and legal terminology, and the model program guide for Vocational English as a Second Language. (KP) ED372791
Amin, M. E. (1996). The Evaluation of Francophone and Anglophone Instructors at a West African University. Journal of Personnel Evaluation in Education, v10 n2 p179-90 Jun 1996. Whether Anglophone and Francophone students evaluate the same teachers equally, or whether the language in which instruction is delivered affects the evaluation, was studied with 988 first- and third-year students in Cameroon. Results indicate that students did evaluate teachers using their own language more highly and third-year students were more critical overall. (SLD)
Ares, H. P. (1991). French as a Second LanguageElementary Programs in Louisiana, Quebec, and New Brunswick. A study investigated the elementary school programs in French as a second language in Louisiana, Quebec (Canada), and New Brunswick (Canada). The objective was to learn about the programs' underlying goals and philosophies, examine the teaching materials used at this level, evaluate the teaching situation, and survey teachers for their perceptions. Data were gathered in individual interviews, classroom observation, and analysis of printed planning and curriculum materials. The research also addressed the teaching of French from a multicultural perspective. The report describes each of the three regional programs separately, and reviews the relevant legislative mandate for elementary school foreign language education; outlines program philosophy, goals, and staffing; describes school or classroom site visits; and briefly discusses other aspects of the programs, including bilingual immersion, welcoming classes (Quebec), program duration (Quebec), intercultural education (Quebec), and the multicultural contexts of each region's programs. A summary section makes some comparisons and additional comments. A 19-item bibliography is included. (MSE) ED330210
Augustin, M. (1992). Higher Achievement and Improvement through Instruction with Computers and Scholarly Transition and Resource Systems Program (Project HAITI STARS). Transitional Bilingual Education 1991-92. OREA Report. Project HAITT STARS (now in its fourth year) was designed to provide Haitian-, Spanish-, and Chinese-speaking high school students of limited English proficiency (who scored at or below the 40th percentile on the Language Assessment Battery) in three schools in Brooklyn and Queens, New York with instruction in the beginning through transitional levels of English-as-a-Second-Language (ESL) and native language arts (NLA) as well as bilingual instruction in the content areas. The project was also to offer computer science classes, personal and career guidance, curriculum and staff development, and parental involvement activities. Of the 413 students who enrolled in the project, 336 participated in both semesters. The project was fully implemented and met its objectives for career counseling, staff and parental involvement, and NLA. The project also supplied data to evaluate objectives for grade retention/referral to special education or curriculum development. The project did not meet its objective for ESL nor did it provide data to evaluate objectives for gifted and talented programs and enrollment in postsecondary education institutions. Recommendations based on the projects' findings are included and data collection and analysis methods and instructional materials are appended. (JP) ED360847
B
_____. (1993). B-WEST Regional Workforce Training Center. Building Workers Entering Skilled Trades. Final Report. The B-WEST (Building Workers Entering Skilled Trades) project was an 18- month demonstration project at a campus of Portland Community College (Oregon). During the B-WEST project, the following programs/components were developed: (1) a model building construction (electrical, mechanical, construction) trades program for unemployed and underemployed men and women, including persons requiring bilingual assistance in Spanish and English; (2) a program emphasizing the masonry trades and directly involving certified masonry trainers, joint apprenticeship and training councils, area training agents, and the Oregon Bureau of labor and industry; (3) a program to train employers to manage a diverse work force; and (4) a regional demonstration center for Oregon and Washington community colleges, high schools, and other training organizations offering technical education. All of the project objectives were met successfully, and some were significantly exceeded. Interviews of B-WEST instructors and a survey completed by 27 B-WEST students indicated that the program helped students master the skills needed for employment in the construction industry. Students did, however, request more tools and materials for the electrical program and more hands-on instruction. (Appended are a third-party evaluation report, a program outcomes analysis, and sample materials from the B-WEST student tracking database.) (MN) ED362775
Baca, L., & Others, A. (1994). Training, Development, and Improvement (TDI): A New Approach for Reforming Bilingual Teacher Preparation. Journal of Educational Issues of Language Minority Students, v14 p1-22 Win 1994. Highlights the need for better prepared bilingual/English-as-a-Second- Language teachers in the United States and presents preliminary data and participant feedback from the University of Colorado BUENO TDI Project. Three teacher training models are critiqued. The BUENO Project is presented as an innovative approach to moving beyond the limitations of these models. (23 references) (Author/CK)
Bachelder, A., & Markel, S. (1997). An Initial Exploration of the Navajo Nation's Language and Culture Initiative. This paper presents some preliminary findings from an opinion survey on the nature and depth of language and cultural studies to be included in school curricula as required by the Navajo Tribe's Language and Culture Mandate (1984). A 10-question survey was sent to 20 elementary and secondary schools in the Navajo Nation in New Mexico and Arizona. In addition, 21 attendees of the Navajo Studies Conference in Albuquerque participated in the survey. The 37 respondents included community members and teachers ranging in age from 14 to over 65. Respondents felt that Navajo or tribal elders should teach Navajo language and culture and that language arts and social studies were the top choices for curriculum expansion. Sixty-two percent felt that daily instruction was necessary and that students should be competent or fluent in Navajo. Most participants felt that parental/clan involvement was necessary and that parents should be taught Navajo language and culture so they could support and teach their children. They also felt that religion and ceremonial instruction were best taught outside of school. Although the survey showed that members of the Navajo nation are very concerned with the education of their children, opinions on the means and goals of education are not consistently shared. An appendix includes the survey questionnaire. (SAS) ED415078
Baker, R. (1995). The Education Institution. As part of a study of racial relations between Mexican Americans and Anglo Americans in rural Idaho, over 60 teachers, school administrators, and students were interviewed in educational institutions in five southwestern Idaho communities. One high school was the focus of field research, which also included attending school activities and school board meetings. Mexican American subjects agreed that the needs of Mexican American students were not being met, producing a dropout rate estimated at 40-60 percent. Mexican American teachers believed that Mexican American students drop out in junior high school because of deficient academic skills caused by inadequate bilingual education. On the other hand, Anglo teachers and administrators blamed the dropout problem on Mexican American parents who have little education, speak Spanish at home, and do not participate in school functions. Generally, Anglo educators had not been exposed to multicultural teaching methods, and felt that it was Mexican American parents and students who had to change. Anglo administrators vacillated between paternalistic and colonialist attitudes, felt that the school role was to foster assimilation of minority groups, and dismissed criticisms of the school and suggestions for change. Notably, Mexican American dropouts enrolled in GED classes in an alternative school demonstrated more success than in regular school settings, possibly because of the acceptance and respect accorded them by alternative-school staff. This chapter also describes a Boise State University program to train Mexican American teachers and lists 14 recommendations of an Idaho state task force on Mexican American education. (SV) ED385419
Bamford, K. W., & Mizokawa, D. T. (1990). Cognitive Development of Children in an Additive-Bilingual Program: The Third Report. The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive- bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study compared 15 children in a Spanish immersion class with 15 children from a standard classroom over the course of three observations during second and third grades. Program type (immersion verses standard) was the independent variable in two comparisons, with nonverbal problem-solving as measured by the appropriate form of Raven's Matrices as the first dependant variable and native-language development as labeled by the Peabody Picture Vocabulary Test-R (PPVT-R) as the second dependent variable. For nonverbal problem-solving, an independent samples t-test on the mean gain in rank revealed significant differences in favor of the immersion children at the third observation, supporting the previously reported results of the second observation. A MANOVA applied to the PPVT-R scores over the three observations revealed no significant differences. The outcomes support the role of bilingualism in the development of symbolic reasoning among children in the early stages of bilingualism, and Lambert's notion of "additive-bilingualism." (Author/JL) ED321538
Bamford, K. W., & Mizokawa, D. T. (1991). Additive-Bilingual (Immersion) Education: Cognitive and Language Development. Language Learning, v41 n3 p413-29 Sep 1991. Examination of a second grade additive-bilingual (Spanish-immersion) classroom, compared to a monolingual classroom for nonverbal problem- solving and native-language development, found significant differences in problem solving in favor of the bilingual class and no significant differences in native-language development. (46 references) (Author/CB)
Bamford, K. W., & Mizokawa, D. T. (1991). Cognitive and Language Development in an Additive-Bilingual Program: Report after Four Observations. The fourth phase of a longitudinal study focusing on the cognitive and language development of children in a primary-grade Spanish immersion program (SIP) is reported. Subjects were the remaining 13 members of an SIP cohort beginning in 1987, 15 members of a standard program comparison classroom, 18 members of another class in the 1987 SIP cohort, 37 members of a second SIP cohort, and 17 members of a same-grade standard-program comparison group. Classroom observations were made in fall 1987 (first SIP cohort only) and in the spring of 1988, 1989, and 1990. The children were tested individually on three measures, including: a test of nonverbal problem-solving ability, an English vocabulary measure, and a Spanish vocabulary test. Results indicate that while the SIP children demonstrated significant gains in nonverbal problem-solving over comparison classrooms between the first and second observations in grade 2 and maintained their gains at grade 3, the difference had attenuated by grade 4. No significant differences in native language development were found at grade 4, despite instruction almost exclusively in Spanish for 2 and 3 years. It is concluded that a common underlying linguistic proficiency facilitates transfer of skills from the first to second language. A 39-item bibliography is included. (MSE) ED331290
Barba, R. H. (1993). A Study of Culturally Syntonic Variables in the Bilingual/Bicultural Science Classroom. Journal of Research in Science Teaching, v30 n9 p1053-71 Nov 1993. Examined 57 randomly selected elementary bilingual/bicultural science classrooms in terms of culturally syntonic variables (e.g., culture-of- origin beliefs and/or practices that impact the teaching/learning process). Some findings indicate that Hispanic/Latino children are receiving science instructions with culturally asyntonic materials and in classrooms that do not use the child's native language. (PR)
Barreto, R. M. (1996). Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications. This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development. The study focused on the introduction of these new standards for teachers of diverse students at a large research university in Southern California; the implementation process; and teacher candidates' and teacher educators' narrative practices, perceptions, and interpretations, using ethnographic case study methods. In-depth interviews with eight preservice teachers in the program indicated that the teacher candidates demonstrated awareness of the program's main focus as articulated by the teacher educators and that potential tension existed between this focus and the opinions of some candidates. The candidates appeared to agree regarding the teacher educators' generally ineffective modeling of the principles and theories they taught in the program. While the faculty's social reconstructionist commitment is one of their greatest strengths, it is also a potential source of weakness as its strong focus on the principles being taught may not encourage self-reflection on pedagogical practices. Limited time was identified as the primary practical constraint to the program, as well as lack of communication among the program's teacher educators. The findings suggested that the program would be strengthened by including and encouraging self-reflection processes for both teacher educators and students. (Contains 53 references.) (ND) ED397027
Battle, J. (1993). The Collaborative Nature of Language Learning and Meaning Making in Mexican- American Bilingual Kindergarteners' Storybook Discussions. The purpose of this study was to present a detailed description of Mexican- American bilingual kindergartners' discussions of stories read aloud by their teacher in the students' second language, which was English. Eighteen Mexican-American kindergartners with limited English proficiency were observed for 12 weeks during storytime, and their discussions and interactions were recorded on videotape and in field notes. The students and teacher were also interviewed at the beginning, middle, and end of the study. It was observed that conversations about stories took place throughout the story reading sessions, before the actual reading, during the reading of the story, and after the reading was finished. The students' conversations revolved around their familiarity with the literature, illustrations in the books, relevant personal experiences, features of the book, and language. Children used both Spanish and English in the discussions, and noticed differences between the two languages. Storytime in the bilingual classroom provided a rich and supportive social context for both first and second language use in authentic communicative discussion. Includes 8 tables on categories of topics and purposes served in the 12 story discussion. (Contains 22 references). (MDM) ED369261
Beckett, A. M. (1997). Prekindergarten Teachers' Views about the Education of Language Minority Students. Teacher Education and Practice, v13 n1 p64-75 Spr-Sum 1997. Preschool teachers from Texas school districts with high and low Hispanic populations completed surveys examining their knowledge and beliefs about early childhood bilingualism and developmentally appropriate practice. Positive beliefs about the use of native language to develop emergent cognitive-academic language proficiency through active learning were not clearly indicated in either group of teachers. (Author/SM)
Benjamin, R. (1996). The Functions of Spanish in the School Lives of Mexicano Bilingual Children. Bilingual Research Journal, v20 n1 p135-64 Win 1996. A study of the language usage of five Mexican American fifth-grade bilingual students in an all-English classroom revealed the functions that Spanish continued to serve: providing information and assistance with school work, seeking explanations, providing self-talk, establishing and maintaining social relationships, and negotiating and maintaining participation in ongoing conversations. Contains 39 references. (LP)
Berman, R. (1994). Learners' Transfer of Writing Skills between Languages. TESL Canada Journal, v12 n1 p29-46 Win 1994. Reports on a study of 126 secondary English-as-a-Second-Language (ESL) students' transfer of essay organization skills between languages (Icelandic and English). Pre- and posttest proficiency scores were analyzed. It was concluded that students' success in transferring writing skills between languages is assisted by their grammatical proficiency in the target language. Contains 6 tables and 15 references. (LR)
Bermudez, A. B., Ed., Rakow, S. J., Ed., & Ensle, A. L., Ed. (1992). Critical Issues in Parental Involvement: A Collection of Research Summaries by Title VII Graduate Students. This volume contains 18 summaries of research on parental involvement, carried out by inservice teachers completing a Master's degree in multicultural studies. All but one of the participants were certified Texas teachers working in bilingual and English-as-a-Second-Language (ESL) education. Their research critically examined many facets of the involvement of limited-English-proficient parents in public schools in the Houston-Galveston Bay area. A preface by principal investigators and professors Andrea B. Bermudez and Steven J. Rakow describes the Master's program at the University of Houston-Clear Lake, which provides inservice teachers with both clinical and research experiences with language-minority parents. An introduction by Anne Labay Ensle outlines the research emphases of the overall project and lists eight elements and factors identified by researchers as promoting successful parental involvement. The 18 Master's- level research projects specifically examined the effect of the "cat tracks" discipline system on parent involvement, parent attitudes toward ESL instruction and parent involvement activities, attitudes of minority parents toward other minorities, use of newsletters and a video of school activities to promote parent participation, involvement of Japanese parents in the United States compared to their behaviors in Japan, effects of reading aloud on vocabulary development, and parent involvement through social involvement. Each entry contains an abstract, summary of 2-3 pages, researcher profile, and contact information for faculty advisor. Teacher researchers were Gaylin Black, Virginia Krinke Buehring, Dolores Cavazos, Anne Labay Ensle, Yolanda Flores, Ila Jane Goetz, Brenda Hastings-Gongora, Dolores Hernandez Hix, Nora Sandoval-Ibarra, Catherine R. Johnson, Hanae Kimura, Laura M. Lopez, Rebecca Lopez, Sandra Joy Mangarella, Alicia Muniz, Christine Ortiz-Gatlin, Rebecca E. Prather, Hazel Ramirez, and Lila Kay Cook. Contains approximately 250 references. (SV) ED398009
Berwick, R. (1993). How Second Language Learners Respond to Central and Peripheral Content- Based Tasks. A study investigated the use of content-based tasks as central and peripheral in second language instruction. Specifically, it examined the relative effects of such tasks that were either central to the syllabus, as sources of knowledge or skills in their own right, or peripheral, as occasional source of language practice. The study was conducted with three groups of students in summer immersion programs: 12 Japanese teenagers with 3 native English-speaking informants; 18 Japanese college students; and 17 adult and secondary-level native English-speaking students enrolled in a Japanese course. Data on language use patterns were gathered in bilingual dyadic exchanges between native English-speakers and Japanese counterparts. Central and peripheral content-based tasks were analyzed for knowledge structures and repair type. Results suggest that learners make a variety of knowledge available to each other during negotiation over content-central tasks, suggesting two-way bilingual education may provide a richer context for learning both language and content. Similarly, content-central tasks, which permit open access to content knowledge, provide richer, more diverse background and situationally relevant knowledge than would content- peripheral tasks. However, it is also concluded that planned, content- peripheral tasks can be useful in providing highly contextualized language use. (MSE) ED368190
Birch, G. (1996). Concept Development through Content Instruction in the Mother Tongue of NESB Secondary Students with Little or Inadequate Previous Formal Education. This paper describes a limited bilingual approach developed for Vietnamese immigrants whose formal schooling had been interrupted due to extended periods in refugee camps, and its implementation in the Milpera Special School (Queensland, Australia), a secondary school for children of Non- English-Speaking Backgrounds (NESB). The initiative was designed to improve students' academic, cognitive, and Vietnamese language skills, self-esteem, and academic English across content areas, after exposure to Vietnamese in some content areas. The program included 7 hours weekly of academic language, world geography, and research skills instruction in Vietnamese and 15-20 hours of content-based English-as-a-Second-Language instruction in a range of secondary school subjects. Topics and processes used were to be parallel in English and Vietnamese to the extent possible. Data on the program's effectiveness were gathered in student and teacher interviews, classroom observation, and student portfolios. Conclusions concerning student attitudinal outcomes and conceptual development, team teaching, parent involvement, subtractive and additive bilingualism, the role of receiver schools, program design, and teaching techniques are drawn and recommendations made for adoption or adaptation of the approach by other secondary schools. (MSE) ED401716
Black, C., & Huerta, M. G. (1994). The Use of Language Functions in Mathematical Group Games. Teacher Insights. Bilingual Research Journal, v18 n3-4 p161-67 Sum-Fall 1994. Six group games were introduced into a second-grade bilingual classroom. Children's talk during each game was classified using a modification of Dyson's five language functions (representational, directive, heuristic, personal, and interactional). Group games provided many communication opportunities. Some children tried new communication styles. (Author/SV)
Blanco, G. M. (1994). El Hispanohablante y la Gramatica (The Spanish Speaker and Grammar). Bilingual Research Journal, v18 n3-4 p23-46 Sum-Fall 1994. Studied the grammatical knowledge that undergraduates specializing in bilingual education have of their mother tongue. Data collected from an entrance exam, dialog journals and a simulated oral proficiency exam indicate that these students do not have a formal knowledge of grammatical rules but do have a high level of functional grammar. (24 references) (Author/CK)
Boduch, J., & Pravdica, S. (1995). Mutually Beneficial Teamwork between Bilingual and Mainstream Classes. A three-year program to bring together third-grade students in a self- contained bilingual classroom and a mainstream classroom is described. The project was designed to reduce the isolation of the bilingual students and prejudice toward them shown by mainstream students. During the first year, gym and music classes were combined, students were teamed in pairs or trios for science and social studies, and combined classes viewed and discussed curriculum-related films weekly. In the second year, combined gym and music classes were continued, adjacent classrooms were used, students from each class were paired for weekly lessons, new teacher training was undertaken, students wrote individual logs and paired to create a publication in English and Spanish. In the third year, these principles and additional lessons learned from experience about grouping students were implemented. As a result, students are getting along better, sharing work equally and working well together, and playing together during recess, and establishing friendships. It is concluded that the program also facilitates mainstreaming. (MSE) ED385125
Bourne, J. (1990). Local Authority Provision for Bilingual Pupils: ESL, Bilingual Support and Community Languages Teaching. Educational Research, v32 n1 p3-13 Spr 1990. A national survey of English and Welsh local education authorities conducted from 1985-1988 found that programs for bilingual students were still seen largely in terms of English language provision. However, a significant increase in teaching in pupils' native language within the curriculum had also taken place. (SK)
Brisk, M. E., & Others, A. (1990). The Many Voices of Education for Bilingual Students in Massachusetts. Massachusetts passed the first state legislation mandating bilingual education in 1971, the Transitional Bilingual Education Bill (TBE). This publication contains five case studies that demonstrate how teachers and schools have responded to the needs of their minority group students. The first case study, "Bilingual Education in a Bilingual Community," describes a Spanish/English program that incorporates the parents' goal of a bilingual program in the context of quality education. The second study, "One Full Curriculum Shared by Two Languages," describes a joint effort by an English-speaking teacher and a Cambodian teacher to provide a well- rounded program for Cambodian students, despite a lack of materials and Cambodian-speaking personnel. Study 3, "Schooling a Transient Population of Japanese," describes an effective bilingual program for small numbers of students at each grade level, and study 4, "An Introduction to English Language and Culture Through Technology," describes a high school English- as-a-Second-Language class that uses word processing to teach literacy to Vietnamese students. Finally, the fifth case study, "Good Bilingual Education Is Good Education: The Case of a Kindergarten Teacher," describes a kindergarten Cantonese bilingual classroom based on high expectations and research-based teaching strategies. The report concludes by discussing the impact and flexibility of TBE and the observed characteristics of the teachers involved in the program. Typically, these teachers: (1) have a strong sense of commitment and advocacy; (2) do work that goes beyond teaching; (3) care a great deal about their students; (4) have a good understanding of students' backgrounds; (5) have high expectations; and (6) teach in a way that focuses on learning first, and on learning language second. A 21-item bibliography is appended. (FMW) ED327606
Brisk, M. E., & Others, A. (1994). Portraits of Success: Resources Supporting Bilingual Learners. The lives of accomplished bilingual adults who were educated in Massachusetts schools are reviewed to analyze the role of transitional bilingual education (TBE) in their lives. The 12 adults interviewed, chosen not as a representative sample, but because they have succeeded in life, attended bilingual education in Massachusetts, generally in urban areas, at elementary or secondary levels. All have gone on to successful careers, and all are fully bilingual. Two case studies, that of a Chinese-American student who entered the bilingual program in second grade and that of a student from the Dominican Republic who entered bilingual education in high school, are presented in detail. Factors that made a difference in the elementary education of bilingual students were found to be: (1) native language development; (2) native language use in content areas; (3) intensive English instruction; (4) participation in accelerated programs; (5) qualified bilingual teachers; and (6) supportive peers. At the secondary level, similar factors, as well as activities supporting college preparation, were found. One figure and one table illustrate the discussion. (Contains 13 references.) (SLD) ED378285
Brittain, F. P. (1991). Effects of a Maintenance Bilingual Bicultural Program on Fully English Proficient Students. Journal of Educational Issues of Language Minority Students, v8 p125-46 Spr 1991. Observation of a maintenance bilingual (Spanish-English) program to determine its effects on majority language students found that fully English-proficient students enrolled in the program did achieve competency in Spanish and that their attitudes toward Spanish, second-language learning, and Mexican-American culture and community were strongly positive. (45 references) (CB)
Brunell, V., & Linnakyla, P. (1994). Swedish Speakers' Literacy in the Finnish Society. Journal of Reading, v37 n5 p368-75 Feb 1994. Discusses the International Association for the Evaluation of Educational Achievement's reading literacy study in Finland. Shows that, although language-minority students are often expected to have lower achievement in school, students from Swedish-speaking homes in Finland scored almost as well as their Finnish-speaking counterparts on extensive literacy tests. (SR)
Brush, L., & Others, A. (1993). Bilingual Beginnings: An Evaluation of the Title VII Special Populations Preschool Program. Final Report. In fiscal year 1990, the Bilingual Education Special Populations Program of the Department of Education awarded grants to 30 programs serving children of limited English proficiency. These programs were preschool projects, special education projects, or projects that served gifted children. This document reports the results of a survey, conducted by means of site visits and telephone interviews, of 15 of these programs. Chapter 1 describes the issues examined in the survey and explains the data collection process. Chapter 2 reports the survey results relating to six areas: (1) project goals, including goals for children's language development, cognitive skills, and school readiness, and for parents and staff; (2) project operation and services, including recruitment, enrollment, group size, retention, instructional methods, language usage, materials and equipment, noninstructional services, and parent involvement; (3) project linkages with educational institutions and the community; (4) project staff, including staffing patterns, child-staff ratio, and instructor characteristics and training; (5) participant evaluation, including evaluation of the progress of participating children, children's language development, and analysis of kindergarten enrollment; and (6) fiscal operations. Chapter 3 discusses the implications for policymakers and program managers of survey results that relate to project operations, services, and fiscal operations. Appendixes include tables of data for preschool projects not reported in the document and detailed profiles of the 15 projects surveyed. (BC) ED354106
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Carpenter, L. J. (1990). The Relative Influence on Diagnostic Decisions of Four Areas of Examiner Knowledge. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p1-15 Fall-Spr 198 1990. Three vignettes about Hispanic boys referred for speech and language assessment were presented to 284 speech-language specialists. Decisions about the existence of a communication disorder, probable cause, and appropriate treatment were related to clinician specialty; experience; and knowledge of Spanish language, Hispanic culture, and second-language learning patterns; however, the influence of particular variables differed across vignettes. (SV)
Carr, C. S. (1995). Mexican American Female PrincipalsIn Pursuit of Democratic Praxis and a Legacy of Caring. This paper presents findings of a study that explored Mexican-American female principals' perceptions of leadership, power, and caring. Interviews were conducted with six principals of public schools in the Rio Grande Valley region of Texas. The principals described the personal and social challenges of being Mexican-American and female, and those of living and working as professional educators in a bicultural, male-dominated community. They discussed acculturation issues, their views on leadership and power, the ethic of caring, and the preparation of relational leaders. The principals' leadership styles utilized collaboration, teamwork, shared decision making, and tolerance for diversity. Increased emphasis is needed in recruitment of minorities and in the development of teachers and administrators with increased multicultural sensitivity, skills, and appreciation. The curriculum must include a variety of cultural and gender- related perspectives. (LMI) ED396368
Cashion, M., & Eagan, R. (1990). Spontaneous Reading and Writing in English by Students in Total French Immersion: Summary of Final Report. English Quarterly, v22 n1-2 p30-44 1990. Analyzes the processes and strategies used by English-speaking children when they learn to read and write in their first language, English, while enrolled in total French Immersion (in which all their schooling is in the second language). (KEH)
Chang, A. S.-C. (1994). The Role of Parents in Enhancing Bilingual Learning in Pre-Schools. This study investigated the impact of parents with different language backgrounds on the language acquisition and language competency of their children in the mother tongue, Chinese, and a second language, English, in Singapore. Parents were surveyed on language usage and language materials provided to their children. Exams on vocabulary, listening comprehension, story comprehension, translation, and verbal fluency were given to students in both English and Chinese in a preschool and a primary school that taught both languages. The findings showed that the respondent parents and students from both schools were at ease using the language in which they were most competent, and most parents in both schools purchased learning and reading materials in both English and Chinese. The language of the extra reading and learning materials bought or borrowed had hardly any impact on the scores of language tests. Only the language of the books read aloud to the children made a difference. As expected, children read to in Chinese scored better on the Chinese vocabulary and fluency tests; the converse was true for those read to in English. Results suggest that the extent of exposure to a language makes a difference to a child's competency in the language. (AP) ED377954
Christenson, B., & Others, A. (1996). What Academic Programs Are Offered Most Frequently in Schools Serving American Indian and Alaska Native Students? Issue Brief. This brief summarizes data on the types of academic programs offered in schools serving American Indian and Alaska Native (AIAN) students. The 1990- 91 American Indian and Alaska Native supplement to the Schools and Staffing Survey (SASS) conducted by the National Center for Education Statistics provides detailed information on schools serving AIAN students. Three distinctive schooling environments for AIAN students were examined: the 149 schools operated by the Bureau of Indian Affairs (BIA schools) or by Indian tribes under contract to the BIA (tribal schools), the 1,260 public schools with 25 percent or greater AIAN enrollment (high-AIAN), and the 78,625 public schools with less than 25 percent AIAN enrollment (low-AIAN). BIA/tribal schools serve AIAN students almost exclusively; most are small elementary schools. SASS data indicate that BIA/tribal schools were more likely than public schools to offer Chapter 1, remedial math, and bilingual education programs, and were less likely than public schools to offer academic enrichment programs for gifted and talented students. Bilingual programs, which use the native language to varying degrees in instructing students, were offered in 64 percent of BIA/tribal schools, while 45 percent of BIA/tribal schools reported having English as a second language programs. Among schools serving 12th-graders, BIA/tribal schools and high- AIAN public schools offered college preparatory programs less frequently than did low-AIAN schools. (SV) ED395751
Christian, D., & Mahrer, C. (1992). Two-Way Bilingual Programs in the United States, 1991-1992. The information on two-way bilingual programs presented in this volume was gathered as the first phase of a study for the National Center for Research on Cultural Diversity and Second Language Learning. Two-way bilingual programs integrate language minority and language majority students and provide instruction in and through two languages. This volume updates and expands upon information identified by Lindholm in 1987. Profiles of 76 programs are provided, representing 124 schools in 13 states. The entries reflect the wide variability in descriptions of the implementation of two- way bilingual education, including two-way bilingual, developmental bilingual, bilingual immersion, double immersion, interlocking, and dual language programs. The contents of this volume are as follows: introductory narrative; list of programs by state; program descriptions by state (California, Colorado, Connecticut, District of Columbia, Florida, Illinois, Massachusetts, New York, Oregon, Pennsylvania, Texas, Virginia, and Wisconsin); index of programs by schools and school districts; and a list of abbreviations used. (LB) ED343444
Civil, M. (1994). Connecting the Home and School: Funds of Knowledge for Mathematics Teaching and Learning. Draft. This paper describes some aspects of a collaborative project between elementary school teachers and university faculty in anthropology, bilingual education, and mathematics education. The project goal is to develop classroom-teaching experiences that make use of the resources and experiences of students and their families. Most of the students were Mexican Americans. Teachers in the project visit the homes of some of their students to uncover their funds of knowledge by finding out about household activities, family structure, labor history, and parents' views on child rearing and schooling. Teachers and university researchers then come together to share their ideas and findings. The paper briefly describes the household visits, study groups, and classroom implementation, with an eye on mathematics, giving examples of themes that the teachers chose to develop based on their findings. The specific focus is on the development of a module on games in a fifth-grade class. The paper also illustrates some of the difficulties encountered in trying to develop mathematics classroom learning that builds on students' everyday experiences. (Contains 29 references.) (SLD) ED370987
Clair, N. (1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr 1995. This case study argues that teachers are ill-prepared to give English-as-a- Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)
Claus, R. N., & Quimper, B. E. (1992). State Bilingual and ECIA Chapter 1 Migrant Process Evaluation Report. 1991- 92. This report presents results of a process evaluation of Michigan State bilingual education and migrant education programs. The programs provide counseling and supplemental instruction in reading, mathematics, and communication to 761 bilingual students and 855 migrant students. The process evaluation was accomplished through a questionnaire to all state bilingual/migrant teachers, advisors, and aides (N=19). Reported strengths of the programs were the use of a variety of strategies, weekly meetings with students, and an emphasis on reading instruction, flexibility in subjects covered, and monitoring of student progress. Ideas for future program improvement include more individualization, more resources, more diagnostic information, and more parent involvement. Reported weaknesses were large variations in student load by staff members, a need for inservice instruction for aides and regular education teachers, a need for access to student test scores, and a lack of accelerated instruction. Recommendations for program improvement include: (1) increasing parental involvement; (2) providing inservice education to regular education staff; and (3) centralizing sites for the bilingual and migrant services. Appendix A presents identification and eligibility procedures for state bilingual and migrant students. Appendix B includes a memo to bilingual and migrant staff about how to complete the evaluation questionnaire and a copy of the questionnaire. Appendix C provides questionnaire results. (KS) ED345910
Cohen, M. D., & Tellez, K. (1994). Variables AFfecting the Teacher Implementation of Cooperative Learning Methods in ESL and Bilingual Classrooms. This study investigated the relationships between variables affecting the degree to which cooperative learning (CL) was implemented by English as a Second Language (ESL) and bilingual teachers. A total of 227 ESL and bilingual public school teachers (K-12) of Spanish speaking language minority students responded to a mailed survey questionnaire that was constructed to examine: (1) teacher beliefs about the acquisition of knowledge, teacher role, and second language instruction; (2) teacher attitudes about various aspects of CL; and (3) teacher perceptions of constraints and opportunities in their school environment. The study found that ESL and bilingual teachers with high interpretive beliefs tended to implement CL more frequently than teachers with low interpretive beliefs. The teachers that most frequently implemented CL were those who perceived the teacher's role to be of a more inclusive nature. (Contains 24 references.) (MDM) ED373562
Critical Elements and Practices of Transition Programs Linking Early Childhood Education and Early Elementary School.
