Folder: Bilingual Education
Two-Way Bilingual Education (1998)
Page Contents
A | B | C | D | E | F | G | H | K | L | M | N | O | O.1 | P | R | S | T | V | W | Z
A
Allegro, A. (1992). The Assessment of Alternative Certification Practices. Panel Presentations. This panel discussion focuses on alternative teacher certification. Alternative certification is a way of becoming a bilingual education or English-as-a-Second-Language (ESL) teacher without completing a preservice college program. It has three areas: formal instruction, school-based supervision, and evaluation. It serves the purpose of more rapidly increasing the pool of bilingual education and ESL teachers. Annalisa Allegro describes a model of alternative certification in New Jersey. Migdalia Romero deals with a framework for alternative certification. Elena Izquierdo describes the District of Columbia's "Retooling Initiative" for meeting the demands of language minority students. The initiative was aimed at certified teachers with classroom experience and demonstrated competency with the goal of reequipping them to perform new roles. Barbara Clements comments on the discussion of the three panelists, titling her comments "the pros and cons of alternative certification for bilingual teachers." (VWL) ED349820
Allexsaht-Snider, M. (1992). Bilingual Parents' Perspectives on Home-School Linkages. Draft. Findings of a case study that investigated immigrant bilingual and English- speaking parents' views on education are presented in this paper. The study was undertaken to analyze the relationship between cultural knowledge and the parents' attitudes toward schooling. Participant observation and interviews were conducted with 3 teachers and 13 families in 2 elementary schools in a small town on the southern California coast. Eleven of the families were predominantly Spanish-speaking. Parent-teacher conferences were analyzed to illustrate the ways in which both participants constructed an understanding of a student's schooling experiences. Postconference interviews indicated that teachers and parents did not construct common understandings, and that the conferences were limited by time constraints and a lack of a common knowledge and language. Disparities in their understandings reflected gaps in cultural knowledge between parents and teachers. A holistic theoretical model is recommended as a way to promote two-way interchanges between teachers and parents that includes a systematic plan for teacher cultural education and parent orientation. Joint research teams are suggested as a means to investigate parent-teacher collaboration. One figure and two tables are included. (Contains 24 references.) (LMI) ED350667
Ascher, C. (1988). Improving the School-Home Connection for Low-Income Urban Parents. ERIC/CUE Digest Number 41. ED293973
Ascher, C., & Burnett, G. (1993). Current Trends and Issues in Urban Education, 1993. Trends and Issues No. 19. This paper reviews 1993 trends and issues in urban education in five sections. Following an introduction, the first section describes the economic conditions of today's diverse urban public school students and the way that poverty differentially affects various ethnic and racial student groups. A second section analyzes key educational policies affecting urban students: school choice, desegregation, magnet schools, and school finance. A third section reviews a variety of special programs for students disadvantaged by poverty, minority status, and/or disability. A fourth section reviews a group of linked practices that are in the midst of turmoil and change because they all seek to handle the growing diversity among students in a new way. This section covers testing and tracking, instructional practices for heterogeneous groups of students; student learning styles; and three popular models for school restructuring: Accelerated Schools, the School Development Program, and Success for All. A final section looks at the role of parents in educational reform. An author biography is included. (Contains 187 references.) (JB) ED355312
prev | next | top | bottom
B
Baecher, R. E. (1989). Links between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. A study of a two-way bilingual program in the Port Chester, NY Public Schools examined the relationship between classroom environment, and the language proficiency levels and second language learning outcomes of bilingual and monolingual pupils participating in the program. Pupils were second- through fifth-graders, including native-Spanish-speaking, limited- English-proficient (LEP) pupils, and proficient native-English-speaking pupils. The instructional outcomes investigated include English and Spanish language proficiency, and academic achievement in mathematics. Data sets were collected between 1984 and 1987. The classroom environment was assessed by student perceptions of the degree of satisfaction, friction, competitiveness, difficulty, and cohesiveness in the classroom. Analysis of the data confirms the important role of classroom environment and language proficiency in bilingual and second language learning for elementary school children. For each year of the two-way program, students perceptions of their classroom environment influenced their growth in learning a second language. (MSE) ED310629
Baecher, R. E., & Coletti, C. D. (1986). Two-Way Bilingual Programs: Implementation of an Educational Innovation. SABE Journal, v2 n1 p42-58 Spr 1986 [1986. A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language- learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English- proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success. (MSE) ED297568
Baecher, R. E., & Coletti, C. D. (1988). Two-Way Bilingual Program Effects. The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish- speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a problem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (MSE) ED295477
Baecher, R. E., & Coletti, C. D. (1988). Two-Way Bilingual Programs: Language-Learning-as-Resource. A study assessed the performance of language-minority and language-majority children in a two-way Spanish-English bilingual education program in Port Chester, New York. The program treats language learning as a resource for all students, with each group of children teaching their native languages to the other. Second- and third-grade classes are combined. Data on students' Spanish and English reading and oral language skills, mathematics skills in both languages, and perceptions of the classroom environment were gathered for three years. The results were mixed, demonstrating that students can definitely benefit from second language learning in the curriculum but that care should be taken to ensure that native language skills and progress not be compromised. Teacher performance emerged as a crucial variable in the program studied, and careful monitoring of student outcomes in relation to teacher performance is advised. Overall, despite some early problems with student perceptions of difficulty and friction, participant satisfaction was high. (MSE) ED297602
Baker, K., & Rossell, C. (1993). Blinded by Theory in the Search for Effective Programs for LEP Students: A Call for Testing New Research Hypotheses. The value of transitional bilingual education (TBE) is discussed in the context of two competing theories of second language learning: (1) first language (L1) knowledge facilitates second language (L2) learning, and (2) the best way to learn English is to maximize time spent using it. First, the facilitation theory is examined in light of recent research and found to be flawed. Two significant national studies are shown to have findings contradicting it. The English time-on-task theory is then explored and found lacking, with evidence drawn from the same two studies. It is argued that the theory fails because it does not consider important mediating variables in program effectiveness. A third study is cited, one that suggests some variables explaining the success of TBE with less English- language time-on-task, including nature of time spent in an English language environment and psychological effects of providing some respite between exposures to the target language. Two new hypotheses are proposed, to be tested by research. The hypotheses are: (1) native language instruction should be minimal and used only in early instruction, and (2) teachers who are familiar with but not fluent in the child's native language are better teachers of limited-English-proficient students. In addition, a new experimental design is recommended. (MSE) ED362009
Barrera, A. (1993). Distance Learning: The Challenge for a Multicultural Society. Occasional Papers in Bilingual Education, 8. A discussion of distance learning looks at the ways in which it does or does not address issues of cultural pluralism and the needs implied by this. Introductory sections look at the way in which current telecommunications socialize individuals of all ages and at the difficulty of research into this process. Media technology applicable in the classroom are then examined, and currently common uses of those media for distance learning are outlined, including the burgeoning information and media networks, both private and publicly supported. The rapid expansion of distance learning in the United States is chronicled briefly, and the Star Schools Program, an ambitious project to bring distance instruction to students through telecommunications partnerships, is described. Problems are seen in the limited extent to which the Star Schools Program, intended to enhance the education of economically disadvantaged students, addresses specifically the needs of culturally or linguistically diverse populations. Some programs that do target these populations are noted. It is concluded that there are inadequate large-scale educational telecommunications efforts focusing on linguistic and cultural issues, and that this need must be addressed. A brief bibliography and list of resources are appended. (MSE) ED364102
Bateman, M. J., & Others, A. (1991). Facing the World. An Independent Living/Pre-Employment Curriculum for Refugee Youths. This document, a curriculum guide focusing on both independent living skills and job readiness skills, is based on the experience of the Bilingual Vocational Education program in Virginia. The lessons are sequenced to increase in difficulty as students acquire more English skills, but individual units do not necessarily require competencies developed in preceding units. Each unit includes an objective, suggested procedures and materials, and a list of supplemental resources. Contents are as follows: (1) "Toto, We're Not in Kansas Anymore" what newly arrived teens want and need to know (school bus procedures, teen culture, cliques and gangs, setting goals); (2) "If You Don't Have It, Don't Spend It" money management (budgets, banking systems, consumer skills); (3) "Man Cannot Live by Rice Alone" nutrition (four food groups, meal preparation); (4) "Life's a Jungle" health and safety issues (securing health care, hazards and effects of drugs, alcohol, tobacco); (5) "From Football Player to President" employment in the United States (developing a career plan); (6) "Get to Work" job search skills (locating employment prospects, job applications, resumes, business letters, interviews, paycheck math); (7) "Working Your Way Up the Ladder without Falling Off" job retention skills (employer/employee relations, co-worker relationships, customer/employee relationships); and (8) "Pooling Our Resources" income tax. Appended are information and activities related to teaching students who are functionally illiterate in their native language, trust building, budgeting vocabulary and exercises, check writing, deposit slip practice, grocery shopping, job readiness, resume worksheet, interview tips, and classified ad abbreviations. (Contains 18 references.) (LB) (Adjunct ERIC Clearinghouse on Literacy Education) ED352855
Behm, M., & Behm, R. (1993). Read 101 Ideas To Help Your Children Learn To Read and Write. Bilingual Edition = Leamos Prepare a sus hijos a leer y escribir: 101 Ideas. Texto Bilingue. Based on the idea that parents are the first and most important teachers of their children's literacy, this bilingual (Spanish/English) booklet offers 101 practical and fun-to-do activities that children and parents can do together. The activities in the booklet are organized to fit the way parents tend to think about their time with their children: in the nursery; around the home; at bedtime; on the road; out and about; when parents travel; watching television; and success in school. The booklet also includes a list of additional resources that will interest parents. (RS) ED358443
Berube, B. (1990). Learning From a Distance: U-Maine & ESL Go Electronic. Most teachers of English as a Second Language (ESL) in Maine live over 30 miles from the nearest University of Maine campus. While the Maine Department of Education has been offering intensive ESL teacher training courses, a lack of qualified ESL teachers persists. The advent of microwave transmission means more opportunities for teacher training through instructional television. In addition to access, the primary advantage, the medium offers other advantages, including: exploitation of visuals; use of student-produced videotapes; presentations by guest lecturers; use of simulation; class management through two-way audio; accommodation of students' different learning modalities; rescheduling of cancelled classes; and easy use of small-size visuals. Disadvantages include these: spontaneity is limited; personal teacher-student rapport is neutralized; distribution of paper becomes expensive; visual student-to-teacher feedback is lacking; mechanical malfunction can waste a class session; the medium is not yet technologically sophisticated; cooperative learning opportunities are limited; kinesthetic and tactile learners are at a disadvantage; and everything takes longer. Despite these drawbacks, the medium has great potential and should be pursued. (MSE) ED332523
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
Bigelow, B. (1987). Schools and Communities: Equitable Partnerships. Equity and Choice, v3 n3 p47-51 Spr 1987. Describes three programs of school-community collaboration which have the following goals: (1) helping children develop a commitment to their communities; (2) helping refugees adapt to their new communities; and (3) helping schools deal with student discipline problems. (PS)
Blanc, M. (1987). A Project of Community Bilingual Education: Some Theoretical and Applied Issues. A discussion of bilingual education begins with a look at theoretical issues and then describes a community bilingual education program in London. Issues addressed include the distinction between additive and subtractive bilinguality, the relationship between contexts and outcomes of bilingual education, the cognitive and academic effects of different forms of bilingualism, social network analysis, the integration of macro- and micro- logical levels of analysis, and the role of ideology in education. The project described is a two-way bilingual education program where both majority- and minority-language children learn through the mediums of the majority language (English) and one important minority language (a Cypriot dialect of Greek). All children involved in the program receive half of their instruction in one language and half in the other. The project will study the effects of this bilingual teaching and learning experience on the linguistic, cognitive, affective, social, cultural, and educational development of majority and minority children and the community as a whole. (MSE) ED282457
Bronfenbrenner, U. (1989). Who Cares for Children? Notes, Comments... No. 188 = Les enfants, qui s'en soucie? The finding of positive effects of developmentally sensitive interaction on children's physical health is discussed and expanded in terms of five propositions. The first is that development requires participation in progressively more complex reciprocal activities on a regular basis over an extended period of time, with at least one person committed to the child's well-being and development, preferably for life, and with whom the child develops a strong, mutual, irrational emotional attachment. The second proposition is that establishment of patterns of progressive interpersonal interaction under conditions of strong mutual attachment enhances young children's responsiveness to other features of their immediate environment and invites growth-accelerating cognitive and behavioral responses. Third, establishment and maintenance of patterns of progressively more complex interaction and emotional attachment between caregiver and child depend on the involvement of another adult who affectionately assists the caregiving person. The final two propositions are that effective child rearing requires establishing ongoing patterns of exchange of information, two-way comminication, mutual accommodation, and mutual trust between the principal settings in which children and their parents live, as well as public policies and practices that provide place, time, stability, status, recognition, belief systems, customs, and actions in support of child rearing activities from a wide range of interested parties. (RH) ED331603
