Folder: Bilingual Education
Biliteracy (1998)
Page Contents
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C D E F G H J K L M N O P Q R S T V W Y
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Barrs, M., Ed., & Thomas, A., Ed.. (1993 ). The Reading Book.. Noting the persistent tendency to polarize questions of reading instruction into diametrically opposed or simplified positions, this book (developed in the United Kingdom) is a teacher's guide to learning to read. The first part of the book surveys what is known about reading, in chapters corresponding to the four major partners in the reading process: child, parent, teacher, and text. The practical sections that make up the second part of the book include all the issues that would feature in an elementary school's reading policyfrom the teaching approaches in use, to the books and resources offered, the provision made for equal opportunities and for biliteracy, the support available for children with reading difficulties; and the use of record-keeping to assess and monitor children's progress. One school's reading policy and a bibliography of children's books and teachers' books referred to in the text are attached. (RS) ED361658
Bernhardt, E., & Others, A. (1994 ). Elementary School Students Reading Science Texts in Spanish.. A study of fourth- and fifth-grade students who were taught science in Spanish as a second language is reported. The primary issues studied were: (1) the role of first-language skills in learning science in a second language, and (2) whether hands-on instruction, seen as effective by many for science teaching, is appropriate for second-language-medium instruction. Forty science lessons were observed and videotaped from September to May. Twenty students read four science texts in Spanish, three expository and one narrative, all linked to themes and previous performance assessments by the teacher involved. Students were asked to read and recall the texts in the language in which they felt most comfortable, then several days later, were interviewed about reading in science. During the study's last month, the same students were administered a performance assessment. Quantitative data and interview results are analyzed together, and implications are drawn concerning the role of first-language skills in second-language performance, the role of reading in science instruction, and appropriate use of performance assessment. (MSE) ED378806
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Crerand, M. E. L. (1993). From First Language Literacy to Second Language Proficiency to Second Language Literacy: The Act of Writing in a Foreign Language Context. A study investigated how a second language (L2) learner's writing skills develop in a second-language context. The three research questions addressed the effect of: (1) first-language (L1) literacy skills, (2) L2 proficiency, and (3) the instructional context on L2 writing. Subjects were 70 university French students. Data were drawn from 300 writing protocols, or 3-5 samples from each subject. The writing samples were analyzed quantitatively for 6 variables: overall quality; number of T-units; mean length of T-unit; number of error-free T-units; mean length of error-free T- units; and number of words. Additional qualitative analysis consisted of: (1) investigation of the writing processes of 7 case-study subjects, which included observation, retrospective interviews, and think-aloud writing protocols in French and English; (2) survey of teacher perceptions of writing in a foreign language context, through observation and interviews; and (3) discourse analysis of the writing samples. It is concluded that L2 learners do rely on L1 literacy skills for L2 writing, and acknowledge the constraints of limited vocabulary and insufficient grammatical knowledge in producing L2 writing. In addition, L2 language proficiency, including oral skills, appears to affect L2 writing skills. A number of variables are seen as explaining variability in student performance. (MSE) ED376710
Cumming, A. (1991 ). Uses of Biliteracy among Indo-Canadian Women Learning Language and Literacy.. Paper presented at the Canadian Modern Language Review, v47 n4 p697-707 1991. Analysis of the needs of a group of Indo-Canadian women learning literacy in Vancouver suggests that the language of instruction should be based on literate language use, the status of minority and majority languages, gender roles, perceived needs, literacy and second-language proficiency, socioeconomic stability, and program supports. (Author/CB)
Cumming, A. H., Ed.. (1994 ). Bilingual Performance in Reading and Writing.. A collection of essays on bilingualism and its relationship to development of reading and writing skills includes: "Awareness of Text Structure: Effects on Recall" (Patricia L. Carrell); "Second-Language Readers' Memory for Narrative Texts: Evidence for Structure-Preserving Top-Down Processing" (Yukie Horiba, Paul W. van den Broek, Charles R. Fletcher); "The Relationship Between First- and Second-Language Reading Comprehension of Occupation-Specific Texts" (Janet Donin, Maria Silva); "Phonological Recoding in the First- and Second-Language Reading of Skilled Bilinguals" (Norman Segalowitz, Martine Hebert); "Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers" (Ann Raimes); "Writing Expertise and Second-Language Proficiency" (Alister Cumming); "Effects of First Language on Second-Language Writing: Translation versus Direct Composition" (Hiroe Kobayashi, Carol Rinnert); "Evidence of Transfer and Loss in Developing Second-Language Writers" (Joan Eisterhold Carson, Phyllis A. Kuehn); "Orality/Literacy and Group Differences in Second-Language Acquisition" (Lynne Hansen-Strain); "Effects on ESL Reading of Teaching Cultural Content Schemata" (Pamela Floyd, Patricia L. Carrell); and "Acquiring Literacy in a Second Language: The Effect of Book-Based Programs" (Warwick B. Elley). (MSE) ED379945
Cumming, A., & Others, A. (1991 ). Learning ESL Literacy among Indo-Canadian Women. Final Report.. Educational issues were studied as related to women in one visible minority population in the Vancouver arearecent immigrants from the Punjab state in India. The 10-month demonstration project involving 13 participants is analyzed in terms of five research topics: participation in the program, Punjabi-English biliteracy, classroom instruction and learning, long-term impacts of ESL literacy acquisition, and public information materials that affect their use among program participants. An effort was made to provide culturally relevant instruction and then assess it for its wider use. Curriculum decisions were made by the instructor in consultation with students, researchers, and an advisory committee. Among the findings were that: (1) participation in the program was influenced by length of residence in Canada, family roles and support, knowledge of English, expectations for further education or work, and awareness of Canadian institutions; (2) uses of English and Punjabi literacy were differentiated according to social action domains; and (3) learning was affected by language code, self-control strategies, personal and social knowledge, and social experience. Appended are a list of the advisory committee and three Punjabi-English usage charts. Contains approximately 100 references. (Adjunct ERIC Clearinghouse on Literacy Education) (LB) ED337059
