(2000). Teaching Reading in Multilingual Classrooms. This book focuses on teaching reading in a multilingual setting. The book introduces core principles of effective reading practice, beginning with a definitive checklist grounded in a theory of reading. As the chapters progress, each item on the checklist is explained and illustrated in detail with examples of eight exemplary teachers who work effectively with mainstream, English-as-a-Second-Language (ESL), and bilingual students. Daily schedules, sample strategies, and lists of literature at different grade levels–both elementary and secondary — help readers put the principles into practice. Chapter titles refer to understanding, valuing, supporting, promoting, and assessing reading, as well as talking, writing, and answering hard questions about reading. In the final chapter, some of the difficult questions teachers, administrators, and parents raise about reading are addressed, including questions about phonics and phonemic awareness. Several charts appear throughout the text….
(1983). Southeast Asian Refugee Parents: An Inquiry into Home-School Communication and Understanding. Anthropology and Education Quarterly, v14 n1 p43-68 Spr. Describes efforts in one Oregon school district to learn about and help Southeast Asian refugee families adjust to American schools. Discusses data from a survey of refugee parents and ethnographic observations, and provides information on family characteristics, cross cultural communication, parent involvement in schools, and bilingualism. (Author/GC)…
(1982). A Comparison Study of Three Late Immersion Programs. Alberta Journal of Educational Research, v28 n2 p135-48 Jun. Compares effects of three grade-six late immersion programs in British Columbia which differed in amount of instructional time in French (90 percent vs 60 percent), previous student French background, and use of selection criteria. Significant differences occurred in attitudes, but not in French comprehension, English achievement, mathematics, science, or social studies. (Author/AH)…
(1988). Meta-Comments: A Discussion of Critiques of L. M. Dunn's Monograph for \Bilingual Hispanic Children on the U. S. Mainland.\. Hispanic Journal of Behavioral Sciences, v10 n3 p273-99 Sep. Reviews criticism of Dunn's monograph on Hispanic-Anglo differences in IQ scores. Discusses the heritability and malleability of IQ, the reciprocal relationship between achievement and intelligence, negative effects of schooling for some caste-like minorities, and superior cognitive skills among balanced bilingual students. Contains 19 references. (Author/SV)…
(1989). Political Conflict over Bilingual Initiatives: A Case Study. Western European Education, v20 n4 p6-19 Win 1988-89. Discusses relationship of language conflict and political conflict. Uses a case study of the attempt to establish a bilingual secondary school in Wales to illustrate various conflicts that arise over the implementation of policy already agreed upon in principle. Concludes that developments and conflict related to bilingualism are locally specific. (KO)…
(1995). Cognitive and Affective Outcomes in a Multi-age Language Arts Program. Journal of Research in Childhood Education, v10 n1 p49-61 Fall-Win. Examined along three assessment criteria (self-esteem and attitudes toward school, writing, and reading) the effects of literature-based mixed-age grouping compared to traditional grouping that emphasized a basal-reader approach in language arts. Found significantly higher increases in pretest-posttest scores for students in mixed-age settings. (DR)…
(1994). A Pedagogical Model for Transitional English Bilingual Classrooms. Bilingual Research Journal, v18 n3-4 p119-33 Sum-Fall. A pedagogical model for transitional English bilingual classrooms was developed to meet the goals of teacher training and guidance, program evaluation, and empirical validation of bilingual theories. The model defines and integrates theoretical principles useful for pedagogical application in four dimensions: activity structures, language of instruction, language content, and communication mode. (Author/SV)…
(1991). Effective Instruction for Language Minority Students: An Early Childhood Case Study. Early Childhood Research Quarterly, v6 n3 p347-63 Sep. Describes the attributes of effective programs and teachers serving language-minority students. Summarizes findings from large-scale studies and describes a case study of two bilingual early childhood teachers. Their instructional perspectives and practices are discussed in terms of the role of language and culture in their classrooms, their pedagogical philosophies and instructional practices, and factors leading to innovations. (Author/GLR)…
(1991). Assessing the Language Acquisition Progress of Limited English Proficient Students: Problems and a New Alternative. Applied Measurement in Education, v4 n2 p85-113. Measures of linguistic competence for limited-English-proficient students are discussed. The results for 134 students in grades 3 through 6 from a study of the reliability and validity of the Sentence Verification Technique tests as measures of listening and reading comprehension performance in native languages and English are reported. (TJH)…
(1998). The Assessment of Special Educational Needs for Bilingual Children. British Journal of Special Education, v25 n4 p159-63 Dec. Examines issues in the assessment of the special educational needs of children for whom English is a second language, and identifies notions that actually prevent good practices. Urges more attainable practices that focus assessment on the learning environment, including the \where,\\with whom,\\from whom,\\when,\\what,\ and \how\ of the child's learning environment. (DB)…
(1997). Quinta da Princesa: A School "Reaching Out.". Multicultural Teaching, v16 n1 p35-38 Win. Describes how positive interventionist strategies improved the experiences and educational opportunities of the African-Portuguese and Romany children in Portuguese schools. The background of linguistic diversity in Portugal and the ethnic diversity in Portuguese schools are discussed. (GR)…
(2001). Inquiry Science in Bilingual Classrooms. Bilingual Research Journal, v25 n4 p461-78 Fall. A study examined the value of teaching inquiry science in elementary classrooms where students' home language was Spanish. Bilingual interns taught children in 62 El Paso (Texas) classrooms, half in Spanish and half in English. Findings indicate that language skills in both languages increased, new science concepts were understood, and there was little difference between Spanish and English speaking children. (TD)…
(1999). Classroom Observations of the Five Standards of Effective Teaching in Urban Classrooms with English Language Learners. Teaching and Change, v7 n1 p79-100 Fall. Examined how well elementary teachers with English-language learners implemented five standards of effective teaching. Classroom observations and student surveys indicated that in classrooms where the standards were moderately used, students perceived more cohesion, higher perceptions of their reading ability, and significantly less difficulty with their work than students in classrooms where the standards were rarely or never used. (SM)…
(1990). The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education Joint Issues Sessions Proceedings. Annual Conference of the National Indian Education Association (22nd, San Diego, California, October 15-16, 1990). The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) held joint sessions to hear testimony on important issues in American Indian education. This document presents statements given at 15 topical sessions and 3 additional sessions held for special groups. The 15 topics addressed were: teaching Native language and culture; academic achievement of Native American students and the failure of the education system; dropout prevention; teacher and administrator training, recruitment, and retention; substance abuse prevention; early childhood education; elementary schools and parent participation; middle schools and high schools and the question of boarding schools versus public schools; special education for handicapped, learning disabled, gifted, and talented; higher education, tribal colleges, and academic persistence; adult and vocational technical education; using computers, video technology, or other instructional technologies; education… [PDF]
(2001). Improving Academic Performance among Native American Students: A Review of the Research Literature. This literature review examines research-based information on educational approaches and programs associated with improving the academic performance of Native American students. A search reviewed ERIC's over 8,000 documents on American Indian education, as well as master's and doctoral dissertations and other sources of research on the education of Native Americans. Selected research reports and articles were organized into the following categories: early childhood environment and experiences; Native language and cultural programs; teachers, instruction, and curriculum; community and parental influences on academic performance; student characteristics; economic and social factors; and factors leading to success in college or college completion. The status of research and major research findings are reviewed for each of these categories; brief summaries of research findings with citations are included following the review of each category. Also included are an annotated bibliography… [PDF]