Burden, R., & Williams, M. (1996). Evaluation as an Aid to Innovation in Foreign Language Teaching: The "SPARE" Wheel Model. Language Learning Journal, n13 p51-54 1996. Describes how a request to help evaluate an innovative bilingual project in an international school led to positive changes in project implementation and a more constructive way forward for the main participants. The article presents a model, called a "SPARE wheel" in order to emphasize the cyclical nature of evaluation. Results indicate the efficacy of the model. (five references) (CK)
Burnett, G. (1993). The Assessment and Placement of Language Minority Students. ERIC/CUE Digest, Number 89. ED357131
prev | next | top | bottom
C
Calderon, M. (1995). Dual Language Programs and Team-Teachers' Professional Development. A study in two El Paso (Texas) elementary school two-way bilingual education programs investigated factors in learning through first and second language, analyzed teacher development in a context of complex change, and identified promising school structures for collaborative professional development for these teachers. Of the 24 participating teachers, 12 from each school, half were bilingual (Spanish-English) and half were English monolingual. Classes were team-taught. All were observed monthly by trained observers; six of them were observed all day for an entire week. All were videotaped for an hour at randomly-selected times, and observed once a month during professional development sessions. Teachers also responded to an essay-type questionnaire asking them to elaborate on their teaching practices, team-teaching experiences, and overall problems and successes. Teachers all commented that the team teaching situation, with one monolingual and one bilingual teacher, offered new opportunities for personal and professional growth. Structures for the teams' development provided opportunities to learn collaboratively, including role-playing, peer coaching, classroom ethnography, and curriculum writing. The locally-constructed professional development program was found to be an effective structure for needed change. (MSE) ED394274
Calderon, M. (1996). Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers. As NAFTA opens the border between the United States and Mexico, the need for binational cooperation in education becomes ever more imperative. This chapter provides a rationale for binational educationthe benefits of binational education both for language-minority students and for the majority cultureand describes a variety of cooperative bicultural programs for students and teachers. These programs include: (1) the Leadership Enhancement Academy for Binational Education in neighboring El Paso (Texas) and Ciudad Juarez (Mexico), which brings together educators, community leaders, and parents to cultivate relationships and develop an integrated systemic approach to binational education in the cities' schools; (2) two-way bilingual classrooms in which English- and Spanish- speaking students are grouped in heterogeneous cooperative learning teams; (3) teachers' learning communities that provide collegial support for implementing a complex cooperative learning model; and (4) binational staff development activities involving U.S. and Mexican teachers from neighboring cities along the border. Particular emphasis is placed on an effective binational staff development process that helps teachers transfer appropriate knowledge and behaviors into the bilingual cooperative classroom, and provides ongoing support for personal development, interpersonal relationships, and program implementation. Contains 50 references. (Author/SV) ED393642
Calderon, M. (1996). How a New Form of Peer Coaching Helps Teachers and Students in Two-Way Bilingual Programs. A 5-year study, conducted in two schools on the Texas-Mexico border, is investigating the effectiveness of peer coaching as a professional development strategy for teachers in two-way bilingual education programs. A group of 24 teachers, half bilingual and Hispanic and half monolingual and Anglo participated in the study. For each, classroom ethnographies were compiled after classroom observation, and teachers were videotaped at random times during classroom teaching. Six teachers were observed all day for a period of one week. In addition, teachers responded to a questionnaire on teaching practices, team teaching experience, and perceived problems and successes. Professional development sessions, during which the teachers acted as peer coaches, were also videotaped and ethnographies were developed for them. Ethnographies were analyzed for code switching, instructional patterns for each language, social/power relationships, teacher/student participation structures, and identification of particular discourse forms. The methods were found to be effective in focusing on the quality of student participation patterns, level of learning quality in each language, time and status given to each language, and teachers' professional development needs. (Contains 39 references.) (MSE) ED394319
Cantalupo, D. (1993). Exemplary Capacity Building Program of Transitional Bilingual Education, Community School District 3. Final Evaluation Report, 1992-93. OREA Report. The Exemplary Capacity Building Program of Transitional Bilingual Education was a federally funded program serving 266 limited-English-speaking, Spanish-speaking students in two Manhattan (New York) elementary schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content areas. Some classes used a dual-language approach to classroom instruction. Other program components included multicultural education, development opportunities for program staff, and parent involvement activities. The project met one of three objectives for staff development and one of two for parent involvement. Attainment of the stated objectives for ESL, NLA, the content areas, and the third staff development could not be assessed due to lack of information. No specific recommendations were made for program improvement. The final report offers details of other specific program aspects, activities, achievements, and findings. (MSE) ED370404
Carcelli, L., & Others, A. (1980). The Effect of Item Format on Phonics Subtest Scores of Standardized Reading Achievement Tests. The effect on students' scores of different item formats used in standardized reading achievement tests was investigated. Thirty-one bilingual Mexican-American second grade students were given a phonics test using four different formats derived from three standardized reading achievement tests. The formats sampled identical content. A two-way analysis of variance was performed and a Newman Keuls' Multiple Range Test for Differences Between Means was calculated, since main effect for format was statistically significant. Type of format accounted for almost three quarters a standard deviation in students' test scores. Results indicated that what a student appears to know is substantially influenced by the format of the particular test used in measuring achievement. On this basis, it is recommended that greater attention should be given to the effect of test item format in selecting and administering achievement tests. (Author/AEF) ED206654
Casey, J. A., & Others, A. (1994). Use of Technology in Counselor Supervision. ERIC Digest. ED372357
Cazabon, M., & Others, A. (1993). Two-Way Bilingual Education: A Progress Report on the Amigos Program. Research Report: 7. The progress report on the Amigos two-way bilingual education program in the Cambridge (Massachusetts) public schools describes: research on the achievement in mathematics, Spanish, and English of Amigos students and students in control/comparison groups; data gathered on students' and parents' attitudes toward bilingualism and biculturalism; student's self- assessments of academic competence and self-esteem; teachers' judgments of students' academic competence and self-esteem; and social-interactional patterns among Amigos students from different ethnic backgrounds. Features and policies of the program are described in a discussion of the results. It was concluded that Spanish and English language skills had improved steadily in participants of the Amigos, transitional bilingual, and standard English-only programs, but that Amigos students had not suffered any academic loss in mathematics or English despite having only half their instruction in English. By grade 3, Amigos students developed classroom friendships independent of race or ethnicity. While English-Amigos and English controls had favorable views of bilingualism, the Spanish-Amigos were most favorable. Spanish-Amigos also rated themselves highest in personal satisfaction. A tabulation of survey responses and a brief bibliography are appended. (MSE) ED359787
Chavkin, N. F., & Gonzalez, D. L. (1995). Forging Partnerships between Mexican American Parents and the Schools. ERIC Digest. Montecel, M. R., Gallagher, A., Montemayor, A. M., Villarreal, A., Adame- Reyna, N., & Supik, J. (1993). Hispanic families as valued partners: An educator's guide. San Antonio, TX: Intercultural Development Research Association. Nicolau, S., & Ramos, C. L. (1990). Together is better: Building strong relationships between schools and Hispanic parents. New York: Hispanic Policy Development Project, Inc. (ED 325 543) Sosa, A. (1993). Thorough and fair: Creating routes to success for Mexican- American students. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ED 360 116) Walberg, H. J. (1984). Improving the productivity of America's schools. Educational Leadership, 41(8), 19-27. Nancy Feyl Chavkin is a professor of social work at the Walter Richter Institute of Social Work, Southwest Texas State University, San Marcos, Texas. Dora Lara Gonzalez is a graduate student at the School of Social Work, University of Texas at Austin. This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RR93002012. The opinions expressed herein do not necessarily reflect the positions or policies of OERI, the Department, or AEL. ED388489
Chermak, G. D. (1976). Review of Issues in Black Dialect; A Proposed Two-Way Bilingual Educational Approach; And Considerations for the Congenitally Deaf Child. Psychology in the Schools, 13, 1, 101-109 1976. The deficit theory and the difference theory of linguistic competence are reviewed. The notion of linguistic differences between the dialect of black children and that of the majority society is supported. Implications for educational methods are discussed, culminating in a proposed "two-way" bilingual approach for working with deaf children. (Author)
Christian, D. (1996). Two-Way Immersion Education: Students Learning Through Two Languages. Modern Language Journal, v80 n1 p66-76 Spr 1996. Depicts the state of two-way immersion programs in the United States. Data indicate that these programs educate nonnative- English-speaking students, expand the nation's language resources by conserving the native-language skills of minority students and developing second-language skills in English-speaking students, and enhance crosscultural understanding. (22 references) (Author/CK)
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
Christian, D., & Mahrer, C. (1992). Two-Way Bilingual Programs in the United States. 1992-1993 Supplement. The first annual supplement to the 1991-1992 directory of two-way bilingual education programs in the United States profiles new and some existing programs in which language-minority and language-majority children are instructed in and through both languages. this volume contains data on 25 programs in Alaska, Arizona, California, Connecticut, Florida, Massachusetts, Michigan, New Jersey, New York, Texas, and Virginia. Each program profile includes most of the following categories: school name(s) and address(es); contact persons; languages used; year the program began; ethnic/racial composition of the school; criteria for selecting and accepting students; recruitment procedures; grade levels served and changes anticipated; funding sources; program materials available to others; program objectives; classroom language use for instruction; method of separating languages for instruction; language of initial reading instruction; grouping; percentage of teachers and program staff proficient in both languages; program evaluation procedures; parent involvement; community response to the program; school board's view of the program; and most important program features. (MSE) ED353833
Christian, D., & Montone, C. (1994). Two-Way Bilingual Programs in the United States. 1993-1994 Supplement. In two-way bilingual education programs (TBPs), students learn together through two languages in programs that aim to develop dual language proficiency along with academic achievement. In Christian and Mahrer (1992, 1993), profiles were completed for TBPs in operation during the 1991-1992 and 1992-1993 academic years. This supplement, an annual update, covers the 1993-1994 school year. The three volumes together provide information on programs in 176 schools in 17 states. Tabled data show that New York and California have the highest numbers of schools involved in two-way bilingual education. Nationwide, most schools with TBPs are providing instruction in Spanish and English at the elementary school level. The programs/schools that provided information on their implementation of TBPs are profiled. They are presented alphabetically in sections by states and within states are grouped by city and school district. Data provided in these profiles include the ethnic/racial breakdown of the school, the criteria for selecting and accepting students, recruitment procedures, grade level(s) of the program, grade level increases planned, program size, funding sources, and program materials available to others. (JP) ED369265
Christian, D., & Others, A. (1997). Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. This monograph discusses issues in the design and implementation of two-way immersion, or two-way bilingual education programs, and describes three exemplary programs. An introductory section examines briefly the rationale for two-way immersion and the extent of its use in the United States. Three school program profiles follow: (1) Francis Scott Key Elementary School (Arlington County Public Schools, Virginia); (2) River Glen Elementary School (San Jose Unified School District, California); and (3) Inter- American Magnet School (Chicago Public Schools, Illinois). Each profile outlines a program overview, program goals, district and school characteristics, program history, program features (administrative structure, teachers and staff, curriculum, professional development, parent involvement), learning environment (classroom, library resources, technology resources), instructional strategies (separation of languages, language development approach, making content comprehensible, student grouping), student language use (language separation, second language fluency and accuracy, written work), student outcomes (oral language development, academic achievement), and program impact. The final chapter makes comparisons across programs. Contains 51 references. (MSE) ED407858
Clinchy, E. (1987). A Consumer's Guide to Schools of Choice: For Parents and Other Educators. Parent Choice and the Public Schools: Volume 4. This fourth and final guide in a series of volumes addresses parents who desire assistance in selecting the appropriate school for their child. The guide provides narratives and "real life" descriptions of actual occurrences in schools that advertise themselves as emphasizing a particular style or philosophy of teaching or curricular emphasis. Daily activities are sketched in 10 schools in 6 school districts in Massachusetts and New York. Section 2 of the guide describes fundamental, "back-to-basics" schools: Burncoat Preparatory Magnet School, Worcester, Massachusetts; and Bridge Alternative Concept School, Community School District Four, East Harlem, New York City. Schools described as using a "continuous progress, non-graded, individually guided" approach to school organization and grouping profiled in section 3 are Hernandez Two-Way Bilingual Magnet School, Boston, Massachusetts, and Mill Swan Communications Skills Magnet School, Worcester, Massachusetts. The Montessori developmental or "open" education type of school is modeled in section 4 by Bennett Park Montessori Center, Buffalo, New York; Graham and Parks Alternative Public School, Cambridge, Massachusetts; and City Magnet School, Lowell, Massachusetts. Described in section 5, "Schools with Curricular Specializations," are Arts Magnet School, Lowell, Massachusetts and Isaac Newton School for Science and Math, New York City. The final section briefly discusses degrees of parental involvement that can accompany any of the options. (CJH) ED283273
Clinchy, E. (1987). Fall River's Move Toward Equity. Equity and Choice, v3 n3 p35-40 Spr 1987. Discusses history of immigrants and minorities in Fall River (MA), and the town's efforts to provide an equitable education for immigrant children and improve schools system-wide. The improvement plan incorporated the following elements: (1) controlled choice; (2) magnet schools; (3) controlled admissions and transfer policy; and (4) parent information centers. (PS)