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Dick, G. S., & Others, A. (1994 ). Saad Naakih Bee'enootiilji Na'alkaa: Restructuring the Teaching of Language and Literacy in a Navajo Community School.. Paper presented at the Journal of American Indian Education, v33 n3 p31-46 Spr 1994. Describes the 10-year development of the Rough Rock English-Navajo Language Arts Program (RRENLAP) to improve the teaching of language, literacy, and biliteracy. Discusses collaboration between Rough Rock and the Hawaii-based Kamehameha Early Education Program, key RRENLAP instructional features, and the role of bilingual teachers in the struggle to gain local control over community schools. (LP)
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Evans, C. A., Ed.. (1993 ). Scholar with a Mission: The Career of Theodore Andersson and His Contributions to Language Education.. The accomplishments of Theodore "Tug" Andersson (1903-1994) cover four major areas: (1) the teaching of modern languages in general; (2) the foreign languages in the elementary school (FLES) in particular; (3) bilingual education in the United States; and (4) preschool biliteracy. The 11 articles of Andersson's work are as follows: (1) "FLES after Fifty: The Bilingual Legacy of Theodore Andersson" (William F. Mackey); (2) "Some Early Encounters" (Joshua A. Fishman); (3) "Yet Another Tribute" (Wallace Lambert); (4) "A Very Sane Man of La Mancha" (Robert Lado); (5) "Pioneer, Visionary, Educator" (George M. Blanco); (6) "An Intellectual Foundation for Bilingual Education" (Eugene Garcia); (7) "Scholarship, Geniality, and a Sense of Fun" (Muriel Saville-Troike and Rudy Troike); (8) "A Man with a Clear Vision of the Big Picture" (Chester C. Christian, Jr.); (9) "A Student's Perspective" (Carol A. Evans); (10) "Communication in Interaction: A Total Approach" (Ragnhild Soderbergh); and (11) "Challenging Language Prospects: A View of the Scholarly Work" (Carol A. Evans). A biographical sketch is included. (Contains 78 references.) (LR) ED381029
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Farr, M. (1991 ). Biliteracy in the Home: Practices among Mexicano Families in Chicago.. One segment of a larger study examined literacy activities occurring within the homes of immigrant families in Chicago's Mexican-American community. During the first year and a half of fieldwork, literacy practices seemed minimal and infrequent. However, further analysis indicated that such practices were occurring, and were woven into the fabric of family life. Within the community and the home, a variety of print in English and Spanish was available. Literacy was found not to be taken for granted, but was actively taught by parents. Literate adults within the social network were held in high regard. Proficiency in literacy appeared to be linked to childhood opportunity for schooling, with a clear trend toward increased literacy with each new generation. Even older adults indicated great interest in some literary texts. It was concluded that these families, especially as a social network, have considerable expertise with literacy, routinely handling literacy demands in this as well as other domains, and consistently indicating interest in improving their literacy skills. However, it is noted that development of literacy extension efforts must take into consideration the community's perception of the place of literacy in its life and respect its cultural values. A 58-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331316
Flores, B. M. (1990 ). Children's Sociopsychogenesis of Literacy and Biliteracy.. The social context in which the teacher and children are mutually engaged in written language is examined to explain the teacher's use of sociocultural, sociopsycholinguistic,and sociopolitical knowledge bases. An explanation of the psychogenetic theory of the alphabetic writing system is offered, and one bilingual whole language first grade classroom's literacy and biliteracy sociopsychogenesis is analyzed. The findings reported here are based on preliminary analyses of bilingual children's literacy and cognitive development in the social context of interactive dialogue journals. The database includes monthly (September-May) samples of 30 children's bilingual journal entries (270 pieces of written text). It is shown how first-grade bilingual 5 to 6-year-olds engage in the social- cultural process of recreating knowledge about the alphabetic writing system in both Spanish and English. It is noted that, by April and May, all 30 children use the alphabetic writing system and their conventional spelling exceeds their invented spelling. Many apply their alphabetic knowledge from their first language without instruction. It is suggested that language minority children may do better when teachers abandon traditional beliefs, practices, and low expectations. Twenty-four journal samples are presented. Contains 29 references. (LB) ED341268
Flores, J. M., Ed., & Merino, R. A., Ed.. (1991 ). Educational Research and the Mexican American Child.. Paper presented at the Journal of the Association of Mexican American Educators, v4 1990-91 1991. This annual theme issue is devoted to articles on educational research pertaining to the Mexican American child. In addition, there is an article proposing strategies for recruiting Hispanics in teacher education, and a poem recalling a childhood experience. Titles and authors are: (1) "Motivation for Learning English: Differences Between Non- and Limited- English Proficient Students From Spanish Speaking Backgrounds" (Jose Salvador Hernandez); (2) "Literacy and the Adult Mexican-Origin Population: What a Biliteracy Analysis Can Tell Us" (Terrence G. Wiley); (3) "Staying in School Effective High Schools for Hispanic Students" (J. Alex Pulido); (4) "Educacion Multicultural: Definitivas Perspectivas y Viables Opciones" (Atilano A. Valencia); (5) "The Role of Teacher Education in Recruiting Hispanics: Cross-Cultural Strategies" (Gene Gallegos); and (6) "A Singer's Song" (Olivia Castellano). (KS) ED344716
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Gelb, R. G. (1992 ). Literacy as Magic: The Role of Oral and Written Texts in the Santeria Religious Community.. Santeria is a religion which originated in West Africa and evolved from the syncretism of the culture of the Yoruba people with Catholicism in Cuba. Juanita, who was born in Puerto Rico and taught herself how to read and write, owns a "botanica," a retail shop specializing in Santeria paraphernalia. Juanita is a santera (priestess) in her religion; her knowledge of Santeria was taught to her via an initiation system. Although Juanita has had little formal schooling, she has been able to maintain and operate a successful business for more than 20 years. In her work and in her dual role as santera and businesswoman, Juanita uses strategies such as experimentation, observation, reading, memorization, and research. Business is transacted at the botanica in both Spanish and English; Yoruba is used only for ceremonial purposes. The oral nature of this environment is exemplified by Juanita's almost exclusive reliance on advertising via word of mouth or the radio. Beneath this veneer of orality, however, is a rich bilingual print environment. Even Juanita's oral performances (a form of story-telling connected with the act of divination) are based on the literate behaviors of research, reading, and memorization. (RS) ED346429
Gonzalez, E. (1994 ). Review of "Learning in Two Worlds: An Integrated Spanish/English Biliteracy Approach," by B. Perez & M. Torres-Guzman.. Paper presented at the Bilingual Research Journal, v18 n3-4 p179-82 Sum-Fall 1994. Reviews a book that provides an understanding of the lives of individuals living in two cultural worlds, while at the same time defusing misinformation and skepticism concerning bilingual approaches to education. The book offers many theoretical and practical classroom suggestions as it advocates strengthening first-language literacy in order to support second- language acquisition and the development of true biliteracy. (SV)
