Lewis, Horacio D. (1973). To Train or Not To Train Teachers for Spanish Speaking Communities. Viewpoints, 49, 4, 15-29, Jul 73. Teacher training does not sufficiently prepare teachers for the instruction of Latino students. It is recommended that more Latino students be recruited and trained for barrio schools and that teacher training programs should include courses in Latino culture and the Spanish language and dialects. (JA)…

Fillmore, Lily Wong (1982). Language Minority Students and School Participation: What Kind of English is Needed?. Journal of Education, v164 n2 p143-56 Spr. Discusses results of research on the comprehension/production of oral and written language in a classroom. Suggests that effective school participation requires that students acquire various language skills for handling cognitive tasks and for interacting in classroom social situations. Describes a test to assess oral and written language proficiency. (Author/MJL)…

Goetschalckx, Jacques (1980). Traduction et acculturation (Translation and Acculturation). Babel: International Journal of Translation, v26 n1 p11-13. Discusses problems experienced by non-Anglo-Saxon university students in assimilating scientific and technical materials written in English. Argues that instruction imparted in a foreign language impoverishes the learner's language, affecting negatively his ability to function in the native environment. Supports the use of translations against bilingual instruction. (MES)…

Rosser, Donald (1978). History of NJEA–Part IV–The PERC Era. NJEA Review, v52 n4 p8-17 Dec. This fourth and final article in a series on the history of the New Jersey Education Association focuses on Association activities and educational issues in New Jersey in the 1970s. (SJL)…

Cummins, James (1978). Immersion Programs: The Irish Experience. International Review of Education, v24 n3 p273-82. This paper examines the evidence on negative effects associated with Irish immersion programs and concludes that even in earlier immersion schools, which frequently lacked parental support, there is little evidence of detrimental academic effects. Many Irish immersion teachers emphasized the importance of parental commitment to immersion schooling. (Author/SJL)…

Gamez, Gloria I. (1979). Reading in a Second Language: \Native Language Approach\ vs. \Direct Method.\. Reading Teacher, v32 n6 p665-70 Mar. Reviews the literature on the native language approach and the direct method of reading instruction for bilingual children in several countries. (MKM)…

Cziko, Gary A. (1976). The Effects of Language Sequencing on the Development of Bilingual Reading Skills. Canadian Modern Language Review, 32, 5, 534-539, May 76. A study is reported evaluating the effects on the development of bilingual reading skills of a second language–native language sequence of reading instruction as opposed to a native language–second language sequence in elementary grade French immersion programs. (RM)…

Graney, Sharon (1997). ASL and Spoken English: A Bilingual Program. Perspectives in Education and Deafness, v16 n2 p6-8,23 Nov-Dec. Describes how using American Sign Language can facilitate the development of skills in spoken English for deaf and hard-of-hearing students. Discusses factors influencing how well a child with deafness will develop spoken language and the need to teach the two languages separately. (CR)…

Mora, Raimundo (1996). Latino Students' Academic Literacy in Science Education: Contextualizing Policies. New England Journal of Public Policy, v11 n2 p49-64 Spr-Sum. Reviews various interpretations of academic literacy that are being applied to science education, their limitations in terms of Latino students, and case study experiences of three Latino students majoring in science. The author also examines ways to improve academic literacy programs, and recommends methods to effect advancement in Latinos' academic performance. (GR)…

Bustamante-Lopez, Isabel; Johannessen, B. Gloria Guzman (2002). Bilingual Academic Spanish Proficiency Tests: Assessment of Bilingual Cross-Cultural and Language and Academic Development Teacher Candidates. Bilingual Research Journal, v26 n3 p563-74 Fall. Steps are outlined in the development of an academic language proficiency test in Spanish, to measure teacher candidates' language abilities necessary to conduct instruction in Spanish-English bilingual classrooms. Such tests must consider linguistic tasks that bilingual teachers generally perform and communicative skills in academic interaction. (TD)…

Abrams, Mary; And Others (1996). Surround Them with Language. Perspectives in Education and Deafness, v14 n3 p12-15 Jan-Feb. Describes a preschool class for deaf children co-taught by two teachers (one hearing, one deaf) that uses a whole language approach to build students' American Sign Language (ASL) and written English skills. The class uses a thematic approach to organize learning activities through the creative use of ASL. (DB)…