Cockcroft, J. D. (1995). Latinos in the Making of the United States. The Hispanic Experience in the Americas. Mexican Americans, Puerto Ricans, Dominicans, Cubans, Central Americans, and South Americans, all so-called "Hispanics," or "Latinos," have brought their working hands and all of their skills and talents to the United States. They have come from many places to become the United States' fastest growing minority group. By the 1990 Census, Hispanics were living in many parts of the country. Like other immigrant workers, they have been significant producers in national industrialization. Today, they are crucial for the future of the United States' cities. How vital Latinos are to the nation's existence is detailed in two chapters that concentrate on their roles as farm workers and as health care providers. A subsequent chapter explores Hispanic participation in the labor movement. Of particular interest is a chapter on schools, focusing on the struggle for equal educational opportunity and the controversy about bilingual education. Years of stereotyping have resulted in reduced expectations for Hispanic children and have placed many obstacles in their way. Nevertheless, Hispanics are maintaining their impressive tradition of fighting to improve the United States' educational system. Chapter 5 explores the roles of Hispanics in the professions, politics, business, and the arts, and Chapter 6 discusses the civil rights Hispanics still struggle to obtain. (Contains 56 references.) (SLD) ED396025
Collier, V. P. (1995). Acquiring a Second Language for School. Directions in Language and Education, v1 n4 Fall 1995 1995. This report offers a conceptual model for use with language minority children who are entering a new school when they must acquire the language of the majority student population. The model has four development components or processes: sociocultural, linguistic, academic, and cognitive. These four components are described in detail. Research is offered to support the model, including issues of first and second language acquisition, academic second language proficiency, bilingual education, role of the first language and the input and interaction in language development, and the sociocultural context of schooling. Findings from author research suggest that two-way bilingual education at the elementary school level is the most promising program model for the long-term academic success of language minority students. Especially for students in grades K- 12, uninterrupted cognitive, academic, and linguistic development are essential to school success; neglect or over-emphasis of one component may affect long-term growth. Research has indicated that it takes the most advantaged students 4-12 years of second language development to reach deep academic proficiency to compete successfully with native speakers. Alternate program suggestions are offered regarding academic achievement for linguistic minority cases where first language instructional support cannot be provided. (Contains 32 references.) (NAV) ED394301
Crandall, J. (1994). Content-Centered Language Learning. ERIC Digest. ED367142
Crandall, J., & Tucker, G. R. (1990). Content-Based Language Instruction in Second and Foreign Languages. Content-based language instruction is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject-matter classes but focusing on the cognitive, academic language skills required to participate effectively in content instruction. It is of growing interest to teachers of both English as a Second Language and other second languages. It has been used in courses of English for academic and special purposes, vocational English, programs for foreign teaching assistants, partial or total language immersion, academic courses, and two-way bilingual programs, and at all instructional levels. Another approach is for content teachers to adapt instruction to differential language proficiency levels in the class. Attributes of content-based instruction include: instructional objectives drawn from language, academic content, and cognitive skills; schema knowledge developed in the language of instruction; inclusion of content-obligatory and content-compatible languages; paired and small-group work; wide range of materials; multiple media and presentation techniques; experiential and discovery learning; and use of writing for both cognitive and evaluative purposes. Content-based instruction often begins with collaboration of a language and a content teacher. Additional work is needed in teacher education, student assessment, program evaluation, and instructional material development. (MSE) ED366187
prev | next | top | bottom
D
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
prev | next | top | bottom
E
Ernest, H. M., & Gonzalez, R. M. (1996). Sanchez and Metz Elementary Schools: Dos Idiomas, Un Mundo. Dual Language Project. Title VII First-Year Evaluation Report, 1995-96. The first-year evaluation of a two-way Spanish/English bilingual education program at two Austin (Texas) elementary schools is presented. The developmental program has as its objectives the development of students' oral proficiency in Spanish and English, development of grade-level appropriate literacy in both languages, increase in academic achievement in reading, language, and mathematics, and changed attitudes toward bilingualism among students, parents, community, and staff. Baseline data were collected during the 1995-96 school year on the first cohort of 600 students in grades pre-K through 3. The report details program characteristics, the student population, baseline data corresponding to each of the objectives, and additional program services and policies. The latter include staff training and opportunities, parent outreach efforts, the parent advisory council, policy concerning parent refusals, development and administration of bilingual attitudinal questionnaires, a teacher professional survey, and project management findings. Long-term evaluation plans and project recommendations based on the first-year survey are also included. Contains 22 references and 16 tables. (MSE) ED408844
Escamilla, K. (1989). A Brief History of Bilingual Education in Spanish. ERIC Digest. ED308055
Escamilla, K. (1992). Integrating Mexican-American History and Culture into the Social Studies Classroom. ERIC Digest. ED348200
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
prev | next | top | bottom
F
Ferguson, L., & Bigelow, B. (1987). Integration and Two-Way Bilingual Education. Equity and Choice, v3 n3 p22-29 Spr 1987. Describes the Amigos Program at Maynard School, Cambridge, MA, a two-way bilingual education program. Success of the program and efforts at equal education result from teamwork between desegregation and bilingual education officers and the following elements: (1) site; (2) funding; (3) evaluation; (4) racial balance; and (5) parent support. (PS)
Ferguson, L., Ed. (1987). Questions about Two-Way: Educators Share Their Views. Equity and Choice, v3 n3 p8-16 Spr 1987. Provides transcript of roundtable discussion about two-way bilingual programs. Discusses the following: (1) reasons for success of programs; (2) spin-off advantages for pupils, schools, and community; and (3) obstacles bilingual education encounter. (PS)
Fern, V. (1995). Oyster School Stands the Test of Time. Bilingual Research Journal, v19 n3-4 p497-512 Sum-Fall 1995. Describes Oyster Elementary School's award-winning two-way bilingual (Spanish-English) program. The school's success has been maintained by strong parent and community support, high academic standards, and ongoing professional development efforts. However, cultural, generational, and socioeconomic differences among staff, students, and parents have caused philosophical conflict in the school community. Decreasing funds is also a problem. (SV)
Fernandez, E., & Baker, S. (1993). Assessment Portfolio, Grades K-5. Two-Way Spanish Partial Immersion Program. The assessment portfolio is a collection of materials and forms for testing and recording student progress at F.S. Key Elementary School, Arlington, Virginia. The materials are designed for use in an elementary school two- way partial immersion program. Introductory sections discuss the use of portfolios for monitoring student performance and contain a checklist for assessing student use of reading strategies. The remainder of the materials are portfolio components from the student, parents, and teacher, and instructions for gathering and using them. Components originating with the student include a freehand self-portrait, language attitude questionnaire, writing samples from each grading period, and self-selected best work with self-evaluation. The parent component is a questionnaire concerning attitudes about language learning and the program, used at the beginning and end of the school year. The teacher component consists of anecdotal records, teacher-selected work, a reading miscue analysis conducted twice a year, an end-of-unit evaluation, and an optional teacher's log or work samples using computer word processing software. A portfolio checklist is also included. (MSE) ED364079
Fradd, S. H. (1992). Collaboration in Schools Serving Students with Limited English Proficiency and Other Special Needs. ERIC Digest. ED352847
Freeman, R. (1994). Language Planning and Identity Planning: An Emergent Understanding. Working Papers in Educational Linguistics, v10 n1 p1-20 Spr 1994 1994. This paper presents an ethnographic study of the Oyster Bilingual School in Washington, D.C., a successful two-way Spanish-English bilingual elementary school designed to produce biliterate and bicultural students. The study was based on classroom observations, interviews of students, teachers, and administrators, and an examination of school documents. From the Oyster School perspective, the educational problems that language minority students face are due to discrimination by mainstream American education and society. A major goal of the Oyster program is to provide a setting whereby language minority students can maintain their native language and culture and achieve academically. The program functions as a language plan within an identity plan that aims to provide equal educational opportunities to its linguistically and culturally diverse student population. (MDM) ED372608
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 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)
Freeman, R. D. (1996). Dual-Language Planning at Oyster Bilingual School: "It's Much More Than Language.". TESOL Quarterly, v30 n3 p557-82 Aut 1996. Describes how Oyster Bilingual School's (Washington, DC) two-way Spanish- English language plan functions in its sociopolitical context. It is noted that this plan is part of a larger identity plan aiming to promote social change by socializing children differently from the way they are socialized in mainstream US educational discourse. (46 references) (Author/CK)
Friedman, G. I., & Others, A. (1988). New York City Bilingual Education Technical Assistance Center, 1986-1987. OEA Evaluation Report. In its fourth year, the Bilingual Education Technical Assistance Center (BETAC) provided technical assistance and training to members of the instructional and administrative staffs of programs for students with limited English proficiency in New York City's 32 community school districts and for the Board of Education's Division of High Schools. In 1986-87, the BETAC successfully implemented its six proposed activities: providing technical assistance to schools cited for low student achievement; sponsoring parents' conferences for four language groups (Chinese, Greek, Haitian/Creole, and Spanish); conducting a series of seminars on project evaluation for supervisors of bilingual and special education projects; providing technical assistance to two-way bilingual programs; planning and implementing a Spanish spelling bee; and establishing a collaborative relationship with the Bilingual Services Unit of the Division of Special Education. Problems encountered include high turnover in directors and potential anticipated demand for field services that could overwhelm the existing staff resources. Recommendations for program improvement are given. (Author/MSE) ED298787
prev | next | top | bottom
G
Genesee, F. (1985). Second Language Learning through Immersion: A Review of U.S. Programs. Review of Educational Research, v55 n4 p541-61 Win 1985. Second language immersion programs, originally developed in Canada some 20 years ago, have been implemented in a number of U.S. cities. Alternative forms of U.S. programs are describedenriched, magnet, and two-way bilingualand research findings pertaining to the effectiveness of each are summarized and discussed. (Author)
Genesee, F. (1987). Considering Two-Way Bilingual Programs. Equity and Choice, v3 n3 p3-7 Spr 1987. Describes the San Diego (CA) two-way bilingual program which puts English and Spanish-speaking students together to learn each others' languages. Program results in a lag in English language literacy after early years, but that difference is made up within one year of English language instruction. (PS)
Glenn, C. L. (1987). Letting Poor Parents Act Responsibly. Equity and Choice, v3 n3 p52-54 Spr 1987. Educational equity can only be achieved when poor parents are empowered to intervene effectively in the education of their children, exercising their ability to make choices and develop specific expectations that translate into day-to-day support for the learning process. (PS)
Glenn, C. L. (1987). The New Common School. Phi Delta Kappan, v69 n4 p290-94 1987. Horace Mann's goal of creating a common school that brings our society's children together in mutual respect and common learning need not be frustrated by residential segregation and geographical separation of the haves and have-nots. Massachusetts' new common school vision boasts a Metro Program for minority students, 80 magnet schools, and numerous two-way bilingual schools. (MLH)
Glenn, C. L. (1990). How to Integrate Bilingual Education without Tracking. School Administrator, v47 n5 p28-31 1990. Integrated schools that stress learning among students in two languages are called two-way schools. They provide a singularly rich educational environment and avoid the negative effects of educational segregation by tracking. A Chelsea, Massachusetts, bilingual elementary school focused on team building to use existing resources more effectively. (MLH)
Gomez, R. A. (1991). Teaching with a Multicultural Perspective. ERIC Digest. ED339548
Graham, C. R., & Brown, C. (1996). The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program. Bilingual Research Journal, v20 n2 p235-60 Spr 1996. In a small Mexican town with a sizeable English-speaking population and bilingual schools, some native Spanish speakers develop native-like proficiency in English. Interviews found that the only Spanish speakers acquiring much English attended bilingual schools and frequently had close friendships with native English speakers and favorable attitudes toward the English-speaking community. Contains 31 references. (Author/SV)
Green, C., & Russell, J. C. (1987). Innovation in Early Education: Boston's Team Effort. Equity and Choice, v3 n3 p41-46 Spr 1987. Describes a collaborative effort between one school district of the Boston (MA) Public Schools and two Boston higher education institutions to create an innovative program of public early childhood education for 55 three-, four-, and five-year olds. The program attempts to improve educational services, teacher training and research opportunities. (PS)
Griego-Jones, T. (1994). Assessing Students' Perceptions of Biliteracy in Two Way Bilingual Classrooms. 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)
Griggs, S. A. (1991). Learning Styles Counseling. ERIC Digest. ED341890
Groesbeck, D. (1984). Two-Way Bilingual Education in Holyoke, Massachusetts. Equity and Choice, v1 n1 p22-24 Fall 1984. Describes progress toward integration and equal education for students in Holyoke elementary schools. The Holyoke program includes bilingual and ESL instruction for Spanish speakers and Spanish language instruction for monolingual English speakers, as well as parent involvement, computer literacy, and staff development components. (GC)
prev | next | top | bottom
H
Holcomb, T., & Peyton, J. K. (1992). ESL Literacy for a Linguistic Minority: The Deaf Experience. ERIC Digest. ED353861
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. (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
Huang, G. (1993). Beyond Culture: Communicating with Asian American Children and Families. ERIC/CUE Digest Number 94. ED366673
Huss, S., & Others, A. (1990). Using Computers with Adult ESL Literacy Learners. ERIC Digest. ED343462
prev | next | top | bottom
K
Kaplan, R. B. (1991). Literacy, Language Planning, and Pedagogy. Various groups of Native American peoples and other non-English speakers are required to become literate in English and are promised that literacy will solve their social, economic, and political problems. Yet, having achieved some level of English literacy, many of these people find that not much has changed. The educational system attributes their lack of success to something "wrong" with the learners. The problem, however, is more complex, having roots in the way educational planners go about their business, in the history of written language, and in a general failure to perceive that various forms of written language serve different purposes. The absence of literacy is a natural human condition, and literacy is a complex and rich technology that is useful only under certain conditions. Government-supported language planning is fraught with dangers. Governments often have accepted the notion that monolingual literacy is desirable, ignoring the fact that orality and literacy serve different societal functions and that a lack of fit may exist between the dominant language and a minority (oral) language with regard to minority community needs. Other policy problems lie in the inability of the education sector to permeate an entire culture, the lack of written materials in certain languages, and the fact that process-based literacy training provides functional skills but not access to the language used in societal power structures. Policy suggestions for bilingual education in Alaska and the preservation of Native American languages are included. This paper contains 32 references. (SV) ED338451