Griego-Jones, T. (1994 ). Assessing Students' Perceptions of Biliteracy in Two Way Bilingual Classrooms.. Paper presented at the Journal of Educational Issues of Language Minority Students, v13 p79-93 Spr 1994. The mindset of children regarding the development of two languages, specifically Spanish and English in bilingual programs, is examined. It is concluded that students' attitudes and understanding of dual language development should be added to biliteracy programs. (Contains 26 references.) (LB)
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Hardman, J. C. (1994 ). Language and Literacy Development in a Cambodian Community in Philadelphia.. This study focused on language and literacy learning in a group of Cambodian families in Philadelphia (Pennsylvania) linked locally by an English-as-a-Second-Language (ESL) class, and more broadly by common histories, culture, and language. Over a period of 3 years, the researcher looked at: broad patterns of language and literacy use in this community; its prevalent language and literacy attitudes; the nature of literacy development in a Cambodian community; similarities and differences in adults' and children's literacy behavior and development; and the role of the native language. Interpretations presented in the report are drawn from both qualitative nd quantitative data. It is concluded that the children's competencies in English, the language of wider communication, are reflected in new relationships of knowledge and power within the families. However, these new relations do not appear to have upset entirely the old ones. In the school context, the study finds a number of different approaches to how languages should be learned and used in the classroom. A lack of support, either locally or at the state level, was found for educational programs to develop biliteracy skills, despite the potential for such skills among both adults and children within the community. Appended are inventories of fieldnotes from 1990-91 and 1993; inventory of interview notes; and interview protocol. Contains 90 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED383228
Hardman, J., Ed., & Others, A. (1990 ). Penn Working Papers in Educational Linguistics, Volume 6, Number 1.. The working papers contained in this volume include the following: "Creating Successful Learning Contexts for Biliteracy" (Nancy H. Hornberger), which focuses on characteristics of linguistic minority students in two classrooms situated in contrasting communities, programs, and language contexts; "Narrative Skills and Literacy Learning" (Deborah Hicks), an examination of storytelling by four first-grade children of differing ethnic and socioeconomic backgrounds; "Language Learning through Interaction: What Role Does Gender Play?" (Teresa Pica, Dom Berducci, Lloyd Holliday, Nora Lewis, Jeanne Newman), an analysis of differences in interactions of native-speaker and non-native-speaker in same- and cross- gender dyads; and "The 'Other Language': Language Planning in Belgium" (Michele Valasek), an examination of the ways status planning activities and legislation influence the use of Netherlandic and French in the northern provinces. (MSE) ED335929
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
Hornberger, N. H. (1992 ). Biliteracy Contexts, Continua, and Contrasts: Policy and Curriculum for Cambodian and Puerto Rican Students in Philadelphia.. Paper presented at the Education and Urban Society, v24 n2 p196-211 1992. Presents a framework of biliteracy development focusing on the following three continua: (1) the macro-micro continuum of policy; (2) the monolingual-bilingual continuum; and (3) the oral-literate continuum. These are discussed in the contexts of Cambodian and Puerto Rican students in two public elementary schools in Philadelphia. (SLD)
Hornberger, N. H. M., Cheri. (1993 ). "Getting Far Enough to Like It": Biliteracy in the Middle School.. Paper presented at the Peabody Journal of Education, v69 n1 p30-53 Fall 1993. Examines one example of an enrichment bilingual program in a middle school in an inner-city Latino neighborhood. The article discusses instances of motivated, interdisciplinary, and biliterate learning observed in the classroom, describes obstacles and solutions, and suggests directions for continued curricular development. (SM)
Hornberger, N. H., & Hardman, J. (1991 ). Literacy as Cultural Practice and Cognitive Skill: Biliteracy in a Cambodian Adult ESL Class and a Puerto Rican GED Program.. Two programs in which biliteracy is being actively developed among immigrant groups are examined within the framework of nine continua of biliteracy. One program is an adult English-as-a-Second-Language (ESL) class for Cambodian refugee women, taught by a young Cambodian woman. It is assumed that the teacher and students, as members of an urban Cambodian refugee community, share norms of behavior, language use, and education. The second program served Puerto Rican adolescents in parallel Spanish- and English-medium Graduate Equivalency Diploma (GED) classes. The nine continua on which the program analyses are based include: (1) first-to- second-language transfer; (2) reception/production; (3) oral/written language; (4) similar/dissimilar linguistic constructions; (5) convergent/divergent scripts; (6) simultaneous/successive exposure; (7) micro/macro setting; (8) oral/literate; and (9) monolingual/bilingual. It is concluded that in the Cambodian ESL class, a cognitive-skills approach to literacy coexists comfortably with a cultural-practice approach characterized by student-initiated, teacher-supported social learning strategies. The Puerto Rican GED program approaches literacy as a cognitive skill embedded as cultural practice. A brief bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331317
Hsui, V. Y. (1996 ). Bilingual but Not Biliterate: Case of a Multilingual Asian Society (Changes in Literacy).. Paper presented at the Journal of Adolescent & Adult Literacy, v39 n5 p410-14 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. (1995 ). Self-Reported Biliteracy and Self-Esteem: A Study of Mexican American 8th Graders.. Paper presented at the Applied Psycholinguistics, v16 n3 p271-91 1995. Compared self-deprecation, self-confidence, and fatalistic belief among 1,034 Mexican American eighth graders who reported themselves a biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. Found that Mexican American children who identified themselves as biliterate had higher self-confidence than the other groups. (Contains 37 references.) (MDM)