Cruz, C. (1996). Implementation of Bilingual Education Programs in South Texas. The history of Texas' implementation of bilingual education is examined through a review of relevant literature and court litigation, and a survey of school district superintendents and administrators on this topic is reported. In interviews with the administrators, it was found that bilingual education and English-as-a-Second-Language (ESL) instruction are widely misunderstood. Eight of the 10 participating school districts did not take advantage of federal funding opportunities. In several South Texas schools, the curriculum is geared to transitioning students into all- English instruction as quickly as possible, with Spanish language use discouraged. Parents of students identified as limited-English-speaking (LEP) frequently declined bilingual program participation, did not respond accurately to home language surveys, and did not volunteer for language proficiency assessment committees. Other problems included inconsistency in committee functions, lack of equity between bilingual, gifted and talented, and special education, difficulty in hiring qualified ESL teachers, and communication problems within schools. Implications are drawn. A summary in Spanish of administrators' responses to interview questions is appended. (MSE) ED396563
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Danesi, M. (1993). Literacy and Bilingual Education Programs in Elementary Schools: Assessing the Research. Mosaic, v1 n1 p6-12 Fall 1993. Argues, on the basis of research carried out in Canada and Belgium, that not only does the formal learning of the ancestral language in school enhance the overall cognitive abilities of immigrant children but also constitutes the optimal means by which such children can gain literacy in the dominant language. (37 references) (MDM)
Daniels, M. (1996). Bilingual, Bimodal Education for Hearing Kindergarten Students. Sign Language Studies, n90 p25-37 Spr 1996. Shows that 17 kindergarten children receiving sign language instruction tested significantly higher on the Peabody Picture Vocabulary Test than 17 kindergartners receiving no such instruction. The study's findings confirm that simultaneously presenting words visually, kinesthetically, and orally offers an advantage to young learners. (23 references) (Author/CK)
Davies, S. N. (1991). The Transition toward Bilingual Education of Deaf Children in Sweden and Denmark: Perspectives on Language. Sign Language Studies, v7 p169-95 Sum 1991. Reports on a four-month study of deaf education programs conducted in Sweden and Denmark in March of 1990, and discusses three aspects of language learning involving deaf children's learning sign language as a first language, Swedish as a second language, and hearing parents' and teachers' learning of Swedish Sign Language. (14 references)
de Jong, E. J. (1996). Integration: What Does It Mean for Language Minority Students? A study in five schools investigated issues in the integration of language- minority students from bilingual education classes and native English- speaking students in academic subject area classes. Participating teachers, six grade-level teachers and six bilingual teachers, the latter selected for their experience with transitional bilingual education, were interviewed four times and observed in class once a week over 2-4 months. Together they represented five integration approaches, four based on existing transitional bilingual education (TBE) and one a two-way bilingual program. The TBE-based approaches included: (1) two self-contained classrooms (one bilingual, one monolingual) with movement between classrooms for academic instruction; (2) two self-contained classrooms with movement between classes for academic subjects and a second-language component; (3) team-teaching (bilingual and monolingual) of students physically in the same classroom, with the second language used as a support language by the bilingual teacher; and (4) team-teaching in one classroom with a second language instruction component. A variety of grade levels and languages are represented in the six classrooms. Each situation is examined, and characteristics of an integrated school are derived from the six situations. Contains 34 references. (MSE) ED394347
de la Garza, R. O., & Others, A. (1992). Latino National Political Survey. Summary of Findings. This study surveyed political values, attitudes, and behavior of Mexicans, Puerto Ricans, and Cubans in the United States. This report describes U.S. Latinos as foreign-born, native (U.S.)-born, non-U.S. citizens, and U.S. citizens. The study used a household, in-person survey, in English or Spanish (interviewee's choice), of 1,546 Mexicans, 589 Puerto Ricans, 682 Cubans, and 598 non-Latinos. The survey was conducted between August 1989 and April 1990. Findings indicate that: (1) the U.S.-born have significantly higher levels of education, income, and job status than the foreign-born; (2) only the foreign-born speak mostly Spanish; (3) it is difficult to place any subgroup at any one point on the political spectrum; (4) ideologically, U.S. Latinos identify themselves as moderates or conservatives, although they support increased spending on many domestic issues; (5) Mexicans, Puerto Ricans, and Cubans express strong commitment to and identification with their own national-origin groups, although the three together do not identify as one community or see themselves as similar culturally or politically; (6) despite widespread perceptions among Anglo political leaders, Mexicans, Puerto Ricans, and Cubans are generally well-incorporated into U.S. society; and (7) all U.S. Latinos are much more involved in general political activities and school-related activities than in voting. Four figures and four tables are included, among which are: "Education by National Origin and Nativity"; "U.S. Citizens and Residents Should Learn English" (reactions tabulated by national origin); "Objective of Bilingual Education" (reactions tabulated by national origin). (JB) ED354281
De Leon, J., & Cole, J. (1994). Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts. Rural Special Education Quarterly, v13 n4 p37-45 Fall 1994. Survey responses of 60 rural New Mexico special education directors address availability of programs that simultaneously meet cultural, communication, and disability needs of diverse student populations; training of personnel in these programs; and whether educational diagnosticians and speech language pathologists accommodate language and cultural factors. Recommends cross-training of rural special educators and English-as-a-Second-Language teachers. (RAH)
De Leon, J., & Gonzales, E. (1991). An Examination of Bilingual Special Education and Related Training. Teacher Education and Special Education, v14 n1 p5-10 Win 1991. This study surveyed universities and colleges to determine numbers, target languages, levels of training and other details of bilingual special education, school psychology, diagnostician, and speech language pathology programs in the United States. Results indicate that despite increases in such programs, the need for them is not being met. (Author/PB)
Deering, P. D., & Others, A. (1993). An Examination of Teacher Thinking during a Collaborative Effort To Improve Elementary Cooperative Learning Literacy Instruction. Growing numbers of teachers are turning to cooperative learning methods for literacy instruction, yet recent studies suggest that teachers hold theories of cooperative learning which are unrelated, or even antithetical, to helping students learn to become strategic, independent readers. This paper reports on a study that examined seven teachers' thinking and its relation to classroom actions regarding the use of cooperative learning for literacy instruction in a bilingual elementary school. Data were collected from interviews with participants at the beginning and middle of the school year, classroom observations consisting of written fieldnotes describing instruction and the social context, post-lesson interviews with selected students, and educator-researcher staff development meetings. Findings indicated: (1) teachers' beliefs about teaching, literacy learning, and cooperative learning were compatible with a social constructivist learning perspective (Vygotsky, 1978), but were relatively inchoate; and (2) collaborative intervention guided by social constructivist learning theory (Vygotsky, 1978), can contribute to informed, collegial, and committed teacher innovation. Based on these results, the researchers worked with each teacher to develop instructional improvement agendas. An appendix provides sample responses of students' awareness of conditional knowledge. (Contains approximately 35 references.) (Author/LL) ED372037
Deering, P. D., & Others, A. (1994). The Cooperative Reading Project: A Collaboration with Teachers To Examine and Improve upon Cooperative Learning in Literacy Instruction. This paper presents some of the overall findings of the Cooperative Reading Project (CRP), a collaboration between six teachers in a bilingual Spanish/English elementary school and a team of university researchers to examine and improve upon cooperative learning literacy instruction. The CRP took a social constructivist learning stance toward cooperative learning as well as toward professional development of teachers. The project focused on teachers' thinking and its relation to their classroom actions and students' attitudes and learning. Teachers participated in ongoing, collaborative staff development meetings, and each developed a personal instructional refinement agenda. Data was gathered through teacher and student interviews, instructional observations, and a pre-, mid-, and post- intervention written assessment of student literacy strategy use and motivational orientation, using the Motivated Strategies for Learning Questionnaire. The study found that students showed increases in liking for cooperative learning and, in the lower elementary grades, in metacognitive knowledge. The findings suggest that a collaborative, social constructivist perspective on teacher change can contribute to significant changes in instruction. An appendix contains sample responses of students' awareness of conditional knowledge. (Contains 33 references.) (MDM) ED375635
Delgado-Gaitan, C. (1991). Involving Parents in Schools: A Process of Empowerment. American Journal of Education, v100 n1 p20-46 Nov 1991. This 4-year study in a southern California school district examines parent involvement activities affecting about 100 families to encourage Spanish- speaking parents to participate more fully in their children's schooling. Unconventional activities validating families' social and cultural experience are more successful than conventional means of encouraging parent participation. (SLD)
Delgado-Gaitan, C., & Trueba, H. (1991). Crossing Cultural Borders: Education for Immigrant Families in America. With the rapid increase of ethnic minorities entering industrial societies and interacting with mainstream cultures, issues of cultural and linguistic differences must be addressed. Particularly relevant to educators is understanding the process of acculturation and socialization of uprooted ethnic or low-income minority children. Such children are expected to adjust rapidly to their adoptive culture, learn the language quickly, and be clearly committed to a new set of cultural values, and tolerance for different paces in acculturation or language acquisition is limited. A deeper understanding of the nature of the transition between home and school is needed. Based on an ethnographic study, this book describes the relationship between home and school socialization, the influence of the home in the school, and the impact of the school in the homes of first generation Hispanic children in a California community. It explores the impact of cultural, community, and family setting and values on these minority children's adjustment to their new learning environment. The children's storytelling and games, for example, reveal that they increasingly use the language, concepts, and strategies learned in school while retaining their own cultural values. At the same time, parents learn through the values, knowledge, and behavior patterns the children bring home from school what the world outside is like and how the challenge of cultural change is to be faced. The book closes with a discussion of how ethnography relates to empowerment and what implications this has for educational reform. A bibliography of 126 entries is included. (CJS) ED334318
Demerath, P. W. (1994). Relationships between Mainstreamed Special Needs Students and Their Peers in an Urban Middle School: A Case Study. This paper reports qualitative and quantitative data obtained about relationships between 27 students with special language needs or learning disabilities and their nondisabled peers (N=99) in four integrated eighth grade classes of an urban middle school in Massachusetts. The study involved approximately 120 hours of in-school observation over a 7-month period; structured and informal interviews with students, teachers, and school administrators; and a student-generated typology of the peer system. Primary findings included: (1) the students with language/learning disabilities were perceived humanistically by their peers, and were almost entirely integrated into peer groups; (2) though the bilingual students tended to stay in their own gender-specific peer groups, there was less conflict with regular education students than seen in previous years; (3) gender was found to be a more important predictor of peer social groups than primary language, ability, or ethnic origin. Findings suggested that teacher-constructed notions of inclusion (primarily prescriptive groupings and classroom statements supportive of mutual respect of individual differences) affected student perceptions of and relationships with unlike peers. Fieldnotes and interview data describe student interaction in three different school contexts: (1) the inclusive classroom; (2) the non- inclusive classroom, the hallway, and recess; and (3) lunch. The student- developed typology of the school's peer system is discussed. (Contains 31 references.) (DB) ED376660
Desmond, C. T. (1993). German Language and Education in Pennsylvania, 1683-1911: Cultural Resistance and State Accommodation. This research investigated the nature of the language and educational experiences of the Germans who emigrated to the province and later, to the state of Pennsylvania. German migration into Pennsylvania began in 1683, peaked during the years 1717 through 1754, and continued throughout the nineteenth century. The research indicated that both official and unofficial colonial and state attempts were made to Anglicize the Germans through the use of the English language in schooling for the Germans. The Germans, nonetheless, strongly resisted these efforts to displace their "Muttersprach" through private schooling, political participation in local and state affairs, and through public support of substantial German language instruction in the common schools until the advent of World War I. These findings call into question research that concluded that an American tradition of bilingual education consisted strictly of local experiments in large, urban Midwestern and Southwestern schools and supports scholarship that has maintained that the United States granted language rights to its earliest minorities. (Author/JP) ED363124
Dianda, M. R. (1991). New Teachers in California's Language-Diverse Metropolitan Classrooms: Findings From an Initial Study. A study was done of novice teachers in California's public education system to examine how well they function in the language diverse metropolitan classrooms. Fall and Spring surveys were administered to 1,368 new teachers, and Spring surveys were administered to the directors of induction projects in which the new teachers participated. Findings confirm the gap that exists between the racial, ethnic, and linguistic diversity of the new teachers and that of their students. The new teachers were less diverse than the students they teach, and very few of the teachers held teaching credentials or certificates that qualified them to teach in language-diverse classrooms. Although most of the teachers had had some preservice and college training relating to teaching in diverse classrooms, only a few rated that training has prepared them well for such assignments. The teachers reported that training did not focus on specific instructional strategies. Training during the initial teaching years focused on five key areas: (1) understanding and use of students' native language; (2) promoting students' English language development; (3) adapting curriculum and instruction to meet diverse students' needs; (4) promoting student interaction; and (5) conducting outreach to students' parents. Included are five tables and 14 references. (JB) ED342870
Dianda, M. R., & Flaherty, J. F. (1995). Report on Workstation Uses: Effects of Success for All on the Reading Achievement of First Graders in California Bilingual Programs. A study assessed the effectiveness of the Success for All Program for grade- one English-as-a-Second-Language (ESL) learners in bilingual or ESL programs in three California elementary schools. The reading instruction program provides both native (in this case, Spanish) language support as well as English language instruction and materials. The three schools in question were matched with comparison schools in their districts, that were similar in level of student disadvantage and other factors. The 2-year evaluation measured student (n=313) progress from kindergarten entry (receptive vocabulary) to the end of first grade (phonetic synthesis skills, recognition of common sight words, and text comprehension). Analysis of the results indicates that the 2 years of instruction in the Success for All program were effective for both students taught in Spanish- English bilingual programs and in ESL programs. While the instruction raised the average student performance, it also raised the performance of the lowest-performing students, with some of the largest treatment effects occurring in this group. A suggested area for further research is the monitoring of achievement over time. (MSE) ED394327
Diaz, R. M., & Others, A. (1991). The Effects of Bilingualism on Preschoolers' Private Speech. Early Childhood Research Quarterly, v6 n3 p377-95 Sep 1991. Spanish-speaking preschoolers learning English in a bilingual preschool program were videotaped while working independently on tasks to examine their spontaneous private speech. Results show that the private speech of bilingual preschoolers appears to develop normally. Positive effects of second-language learning in a bilingual program on the frequency of private speech and diversity of use were found. (GLR)
Diaz-Rico, L. T., & Smith, J. (1994). Recruiting and Retaining Bilingual Teachers: A Cooperative School-Community- University Model. Journal of Educational Issues of Language Minority Students, v14 p255-68 Win 1994. Overviews the problems California schools have recruiting bilingual teachers and presents a recruiting model originating in the San Bernardino County Fontana School District in cooperation with a major university. Components of the model include well-defined staffing policies, a career ladder for bilingual teacher aides and support for teacher credentialing. (23 references) (CK)
Dixon, J. K. (1995). Limited English Proficiency and Spatial Visualization in Middle School Students' Construction of the Concepts of Reflection and Rotation. Bilingual Research Journal, v19 n2 p221-47 Spr 1995. Eighth-grade students in bilingual classrooms explored the geometric concepts of reflection and rotation within a computer-based, dynamic, instructional environment. With initial differences controlled, treatment groups performed significantly better on concept formation and spatial visualization than did control groups receiving conventional geometry instruction. Student performance was not affected by level of English proficiency. Contains 72 references. (SV)
Duff, P. A. (1991). Innovations in Foreign Language Education: An Evaluation of Three Hungarian- English Dual-Language Schools. Journal of Multilingual and Multicultural Development, v12 n6 p459-76 1991. The results of the first year of an ongoing evaluation of Hungarian-English dual-language programs in Hungary are reported, including foreign language proficiency for secondary school students, parent and student attitudes and motivation regarding participation in the programs, and problems in implementing the immersion model in Hungary. (seven references) (Author/LB)
Duran, L. (1994). Toward a Better Understanding of Code-Switching and Interlanguage in Bilinguality: Implications for Bilingual Instruction. Journal of Educational Issues of Language Minority Students, v14 p69-87 Win 1994. Assists teachers involved in bilingual instruction in improving their understanding of two aspects of bilingual development: interlanguage and of code-switching. Both are natural and creative outgrowths of being bilingual, i.e., alternative forms created by the cognitive/conceptual synthesis of two languages. (30 references) (CK)
Duran, R. P., & Szymanski, M. H. (1993). Construction of Learning and Interaction of Language Minority Children in Cooperative Learning. Report No. 45. This report analyzes the moment-by-moment construction of interaction by language minority children in a cooperative learning activity. The interaction occurred among students in a Spanish-English bilingual 3rd grade classroom as part of a cooperative learning curriculum known as Cooperative Integrated Reading and Composition (CIRC), which was especially adapted for use in bilingual classrooms by language minority students. The analysis of interaction reveals that under supportive social circumstances, children are very active in probing and questioning their own knowledge and they rely on their shared expertise to attain instructional goals and supplemental goals that are related to their own expertise and concerns. The report supports the importance of promoting learning as a constructive process wherein students actively develop new knowledge through manipulation and questioning of their existing knowledge. (Author) ED365106
Durgunoglu, A. Y., & Others, A. (1993). Cross-Language Transfer of Phonological Awareness. Journal of Educational Psychology, v85 n3 p453-65 Sep 1993. Factors influencing English word identification performance of 27 Spanish- speaking beginning readers (grade 1) were investigated. Performance on English word and pseudoword recognition tests was predicted by Spanish phonological awareness and Spanish word recognition. Implications for instruction of beginning readers are discussed. (SLD)
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_____. (1992). Effective Transition (Project E.T.), Final Evaluation Profile. Transitional Bilingual Education 1991-92. OREA Report. Students from Lafayette High School and Pershing Intermediate School in Brooklyn, New York who were of Spanish and Cantonese linguistic backgrounds (and who scored at or below the 40th percentile on the Language Assessment Battery) received intensive instruction in English-as-a-Second-Language (ESL) and native language arts (NLA) in Spanish or Cantonese. Although only 73 students were enrolled in the project, data is provided for a greater number of students. Instruction in math, social studies, science, and computer science was provided in Spanish or Cantonese. Teachers, students, and consultants designed, assembled, and tested a series of science modules; curriculum and staff development components focused on improving the hands-on, process, and concept-based scientific experiences. The project met its objectives for Chinese NLA, content area subjects, the career education objective for the organization of a career conference and advisement, attendance rates, dropout prevention, and parental involvement. The project did not meet its objectives for ESL, staff awareness of pupil needs and problems, and staff development. Data collection and analysis methods and instructional materials are appended. (JP) ED360846
_____. (1993). Emergent Literacy in Early Childhood Education: Course on Emergent Literacy in Early Childhood Education (Haifa, Israel, October 25-December 20, 1992). The purpose of a 1992 course on emergent literacy in early childhood education was to formulate a shared definition of literacy; create awareness of the developmental process involved; test previous assumptions, methods, and techniques in the light of new knowledge; and develop pedagogic approaches and curricula relevant to the existing conditions in the course participants' communities. Following an introduction, this publication contains the major lectures delivered during the course: (1) "Introduction to Literacy" (Rina Michalowitz); (2) "Acquisition of Language and Literacy" (Dorit Ravid); (3) "Sensory-Motor Integration as a Precursor of Literacy Skills" (Luba Zuk); (4) "The Developmental Bases for School Adjustment" (Galia Rabinovitz); (5) "Language, Reading and Reading Programs" (Miriam Gillis-Carlebach); (6) "Emergent LiteracyFrom Theory to Practice" (Ilana Zeiler); (7) "Emergent Literacy: Children's Ways of Writing in Preschool Years" (Ana Sandbank); (8) "Literacy Acquisition in a Diglossia Situation" (Jihad Iraki); (9) "Literacy, Development and Bilingual Education" (Hanna Ezer); (10) "Bilingualism and Biliteracy" (Elite Olshtain); and (11) "Promoting Flexibility in Young Children's Minds within the FamilyA Cross Cultural View" (Pnina Klein). References are included with all but the first lecture, and a list of course participants is appended. (TJQ) ED364321
Echeverriarza, M. P. (1991). An Analysis of the Nature and Roles of Teacher and Peer Talk in a Bilingual Classroom. Journal of Educational Issues of Language Minority Students, v8 p71-89 Spr 1991. Examination of the nature and roles of two types of classroom talk that emerged from a bilingual multiethnic classroom focused on how students of differing language backgrounds participated in lessons, how teacher allocation of time affected students' learning, and how the latter related to teachers' attitudes and values in selecting and organizing curricula. (27 references) (CB)
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Edwards, P., & Others, A. (1996). Disadvantaged Rural Students: Five Models of School-University Collaboration. This paper describes five models of school-university collaboration designed to maximize academic achievement opportunities for disadvantaged rural students. Project SHAPE (School and Homes As Partners in Education) at the State University of New York (SUNY) at Plattsburgh is an extended school day program established in partnership with Plattsburgh public schools, parents, community, and university. The Yakima Valley Collaborative Program involves three institutions: Yakima Valley Community College, Heritage College, and Central Washington University. It is designed to meet the needs of older or minority students unable to leave jobs, families, and other responsibilities to travel to the college campus. The Center for Individualized Instruction (CII) at Jacksonville State University (Alabama) is a multi-disciplinary academic support center serving both undergraduate and graduate students. The CII provides computer based instruction, special classes in basic skills, and peer tutoring in core curriculum subjects. The Systemic Teacher Excellence Preparation Project (STEP) at Montana State University is a 5-year project funded by the National Science Foundation to improve the training of K-12 mathematics and science teachers in Montana, in particular Native American teachers. At Saginaw Valley State University (Michigan), applicants from diverse economic, racial, and cultural backgrounds are recruited through a variety of strategies. Initiatives implemented by the College of Education to attract minority candidates include: the Bilingual Education Program; math/science scholarships funded by a grant from the Kellogg Foundation; a cooperative program with Delta College for minority students; and the Young Educators Society for minority middle school students. (Contains 16 reference.) (ND) ED395904
Ellis, N. E. (1990). Collaborative Interaction for Improvement of Teaching. Teaching and Teacher Education, v6 n3 p267-77 1990. Relationships are explored between elementary school teachers' (N=13) collaborative interactions and implementation of a complex instructional program ("Finding Out/Descubrimiento") in science and mathematics developed for bilingual classrooms. Findings revealed an association between frequency of teacher collaboration and quality of implementation only when collaborative meetings were structured. (JD)
Enchautegui, M. E., Jang, Y., Minami, M., Donley, B., & Others, A. (1995). Policy Implications of Latino Poverty.