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
Kerka, S. (1992). Bilingual Vocational Education. Trends and Issues Alerts. Bilingual vocational education (BVE) offers a way to improve both the job and English skills of workers with limited English proficiency (LEP). Initially using both the native language and English to provide job training makes instruction immediately comprehensible to the students. Gradually, the use of the native language decreases while English use increases. The two components of BVE are job and language skill development; however, they are not enough to prepare persons with LEP for the changing workplace. Employability, communication, and cultural awareness skills are also needed. BVE programs are similar to workplace literacy programs in the emphasis on functional context. In BVE, this means emphasizing the grammatical structures, vocabulary, and appropriate expressions of the specific job situation, reinforcing skills through practice in real-world settings. The annotated resource list contained in this information alert includes 18 print resources and 5 resource 18 references and 5 resource organizations. (NLA) ED349396
Kerka, S. (1992). Multicultural Career Education and Development. ERIC Digest No. 123. ED347402
King, E. W., & Others, A. (1994). Educating Young Children in a Diverse Society. This text aims to provide information, strategies, techniques, innovative ideas, and encouragement for teachers, administrators, and parents in implementing a diversity perspective to education for children ages 3 to 8 years. Major focuses are on ethnic, gender, and social-class differences, but issues related to special needs children, including the disabled, are not ignored. An introductory chapter considers some basic concerns in diversity education. Chapter 2 focuses on the importance of viewing multicultural education from the perspective of diversity and reports on a study of bilingual education in an early childhood classroom. Chapter 3 considers the importance of developmentally appropriate practices, and Chapter 4 explores historical and theoretical views of multicultural education. Chapter 5 highlights the importance of ethnic, social-class, and gender identity, and leads the way to the examination of culture in Chapter 6. Chapter 7 concentrates on gender awareness. Chapter 8 presents a sociological view of the young child, and Chapter 9 considers the importance of research and evaluation in the teaching of young children. The final chapter examines what the education of young children must accomplish. References follow each chapter. (SLD) ED372130
Kjolseth, R. (1983). Cultural Politics of Bilingualism. Society, v20 n4 p40-48 May-1983. Holds that our society simultaneously values bilingual individuals and deprecates groups whose first language is not English. Suggests that voluntary, two way, equal time, maintenance bilingual education programs can do much to enhance the country's economic and political potential. (Author/GC)
Koskinen, P. S., & Others, A. (1993). Captioned Video and Vocabulary Learning: An Innovative Practice in Literacy Instruction. The addition of captions to television is a technological breakthrough that can be used to enhance the vocabulary and comprehension skills of young readers. Taken together, several studies suggest that captioned television is a motivating medium for below-average readers and bilingual students, and that simultaneous processing (audio/video/text) enhances learning. Of the many uses of captioned video in the development of literacy skills, vocabulary learning appears to be one of the most valuable. A fourth-grade teacher, and other teachers at the same school, have capitalized on the power of video, using it as a way to get children excited about ideas in the world, particularly about science and social studies concepts. Suggestions teachers have found useful when using captioned video include: get to know the equipment; select a high-interest captioned video; preview the video; locate related texts; introduce the video; provide opportunities for rewatching the video; and create a video library. Captioned television captures students' attention, and its multisensory presentation of information decreases the difficulty of learning new words. The combination of the video action with spoken dialogue and printed words is a powerful tool in learning to read. (Contains 19 references.) (RS) ED361652
Kucer, S. B. (1995). Guiding Bilingual Students "through" the Literacy Process. Language Arts, v72 n1 p20-29 1995. Presents an overview of third-grade bilingual students and their literacy curriculum. Discusses a series of instructional lessons ("strategy wall charts") developed to provide the students with various tools to work their way through literacy blocks as they read and wrote in English. Looks at patterns of internalization that occurred when the students attempted to use the various strategies. (RS)
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
prev | next | top | bottom
L
Lambert, W. E. (1990). Issues in Foreign Language and Second Language Education. Distinctions are made between foreign language (FL) and second language (SL) teaching and learning. It is suggested that several major issues emerging in FL and SL education in the United States must be considered before substantive improvements can be made in the FL or SL competence of both native English speakers and those whose native language is other than English. The issues to be resolved include the following: (1) FL and SL professionals have substantially different aims, orientations, and training and their offerings are directed to different populations of users; (2) there is a more serious demand by those being educated for higher levels of competence in foreign language and second languages than usually occurs in school-based education programs; and (3) there are time constraints, since no extra time can be directed to language education if it curtails the comprehensive education in math, sciences, humanities, and social sciences needed in today's technical and international world markets. The integration of the talents of both FL and SL professionals and educational approaches is advocated. It is suggested that two-way bilingual immersion education programs can simultaneously enhance the language competency of both native and non-native English students without shortchanging them on basic educational needs. Contains 72 references. (LB) ED341269
Lessow-Hurley, J. (1991). A Commonsense Guide to Bilingual Education. A discussion of bilingual education analyzes current issues, reviews related research, describes innovative and exemplary program formats for dual-language programming, and examines issues in bilingual education for both limited-English-proficient (LEP) students and monolingual native- English-speakers. The first chapter provides an overview of language policy, because language policy is part of the political environment within which bilingual education must be considered. Chapter 2 focuses on language proficiency assessment. The third and fourth chapters discuss program models and methods of instruction used in bilingual classrooms. The roles of teachers and paraprofessionals in bilingual classrooms is addressed in chapter 5. The subsequent chapter analyzes legal issues and clarifies requirements for serving LEP children. The final chapter answers questions frequently asked about bilingual education, including special language- learning situations, optimal age for second language learning, mainstreaming, raising a bilingual child, the rights of undocumented students, national official language policy in the United States, salient political issues, and the scope of bilingual education. A 62-item bibliography and addresses for obtaining additional resources and support are appended. (MSE) ED335962
Lewelling, V. W. (1991). Academic Achievement in a Second Language. ERIC Digest. ED329130
Lewelling, V. W. (1992). English Plus. ERIC Digest. ED350884
Liddicoat, A., Ed. (1991). Bilingualism and Bilingual Education. NLIA Occasional Paper No. 2. Following an introduction by Anthony Liddicoat on the general nature of bilingualism, three papers on the characteristics, development, and advantages of bilingualism are presented. "Psycholinguistic Aspects of Bilingualism" by Susanne Dopke, Tim Macnamara, and Terry Quinn considers the linguistic, cognitive, emotional, and educational development of the bilingual individual and the social psychology of bilingualism. "Sociolinguistic Aspects of Bilingualism: Bilingualism and Society" by George Saunders looks at bilingualism in its social context and the linguistic and social factors influencing attainment and maintenance of bilingualism. Emphasis here is on the situation of bilinguals in Australia. "Bilingual Education" by Marta Rado focuses on bilingual education as an effective way of developing bilingualism. Much of the discussion here is relevant to language teaching and describes models for bilingual education used in major English-speaking countries. (Contains approximately 300 references.) (MSE) ED355759
Lindholm, K. J. (1987). Directory of Bilingual Immersion Programs: Two-Way Bilingual Education for Language Minority and Majority Students. Educational Report Series. The directory gives information on all preschool through high school bilingual immersion programs, also called two-way bilingual education programs, in the United States that have been identified as being in operation in 1987. The first section discusses the definition of and rationale for bilingual immersion education. The second section profiles each program, giving information on its context, contact person, program objectives, recruitment, staff and staff training, instructional design, instructional characteristics, curriculum and materials, and evaluation efforts and outcomes. The final section highlights important bilingual immersion issues that concern most programs, especially new ones such as recruitment, instructional practices, professional development, and evaluation outcomes. Fifty-three references are listed. (MSE) ED291241
Lindholm, K. J. (1993). Two-Way Bilingual Language Arts Portfolio. The two-way bilingual language arts portfolio was designed to help teachers, administrators, parents, and others understand the level of language arts development of students in the two-way bilingual program. It was originally conceived as a method of student assessment, to substantiate teachers' observations that students were making significant progress in the two program languages (native and second). The portfolio format presented here consists of: (1) an outline of assessment procedures for different grade levels; (2) a timeline for data collection using each form of evaluation at each grade level (K-6); and (3) forms for each evaluation method. The evaluation forms include a matrix for assessing student oral language skills, a form for evaluating an interactive writing journal (K-1, 2-6), reading rubric assessment scales (K, 1-2, 3-6), guidelines for informal reading observation (1-6), a parent questionnaire concerning the child's reading and writing habits, a student reading attitude questionnaire (K, 1-2, 3-6), and a thematic book list form. (MSE) ED360856
prev | next | top | bottom
M
Mahrer, C., & Christian, D. (1993). A Review of Findings from Two-Way Bilingual Education Evaluation Reports. A review of 35 reports evaluating 27 two-way bilingual education programs is reported. All programs represented meet basic criteria for language of instruction, student characteristics, and emphasis on developing bilingualism. The review examined program characteristics and student outcomes, when available. Results are summarized in the following areas: language proficiency in Spanish, English, Chinese, and Portuguese language proficiency; Spanish and English reading achievement; Spanish and English writing achievement; Spanish and English math achievement; Spanish and English science achievement; Spanish and English social studies achievement; additional content-area results; student self-perception and language/cross-cultural attitudes; staff development activities; parent involvement activities; and teaching methodologies and classroom strategies. Contains five references. (MSE) ED382021
Malave, L. M., Ed. (1993). Annual Conference Journal NABE '90-'91. Proceedings of the National Association for Bilingual Education Conferences (Tucson, Arizona, 1990; Washington, D.C., 1991). Papers from the 1990 and 1991 conferences of the National Association for Bilingual Education (NABE) are presented, including: "Beyond Socially Naive Bilingual Education: The Effects of Schooling and Ethnolinguistic Vitality of the Community on Additive and Subtractive Bilingualism" (Rodriguez Landry, Real Allard); "Descubriendo la lectura: An Early Intervention Spanish Language Literacy Project" (Kathy Escamilla, Ana Andrade, Amelia Basurto, Olivia Ruiz); "Emerging Literacy in a Two-Way Bilingual First Grade Classroom" (Natalie A. Kuhlman, Mary Bastian, Lilia Bartolome, Michele Barrios); "Effective Instruction: A Comparison of LEP Student Behaviors and Language Distribution in Regular and Effective Early Childhood Classrooms" (Lilliam Malave); "Creating Conditions for Positive Change: Case Studies in American Indian Education" (Teresa L. McCarty); "Examining Identification and Instruction Practices for Gifted and Talented Limited-English Proficient Students" (Andrea B. Bermudez, Steven J. Rakow); "Meeting the Needs of Gifted and Talented Limited English Proficient Student: The UHCL Prototype" (Bermudez, Rakow, Judith M. Marquez, Cheryl Sawyer, Cynthia Ryan); "Some Connections Between Bilingual Education and ESL Programs" (Luisa Duran); "Parents, Teachers and Students - Interactive Whole Language" (Maria G. Ramirez, Elva R. Mellor); "Whole Language: How Does It Support Second Language Learners?" (Yvonne S. Freeman, David E. Freeman); "Teaching English to Arabic-Speaking Students: Cultural and Linguistic Considerations" (Sheryl L. Santos, Mihmoud F. Suleiman); "Cooperative Learning, Multicultural Functioning, and Student Achievement" (Cecilia Salazar Parrenas, Florante Yap Parrenas); and "Reconstruction of Academic Credentials for Southeast Asian Refugee Teachers: A Comprehensive IHE Approach to Access and Excellence" (Juan C. Rodriguez). (MSE) ED360865
Mason, D., & Ewoldt, C. (1996). Whole Language and Deaf Bilingual-Bicultural EducationNaturally. American Annals of the Deaf, v141 n4 p293-98 1996. This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language emphasizes a two-way teaching/learning process and Deaf Bilingual-Bicultural Education emphasizes mutual respect in the sociocultural experiences and values of deaf and hearing people. Classroom examples illustrate this educational philosophy. (DB)
McGroarty, M. (1993). Cross-Cultural Issues in Adult ESL Literacy Classrooms. ERIC Digest. ED358751
McLaughlin, M. W., Ed., & Oberman, I., Ed. (1996). Teacher Learning: New Policies, New Practices. The Series on School Reform. This collection of articles focuses on the practice and policy of staff development in terms of recent developments in teacher learning. Following an introduction by the editors, the book is divided into five parts. Part 1: New Perspectives on Practice contains three chapters: (1) "Reconceptualizing Teaching: Moving toward the Creation of Intellectual Communities of Students, Teachers, and Teacher Educators" (B. S. Nelson and J. K. Hammerman); (2) "Teaching the Way Children Learn" (B. Falk); and (3) "Constructivism and School Reform" (M. G. Brooks and J. Grennon Brooks). Part 2: A New Lens on Traditional Roles contains three chapters: (4) "Of Regularities and Reform: Navigating the Subject-Specific Territory of High Schools" (P. Grossman); (5) "Improving Classroom Practice: Ways Experienced Teachers Change after Supervising Student Teachers" (E. S. Tatel); and (6) "Assessment as a Heuristic for Professional Practice" (K. Jamentz). Part 3: New Structures for Learning and Change contains three chapters: (7) "Networks for Educational Change: Powerful and Problematic" (A. Lieberman and M. W. McLaughlin); (8) "Rethinking Restructuring: Building Habits of Effective Inquiry" (M. Szabo); and (9) "Communities for Teacher Research: Fringe or Forefront?" (M. Cochran-Smith and S. L. Lytle). Part 4: New Roles for Traditional Structures has five chapters: (10) "The Role of Teachers' Organizations: Reflections on Educational Policy Trust Agreements" (C. T. Kerchner); (11) "Text and Context for Professional Development of New Bilingual Teachers" (S. Dalton and E. Moir); (12) "Preparing Teachers for Multicultural, Inner-City Classrooms: Grinding New Lenses" (K. Tellez and M. D. Cohen); (13) "Problem-Based Learning: A Promising Approach to Professional Development" (E. Bridges and P. Hallinger); and (14) "School- University Partnership: Getting Broader, Getting Deeper" (L. Miller and C. O'Shea). Part 5: An Emergent Paradigm for Practice and Policy contains two chapters: (15) "Practices That Support Teacher Development: Transforming Conceptions of Professional Learning" (A. Lieberman); and (16) "Policies That Support Professional Development in an Era of Reform" (L. Darling- Hammond and M. W. McLaughlin). A list of participants at the July 1993 Pew Forum on Educational Reform is appended. (Contains extensive references.) (ND) ED398183