Huerta-Macias, A., & Quintero, E. (1992 ). Code-Switching, Bilingualism, and Biliteracy: A Case Study.. Paper presented at the 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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Jenkins, S. (1990 ). Second Language Literacy: Functional Competence for the Future.. The United States is experiencing a change in the school population at all levels of the education system. There is a compelling need to develop an integrated perspective on the literacy needs of the newly diverse population of speakers of English as a Second Language (ESL), so that all language minorities may develop literacy skills for both immediate circumstances and future needs. Research on the optimal age for cognitive development in second language learning suggests that limited-English- proficient students (LEPs) should be enrolled in bilingual education programs whenever possible. The exclusionary English-only movement and competency-based ESL literacy programs endanger the real literacy education of LEPs and socialize students for a limited range of working-class roles. Neglect of certain skill areas also creates problems at higher instructional levels. Changes are needed in education at all levels to ensure that literacy education is appropriate and thorough. These changes include resisting the English-only movement, designing bilingual and ESL programs to fit the specific population, integrating ESL and content instruction, increasing parent and community involvement in the child's second language learning, training ESL and bilingual education teachers professionally, supporting writing across the curriculum, and doing a better job of integrating and training international students. Contains 44 references. (MSE) ED334843
Jimenez, R. T., & Others, A. (1994 ). The Metacognitive Strategies of Latina/o Students Who Read Spanish and English. Technical Report No. 601.. A study explored the question of how bilingualism and biliteracy affect metacognition. The strategic reading processes of eight bilingual Latina/o grade six and seven students who were identified as proficient English readers were examined. For comparative purposes, smaller samples of monolingual Anglo students who were proficient English readers and bilingual Latina/o students who were less proficient English readers (three each) were also included. Data were gathered using both unprompted and prompted think-alouds, interviews, a prior-knowledge measure, and passage recalls. Preliminary analysis resulted in the identification of 22 different strategies that were categorized into three groups (text- initiated, reader-initiated, and reader- and text-initiated). Three of the strategies were considered unique to the proficient Latina/o readers. The proficient Latina/o readers actively transferred information across languages, translated, and openly accessed cognate vocabulary. The less- proficient Latina/o readers used fewer strategies and were often less effective in resolving comprehension difficulties. Findings suggest that Latina/o students who are proficient English readers possess a qualitatively unique fund of strategic reading knowledge. (Contains 88 references and five tables of data. An unprompted English narrative passage, a language self-report matrix, text analyses of two passages, the student interview protocol, definitions and examples of reading strategies used by bilingual readers, responses of proficient readers, and two appendixes of data are attached.) (Author/RS) ED376433
Jimenez, R. T., & Others, A. (1996 ). The Reading Strategies of Bilingual Latina/o Students Who Are Successful English Readers: Opportunities and Obstacles.. Paper presented at the Reading Research Quarterly, v31 n1 p90-112 Jan-1996. Examines how bilingualism and biliteracy affect metacognition. Finds three strategies unique to successful Latina/o readers: (1) they actively transferred information across languages; (2) they translated from one language to another but most often from Spanish to English; and (3) they openly accessed cognate vocabulary when they read. (RS)
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Kalmar, T. M. (1990). Adult Biliteracy: Testimony Delivered before a Public Forum on Issues in Hispanic Education (Boston, Massachusetts, April 26, 1990). Testimony offered to the United States Department of Education focuses on the need to legitimize the value of adult biliteracy, particularly among the Hispanic population. Using the demography of Lawrence, Massachusetts as an example, it is suggested that English-as-a-Second-Language (ESL) instruction alone will not lower the language barrier within communities, but may actually reinforce it. Latinos want their Spanish literacy to be recognized and valued as much as any English literacy they may attain. Three significant gaps in adult literacy services are identified. These include: (1) basic Spanish reading and writing instruction; (2) numeracy taught in Spanish, and (3) translation and interpretation skills. A need for Spanish-speaking adult educators, to be filled by desegregating the entire adult basic education staffing pattern, is emphasized. The same principles are seen as applicable to all linguistic minorities. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED324983
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Lewis, A. (1990 ). Literacy for a Global Economy: A Multicultural Perspective. Conference Proceedings (El Paso, Texas, February 1990).. A February 1990 meeting, held at El Paso Community College (Texas) honoring language and cultural diversity in the adult literacy field is summarized. The report describes the conference's tour activities sampling local cultural sites, presents "quotable quotes" of participants and leaders, and reviews the issues and trends in literacy education discussed in conference sessions. These issues include the following: (1) the need to balance workplace needs and learner needs; (2) lack of attention to the theoretical base for literacy education; (3) lack of understanding about family literacy and funding factors; (4) inadequacy of the delivery system; (5) appropriate use of the current opportunity for sound policy-making, program planning, and instructional material development; (6) the interest of business in literacy education; (7) program assessment and accountability; (8) bi-literacy and policies promoting "linguistic racism"; (9) a variety of successful literacy programs around the country; (10) the next steps to be taken in developing literacy education; and (11) local programs in which El Paso Community College is involved. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331314
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Marsh, L. (1995 ). A Spanish Dual Literacy Program: Teaching to the Whole Student.. Paper presented at the Bilingual Research Journal, v19 n3-4 p409-28 Sum-Fall 1995. Liberty High School (New York City) enrolls newly arrived immigrant students with limited formal schooling. Its Spanish Dual Language Literacy Program focuses on teaching content areas in Spanish while developing literacy skills in both languages. Discusses provision of both academic and social support, experiential investigations of the city, after-school programs, teachers, student placement, and classroom strategies and activities. (SV)
McCollum, P. (1994 ). Language Use in Two-Way Bilingual Programs.. Paper presented at the IDRA Newsletter, v21 n2 p1,9-11 1994 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
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Noll, E. (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
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Orellana, M. F. (1994 ). Appropriating the Voice of the Superheroes: Three Preschoolers' Bilingual Language Uses in Play.. Paper presented at the Early Childhood Research Quarterly, v9 n2 p171-94 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)
