(1995). My Abuela Can Fly: Children's Books about Old People in English and Spanish. TESOL Journal, v4 n2 p5-10 Win 1994-95. Discusses the use of English and Spanish children's literature in bilingual programs, reviewing 25 books that focus on elders teaching children, relationships between children and older adults, and children as helpers of older people. Using books that are related thematically gives children the opportunity to relate stories to their own lives and to each other. (37 references) (MDM)…
(1995). The Kakyo: Chinese in Japan. Journal of Multilingual and Multicultural Development, v16 n1-2 p125-38. Discusses the role of the Chinese language and people in Japan, focusing on the historical impact of the Chinese language and culture on Japan, Chinese schools in Japan, and local Chinese immigrant communities. (20 references) (MDM)…
(1993). Views on Bilingualism in the United States: A Selective Historical Review. Bilingual Research Journal, v17 n1-2 p35-56 Win-Spr. Reviews salient historical events and selected factors that reveal views on bilingualism in the United States from precolonial times to the present. Identifies patterns of attitudes toward bilingualism, and summarizes factors associated with various patterns in an effort to understand current controversy over bilingualism. Contains 42 references. (TD)…
(1995). On Parle Francais Ici: The People of the St. John Valley Have a Tremendous Advantage. Echoes, the Northern Maine Journal of Rural Culture, n29 p47-49 Jun-Aug. A change in philosophy concerning the maintenance of native languages has led to local efforts to revive the French language in the St. John Valley (Maine), including the formation of a community organization and implementation of language programs in which children in all grades receive daily instruction in French. (LP)…
(1994). Reframing the Debate: The Roles of Native Languages in English-Only Programs for Language Minority Students. TESOL Quarterly, v28 n3 p537-61 Fall. A study of nine federally funded Special Alternative Instructional Programs for language-minority students in which English was the primary language of instruction showed that the incorporation of students' native languages in instruction need not be an all-or-nothing phenomenon. The complexities of using students' native languages in schooling are explored. (Contains 24 references.) (MDM)…
(1994). Exploiting the Theory of Universals in Adult Second Language Teaching. IRAL, v32 n2 p111-39. This article presents a bilingual teaching strategy based on Noam Chomsky's universalist hypothesis, which emphasizes the "universal" aspects of human language. The strategy focuses on the matching process that all learners carry out between the first (L1) and second (L2) language, as well as the differences between L1 and L2. (58 references) (MDM)…
(1992). Teaching LEP Students in the Content Area: A Sheltered English Approach. Social Studies Review, v32 n1 p29-38 Fall. Argues that children of recent immigrants to the United States have a number of environmental and social problems in addition to having very limited for English proficiency. Recommends the Sheltered English Approach for courses such as social studies or mathematics. Proposes using the students' own experiences to teach social studies in lieu of regular textbook or curriculum subject matter. (CFR)…
(1993). Setting a Research and Policy Agenda for the Education of Secondary Students with Limited English Proficiency: Results of an Invitational Conference. Peabody Journal of Education, v69 n1 p172-86 Fall. Reports on a conference that examined the need for models of effective programs for limited-English-proficient secondary students, research and development on pedagogical approaches to teaching related issues, involvement by educators and researchers in school restructuring and reform, better accountability and assessment, and attention to students' developmental concerns and human relations issues. (SM)…
(2000). Measuring the Quality of Education: The Involvement of Bilingually Educated Deaf Children. American Annals of the Deaf, v145 n3 p268-74 Jul. A study involving six bilingually educated children (ages 5-6) with deafness found overall level of involvement was high on three educational tasks and was influenced by type of task, teacher, and language of instruction. Involvement was greater during activities led by the teacher with deafness using Sign Language of the Netherlands. (Contains references.) (Author/CR)…
(1998). Which Language for Teaching? The Cultural Messages Transmitted by the Languages Used in Education. Language and Education, v12 n1 p18-32. Addresses the question of mother-tongue education of children, especially in francophone countries of Africa. It seeks to contribute to the debate on the integration of local languages into educational systems in multilingual settings by stressing the opposing cultural messages carried by official and indigenous languages. (Author/JL)…
(1998). Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading. Elementary School Journal, v99 n2 p153-65 Nov. Hypothesized that Bilingual Cooperative Integrated Reading and Composition (BCIRC) would improve the achievement of second and third graders in Spanish bilingual programs during their transition to English by giving students opportunities to use language to find meanings and solve problems and by enabling teachers to apply well-established principles of cooperative learning. Test scores generally supported hypothesis. (EV)…
(2000). The Benefits of English Immersion. Educational Leadership, v57 n4 p52-56 Dec 1999-Jan. In 1998, California voters approved Initiative 227, requiring that all limited-English children be provided an English-immersion program for 1 year or longer as needed. Hispanic parents are leaders in the movement. Dire predictions that bilingual children in English-language classrooms would fall behind have not materialized. (Contains 18 references.) (MLH)…
(1994). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report, 1993-94. In 1993-94, Saginaw (Michigan) City School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 middle schools, and both high schools. Enrollments were 633 students, primarily Hispanics, in the bilingual program and 584 students in the migrant program, with considerable overlap between enrollments. Each student received approximately 30 minutes of supplemental instruction per week on a pull-out basis. All students received supplemental reading instruction, while secondary students in the bilingual program also received instruction in basic skills, counseling, and support services. Students were assessed in reading and mathematics using the California Achievement Test. The locally adopted performance standard was improvement in grade-level posttest mean normal curve equivalent (NCE) scores compared to pretest scores. Overall, results were disappointing for both programs. The bilingual program attained the standard in reading for both basic and… [PDF]
(1985). Bilingual Pupil Services, 1984-1985. OEA Evaluation Report. The Bilingual Pupil Services (BPS) Program has been operating for 11 years in 24 New York City schools. During the 1984-85 school year BPS provided bilingual instruction to 1,616 Hispanic students and (for the second year) to Chinese students of limited English proficiency (LEP) in grades one through six. BPS has two functions: providing services to LEP students through instruction in English as a second language (ESL), bilingual reading, and mathematics; and providing inservice training for paraprofessionals working with these students. This report evaluates the project at four sites serving Chinese LEP students. It provides the following information: (1) a description of the project for 1984-85; (2) a follow-up of the project's progress regarding 1983-84 recommendations; (3) an analysis of student achievement data for the Hispanic and Chinese components; and (4) recommendations. In all areas of the curriculum and at most grade levels, students demonstrated statistically…
(1988). Educating the Amish Child. The Old Order Amish community is a unique minority group that does not receive adequate public school services. While a majority of Amish children attend an estimated 470 Amish parochial elementary schools, some Amish enrollment is in small rural public schools. However, six states with large Amish populations have no significant public school programs serving the special needs of Amish children. The religious values, folkways, and customs of the Amish easily place their children at a disadvantage in public school. School facilities, social customs, instructional materials, course content, and the English language could be unfamiliar to these children, nearly all of whom speak a German dialect, "Pennsylvania German," at home. To better meet the needs of these children, school administrators and teachers should (1) cultivate an awareness of basic Amish religious beliefs, cultural values, language differences, and educational and life goals; (2) develop a cooperative…