Merkt, G. (1994). Vivre Babel au quotidien (Living Babel Every Day). A discussion of multilingualism in Switzerland begins with a description of the country's linguistic characteristics. Historical Swiss policy recognizing four official languages, one of which (Romansch) is spoken by very few people, is compared with the current situation in which internal and external migration and multilingualism are common. The minimal role of the schools in helping manage this situation is criticized, but increased efforts to improve education's role are noted, particularly in the areas of bilingual education and language immersion. Three educational models are described briefly. The first allows students to repeat their last year of compulsory schooling in another area of the country. The second model focuses on maintenance of Romansch. The third is two-way bilingual education. Based on current conditions and predicted trends, some possible directions for Switzerland are explored. (MSE) ED381014
Met, M. (1993). Foreign Language Immersion Programs. ERIC Digest. ED363141
Mielke, A., & Flores, C. (1994). Bilingual Technology Equalizes Opportunities in Elementary Classrooms. Educational technology is a significant resource for meaningful, active, sensory, and relevant instruction for limited-English-proficient (LEP) students in the elementary grades, particularly those students who are educationally disadvantaged. It is suitable for bridging the instructional gap in bilingual education so these children can have the same educational opportunities as their English-speaking peers and suffer less the effects of cultural and social segregation. Computer software, compact disk, CD- ROM, and videodisk technology provide and store large quantities of subject matter, allow individualization of instruction and instructional materials, permit children to learn at their own speed, and are motivating and non- threatening. These characteristics are useful in instruction in English as a second language, in both one-way and two-way bilingual education, for attractive graphics to involve all students, and even to promote parent involvement. To maximize the potential of these technologies, administrators and teachers need training in effective educational applications, particularly in the classroom, and appropriate and pedagogically sound materials. (MSE) ED372647
Moles, O. C., Ed. (1996). Reaching All Families: Creating Family-Friendly Schools. Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning. A special emphasis is placed on making all school contacts friendly and welcoming to the diverse families being served, highlighting outreach strategies which encourage two-way communication through personal contacts including: (1) "Early Fall Mailings"; (2) "Home-School Handbooks"; (3) "Open House"; (4) "School-Parent Compacts"; (5) "Parent-Teacher Conferences"; (6) "Parent Liaisons"; (7) "Newsletters"; (8) "Positive Phone Calls"; (9) "Homework and Home Learning"; (10) "Parent Resource Centers"; (11) "Informal School-Family Gatherings"; (12) "Parent Workshops"; (13) "Secondary School Strategies"; (13) "Strategies for Children with Special Needs"; (14) "Involving Parents with Limited English Skills"; (15) "Involving Single and Working Parents"; and (16) "Involving Fathers." A separate page explains six services offered by the U.S. Department of Education and lists 10 free and related publications. (AMC) ED400117
Moll, L. C., & Gonzalez, N. (1994). Lessons from Research with Language-Minority Children. Journal of Reading Behavior, v26 n4 p439-56 1994. Summarizes four projects that attempt to use cultural resources for instruction, each in a unique way. Suggests that these projects serve as catalysts to challenge the status quo by creating conditions and activities for novel uses of literacy. Highlights the important mediating functions of literacy, especially in two languages, in helping learners establish connections between texts and social worlds. (BS)
Montecel, M. R., & Others, A. (1994). Valued Youth Program: Dropout Prevention Strategies for At-Risk Youth. A federal program designed to reduce dropout rates in middle schools among limited-English-proficient (LEP) students is described. The program trains LEP middle school students at risk of dropping out as tutors for elementary school children. A demonstration project trained 101 Hispanic student tutors in two Texas school districts. Evaluation of this project over two years included investigation of its implementation, dropout prevention results, and the academic achievement, self-concept, school attitudes, attendance, and discipline records of participating students in comparison with others. The project included classes for the student tutors, tutoring sessions, field trips, identification of adult role models, and special activities in recognition of the tutors' contributions. Support functions included curriculum development, coordination, staff development activities, parent involvement, and program evaluation. Measurable results of the program for participating tutors include a lower dropout rate, improved reading grades, and improved self-esteem and school attitudes. Program expansion is under way. (MSE) ED372646
prev | next | top | bottom
N
Nash, A., & Others, A. (1992). Talking Shop: A Curriculum Sourcebook for Participatory Adult ESL. Language in Education: Theory & Practice 79. This curriculum sourcebook is designed as a guide for educators of limited- English-speaking adults in literacy education programs. It consists of accounts of actual learning and teaching experiences using a participatory approach to instruction and curriculum development, written by teachers in community-based adult education. An introductory section gives a background to the guide. The first chapter discusses the importance of articulation of feelings as a survival skill. Chapter 2 focuses on the immigrant experience. Topics include the language experience approach, working with beginning level students, sex bias and stereotypes, oral history, literacy as a skill for solving daily problems, and use of autobiographies as a teaching technique. Chapter 3 discusses the mother-child relationship as both a curriculum topic and a means of involving parents in children's learning. Brief essays address these topics: writing about mothers; parent concerns about school; parent involvement in homework; and the family class teaching parents and children together. The fourth chapter contains articles on teaching techniques and approaches, including process writing, use of correction in class, using pictures as a stimulus for writing, native language use in class, two-way bilingualism, native language literacy, developing curriculum around class participation, and student and program evaluation. A glossary and list of resources are appended. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE) ED356687
Nathan, J. (1987). Why We Need to Expand Choice Among Public Schools. Equity and Choice, v3 n3 p55-57 Spr 1987. Expanding choice among public schools will improve student achievement and provide creative and decision-making professional opportunities for teachers. Three successful choice plans are discussed. Steps for developing choice plans are listed. (PS)
Nissani, H. (1993). Early Childhood Programs for Language Minority Students. ERIC Digest. ED355836
prev | next | top | bottom
O
Oliver, C. (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, G. K., & Bredemus, C. T. (1992). Critical Thinking in the Acquisition of English as a Second Language. Empowering Learners. The Empowering Learners Project, a collaborative effort of five United Way agencies in the St. Paul (Minnesota) area, produced this manual to outline some strategies for assisting English-as-a-Second-Language learners in becoming effective learners and critical thinkers. Ideas in the manual came from project agencies and research in critical thinking and language learning. An introductory section offers some background information about the project. The second section explains methods used in two of the five participating programs to help students think about literacy and its meaning to them. The third section briefly discusses critical thinking as an active process to be used both in and out of the classroom. Subsequent sections look at the following topics: (1) specific strategies for teaching critical thinking, including low-level and higher-level skills, real-life problem-solving, application to grammar, and use of pictures; (2) the classroom environment, including paired and small group learning and workplace simulation; (3) learner empowerment through the teaching of clarification strategies, classroom management and self-assessment; (4) use of critical thinking strategies in bilingual/bicultural curricula; and (5) encouraging students to make use of community resources to test and strengthen newly-acquired language skills. A 16-item bibliography and a brief list of student texts are appended. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE) ED345586
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
Organization. (1986). Seeking Educational Equity for Linguistic Minority Students. In view of controversial reaction to reports of school desegregation in Massachusetts, this paper compiles several documents regarding the overall educational needs of linguistic minority students in Massachusetts. They include the following: (1) Report on Linguistic Minorities and Transitional Bilingual Education (April 1986) by acting commissioner Rhoda E. Schneider, which was approved by the state board of education; (2) an essay, "Educational Equity for Linguistic Minority Students: A Comprehensive Approach to Our Leading Civil Rights Challenge" (April 1986), prepared by Charles L. Glenn, Director of equal educational opportunity for the bureau's annual desegregation report; (3) an essay, "Bilingual Education: An Equity Perspective," by Charles Glenn, for the National Council on Bilingual Education (November 1985); and (4) an article, "Two-Way Bilingual Education," by Charles Glenn, written for "The Commonwealth" (April 1985). Topics covered include demography, responses to immigration, "new" linguistic minority students, indications of failure (e.g., basic skills assessment, the Boston Monitoring Report), and elements of a comprehensive program. The documents were compiled in hopes that Chapter 636 funds could be granted in 1986-87 to projects that help meet the educational needs and reduce the isolation of linguistic minority students. (LB) ED346725
Organization. (1989). Selected Elementary and Secondary Spanish Language Materials: Content Areas. CLEAR Annotated Bibliography Series. This 76-item annotated bibliography is composed of materials for teaching Spanish in the content areas at the elementary and secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are program descriptions (of immersion, one-way, and two-way bilingual programs), cultural materials, vocabulary development activities, curriculum guides, and computer-assisted instructional materials. (DJD) ED311698
Organization. (1990). Two-Way Integrated Bilingual Education. This report describes four urban elementary schools in Massachusetts that provide integrated two-way bilingual education to linguistic minority and majority students. Properly designed and implemented, two-way bilingual programs offer a language-rich environment with high expectations for every student in a climate of cross-cultural respect. Linguistic minority children are stimulated in their use of English, while being encouraged to value and employ their home language as well. Information was gathered from classroom visits and interviews with school staff and developed into narrative descriptions. Each profile comprises a summary of background information supplied by program coordinators and the narrative observations and personal reflections of the researchers. The following programs are described: (1) the Rafael Hernandez Elementary School (Boston); (2) the Amigos Program at the Maynard Elementary School (Cambridge); (3) the Growing Together/Creciendo Juntas program at the James F. Hennessey Elementary School; and (4) the Two-Way Bilingual Education Program at the Endicott Early Childhood Center and the Bates Elementary School. The policy of the Massachusetts Board of Education on the education of linguistic minority pupils and a report summarizing integrated bilingual education are included. (FMW) ED319859
Organization. (1990). Two-Way Language Development Programs. ERIC Digests. ED321589
Organization. (1992). Education at a Glance: OECD Indicators = Regards sur l'education: Les indicateurs de l'OCDE. This report presents a preliminary set of international education indicators developed by the Centre for Educational Research and Innovation (CERI) of the Organisation for Economic Co-Operation and Development (OECD). The set of indicators is designed to meet the growing demands by national authorities and the education community for comparative information on the organization and operation of their educational systems. These indicators are targeted to a broad audience and are selective and intended to be policy-relevant. In addition, they are standardized in a way that makes them comparable among the countries of the OECD. The framework consists of three clusters of education indicators, offering information on: (1) the demographic, economic, and social contexts of education systems; (2) features of education systems; and (3) the outcomes of education. No indicators have yet been described for many aspects of the framework; this report presents only those indicators recognized as of 1988. A full set of international education indicators will be forthcoming. Included are 2 illustrative figures and 38 tables of study data. Annexes contain notes to the tables, technical notes, a glossary, and a list of project participants. The text is presented in parallel English and French versions. (SLD) ED352387
Organization. (1992). Instructional Conversations. ERIC Digest. ED347850
Organization. (1992). Montana's Indian Education. A University of Montana School of Journalism Special Report. Originally presented in newspaper format, this report consists of 13 articles on American Indian education in Montana, written by journalism students at the University of Montana. The articles include: (1) "The Relentless Killing of a Culture" (David Zelio) which discusses the cultural genocide committed at boarding schools with the aim of assimilating Indian students; (2) "The Evolution of Indian Education" (Berrard L. Azure) which presents sketches of four Indian college students and their motivations and struggles toward higher education; (3) "Urban Indians Try to Hang on to Ancient Way" (Sharon Alton Moses) which discusses a cultural education program focussing on traditional arts and spiritual values for urban Indians in Missoula; (4) "In Box Elder, Cultivating Cultural Awareness" (Kathy McLaughlin) which discusses cultural education taught by elders at a reservation school as part of the effort to prevent alcohol and drug abuse; (5) "Elmer Main: Struggling to Salvage a Language Nearly Lost" (Sharon Alton Moses) which discusses one man's struggle to preserve the Gros Ventre language; (6) "Minerva Allen: Instilling Pride in a People" (Sharon Alton Moses) which discusses bilingual education in reservation schools: (7) "No School in These Parts" (Karen Coates) talks of the controversy over the lack of a high school on the Northern Cheyenne Reservation and the long bus rides and other effects on Indian students; (8) "The Day Jamie Almost Died" (Elizabeth Ichizawa) about alcohol abuse recovery programs for Indian adolescents; (9) "Healing Youngsters Close to Home" about the Blue Bay Healing Center, a camp focussing on community-based drug and alcohol treatment and prevention for adolescents; (10) "Living without Legends Mean the Dying of a People" (Woody Kipp) discusses alcoholism on the Blackfeet Indian Reservation; (11) "At Rocky Boy's: None of the Money Made Here Stays Here" (Craig Stauber) discusses economic development efforts and problems on Rocky Boy's Reservation; (12) "Tribal Colleges Build to Universities" (Kathy McLaughlin) discusses the growth of Montana's tribal colleges; and (13) "In Browning, Following a New Path" (Karen Coates) which discusses dropout prevention and reentry programs on the Blackfeet Reservation. (SV) ED356127
Organization. (1992). Myths and Misconceptions about Second Language Learning. ERIC Digest. ED350885
Organization. (1992). The Foreign Language Essential Skills. Arizona's state policy concerning foreign language education is outlined. The document begins with a state board of education policy statement, followed by a statement of philosophy concerning the objectives and general content of language instruction. Economic, social, and educational principles underlying the rationale for language education are then enumerated, and salient trends and theories in current second language acquisition research are summarized. Brief statements concerning curriculum development, instructional practices, and staffing are also offered. The remainder of the core document contains charts of program models and characteristics (immersion, partial immersion, two-way bilingual, Foreign Language in the Elementary SchoolsFLES, and Foreign Language Experience FLEX) and of essential language competencies and related skill indicators keyed to grade levels (K-3, 4-6, 7-8, 9-12). Appended materials include the text of state legislation concerning elementary and secondary school curriculum content, notes on elements of a quality foreign language program, a brief bibliography, and lists of additional organizational and print resources. (MSE) ED356644