Escamilla, K. (1994). The Sociolinguistic Environment of a Bilingual School: A Case Study Introduction. Bilingual Research Journal, v18 n1-2 p21-47 Win-Spr 1994. This study examined the results of a case study of a school that labels itself as a bilingual school. The study examines and describes language use in bilingual classrooms in the school and language use in the larger school environment outside of the classroom. (52 references) (JL)
ESL: Asian High School Students' Perspectives.
Eubanks, S. C. (1996). The Urban Teacher Challenge: A Report on Teacher Recruitment and Demand in Selected Great City Schools. The urban teacher recruitment challenge documented in this report is the harbinger of potentially more serious nationwide shortages to come. The need for teachers of color in America's schools has already reached critical proportions. Data in this report were collected as part of a broad- based commitment to improved teacher recruitment and development by Recruiting New Teachers, Inc. (RTC) and its Urban Teacher Collaborative partners. In 1995 RTC mailed surveys to human resources administrators and superintendents in districts that are members of the Great City Schools. Thirty-nine of the 47 districts responded. Their responses indicate that special education is the teaching area in greatest demand, followed by science, mathematics, bilingual education, elementary education, and English as a second language. Districts were asked about the ways they try to recruit teachers. Some 76.9% of districts allow noncertified teachers to teach and 43.6% offer programs designed to prepare teacher aides for licensed teaching positions. The majority of districts also offer opportunities for middle and high school students to explore careers in teaching. A survey responded to by 39 of the 50 Great City Colleges of Education profiled efforts to recruit minority students and described special placement programs to interest graduates in urban teaching positions. Results of both surveys confirm the immediate and anticipated demand for new urban teachers, especially teachers of color and language minorities. (Contains 14 graphs.) (SLD) ED400351
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Faltis, C. (1996). Learning To Teach Content Bilingually in a Middle School Bilingual Classroom. Bilingual Research Journal, v20 n1 p29-44 Win 1996. A year-long study followed two bilingual (English/Spanish) middle school teachers as training helped them to develop a new way of interacting with students during content teaching. To enhance student comprehension, the teachers moved away from concurrent translation and made efforts to distribute language usage so that they spent equal amounts of time in both languages. (LP)
Farquhar, S.-E., & Laws, K. (1991). A Preferred Child Care Education Service: The Quality of Te Kohanga Reo. After six decades of supposed equal resource sharing among all cultural groups, in 1982 the first Maori-initiated and operated child care center opened in New Zealand. Called a "Kohanga Reo" ("language nest"), it inaugurated a new movement, and by 1990 there were 612 such centers. This paper first describes the characteristics of Te Kohanga Reo programs, and then reports on a research study of parent attitudes toward them. Te Kohanga Reo are early childhood centers for the care and education of young children and the delivery of services to families. Most provide full-day care. They operate in a variety of settings, such as schools, community houses, private homes, churches, or Marae (Maori meeting places). They are licensed by the Ministry of Education. The centers feature immersion of children in the Maori language and culture, and "whanau" development: the involvement of Maori elders in Kohanga operation. Te Kohanga Reo is aimed at developing bilingual and bicultural children who can interact competently in both Maori and Pakeha worlds. The early education program fuses children's cultural needs with their developmental needs. Findings from a survey of 12 families in two programs suggest a high degree of congruency between people's aspirations and the pedagogy of Te Kohanga Reo. Contains 15 references. (LB) ED341507
Farren, S. (1994). A Divided and Divisive Legacy: Education in Ireland 1900-20. History of Education, v23 n2 p207-24 Jun 1994. Examines tensions and divisions that formed the educational legacy of the two states in Ireland that emerged from the political settlements of 1920- 21. Concludes that, on the eve of partition in 1921, deep divisions in education were reminders that education would continue to expose ideological differences between Ireland and Britain. (CFR)
Fashola, O. S., & Others, A. (1996). A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words. American Educational Research Journal, v33 n4 p825-43 Win 1996. How Spanish-speaking children spell English words was studied with 38 Spanish-speaking and 34 English-speaking second and third graders. Spanish- speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (predicted errors). Implications for bilingual education are discussed. (SLD)
Felix, J. W. d., & Others, A. (1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms. Peabody Journal of Education, v69 n1 p102-16 Fall 1993. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. (SM)
Ferroli, L., & Shanahan, T. (1992). Voicing in Spanish to English Spelling Knowledge Transfer. A study investigated spelling error patterns in native Spanish-speaking students of English as a Second Language to determine the degree to which errors can be attributed to phonological patterns. Specifically, it examined (1) which spellings can be attributed to differences in voicedness of consonants, and (2) whether the voicedness can be used to identify a progression of spelling strategies that characterize Spanish-influenced English spelling. Subjects were 47 second- and third-grade children in a transitional bilingual education program just beginning to receive English instruction. Spelling proficiency in English and Spanish was pre-tested with 18-word developmental spelling tests, then weekly spelling samples were collected over 20 weeks. Five new words incorporating key spelling features were included with regular spelling words each week. Patterns of individual phonemes and corresponding spelling were analyzed. Results indicate that whatever conceptual knowledge children had of the spelling system in their native language was applied to English. The need to attend to voicedness in English spelling, not an issue in Spanish, remained problematic for students. A sequence of four spelling strategies was identified and implications for classroom spelling instruction are drawn. Analysis results are appended.(Contains 12 references.) (MSE) ED358739
Fillmore, L. W. (1991). When Learning a Second Language Means Losing the First. Early Childhood Research Quarterly, v6 n3 p323-47 Sep 1991. Discusses a nationwide study of language shift among language-minority children in the United States. Immigrant and American Indian families were surveyed to determine the effects of children's learning of English in preschool on their family language patterns. Findings suggest that primary language loss can be very costly to the children, their families, and society. (Author/GLR)
Fischer-Wylie, S. M., & Torres, J. S. (1990). Losing Entitlement: Does Grade Make a Difference. A study examined how long it took 23,044 K-12 limited-English-proficient (LEP) students to lose their legally mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. All students had been in an English-language school for one year or less as of spring 1982 and all were followed until spring 1986. Three groups roughly corresponding to elementary, middle, and high school grade cohorts were examined. Results show that although most new-entrant LEP students will lose entitlement after 4 years, students in lower grades are more likely to exceed the 20th percentile on the Language Assessment Battery (LAB) and do so more quickly than students in upper grades. At the high school level, nearly two-thirds leave school while still entitled. In light of the results and a recent New York State Education Department recommendation that the entitlement cutoff point be raised to the 40th percentile on the LAB, it is recommended that administrators (1) consider developing accelerated programs or programs articulated with jobs or postsecondary education, for those students still entitled; (2) consider developing programs for students who will score low despite length of service; and (3) monitor academic progress of formerly entitled students and provide services when necessary. (MSE) ED318249
Fouzder, N. B. (1997). The Effect of Modified Input on the Acquisition of Vocabulary in Science by a Newly Arrived Bilingual Student in a Secondary School. Multicultural Teaching, v15 n3 p23-24,27 Sum 1997. Studies the effect of specific teacher input, modified for comprehension, on the acquisition of science vocabulary by a recent immigrant, a 12-year old newly arrived at an English secondary school. Comprehensible input played an important part in the acquisition of this student's science vocabulary. (SLD)
Francis, N., & Nieto Andrade, R. (1996). Stories for Language Revitalization in Nahuatl and Chichimeca. Central Mexico is home to over 20 indigenous languages whose speakers still occupy their original ancestral communities. In this region, acute language conflict between Native languages and Spanish, the official state language, greatly affects elementary school students such as those in San Isidro Buensuceso Tlaxcala and Mision de Chichimecas in Guanajuato state. With fewer than 2,000 speakers, the Chichimeca language of Mision de Chichimecas faces an uncertain future. Of 285 elementary students, only 110 have retained productive language capacity. Although residents of San Isidro represent the largest indigenous language group (Nahuatl) in Mexico, they too are experiencing indigenous language erosion. A study in the two towns examined the practical benefits of teaching and promoting vernacular or native language literacy. Six years ago, a bilingual education program was implemented at Xicohtencatl Elementary School in San Isidro. Today, the national anthem is sung in both Nahuatl and Spanish, students speak Nahuatl freely, and some bilingual materials are available. However, literacy is still introduced exclusively in Spanish, as is virtually all academic content through sixth grade. Evaluation of student native language writing skills in grades 2, 4, and 6 revealed a more dynamic use and mastery of the Spanish language, with language skills in Nahuatl progressively lagging behind. The early stages of the Chichimeca bilingual education program point to promising new directions for reversing language loss. The program has addressed problems of teacher language competence and linguistic variation by providing teachers with taped versions of stories narrated in Chichimeca by older more fluent students. In addition, a written edition of materials is being prepared for teachers. This paper suggests that narrative structure is a key interpretive framework for language learning and could serve as a bridge between oral and writing skills to the benefit of both language preservation and literacy development. (LP) ED395733
Frau-Ramos, M., & Nieto, S. (1991). "I Was An Outsider": Dropping Out among Puerto Rican Youths in Holyoke, Massachusetts. A study was done to examine the reasons why Puerto Rican youth from the Holyoke (Massachusetts) Public School System drop out of high school and the effect of dropping out of school on the Latino community. The study was conducted using data provided by the Holyoke School Department and drawn from Students' cumulative folders and school district annual reports, which provided information on administrative practices and policies, students' socioeconomic background, and academic performance. The study population included 125 members of the 273 Holyoke High School graduating class of 1990 and 82 students who dropped out during their junior or senior year. Three male dropouts were located and interviewed by telephone. Findings indicate the following: (1) a 68 percent dropout rate among Puerto Rican youth; (2) a lower dropout rate for Puerto Rican students born in Holyoke compared to those born in Puerto Rico; (3) those enrolled in the Transitional Bilingual Education program were half as likely to leave school; (4) the gap between Hispanic Americans and Whites was largest in the area of ability grouping; (5) the curriculum is at odds with the experiences and culture of the majority of students; (6) Hispanic American students had higher grade point averages overall than did White students; and (7) Spanish was the primary language among Hispanic American high school students. Implications of the study for school policy and practice are considered under the following headings; (1) Maintain and strengthen bilingual progams; (2) Reform the curriculum; (3) Rethink ability grouping; (4) Revise retention policies; (5) Develop work-study programs as incentives for young people to stay in school; (6) Improve counseling practices; (7) Maintain reliable records and accurate information about dropouts; (8) Reform disciplinary policies; (9) Investigate teacher student interactions; and (10) Develop a more welcoming school climate. Included are 63 references. (JB) ED344974
Freeman, R. D. (1995). Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School. Issues in Applied Linguistics, v6 n1 p39-63 Jun 1995. Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two- way Spanish-English bilingual program. Presents micro-level classroom analysis demonstrating how team-teachers work together to help students develop academic skills in both languages. (31 references) (Author/CK)
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_____. (1992). Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Profile, 1991-92. Transitional Bilingual Education 1991-92. OREA Report. Project Guidance Oriented Acquisition of Learning Skills' (GOALS) high school students (Asian, European, Hispanic, Haitian) who scored at or below the 40th percentile on the Language Assessment Battery and were at risk of dropping out of school received instruction in English as a Second Language (ESL); bilingual and/or ESL content area courses; native language arts (NLA) in Chinese, Russian, and Spanish; and career related areas. The project planned activities for staff and curriculum development. Project GOALS, which is in its third year, met its objectives for ESL and curriculum development, for ESL reading, and for NLA. The project only partially met its objectives for vocational educational courses and for attendance and dropout reduction. Objectives for content area subjects were unable to be evaluated. Recommendations based on the projects' findings are included and data collection and analysis methods and instructional materials are appended. (JP) ED360848
Gandara, P., & Merino, B. (1993). Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data. Educational Evaluation and Policy Analysis, v15 n3 p320-38 Fall 1993. Data collected at three schools in California with programs for students of limited English proficiency (LEP) suggests that exit rates should not be the focus of evaluations of LEP programs and that schools cannot adequately answer questions about students' academic achievement and English language acquisition by program type. (SLD)
Garcia, G. E. (1992). The Literacy Assessment of Second-Language Learners. The first part of this report reviews the different types of formal assessment measures that have been used to evaluate the language and literacy performance of second-language learners of English in the United States, including language proficiency tests, reading readiness tests, standardized reading tests, basal reading tests, and statewide reading tests. The second part of the report explains informal assessment and describes the various types of classroom activities that teachers can use to evaluate and facilitate the literacy development of second-language students in both bilingual and non-bilingual settings. Activities presented include classroom observation, oral miscue analysis, story retellings, tape recordings of oral reading, reading logs, reading response logs, think- alouds, writing folders, and student-teacher conferences. The report concludes by noting some of the limitations of informal assessment and by pointing out that an informal assessment program can provide classroom teachers with a comprehensive profile of second-language students' literacy strengths and weaknesses. (Author) ED348665
Garcia, G. E., & Godina, H. (1994). Bilingual Preschool Children's Participation in Classroom Literacy Activities: "Once upon a Time" and Its Alternatives. An ethnographic study analyzed and compared children's participation in book reading activities with their participation in other types of literacy activities. Subjects, 15 bilingual children who were enrolled in a multilingual, multicultural preschool program where English was the common language, were encouraged to maintain their native languages through the presence of native-language tapes, books, and activities. Data included classroom field notes, videotapes, and teacher plans recorded and/or collected over one semester. Results indicated that: (1) the children were not very attentive during the book reading in English that occurred during whole group time; (2) the only children that were being read to in their native languages were the Chinese and Russian children; and (3) the children were actively engaged in other literacy activities, and activities that were not formally designed as literacy activities. Findings underscore the importance of creating opportunities for bilingual children's engagement with print in ways other than English book reading. Children in this classroom with its emphasis on multilingualism demonstrated an emerging awareness of different languages, different conventions of print, and different concepts about print. (Contains 12 references.) (RS) ED381770
Garcia, R. F. (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
Garrett, P., & Others, A. (1994). Use of the Mother Tongue in Second Language Classrooms: An Experimental Investigation of Effects on the Attitudes and Writing Performance of Bilingual UK Schoolchildren. Journal of Multilingual and Multicultural Development, v15 n5 p371-83 1994. A study of mother tongue (MT) use in second-language classrooms was conducted in United Kingdom primary schools in two bilingual settings: North Wales (Welsh/English) and Lancashire (Mirpur Punjabi/English). Prewriting activities were carried out with comparable pairs of classes (MT or English, second language). Although attitudes in the MT groups improved, writing performance showed no change. (30 references) (LR)
Garrott, C. L. (1996). Phonemics within the Transitional Bilingual Program: From Haitian Creole to English. Two studies investigated the intrinsic and contextual difficulties of English spelling for native Haitian Creole-speaking children (NHCSs), and the effect of phonemic awareness on the achievement on beginning spellers. Each study had 20 NHCS kindergarten children as subjects. In the first, the subjects were trained in English phonemics (blending, isolation, segmentation, deletion), then tested for phonemic awareness. Results showed the children made errors in increasing order of severity in segmentation, deletion, blending, and isolation, and made significant errors in cluster onsets and cluster coda. The second study had an experimental group of 10 students and a control group of similar size. The experimental group was trained in the same aspects of phonemics and also in pronunciation of syllables illustrating onset rime, vowel coda, cluster onset, and cluster coda, incorporating instruction addressing error patterns found in the first study. Results indicated a significant experimental effect of phonemic training on students' spelling. Recommendations for further research are offered. A 32-item bibliography is included. (MSE) ED392248
Gerardi, S. (1996). The Effects of English as a Second Language on College Academic Outcomes. As part of an effort to assess the City University of New York's English as a Second Language (ESL) program, New York City Technical College conducted a study to determine if the ESL course protocol promoted positive academic outcomes among new immigrant students (NIS's) within the regular curricula. Using scores from standardized assessment examinations and measures of college performance from a sample of 717 freshman from 1990, characteristics of the average NIS were assessed and academic outcomes were examined using the following indicators: (1) cumulative grade point average (GPA) after 10 semesters of study, revealing that NIS's generally earned lower GPA's compared to mainstream students; (2) progress toward degree completion based on total credits earned, indicating that NIS's generally earned less credits than mainstream students; and (3) individuals' survival rate in the system as indicated by persistence and graduation rates after 10 semesters of study, suggesting that NIS's did tend to persist longer than mainstream students. Although the data may be interpreted as discouraging, it may be unfair to compare NIS's with mainstream students; a comparison to native-born students requiring remediation may yield more positive outcomes. Data tables are included. (TGI) ED398946
Gersten, R., & Woodward, J. (1995). A Longitudinal Study of Transitional and Immersion Bilingual Education Programs in One District. Elementary School Journal, v95 n3 p223-39 Jan 1995. Describes a longitudinal evaluation of two approaches to educating language- minority studentstransitional bilingual education and a new approach, bilingual immersion. Students achievement on the Iowa Tests of Basic Skills was traced from grades four through seven, and results indicated significant effects favoring bilingual immersion in language and reading in grades four through six but not in grade seven. (TJQ)
Geva, E., & Clifton, S. (1994). The Development of First and Second Language Reading Skills in Early French Immersion. Canadian Modern Language Review, v50 n4 p646-67 Jun 1994. Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM)
Geva, E., & Others, A. (1993). The Concurrent Development of Spelling and Decoding in Two Different Orthographies. Journal of Reading Behavior, v25 n4 p383-406 1993. Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages (Hebrew and English). (BS)
Godina, H. (1995). Metaphorical Children's Writing in a Whole-Language Classroom. A study described metaphorical writing for engaging Mexican American students in productive emergent literacy activities. During a 2-year qualitative study of a bilingual first-grade classroom, data was collected through an ethnography of communication framework that focused on metaphorical student writing and reading and included interviews and observation. There were about 15 students in the class and each student wrote a number of books that were made available for other students in the class to read. Students regularly discussed the metaphorical interpretations in their writing either through conferencing with the teacher or in round-robin class discussion. The class was clearly successful in its whole language approach, despite the obstacles the instructor faced: finding appropriate Spanish-language texts was not an easy matter; further, many Mexican Americans have been subjected to skill- based instruction, which has left them with negative feelings about education. The instructor overcame this negativity, in part, through establishing an environment that made the students comfortable. He established clear, simple rules, and he provided safe, cozy places in the classroom where students could work alone or in small groups. As a result, the classroom became a comfortable, energetic place. Discussions were facilitated by elevating the student's place, putting them on a platform so they were at a height equal to their teacher. Metaphorical writing was effective because it encouraged authentic representation of student cultural beliefs and a positive motivation toward literacy tasks. (Contains 2 figures and 41 references.) (TB) ED397410
Gold, R., & Strong, M. (1990). A Year in the Life of DeafCAN: Minority Deaf Students in a Community College. The monograph reports on a year-long ethnographic study of a program for deaf students, DeafCAN (College Access Network) at Laney College, a community college in Oakland, California. During the 1988-89 year of observation, the program offered six specially designed courses, a daily lab hour, tutoring services, and a women's support/rap group. The study was designed to describe the program, evaluate the program, and construct a program model for dissemination. The study particularly looked at: the effects of the program on the mental health of the 12 new students, bilingualism and the use of American Sign Language and English, student goals, and DeafCAN as a family. Extensive tape recordings (video and audio) of classroom and informal settings provided the data for analysis. Individual chapters of the report address the following: the setting; the DeafCAN program; the DeafCAN staff; staff meetings; DeafCAN students; students' language attitudes; students' social networks; student writing samples; underlying themes in the DeafCAN program; the impact of DeafCAN on students' mental health; student goals; DeafCAN as a bilingual/bicultural program; DeafCAN as a family; relationships between students and staff; and contact between deaf and hearing cultures. Extensive quotes and anecdotal accounts are included in the report. (DB) ED331256
Golden, J. (1990). Acculturation, Biculturalism and Marginality: A Study of Korean American High School Students. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p93-107 Fall-Spr 198 1990. A questionnaire assessing self-concept, ideal self, and attitudes toward white and Korean-American students was administered to 80 immigrant Korean- American high school students in Colorado. Responses indicate subjects were bilingual and bicultural, had positive self-concept, had made positive adjustments to their new situations, and did not demonstrate negative feelings of marginality. (SV)
Gomez, L., & Others, A. (1996). Naturalistic Language Assessment of LEP Students in Classroom Interactions. Bilingual Research Journal, v20 n1 p69-92 Win 1996. Describes the development of an instrument designed to assess the language competence of second language learners by observing natural interactions in transitional bilingual classrooms. A pilot study that assessed the social language of 24 bilingual fifth-graders in a summer math program provided data for examining the instrument's reliability and validity. Contains 44 references. (LP)
Gonzalez, V. (1993). A Descriptive Study of Education Students' Intellectual-Ethical Developmental Stages, Attitudinal Belief Systems, Background Experiences, and Knowledge about Multicultural Education. A study investigated the attitudes of teachers in graduate-level inservice education concerning multicultural education. Subjects were 55 students aged 20-55 in a graduate-level multicultural education class. Three surveys with open-ended questions elicited information about personal educational background (including gender factors influencing education, effect of race and ethnicity on education, social contact with peers and teachers of other ethnic groups, and socioeconomic status and educational experience), academic knowledge of multicultural education (including three different conceptualizations), and educational beliefs. The surveys were completed both before and after the course. In addition, students were asked to write a philosophical belief paper and a reaction paper in the course. Results indicate that the students acknowledged the complexity of the interaction of demographic factors in education and in later life. Two patterns in intellectual development during the course emerged: (1) beginning with multiple disconnected concepts and ending with conceptual synthesis; and (2) beginning with simplistic views of major concepts, with dualistic perspectives of multidimensional concepts, then showing growth based on knowledge acquisition and formation of connected networks of concepts. Self- reflection and consciousness-raising concerning educational philosophies was seen by participants as both difficult and beneficial. (Contains 22 references.) (MSE) ED356655
Gonzalez, V., & Felix-Holt, M. (1995). Influence of Evaluators' Prior Academic Knowledge and Beliefs on the Diagnosis of Cognitive and Language Development in Bilingual Hispanic Kindergartners. The objective of this case study is to explore the influence of evaluators' beliefs on the diagnosis of language-minority children's cognitive- linguistic development. More specifically, the following five areas are explored: (1) evaluator's cultural and linguistic backgrounds; (2) their beliefs about language-minority children's cognitive-linguistic development and measurements; (3) diagnostic and placement behaviors; (4) ability to personalize questions by making explicit connections between beliefs held and personal backgrounds; and (5) level of awareness of the effect of personality factors on the diagnosis and placement of language-minority children. The major argument underlying findings in this study is that reaching a diagnostic conclusion requires the evaluator to go through an inferencing and interpretation process, especially when currently contradictory evidence is portrayed by qualitative and standardized measurements. Conclusions emphasize theoretical and applied educational implications of this case study for improving our current practices when assessing language-minority students. (Contains 19 references.) (Author) ED384224
Gordon, R. K., & Serrano, A. M. (1993). Approaches to Teaching Language Arts in a Bilingual Multicultural Setting. A study of whole language teaching in urban heterogeneous classrooms was undertaken to identify teacher student classroom discourse patterns. Using the Gutierrez Index of Coding Schema researchers identified three discourse scripts in the 14 bilingual and multicultural classrooms in Southern California under investigation. These were: the recitation script, the responsive script, and the responsive-collaborative script. Results of the study indicated that most teachers favored the responsive script when providing whole language instruction. There were educationally significant differences between experienced and novice teachers on selected variables of the scale. There were insignificant correlational results on the type of discourse pattern teachers used and the standardized California Achievement Tests language subsection. (Three tables of data are included; 43 references, the coding schema, and 9 graphs of data are attached.) (Author/RS) ED354481
Grant, N., & Docherty, F. J. (1992). Language Policy and Education: Some Scottish-Catalan Comparisons. Comparative Education, v28 n2 p145-66 1992. Describes the history and current usage of three minority languages: Gaelic and Scots in Scotland and Catalan in the Spanish autonomous region of Catalonia. Discusses the role of language in cultural identity, preservation, and revitalization and government policies on language of instruction, teacher education, and bilingual education. (SV)
Gutierrez, K. D. (1993). How to Talk, Context, and Script Shape Contexts for Learning: A Cross-Case Comparison of Journal Sharing. Linguistics and Education, v5 n3-4 p335-65 1993. Examined the ways in which language and context are socially and culturally constituted events through a three-year ethnographic study of bilingual (English and Spanish) primary and middle school classrooms utilizing writing process literacy instruction. An analysis of journal sharing activities revealed particular social relationships, normative discourse practices, knowledge exchange systems, and participants' beliefs. (MDM)
Gutierrez, P. (1994). A Preliminary Study of Deaf Educational Policy. Bilingual Research Journal, v18 n3-4 p85-113 Sum-Fall 1994. Investigates the administration and interpretation of deaf educational policy at a regular education campus. There was a breakdown in translation of policy and a lack of articulation between the County and the District, as well as confusion regarding language use in the classroom and a lack of knowledge concerning the bilingual education of the deaf. (27 references) (Author/CK)
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Hall, W. M. (1995). Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction? International Journal of Disability, Development and Education, v42 n1 p17- 31 1995. Multilevel analyses compared performances of 12 deaf Jamaican adolescents (ages 15 and 16) and 12 hearing adolescents (ages 13 and 14) on writing, reading, and (for deaf subjects) sign language tasks. The deaf adolescents' ability to express complex ideas in sign language supported the need for use of a bilingual approach to the teaching of written language to deaf students. (Author/DB)
Han, M., & Others, A. (1997). A Profile of Policies and Practices for Limited English Proficient Students: Screening Methods, Program Support, and Teacher Training (SASS 1993-94). Statistical Analysis Report. Results of the National Center for Education Statistics' 1993-94 Schools and Staffing Survey (SASS) concerning identification of and services to limited-English-proficient (LEP) students are reported in narrative and tabular forms. The survey is the largest and most comprehensive data set available about schools in the United States. Highlights of findings include these: over 2.1 million public school students are identified as LEP, and they account for five percent of all students and 31 percent of all American Indian/Alaska Native, Asian/Pacific Islander, and Hispanic students; LEP students are concentrated in the West, urban areas, and large schools; schools can use a variety of methods for identifying LEP students, most frequently using teacher observation, referral, home language survey, and previous student record; 76 percent of school with LEP enrollments provide English-as-a-Second-Language (ESL) programs and 36 percent have bilingual education programs, with about one-third of schools with LEP enrollments provide both ESL and bilingual education, and 71 percent of LEP students attend these schools; 3 percent of LEP students attend schools with neither program; 42 percent of all public school teachers have at least one LEP student; 30 percent of teachers instructing LEP students have training for it, but few have a related degree. (MSE) ED403781