Organization. (1990 ). 1990: International Literacy Year. The Newsletter of the International Task Force on Literacy. Numbers 1-12, October 1988-October 1990.. Paper presented at the International Literacy Year 1990, n1-12 1988-1990 1990. The twelve issues of the newsletter of the International Task Force on Literacy, spanning the two-year period from October 1988 to October 1990 (constituting a complete set), contain articles on the following: existing and emerging literacy programs in Canada, Uganda, the United States, the Soviet Union, the Caribbean region, and Zambia; preparations for and events conducted as part of the 1990 International Literacy Year celebration; literacy learner viewpoints and comments from around the world; literacy- related organizational efforts and activities of national and international organizations; suggestions for involving learners in the literacy movement; five major objectives for International Literacy Year; needs assessment for African women; literacy and the media; the need for an international literacy center; bilingualism and biliteracy; training of volunteers and specialists; self-help and literacy; literacy and equity; and the relationship of literacy and liberation. Notices of meetings, contests, publications, and research are also included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED330220
Organization. (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
Organization. (1995 ). Language Acquisition and Development. IDRA Focus.. Paper presented at the IDRA Newsletter, v22 n7 1995 1995. This theme issue focuses on strategies to enhance learning of English as a second language and on the importance of bilingual education. In "Bilingual Education Makes the Difference in Learning," Roberto Feliz, who was born in the Dominican Republic and is now a doctor, describes how bilingual education saved him from academic failure and enabled him to become an honors student. "Conversational Insights: On Combining Literature, the Arts, and Technology for Language and Literacy Development" (Juanita Garcia, Laura Chris Green) discusses strategies for using children's literature, dramatics, art activities, word processing, and CD-ROM programs to promote second language development, bilingualism, and biliteracy. "Valued Tutors Write" (Aurelio M. Montemayor) describes the many writing activities of student tutors in a nationally recognized cross-age tutoring program, as well as the specific literacy skills developed by those activities. "Blessed with Bilingual Brains: Is It a Fact or a False Belief?" (Frank Gonzalez) discusses language acquisition by children in bilingual environments, implications for bilingual education, and the advantages of bilingualism. "Commentary: The State of Bilingual Education and the Need To Speak Out" (Maria "Cuca" Robledo Montecel) calls for bilingual teachers to be advocates of bilingual education and the rights of children to excellent education. "Why Bilingual Education Is Important to Me" features three essays by bilingual elementary school children. "The Parent Connection in Language Acquisition" (Ninta Adame-Reyna) explains how parent involvement in native-language literacy development at home can help students develop second-language (English) literacy in school, and provides tips to enhance such parental involvement. This issue also contains a book review by Pam McCollum of "Instructional Assessment: An Integrative Approach to Evaluating Student Performance" (Sandra H. Fradd, Patria L. McGee, Diane K. Wilen) and a list of additional readings on language acquisition and development. (SV) ED389495
Organization. (1995 ). Touching the Future.. This publication relates the experiences of the five McAuliffe Educators in 1994. The projects are profiled in terms of the school and the students, the teacher's philosophy, the Christa McAuliffe Institute (CMI) project, and the project impact and results. The project titles are: (1) "Integrating Multimedia Production and Multicultural Education: A Middle School English Project" (Hazel Lockett, Vernon L. Daley Junior High School, East Orange, New Jersey); "Listening for All Voices: A High School Multicultural History Project" (Robin Wax, Pioneer High School, Ann Arbor, Michigan); (3) "An Elementary School Biliteracy Curriculum" (Jaime Roybal, C. E. Rose Elementary School, Tucson, Arizona); (4) "Multicultural Education and the Underrepresented, Gifted Population" (Arlene Costello, Oakcrest Elementary School, Pensacola, Florida); and (5) "Constructing Multicultural Understanding" (Nana Hill, Academic Competitiveness through Technology Academy, McKinney, Texas). The report includes suggestions as to what teachers need to know and do to serve the diverse population of students in classrooms today. Suggestions include: developing a broad view of multicultural education; exploring a wide array of technology and its applications to multicultural education; and adapting teaching methods to the different ways students learn. The report also suggests the kind of professional development useful for helping teachers meet these needs, including making multicultural education a school and district priority; providing equal access to technology across the lines of culture, gender, socioeconomic level, and academic ability; encouraging and supporting collaboration; focusing professional development on curriculum integration; and increasing local access to knowledge and expertise through technology networks. (ND) ED392764
Otto, W. (1993 ). Language Confounded (Views and Reviews).. Paper presented at the Journal of Reading, v37 n3 p236-39 1993. Offers thoughts about biliteracy and multicultural issues in education and reviews briefly several books on the topic that focus on Hispanics. (SR)
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Pacio-Lindin, D. (1991). Biliterate Immigrants in a Community Setting. Every immigrant has a right to literacy in his native language, but native language literacy alone does not guarantee success. The objective of a program begun in the 1970s in New York City was to develop biliteracy in immigrants so they could start and manage small businesses in the community. Despite a lack of political protection for the community, and despite a gentrification policy and an economic downturn, program participants were motivated to further develop their skills, and they turned to public higher education institutions to fulfill their aspirations. The City University of New York was unsuccessful in establishing a college for this population, but the State University of New York backed the creation of a non-campus, bilingual, biliterate neighborhood college, the Lower East Side Bilingual Unit. In this environment, one-to-one contact with mentors and tutors and fair evaluation of prior knowledge contribute to immigrant student success. Using the student's source of basic needs and aspirations, the wish to succeed in business, as core content facilitates effective learning of English as a Second Language. Development of biliteracy requires development of the bilingual brain, which in turn requires a dialogue of cultures and languages based on mutual respect. True biliteracy needs a true bicultural environment. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331331
Perez, B. (1993 ). Biliteracy Practices and Issues in Secondary Schools.. Paper presented at the Peabody Journal of Education, v69 n1 p117-35 Fall 1993. Literacy is a major focus of attention in the education of linguistically and culturally diverse youth. The article focuses on identifying literature that impacts the literacy processes of secondary school students, highlighting studies that suggest a vision of literacy as empowerment for bilingual and limited English proficient students. (SM)