Organization. (1992). What Is Linguistics? ERIC Digest. Revised. ED350882
Organization. (1993). On the Issues: The 1992-93 Brownbag Discussion Series. Discussion Topic Summaries and Background Papers. The Brownbag Discussion Series of the Quality Education for Minorities (QEM) Network is a two-way forum designed to give members of the QEM Network's "January 15th Group" (the founding members of the discussion series) and other individuals interested in education, information on, and an opportunity to give feedback about, educational issues. The Brownbag Discussion Series gives guest presenters an opportunity to receive feedback from a diverse and informed audience of community and educational leaders twice a month. The 1992-93 discussion series addressed policies and issues in six interrelated areas: (1) national policies and reforms put forth by the presidential administration; (2) legislative activities and changes in the reauthorization of the Elementary and Secondary Education Act, with special regard to Chapter 1; (3) pending legislation that impacts the quality of education and quality of life for low-income families such as welfare reform and low-income enterprise zones; (4) emerging and current educational issues such as school safety, multicultural education, bilingual education, and racial climate on college campuses; (5) educational-pipeline issues, such as the transfer rates from two-year institutions and school-to-work transition; and (6) successful strategies for quality education for minorities from low-income families. This document includes announcements and summaries of the 20 discussions and 8 background papers. (SLD) ED376228
Organization. (1994). Making a Quality Child Care Choice: Finding and Keeping Quality Child Care Can Be Challenging. Where Do You Start? = Choisir des services de garde de qualite: Trouver et garder des services de garde de qualite peut etre difficile. Du commencer? This booklet offers Canadian parents guidance on finding high-quality child care. The booklet begins by defining quality child care, indicating that child care should support a child's emotional, social, intellectual well- being and that child caregivers are the key to quality child care. The characteristics of quality child care settings are also delineated, including a small number of children with each adult; space for quiet and active times; and a flexible, yet predictable routine. The next section focuses on finding quality care. Parents are urged to identify their needs and priorities, and to take advantage of provincial and local child care offices and community information services. Visits to potential centers and family day care homes are also recommended, and parents are urged to ask questions and discuss hours, fees, discipline, sickness, vacations, and parent involvement. In addition, parents are advised to establish a relationship with the caregiver that is one of mutual respect, trust, and cooperation; to check references; and to write a contract or letter of agreement. Finally, the booklet lists parents' other child care-related responsibilities, indicating that: (1) a three-way relationship between parent, caregiver, and child requires an ongoing commitment; (2) communication is vital; (3) parents should take the time to hear about their child's day; and (4) parents should voice both their concerns and appreciation. Booklets are in English and French. (AC) ED373886
Organization. (1994). Two-Way Bilingual Education Programs in Practice: A National and Local Perspective. ERIC Digest. ED379915
Organization. (1995). Fostering Second Language Development in Young Children. ERIC Digest. ED386950
Organization. (1995). Proud of Two Languages. Videotape. This videotape showcases how seven young Canadians, all of varied backgrounds and experiences, learned French as a second language and how they use and maintain those language skills in their work, daily life, and further education. All of the subjects learned French in immersion, core French, and two-way bilingual education programs in Canada. They include a high school student, two ballet dancers, a college student majoring in psychology and taking a majority of credits in French, an international aid worker, a telephone company customer service representative, and a museum professional. (MSE) ED403769
Organization. (1996). Compartiendo Culturas/Sharing Cultures: A Title VII Two-Way Bilingual Program at Herod Elementary School 1995-96. Research Report on Educational Grants. This report describes a program that was designed to end the isolation typically experienced by language minority students in traditional bilingual education and to provide language majority students the opportunity to acquire proficiency in a second Language. The program served 4 classes of approximately 22 students each (85 students) in kindergarten through grade 3, with one grade level to be added each year until a longitudinal and comprehensive two-way developmental bilingual program exists through grade 5. Each participating class was composed of about 50% native speakers of Spanish and 50% native speakers of English. Each language was used as the medium for instruction about half the time, with language mixing in the classroom avoided. Data from the first 2 years of the program indicate that substantial progress was made toward the program's 3-year goals for program participants in both oral language proficiency and content area achievement. In content areas, students of limited English and limited Spanish proficiency performed at or above grade level or showed growth. Parents were very satisfied with the language classes offered. An appendix provides a checklist for project goals. (Contains one figure, eight tables, and five references.) (SLD) ED405443
Organization. (1996). El Proyecto Cunningham: Dos Idiomas; Muchos Paises, 1995-96 (The Cunningham Project: Two Languages, Many Countries, 1995-96). Research Report on Educational Grants. This report presents an evaluation of a two-way bilingual program in English and Spanish at the Cunningham Elementary School (Texas). The program was designed to extend and expand educational reform by shifting the instructional program at the school over the 5-year time span from a transitional bilingual program to a two-way bilingual, or dual language, education for all students. The first year was the planning year for the program, with actual implementation scheduled for the 1996-97 school year. This report describes the planning efforts and reports baseline data on student performance and participant perceptions. Eighty students were accepted into the program to start in 1996-97 in two kindergarten and two first-grade classes. The school hired and trained staff and teachers, held informational meetings, purchased instructional materials, and selected students. The majority of the 48 parents responding to the initial survey agreed that they were pleased with the bilingual program, and the majority of the teachers expected the program to help students and agreed that a bilingual education was important for these students. Five appendixes present the forms used in the evaluation and program budget data. (Contains seven tables and five references.) (SLD) ED405439
Organization. (1996). Lifelong Learning and Leadership. IDRA Focus. IDRA Newsletter, v23 n8 1996 1996. This theme issue focuses on programs that promote lifelong learning through literacy education, parent empowerment, or parent leadership training. "Adult Literacy Outreach Innovations: Porque Significa Tanto" (Christie L. Goodman) describes a Texas outreach project that focuses on raising public awareness about adult education and literacy, outlines four steps in outreach (or public relations), discusses the power of mass media messages, and summarizes negative "deficit" messages to avoid in literacy outreach. "Keeping the Faith: Valuing Parents" (Aurelio M. Montemayor) suggests the importance of holding high expectations for parents' commitment to their children's education, and describes three cases in which educators' actions revealed the negative assumptions they (perhaps unconsciously) held toward bilingual parents. In "Families United for Education: Conversations with Parents and Friends," participants at an educational conference organized by parents for parents discuss what they had learned in the leadership development process. A sidebar, "Mobilization for Equity Highlights" (Linda Ocasio), briefly describes the parent leadership conference. An article unrelated to the issue's theme, "Two-Way Bilingual Education: A Positive Way To 'Cry Woof'" (Frank Gonzalez), describes two-way bilingual programs and discusses the value of bilingualism. (SV) ED401070
Organization. (1996). NABE News, Volume 19. NABE News, v19 n1-8 1995-96 1996. Volume 19 of the newsletter of the National Association for Bilingual Education, which spans the period from September 1995 to August 1996, contains a variety of articles on issues and developments in bilingual education policy and programs, including: two way bilingual education; language information from the 1990 Census; cultural influence and learning styles among Korean students and Korean-Americans; American Indian and Alaska Native education; affirmative action; federal policy formation and appropriations; the English-only movement; English-as-a-second-language (ESL) teaching; educational technology and language-minority students; Asian-American student diversity; bilingual program staff development; cooperative learning; stabilizing indigenous languages; ESL for home use; Internet resources; Laotian students; program administration; teaching linguistically diverse populations; parent involvement and influence; Goals 2000; bilingual teacher education; local policy formation; software selection; classroom first language use; special education; urban education; native language instruction; program exit criteria; and Chinese- American child literacy education. Program descriptions, editorials, professional notes and resources, event calendars, and book reviews are also included in each number. (MSE) ED399824
Organization. (1996). Quality Early Education for Quality Childhood. Proceedings of the International Conference of the World Organization for Early Childhood Education (3rd, Hong Kong, November 30 - December 1, 1996). This document contains the proceedings of a conference on early childhood education. Included are a list of the members of the executive committee of the OMEP and of the conference organizing committee, the program, the keynote addresses, abstracts, and an index of presenters. The keynote addresses were: (1) "Achieving Quality Early Care and Education Internationally: Trends and Recommendations" (Sharon L. Kagan); (2) "Quality Assurance in China's Early Childhood Education" (Chan Guo Mei); and (3) "Yin-Yang as a Sensitive Way of Evaluating Early Childhood Education" (Nadine McCrea). Topics covered in the individual papers presented at various sessions and symposia included: (1) quality in early childhood education; (2) early childhood literacy and Chinese character education; (3) social competence; (4) parents reading to children; (5) stress management for teachers; (6) children's understanding of Cantonese; (7) early intervention services; (8) a motor performance test for Hong Kong kindergarten children; (9) Chinese concepts of giftedness; (10) how beginning teachers and social workers use professional knowledge; (11) Macau's teacher education; (12) children's perceptions of themselves as learners; (13) homework in kindergarten; (14) teaching and learning strategies; (15) language instruction; (16) children's understanding of size concepts; (17) emotional education; (18) moral judgment; (19) teacher-child ratio in Macau preschools; (20) English language education; (21) visual problems in preschoolers; (22) physical education; (23) socialization through games; (24) kindergarten teachers' work attitudes; (25) parent teacher cooperation; enhancing storytelling through music; (26) using play to integrate children with disabilities; (27) parent meetings; (28) math activities; (29) meeting individual needs; (30) shared reading and language experiences; (31) hospital play; (32) outdoor sports areas; and (33) comparisons of teaching methods. Individual papers contain references. (KB) ED413987
Organization. (1996). Title VII Enhancement Project for Compartiendo Culturas/Sharing Cultures 1995-96. Research Report on Educational Programs. Compartiendo Culturas/Sharing Cultures, a Title VII Two-Way Developmental Bilingual Education Program at the Gary L. Herod Elementary School in the Houston Independent School District (Texas) was designed to end the isolation typically experienced by language minority students in traditional bilingual education and to provide language majority students the opportunity to acquire proficiency in a second language. An Enhancement Program was developed to extend the program to prekindergarten students. The enhancement served a class of 22 students identified as limited English proficient by providing a family-centered community-based integrated program. Goals were to improve the language development, preliteracy development, and affective development of the students, to empower the parents to see themselves as the primary educators of their children, and to provide a comprehensive staff development component that focused on early childhood bilingual education. Evaluation of the program focused on the language and affective development of the students and evaluation of the staff development and parent participation components. Results from pretests and posttests with a developmental checklist and a language survey indicated that the program succeeded in preparing these language minority students for kindergarten. Parent involvement and staff development components were also rated successful. (Contains 2 figures, 6 tables, and 27 references.) (SLD) ED405449
prev | next | top | bottom
O.1
Organization. (1997). Investigating Alternative Assessment in Two-Way Bilingual Immersion Programs. Final Report. A study investigated alternative methods of assessing student language skills in Arlington County (Virginia) public schools' Spanish/English two- way bilingual partial immersion program, with the objective of improving information for developing more effective teaching. A team of teachers from each participating school worked with researchers to develop, pilot, field- test, and evaluate alternative assessment methods, including oral and written language rubrics in both Spanish and English. In addition, the research team, which included elementary and middle school teachers, a special education teacher, district administrators, and researchers, explored ways in which using alternative assessment methods might inform or otherwise influence instructional practices. The report describes the context of the school system and bilingual education program, chronicles the project, and summarizes results as they relate to specified project goals. Early termination of the project limited assessment of the rubrics' validity. Unanticipated results and their implications for classroom instruction are also noted. Appendices comprising approximately 75% of the report include English and Spanish versions of the rubrics (grades 1-5) and supporting classroom materials and forms. Contains 11 references. (MSE) ED406845
prev | next | top | bottom
P
Padilla, A. M., Ed. (1995). Hispanic Psychology: Critical Issues in Theory and Research. This book provides students, researchers, and practitioners with access to major theoretical and empirical issues in the field of Hispanic psychology. The book is divided into six parts: acculturation and adaptation, ethnic identity and behavior, clinical research and services, health and AIDS research, gender studies research, and education and academic achievement. The educational section focuses on two-way bilingual immersion programs, educational resilience among Mexican American 10th-graders, and effects of educational reforms on Latino students. The 20 chapters are: "Environmental Influences and Personal Choice: A Humanistic Perspective on Acculturation" (Raymond T. Garza, Placida I. Gallegos); "Mexican American Family Functioning and Acculturation: A Family Systems Perspective" (Erich J. Rueschenberg, Raymond Buriel); "A Multidimensional Measure of Cultural Identity for Latino and Latina Adolescents" (Maria Felix-Ortiz de la Garza, Michael D. Newcomb, Hector F. Myers); "Acculturative Stress: Minority Status and Distress" (Delia H. Saldana); "Ethnic Identity and Self-Esteem: A Review and Integration" (Jean S. Phinney); "Ethnic Identity and Adaptation of Mexican American Youths in School Settings" (Martha E. Bernal, Delia S. Saenz, George P. Knight); "Ethnic Identity and Bilingualism Attitudes" (Aida Hurtado, Patricia Gurin); "Hispanic Mental Health Research: A Case for Cultural Psychiatry" (Horacio Fabrega Jr.); "Cultural Considerations in the Use of DSM-IV with Hispanic Children and Adolescents" (Richard C. Cervantes, William Arroyo); "Clinical Issues in the Treatment of Chicano Male Gang Youths" (Jerald Belitz, Diana M. Valdez); "Language As a Communication Barrier in Medical Care for Hispanic Patients" (Rosa Seijo, Henry Gomez, Judith Freidenberg); "Cultural Differences in Attitudes and Expectancies between Hispanic and Non-Hispanic White Smokers" (Gerardo Marin, Barbara VanOss Marin, Eliseo J. Perez- Stable, Fabio Sabogal, Regina Otero-Sabogal); "Communicating the HIV/AIDS Risk to Hispanic Populations: A Review and Integration" (Gustavo A. Yep); "Impact of Poverty, Homelessness, and Drugs on Hispanic Women at Risk for HIV Infection" (Adeline Nyamathi, Rose Vasquez); "Hispanic Masculinity: Myth or Psychological Schema Meriting Clinical Consideration" (J. Manuel Casas, Burl R. Wagenheim, Robert Banchero, Juan Mendoza-Romero); "Sex Role Identity among College Students: A Cross-Cultural Analysis" (Brunilda De Leon); "Hispanic Househusbands" (Sharon Kantorowski Davis, Virginia Chavez); "Theoretical Assumptions and Empirical Evidence for Academic Achievement in Two Languages" (Kathryn J. Lindholm); "Academic Invulnerability among Mexican American Students: The Importance of Protective Resources and Appraisals" (Sylvia Alatorre Alva); and "Educational Policy and the Growing Latino Student Population: Problems and Prospects" (Pedro Reyes, Richard R. Valencia). Contains over 700 references, author profiles, and an index. (SV) ED398038
