(1986). The Effects of Early Bilingual Schooling on First Language Skills. Applied Psycholinguistics, v7 n4 p295-321 Dec. The development of first language skills among native English-speaking students enrolled in early French immersion programs was explored. Preliminary results support the hypothesis that early bilingual schooling enhances the students'performances on various kinds of first language learning tasks. (Author/CB)…
(2002). America's Second Tongue: American Indian Education and the Ownership of English, 1860-1900. This book examines the development, implementation, and aftermath of the U.S. government's language policy for indigenous people from 1860 to 1900. Analysis of archival documents, autobiographies, ethnography, and fiction examines why and how government-sponsored English-language classrooms for Native students came into being, how European American and Native teachers mediated the government's English-only directive, and what students did with the language after they learned it. It focuses on the ways that European American and Native people used English to represent themselves and each other as they sought to fulfill their own political, educational, and cultural agendas. Through these multiple perspectives, the book reveals a paradox. Even as English functioned as a disruptive and destructive instrument of linguistic and cultural control, it was also a generative tool for expressing diverse ways of seeing, saying, and believing. Chapters focus on (1) the links between language…
(1998). Vulnerable Refugees. Discussion Paper. This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the… [PDF]
(1979). Guidelines for and by Non-English Speaking Students. Foreign Language Annals, v12 n3 p181-84 May. A project in which seasoned immigrant students developed guidelines for the use of incoming non-English speaking immigrant students for a bilingual Korean and English text is described. The guidelines were used for orientation and follow-up discussions about school and language attitudes. (SW)…
(1979). Research on School Desegregation and Achievement: How to Combine Scholarship and Policy Relevance. Educational Evaluation and Policy Analysis, v1 n4 p5-15 Jul-Aug. Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. (MH)…
(1996). Early Intervention and Management of Hearing in Infants and Toddlers. Infants and Young Children, v9 n1 p1-15 Jul. This article discusses principles for intervention with young children who have hearing impairments. It covers the nature of hearing loss; diagnosis and types of hearing impairments; sensory aids; and benefits and limitations of different approaches including the auditory-verbal, auditory-oral, cued speech, total communication, American Sign Language, and bilingual-bicultural approaches. The need for comprehensive evaluation is stressed. (DB)…
(1994). Learners' Transfer of Writing Skills between Languages. TESL Canada Journal, v12 n1 p29-46 Win. Reports on a study of 126 secondary English-as-a-Second-Language (ESL) students' transfer of essay organization skills between languages (Icelandic and English). Pre- and posttest proficiency scores were analyzed. It was concluded that students' success in transferring writing skills between languages is assisted by their grammatical proficiency in the target language. Contains 6 tables and 15 references. (LR)… [PDF]
(1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms. Peabody Journal of Education, v69 n1 p102-16 Fall. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. (SM)…
(1991). Language and Language Education: Working Papers of The National Languages Institute of Australia, Volume 1, Number 1. Language and Language Education: Working Papers of the National Languages Institute of Australia, v1 n1. This volume on language issues within Australia contains five research papers: "Patterns of Inter-Cultural Communication in Melbourne Factories: Some Research in Progress" (Michael Clyne); "Developing Proficiency Scales for Communicative Assessment" (D. E. Ingram, Elaine Wylie); "Rapid Profile: A Second Language Screening Procedure" (Alison Mackey, Manfred Pienemann, Ian Thornton); "Language Use in Classrooms in Western Samoan Schools" (Joseph Lo Bianco, Anthony Liddicoat); and "The International English Language Testing System (IELTS): The Speaking Test" (D. E. Ingram)….
(1998). Que es la Ciencia? What Is Science? A Question for All Students. This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching heterogeneous groups; motivating participation; using students' background knowledge; and providing concrete support for student efforts. A sample unit entitled "What Is Science?" is outlined in seven detailed and varied classroom activities. (MSE)… [PDF]
(1983). Eliciting Spontaneous Speech in Bilingual Students: Methods & Techniques. Intended to provide practical information pertaining to methods and techniques for speech elicitation and production, the monograph offers specific methods and techniques to elicit spontaneous speech in bilingual students. Chapter 1, "Traditional Methodologies for Language Production and Recording," presents an overview of studies using various traditional approaches to elicit language. Chapter 2, "Interactive Language Research," offers some general concepts dealing with language research in the classroom and at home, i.e., in the normal milieu where children spend most of their time. Chapter 3, "Methods of Observation," offers some specific suggestions concerning the use of observation as a technique to record language samples. Chapter 4, "The Interview," presents techniques that can be used to maximize the use of the interview as a procedure to elicit speech. Chapter 5, "Elicitation Techniques for Spontaneous Speech," offers a… [PDF]
(1983). Mathematics Learning Styles of Chinese Immigrant Students. Final Research Report. Major revision in the U.S. mathematics curriculum since the 1960s have led to significant differences between the mathematics curriculum of the United States and those of many other countries. This study explored how eight Chinese immigrant students, with different cultural backgrounds, mathematics knowledge, and learning styles, learned in an Algebra I course. Three research questions were addressed: (1) How did students learn from the teachers and textbook? (2) What were the students' understandings of the algebraic concepts introduced in the class? (3) How did the mathematics they acquired in their home country affect their learning of the U.S. mathematics curriculum? A multiple-case study method was employed which permitted an examination of results across a number of cases (individual students) and generalization of findings. Data were collected by classroom observations, teacher/student interviews, testing, clinical studies of students' heuristic processes in problem-solving,… [PDF]
(1983). Bilingual Supervision: Does It Make a Difference?. The study attempted to determine whether monolingual English-speaking supervisors and bilingual-bicultural supervisors would provide markedly different supervision management to bilingual (English-Spanish) student clinicians in audiology/speech pathology. After viewing each of 10 video-tapes of Spanish language therapy sessions for 2 preschool bilingual females, 2 bilingual and 2 monolingual supervision judges rated the clients' and the clinicians' cognitive, linguistic, and social components of communication and suggested the next step in the supervision of the clinician. The result of a chi square analysis showed no statistically significant differences in the way bilingual and monolingual clinical supervisors judged the clinicians' or the clients' behavior, in the types of supervisory decisions they made, or in individual supervisor judgments. The predominant supervisory strategy of conferring with the clinician confirmed conferences as critical to the supervisory process….
(1990). Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report. Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual mathematics, science, and social studies to 344 students at Bushwick High School in Brooklyn (New York City) and Louis D. Brandeis High School in Manhattan (New York City). Project COM-TECH provided a resource center at both high schools, where the staff offered individualized computer instruction, tutoring, career and college advisement, and personal counseling and academic advising. The project's main goals were for limited-English-proficient students to acquire optimal English skills, native-language proficiency, and an appreciation of their cultural heritage. The project met its objective in ESL and attendance. Data was not… [PDF]
(1989). Understanding Literacy Lessons: Do Teachers and Students Talk the Same Language?. This study examined the relationship between teacher and student understandings. Subjects consisted of 26 third-grade students, of whom six were chosen for case studies, in a school in a large metropolitan area. All students were Latino, bilingual, and from working class homes. Modified cloze lessons were taught, and three types of data were collected with regard to the lessons: video tapes and field notes of the lessons observed, literacy artifacts, and teacher and student interviews. The focus of the data analysis was to discern how the various participants in the lesson (students, teachers, and ethnographer) understood the activity and the degree to which these understandings were shared across participants. Field notes indicated that the only issue which emerged was that at times the children had difficulty in using the information presented after the blank to judge the meaningfulness of their responses. Literacy artifacts indicated that 93% of all student responses were… [PDF]