Harris, K. C., & Nevin, A. (1994). Developing and Using Collaborative Bilingual Special Education Teams. The experience of one urban school district in developing and implementing a program of team teaching for bilingual special education students is examined. Bilingual education teachers, special education teachers, specialists in speech pathology and English as a Second Language, and principals collaborated to construct their own programs in one elementary school and one junior high school. The program was studied by ethnographic methods. Its evolution is described chronologically, and its results are discussed in terms of four general collaboration competency areas needed by educators serving culturally and/or linguistically diverse students. These competencies are: understanding one's own perspective; use of effective interpersonal, communication, and problem-solving skills sensitive to cross- cultural and cross-disciplinary interaction; understanding the roles of collaborators; and use of appropriate assessment and instructional strategies. It is concluded that the program succeeded in helping teachers achieve these competencies. In addition, several lessons learned about the dynamics of bilingual special education teams are outlined. (MSE) ED372643
Heiling, K. (1995). Bilingual vs. Oral Education: A Comparison of Academic Achievement Levels in Deaf Eighth-Graders from Two Decades. This study examined whether the level of academic achievement changed when deaf pupils in Sweden were introduced to sign communication at the preschool or kindergarten level. The study compared performance of 40 deaf students, attending a school for the deaf, on a comprehensive testing program (covering Swedish language and mathematical and numerical ability) in grade 8 with performance of deaf students on the same tests in the 1960s before early sign language was commonly encouraged. The study found significant differences in performance between the current students and their orally trained age-mates. The level of academic achievement had risen, although results from tests of general intellectual ability and spatial/perceptual ability remained the same. Current students were particularly superior in the understanding and use of written Swedish, but the difference was also evident in numerical and mathematical tests. (Author/DB) ED392189
Helle, T. (1994). Directions in Bilingual Education: Finnish Comprehensive Schools in Perspective. International Journal of Applied Linguistics, v4 n2 p197-219 1994. Discusses the concept of language immersion programs in the European context, then focuses on the current trend in Finnish schools to "see what these programs are like." The article concludes with a discussion about the inevitable problems and challenges related to immersion programs. (JL)
Helmar-Salasoo, E. (1995). A National Study of States' Roles in Choosing Reading and Literature for Second Language Learning. Report Series 2.25. A national survey was undertaken in 1993 to discover what approaches and materials state agencies recommend in the teaching of reading and literature to students in elementary and secondary school bilingual and English-as-a-Second-Language (ESL) programs. The report summarizes the study methodology and findings in these areas: existence and content of a state curriculum guide of framework for bilingual/ESL programs; enrollments of limited-English-proficient (LEP) students; instructional support offered by the state in the form of teacher handbooks, materials addressing specific LEP populations; adherence to local control in bilingual/ESL instruction; alignment of bilingual/ESL programs with English language arts programs; use of multifunctional resource centers; workshop and conference offerings for bilingual/ESL teachers; use of core instructional materials lists; and common issues encountered by state ESL/bilingual program directors, including reorganization and reduced resources, lack of trained teachers, difficulty in collecting and disseminating useful "fugitive" material within the state, and time pressures. A brief bibliography is included, and summaries of survey findings and lists of relevant state publications are appended. (MSE) ED392260
Henderson, A., & Others, A. (1993). Summary of the Bilingual Education State Educational Agency Program Survey of States' Limited English Proficient Persons and Available Educational Services, 1991-1992. Information submitted by state education agencies in a survey concerning limited-English-proficient (LEP) populations and available educational services in 1991-92 is summarized. The report contains data in tabular and graphic form with some narrative analysis. An introductory section describes the national study and state surveys, data limitations, and report's structure. Subsequent sections detail the enrollment of LEP students in elementary and secondary schools, the educational condition of this population (retention and dropout rates, academic test performance, and data limitations), methods and criteria used for identification of LEP students, and educational programs for LEP students at the federal, state, and local levels, including enrollment data. Appended materials include the state survey data review procedures, supplementary tables by state, and the survey form. (MSE) ED369292
Heres, A. I. (1993). The Construction of Understanding in a Sixth-Grade Bilingual Classroom. Linguistics and Education, v5 n3-4 p275-99 1993. Analyzed how members of a bilingual sixth-grade class constructed knowledge as they interacted within a particular event of a social studies project. Through classroom observations, a range of features of classroom life were identified that shaped the opportunities students had to construct knowledge, including temporality, interactionals, spaces, positions and positionings, and intertextuality. (MDM)
Hidalgo, M. (1994). Bilingual Education, Nationalism, and Ethnicity in Mexico: From Theory to Practice. Language Problems and Language Planning, v18 n3 p185-207 Fall 1994. Describes the model of assimilation of native Mexican peoples to the broader mainstream. Bilingual education (BE), long used as a tool to facilitate language shift, is examined in the light of the superimposed discourse on national identity and nationalism. It is concluded that the demands of the Amerindians have been placated through the politics of accommodation. (46 references) (Author/CK)
Hillion, M., & Others, A. (1995). Les eleves sourds: Style cognitif et education bilingue/biculturelle (Deaf Students: Cognitive Style and Bilingual/Bicultural Education). This study, reported entirely in French, investigated reasons for deaf secondary students' delay in acquisition of reading skills. The study examined relationships between the students' individual cognitive styles, use of Quebec Sign Language, reading in French, and reading strategies. Subjects were 24 students enrolled in one school, paired in a treatment group of 12 and a control group of 12. An analysis of pretests in the four areas of concern (cognitive style, sign language, reading skills, reading strategies) suggests that deaf students have a common cognitive style characterized by thought that is simultaneously non-verbal, global, intuitive, emotional, concrete, and analogical. Based on these findings, interventions were used in the treatment group to develop skills in each area. Results are presented for the two groups, and three case studies are elaborated; the latter are found to provide additional insight into the learning difficulties of deaf students, particularly difficulty in focusing on meaning when communicating and under-developed spontaneous language and cognitive skills. Testing materials, and student evaluation data are appended. Contains an extensive bibliography. (MSE) ED391363
Hoge, R. D., & Khan, N. A. (1994). Psychological Factors Associated with the Early Immersion Experience. Draft. In French immersion programs in Canadian public schools, kindergarten is taught all in French, and the proportion of French instruction gradually decreases thereafter until in seventh grade instruction is only 50 percent French. This study examined the psychological adjustment of a group of first-grade children who had been enrolled in an early French immersion program (EFI) since kindergarten. These students were compared with a group of first-grade children from regular English (RE) classes. Also studied was a group of students in grades 1 through 3 who were transferring into the RE program; these students were compared with those remaining in the EFI program. Students were measured by parent and teacher ratings to assess cognitive functioning, language development, school-related stress, behavioral adjustment, and academic competencies. The results showed very little evidence of differences between the EFI and RE students in average levels of stress, academic competencies, or behavioral adjustment. Only one academic variable favored the RE class. The transferring students displayed exceptionally high levels of school-related stress reactions and behavioral dysfunction. (TM) ED370719
Holobow, N. E., & Others, A. (1991). The Effectiveness of a Foreign Language Immersion Program for Children from Different Ethnic and Social Class Backgrounds: Report 2. Applied Psycholinguistics, v12 n2 p179-98 Jun 1991. Presents the results of the second year of a four-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio, that includes children from lower socioeconomic group and ethnic minority group (Black) backgrounds in addition to majority (White) and middle-class students. (17 references) (GLR)
Hoon, S. S. (Jun 1994). Quality of Kindergarten Education in Singapore: Parents' Views and Expectations. A study investigated parents' perceptions of the quality of kindergarten education in Singapore. Subjects (437 parents from 10 kindergartens) responded to a survey on reasons for wanting their children to attend kindergarten and their choice of kindergarten. Responses were categorized according to: (1) socioeconomic characteristics of the parents; (2) factors in the choice of kindergarten such as qualified staff, good facilities, individual attention, a strong academic program, emphasis on language learning, and a good academic reputation; (3) choice between private and government-aided kindergartens; (4) parents' reasons for sending children to kindergarten; and (5) parental expectations. Findings indicated that parents generally had a fairly definite idea of the kind of kindergarten education they wanted for their children, and revealed that: (1) parents in Singapore value kindergarten education for exposing their children to a structured learning situation; (2) all parents regarded preparing children for school (acquiring basic cognitive skills and language competencies) as the most important function of kindergarten; (3) most parents considered quality more important than personal convenience or financial commitment; (4) parents from the high SES group favored private kindergartens while those from the low SES favored government-aided kindergartens; (5) high SES parents rated cognitive skills, social skills, and discipline training as more important than did low SES parents; and (6) socioeconomic factors had varying effects on parents' kindergarten decisions and expectations. (AA) ED376968
Hopstock, P., & Others, A. (1993). Serving Different Masters: Title VII Evaluation Practice and Policy. Volume IFinal Report. A study was conducted to review local Title VII evaluation and improvement practices, focusing on local Transitional Bilingual Education and Special Alternative Projects. This final report summarizes the findings of the study, and includes a separate report on 18 case studies of evaluation systems of local Title VII grantees. The study reviewed the applications and reports of 200 Title VII projects and conducted a mail survey of directors and evaluators of all 655 projects funded in that fiscal year, followed by 18 case studies. It is concluded that the purposes and audiences of the program evaluations have not been clearly articulated by the ED and there has been no clear description of how the evaluations should be integrated or prioritized. Few of the many possible uses are being realized, so that reports are not being used in systematic evaluations at a higher level. Findings concentrate on: (1) purposes and uses of evaluations; (2) evaluation of implementation and student outcomes; (3) the quality and cost of evaluations; (4) qualifications of evaluators; and (5) evaluation assistance. Program options for the Federal Government are suggested, relating to the conduct and use of the evaluations. The report contains four tables of evaluation details. Appendix 1 presents the survey results, with 54 tables of responses from directors and evaluators. Appendix 2 is the summary of case findings from the 18 case studies. (SLD) ED359269
Hopstock, P., & Young, M. (1993). The Status of Title VII Evaluation Practice: A Summary of a National Review of Title VII Evaluation and Improvement Practices. A Summary of a Report. In 1989 the Department of Education contracted with Development Associates, Inc., to conduct a review of the evaluation and improvement practices of projects funded under Title VII of the Elementary and Secondary Education Act, often known as the Bilingual Education Act. The study focused on local transitional bilingual education and special alternative projects and was designed to describe and assess local evaluation practices and the use of evaluation results. This paper summarizes some of the highlights of the findings and conclusions of the study. Three major activities were conducted: (1) a file review of the applications and evaluation reports of a stratified random sample of 200 Title VII projects funded in fiscal year 1989; (2) a mail survey of all project directors and evaluators of 655 projects funded in that year; and (3) case studies of evaluation systems of 18 local projects. Findings indicate that the purposes and audiences for Title VII evaluations have not been clearly articulated by the U.S. Department of Education, and that there has also been no clear description of how the evaluation needs of the department and local projects should be integrated or prioritized. It was also found that evaluation reports are integrated or prioritized has not been made clear. Evaluation reports are not being used systematically, and, in general, their quality is only poor to adequate. It is concluded that there is an inherent tension between evaluation that is primarily conducted for a federal sponsor and that which is conducted for a local project. Two tables summarize evaluation purposes and needs. (SLD) ED359238
Hornberger, N. (1990). Creating Successful Learning Contexts for Biliteracy. Based on a long-term comparative ethnographic study in two Philadelphia (Pennsylvania) public schools, the study reported here describes what two teachers do to create successful learning contexts for the biliterate development of linguistic minority children in their classes. Two classrooms situated in contrasting community, program, and language contexts are examined: a fourth/fifth grade in a two-way maintenance bilingual education program for Puerto Rican children and a fourth grade in a mainstream/English-as-a-Second-Language pullout program for Cambodian children. The learning contexts are discussed in terms of four themes identifying critical aspects of contexts for teaching biliteracy: motivation, purpose, text, and interaction. Specifically, the study asks what it is that these teachers do that goes beyond good teaching to be good teaching for biliteracy, and how their approaches differ according to the particular configuration of biliterate contexts, biliterate media, and individual biliterate development of the linguistic minority children in their classes. (Author/MSE) ED335930
Howard, E. R., & Christian, D. (Mar 1997). The Development of Bilingualism and Bilteracy in Two-Way Immersion Students. The report discusses the first- and second-language development, oral and written, of native English-speakers and native Spanish-speakers in the two- way immersion (TWI) program at Key Elementary School (Arlington, Virginia). Data were drawn from classroom observation from 1994-96, student performance measures, and student work samples. Three Spanish-speaking and three English-speaking students were chosen at each grade level for more focused observation regarding language use and participation patterns. Results show that, in general, students were observed using the language of instruction while talking to the teacher and engaged in academic activities. In the lower grades, native English-speakers were sometimes observed addressing the teacher in English during Spanish time. Use of Spanish during English time was rare. Oral English proficiency developed fully in all students. While all students achieved communicative competency by grade 5, a gap in Spanish fluency remained between native Spanish-speakers and native English-speakers. In general, all writing samples were of high quality, with the English comparable for both native-language groups. In Spanish the essays of native-speakers tended to be more sophisticated. Two samples by the same student are analyzed briefly. Implications of the findings for program development are discussed. Contains 22 references. (MSE) ED405741
Hsui, V. Y. (1996). Bilingual but Not Biliterate: Case of a Multilingual Asian Society (Changes in Literacy). Journal of Adolescent & Adult Literacy, v39 n5 p410-14 Feb 1996. Examines Singapore's multilingual society, and finds that after 10 years of bilingual education, most young adults are primarily monolingual readers of English, the first school language, and largely will not read in their ethnic languages. Examines social, political, educational, and personal factors contributing to a general lack of success in nurturing biliteracy in Singapore. (SR)
Huang, G. G. (1992). Self-Reported Biliteracy and Self-Esteem: A Study of Mexican American 8th Graders. This study examines the relationship between proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) and the self-esteem of Mexican American students. The concept of proficient bilingualism has not been widely used to examine bilingual education's noncognitive functions, in particular its effect on the self-esteem of Mexican American students. This study analyzed data from the 1988 National Education Longitudinal Survey. The sample included 1,034 Mexican, Mexican American, and Chicano eighth graders with a Spanish-English bilingual background. Based on self-report, students were categorized as either biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. A set of 13 questions that measured self-esteem were factor analyzed, generating three subdimensions (self-deprecation, self-confidence, and fatalism). Controlling for students' sociodemographic background, school experience, academic performance, and status among peers, analysis revealed: (1) Mexican American children who saw themselves as biliterates had the highest self-confidence as compared to monoliterates and oral bilinguals; (2) English monoliterate children had lower fatalistic attitudes than other children; (3) self-reported Spanish monoliterates seemed disadvantaged in the three measures of self esteem; and (4) there was a strong interactive effect between parents' education and children's birth place (U.S. or foreign) on biliteracy identity. This paper includes data tables. Contains 40 references. (LP) ED356937
Huang, G. G. (1992). Spanish Proficiency and Self-Esteem: A Study of Mexican American 8th Graders. This study examines the conditions under which Spanish proficiency is associated with self-esteem among Mexican American adolescents. The study questions the validity of a gross relationship between Spanish proficiency and self-esteem and postulates that the link is stronger: (1) for youth whose significant others prefer speaking Spanish; (2) for youth who speak Spanish with parents and friends, as opposed to only with one group; and (3) for students attending schools with a high proportion of minority students. The study used data from the National Education Longitudinal Study of 1988 to test the interaction effects. Among the results: (1) Spanish proficiency has a significant positive effect on self-esteem for students who frequently speak Spanish with their fathers, but not for those who spoke Spanish with friends; (2) proficiency's positive effect on self- esteem is greater for those who spoke Spanish with both fathers and friends; and (3) Spanish proficiency is related to self-esteem for students attending schools with high minority rates. In conclusion, Spanish proficiency does not seem grossly related to self-esteem. Rather, it positively influences self-esteem only for Mexican American students who frequently speak Spanish with parents and who attend schools with high rates of minority students. The data suggest that the family is more influential than friends in socializing Mexican American adolescents, and may justify differential policies for home-language maintenance or bilingual programs. (TES) ED404046
Huerta-Macias, A., & Quintero, E. (1992). Code-Switching, Bilingualism, and Biliteracy: A Case Study. Bilingual Research Journal, v16 n3-4 p69-90 Sum-Fall 1992. In a classroom setting with young bilingual children and their parents, oral and written code switching allowed for effective communication among parents, children, and instructor in a way that was natural and comfortable for all involved. Proposes that code switching be viewed as part of a whole language approach in bilingual contexts. (Author/TD)
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Inman, J. E. (1993). Cooperation among Second Language Specialists: Annual State Survey of the Joint National Committee for Languages. The 1993 annual national survey of state supervisors of foreign languages concerning language enrollments, language offerings, state supervisor's responsibility, cooperation between language departments and other education offices, and educational reform efforts is reported. Thirty-nine states responded to the survey. Of these, 34 received funding from the federal Foreign Language Assistance Program (FLAP), which provides funding support for instruction in Arabic, Korean, Spanish, Russian, Japanese, Chinese, French, and German. In ten states, English-as-a-Second-Language (ESL) and/or bilingual education programs are administered through their offices. The survey also gathered information on primary responsibilities of state supervisors for federal language programs, grant applications, curricula, teacher certification, monitoring of student progress, policy formation, teacher training, instructional materials selection, technical assistance, and other functions. Following a summary of findings, the report contains summaries of each state's survey response. These citations include the name and title of the respondent, foreign and bilingual education enrollment figures, FLAP and other federal program involvement, innovative language program offerings, state supervisor responsibilities, and nature of cooperation among foreign language departments and state offices. (MSE) ED375618
Irby, B. J., & Others, A. (1997). Building a Community of Learners through a Professional Development Model. An effective partnership among university students and professors, school district administrators, teachers, elementary school students, and parents from the school community is described. Relationships originally formed through a Title VII Transitional Bilingual Education grant were strengthened through the development of the Sam Houston State University Center for Professional Development. The Center differed from many other partnerships in that college students (preservice teachers) attended classes at the elementary school site. Twenty-four college students majoring in education took three courses in elementary education and were required to work with a cooperating teacher during the methods course semester. Students spent between 3 and 7 hours a week in their assigned classrooms. They observed the classroom teachers and university teachers as they delivered model lessons, and then began to teach classes themselves. Preservice teachers, classroom teachers, and college faculty saw themselves as members of the community. In addition, the diverse nature of the student body promoted the development of a multicultural attitude among the preservice teachers. As the field-based experiences developed, the educational community began to reach out to parents, providing Saturday classes in English as a second language and computer skills. Field-based experiences of this type, given the right components, can work in any community. A key factor in the success of this program was that all partners saw themselves as significant components of the learning community. (Contains 1 table and 16 references.) (SLD) ED406495
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Jones, T. G. (1991). Rethinking Programs for Language Minority Students. Journal of Educational Issues of Language Minority Students, v9 p61-74 Fall 1991. The implementation of bilingual and English-as-a-Second-Language programs in public schools was examined as part of a larger study on school district personnel's perceptions of change and roles played in change efforts within school systems. Results suggest a need for more sophisticated knowledge of program implementation techniques. (10 references) (LB)
Jones-Correa, M., & Leal, D. L. (1996). Becoming "Hispanic": Secondary Panethnic Identification among Latin American-Origin Populations in the United States. Hispanic Journal of Behavioral Sciences, v18 n2 p214-54 May 1996. Data from the Latino National Political Survey were used to examine respondents' use of primary and secondary ethnic identifications. "Hispanic" ethnicity was found to be neither simply instrumental nor cultural but rather a complex phenomenon, differing by many demographic characteristics and by use of panethnicity as a primary or secondary identification. Includes numerous data tables. (LP)
Jong, S. d., & Riemersma, A. M. J. (8 Dec 1993). Bilingual Education in Fryslan: Levels of Language Proficiency in Both Dutch And Frisian at the End of Primary School. A majority of the population of Friesland in the Netherlands can speak the Frisian language and over 90 percent can understand it. Frisian is spoken by 55 percent of the population but only 10 percent of the population claim to be fluent in writing Frisian. A brief review of the development of Frisian in education suggests that Frisian has a rather strong position in formal legislation in education. Further, the formulation of objectives hints at the direction of full bilingualism. However, the position of Frisian in daily practice is rather weak and the implementation of Frisian has not resulted in a strong position of Frisian in primary education. Analysis of class hours per week spent on other minority languages in Europe such as Catalan, Basque, and Welsh supports this point. A research project is described that investigated the command of Frisian and Dutch by both Frisian- and Dutch-speaking students. Data are presented concerning students' speaking, reading, comprehension, spelling, and composition abilities. Findings support two conclusions: (1) education in Frisian does not negatively influence the command of the Dutch language of either Frisian- or Dutch-speaking pupils in Friesland, and (2) the command of the Frisian language of both Frisian- and Dutch-speaking pupils is of a very low level at the end of primary school. (Contains 27 references.) (JP) ED365131
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Kalmar, T. M. (1992). Drawing the Line on Minority Languages Equity and Linguistic Diversity in the Boston Adult Literacy Initiative. Adult Basic Education, v2 n2 p84-112 Sum 1992. A mathematical/graphics schema used to analyze statistical data from an adult literacy initiative identifies gaps attributable to an implicit strategy of containment that differs from the intent of Lau v Nichols in elementary-secondary education. A moral equivalent of Lau is needed to achieve equity in linguistic diversity in adult literacy. (Author/SK)
Kaplan, R. G., & Patino, R. A. (24 Oct 1996). The Effects of a Communicative Approach on the Mathematical Problem Solving Proficiency of Language Minority Students. Although it takes only 2 years to attain conversational competence in a second language, it takes up to 7 years to realize sufficient language competence to achieve academically at the level of native speakers. Specific adaptations in instructional methods in mathematics for language minority students should include techniques from English as a second language or bilingual education and those of current practices in mathematics education focusing on communication. This paper describes a method for teaching mathematical problem solving for use with students with limited English proficiency. The instructional method is based on ethnographic examination of techniques used in teaching mathematics to a sixth grade Spanish/English bilingual class of 30 students with a wide range of English competence. The five key components of the method are: (1) provide a linguistic warm-up to the problem; (2) break down the problem into natural grammatical phrases; (3) students work out the problem in pairs; (4) students present their own solutions to the group; and (5) students create problems with similar structures. Study results indicated that students became more successful independent mathematical problem solvers. Appendices contain a description of classroom procedure, a sample word problem broken down into natural grammatical phrases, and scoring criteria for pretests and posttests. (PVD) ED404166
Kaplan, R. G., & Patino, R. A. (8 1996). Teaching Mathematical Problem Solving to Students with Limited English Proficiency. Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent assessments of their learning of mathematics, therefore, is often unrelated to their potential for learning and understanding mathematics concepts and procedures. This study describes a program that attempts to utilize a blend of techniques from the fields of ESL or bilingual education and those of current practices in mathematics education focusing on communication in order to develop better mathematical problem solving approaches among upper elementary grade language minority students. An ethnographic study of one mathematics teacher and his approximately 30 sixth-grade students found that students with greater English competency did not demonstrate significant differences in their scores for problem solving in English and Spanish although there was a strong trend for scores to be higher in Spanish both at pretest and posttest times. (MKR) ED396933
Kauffman, D., & Others, A. (1994). Content-ESL across the USA. This book highlights information from a project that focused on where and how content-based English-as-a-Second-Language (ESL) instruction has been implemented in pre-K through Grade 12 classrooms in public schools across the United States. A database was constructed of 3,000 public schools that have content-ESL programs. Descriptions of the programs were obtained through two questionnaires, by telephone, and from 2-day site visits conducted at 20 schools. The book is based primarily on the field reports of the 20 site visits but contains, in addition, highlights of the survey. It is for educators interested in learning more about content-ESL programs in other schools and provides information on designing a program, implementing or modifying a program, or sustaining an existing program. Part 1 describes the students who were observed and interviewed for the study; actions taken to meet federal, state, and district-level mandates; in-take, placement, and exit procedures; program designs; and curricula used at the school sites. Part 2 observes how teachers make content and language modifications and use a variety of resources to help students acquire academic concepts. The use of native languages and cultures in instruction and the assessment tools used to measure students' content achievement and English proficiency are discussed. Part 3 looks at what the site schools are doing in the way of professional development and community involvement. (Contains 54 references.) (VWL) ED372655
Kenyon, D. M., & Stansfield, C. W. (1992). Examining the Validity of a Scale Used in a Performance Assessment from Many Angles Using the Many-Faceted Rasch Model. An attempt is made is this paper to examine the validity of the American Council on the Teaching of Foreign Languages (ACTFL) scale through a comparison of the scaling of speaking tasks and speech performances by the scale and by a Rasch analysis of judgments made by "naive" persons. The results of the multi-faceted Rasch analysis seem to support the use of the scale in assessing developing second language proficiency. The unifying element was the underlying ACTFL scale. The results indicate a tendency towards convergence of the judgments made by "naive" judges across three different groups, made during separate phases of the test development project, made on different aspects of the project, and made using different methods of indicating decisions with the ACTFL scale. It is concluded that the use of the ACTFL Proficiency Guidelines is justified for developing performance-based assessments of speaking ability. Documentation is presented in 10 tables, and appendices provide: (1) the Structure of the Texas Oral Proficiency Test (TOPT)Spanish; and (2) the TOPT Bilingual Education Teachers Job-Relatedness Survey. Contains 16 references. (LB) ED343442
Kenyon, D., & Stansfield, C. W. (3 Aug 1993). Evaluating the Efficacy of Rater Self-Training. This paper examines whether individuals who train themselves to score a performance assessment will rate acceptably when compared to known standards. Research on the efficacy of rater self-training materials developed by the Center for Applied Linguistics for the Texas Oral Proficiency Test (TOPT) is examined. Rater self-materials are described and analysis of data is reported from a study conducted during their development. Eight individuals worked through the materials on their own and submitted qualitative feedback on the materials and on their experience with them. They also participated in a calibration study in which they independently rated recorded segments from a TOPT administration. These ratings were analyzed by traditional approaches and by a multifaceted Rasch approach. Findings indicate that the raters as a group scored the TOPT consistently, although differences in rater severity led to some important disagreements with the rating key. The study illustrates the role of background characteristics and motivation in the success of rater self- training. (Contains 8 references.) (JL) ED360844
Kiang, P. N., & Others, A. (1995). Don't Ignore It: Documenting Racial Harassment in a Fourth-Grade Vietnamese Bilingual Classroom. Equity & Excellence in Education, v28 n1 p31-35 1995. Describes a harassment documentation project conducted with 26 Vietnamese bilingual students, primarily immigrants, in an urban fourth-grade classroom. Results suggest the importance of documenting student experience as a reality and validity check and as a support a model for designing ways to gather meaningful data. (SLD)