Pugh, S. M. (1991 ). L2 Literacy and Biliteracy: Linguistic Consequences.. Paper presented at the Annual Review of Applied Linguistics, v12 p105-16 1991. In a study of literacy and linguistics that focuses on bilingual and multilingual societies, the following topics are covered: bilingualism and biliteracy; biliteracy in the Soviet Union; case studies in Karelia and Ukraine; and predicting the future of biliteracy. (43 references. (LB)
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Quintero, E., & Huerta-Macias, A. (1993 ). Whole Language: Critical Curriculum for Family Literacy.. Paper presented at the School Community Journal, v3 n2 p45-61 Fall-Win 1993. Project FIEL, Family Initiative for English Literacy, was designed to provide participatory literacy and biliteracy development opportunities for (Hispanic-American) families in El Paso. This article discusses program goals; theoretical perspectives; project design rationale; population characteristics; curriculum development, implementation, and evaluation issues; research methodology; and findings. A critical, whole-language curriculum enhances literacy development. (Contains 29 references.) (MLH)
Quintero, E., & Huerta-Macias, A. (1995 ). Bilingual Children's Writing: Evidence of Active Learning in Social Context.. Paper presented at the 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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Rado, M., & Foster, L. (1992 ). Multiple Perspectives on Adult Biliteracy.. In the context of multicultural Australia, bilingual education has generally become a viable educational option for all school age students, but there is less interest in developing bilingual skills in adults with a non-English speaking background (NESB). This paper arises out of a 1991 research study on "The Literacy Needs of NESB Women." One focus of the paper is to identify the position on adult biliteracy taken by key parties in the adult literacy and basic education field, including the industry training board, private employers, non-government organizations, and the government. A second focus is to explore the arguments in favor of developing the biliteracy of NESB adults and of promoting positive attitudes towards biliteracy among those directly concerned, such as students, teachers, administrators, and politicians. Strategies for implementing literacy programs for adults are discussed. It is concluded that biliteracy has not attained a high profile and that first- and second- language literacy are interrelated dimensions of literacy for Australia's NESB population. Contains 44 references. (LB) ED343461
Ramirez, A. G. (1991). Sociolinguistic Considerations in Literacy Planning. The development of biliteracy programs designed for adults involves a broad range of sociolinguistic questions that can be approached from a language planning perspective. As a problem-solving activity, language planning is the realization of language policy that a government adopts in respect to such issues as language diversity, minority language treatment, language standardization, or the national language question. Language planning stresses the social nature of language, its functions in society, and the attitudes or group needs with respect to the different languages or speech varieties. From this perspective, the development of biliteracy programs can follow a series of stages and activities initially conceived for use by developing countries. These include: (1) fact finding about sociolinguistic concerns; (2) identification of literacy goals, including the role of native language literacy skills in relation to the second language, specification of literacy skills in terms of both individual and societal needs, and proposal of strategies for reaching the various goals; (3) preparation of materials and curriculum; (4) implementation and information dissemination; and (5) evaluation. A 70-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331315
Reyes, M. d. l. L., & McCollum, P. A. (1992 ). Language, Literacy, and Educational Reform: Rethinking the Issues.. Paper presented at the Education and Urban Society, v24 n2 p171-77 1992. In spite of increasing ethnic, linguistic, and socioeconomic diversity, educational reform efforts continue to target mainstream English-speaking U.S. public. The educational plans of the America 2000 initiative are no exception. This theme issue provides examples of classroom-based research in which educators try to improve literacy education for minority students. (SLD)
Reyes, M. d. l. L., & Others, A. (1993 ). Emerging Biliteracy and Cross-Cultural Sensitivity in a Language Arts Classroom.. Paper presented at the Language Arts, v70 n8 p659-68 1993. Presents overall conclusions from research and case studies of four children who showed indicators of emerging biliteracy and cultural sensitivity in a language arts class where the inherent link between culture and language was evident. Illustrates how the language arts instruction in a bilingual classroom affected children's growth in a second language. (RS)
Riojas Clark, E. (1995 ). "How Did You Learn to Write in English When You Haven't Been Taught in English?": The Language Experience Approach in a Dual Language Program.. Paper presented at the Bilingual Research Journal, v19 n3-4 p611-27 Sum-Fall 1995. Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and committed administrators is emphasized. (SV)
Rueda, R., & Garcia, E. (1996 ). Teachers' Perspectives on Literacy Assessment and Instruction with Language- Minority Students: A Comparative Study.. Paper presented at the Elementary School Journal, v96 n3 p311-32 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)
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Solorzano, R. W. (1994 ). Instruction and Assessment for Limited-English-Proficient Adult Learners.. The report and review of literature discusses instructional and assessment practices associated with limited-English-proficient (LEP) adults, and recommends that literacy providers use alternative forms of instruction and assessment for this population that are based on: (1) an explicit emphasis on writing; (2) use of the learner's own cultural experiences; and (3) the teaching of cognitive skills and their relationship to real-life text- processing demands. The confusion surrounding English oral proficiency and English literacy is examined, as is the role that native language literacy plays in development and subsequent acquisition of the second (i.e., English) language. It is concluded that by teaching for and emphasizing literacy rather than oral language proficiency, LEP adults are aided in coping better with ever-increasing literacy demands of society. An appended table illustrates a recommended instructional approach to dual (native language/English) literacy development. Contains 64 references. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED375686
Spener, D., Ed.. (1994 ). Adult Biliteracy in the United States. Language in Education: Theory and Practice 83.. This collection of articles by 15 leading researchers and teachers explores the social, cognitive, and pedagogical aspects of developing biliteracy literacy in two languages. Chapters include the following: "Inheriting Sins While Seeking Absolution: Language Diversity and National Data Sets" (Reynaldo Macias); "Sociolinguistic Considerations in Biliteracy Planning" (Arnulfo G. Ramirez); "Bidialectal Literacy in the United States" (Walt Wolfram); "Biliteracy in the Home: Practices Among Mexicano Families in Chicago" (Marcia Farr); "Literacy and Second Language Learners: A Family Agenda" (Gail Weinstein-Shr); "?Guariyusei? Adult Biliteracy in Its Natural Habitat" (Tomas Mario Kalmar); "Literacy as Practice and Cognitive Skill: Biliteracy in an ESL Class and a GED Program" (Nancy H. Hornberger, Joel Hardman); "Putting a Human Face on Technology: Bilingual Literacy Through Long-Distance Partnerships" (Dennis Sayers, Kristin Brown); "Discourse and Social Practice: Learning Science in Language Minority Classrooms" (Beth Warren, Ann S. Rosebery, Faith Conant); and "Engaging Students in Learning: Literacy, Language, and Knowledge Production with Latino Adolescents" (Catherine E. Walsh). (Adjunct ERIC Clearinghouse on Literacy Education) (VWL) ED368222