Honig, Bill (1997). Reading the Right Way. School Administrator, v54 n8 p6-15 Sep. Extensive research and practical experience demonstrate that learning to read comes less naturally than learning to speak. Although half of all children intuit the alphabetic system from exposure to print and context-driven activities, many (particularly dyslexic, low-socioeconomic, and second-language kids) need an organized program that teaches phonemic awareness, letter-sound correspondence, and decoding skills. (MLH)…

Boswell, Thomas D.; Fradd, Sandra H. (1996). Spanish As an Economic Resource in Metropolitan Miami. Bilingual Research Journal, v20 n2 p283-337 Spr. Examines growth of metropolitan Miami's Spanish-language economy and the economic and cultural advantages of a multilingual workforce. Discusses Hispanic and Latin American businesses, Spanish-language media, statewide and local Spanish instructional programs, Dade County census data on language use and educational attainment, a Miami business survey on language use, and policy recommendations. Contains 122 references and data tables. (SV)…

Amaral, Olga Maia; Garrison, Leslie; Klentschy, Michael (2002). Helping English Learners Increase Achievement through Inquiry-Based Science Instruction. Bilingual Research Journal, v26 n2 p213-39 Sum. A 4-year science education project in a rural southern California elementary school involved kit- and inquiry-based science instruction, including the use of science notebooks. Evaluations of fourth- and sixth-grade students in the program for 0-4 years found that English-learners with longer program participation had increased achievement scores in science, writing, reading, and mathematics. (Author/SV)… [Direct]

Genishi, Celia (2002). Young English Language Learners: Resourceful in the Classroom. Research in Review. Young Children, v57 n4 p66-72 Jul. Focuses on complexities and challenges of the social and cognitive enterprise involved as young children learn English as a second language. Summarizes research on various types of bilingual programs and identifies effective program components. Presents implications for early childhood teachers, focusing on the importance of teachers having high expectations for students while allowing for individual variation within a flexible curriculum. (KB)…

O'Rourke, Terrence J.; And Others (1990). Teaching English to Deaf Students and English as a Second Language: Psychological Considerations. Teaching English to Deaf and Second-Language Students, v8 n1 p5-19 Spr. Panelists involved in deaf education teaching, research, and administration discuss the application of English-as-a-Second-Language methods for teaching English to deaf students, focusing on educational theories, use of American Sign Language, teacher education needs, and sociocultural factors. (CB)…

O'Brien, Michael L. (1989). Psychometric Issues Relevant to Selecting Items and Assembling Parallel Forms of Language Proficiency Instruments. Educational and Psychological Measurement, v49 n2 p347-53 Sum. Issues in measuring language proficiency of monolingual and bilingual persons are discussed. Psychometric procedures in developing both English- and Spanish-language proficiency instruments are illustrated through development of the New York City Language Assessment Battery, an assessment of proficiency in both languages used to screen eligibility for school bilingual programs. (SLD)…

Hanson, Vicki L.; Padden, Carol A. (1989). Interactive Video for Bilingual ASL/English Instruction of Deaf Children. American Annals of the Deaf, v134 n3 p209-13 Jul. A bilingual instructional program was developed to teach written English to elementary-aged deaf students who are fluent in American Sign Language. The student-directed language learning uses interactive video and offers five activity options: watch a story, read a story, answer questions about a story, write a story, or caption a story. (Author/JDD)…

Grant, Nigel (1988). The Education of Minority and Peripheral Cultures: Introduction. Comparative Education, v24 n2 p155-66. Discusses the problems of perspective in dealing with minority cultures, citing many examples from world history. Discusses effects of dominant languages and cultures upon minority ones. Mobility is examined as a feature of peripheral cultures with fragile economies. Implications for multicultural education discussed. 23 notes and references. (TES)…

Wiss, Corrinne A. (1993). Crosslinguistic Comparisons of Learning Disabilities in French Immersion Poor Readers. Canadian Journal of Special Education, v9 n2 p171-76. This paper describes the methodology of a study seeking to determine whether there is evidence that French immersion children with specific reading disability in one language also have the disability in the other language, and learning-disabled readers belong to the same subtype in both languages. (Author/JDD)…

Dube, Rita Vis (1995). Creating a Bilingual Environment for Children Who Are Deaf. ACEHI Journal/Revue ACEDA, v21 n1 p62-68. This article presents theoretical, empirical, and practical considerations of creating a bilingual (American Sign Language and English) environment in which deaf children can develop linguistic competence. Traditional environments for these students are compared with bilingual environments, and empirical support for deaf bilingualism is summarized. (DB)…

