(1986). Schools in Ethnolinguistic Minorities. Journal of Multilingual and Multicultural Development, v7 n2-3 p97-106. Discusses the school's contribution to the transmission of cultural heritage, focusing on curriculum content rather than on language issues. The kind of conceptual framework within which overt and hidden curriculum analysis might be carried out is suggested. (SED)…
(1986). Sentence Processing in Chinese-American Bilinguals. Journal of Memory and Language, v25 n2 p136-62 Apr. Compares the processing of English words by Chinese-English bilinguals with that of monolingual English speakers. Subjects read and rated English words for their contribution to sentence structure and meaning. It was found that bilinguals generally rated English words as contributing more to sentence structure and meaning than did monolinguals. (SED)…
(1986). Making the Trictionary. Teachers and Writers Magazine, v17 n5 p4-6 May-Jun. Describes a project that consisted of a school and a community working together to compile a \trictionary,\ a Chinese, Spanish, and English dictionary. (DF)…
(2002). Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level. Educational Practice Report. In the United States, two-way immersion (TWI) is an educational approach that integrates native English speakers and native speakers of another language (usually Spanish) for content and literacy instruction in both languages. In recent years, the number of TWI programs has grown rapidly. This report examines key issues to consider when planning elementary level TWI programs, noting the fundamental characteristics that must be in place for the development of successful programs. Suggestions are based on over 15 years of research on TWI education conducted by the Center for Applied Linguistics. Much of the research involves visiting and working with new and experienced programs and learning first-hand about features necessary for a strong program. TWI education is a dynamic form of education that holds promise for developing high levels of academic achievement, bilingualism and biliteracy, and cross-cultural awareness among participating students. Because it requires instruction in… [PDF]
(2000). Practices for English-Language Learners. An Overview of Instructional Practices for English-Language Learners: Prominent Themes and Future Directions. Topical Summary. This review of research considers how best to teach English-language learners. A realistic appraisal of the empirical database indicates that research findings have failed to provide answers to questions about the importance of native language instruction and the best age and best methods for introducing academic instruction in English. The review suggests that good bilingual programs anchor curriculum goals to vocabulary development, and develop teachers' awareness and provide them with resources to allow the use of visual aids in their instruction. Good bilingual programs also use small-group cooperative learning and peer tutoring to enhance learning. They develop the skills of bilingual teachers to use students' native language strategically to reinforce academic content learning, and they use ongoing research as a resource for staff development. The review concludes that it is beneficial to use students' native language, but it should be done in a strategic manner. There is… [PDF]
(2000). Is Software Available for Early Childhood Spanish Speaking Children?. A search was conducted on the Internet for software available for bilingual Spanish-speaking children. The only programs found under this heading were 18 programs for learning Spanish. Five of the least expensive were selected for review using a standardized scale for evaluating children's software. Four of the programs were found to be inappropriate because they were based on the assumption that children already know how to use the computer. One program, \JumpStart Spanish,\ scored very high and had many attributes of successful software for children. The following criteria can be used in selecting software for the bilingual user (Bishop, 1990): accuracy and correctness of content; software that is note limited by regionalism or dialect; open-ended design; interactivity; depth of content; educational soundness; ease of use; age-appropriateness; cultural sensitivity; and visual appeal. Web site addresses that offer software for Spanish children are given, and prices are listed for… [PDF]
(1971). Teaching English to Speakers of Other Languages: Problems and Priorities. English Record, 21, 4, 39-47, Apr 71. Adapted from the address given by the current national president of TESOL–Teaching English to Speakers of Other Languages–at the first meeting of the New York Affiliate, November 11, 1970. (JM)…
(1971). This Teacher's a Machine. Reading Newsreport, 6, 2, 33-34, Nov-Dec 71. …
(1971). The Limits of Language Education. Linguistic Reporter, 13, 3, 1-5, Sum 71. …
(1983). Validation of Linguistic and Communicative Oral Language Tests for Spanish-English Bilingual Programs. Bilingual Review, v10 n1 p3-20 Jan-Apr. The development, administration, and scoring of a communicative test and its validation with tests of linguistic and sociolinguistic competence in English and Spanish are reported. Correlation with measures of home language use and school achievement are also presented, and issues of test validation for bilingual programs are discussed. (MSE)…
(1983). Inequality Remade: The Theory of Correspondence and the Context of French Immersion in Northern Ontario. Journal of Education, v165 n1 p75-98 Win. Examines the French Immersion program in Northern Ontario, Canada, against the correspondence theory of Bowles and Gintis. Suggests that schools both reproduce class stratified society and promote social inequality. Explores the English-speaking middle-class motivations and actions in controlling French Immersion programs to benefit their children. (Author/MJL)…
(1982). Through the Looking Glass: What Really Happens in an Immersion Classroom. Interchange on Educational Policy, v13 n2 p40-44. Responding to O. Weininger's concern about Early French Immersion (EFI) programs, the author declares that evaluations from all over Canada have shown that EFI students achieve high levels of French proficiency at no apparent academic cost. Other objections to Weininger's conclusions are also raised. (PP)…
(1981). Bilingual Life in an Anglo Land: Seventeen Hispanic Voices. Perspectives: The Civil Rights Quarterly, v13 n1 p30-35 Spr. Ethnographic examination of the English-dominant culture in the United States and how Hispanics are affected. Through several vignettes, reveals that the civil rights of Hispanics are violated because of cultural differences. (DA)…
(1981). Easing into English. American Education, v17 n1 p31-36 Jan-Feb. New York City has been increasing its high school bilingual program aimed at easing the transition faced by non-English speakers. Immigrants are given special courses in English, while at the same time they take the regular content-area courses in their native language. (LRA)…
(1997). Literacy Acquisition through Literature (Literacy Issues in Focus). Journal of Adolescent & Adult Literacy, v40 n8 p606-14 May. Discusses a project and study that focused on literacy acquisition among middle school students from the Dominican Republic attending a school on Manhattan's lower East Side. Describes how a book writing project focusing on \stories from home\ engaged students, taught them ways to discuss and ways to think, and fostered their literacy acquisition through literature. (SR)…