Kiernan, B., & Swisher, L. (1990). The Initial Learning of Novel English Words: Two Single-Subject Experiments with Minority-Language Children. Journal of Speech and Hearing Research, v33 n4 p707-16 Dec 1990. These two single-subject, alternating treatment design experiments with a total of seven young children (Navajo speaking and Spanish speaking) found that receptive learning of novel words in a second language reaches a preestablished criterion in fewer trials under a bilingual compared with a monolingual condition. (Author/DB)
Kucer, S. B. (1992). Six Bilingual Mexican-American Students' and Their Teacher's Interpretations of Cloze Literacy Lessons. Elementary School Journal, v92 n5 p557-72 May 1992. Examined the relationship between a teacher's understanding, and six bilingual, Mexican-American third graders' understanding, of modified cloze reading lessons that were taught during an academic year. Students were able to use context clues and describe what the modified cloze procedure involved. However, students rarely understood the purpose behind the task. (GLR)
Kucer, S. B. (Nov 1993). Change and Resistance in a Bilingual Whole Language Classroom. A study examined how two third-grade bilingual (Mexican-American) students resisted, appropriated, and/or internalized a whole language curriculum and the relationship between student interaction with and response to the whole language curriculum and their literacy development. Participant-observer ethnographic field notes recorded over an entire academic year were supplemented with data (collected at the beginning and end of the school year) from students' oral reading of several stories appropriate to their reading ability, students' stories about a frightening experience, and the results of students' spelling 57 randomly selected words from the third- grade speller. Results indicated that: (1) 84% of Jose's interactions with the curriculum were as intended by the teacher while Angie engaged with the curriculum 56% of the time; (2) Jose appeared to be able to put his own beliefs about the reading and writing processes "on hold" as he interacted with various literacy activities, while Angie had great difficulty "buying into" the whole language curriculum; (3) Angie was also blocked by her concerns for conventions; (4) Jose increased by 18% his ability to produce sentences that were syntactically acceptable and meaningful, while Angie increased by only 2%; and (5) writing development showed a similar pattern. Findings suggest that the lack of Angie's growth in her ability to construct meaning through written language appears to be related to her resistance to a curriculum that conflicted with her own beliefs about literacy and learning. Eight tables of data are included. Contains 18 references. (RS) ED366931
Kuhlman, N. A., & Others, A. (1993). Emerging Literacy in a Two-Way Bilingual First Grade Classroom. A study investigated the emerging journal-writing skills of 16 monolingual Spanish-speaking Mexican Americans and 10 monolingual English-speaking first-graders in San Diego County, California, in a whole-language, two-way bilingual classroom. The research looked for developmental stages in writing in the primary language, similarities or differences for the second language, the beginning of spontaneous second-language writing, and occurrence and results of social interaction during journal writing. It was found that the children approached the writing task from unique and individual perspectives, combining drawing and writing in early journals, experimenting with alphabetic forms and shapes, writing lists, and repeating patterns of letters, words, and sentences. They used early journals for egocentric writing activities, actively constructing writing schema through manipulation and experimentation. As the year progressed, journals became more audience-oriented as the children interacted with their peers, teachers, and researchers. (MSE) ED360868
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_____. (1993). Limited English Proficient Students in Intermediate Schools and in High Schools.A Concern About... Concerns, n40 p1-7 Jul 1993 Jul 1993. The typical public school classroom is more diverse, linguistically and ethnically, than 20 years ago, with a dramatic increase in the proportion of limited-English-proficient (LEP) students. This pattern is reflected in secondary as well as elementary schools. Research indicates many of these students are at risk of failure or dropping out. A telephone survey of 33 state education agency bilingual education directors revealed a number of areas in which barriers to LEP student progress occur. These include: limited access to the core curriculum because of limited language skills; lack of native language literacy skills; isolation in rural areas; dearth of counselors with appropriate language skills or training in evaluating foreign educational credentials; limited instructional materials at the secondary school level; and outdated English-as-a-Second-Language (ESL) methodology. Practices that hold promise for addressing these problems include: team teaching to improve access to content areas; parent outreach; use of interactive technology to support native language and ESL instruction; and temporary English teaching certificates for teachers who are bilingual and have content knowledge. Additional recommendations include: linking these changes with overall reform initiatives; modifying teacher training; allowing LEP secondary students extra time to attain credits for graduation; and more local responsibility for inservice teacher training. (MSE) ED364111
Lam, T. C. M., & Gordon, W. I. (1992). State Policies for Standardized Achievement Testing of Limited English Proficient Students. Educational Measurement: Issues and Practice, v11 n4 p18-20 Win 1992. Findings from a state survey about practices in testing students of limited English proficiency (LEP) confirm a general lack of policies and guidelines relating to the standardized achievement testing of LEP students. Concern for LEP students in testing may reflect a general interest in bilingual education. (SLD)
Lamarre, N. (Jun 1990). The Experiences of Anglophone Elementary Principals with French Immersion Programs in Alberta. The administration of French immersion program in an elementary school in Alberta, Canada, by anglophone principal with little or no knowledge of French is examined in this study. Interviews with eight anglophone elementary school principals found that a lack of knowledge of French was not perceived as a barrier to effective implementation of French immersion programs, although French language proficiency was viewed as an asset. Essential factors for effective administration of French immersion programs are commitment, understanding of program context, communication, and interdependent relationships. Fifteen implications for practice and eight recommendations for further research are included. Appendices include correspondence and questionnaire samples, and transcript and logbook extracts. (57 references) (LMI) ED323663
Lambert, W. E., & Cazabon, M. (1994). Students' Views of the Amigos Program. Research Report No. 11. This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two- way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African American. For half the day Spanish is the medium of instruction and English is used for the other half. A 25-questions survey was administered to Grade 4, 5, and 6 Amigo students designed to sound out their perceptions of the two-way language learning experience and the social world it provides. Results showed that both English- and Spanish-Amigos are aware of their progress in acquiring skills in both Spanish and English; that both groups have confidence in their potential as teachers of these languages; and that both are sensitive to cultural norms governing language use outside of school. Results also showed that the majority of Amigo students are basically satisfied with the program; that they want to continue in it and in their own bilingual/bicultural development; and that they do not believe the program has jeopardized their academic progress nor their command of their first language. The study investigators believe that these perceptions and opinions of students are essential to the evaluation of the program's effectiveness and to the program's amelioration. Appended to the report are the responses displayed in tabular form by grade following each of the 25 questions. A brief second table gives data on average Spanish and English reading scores of the Spanish Amigos. (LR) ED390248
Lambert, W. E., & Others, A. (1993). Bilingual Education for Majority English Speaking Children. European Journal of Psychology of Education, v8 n1 p3-22 Mar 1993. Reports on a 3-year study of approximately 100 students through grades 4, 5, and 6 on the impact of a variety of second-language learning options among English-speaking children in francophone Canada. Finds that those options that use early, French-only environments were most effective. (CFR)
Landry, R., & Allard, R. (1993). Beyond Socially Naive Bilingual Education: The Effects of Schooling and Ethnolinguistic Vitality on Additive and Subtractive Bilingualism. The position taken in this paper is that the basic debate concerning the effectiveness of bilingual education has been totally "socially naive." A study investigated the concept that the ethnolinguistic vitality of a community determines the quality and quantity of linguistic contacts with one's own linguistic group and with other ethnolinguistic groups, which in turn strongly influence linguistic proficiency, ethnolinguistic identity, and desire to integrate first-language (L1) and second-language (L2) communities. A model to that effect is proposed and applied to about 1,500 grade 12 anglophone and francophone students in seven Canadian provinces. Effects of the degree of L1 schooling and those of the strength of the L1 network of linguistic contacts in the social milieu were analyzed. It was found that the latter were stronger than the former for these variables: desire to integrate L1 and L2 communities, ethnolinguistic identity in L1 and L2, L1 and L2 self-rated oral proficiency, and L2 cognitive-academic proficiency. L1 schooling had the strongest effect on cognitive-academic proficiency. Results support the hypothesis that additive bilingualism is best promoted by immersion in L2 for high-vitality groups and by L1 schooling for low-vitality groups. It is concluded that the effects of bilingual education cannot be understood without taking account of the strong influences of the students' sociolinguistic environment. (MSE) ED360866
Lane, S., & Others, A. (Mar 1995). An Examination of the Performance Gains of Culturally and Linguistically Diverse Students on a Mathematics Performance Assessment within the QUASAR Project. The performance of students from different racial or ethnic subgroups and of students receiving bilingual (Spanish and English) or monolingual (English only) instruction in mathematics was studied using students from schools in the QUASAR (Qualitative Understanding Amplifying Student Achievement and Reasoning) project, a mathematics education reform project supporting innovative instruction for middle school students in economically disadvantaged communities. Patterns of ethnic distribution vary across QUASAR sites, and linguistic diversity was found at many QUASAR sites. Data were from administration of the QUASAR Cognitive Assessment Instrument (QCAI) to approximately 1,000 students in grades 6, 7, and 8 at 2 QUASAR project schools, one of which provided bilingual classes for its predominantly Latino population. Results indicate that the instructional programs of both schools provided similar educational opportunities in mathematics, with parallel gains for African American and Caucasian students. Results also indicate that high quality mathematics instruction can be made available to students in bilingual classes. Evidence also supports the validity of the QCAI. (Contains 5 figures and 40 references.) (SLD) ED390927
Lee, F. Y. (1995). Asian Parents as Partners. Young Children, v50 n3 p4-9 Mar 1995. Forty parents, representing five different Asian groups living in California and Colorado, were interviewed about their attitudes toward their children's education. Found that, in general, Asian parents are interested in their children's school progress and are willing to help at school. Suggests ways to help teachers capitalize on this interest for the benefit of the children in their classes. (AA)
Lemberger, N. (1992). Bilingual Teachers' Voices. In a study of bilingual education teachers' experiences and perceptions of bilingual education, four female trained, experienced, Spanish-English bilingual primary school teachers were interviewed in depth and observed in class. Semi-structured, open-ended interviews focused on the following: teacher background and experience; experiences with students, colleagues, administrators, and parents; changes in curriculum and policies over time; and experiences in bilingual teacher education. Narrative case studies for each teacher, maintaining her own voice, were created. Cross-case analysis of the narratives revealed similarities and differences and allowed comparison with recent literature. The report describes the study and summarizes major findings in the following areas: effects of teacher background on teaching; need for native language policy commitment and improved evaluation instruments, procedures, and policies; collegial acceptance and institutionalization of bilingual programs; teacher professional judgment and curriculum design; formal and informal teacher education opportunities; the teachers' roles with students; and the bilingual teacher as a community liaison. A 17-item bibliography is included. (MSE) ED348878
Levitan, S. A., & Gallo, F. (Nov 1993). Education Reform: Federal Initiatives and National Mandates, 1963-1993. Occasional Paper 1993-3. The federal government initiated educational reform measures in the United States long before the subject became a matter of national concern. In recent decades, reform has focused on helping children whose special needs were neglected by the school system. Evidence shows that these efforts have improved services to neglected groups, but without increases in federal funding. Still, the role of the federal government in shaping elementary and secondary education is likely to grow during the 1990s. That role is more likely to be in systemic school reform through the design of curricula, model texts, tests, equipment, and the hiring of staff to free up teachers for instruction. Improving preschool education and the transition from school to work will also be emphasized. This report suggests that federal intervention is necessary if systemic education reform is to be successful. Included is a review of major federal initiatives from Head Start through high school. Other topics discussed are: Chapter 1, students with disabilities (special) education, bilingual education, and vocational education. Reforms outside the school system, improving the basic educational system through national standards and tests, teacher education, text and equipment improvement, staff increases, and school-to-work programs are also considered. A general overview of federal education policy concludes the document. (JPT) ED366066
Lincoln-Porter, F. (1993). Planning Language-in-Education in Arkansas: A Case Study. Working Papers in Educational Linguistics, v9 n1 p84-103 Spr 1993 1993. Aspects of state planning for language in education in Arkansas are examined and of several models of language planning that illuminate this case are analyzed. Information was gathered on language minority populations in Arkansas from census data, reports, and public and private sources. From this, an overall picture of language planning in the state was constructed. Three case studies of areas with language minority populations are used to illustrate the findings: the Hmong in Fort Smith; the Springdale School District; and Paragould Junior High School. As background, the evolution of state policy on English as the official language and on intervention with limited-English-proficient students is chronicled. The case studies are then outlined. In Fort Smith, federally- funded bilingual education was not able to serve the Hmong population, which later relocated to Georgia. The Springdale School District obtained federal funds to train teachers for rapid transitional bilingual education, to mainstream students as quickly as possible. In Paragould, the arrival of two Hispanic junior high school students, an unusual occurrence, caused school personnel to improvise, successfully, by treating the students' native language as a resource, not a barrier. It is concluded that Arkansas' decentralization of policy concerning language in education and the state's limited financial resources suggest that policy supporting native language maintenance may not be feasible. (MSE) ED359775
Lindholm, K. J. (1991). Theoretical Assumptions and Empirical Evidence for Academic Achievement in Two Languages. Hispanic Journal of Behavioral Sciences, v13 n1 p3-17 Feb 1991. Studies second and third grade Spanish and English native speakers' proficiency in both languages and academic achievement, following exposure to extended-length bilingual/immersion program. Considers theoretical assumptions regarding language-thought relationship. Results link bilingualism and achievement. Identifies two language-proficiency types. Indicates content transfers across languages. (TES)
Lindholm, K. J., & Aclan, Z. (1993). Relationships among Psychosocial Factors and Academic Achievement in Bilingual Hispanic and Anglo Students. This study examined the relationships among a set of psychosocial variables (academic competence, physical appearance, self-worth, and motivation) and between the psychosocial variables and academic achievement for 236 third grade and fifth grade native Spanish speakers and native English speakers enrolled in a bilingual immersion program since kindergarten. Analyses of students' responses to several measures showed significant main effects for grade on every psychosocial variable, with third graders scoring higher than fifth graders and significant grade level effects in Spanish mathematics and English reading and mathematics, with fifth graders outperforming third graders. English speakers scored higher than Spanish speakers in academic competence, English reading and mathematics, and Spanish mathematics; Spanish speakers outperformed English speakers in Spanish reading. The best predictors of current English reading and mathematics achievement were the Spanish and English mathematics scores from two years previous. Results are compared with previous research and discussed in terms of their theoretical significance. (Contains 21 references.) (JL) ED360845
Lo Bianco, J., & Liddicoat, A. (1991). Language Use in Classrooms in Western Samoan Schools. Language and Language Education, Working Papers of the National Languages Institute of Australia, v1 n1 p83-100 1991 1991. To inform discussions of revising the curriculum of junior secondary schools in Western Samoa, a series of structured observations of classrooms was conducted. Data from 145 classes, covering Business/Commercial Studies, English Home Economics, Manual Arts, Mathematics, Samoan Studies, Science and Social Science, were analyzed. With the exception of Samoan Studies and Manual Arts, all classes were taught in English. Results show that teachers employed a mixing approach to bilingual teaching, in which both languages are used concurrently in all subject areas. Mixing was also a feature of student language use, and classes in which English was used exclusively by the students had much higher levels of language mixing than those in which students used only Samoan. Disadvantages to the use of mixing as a method of bilingual education are addressed. (JP) ED360823
Logan, T. F. (1990). Controlling Involvement: A Naturalistic Study of Peer Interaction in a Bilingual, Bicultural Preschool. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p145-66 Fall-Spr 198 1990. Observations of 4-year-old Spanish-speaking Mexican Americans and English- speaking African Americans in Head Start revealed that, during free play, children were determined to exercise control over their involvement with others. Most significantly, Hispanic children were reluctant to enter into verbal play with English speakers and thus received little English input from their peers. (SV)
Lopez, L. E. (1990). Development of Human Resources in and for Bilingual Intercultural Education in Latin America. Prospects, v20 n3 p311-19 1990. Describes Latin America's bilingual intercultural education (BIE) programs. Explains that BIE attempts to provide education in both Spanish and native languages. Finds that future BIE teachers speak but do not write the indigenous language or have insufficient schooling. Urges inservice training programs, basic teacher training, and training of specialists in linguistics for the program. (DK)
Lucas, T., & Katz, A. (1994). Reframing the Debate: The Roles of Native Languages in English-Only Programs for Language Minority Students. TESOL Quarterly, v28 n3 p537-61 Fall 1994. A study of nine federally funded Special Alternative Instructional Programs for language-minority students in which English was the primary language of instruction showed that the incorporation of students' native languages in instruction need not be an all-or-nothing phenomenon. The complexities of using students' native languages in schooling are explored. (Contains 24 references.) (MDM)
Lynch, P. D. (Mar 1993). Basic Education in the Lower Rio Grande Valley: Human Capital Development or a Colonial System? This report describes economic, social, and political characteristics of the lower Rio Grande Valley with implications for the educational system, and presents preliminary findings on how south Texas schools are integrating new immigrant Mexican students. The lower Rio Grande Valley comprises four Texas counties and northern Tamaulipas, Mexico. For economic reasons, the population is exploding on both sides of the border, and the percentage of young people is much higher than in Texas overall. With border restrictions quite loose, the valley is becoming a cultural and economic unit, and schools on the U.S. side are being flooded with new immigrant students. In addition to children who immigrate with their families, many older Mexican teenagers are choosing to cross the border, alone or with relatives, to seek American schooling. Texas schools may not discriminate against homeless students nor probe about their living arrangements. Interviews with recently arrived Mexican students and their English-as-a-Second-Language (ESL) teachers reveal that the ESL program allows these students to integrate gradually while preserving aspects of their own culture. Teachers have considerable autonomy in selecting appropriate content for their classes. With first-hand knowledge of their students' situation, many ESL teachers are very supportive and act as student advocates. This paper also examines immigrant students' educational attitudes and student subcultures, and considers questions about the goals and outcomes of education in light of the valley's ambiguous political and economic situation. (SV) ED362368
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Macdonald, C. A. (1990). Reasoning Skills and the Curriculum. (A Final Report of the Threshold Project). Soling 18. The Threshold Project focuses on the language and learning difficulties that children in Southern African schools experience when they change from their mother tongue to English as a medium of instruction in their fifth year of schooling. This report discusses Threshold Project research relating to the nature of pupils' cognitive capacities and the ways in which pupils approach certain types of problem-solving tasks. Chapter 1 provides background on the Threshold Project and discussion of reasoning as an explanatory construct, social interest in reasoning skills, and the relation between culture and the curriculum. Chapter 2 provides an overview of theories of intellectual competence and their implications for curriculum development, focusing on: (1) Piagetian genetic epistemology; (2) information process systems approaches; (3) metacognition as a theoretical construct; (4) Pascual-Leone's theory of constructive operators; (5) cross-cultural cognitive psychology; (6) the neo-Piagetian model of Le Bonniec; and (7) the Vygotskian paradigm of cognitive development. Chapter 3 covers approaches to the teaching of thinking that concentrate on cognitive operations, an orientation towards heuristics, formal thinking, thinking through language and other systems, and thinking about thinking. Finally, Chapter 4 presents a model for the place of thinking in the curriculum and concludes with a summary of practical implications. (AC) ED343663
Macias, R. F. (1993). Language and Ethnic Classification of Language Minorities: Chicano and Latino Students in the 1990s. Hispanic Journal of Behavioral Sciences, v15 n2 p230-57 May 1993. Census data and California school data on Latino ethnicity and language illustrate how two bilingual-education constructs, "non-English language background" and "limited-English proficient," are useful but have loosened the traditional ethnicity-language relationship, affecting research and educational policy. New census constructs include "English difficulty" and "linguistic isolation." (SV)
Maguire, M. (1994). Cultural Stances Informing Storytelling among Bilingual Children in Quebec. Comparative Education Review, v38 n1 p115-43 Feb 1994. Examines the sociocultural-linguistic processes involved in writing stories in English and French for 2 bilingual children, aged 10 and 11, in Quebec. Points out differences between the children in their views of play, schooling, and story creation. Proposes a unity of process across both languages that is mirrored in the writing of first- and second-language stories. (KS)
Maher, J. C. (1995). The Kakyo: Chinese in Japan. Journal of Multilingual and Multicultural Development, v16 n1-2 p125-38 1995. Discusses the role of the Chinese language and people in Japan, focusing on the historical impact of the Chinese language and culture on Japan, Chinese schools in Japan, and local Chinese immigrant communities. (20 references) (MDM)
Maher, J. C. K., Yumiko. (1995). On Being There: Korean in Japan. Journal of Multilingual and Multicultural Development, v16 n1-2 p87-101 1995. Examines the experiences of ethnic Koreans and the Korean language in Japan since 1945, focusing on Japanese attitudes toward Koreans and the Korean language, provisions for Korean and bilingual education, and the increasing influence of Koreans in Japanese society. (18 references) (MDM)
Malave, L. (1993). Effective Instruction: A Comparison of the Behavior and Language Distribution of LEP Students in Regular and Effective Early Childhood Classrooms. A study consisting of two parts is reported. The first investigated the extent to which effective-teacher characteristics discussed in the literature were considered by parents and administrators to be salient in bilingual education. The second examined the extent to which students exhibited behavior suggesting they had received effective practices identified in the research literature. Fifteen parents and seven administrators of elementary school bilingual education programs completed questionnaires to identify characteristics of effective teachers. Following classification of teachers as effective, six limited-English-proficient (LEP) students from classrooms of two effective teachers and eight LEP students from four regular, non-bilingual classes were observed. All classes were in grades 1-3. Results indicate that parents and administrators recognize the need for teachers to be aware of children's cultural differences, but none mentioned the unique, effective instructional features cited in the research literature or the recommended early childhood practices. The study findings illustrate student behaviors and language patterns present in both classroom types and behaviors predominant in the effective bilingual classrooms (more involvement behavior, social interaction, native language use). However, these behaviors and patterns did not correspond entirely to recommendations in the literature. (MSE) ED360869
Malave, L. M. (1994). Effective Bilingual and ESL Teachers: Characteristics and the Oral Language Proficiency Levels of Their Students. A study investigated the characteristics of elementary school (kindergarten and grades 1-2) teachers of limited-English-proficient (LEP) students and the oral language proficiency of students in the classrooms of identified effective bilingual and English-as-a-Second-Language (ESL) teachers. The study involved (1) a district-wide survey of parents, teachers, and administrators to identify effective instructional characteristics of bilingual and ESL teachers and (2) measurement of the English and Spanish proficiency levels of students in relation to their participation in effective or very effective classrooms in six schools. Results indicate that while the students made statistically significant gains in two languages, there were no statistically significant gains associated with participation in very effective versus effective classrooms. Possible reasons for these findings are discussed. (Author/MSE) ED372649
Maldonado, J. A. (1994). Bilingual Special Education: Specific Learning Disabilities in Language and Reading. Journal of Educational Issues of Language Minority Students, v14 p127-47 Win 1994. Analyzes the treatment of language and reading disabilities of 10 bilingual students receiving integrated bilingual special education. The study compares the achievement between the experimental group and a similar control group who did not receive the treatment. (24 references) (CK)
Malicky, G. V., & Derwing, T. (1993). Literacy Learning of Adults in a Bilingual ESL Classroom. Alberta Journal of Educational Research, v39 n4 p393-406 Dec 1993. A Canadian bilingual ESL program for Cambodians was taught by an experienced English-speaking ESL teacher and a Cambodian-speaking coteacher. Observations, interviews, and journal analysis showed that a bilingual monocultural format encouraged student participation and peer teaching and that second-language learning was facilitated by first-language literacy. (KS)
Martin-Jones, M., & Saxena, M. (1996). Turn-Taking, Power Asymmetries, and the Positioning of Bilingual Participants in Classroom Discourse. Linguistics and Education, v8 n1 p105-23 1996. Analyzes discourse practices in British urban primary schools providing marginal bilingual support to immigrant minority-group students as a means to facilitate their social transition to school and eventual access to an English-medium education. The article describes teaching strategies in two classrooms implementing the bilingual approach. (eight references) (Author/CK)
McCarty, T. L. (1993). Creating Conditions for Positive Change: Case Studies in American Indian Education. A study investigated factors supporting innovation in American Indian education by comparing data from two separate studies. One was a followup study of 25 Indian educators' implementation of cooperative learning and whole language techniques, which sought to identify: (1) the impact of the innovations on student achievement; and (2) factors that enable or constrain sustained pedagogical change. The second was a long-term ethnographic study at Rough Rock, on the Navajo Reservation in northern Arizona. The investigation's focus was on institutional and other structural barriers to educational reform, beyond what occurs in the classroom. It is argued that analysis of reform efforts must address factors both within the instructional setting and in the school's organizational structure and sociopolitical context. It is proposed that such analysis is essential to understanding and transforming the historically disempowering experiences of this population. (MSE) ED360870
McCarty, T. L. (1994). Bilingual Education Policy and the Empowerment of American Indian Communities. Journal of Educational Issues of Language Minority Students, v14 p23-41 Win 1994. Focuses on bilingual education programs in Indian schools and communities in the southwestern United States. A social-historical analysis of bilingual education policy is presented, with findings from research on bilingual education. (59 references) (CK)
McCarty, T. L. (May 1992). Federal Language Policy and American Indian Education. Revised. In the past 25 years, American Indian education has undergone tremendous changes in both content (curriculum and pedagogy) and context (institutional framework). Centered on the issue of control, changes at both levels have resulted from a dynamic interplay between federal language policy and local initiatives. The federal Bilingual Education Act (BEA) of 1968 (Title VII) supported nearly 70 Native American projects by 1978. The Rough Rock Demonstration School on the Navajo Reservation was the first Indian-controlled school to teach through and about the Native language and culture. Title VII grants supported Rough Rock and other Navajo schools in forming a center to produce Navajo instructional materials. The program brought university courses directly to Rough Rock, facilitating the certification of large numbers of Navajo teachers. For smaller indigenous groups, bilingual programs such as the Hualapai project at Peach Springs (Arizona) public school not only improved the education of Indian children, but also halted the process of language extinction and generated major structural transformations in Indian education. BEA funds also fostered the evolution of 16 multifunctional resource centers, which have grown into a national university-based network providing training and technical assistance to Indian bilingual programs. There is now a political power base in this cadre of Indian education professionals. It is influencing local-level curricular change, tribal language policies, and federal policies. Contains 38 references. (SV) ED355060
McCarty, T. L., & Others, A. (1991). Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment. Anthropology and Education Quarterly, v22 n1 p42-59 Mar 1991. Describes experimental K-9 bilingual-bicultural curriculum in Navajo studies emphasizing open-ended questioning, inductive/analytical reasoning, and student verbalization in both small and large groups, and discusses reasons why it has been well received by teachers and students. Findings challenge conventional view that these students are nonanalytical, nonverbal learners. Suggests educational application of such "learning styles" can perpetuate patterns of learned dependence. (EVL)