Reyhner, Jon (1992). Review of "Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages," by Joshua A. Fishman. Bilingual Research Journal, v16 n3-4 p148-52 Sum-Fall. Reviews a book that emphasizes the role of families in maintaining minority languages and, ultimately, cultures. The book sees efforts to preserve and restore minority languages as societal reform efforts that lead to appreciation of other cultures as well. Three sections cover introductory considerations, case studies of threatened languages, and how minority languages can be revived. (TD)…

Makin, Laurie (1992). Supporting Children's Home Languages in Mainstream Educational Programs. Australian Review of Applied Linguistics, v15 n1 p71-84. Describes the Home Language Support Project, which is an attempt to help mainstream teachers include children's home languages in educational programs. Questions that arose during the implementation of the program are discussed, including language delivery patterns in home language support programs and the issue of code switching. (19 references) (VWL)…

Weber, Joanne C. (1992). Language Lab: A Pilot Project at R.J.D. Williams School for the Deaf, Saskatoon. ACEHI Journal, v18 n1 p43-50. The Language Lab was a pilot project which sought to develop communicative competence in deaf students with additional disabilities, through the use of the bilingual-bicultural approach and the whole language approach. This paper discusses goals of the Language Lab, classroom strategies, administration, and student evaluation. (Author/JDD)…

Brittain, Fe Pittman (1991). Effects of a Maintenance Bilingual Bicultural Program on Fully English Proficient Students. Journal of Educational Issues of Language Minority Students, v8 p125-46 Spr. Observation of a maintenance bilingual (Spanish-English) program to determine its effects on majority language students found that fully English-proficient students enrolled in the program did achieve competency in Spanish and that their attitudes toward Spanish, second-language learning, and Mexican-American culture and community were strongly positive. (45 references) (CB)…

Constantino, Rebecca; Lavadenz, Magaly (1993). Newcomer Schools: First Impressions. Peabody Journal of Education, v69 n1 p82-101 Fall. Highlights instructional practices in four California newcomer schools designed to address newly arrived immigrant students' instructional needs. Observations of the schools indicated effective instructional practices for that student population were not being used in most of the newcomer classrooms, despite a strong commitment to support and assist newly arrived students. (SM)…

Alaniz, Ramon; Kajs, Lawrence T.; Sifuentes, Elisa; Willman, Edward (1998). Color-Coding Keyboard Functions to Develop Kindergartners' Computer Literacy. Journal of Computing in Childhood Education, v9 n2 p107-11. Describes the experience of a bilingual kindergarten teacher who, in an effort to improve students' writing, used color-coded symbols familiar to students on specific key functions of the computer keyboard. Familiarity with the keyboard functions facilitated the children's understanding and consequent use of software, and allowed the children to work independently. (Author/EV)…

Drury, Rose (2000). Bilingual Children in the Nursery: A Case Study of Samia at Home and at School. European Early Childhood Education Research Journal, v8 n1 p43-59. Presents case study of 4.5-year-old to highlight aspects of socialization for young bilingual children learning English as a second language. Identifies social rules/routines, child-adult interaction, and the stage of English language development as areas providing important educational insights. Highlights how children in early stages of second language development create opportunities for rehearsing and practicing classroom learning outside school. (Author/KB)…

Kuball, Yazmin Elizabeth; Peck, Sabrina (1997). The Effects of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners. Bilingual Research Journal, v21 n2-3 p213-31 Spr-Sum. A yearlong study investigated the effects of whole language-based instruction on the writing development of eight Spanish-speaking and eight English-speaking kindergarten children. The writing skills of the Spanish-speaking children developed similarly to those of the English-speaking children, refuting rationales used to place Spanish-speaking students in skill-based programs. (Contains 42 references.) (Author/TD)…

Sutherland, Margaret B. (2000). Problems of Diversity in Policy and Practice: Celtic Languages in the United Kingdom. Comparative Education, v36 n2 p199-209 May. Discusses the questionable survival of minority languages worldwide and of the Celtic languages in the United Kingdom. Examines governmental policies concerning the teaching and school use of Welsh, Scots Gaelic, and Irish Gaelic in their respective regions. Outlines some general principles to guide policies related to minority language maintenance and survival. (Contains 31 references.) (SV)…