Spodek, B., Ed., & Saracho, O. N., Ed.. (1993 ). Language and Literacy in Early Childhood Education. Yearbook in Early Childhood Education, Volume 4.. As classrooms have become more culturally and linguistically diversified, the theories and methods of teaching reading to young children have changed. Early childhood educators must explore new methods of instruction in order to involve and expand the language abilities of young children and must provide engaging activities that will create more competent readers and writers. This collection examines these and other literacy topics. Following the introduction, "IntroductionLanguage and Literacy in Early Childhood Education," by Olivia Saracho and Bernard Spodek, the articles are: (1) "Language Skills That Relate to Literacy Development" (Catherine Snow and Patton Tabors); (2) "From Prop to Mediator: The Changing Role of Written Language in Children's Symbolic Repertoires" (Anne Haas Dyson); (3) "Literacy Development: The Whole Language Approach" (Olivia Saracho); (4) "Assessing Young Children's Language and Literacy: Tests and Their Alternatives" (Celia Genishi); (5) "Biliteracy and the Language-Minority Child" (Kris Gutierrez); (6) "Reading Recovery: A Literacy Program for At- Risk Children" (Gay Su Pinnell); (7) "From the Margin to the Center of Curricula: Multicultural Children's Literature" (Violet Harris); (8) "Designing the Early Childhood Classroom Environment To Facilitate Literacy Development" (Judith Schickedanz); (9) "The Role of Parents in Supporting Literacy Development of Young Children" (Elizabeth Sulzby and Patricia Edwards); (10) "Preparing Teachers to Support the Literacy Development of Young Children" (Lesley Morrow and Muriel Rand); and (11) "Language and Literacy Programs in Early Childhood Education: A Look to the Future" (Bernard Spodek and Olivia Saracho). Each chapter includes references. (TJQ) ED370698
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Tzeng, O. J. L. (1994 ). Chinese Orthography and Reading: A Clarification.. Recent research on Chinese orthography is reviewed in a discussion of the relationship between orthographic symbols and reading processes. Specifically, these issues are addressed with relation to research findings: the difficulty of learning Chinese logographs, particularly with regard to learning disabilities and biliteracy; whether reading in Chinese requires an enhanced visual memory; whether the recoding process is required in skilled reading of Chinese, because logographs do not contain information about pronunciation; the need for phonological awareness in order to read Chinese script; and whether reading in Chinese requires greater right brain hemisphere processing. Contains 93 references. (MSE) ED386044
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Verhoeven, L., Ed.. (1994 ). Functional Literacy: Theoretical Issues and Educational Implications. Studies in Written Language and Literacy, Volume 1.. Opening up new perspectives in the study of literacy, this book presents 25 essays that bring together current research findings from linguistics, psychology, sociology, and anthropology. Essays in the book discuss theoretical questions related to the definition and modeling of the construct of functional literacy; the notion of literacy development; literacy in developing societies; literacy in industrialized societies; and promotion of functional literacy through education. After an introduction ("Modeling and Promoting Functional Literacy" by Ludo Verhoeven), essays in the book are "Literacy, Myths and Legacies: Lessons from the History of Literacy" (Harvey J. Graff); "The Construct of Oral and Written Language" (Claire Blanche-Benveniste); "Text Processing and Its Relevance for Literacy" (Leo Noordman and Wietske Vonk); "Cross-Cultural Perspectives on Literacy" (Brian Street); "Functional Literacy in a Changing World" (Kenneth Levine); "Literacy and the Making of the Western Mind" (David R. Olson); "The Cognitive Psychology of Literacy: Some Basic Findings" (Paul Bertelson and Beatrice de Gelder); "Socio-Cultural Determinants of Literacy Development" (Paul Leseman); "The Social Impact of Literacy" (David Barton); "Linguistic Diversity and Literacy Development" (Ludo Verhoeven); "Problems and Pseudo-Problems in Literacy Development: Focus on Latin America" (Emilia Ferreiro); "Continua of Biliteracy: Quechua Literacy and Empowerment in Peru" (Nancy Hornberger); "Literacy Education and Gender: The Case of Honduras" (Monique van der Westen); "Literacy and Development in South-East Asia" (Chander J. Daswani); "Literacy and Development in Africa: The Case of Tanzania" (Josephine Yambi); "Writing Systems and Literacy: The Alphabetic Myth Revisited" (Florian Coulmas); "Assessment of Adult Literacy Levels: The Dutch Case" (Cees Doets); "Emergent Literacy and Education" (Clotilde Pontecorvo); "Towards a Taxonomy of Early Literacy Difficulties" (Aryan van der Leij); "Dialogue Systems and Interactive Literacy Instruction" (Don Bouwhuis and Harry Bunt); "A Comparative Perspective on Functional Literacy Levels" (William Loxley); "Towards a Socio-Cultural Model of Literacy Education" (Leo Dubbeldam); "The Question of Functionality in Literacy: A Systematic Approach" (Jennifer Hammond and Peter Freebody); "Literacy for Work Programs" (Jan Ooijens); and "Literacy in a Global Perspective: The Year 2000 and Beyond" (Daniel Wagner). (RS) ED377475
Vernon, S., A.. (1993 ). Initial Sound/Letter Correspondences in Children's Early Written Productions.. Paper presented at the Journal of Research in Childhood Education, v8 n1 p12-22 Fall-Win 1993. Compared the early literacy development of English-speaking preschoolers and kindergartners to that of Spanish-speaking children. Subjects wrote at least six words and one sentence, then interpreted their own productions. Found that syllabic writings in English-speaking children were like those of Spanish speakers; found differences in how American children use letters at the syllabic and subsequent levels. (WP)
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Walsh, C. E. (1991). Engaging Students in Their Own Learning: Literacy, Language, and Knowledge Production with Latino Adolescents. A discussion of biliteracy development for Latino adolescents and young adults in the public schools focuses on the situation in one high school, examining its dynamics, tensions, and possibilities. It is found that while the students in question are often over 16 and taught in high school, they are surrounded by the conceptions, orientations, and relations of an academic setting that has little or no use for lived experience, for linguistic and cultural difference, or for students who do not fit the age- specific standards of literate and intellectual performance. This is in contrast to the approaches of most adult education programs. In this context, knowledge is viewed as separate from the real world and community, with instruction simply emphasizing what students do not know. Instructional approaches used to encourage students to talk, theorize, and write about the contexts and content of their lives in and out of school are examined. The focus of the instructional activities was the creation of a photonovel about a teenage boy's problems. A brief bibliography is included. Some instructional materials and the final project are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED346750