Platt, E., & Others, A. (1992). Collaboration for Instruction of LEP Students in Vocational Education. A study examined the collaboration between vocational teachers and their colleagues in vocational English as a Second Language (VESL) or English as a second language (ESL) on behalf of limited English proficient (LEP) students in mainstream vocational classrooms. Visits were made to three secondary and three postsecondary sites nationwide. Data were collected through faculty questionnaires, videotaped classroom observations, and participant interviews. True instructional collaboration was found where language specialists were viewed as experts, not as support personnel. This relationship involved a one-way information exchange: the vocational instruction gave learning content to the language teacher who made it comprehensible to the students. Instructional episodes observed during site visits were illustrative of the potential of vocational instruction to LEP students. Collaboration was not a factor essential to development of effective teaching practices for LEP students in vocational education. The most essential factor to establishment of collaboration was depth and quality of exchange of information between teachers. The following components were found to be most effective in promoting effective programming for vocational LEP students: staff development, support services, curriculum development, bilingual support, and VESL support. The roles suggested for the VESL expert were leading staff development, observing in classrooms, teaching the four skills, and collaborating with vocational colleagues. (Sixty-five references and instruments are appended.) (YLB) ED351549
Pynn, M. E., & Others, A. (1980). Issues in Bilingual/Bicultural Special Education Personnel Preparation: Workshop Report. The report documents a task oriented workshop on the training of personnel in bilingual/bicultural special education. Chapter 1 contains workshop presentations with the following titles and authors: "Introduction and Biographical Information"; "Some Considerations in Second Language Learning" (T. Z. Park); "Improving Services to Hispanic Hearing Impaired Students" (A. Lerman); "Bilinguality and Its Implications in Language Assessment" (R. Weffer); "Interdivisional Coordination in Bilingual Special Education: A Promising Practice" (P. Landurand); and "ParentSchool Communication: A Two-way Approach" (M. Wilson-Portuondo). Chapter 2 outlines those competencies expected of personnel in the field of bilingual/bicultural special education. Chapter 3 presents concerns which workshop participants associated with the creation of a "network" of resources, materials, and professional contacts. Suggestions for the resolution of these concerns are also given. Chapter 4 includes descriptions of the 22 bilingual/bicultural special education training projects presently operating under federal funding. The appendixes list names and addresses of workshop attendees, as well as useful statistical data. (Author/SBH) ED189795
prev | next | top | bottom
R
Rabideau, D. (1993). Integrating Reading and Writing into Adult ESL Instruction. ERIC Digest. ED358749
Rennie, J. (1993). ESL and Bilingual Program Models. ERIC Digest. ED362072
Rivera, C. (1993). Testimony Presented to the Joint Committee on Standards for Educational Evaluation (Washington, D.C.). The utility of the proposed Program Evaluation Standards to educational practitioners, and the adequacy of some of the standards in addressing issues in evaluation in culturally and linguistically educational environments are discussed, drawing on the author's experience as Director of the Evaluation Assistance Center East in Arlington (Virginia). As it stands, the proposed document is well written and generally clear, but it may be too long and complex for some potential users. The standards as they are written will certainly confirm and support good practices in the evaluation of bilingual education programs. Six are worthy of particular comment. Utility Standard 1 addresses the audience for the standards, and it is recommended that it should mention language minority groups explicitly. With regard to Utility Standard 5, Report Clarity, and Utility Standard 6, the standard on report dissemination, it is again imperative that language minorities be mentioned specifically. Concern for those of limited English proficiency must be built into Propriety Standard 3, Rights of Human Subjects, and Propriety Standard 6, Disclosure of Findings. In a similar way, Accuracy Standard 5, Valid Measurement, should encompass a positive guideline that enjoins evaluators to consider all relevant characteristics of respondents, including language proficiency. (Contains 3 references.) (SLD) ED361387
Rivera, N. F. (1992). Model Developmental Program of Bilingual Education, Community School District 3, 1991-92. Evaluation Report. A federally funded two-way bilingual education program implemented in New York City (New York) elementary and middle schools is described and evaluated. The program served 392 students in its second year, 158 of them limited-English-proficient (LEP) and 234 English-proficient (EP). It provided English-as-a-Second-Language (ESL) instruction to LEP students and Spanish language instruction to EP students, and content-area instruction with Spanish and English used equally in grades K-4 and English used about two-thirds of the time in grades 5-8. The project had an active parent involvement component, including ESL classes, educational field trips, and workshops involving both students and parents. Teachers could attend weekly staff development meetings and have college tuition reimbursed. The project met its objectives in ESL, content-area for LEP students, 4 of 5 staff development areas, and parent involvement. It did not meet content-area objectives for EP students, but their performance was comparable to city- wide performance. It did not meet objectives for Spanish as native and second languages. One staff development objective was not measurable. Recommendations include improved measurement of the unmeasured staff development objective or adjustment of the objective, and exploration of additional techniques to improve EP student English reading, mathematics, and Spanish reading. (MSE) ED356636
Rivera, N. F. (1993). Model Developmental Program of Bilingual Education, Community School District 3, 1992-93. Final Evaluation Report. OREA Report. The federally funded Model Development Program of Bilingual Education served 385 students at one elementary and one middle school in Manhattan (New York) in 1992-93, its third year of operation. Participants included 168 native Spanish-speaking, limited-English-proficient (LEP) students and 217 English-proficient (EP) students, both language-minority and English language background. Instruction was provided in English-as-a-Second- Language (ESL) for LEP students, Spanish as a second language (SSL) for EP students, and content areas using a dual-language approach. The program also included a broad staff development component and a strong parental involvement component including high school equivalency courses, college instruction, ESL classes, and other activities. Participating LEP students were selected based on an achievement lag of one year in content areas; EP students were admitted on request. The project met its objectives for ESL, staff development for ongoing education and teacher trainees, and two aspects of parent involvement. It did not meet the reading objective for EP students. Attainment of objectives in SSL, mathematics, and reading for LEP students and in staff development for content-area teaching could not be assessed. Recommendations for improvement include modification of one staff development objective and exploration of EP students' lack of gain in reading. (MSE) ED370410
Rivera-Medina, E. J. (1984). The Puerto Rican Return Migrant Student: A Challenge to Educators. Educational Research Quarterly, v8 n4 p82-91 1984. The two-way migration phenomenon of Puerto Ricans is examined, focusing on how Puerto Rican schools deal with children returning from the mainland with varying degrees of English and having become acculturated to some mainland behaviors. (BS)
Roberts, C. A. (1995). Bilingual Education Program Models: A Framework for Understanding. Bilingual Research Journal, v19 n3-4 p369-78 Sum-Fall 1995. Examines the goals, outcomes, and educational costs and benefits of various models of bilingual education: "submersion" (mainstreaming without support); pull-out classes for English as a Second Language; transitional bilingual education; maintenance bilingual education; enrichment, two-way, or developmental bilingual education; and the Canadian model of immersion. (SV)
Robisheaux, J. A. (1993). Aspects of Culture, Language, and Teacher Expectations in Public Schools: Implications for Spanish Speaking Students. This study used qualitative research methods to investigate instructional and noninstructional interactions of Hispanic and non-Hispanic teachers with Hispanic American students. Two monolingual non-Hispanic teachers and two bilingual (Spanish and English) teachers at two public elementary schools were participants. The teachers had similar teaching styles and made similar efforts to clarify, monitor, and expand their students' understanding. The most striking difference was the use of Spanish by bilingual teachers with Hispanic students during personal or casual conversations. This connection provided an avenue for teachers to ease the acculturation experiences of their students. There was also an observable difference between monolingual non-Hispanic teachers' expectations of Hispanic students and the bilingual teachers' expectations. Monolingual teachers said they had equal expectations, but bilingual teachers were aware that they had a special understanding of their students' problems. Hispanic teachers assumed mentorship roles for Hispanic students in a way not observed with the non-Hispanic teachers. Three tables present study findings. (Contains 127 references.) (SLD) ED376246
Roca, A. (1992). Spanish for U.S. Hispanic Bilinguals in Higher Education. ERIC Digest. ED350881
Romero, M. (1987). Implementing Two-Way Bilingual Programs. Equity and Choice, v3 n3 p17-21 Spr 1987. Implementing two-way bilingual programs requires the following: (1) planning; (2) clear goals; (3) teamwork between teachers, administrators, and parents; (4) specialized training for teachers; and (5) assessment of students' initial skills. (PS)
Romero, M., & Parrino, A. (1994). Planned Alternation of Languages (PAL): Language Use and Distribution in Bilingual Classrooms. Journal of Educational Issues of Language Minority Students, v13 p137-61 Spr 1994. Following a brief discussion of legal and academic statements on mandatory bilingual education and mainstreaming, three models of the Planned Alternation of Languages (PAL) approach are described as a way to prepare students for mainstreaming. PAL allows for both languages to have feasible functions and support learners through acquisition of knowledge and language. (Contains 18 references.) (LB)
Rosanova, M. J. (1997). Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment. The language immersion approach of the Intercultural Montessori School (Oak Park, Illinois) for children aged 2-6 years is described and discussed. An introductory section gives background information on early work with immersion by Maria Montessori, a personal experience leading to the school's establishment, and the response of language and education professionals, the public, and parents to the concept of preschool immersion. Subsequent sections discuss common patterns in the students' language learning experience at the school and the developmental stages the learners went through as the experiment progressed: pre-production; early production; speech emergence; and intermediate fluency. Anecdotal information about specific students and events are used for illustration. Observations about comprehensible input and the Montessori manipulables, whole language, and other instructional strategies are included. Specific recommendations are made for content and classroom procedures in early childhood immersion, based on this experience. The paper concludes with reflections on the potential of this environment for development of bilingualism. Contains 29 references. (MSE) ED409704
prev | next | top | bottom
S
Saegert, J., & Benitez, P. (1983). Response Rates to Mail Questionnaires in an Ethnic Minority Population. Mail questionnaire response rates were investigated in a three-factor design including ethnic group (Spanish surname vs. non-Spanish surname), income level (below vs. above median income) and questionnaire language (English only vs. English with interlinear Spanish translations). Log- linear multiway frequency analysis indicated lower response rates were received from addressees who were Spanish-surnamed, below median income and who had received bilingual questionnaires. Non-significant two-way interactions suggested that Spanish-surname addressees had relatively lower response rates for both income levels and that the translation manipulation lowered response rates equally for Spanish surname and non-Spanish surname addressees. The argument that the Spanish translation questionnaire may have "appeared" longer and hence reduced response rates is refuted on the basis of available literature reviews which indicate that length of questionnaire is not influential in reducing response rates. The problems of increasing response rates from Hispanic consumers were discussed. (Author) ED236214
Santopietro, K., & Peyton, J. K. (1991). Assessing the Literacy Needs of Adult Learners of ESL. ERIC Digest. ED334871
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
Schauber, H. (1995). The Second Language Components in a Two-Way Bilingual Education Program. Bilingual Research Journal, v19 n3-4 p483-95 Sum-Fall 1995. A Massachusetts elementary two-way bilingual education program represents a democratic, efficient approach to the education of two distinct language groups by balancing second-language instruction in English and Spanish and by integrating the two student populations. Discusses program goals, team teaching, classroom setting, program structure, curriculum organization, materials, student evaluation, parent involvement, and program successes and shortcomings. (SV)
Schlessman-Frost, A. (1994). Collaboration in Adult ESL and Family Literacy Education. ERIC Digest. ED378847
Secada, W. (1992). Evaluating the Mathematics Education of Limited English Proficient Students in a Time of Educational Change. Program evaluation and related research has come a very long way from the quasi-experiment to where it is now seen as having many functions, as being grounded in a range of theoretical positions, and as drawing from a variety of possible methodologies. This paper focuses on evaluating the mathematics programs of limited-English-proficient (LEP) students in a time of educational change. Specific sections address the following: bilingual education program goals; the measurement of goals; the "taken-for-granted" status in current evaluation practice; the mathematics curriculum; mathematics learning and thinking; and mathematics instruction. (VWL) ED349828
Snow, M. A. (1986). Common Terms in Second Language Education. This glossary defines terms commonly used in second language education, including the subfields of foreign language education, bilingual education, and English as a second language. Its purpose is to minimize confusion about the use of the terms. The terms include: language/linguistic majority student; language/linguistic minority student; limited English proficient; non-English proficient; English-only; fluent English proficient; English as a second language (ESL); English as a foreign language (EFL); bilingual education; transitional bilingual program; maintenance bilingual program; pull-out program; foreign language in the elementary school (FLES); foreign language experience (FLEX); immersion education; early partial immersion; delayed immersion; late immersion; double immersion; structured immersion; two-way bilingual immersion; sheltered instruction; the Natural Approach; Community Language Learning (CLL) or Counseling Learning; Total Physical Response (TPR); Suggestopedia; Silent Way; and content-based instruction. (MSE) ED278259