McCollum, P. (Feb 1994). Language Use in Two-Way Bilingual Programs. IDRA Newsletter, v21 n2 p1,9-11 Feb 1994 Feb 1994. The roles of first and second languages were studied, using ethnographic methods, in a middle school two-way bilingual education program that served Mexican-background students. The primary stated program goal was to develop bilingualism and biliteracy in both minority and majority language students. Classes were taught using English and Spanish on alternate days. The study focused on a core group of 21 Hispanic and 8 white students from working- class backgrounds. It was found that for academic purposes, the Hispanic students used English almost exclusively, and this is attributed to inattention to subtle aspects of program policy and a hidden curriculum. These included announcements made in English first, then Spanish, and the daily requirement that students learn an English vocabulary word but not a Spanish one. Student perceptions of the relative importance of English- medium and Spanish-medium tests were influenced by both the way in which students were prepared for them and the way the tests were administered. It was also found that instructional practices unwittingly devalued language- minority students' linguistic and cultural capital, through use of "high" rather than vernacular Spanish. It is concluded that despite good intentions, inattention to policy and practices can have unintended results, and that success through bilingualism and biliteracy is built on well-conceptualized and carefully monitored bilingual programs that give equal emphasis to minority languages and English. Contains 26 references. (MSE) ED378833
McQuillan, J., & Tse, L. (1996). Does Research Matter? An Analysis of Media Opinion on Bilingual Education, 1984-1994. Bilingual Research Journal, v20 n1 p1-27 Win 1996. Analysis of research articles and editorials from national newspapers and news magazines published during 1984-94 revealed that although research reported favorably on bilingual education, most newspaper articles took positions against bilingual education. Opinion writers did not base their positions on research, but rather on government reports, news reports, and personal anecdotes. Contains 65 references. (LP)
Medina, M. (1991). Native and Spanish Language Proficiency in a Bilingual Education Program. Journal of Educational Research, v85 n2 p100-06 Nov-Dec 1991. Researchers investigated Spanish learning outcomes for fluent and nonfluent limited-English-proficient Hispanic subjects in a maintenance bilingual program. Spanish reading and mathematics achievement were analyzed for each group using Texas norms. Both groups performed at or above the norms for 11 of 12 grade clusters for Spanish reading or mathematics. (SM)
Medina, M., Jr. (1993). Spanish Achievement in a Maintenance Bilingual Education Program: Language Proficiency, Grade and Gender Comparisons. Bilingual Research Journal, v17 n1-2 p57-81 Win-Spr 1993. Among over 600 Arizona students in grades 1-8 in maintenance bilingual programs, fluent Spanish-speaking students outperformed limited-Spanish- speaking students on a measure of Spanish reading, mathematics, social studies, and science achievement; girls achieved higher reading scores than boys; and 16 of 18 grade mean scores were equal to or significantly above Texas norms. (TD)
Medina, M., Jr., & Escamilla, K. (1992). English Acquisition by Fluent- and Limited-Spanish-Proficient Mexican Americans in a 3-Year Maintenance Bilingual Program. Hispanic Journal of Behavioral Sciences, v14 n2 p252-67 May 1992. Studied the longitudinal impact of a maintenance bilingual education program on the development of English in Spanish-speaking Mexican-American children in grades K-2. Subjects who were limited in both Spanish and English proficiency gained more in English achievement than those who were fluent in Spanish but not in English. (KS)
Medina, M., Jr., & Mishra, S. P. (1994). Relationships among Spanish Reading Achievement and Selected Content Areas for Fluent- and Limited-Spanish-Proficient Mexican Americans. Bilingual Review/Revista Bilingue, v19 n2 p134-41 May-Aug 1994. Examined the relationship between Spanish reading achievement and native- language academic performance in mathematics, social studies, and science among limited-English-proficient Mexican Americans and limited- and fluent- Spanish-proficient students in a maintenance bilingual education program. Moderately high, positive, and significant associations were reported between Spanish social studies and science for both groups. (19 references) (MDM)
Minicucci, C., & Olsen, L. (1992). Programs for Secondary Limited English Proficient Students: A California Study. FOCUS Number 5. Occasional Papers in Bilingual Education. The results of an exploratory study that investigated the range of programs available to limited English proficient (LEP) students in California secondary schools are addressed. The study consisted of several components: a telephone survey to 27 secondary schools that were demographically and regionally representative of California high schools and intermediate schools with LEP populations; site visits to five schools selected for the richness of their programs; a literature review; and individual consultations and interviews with local school district and State Department of Education personnel. Innovative efforts to address the needs of LEP students throughout California were found, but all of these efforts faced difficulties in implementation. Regardless of the language of instruction, fewer than one-fourth of the schools surveyed were able to offer a full menu of core content courses to LEP students. Four recommendations resulting from the survey were made. These include: establishment of state-supported, locally based networks to disseminate information and allow educators to share ideas about what works under different conditions; comprehensive staff development; increase in state investment in resource materials for LEP students; and an initiative by the State Department of Education to bring practitioners together to advance effective programs and services for these students. (JL) ED349801
Mitchell, H. A., & Mitchell, M. J. (1993). Maori Teachers Who Leave the Classroom. Interviews with 74 Maori teachers in New Zealand who had resigned from teaching and with 23 other educators examined issues in the retention of Maori teachers. Former Maori teachers are described in terms of: (1) gender and geographical distribution; (2) type of teacher training; (3) colleges of education attended; (4) level of educational attainment; (5) length of teaching career; (6) years since resigning; (7) career history prior to resignation; and (8) current occupation. Former Maori teachers describe their motives for entering and leaving the teaching profession and their experiences in colleges of education, schools, and the education system. They also describe the difficulties faced by many Maori teachers in being Maori in a non-Maori school environment, in being a teacher of Maori language, and in being an advocate of Maori students and their families. Retention issues include the process of applying for teacher training and the teacher training itself, workload, pay and teaching conditions, treatment of Maori children in schools, inability to influence policy and participate in decision making, and other factors affecting Maori teachers. A literature review outlines why teachers leave the profession and factors specific to Maori education. This study concludes that there is a need for Maori teachers, and that addressing the issues might reduce the loss of good teachers from the classroom. Contains 59 references, the interview questions, a list of participants, data tables of results, and related newspaper clippings. (LP) ED365480
Moffatt, S. (1991). Becoming Bilingual in the Classroom: Code Choice in School. Language and Education: An International Journal, v5 n1 p55-71 1991. In this sociolinguistic study of the language patterns of 10 young mother- tongue Panjabi-speaking children, the children are educated in England and first exposed to English at about age 3, resulting in sequential acquisition of bilingualism. Clear patterns of language choice are reported. (33 references) (Author/LB)
Moll, L. C., & Others, A. (Sep 1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. Technical Report. A study examined simultaneously household and elementary classroom life, and collaborated closely with teachers to develop implications for the teaching of literacy. The study consisted of three main, interrelated activities: an ethnographic analysis of the use and transmission of knowledge and skills within and among households (represented by 24 males and 29 females) in a Latino community in Tucson, Arizona; implementation of an after-school site where researchers and teachers examine classroom practices and use local resources to experiment with literacy instruction; and classroom observations examining existing methods of instruction and exploring how to change instruction by applying what was learned at the after-school site. Results indicated that: (1) the working-class, Hispanic households possessed ample funds of knowledge that become manifest through household activities; (2) in contrast to households, most classroom (and most teachers) function in isolation not only from other classrooms but from the social world of the students and the community; (3) the key to the development and implementation of any innovation was the involvement of teachers in the research process; and (4) teachers can take advantage of these funds of knowledge in a number of ways, including inviting parents to contribute to lessons. Findings suggest that reading and writing lessons be reorganized to become more interactive or participatory, emphasizing the children's use of literacy to obtain and communicate meaning. (Nine tables and four figures of data are included; 105 references are listed. The appendixes include a table of background characteristics of the sample households, fieldnote samples, evaluation instruments, and reading and writing samples. (RS) ED341968
Montero-Sieburth, M., & LaCelle-Peterson, M. (1991). Immigration and Schooling: An Ethnohistorical Account of Policy and Family Perspectives in an Urban Community. Anthropology and Education Quarterly, v22 n4 p300-25 Dec 1991. The historical realities of a northeastern urban community in two periods of high immigration (1890 to 1920 and 1970 to 1990) for European and Latin Americans point out the fallacies of stories of earlier times when newcomers supposedly learned English effortlessly and without special programs for linguistic minority children. (SLD)
Mullen, C. A. (1997). Hearing the Voices of Hispanic Preservice Teachers: An Inside-Out Reform of Teacher Education. This study of cultural self-identity is based on stories of mentorship drawn from a 6-month study of 11 female Hispanic preservice teachers enrolled in degree programs at Texas A&M University. These students were interviewed about mentoring influences that contributed to their decision to become teachers, about sponsorship and assistance personally available on campus, and about the various mentoring contexts they encountered, organizations to which they belonged, and the nature of their own work. Notably, participants stressed professional development in the context of parental and family support. They articulated needs in the following areas of professional development: interaction among diverse cultures within campus communities; an official bilingual education program at the undergraduate level; opportunity to talk about issues related to teaching within Hispanic and non-Hispanic (culturally-mixed) organizations; leadership training within Hispanic mentoring organizations; a deeper understanding of the Hispanic culture to dissipate stereotypes such as those governing special rewards and privileges; in depth learning about other cultures; and more empowering and transformative language. These professional development perspectives underscored the need for sufficient support in the areas of advisement, counseling, and leadership. (Contains 35 references.) (JLS) ED407386
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Nathenson-Mejia, S. (1992). Helping Young Writers Working in Spanish: Informing Instruction through Analysis of Writing in Spanish. Bilingual Research Journal, v16 n3-4 p53-67 Sum-Fall 1992. The information gained from analysis of bilingual students' writing can be used to inform instruction that helps students improve their writing in Spanish and English. The writing of one native Spanish-speaking third grader is analyzed, and instructional strategies are given for helping the writer improve content and mechanics. (Author/TD)
Nel, J. (1992). The Empowerment of Minority Students: Implications of Cummins' Model for Teacher Education. Action in Teacher Education, v14 n3 p38-45 Fall 1992. Discusses implications for teacher education of Cummins' theoretical framework for analyzing minority students' school failure. Researchers adapted a multicultural education course, then surveyed student attitudes, beliefs, and behaviors toward minority children before and after taking the course. The course produced increased cultural sensitivity and understanding of minority students' needs. (SM)
Noll, E. (Dec 1993). Teachers' Theoretical Beliefs and Practices: A Case Study of Literacy and Biliteracy in a Bilingual Classroom. A study examined how one sixth-grade teacher's theoretical beliefs about literacy and biliteracy were reflected in her instructional practices. The subject taught in an English-Spanish bilingual classroom in a public school located in a neighborhood of low- to middle-class families in a large, southwestern city. Data included field notes comprising two and a half months of participant observation of reading and writing activities, interviews, and examination of instructional materials and students' written work. Results indicated that: (1) the teacher described herself as a whole language teacher; (2) the teacher made references to the importance of joint decision-making in a whole language classroom and viewed herself as offering choices; (3) however, the choices were limited by her clearly specified guidelines; (4) the teacher believed in the importance of helping her students to become more responsible, but for her, responsibility had more to do with procedure than with content; (5) the teacher's belief that the four stages of second language development (listening, speaking, reading, and writing) are sequential contradicts descriptions of the "intertwined" processes of second language development among her students; and (6) the teacher does not plan to continue taking courses that would provide opportunities for her to reexamine her beliefs and practices. Findings suggest that, while the teacher has a clear understanding and well- grounded practice of whole language, her underlying beliefs and practices actually do not reflect a holistic view of children. language, and learning. (Contains 25 references.) (RS) ED364862
Nunez, M. A. (1994). Corima: A Bilingual Experiment in the Tarahumara Region in the State of Chihuahua, Mexico. How Does It Measure against Transitional Bilingual Programs in the United States? This report explores two bilingual educational approaches currently in use in Mexico and the United States. The study pursues a limited comparison between two modalities of bilingual instruction, as observed and reported in the consulted literature. The U.S. model featured is known as the two- way bilingual model, an additive approach to instruction. The Mexican Spanish/Tarahumara/Tepehuano bilingual educational model is discussed within the scope of this project. Both countries face the challenge in their educational systems of providing bilingual content area instruction to monolingual populations. Contains 38 references. (EH) ED398107
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O Gliasain, M. (1990). Language Shift among Schoolchildren in Gaeltacht Areas 1974-1984: An Analysis of the Distribution of Pound 10 Grant Qualifiers. Research Report 16. This report examines the value for research and policy purposes of data generated by the "Pound 10 Grant Scheme" operated by Roinn na Gaeltachta in Ireland, which seeks to preserve the Irish language. The scheme was introduced in the early 30's by An Roinn Oideachais (an organization which had responsibility for the promotion of the Irish language at the time) in order to provide a direct economic incentive to families in Gaeltacht areas to maintain Irish as the language of the home. A full statistical digest is included of the available data pertaining to the scheme over the 11-year period 1973/74-1983/84 and assembles a comparable set of statistics relating to school pupil populations over the same years. Chapters 1 and 2 contain a detailed description of the operation of the scheme and bring into focus some important questions relating to the quality and consistency of the data, the very restricted information released about the scheme, and the limited range of other data to which they can be reliably related. Appendix A contains the digest of statistics. Using this combined data base, a cartographic and statistical analysis was undertaken of the patterns and trends revealed by the data at Gaeltacht, county and local levels. Chapter 3, using this data, presents a generalized picture of home bilingualism in the Gaeltacht during the period covered. Because of the limited scope of the data, no firm conclusions can be drawn from the analysis. (Contains 13 references.) (CK) ED379920
O'Donoghue, T. A. (1994). Bilingual Education at the Beginning of the Twentieth Century: The Bilingual Programme of Instruction in Ireland 1904-1922. Journal of Multilingual and Multicultural Development, v15 n6 p491-505 1994. Examines an innovation in bilingual education introduced in selected schools in Ireland between 1904 and 1922, outlines the general background of the program, and analyzes the likely factors that account for its initial acceptance. Finally, a variety of developments associated with the program during this period are considered. (36 references) (Author/CK)
Oliver, C. (15 1996). The Internal Colonialism Model: What the Model Has Done to the Education of Native Americans. This paper explores the shortcomings of the internal colonialism model of education that has persisted in North America throughout the history of Native American education. Since the arrival of Europeans in North America, their colonizing societies have attempted to repress the values and ways of life of Native Americans. Internal colonialism resulted in the displacement of Native American peoples by European expansion; isolation and containment of Native Americans in the reservation system; forced assimilation of Native American societies; political and economic domination of reservation affairs by the colonizers; and development of a racist ideology regarding Native Americans. Education has played a vital role in the oppression of Native Americans. First, boarding schools separated Indian children from their families and their way of life. Later, separate public schools were utilized. The main goals of education were to Christianize Native Americans so that they would accept and participate in the Christians' capitalist economic system. Eventually Native Americans were allowed to enter mainstream schools, but quite often teachers and administrators looked upon Indian students as having limited academic potential. The North American education system has failed Native Americans by not being sensitive to Native American culture, by not advocating bilingual education, and by ignoring the educational needs of Native Americans. Suggestions for educational improvement include involving Indian parents and communities in the schooling process; changing educators' attitudes toward Native American children and their academic potential; and encouraging decolonization by promoting Native American cultures, recognizing and legitimizing Native American history, and identifying unique learning styles of Native Americans. Contains 24 references. (LP) ED396883
Olson, S. L. (1990). Language Shift and Bilingual Education: A Long-Term Analysis of a National Sample of Mexican-American Sophomores. The long-term pattern of language shift from Spanish to English for a national sample (N=428) of Mexican-American sophomores is documented. All students spoke Spanish as a first language and were educated entirely in the United States. The students were participants in diverse bilingual education programs during their elementary years and were selected from the High School and Beyond database. The proficiency level of the sophomores in both Spanish and English, and how often each language used, was analyzed to illustrate language shift. In addition, the study analyzed the specific situations in which each language was used. The results indicate a definite language shift. Sophomore students whose first language was Spanish and who had participated in bilingual education programs were highly proficient in English. English was often used in community and academic settings, while Spanish was frequently used in the home. (Author/JL) ED321548
Omoniyi, T. (1993). Price-Tagging Child Bilingualism: An Evaluation of Policy and the Socio- Economic and Political Implications of Commercialisation of Nursery Education in Nigeria. Years of nursery education are crucial in the language development process of the child. In Nigeria, a nation with over 400 languages, naming a national language for educational and cultural development that foster unity and identity, becomes a sensitive issue. It is argued that government encouragement of private efforts in the provision of pre-primary education has led to commercialization, and that in this context, language skills that schools supply are in a way products that carry price-tags. As such, government policy is an alternative product, and government must change the attitudes of the people in order for its alternative product to be accepted. Eight private nursery schools were consulted for information on clientele, fees payable, quality of staff, and language policy. A socioeconomic description of nursery schools is offered and the nature of language skills' products available to children are discussed with reference to government language policy objectives. A quasi-economic model is provided to move language development in the direction of the ideal defined by the policy. Successful intervention by the government would result in support for multilingualism. (Contains 26 references.) (Author/AA) ED365160
Ongteco, B. C. (1990). Teacher-Student Interaction Patterns in Bilingual and Mainstream Classrooms. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p129-44 Fall-Spr 198 1990. Observation of social studies lessons in a bilingual and a regular classroom containing immigrant Filipino-American students revealed differences between classrooms in communication strategies and patterns. Teacher-student interactions in the bilingual classroom somewhat reflected those found in the Philippine setting, promoting greater participation by newly arrived immigrant students. Includes the coding system for interactional sequences. (SV)
Orellana, M. F. (1994). Appropriating the Voice of the Superheroes: Three Preschoolers' Bilingual Language Uses in Play. Early Childhood Research Quarterly, v9 n2 p171-94 Jun 1994. Investigated how three Spanish-speaking children, enrolled in a bilingual preschool, used Spanish and English with each other. Results indicated that exposure to English books and popular cultural materials enabled them to use English readily and easily but that their use of English during play superceded their use of Spanish, suggesting the potential for imbalance in their bilingual and biliterate development. (WP)
Orellana, M. F. (1994). Negotiating Power: Critical Literacy Practices in a Bilingual Classroom. A study investigated the interpersonal dynamics occurring in an ungraded bilingual education class of native Spanish-speaking students in an ungraded primary classroom (with 10-12 students each from grades one, two, and three) at Garamond Elementary School in a working class community southeast of Los Angeles, California. Six classroom sessions were taped for discourse analysis focusing on the language patterns used by students and the ways students positioned themselves through language in relation to each other. One session was conducted entirely by students. Data were also drawn from observation, student and teacher interviews, and written work spanning six months. Analysis of the data suggest two common patterns of verbal expression: (1) a direct, argumentative form in which individuals overtly position themselves, in relation to other students, as for or against particular arguments; and (2) introduction of new ideas into discussion without argumentative positioning, often in the forms of helpful suggestions or comments. The class session conducted by students, late in the year, illustrates these two dynamics and the fact that the students have internalized a basic framework for argumentation. Similar patterns also appeared in teacher-led classes and were influenced by the teacher's participation. It is proposed that such interactions are influential in helping students organize thinking and use language in specific ways, and can influence literacy development and self-expression. A brief bibliography is included. (MSE) ED372633
Orellana, M. F. (1995). Literacy as a Gendered Social Practice: Tasks, Texts, Talk, and Take-Up. Reading Research Quarterly, v30 n4 p674-708 Oct-Dec 1995. Examines gendered aspects of literacy in two bilingual primary classrooms in a working-class Latino community. Centers on values that are associated with literacy in each room and the gendering of those values through specific classroom practices, with attention to gendered aspects of literacy tasks, texts that were written and read, and the talk that structured participants' interactions. (RS)
Orellana, M. F. (22 1995). Good Guys and "Bad" Girls: Gendered Identity Construction in a Writing Workshop. As part of a larger ethnographic project addressing the construction of gender through literacy, this study focused on understanding how the children in one writing process classroom expressed their social selves in their written compositions, as well as how those compositions were engineered within the social dynamics of the classroom. The study considered written narratives, their nature, content, and the processes of their creation, in order to illuminate gendered patterns and the relationship among gender, ethnicity, culture, and social class. A participant observer conducted the study by spending 2.5-hour reading/writing blocks on one to three mornings each week during two consecutive school years in a school located in a poor, Latino, working- class neighborhood. Most of the children were immigrants, the classroom was Spanish-English bilingual, and all students were limited in their English proficiency. Data were gathered from 301 student-created books and analysis of their authorship, topics, characters, and illustrations. The analysis found that students struggled to understand their social identities through their narrative writing, that they wrote themselves into a range of possible existences, and that they displayed their understanding of the possibilities that were available to them, depending in part on their gender and social class. In general students did not voluntarily cross gendered borders in their writing, and when they did, their crossings were not equilateral: girls were more likely to move into territory that was defined by boys than vice versa. Appendices contain a list of topics of student-authored books and titles of classroom-published books in English and Spanish. (Contains 36 references.) (JB) ED390852
Ozerk, K. Z. (1996). Linguistic Minority Students and Bilingual Mathematics Teaching. Scandinavian Journal of Educational Research, v40 n4 p333-48 Dec 1996. Mathematics teaching and subject matter acquisition were studied with 66 linguistic minority children and 104 dominant language speaking students in a monolingual second-language class and a traditional bilingual education model in Oslo (Norway). Results indicate that linguistic minority students benefit from bilingual mathematics teaching. (SLD)
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Pakir, A. (1993). Making Bilingualism Work: Developments in Bilingual Education in ASEAN. Language, Culture and Curriculum, v6 n3 p209-23 1993. Systems of bilingual education in three neighboring countries, Singapore, Malaysia, and Brunei Darussalam are examined in an attempt to understand basic issues. These are all Association of Southeast Asian Nations (ASEAN) countries that fall into the category of Small Young Countries as discussed in Pakir (1992a). (Contains 43 references.) (JL)
Parsons-Yazzie, E. (1997). Niha'alchini Dayistl'o Nahalin. Journal of Navajo Education, v14 n1-2 p60-67 Fall-Win 1996- 1997. In 10 families in which parents spoke Navajo and children did not, factors that inhibited the transmittal of Navajo to children were the use of English at home, shame toward the Navajo language and culture, the perception that a "glass ceiling" hindered the job advancement of Navajo speakers, and influence of the media. Suggests ways to preserve Navajo. (TD)
Pavel, D. M., & Others, A. (1995). Characteristics of American Indian and Alaska Native Education: Results from the 1990-91 Schools and Staffing Survey. This report summarizes findings of the 1990-91 Schools and Staffing Survey (SASS) with regard to schools that serve American Indian and Alaska Native students. The Bureau of Indian Affairs (BIA) and federally recognized tribal organizations under BIA grants and contracts operate 149 elementary and secondary schools. In addition, 1,260 public schools are considered to have high Indian student enrollment (over 25 percent). These two types of schools are located mainly in rural areas and small towns. However, of the 445,425 American Indian and Alaska Native students enrolled in grades K-12, 56 percent attend public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school size, rurality, region, student sex and race/ethnicity, bilingual education and remedial programs, free or reduced-price lunch, and college preparation); (2) demographic characteristics and qualifications of principals and teachers (percentage that are American Indian/Alaska Native, degrees earned, and administrative or teaching experience), schools with formal evaluation and mentoring programs for teachers, and percentage of full-time noninstructional staff; (3) principal and teacher salaries and benefits; (4) principal ratings of educational objectives, principal and teacher ratings of school problems, teacher and student absenteeism rates, principal beliefs about influence of various stakeholders on school practices, and principal career plans; and (5) teacher supply and demand, certification, and shortages, as well as teacher recruitment strategies. Appendices contain technical notes on the SASS and tables of variance estimates. Contains an index and a list of additional resources on the SASS. (SV) ED381338
Pearson, V. L. (Oct 1992). Texas Schools, Inc.: A Case Study of the Transfer of Technology at a Pilot Bilingual Program. Texas Schools, Inc. (TSI) developed a pilot program in bilingual education for Mexican-American vocational workers in the Department of Diesel Mechanics at Texas Tech University. This study assesses the transfer of technology in that environment using quantitative and qualitative measures. TSI, a technical and vocational school in Lubbock, Texas, operated from 1972 to 1992. The pilot bilingual effort consisted of a 6-month technical training and language development program. During the first 3 months technical classes were conducted in Spanish; during the last 3 months, in English. Spanish and English language classes were taught throughout the program. A total of 16 students were studied using the Canadian International Development Agency (CIDA) scale and case study interviews. The student questionnaire consisted of five questions dealing with the differences between the students' educational experiences in Mexico and in America; the instructor questionnaire addressed student differences and changes that could improve the educational climate at TSI. Results suggest: (1) students preferred a group approach to learning and a preference for laboratory practice, and looked to the instructor as a caretaker as well as instructor; (2) the teacher's agenda favored classroom instruction over laboratory instruction; (3) the norms, roles, agendas, and motives of the students and instructor came into conflict in their attempt to transfer technology successfully; (4) technology transfer did take place; and (5) CIDA scales are useful instruments for studying the transfer of technology whether the change agents are from the host or visiting culture. Contains 31 references. (LB) ED357630
Perez, B. (1993). The Bilingual Teacher (Spanish/English) and Literacy Instruction. Teacher Education Quarterly, v20 n3 p43-52 Sum 1993. Researchers studied elementary teachers and students from bilingual Spanish/English classrooms, examining successful literacy practices for incorporation into bilingual teacher education programs. The paper investigates the impact of talking about literacy, learning about the code and other skills, writing/reading and meaning making, the social context created, and teacher expectations. (SM)
Perez, B. (1994). Spanish Literacy Development: A Descriptive Study of Four Bilingual Whole- Language Classrooms. Journal of Reading Behavior, v26 n1 p75-94 1994. Investigates the Spanish literacy development of 20 low-socioeconomic- status Spanish dominant students learning in whole-language classrooms. Notes that the children used a variety of reading and writing strategies. Finds that students learned about meaning construction through the use of whole language and that meaning construction was associated with the individual's efficient and contextual use of the graphophonic system. (BS)
Peters-Johnson, C. (1996). ASHA Completes National Schools Survey. Language, Speech, and Hearing Services in Schools, v27 n2 p185-86 1996. A national survey of speech-language pathologists working in school-based settings examined such topic areas as caseload characteristics, service delivery models, bilingual/bicultural services, support personnel, shortages of speech-language pathologists, and demographic information. (DB)
Petherbridge-Hernandez, P., & Raby, R. L. (1993). Twentieth-Century Transformation in Catalonia and the Ukraine: Ethnic Implications in Education. Comparative Education Review, v37 n1 p31-49 Feb 1993. Traces the parallel histories of cultural and language preservation in the minority regions of Catalonia (Spain) and Ukraine (former Soviet Union) during the twentieth century. Discusses large societal changes, national government policies about language of instruction, bilingual education, the comparative status of Catalan and Ukrainian, and nonformal or clandestine cultural education. (SV)
Pfaff, C. W. (1992). The Issue of Grammaticalization in Early German Second Language. Studies in Second Language Acquisition, v14 n3 p273-96 Sep 1992. The development of the expression of grammatical categories in German in Turkish and German children attending a bilingual day care center in a multilingual speech community in Berlin is examined. Results indicate no evidence that pragmatic categories precede syntactic ones, but some evidence shows that grammatical markers develop first as independent words. (61 references) (Author/LB)
Prado-Olmos, P. L. (1994). Exploring Structure and Interaction in Small Groups: An Ethnographic Study of Cooperative Group Life in a Bilingual Elementary Classroom. Bilingual Research Journal, v18 n3-4 p135-59 Sum-Fall 1994. Four third-grade bilingual-program students were observed repeatedly as they engaged in group discussions of reading comprehension questions as part of a cooperative learning curriculum. Rather than being an exchange of ideas, the discussion activity mimicked teacher and student roles in the larger classroom, demonstrating influences of classroom context and teacher beliefs on program process and outcomes. (SV)
Prado-Olmos, P. L., & Others, A. (1993). Students "DO" Process: Bilingual Students' Interactions in a Small Cooperative Reading Group. The paper describes and examines the interaction of a group of Spanish readers engaged in a reading comprehension activity, specifically, the interaction as they put to paper an answer to a reading comprehension question. The study is a satellite study affiliated with an ongoing project examining the use of cooperative learning in elementary bilingual classrooms. The ongoing project is exploring the implementation of an elementary reading program called Cooperative Integrated Reading and Composition with Bilingual Students. As part of this larger study, cooperative reading activities were systematically videotaped. For the purpose of this paper, a 6-minute segment with four spanish-speaking third grade students was identified, transcribed, and analyzed in order to explore the questions outlined. The questions guiding this research include the following: How do language minority students, working in a cooperative learning group, "do" answering reading comprehension questions?; What conversational work do students engage in when answering reading comprehension questions?; What resources are employed in responding to reading comprehension questions?; and What happens when a student's response is tagged as incorrect by other members of the group? A summary of the story read is given along with the transcription and analysis of the interactions. (Author/AB) ED365132
Prado-Olmos, P., & Others, A. (1993). Students "DO" Process: Bilingual Students' Interactions in a Small Cooperative Learning Reading Group. Bilingual Research Journal, v17 n3-4 p41-69 Sum-Fall 1993. Analysis of the talk of four native Spanish-speaking third graders revealed the many reading and conversational strategies used as they cooperatively composed an answer to a reading comprehension question in Spanish. Demonstrates how students took a position on story interpretation, used evidence to support their positions, and came to the "right" answer through the process. (Author/SV)
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Quintero, E., & Huerta-Macias, A. (1995). Bilingual Children's Writing: Evidence of Active Learning in Social Context. Journal of Research in Childhood Education, v9 n2 p157-65 Spr-Sum 1995. Examined the relationship between literacy development and sociocultural aspects. Identified some cognitive processes in biliteracy acquisition through categorizing children's work according to Piaget's active learner categories that show learners constructing knowledge for different purposes. Results suggest that these cognitive processes are interwoven into the sociocultural development of each child, individually and as members of a family, school, and community. (AA)
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Ramirez, J. D. (1992). Executive Summary of the Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Program for Language-Minority Children. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p1-62 Win-Spr 1992. Summarizes a 4-year longitudinal study of over 2,000 elementary students. Compares three alternative instructional programs for Spanish-speaking, limited-English-proficient (LEP) students: structured English-immersion strategy; early exit bilingual programs; and late-exit bilingual programs. Primary language instruction seems beneficial to LEP students more than English immersion. By grade six, students in immersion programs may fall further behind their English-speaking peers. (KS)
Reyes, L. O., & Pena-Barrero, L. (18 May 1990). Bilingual Education: 1987-1990. Three Year Analysis. This document analyzes trends in bilingual education in New York City Public Schools between 1987 and 1990. Statistical data were drawn from New York City Board of Education Consent Decree Compliance Reports and other school statistics. The following findings are included: (1) the number of all limited-English-proficient (LEP) students increased by 29.1 percent; (2) the number of LEP students entitled to bilingual education services increased by 6.8 percent; (3) the number of entitled Latino LEP students increased by 5.6 percent; (4) high Latino withdrawal rates are associated with insufficient bilingual education classes; (5) the number of bilingual education teachers, English-as-a-second-language teachers, and Spanish bilingual guidance counselors increased; (6) the total number of LEP students enrolled in bilingual programs increased; (7) vocational programs showed the greatest increase in bilingual programs; (8) alternative/special high schools have the highest percentage (12.2 percent) of LEP students receiving no bilingual education; and (9) while there were disturbing decreases in the number and percentage of LEP students receiving bilingual services in some community school districts, there was a major increase in the percentage of entitled LEP students receiving bilingual services in other districts, particularly in Queens. Statistical data are presented in 36 tables. (FMW) ED331902
Rhoads, R. A. (1995). Multiculturalism and the Community College: A Case Study of an Immigrant Education Program. To gather data on the goals and effectiveness of a postsecondary program organized from the perspective of multiculturalism, a case study was conducted of Nuevos Horizontes (NH), an immigrant education program at Triton College, in Illinois. NH is designed to facilitate access to higher education for Hispanics and other minority students; provide educational programs for immigrant adults; and inform the community of educational and cultural opportunities available at Triton. In a 3-day site visit, interviews were conducted with 14 students and 27 faculty and staff participating in NH and program reports and materials were collected and analyzed. Results of the case study included the following: (1) in 1993, over 8,000 students utilized NH's services; (2) outstanding program elements included a festival celebrating Hispanic culture, an HIV/AIDS education and prevention program, and a swearing-in ceremony for citizens prepared through NH; and (3) keys to NH's effectiveness were the emphasis placed on celebrating Hispanic culture while increasing participants' knowledge of English and U.S. culture, the bilingual staff, the commitment to holistic education, the physical proximity to the Hispanic community, and the effective use of community partnerships. Although the program was successful in creating an educational environment that makes Hispanic immigrants feel comfortable, the college runs the risk of compartmentalizing multiculturalism and limiting the impact cultural diversity might have on the main campus and the entire community. (KP) ED383371
Rippberger, S. J. (1993). Ideological Shifts in Bilingual Education: Mexico and the United States. Comparative Education Review, v37 n1 p50-61 Feb 1993. Since the 1950s, arguments for bilingual education in the United States and Mexico have shifted from functionalist interest in modernization to critical demand for equity, then to interpretist recognition of multiple realities. Although minority groups are organizing to influence educational policy, entrenched dominant groups are unlikely to relinquish control. (SV)
Roberts, A. (1991). Parental Attitudes to Gaelic-Medium Education in the Western Isles of Scotland. Journal of Multilingual and Multicultural Development, v12 n4 p253-69 1991. A questionnaire and interview survey shows that Gaelic is no longer the language of the home for a majority of parents of preschool children, who are nevertheless very positive that their children should be bilingual by the end of primary school. About half seemed prepared to enroll their children in Gaelic-medium units if provided. (22 references) (Author/LB)
Roberts, A. (Jun 1990). Gaelic across the Curriculum? Parental Attitudes to Gaelic-Medium Education in the Western Isles. SCRE Spotlights 24. A study surveyed parents (n=329) of 1989 and prospective 1990 first-year primary school entrants in Scotland's Western Isles concerning Gaelic- English bilingual education policy. Results indicate only 39% of 4- and 5- year-olds had two native Gaelic-speaking parents, although attitudes toward the language were very positive. Half the parents read Gaelic-language books to their children, although availability of such materials was an issue. It appeared most parents were moderately well-informed about school language policy, while some uncertainty about the distinction between Gaelic-medium and bilingual instruction was found. About 86% of parents would like their children to be bilingual even when they themselves are not. However, it emerged from interviews that parents understood bilingualism as the ability to speak Gaelic and English, not necessarily write and read them at the same level. About 71% supported the idea of Gaelic-medium education, but it was not clear whether these supported teaching of all subjects in Gaelic. Approximately half the parents surveyed said they would take advantage of Gaelic-medium instruction if offered. Fewer than one- quarter favored education entirely in Gaelic ending by the fourth year of elementary school, while 41% wanted Gaelic emphasized throughout elementary school. Recommendations are made tentatively in view of the study's limitations; however, it is proposed that Gaelic-medium education should continue, that its availability should be made clear to parents, that schools as an important source of Gaelic books should be stressed, and that research on various aspects of this curriculum should be conducted. (MSE) ED339186
Rodriguez, J. L., & Others, A. (1995). The Impact of Bilingual Preschool Education on the Language Development of Spanish-Speaking Children. Early Childhood Research Quarterly, v10 n4 p475-90 Dec 1995. Examined effect of bilingual preschool education on the Spanish and English language development of Spanish-speaking children. Found that, compared to children who remained at home, children enrolled in preschool gained proficiency in English at a faster rate while maintaining a comparable level of Spanish proficiency. (HTH)
Roman, E. M. (1994). Staff Development for Pedagogues in Bilingual Math and Science Programs, 1993-94. Final Evaluation Report. OER Report. Staff Development for Pedagogues in Bilingual Math and Science provided two thematically-based workshops to 40 New York City science teachers who taught students of limited English proficiency (LEP) citywide. Workshops emphasized successful teaching strategies as well as psychological aspects involved in teaching LEP students. The project also provided research articles and monographs about the latest techniques in teaching science. Analysis of participants' responses to a questionnaire found that almost all respondents were highly satisfied with all aspects of the workshops: content, mode of preservation, and materials used. In addition, although the required data were unavailable, it appeared that the students of participating teachers performed as well as similar students citywide on the Regents Competency Tests (RCTs) in science. The project met its objectives for staff satisfaction with workshops and documentation of strategies learned. It was impossible to evaluate fully the objective for RCT in science passing rate, but the project came very close to meeting that part of the objective for which data were available. The conclusions, based on the findings of the evaluation, led to the recommendation that a compilation of the materials developed should be made available and distributed to other science teachers of LEP students. (Author/ND) ED384573
Roseberry-McKibbin, C. A., & Eicholtz, G. E. (1994). Serving Children with Limited English Proficiency in the Schools: A National Survey. Language, Speech, and Hearing Services in Schools, v25 n3 p156-64 Jul 1994. A national survey of public school speech/language clinicians (n=1,145) assessed clinicians' services to limited English-proficient (LEP) children. Findings included 90% did not speak a second language, 76% had no previous coursework addressing LEP children, and Hispanics were the most commonly served. (Author/DB)
Rosebery, A. S., & Others, A. (1992). Appropriating Scientific Discourse: Findings From Language Minority Classrooms. Research Report: 3. Revised. This paper reports a study of the effects of a collaborative inquiry approach to science on language minority students' (middle and high school) learning. This approach emphasizes involving the students, most of whom have had very little schooling, in "doing science" in ways that scientists practice. This study addresses the question: To what extent do students appropriate collaborative scientific inquiry? The authors focus the analysis on changes in students' conceptual knowledge and use of hypotheses, experiments, and explanations to organize their reasoning in the context of two think-aloud problems. The findings indicate that at the beginning of the school year the students' reasoning was non-analytic and bound to personal experience. By contrast, at the end of the school year they reasoned in terms of a larger explanatory system; used hypotheses to organize and give directions to their reasoning; and demonstrated an awareness of the function of experimentation in producing evidence to evaluate hypotheses. (Author/PR) ED352263
Rossell, C. H. (1990). The Research on Bilingual Education. Equity and Choice, v6 n2 p29-36 Win 1990. Reviews research literature on the effectiveness of bilingual education programs. Argues that scientifically valid evaluation studies offer no consistent support for transitional bilingual education as a superior practice for improving the English-language achievement of limited English proficient (LEP) children and, in fact, suggest evidence of some negative effects. (AF)
Rossell, C. H., & Baker, K. (1996). The Educational Effectiveness of Bilingual Education. Research in the Teaching of English, v30 n1 p7-74 Feb 1996. Shows that of the 300 bilingual program evaluations studied only 72 were methodologically acceptable and of that 72 only 22% found traditional bilingual education better than regular classroom instruction when the outcome is reading, 7% when the outcome is language, and 9% when the outcome is math. Suggests that findings do not favor transition bilingual education. (TB)
Royer, J. M., & Carlo, M. S. (1991). Assessing the Language Acquisition Progress of Limited English Proficient Students: Problems and a New Alternative. Applied Measurement in Education, v4 n2 p85-113 1991. Measures of linguistic competence for limited-English-proficient students are discussed. The results for 134 students in grades 3 through 6 from a study of the reliability and validity of the Sentence Verification Technique tests as measures of listening and reading comprehension performance in native languages and English are reported. (TJH)
Royer, J. M., & Carlo, M. S. (1991). Transfer of Comprehension Skills from Native to Second Language. Journal of Reading, v34 n6 p450-55 Mar 1991. Investigates whether transfer of reading and listening comprehension skills occurs in bilingual programs. Finds that reading and listening skills in the native language do transfer to reading in the second language but that general language ability is not significantly involved in the transfer of reading skills to a second language. (RS)
Rueda, R., & Garcia, E. (1994). Teachers' Beliefs about Reading Assessment with Latino Language Minority Students. Research Report: 9. A study investigated the attitudes and beliefs of three groups of third- and fourth-grade classroom teachers (special education pull-out, bilingual credentialed, and bilingual waivered, n=18 per group) concerning the reading assessment of Latino language minority students. Data were gathered from semi-structured interviews, a written questionnaire, classroom observation, and analysis of documents and classroom products related to assessment. Results show, in general, a discrepancy between the beliefs of these teachers and those underlying many of the new educational initiatives in assessment and instruction. In addition, clear differences between the groups were found, with the special education teachers' attitudes most removed from these pedagogical developments. Variance in teacher beliefs and practices occurred both within groups and within individuals, with few cases in which beliefs and practices were entirely consistent. These findings imply that educational reform will require not only a change in practices, but also adoption of a fundamentally different paradigmatic belief system. Contains 83 references. (MSE) ED376721
Rueda, R., & Garcia, E. (1996). Teachers' Perspectives on Literacy Assessment and Instruction with Language- Minority Students: A Comparative Study. Elementary School Journal, v96 n3 p311-32 Jan 1996. Examined the beliefs and practices of special education, credentialed bilingual, and bilingual-waivered teachers of Latino language-minority students. Found that no group supported a single view of literacy instruction or assessment. Differences between groups (primarily bilingual and special education teachers) were evident in beliefs about reading/literacy and assessment. No group showed a favorable attitude toward bilingualism/biliteracy. (HTH)
Rueda, R., & Garcia, E. (1997). Do Portfolios Make a Difference for Diverse Students? The Influence of Type of Data on Making Instructional Decisions. Learning Disabilities Research and Practice, v12 n2 p114-122 Spr 1997. A study of special educators (n=21), bilingual credentialed teachers (n=21), and school psychologists (n=21) examined their judgments regarding how portfolio data compared to traditional standardized assessment data. Results indicate that portfolio data led to more numerous, specific, and detailed recommendations and judgments, and is more informative to teachers. (Author/CR)
Ruiz, N. T. (1995). The Social Construction of Ability and Disability: I. Profile Types of Latino Children Identified as Language Learning Disabled. Journal of Learning Disabilities, v28 n8 p476-90 Oct 1995. An ethnographic study of one elementary bilingual special education classroom found three profile types of students, ranging from severe language learning disabilities to normal abilities. Results show the inadequacy of the medical model and support a contextual performance view that acknowledges the role of instructional context in revealing the range of students' communicative and academic competence. (Author/DB)
Ruiz, N. T. (1995). The Social Construction of Ability and Disability: II. Optimal and At-Risk Lessons in a Bilingual Special Education Classroom. Journal of Learning Disabilities, v28 n8 p491-502 Oct 1995. Bilingual students' language and literacy skills were compared across three classroom events (varying in degree of formality) in a special classroom for students with language learning disabilities. Results showed that certain contextual features (usually holistic-constructivist in nature) were associated with enhanced student performance, whereas others (often with reductionist features) led to communicative breakdowns. (DB)
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_____. (1993). School Age Demographics: Recent Trends Pose New Educational Challenges. Briefing Report to Congressional Requesters. This report presents results of an investigation of the economic and demographic characteristics of school-age children in families and changes in these characteristics between 1980 and 1990. The information was requested in connection with the reauthorization of Chapter 1 of Title I of the Elementary and Secondary Education Act. A particular focus was on national and state profiles of children in families with incomes below the poverty level. The analysis of decennial census data identified demographic changes that may have important implications for Chapter 1. For example, the school-age population declined by 2.3 million in the 1980s, but the number of poor school-age children increased by about 6 percent to 7.6 million, and became more racially and ethnically diverse. This population has become more concentrated in the West and Southwest, but significant concentrations of school-age poor remain in the South. The poor school-age population has also become more concentrated in cities. With no changes in Chapter 1 allocation formulas, these patterns will substantially affect the distribution of program funds. Other trends have been identified that impact other federal education programs such as the Bilingual Education Act. Five appendixes contain 32 tables and 32 figures presenting demographic information and characteristics of school-age children. (SLD) ED362609
Sahaf, A. R. (1994). Language Identity and Social Behaviour: A Sociocultural Approach to the Study of the Concept "Will" on the Effectiveness of the "How's" and "Why's" of Bilingualism. Linkoping Studies in Education and Psychology No. 42. This study examined the problems of bilingualism among 28 Iranian students in Swedish schools, focusing on sociocultural influences of the majority culture on the minority group and their effects on the students' perceptions and educational outcomes. The students and 35 native-language teachers were observed and interviewed in their work contexts for three years. Toward the end of the study, essay tests were administered to 20 of the students in upper secondary school. Results are presented in the form of major findings from the literature survey; findings concerning the study's methodology and the model used for analysis; and findings from the data gathered, presented separately for observations; discussions with teachers; and student essays. Issues discussed in these summaries include: influences of the majority and minority language cultures on Iranian students' behaviors; values and belief systems; family role; cultural isolation; levels of home language activity and maintenance; and community role. A major conclusion is that three factors: language, cultural co- existence, and equilibrium within the social system, are highly interdependent. Implications for practitioners are discussed. Contains 13 pages of references. (MSE) ED384238
Saucedo, L. (1997). Parents' Attitudes towards Dual Language Immersion Programs. A study investigated parent attitudes toward a dual-language (Spanish/English) immersion program of bilingual education, in which both English-speakers and non-English-speakers are participating students and English is used no more than 50 percent of the time for instruction. The 20- item (agree/disagree format) survey elicited opinions from 200 parents concerning four program areas: cultural appreciation among peers; students' academic progress; the importance of learning a second language; and the importance of parent volunteerism. Results indicate most parents had a favorable attitude about dual-language immersion; over 90 percent were satisfied with the program and would recommend it to other families. Learning a second language was perceived as important by 97 percent. A similar percentage agreed that all schools should teach a second language and that children should speak English and Spanish fluently. While 97 percent were satisfied with their children's second language learning, only 95 percent were satisfied with their native language development. Most were also satisfied with their academic progress and enhanced cross-cultural attitudes and appreciation. Most supported parental involvement, although only about half had volunteered. Contains 11 references. (MSE) ED405730
Sayers, D. (1991). Cross-Cultural Exchanges between Students from the Same Culture: A Portrait of an Emerging Relationship Mediated by Technology. Canadian Modern Language Review, v47 n4 p678-96 Jun 1991. Discusses the use of the "portraiture" methodology to study a joint curriculum project between a U.S. and a Puerto Rican bilingual (Spanish- English) elementary school, which focuses on the use of De Orilla a Orilla, an international computer networking project, to arrange collaborative teaching, communicate by electronic mail and teleconferences, and produce a joint bilingual newsletter. (22 references) (Author/CB)
Schmitt, D. R. (Sep 1994). Longitudinal Study of a Bilingual Program for Four Year Olds. This paper reports on a longitudinal study of the Project Preschool PLUS bilingual program conducted by two elementary schools in Jefferson Parish, Louisiana. The program serves limited English proficient (LEP) students, the majority of whom qualify for free or reduced price lunches. It emphasizes whole group, small group, and individualized instruction, as well as field trips. Standard diagnostic tests were administered to students at the beginning and end of the school year during the preschool program, while the California Achievement Test (CAT) was administered to kindergartners and first-graders who had completed the program. The study found that Project PLUS was able to make noteworthy impacts on the preschoolers who finished the program. Seventy-one percent of these students were developmentally at or above their chronological age by the end of the school year. On all subscales of the CAT, the former PLUS students scored significantly higher than a control group of similar LEP students. (MDM) ED375676
Schneider, S. (Nov 1990). Integrating Whole Language with a Sheltered English Curriculum: A Longitudinal Evaluation of At Risk Language Minority Students. A study evaluated two El Paso, Texas bilingual education program types, including a state-mandated transitional model (n=18 schools, 5,607 students) and a bilingual immersion program (n=19 schools, 4,717 students). Both programs are designed so students will exit after grade 4, but some continue in grades 5 and 6. Student characteristics are similar across programs. Transitional programs have tended toward the audio-lingual approach, and immersion uses recent language-acquisition methods and the whole language approach and teaches reading and content areas in English. More recently, a language-arts approach has been encouraged, but not widely embraced, in the transitional program. Longitudinal data on student progress in the two program models and process data for three years has been gathered, and teachers were surveyed twice. Analysis of the data indicates that as in previous years, the immersion students performed better on standardized tests than transitional program students, with the gap narrowing in reading and math in the upper grades. Regardless of program, the students make the same average grades and are promoted at a similar rate. It is concluded that the bilingual immersion program can provide needed first-language instructional support and development as well as a richer, faster, more complete exposure to English. (MSE) ED332520
Schon, I., & Li, Z. (1991). What Educators Think about Using Books in Spanish (a Survey) (Open to Suggestion). Journal of Reading, v35 n3 p243-44 Nov 1991. Surveys California educators (teachers, principals, school librarians, and bilingual education coordinators) on attitudes regarding books in Spanish in school. Finds that positive attitudes toward having and using books in Spanish in public schools are closely associated with, and may be determined by, the percentage of Hispanic students in the school. (SR)
Schrank, F. A., & Others, A. (1996). Comparative Validity of Three English Oral Language Proficiency Tests. Bilingual Research Journal, v20 n1 p55-68 Win 1996. Examines three English oral language proficiency tests in terms of whether the tests measure basic interpersonal communication skills or cognitive- academic language proficiency. Suggests that oral language proficiency tests should be academic in nature if their purpose is to determine whether language-minority students can meet the demands of monolingual instruction in English. (LP)
Secada, W. G., & Carey, D. A. (Oct 1990). Teaching Mathematics with Understanding to Limited English Proficient Students. Urban Diversity Series No. 101. This document provides research-based information to help school district personnel select appropriate mathematics education programs for their limited English proficient (LEP) elementary school students. A review of the mathematics education literature is discussed in the context of the reform movement in school mathematics. Two instructional programs for effectively teaching mathematics to LEP students, Active Mathematics Teaching (AMT) and Cognitively Guided Instruction (CGI), are discussed in detail. Examples, using addition and subtraction problems, illustrate each program. Since teaching math in a student's native language may be more effective than limiting instruction to English, Spanish translations of examples are also included to demonstrate how simple presentation of problems can facilitate their solving. Recommendations are woven throughout the text and each section ends with a list of additional recommendations for teaching mathematics to LEP students. The following final recommendations are suggested: (1) choose and use manipulatives carefully; (2) manipulatives should support discussion about mathematics, not replace it; (3) activities should emphasize the mathematics content; (4) the National Council of Teachers of Mathematics' document, "Curriculum and Evaluation Standards," provides specific recommendations for content that should be emphasized as well as deemphasized; (5) AMT has been proven effective for conveying large amounts of basic information that is well organized; (6) CGI shows promise for developing problem solving skills, higher order thinking, and enhancing student confidence; and (7) mathematics is too important for students' futures to be reduced to computations or omitted entirely. Five figures are included. A list of 72 references is appended. (FMW) ED322284
Sharpe, P. (1994). A Study of Some of the Environmental Features Found to Be Conducive to the Bilingual Development of Pre-School Children in Singapore. Early Child Development and Care, v98 p59-72 1994. Kindergarten and child care center supervisors in Singapore completed questionnaires about their programs and about the competency of children in their program who were bilingual in English and Mandarin. Parents completed a questionnaire about the home environment. Found that parents' provision of language enrichment materials for their children predicted the competency of bilingual children. (BC)
Shin, F. H., & Krashen, S. (1996). Teacher Attitudes toward the Principles of Bilingual Education and toward Students' Participation in Bilingual Programs: Same or Different? Bilingual Research Journal, v20 n1 p45-53 Win 1996. A survey of 794 teachers from six school districts in central California found that although teachers strongly endorsed the principles of bilingual education, they indicated minimal support for actual participation by students in bilingual programs. Teachers with supplementary training in English as a Second Language and bilingual education were more supportive of bilingual education. Includes survey questionnaire. (Author/LP)
Short, D. J. (1995). The Academic Language of Social Studies: A Bridge to an All-English Classroom. This paper reports a study that examined the academic language of middle school social studies education, as found in textual and classroom discourse, and the instructional practices effective in guiding students to accomplish academically and socially meaningful tasks. It involved classroom-based research, analysis of textbook discourse, classroom talk, and student work samples. Student language development was also examined. The study also resulted in development of two thematic units for integrating language and social studies objectives with thinking/study skill practice and multicultural perspectives, on protest and the American Revolution, and conflict in world cultures. Textbook discourse analysis included examination of text structure and content and use of vocabulary. Analysis of functional academic language in social studies looked at its semantic and syntactic features, language functions and tasks, and routine classroom discourse and analyzed its specific features. It was also determined that social studies offers many opportunities for higher-order thinking tasks. It was found that both English-as-a-Second-Language and content area teachers used specific bridging strategies to accommodate student language needs. Limitations were identified in existing instructional materials, and explicit socialization into classroom culture was found to be desirable. Implications for instruction are addressed briefly. (MSE) ED378835
Sierra, J., & Olaziregi, I. (1991). EIFE 3: Influence of Factors on the Learning of Basque. Study of the Models A, B, and D in Second Year Basic General Education. Glotodidaktika-Lanak 36. This study on Basque language learning is part of a project investigating alternative curriculum designs to promote native language maintenance in the Basque Country of Spain. This study, similar in design to an earlier study, measured the level of Basque and Spanish of second-graders (n=1,196 from 301 classrooms) in three program models (Basque taught as a second languageModel A, Spanish-Basque bilingualModel B, and instruction primarily in BasqueModel D) in 1988; studied factors influencing the learning of the languages; compared the new data with that of 1983-84; and examined the bilingual model. The study focused on the influence of students' home language (Spanish or Basque) and other social and demographic factors on the educational model. (MSE) ED357640
Smith-Hefner, N. J. (1990). Language and Identity in the Education of Boston-Area Khmer. Anthropology and Education Quarterly, v21 n3 p250-68 Sep 1990. The author finds the Khmer refugee parents of children in Boston area schools to be relatively uninterested in the question of their children's education, following from a fatalistic outlook that distinguishes them from other Southeast Asian refugees, whose children are urged to succeed against all odds. (DM)
Solomon, A., & Orenstein, D. (1991). A Study of the Factors Which Contribute to the Academic Performance of First Grade At-Risk Hispanic Students at a Schoolwide Projects Facility. This study examined the effect of school attendance, use of English-as-a- Second Language (ESL) services, and language spoken at home on Hispanic students' performance. The academic performance of 101 Hispanic first graders in intensive, regular, and bilingual programs was measured by standardized test scores in reading and mathematics, and report card grades. Students with no kindergarten experience earned a higher median score on the reading test than students with kindergarten experience. Students with kindergarten experience earned a higher median report card grade. Students in intensive programs had the highest median score in the reading test, and students in regular programs had the highest score in the mathematics test and the highest report card grade. Students who had better than median attendance scored better on the standardized tests and had higher report card grades than students below the median. Students in the intensive ESL group had higher median scores on the reading test and higher report card grades in reading than students in the beginner ESL group. Students who live in homes where English is spoken had higher scores and grades than students in homes where Spanish is spoken. Five references are cited. (BC) ED337291
Soto, L. D. (1993). Native Language for School Success. Bilingual Research Journal, v17 n1-2 p83-97 Win-Spr 1993. Home interviews with 30 Puerto Rican families in eastern Pennsylvania revealed that parents of higher-achieving children in grades K-2 preferred that their children have a native-language environment at home and in school to a greater extent than did families of lower-achieving children. Contains 48 references. (TD)
Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume III: SEA Report, Task 7. Summary of State Educational Agency Program Survey of States' Limited English Proficient Persons and Available Educational Services, 1993-1994. 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)
Stiles, D. B. (1997). Four Successful Indigenous Language Programs. This paper examines four indigenous language programs to compare common components, problems, and outcomes. The programs are Cree Way in Quebec, Canada, Hualapai in Arizona, Te Kohanga Reo (Maori) in New Zealand, and Punana Leo (Hawaiian) in Hawaii. These programs were chosen for four characteristics: (1) the languages are no longer transmitted to the younger generation (in the home or community); (2) the programs all have curriculum development, community support, parent involvement, and government support; (3) the programs exist in different countries; and (4) they are recommended as model programs for endangered indigenous languages. Each program's description covers historical background; program development; funding; parent, community, and academic involvement; and current status. Each program has a curriculum that combines indigenous language and cultural heritage, literacy, community involvement, and parent participation. Common problems are related to teacher availability, teacher training, lack of written materials, and funding. Outcomes of all programs have included decreased dropout rates, increased sense of heritage and identity, and improved test scores. It is concluded that the success of these types of programs depends on home and community initiative and involvement; culture cannot be separated from the language. It is also important to begin the program at an early age, preferably preschool; to have a firm theoretical foundation; and to have written teaching materials. Contains 29 references. (SAS) ED415079
Stone, L. (1994). Issues in Problem Solving Discourse: A Preliminary Study of the Socialization of Planning Skills during Science Lessons in a Kindergarten Classroom. This case study explored how social interaction during science lessons leads to the development of planning skills in students. An analysis of group discussions was conducted. Questions addressed were: (1) What is the nature of planning discourse during science problem-solving activities with young children?; and (2) How is collaborative planning during science problem-solving encouraged by the teacher to help a student structure problem-solving attempts? An urban elementary school located in a transient, low-income, predominately Latino neighborhood was selected. The class tended to be bilingual, but the analysis focused on activities where English was used primarily. The classroom population was 30 children, and one-third were fluent English speakers. Participant observation notes and unstructured interviews were conducted. Classroom documents and video and audio tapes of 1-2 hour durations were analyzed. Discourse and conversation analytic methods were used to complete both macro and micro analysis of classroom discourse. Results suggest that the teacher's general framing of learning as problem-solving opportunities for all participants profoundly affected the nature of instructional talk, and contributed to an emphasis on learning about planning during social interaction. In this case study, the teacher was in the process of building a classroom environment that engendered group problem solving by creating opportunities in which students could actively participate in planning activities. The social organization, shaped by a complex integration of linguistic, visual, and kinesic texts, provided students with a means to make sense of practical activity as forms of problem solving that require planning. Active participation in social interaction around planning had the consequence of shifting students' roles from receivers of knowledge to producers of knowledge. (Contains 37 references.) (WP) ED391571
Swain, M., & Johnson, R. K. (1996). Discovering Successful Second Language Teaching Strategies and Practices: From Programme Evaluation to Classroom Experimentation and A Response. Journal of Multilingual and Multicultural Development, v17 n2-4 p89-113 1996. Analyzes how Canadian immersion education has developed from its origins to the present in terms of a cycle guided by the interplay between theory and classroom practice of second- language acquisition. Johnson responds by questioning the extent to which bilingual education theory and practices are universal or context specific. (38 references) (Author/CK)
Swain, M., & Lapkin, S. (1991). Heritage Language Children in an English-French Bilingual Program. Canadian Modern Language Review, v47 n4 p635-41 Jun 1991. Reports on two studies of minority language children enrolled in a Toronto, Canada, bilingual (English-French) program. The study indicated that focus on the maintenance and development of students' heritage language with specific reference to literacy learning enhanced the learning of French, a third language for the minority language students. (14 references) (Author/CB)
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_____. (1991). Teacher Education in Illinois Public Community Colleges. In 1990, the Illinois Community College Board (ICCB) conducted a study to determine ways in which the community college system could increase its participation in the preparation of elementary and secondary teachers. Drawing information from ICCB course files and unit cost data, as well as a survey of the colleges, the study investigated the employment outlook for teachers; the number of community college students planning to major in teacher education; courses available in teacher education at the colleges; the number of credit hours generated in teacher education courses; methods used to promote teacher education; and articulation agreements between community colleges and four-year institutions. Study findings included the following: (1) statewide employment outlook data anticipate teacher shortages in math, science, special education, and bilingual education through the year 2000; (2) during fall 1990, the 38 districts reporting data identified 9,439 students planning to major in teacher education; (3) during fall 1990, a total of 951 teacher education courses were approved in the Illinois community colleges; (4) credit hours produced in teacher education in 1990 decreased relative to the number of credit hours produced across all baccalaureate/transfer programs; (5) frequently mentioned promotional approaches included brochures and newsletters; and (6) 22 colleges reported teacher-education articulation agreements with four-year institutions. Data tables, references, and a list of promotional methods used at selected community colleges are included. (JMC) ED330395
_____. (1992). The Educational Software Marketplace and Adult Literacy Niches. Contractor Report, Adult Literacy and New Technologies: Tools for a Lifetime. Over the past 10 years computer technology has come to occupy a central place in American life and has caused a redefinition of the level of literacy skills needed to participate effectively in American society. At the same time, some 20 to 30 million adults have serious problems of basic literacy. Within this context, the Office of Technology Assessment has undertaken a comprehensive assessment of literacy in America and the application of technology to literacy improvement. This report is specifically focused on examining the long-term economic viability of the adult literacy software market, and exploring policy options and their potential impact on the marketplace. The first two of the report's four major sections concern the educational technology market including the structure of the K-12 software market and niche markets in the larger adult literacy market (including job opportunities and basic skills, correctional education, university/college literacy, adult education, and English-as-a- Second-Language/bilingual education), and the economic viability of the literacy marketplace. The third section describes case studies of nine literacy software companies, followed by an analysis of patterns among the case study participants. In the final section, on the economic viability of the literacy marketplace, it is established that, because of the fragmented nature of the literacy market, the current economic recession, and other factors, the health of the industry supplying software and related products to literacy markets is not good. Software publishers committed to the literacy marketplace for the past 3 years are only now beginning to show small profits, and few corporate profits have been invested in the development of new products. The major barriers faced by literacy software publishers and coping strategies are identified, and several federal policy intervention strategies are considered, including increased stable federal funding for literacy service providers, investment in professional development and technology, and increased federal support for research and development. (MN) ED361498
_____. (1992). Three Bilingual Education Methods Are Equally Effective (Open to Suggestion). Journal of Reading, v35 n4 p327 Dec-Jan 199 1992. Notes that an extensive study by the U.S. Department of Education showed that three approaches to bilingual education (immersion, early exit, and late exit) are effective for bilingual learners, with some differences in growth patterns. (SR)
The report summarizes information submitted by state education agencies (SEAs) on the survey of states' limited-English-proficient (LEP) persons and available educational services for the 1993-94 school year. Results indicate that enrollment of LEP students in public and private schools continued to increase, comprising 7 percent of public school enrollment in grades K-12. California enrolled the largest number; New Mexico and Alaska had the highest proportion of LEP students. Data on progress of these students was found to be incomplete, but they indicated that dropout and retention rates were 1.7 and 2.5 percent, respectively, among institutions providing data. Definition and methods of identification of LEP students varied between and sometimes within states. Almost 2.4 million LEP students were reported enrolled in special programs to meet their educational needs; in public schools this represented 78.5 percent and in private schools, 30.4 percent of LEP students. The largest proportion (72 percent) were served by state and local programs. (Author/MSE) ED390591
This paper examines how various elements of five early- childhood-to- elementary school transition programs are being developed and carried out. Five transition programs were identified and investigated in regard to shared leadership and decisionmaking among stakeholders, comprehensive and integrated services, family involvement and empowerment, cultural and linguistic sensitivity, family-school communication, joint staff development, developmentally appropriate practices, and program outcomes and effectiveness. The paper provides an inventory of specific approaches and program components that have proven to be effective in easing the transition from early childhood programs to elementary schools. The programs examined included: (1) the Head Start/Public School Early Childhood Transition Demonstration Project in Santa Clara, California; (2) Very Important Preschoolers (VIP) Village, which serves Imperial Beach and South San Diego, California; (3) the Head Start/Public School Early Childhood Transition Demonstration Project in Phoenix, Arizona; (4) Transitional Bilingual Education Program in Irvine, California; and (5) the Head Start/Public School Early Childhood Transition Demonstration Project in Reno, Nevada. An appendix provides the addresses and telephone numbers of the five transition programs. (Contains 23 references.) (MDM)
Thomas, R. J. (1994). Working with LEP Vocational Students in Community College Settings. Journal for Vocational Special Needs Education, v16 n2 p29-36 Win 1994. A project studied nine community college vocational education programs for limited English proficient (LEP) adults and developed an administrative handbook. The project identified effects of programs/services on LEP enrollment, benefits realized by community colleges, funding sources, location of programs/services, interagency collaboration, and barriers to increasing LEP participation. (SK)
Tobias, R. (1994). Education Progress of Students in Bilingual and ESL Programs: A Longitudinal Study, 1990-1994. OER Report. This report explores the educational progress of students of Limited English Proficiency (LEP) who entered the New York City Public Schools in the fall of 1990 and 1991. It describes students' success in meeting the exit criteria for bilingual and English-as-a-Second-Language (ESL) programs. The study focuses on such short-term outcomes as the time required to exit such programs and reading and mathematics achievement in English after moving to monolingual-English classes. Students entering the schools are considered eligible for ESL or bilingual programs if they speak a language other than English at home, and if they score at or below the 40th percentile on the Language Assessment Battery (LAB). This research tracks two cohorts of students whose first-time enrollment in the schools followed the establishment of new criteria for entering LEP programs. The report is divided into the following sections: Results: Exit Rates from ESL and Bilingual Programs by Grade Entered, Exit Rates from ESL and Bilingual Programs by Home Language, Entering Level of English Proficiency, Tested Achievement of Students who Exit LEP Programs, and Discussion and Recommendations. The appendix contains six data tables concerning: (1) number of years to Exit ESL-Only or Bilingual programs by Home Language (fall 1990 through spring 1994); (2) number of years to Exit ESL-Only or Bilingual Programs by Home Language (fall 1991 through spring 1994); (3) Home Language Distribution by Program Assignment for the fall 1990 through spring 1994; (4) Home Language Distribution by Program Assignment for the fall 1991 through spring 1994; (5) Number of Years to Exit ESL-Only and Bilingual Programs Controlling for Students' Level of English Proficiency upon Entering the Program (fall 1990 through spring 1994); and (6) Number of Years to Exit ESL-only and Bilingual Programs Controlling for Students' Level of English Proficiency upon Entering the Program (fall 1991 through spring 1994). (CK) ED378817
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Ulanoff, S., & Pucci, S. (1993). Is Concurrent-Translation or Preview-Review More Effective in Promoting Second Language Vocabulary Acquisition? This study investigated the effectiveness of two English second language (ESL) teaching methodologies commonly used in bilingual classrooms: concurrent translation, often criticized but widely practiced, and dual language preview-review, which combines introductory and follow-up exercises in the first language and lesson teaching in the second language. Subjects were 60 native Spanish-speaking third-grade students of mixed Spanish and English reading skills, divided into three groups. One (n=16) was a control group, one (n=21) was taught using concurrent translation, and one (n=23) was taught using the preview-review method. All had the same teacher. Pre- and posttests of vocabulary acquisition were administered and analyzed. Results indicate that the children learned and retained far more vocabulary with the preview-review method. However, students taught with the concurrent translation method who took a delayed posttest performed better than those with a posttest immediately after treatment; this difference was not statistically significant. The findings support the use of preview-review in the bilingual classroom. Further research on the possible negative effects of the concurrent translation method, on long- term treatment effects, and on methods building on student background knowledge is recommended. A 57-item bibliography and the vocabulary test used are appended. (MSE) ED360831
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_____. (1990). Voices from Successful Schools: Elements of Improved Schools Serving At- Risk Students and How State Education Agencies Can Support More Local School Improvement. The effect of successful school practices on educational outcomes of disadvantaged students is examined in this project report. A second focus is to determine ways in which state education agencies can support local school improvement efforts in the secondary and middle schools. As part of a larger long-term effort to improve the educational achievement of children considered at risk, the study involves a review of current research, expert consultation, and site visitation of 19 exemplary schools. Information is provided on the school improvement initiation process; methods for improvement, which include management, instruction, and early intervention and categorical programs such as Chapter 1, special education, and bilingual education; staff training; evaluation and accountability; parent involvement; community and business support; and state intervention. Recommendations include provision of technical assistance by state education agencies, identification of successful schools, improved teacher training, increasing the priority of early childhood education, use of innovative instructional methods and incentives, improved program information dissemination, and promotion of family and community support programs. The appendix lists the participating schools from nine states: California, Connecticut, Florida, Louisiana, Maryland, Michigan, New York, Pennsylvania, and Virginia. (LMI) ED326978 Note: 44p.
Valdes, G. (1996). Con Respeto. Bridging the Distances between Culturally Diverse Families and Schools. An Ethnographic Portrait. As part of a larger ethnographic study, this book focuses on Mexican American family life, parental attitudes toward school, and efforts to increase student achievement by changing families. Exploration of the daily life of the 10 immigrant families sheds light on what educators have interpreted as the disinterest of newly arrived immigrants in their children's education. It is argued that Mexican working-class parents bring to the United States goals, life plans, and experiences that do not help them make sense of what the schools expect of their children. Schools expect a "standard" family and show little sensitivity to the immigrants' culture. Examination of the lives and backgrounds of these families shows that parents' expectations of the "good life" are often incongruent with the school's definitions of success. While it was true that the families in this study were not producing successful students, it was not because they were bad parents. There are many reasons to question the efficacy of programs aimed at changing the family, and this is especially true for Mexican American immigrants, for whom efforts to change the family can upset the delicate balance that allows them to survive. Any efforts that target this group must be culturally sensitive and based on appreciation and respect for the family values that these parents have brought with them. (Contains 5 figures and 232 references.) (SLD) ED397195
Vedder, P., & Others, A. (1996). Multicultural Child Care. Bilingual Education and Bilingualism 9. In child care centers, parental involvement as well as staff sensitivity toward children and parents are essential for managing cultural diversity in a way that is beneficial for both migrant and indigenous families. Defining and improving the quality of center education from a multicultural perspective require discussions between staff and parents about educational goals and the means to achieve them. This monograph analyzes the state of multicultural education in child care centers, primarily in the Netherlands but also in other Western European nations. The issue of what multicultural education in these centers should look like is also discussed. In the Netherlands, the recent and rapid growth in the number of child care centers, together with the growing numbers of immigrant children visiting these centers, have given a strong impetus to concerns about the quality of center education from a multicultural perspective. History and models of multicultural institutional child care are discussed, together with recommendations for improving the relationship between staff and parents by way of consensus building. Contains 121 references. (MOK) ED399016
Volk, D. (1995). Continuities and Discontinuities in Question Use: Puerto Rican Kindergartners at Home and at School. Research Report #11. This study explores continuities and discontinuities between patterns of question use during lessons in a bilingual classroom and in the homes of two Spanish-dominant Puerto Rican kindergartners. Ethnographic techniques, including participant observation, audiotaping, and interviews were used to collect data in the classroom and the homes over the course of 1 school year. Qualitative and quantitative techniques were integrated into the data analysis. Both continuities and discontinuities were found in question use in the two settings. The teacher used three patterns of questioning, including the recitation script which is associated with teacher-centered lessons in school. The mothers used the same script in lessons, though the children participated more actively in the script at home than they did at school. Question use was more elaborated in school, and requests for clarification were used more frequently at home. Implications for teaching practice and for further research with Latino families are discussed, as is the need to recognize and build on the convergence of language use and interaction practices in homes and schools. (Contains 3 tables and 37 references.) (Author/SLD) ED402410
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Warren, B., & Rosebery, A. S. (1993). Equity in the Future Tense: Redefining Relationships among Teachers, Students, and Science in Linguistic Minority Classrooms. Working Paper 1- 93. This paper discusses teaching science to language minority students and describes work with linguistic minority children and their teachers. A key goal of this work is to create scientific sense-making communities in the classroom that parallel science as it is practiced in the world. Following a critique of current practice in science education, the paper explores what conditions are necessary to create classroom communities of scientific sense-making. This is followed by a look at a new approach to teacher development based on the belief that the teacher, whether bilingual, English-As-A-Second-Language, or science specialist, is critical to creating communities of scientific sense-making. Also discussed is the role of discourse appropriation in teacher development, with an example of teachers and students reviewing a homework assignment on acids and bases. A case study of one teacher's experience of learning science in order to teach science illustrates the nature and complexity of the learning process that undergirds the creation of classroom communities. A conclusion brings the issues together and emphasizes that in their reflective practice, teachers can construct a view of science as a socially constituted, meaning- making activity that includes rather than excludes linguistic minority children. (Contains 62 references.) (JB) ED356307
Warren, B., & Rosenberg, A. S. (1991). Discourse and Social Practice: Learning To Use Language in Bilingual Classrooms. A study of biliteracy focuses on discourse as the unit of analysis needed to understand the task facing bilingual students. It investigated the way in which 22 high school students representing six different language groups in a bilingual basic skills course struggled with scientific language in an experiment on the community's drinking water. Most students were not literate and had had no previous science experience. During the investigation, students began to appropriate the intentional possibilities of language in order to construct scientific meanings and resolve a dilemma posed by the evidence at hand. It is concluded that while in traditional book-based bilingual education, students are expected to assimilate decontextualized language, this active learning approach causes students to construct both language and content knowledge by confronting authentic dilemmas. A 34-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED337055
Warshaw, C., & Others, A. (1991). Implications of Meyer and Scott's Theory of Institutional Environments for the Implementation of Cummins' Framework for the Empowerment of Students in Bilingual Kindergartens. Three bilingual kindergarten classrooms were studied in depth in their school settings to see what conflicts arise between the expectations of the mainstream administrative structure of the school and the expectations of the bilingual curriculum of the district and how such conflicts are handled. Particular attention was given to potential conflict between the structures that Cummins (1986) recommended for bilingual education and more traditional school structures. Fundamental to the study were Cummins' elements in the organization of schooling that affect the extent to which minority students are empowered or disabled. These elements are: (1) the incorporation of minority students' culture and language; (2) the inclusion of minority communities in the education of their children; (3) use of a reciprocal interaction model of pedagogy rather than a transmission model; and (4) advocacy in assessment rather than delegitimation. Cummins' writings were reviewed to identify the specific observable behaviors that he recommends, and observations and intervews were conducted in classrooms and schools. Descriptive syntheses of observations and interviews conducted in the three schools are presented. Study findings indicate there are two widely divergent types of implementation of bilingual education in the schools. (RH) ED332809
Weaver, L. R., & Padron, Y. N. (1994). Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions. A survey investigated the attitudes of 52 elementary school teachers of limited-English-proficient (LEP) students concerning their preference for product- or process-oriented writing strategies for this population. The teachers were administered a questionnaire on which they indicated preference, on a four-point scale, for 28 product- and process-oriented writing strategies identified as most commonly used by English-monolingual and bilingual students during the composing process. Results indicate the teachers perceived the process-oriented strategies as most important for teaching LEP students, in contrast to earlier studies that suggest process- oriented writing strategies are little used in the English-as-a-Second- Language classroom. In addition, years of teaching experience had little effect on preference for process-oriented vs. product-oriented strategies. (Author/MSE) ED372641
Wiley, T. G. (1990). Literacy, Biliteracy and Educational Achievement among the Mexican-Origin Population in the United States. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p109-27 Fall-Spr 198 1990. Among Chicano and Mexican-born residents of five states, surveyed in 1979, inclusion of Spanish literacy produced a higher literacy rate than is generally cited for this population. Biliteracy and Spanish literacy were associated with educational achievement, family income, employment, and political participation. Associations with gender, age, place of nativity, parent education, and childhood language are also discussed. (SV)
Wilson, C. L., & Others, A. (1994). The Title VII Academic Excellence Program: Disseminating Effective Programs and Practices in Bilingual Education. The Department of Education's Academic Excellence Program, which focused on implementation and dissemination of information on effective bilingual education programs, is reported and evaluated. The project's goal was to understand the processes and activities that support successful marketing, adoption, implementation, and sustainment of practices that result in effective education for limited-English-proficient (LEP) elementary and secondary students. An introductory chapter gives an overview of federal involvement in bilingual education in general and the Academic Excellence Program in particular, and describes the study and report. The second chapter describes the nine original programs and the nomination and review processes. The programs have diverse designs, characteristics, and objectives, including target populations (Alaskan and Native American, LEP, limited-Spanish-proficient, gifted/talented, parents, non- English- proficient, English-fluent), grade levels, goals (English language arts, computer-assisted instruction, computer literacy, achieving creative and academic potential, parent participation, native language development, literacy, self-esteem), subject areas, methodologies, and geographic locations. The third chapter details the selection of sites and process of implementation. Chapter 4 discusses the importance of the Academic Excellence Program and dissemination of program information. A concluding chapter assesses the design of the overall program as a federal strategy for educational improvement. Contains 27 references. (MSE) ED370440
Wink, J., & Garcia, H. S. (1992). The Emergence of the Framework for Intervention in Bilingual Education. This paper summarizes an ethnographic study of three kindergarten and three first grade bilingual classrooms which investigated the impact on the school community of two conditions: (1) when teachers and staff were trained in cooperative methods for teaching and learning a second language; and (2) when the school initiated and implemented a parent advisory committee for the bilingual education program. Informants were parents, students, teachers, and all staff coming into contact with the children in the six classrooms. Formal staff development and parent training sessions occurred monthly. The report describes the methodology and organization of the original dissertation and outlines its findings and recommendations. It is concluded that in this case and in the course of the study, the school's approach shifted from assimilation to acculturation, ethnocentrism to pluralism, bicultural ambivalence to cultural pride, and melting pot model to cultural mosaic. However, these changes did not occur linearly but through unexpected shifts in direction due to staff/researcher interaction. Two ancillary findings were: that several monolingual staff were found to be particularly effective in the bilingual setting; and that team teaching evolved in this situation. A 28-item bibliography is included. A previously- proposed schematic framework for bilingual intervention and an adaptation suggested by this research are appended. (MSE) ED349839
Wiss, C. A. (1993). Crosslinguistic Comparisons of Learning Disabilities in French Immersion Poor Readers. Canadian Journal of Special Education, v9 n2 p171-76 1993. This paper describes the methodology of a study seeking to determine whether there is evidence that French immersion children with specific reading disability in one language also have the disability in the other language, and learning-disabled readers belong to the same subtype in both languages. (Author/JDD)
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Zelazo, J. (1995). Parent Involvement in a Two-Way Bilingual School. This study investigated the nature of and factors in the involvement of both Spanish-speaking and English-speaking parents in an elementary school specializing in two-way bilingual education. The researcher observed parents and teachers in interaction, reviewed school documents, and interviewed parents, families, and school staff, some in short interviews, informal-conversational interviews, and a selected group received in-depth interviews. It was found that: (1) parents' comfort with the staff and the school was critical in their becoming involved; (2) language played a major role in the nature of involvement, with English the language of structural organizations that involved groups of parents; and (3) parents' view of their role in relationship to the school, their own schooling level, and present economic situation, were major influences on how they were involved at school. Excerpts from parent comments, in English and Spanish, are presented. Conclusions are drawn and include: (1) a context specific framework of viewing home-school continuity can enable educators to more clearly understand opportunities for parent involvement at the school site, and to determine ways to more equitably involve all parents; (2) parents can be enabled to or disabled in demonstrating their school related cultural resources depending on the action of the schools; and (3) a fluid perspective, one that recognizes variation within and between social groups and school contexts, can address the biases and stereotypes that continue to be associated with minority groups of parents and their relationships to schools. Contains 13 references. (MSE) ED383219
Zepeda, O. (1995). The Continuum of Literacy in American Indian Communities. Bilingual Research Journal, v19 n1 p5-15 Win 1995. Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10 references) (MDM)
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