Walsh, C., Ed., & Prashker, H., Ed.. (1991 ). Literacy Development for Bilingual Students: A Manual for Secondary Teachers and Administrators.. This manual is a collection of reports of library research, classroom research, and classroom experience of teachers of bilingual education and English as a Second Language. The guide is intended as an aid to teachers and administrators, who are encouraged to use and adapt the ideas for their own students. The essays include the following: "Literacy and School Success: Considerations for Programming and Instruction" (Catherine Walsh); "Assessing and Evaluating Where Studens Are and Where They Are Going" (Eileen Buianowski, Carmen O'Connor); "A Theme-Based Approach to Literacy" (Lisa Franklin, Lionel Hogu, Michael Mankin); "A Case Study of Low-Literate Hispanic Students" (Maria Gheridian); "A Proposed Curriculum for Older Literacy Students" (Phuc Huu Nguyen, Ruth Weinstein); and "On the Way to an Alternative Educational Program for 'At Risk' High School Students" (Rosario Gomez-Sanford). A final section lists practical resources for the high school literacy classroom, including lesson plan ideas, suggested readings, and supplementary readings. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331319
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
Watahomigie, L. J., & McCarty, T. L. (1994 ). Bilingual/Bicultural Education at Peach Springs: A Hualapai Way of Schooling.. Paper presented at the Peabody Journal of Education, v69 n2 p26-42 Win 1994. The Hualapai (Arizona) Bilingual/Bicultural Program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. The article presents information on how the program evolved, the role of indigenous educators, community involvement, and biliteracy education in a community with a previously unwritten language. (SM)
Whitmore, K. F., & Crowell, C. G. (1994 ). Inventing a Classroom. Life in a Bilingual, Whole Language Learning Community.. This book is based on research conducted in a bilingual, (Spanish and English) working-class neighborhood third-grade classroom. It is a qualitative, ethnographic study of the classroom as a system that uses exemplary teaching to show how whole language learning can be explained as a tension between personal invention and social convention. The Sunshine Room, as the classroom was called, evolved throughout the 2 years of the study. The four critical events that are narrated were: (1) the process of negotiating curriculum for the year; (2) the creation of a theme cycle about the Middle Ages; (3) the vicarious experience of war through children's literature and discussion; and (4) a friendship between two children from different cultures. In keeping with the whole language approach, the classroom exemplified a high level of intellectual expectation, symmetric power and trust relationships, authentic language and literacy events, and additive bilingualism and biliteracy. Thirty-three figures illustrate the discussion. Four appendixes present bibliographies for the study of the Middle Ages and war and peace, a whole-language checklist, and an excerpt from a classroom script. (Contains 190 references.) (SLD) ED381607
Wiley, T. G. (1995 ). A Model Syllabus for Literacy and Linguistics with a Selected Bibliography.. A detailed model syllabus is presented for a general introduction to literacy studies from linguistic and sociocultural perspectives. Topics included the relationship between oral and written language, acquisition of literacy, biliteracy, the relationship between literacy and socioeconomic/sociopolitical factors, and the impact of societal expectations on literacy. The course was cross-listed with the Departments of Educational Psychology and Linguistics. Texts used in the course and reading assignments by topic are listed, and an extensive, selective bibliography is included. (NAV) (Adjunct ERIC Clearinghouse for ESL Literacy Education) ED384275
Wolfram, W. (1991). Bidialectal Literacy in the United States. The relationship between bidialectalism and literacy in the United States is discussed. The primary issue addressed is whether the spoken language of dialectally divergent groups creates a linguistic mismatch that creates problems in the acquisition of literacy skills. First, the controversy over use of dialect readers, which incorporate nonstandard grammatical forms typical of the vernacular community, to help speakers of non-standard English gain literacy skills is reviewed and examined from a sociolinguistic viewpoint. The need to consider simple linguistic as well as cultural differences as a factor in reading failure among vernacular- speaking populations is emphasized. A perspective on language variation is offered for practitioners. This approach acknowledges systematic differences between dialects in the sound-symbol relationship and in grammar, which result in miscues. Implications for both instruction and assessment are noted. For vernacular dialect speakers learning literacy skills, an open discussion of language prejudice, a brief examination of the legitimate history of the vernacular dialect, and an examination of exemplary structures is seen as valuable in moving learners to a less stigmatized view of their dialect. For learners of English as a Second Language, it may be useful to incorporate language variation into literacy instruction. A 12-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED331327
Wrigley, H. S., & Guth, G. J. A. (1992 ). Adult ESL Literacy: State of the Art 1990.. An overview of the salient issues in adult English-as-a-Second Language (ESL) literacy is presented as reported in the literature on adult education and applied linguistics. Emphasis is on programs that have implemented promising practices and effective approaches to help ESL students develop their literacy skills. Characteristics of effective adult ESL literacy programs are first outlined, and then several major themes are discussed, including: theoretical bases for different views of curriculum; varying approaches to literacy development in a second language; and assessment issues such as providing meaningful evidence of student progress both to funding sources and to students and teachers. The issue of teaching native language literacy to support the learning of English is also discussed, with emphasis on biliteracy and Spanish language literacy. Several promising practices are outlined, including using the language experience approach with ESL literacy students, and developing techniques for dealing with the multi-level classroom composed of literacy students with varied exposure to print. Lists of teacher resources are provided that include textbooks, ESL literacy guides and manuals, and other resources such as authentic materials. Contains approximately 300 references. (LB) (Adjunct ERIC Clearinghouse on Literacy Education) ED348893
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Yawkey, T. D., & Others, A. (1994 ). Literacy and Biliteracy Approaches: Academic Excellence P.I.A.G.E.T. Comes Alive.. Paper presented at the Reading Improvement, v31 n3 p130-41 Fall 1994. Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were language-experience, story-telling, story-writing, story-book reading, portfolio processes, and adult strategies. (RS)
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