Solis, A. (1986). Language Transfer in the Acquisition of Negation: The Case of a Young Salvadoran Child. A study examined the acquisition of negation in English as a Second Language in a 4-year-old Salvadoran girl, a native speaker of Spanish. Specifically, the study looked for evidence of language transfer in bilingual acquisition and the direction of that transfer (Spanish to English, English to Spanish). Over 5 months, spontaneous speech (55 samples) was recorded in several natural settings (school, home, and restaurant) and an imitation task method was used to elicit additional language samples (n=100). The syntactic structures studied were negative- verb sequence, "do" inclusion in the verb form, and sentence subject omission. These data were also compared with data from a previous study of monolinguals and bilinguals of the same age. Results indicate that in the case of the first two structures examined, the child had internalized the rules of Spanish negation well enough to influence the use of Spanish negative structures in her English constructions. In the case of sentence subject omission, findings did not indicate a Spanish influence, but rather that she had acquired enough English rules on sentence subject inclusion to influence her use of this structure in both Spanish and English, suggesting a two-way transfer effect. (MSE) ED372595
Spence, C. S., & Others, A. (1987). Five in Massachusetts: Profiles of Diversity. Equity and Choice, v3 n3 p30-34 Spr 1987. Describes five two-way bilingual education programs in Massachusetts: three in Boston, one in Holyoke, and one in Lawrence. Names and addresses of contact persons at each school are included. (PS)
Sutman, F. X., & Others, A. (1993). Teaching Science Effectively to Limited English Proficient Students. ERIC/CUE Digest, Number 87. ED357113
prev | next | top | bottom
T
Toback, N. P., Ed. (1990). Ideas Together. Volume II, Number 1, Spring 1990. Ideas Together, v2 n1 Spr 1990 1990. Designed as a channel for communication among City University of New York faculty regarding initiatives to reduce attrition and promote student success, this publication contains articles on various aspects of student development and bilingualism. The volume contains: (1) "The Process Is the Purpose," an introduction by Anthony F. Russo, which comments on the importance of plurality and equity in the college environment; (2) "Teaching Human Development: The Interrelationship of Learning and Healing," by W. David Cheng, which describes the successful use of an approach in which students share and interpret their own life experiences in the course "The Psychology of the Life Experience"; (3) "A Self- Development and Career Orientation Course for Bilingual Students," by Jennie T. Roman; (4) "Supporting the Community College," by Leon M. Goldstein, which offers a commentary in support of the community colleges in New York City; (5) "Improving Student Self-Concept: The Video Interview Process," by Fredric L. Mayerson and Edward G. Martin, which describes Kingsborough Community College's use of videotaping to help students prepare for initial job interviews; (6) "The Ultimate: Two Way Bilingualism," by Richard Graf, which assesses the status of various programs for limited English proficient students in states that have adopted English as their official language; (7) "Overcoming Cyberphobia: Reducing Negative Attitudes towards Technology," by Renato R. Bellu and Edward G. Martin; and (8) "Facing the Educational Challenges of the 90's," by Robert L. Hess. (GFW) ED325159
Tucker, G. R. (1989). Cognitive and Social Correlates of Bilinguality. A discussion of research on the cognitive, personal, and social correlates of bilingualism focuses on those consequences for individuals who are "caused" to become bilingual by their participation in innovative language education programs such as immersion, bilingual immersion, interlocking, or two-way bilingual programs. The purpose of this paper is to counter-balance the negatively-charged debate surrounding a proposed amendment to the United States Constitution declaring English to be the sole and official language of the country. Fuel for the controversy is seen as hinging on misunderstanding of issues related to bilingual education. The changing language education needs of language minority and language majority children are discussed, an innovative approach to language education designed to foster additive bilingualism is described, and the likely correlates of such bilingualism are identified, based on a review of relevant research literature. (MSE) ED312897
Tucker, G. R. (1989). Developing a Language Competent American Society: The Role of Language Planning. Increasingly, applied linguists have been working with counterpart teachers who are subject-matter specialists to develop innovative programs to integrate the teaching of language and content. In some places, integration of language and content instruction involves implementation of two-way bilingual (interlocking) immersion programs. Such work falls into the general rubric of language (education) policy or planning. The role of language in education in several disparate settings is illustrated by the adoption of different policies and practices. In the People's Republic of China, English is taught non-intensively as a foreign language as part of the regular middle school curriculum, followed by more intensive English for special purposes for those with a demonstrable need for further study in English. Nigeria provides transitional bilingual education with a limited maintenance component. The Philippines offers full bilingual education with a complete integration of language and content instruction throughout education cycles. The process by which a country chooses an appropriate model represents educational language planning. This process has relevance for policy formation in the United States. (MSE) ED312896
Tucker, G. R., & Crandall, J. (1989). The Integration of Language and Content Instruction for Language Minority and Language Majority Students. Two-way, or bilingual, immersion education, a major innovation in the integration of language and content instruction, is intended to improve the quality of language education for language minority and language majority students in the United States. The emerging educational practice responds to the increasing proportions of language minority students in many parts of the country and also holds promise for improving the quality of foreign language instruction for language majority children. An introductory section describes the early Canadian experience with language and content integration, which began over 20 years ago, and discusses the benefits of bringing language majority and language minority students together in a single program of instruction (two-way, or bilingual, immersion). The basic bilingual immersion program model is discussed, and related research is reviewed. Two exemplary programs, Arlington, Virginia's Key Elementary School and California's Edison Elementary School in the Santa Monica-Malibu Unified School District, are discussed. The report concludes that bilingual immersion education can be a powerful vehicle for promoting the development of bilingual language proficiency and social competence in elementary school children, and that the success of this approach depends largely on teachers' sensitivity to the children's language abilities and needs. 28 references. (MSE) ED305825
prev | next | top | bottom
V
Vasquez, O. A., Pease-Alvarez, L., & Shannon, S. M. (1994). Pushing Boundaries: Language and Culture in a Mexicano Community. This book describes how bilingual children and their families actively and innovatively use available cultural and linguistic resources to pursue their goals. Three separate ethnographic studies were conducted within the same Mexicano community in Lincoln City, California. Descriptions of everyday talk of children and adults focus on how children acquire and use knowledge and language from a variety of contexts to accomplish social and personal needs. Descriptions highlight conversations during preschoolers' routine activities in home and school, use of school language or knowledge in such interactions, parents' deliberate role in their children's language socialization, the linguistic flexibility of preadolescent bilingual children, one child's role as interpreter and advocate, analytic strategies children learn during extended problem-solving situations as the immigrant family negotiates a new language and culture, and the children of immigrants as cultural brokers. Ethnographic data are interpreted from a "recognition perspective" that looks beyond cultural discontinuity to capture similarities in language use across various contexts, the convergence of multiple knowledge sources in a single context, and the uniqueness of language use practices fostered by Mexican culture. Rather than being isolated, the immigrant Mexicano community exists at an intersection of multiple cultures and languages, full of opportunities to acquire, transmit, or combine cultural and linguistic resources. Pedagogical implications of this view are explored through three examplescross-age tutoring, after-school educational activities, and two- way bilingual educationthat illustrate how linguistic and cultural practices can inform curriculum development and instructional strategies. Contains 148 references, notes, and an index. (SV) ED414111
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
Von Vacano, M., & Others, A. (1992). Two-Way Partial Immersion Program, F. S. Key Elementary School. Units of StudyGrades 1-4. Curriculum Guide, Units of Study. The curriculum guide for a Spanish two-way partial immersion program in the Francis Scott Key Elementary School (Arlington, Virginia) is designed as a reference for parents and teachers. It presents information, instructional objectives, and activities in the form of integrated instructional units for grades K-4. Introductory sections outline: the goals and philosophy of the program; program guidelines for classroom management, learning processes, and cognitive and language development; suggestions to parents of participating students concerning their role and involvement; concepts and skills addressed throughout instruction in English and Spanish language arts and mathematics; and objectives of the use of learning centers. A series of curriculum units follows, each containing an overview, listings of concepts and objectives, a variety of class activities, suggestions for instructional materials, learning center activities, and vocabulary. Unit topics include: living things (plants); uses of senses; needs of people; communities; holidays; food chains and webs; and the solar system. Notes on testing, lists of useful expressions, Spanish songs and poems, and a grade 4-5 unit on rocks and minerals complete the guide. (MSE) ED376741
prev | next | top | bottom
W
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
Weinstein-Shr, G. (1993). Growing Old in America: Learning English Literacy in the Later Years. ERIC Digest. ED367197
Weiss, J. W., Ed. (1992). Innovation for Information: International Contributions to Librarianship. Festschrift in Honour of Dr. Ahmed H. Helal. Publication 16. This publication contains the following essays: (1) "Das Bibliothekssystem der Ruhr-Universitat Bochum: hochschul-und stazungsrechtliche Grundlagen" (Bernhard Adams); (2) "On Appropriate Librarianship: The Genesis of the Library of Today, and Its Possible Exodus Tomorrow" (Maurice B. Line); (3) "The Challenge to Library and Information Professionals in the Visual Information Age" (Ching-chih Chen); (4) "Paradigm Lost: Research Libraries in an Era of Change" (Richard De Gennaro); (5) "Die wissenschaftliche Bibliothek auf dem Weg zur Mediothek" (Sigrid Reinitzer); (6) "Accessing Information: The Future" (Frederick G. Kilgour); (7) "International Issues in Education for Library and Information Professionals" (Mohammed M. Aman); (8) "The Use of New Technologies in the Library to Foster Literacy among Minorities" (Shmuel and Irene Sever); (9) "Serving the Users: On Our Constant Work to Make Better Libraries" (Morten Hein); (10) "Von der Benutzerschulung zur Information Literacy:' ein Uberblick" (Dieter Schmidmaier); (11) "Der lange Weg zu SOKRATES: Geschichte des EDV-Einsatzes an der Universitatsbibliothek Augsburg" (Rudolf Frankenberger); (12) "CD- ROM Networking Developments amongst the Oxford Libraries" (David J. Price); (13) "Library Automation in the Institute Libraries of the Technical University of Denmark: Introduction of the ALIS Compatible Microcomputer Online Cataloguing and Retrieval System PC-INFO" (Bent Barnholdt); (14) "Probleme der Bibliographie-Herstellung durch angeblich automationsgerechte Regelwerke" (Karl F. Stock); (15) "The Bibliographic Utility: The Next Decade" (David Buckle); (16) "Der dritte mittelfristige Plan der UNESCO und die Bibliotheken" (Gunther Pflug); (17) "IFLA's Long Term Policy" (Hans- Peter Geh); (18) "Das schone Madchen ohne Mitgift: ein kurzer Streifzug am Rand der Agyptologie" (Harro Heim); (19) "Bibliotheca Alexandrina" (Jean- Pierre Clavelin French); (20) "The Way to Alexandrina" (Salem Hasanin Arabic). (KRN) ED353990
Weryackwe, S. L. (1980). Bilingual Education at the Graduate Level and Its Relevance to a Culturally Pluralistic America. Directors of 67 bilingual education university programs and centers were surveyed to ascertain: philosophical aspects on what professionals regard as the basis for groundwork to accomplish educational aims in bilingualism/ biculturalism; various approaches applied to bilingual education; any specific direction where bilingual education should be heading; ramifications of institutional behavior; any viability of state support through legislation. There was a 31% response and a strong rationale was indicated for bilingual education in America. The following conclusions on bilingual/multicultural education in America were reached: approaches are changing from compensatory to two-way enrichment; cultural factors are becoming increasingly essential for enhancement of cognitive and affective development; bilingual/multicultural education provides tremendous advantages for universal improvement; further development and dissemination of curriculum materials is needed; there is no national policy providing direction to the states on determining effective criteria; there is a lack of adequate instruments for assessing students with limited English speaking ability; there is more emphasis on Masters and Doctoral degrees in bilingual/multicultural education; research in this field is becoming more prevalent and this is necessary to meet future trends. (AN) ED196617
Willetts, K. (1992). Technology and Second Language Learning. ERIC Digest. ED350883
Williams, D. A., & Others, A. (1991). The University's Responsibility to Rural EducationA Model. (A Unique Thing Happened on the Way to Reform). This paper details the efforts of Northern Arizona University's Center for Excellence in Education (CEE) to improve teacher education in rural areas. Ten regional field sites were established over a 2-year period throughout the state of Arizona. From these regional sites, field coordinators administer classes in off-campus settings, advise students on degree programs, and oversee other CEE outreach projects. The following are examples of CEE partnerships: (1) Arizona Western College, a 2-year community college, offers upper division undergraduate and graduate courses in education; (2) students at the Point Loma Nazarene College in San Diego (California) can earn doctoral degrees in Educational Leadership; (3) a Master's Degree in Bilingual/Multicultural Education is offered on site in a 90% Hispanic school district; (4) lower division courses necessary for teacher certification are offered under agreements with six Arizona Community Colleges; (5) preparation for native teachers to teach in native schools are offered in cooperation with Navajo Community College (Arizona); (6) returning Peace Corps Volunteers teach in reservation schools while working toward certification; (7) model programs have been developed and implemented in two reservation schools through CEE; and (8) CEE supplies doctoral students or faculty as "administrators-on-loan" for districts who have found themselves without a chief administrative officer. In addition to helping improve rural education, CEE's off-campus programs have proved profitable for Northern Arizona University. (KS) ED339576
Wrigley, H. S. (1993). Innovative Programs and Promising Practices in Adult ESL Literacy. ERIC Digest. ED358748
prev | next | top | bottom
Z
Zucker, C. (1995). The Role of ESL in a Dual Language Program. Bilingual Research Journal, v19 n3-4 p513-23 Sum-Fall 1995. Inter-American Magnet School in Chicago, a highly acclaimed Spanish-English dual-language elementary school, established pull-out English-as-a-Second- Language (ESL) classes to provide extra English instruction, primarily for new immigrants. Describes the school's founding and development, students, innovative bilingual staff, multicultural education, parent and community involvement, classroom setting, ESL approaches and activities, and administrative problems. (SV)
prev | next | top | bottom
Email this page to a friend
Add or change any text to your message in the field below:
