(1976). Measuring Values in Multilingual Settings. TESOL Quarterly, 10, 2, 203-209, Jun 76. Spanish and English versions of a values assessment instrument were administered to a group of second language students of junior and senior high school age in an attempt to provide current, site-specific information for use by an educational program in a multi-cultural/multilingual environment. (Author/RM)…
(1976). The Suitability of Immersion Programs for all Children. Canadian Modern Language Review, 32, 5, 494-515, May 76. Existing research related to the suitability of French immersion for disadvantaged and minority group children is reviewed with a view to drawing conclusions and making recommendations. (Author/RM)…
(2002). Making Multiple Literacies Visible in the Writing Classroom: From Cupareo, Guanajuato, to Cal State, Monterey Bay. Social Justice, v29 n4 p122-35. Describes how one college professor at California State University Monterey Bay changed her pedagogy in an English composition class to draw upon her Spanish speaking students' assets. This effort created an innovative model for second language acquisition in the English language writing classroom that combines student research of local communities with the expressive use of poetry. (SM)…
(2003). The Profile of Multiple Language Proficiencies: A Measure for Evaluating Language Samples of Deaf Children. Journal of Deaf Studies and Deaf Education, v8 n4 p452-63 Fall. This article describes development of the Profile of Multiple Language Proficiencies (PMLP), a measure of both English and American Sign Language skills in deaf children. The PMLP showed reasonable initial reliability and appears to be an easy-to-use measure. Discussion addresses issues that influence the reliability and validity in evaluating such a scale. (Contains references.) (Author/DB)…
(2000). How Content Teachers Allocate Turns to Limited English Proficient Students. Journal of Education, v182 n3 p19-35. Examined interactions between limited English proficient students and their native English speaking science teachers, investigating the effect of teacher input on students' access to classroom speech events. Data from classroom discussions, observations, and interviews indicated that differentiation in students' opportunities to take turns varied across the teachers and for individual teachers, dependent on participant structures. There were consistent patterns regarding how turns were allocated. (Contains references.) (SM)…
(2002). Parallel Literacy Classes and Hidden Strengths: Learning To Read in English, Urdu and Classical Arabic. Reading: Literacy and Language, v36 n3 p119-26 Nov. Presents an ethnographic study that explores young bilingual children's early literacy experiences in three different languages (English, Urdu and classical Arabic) and in three strikingly different types of classes in England. Focuses on one bilingual boy of a Pakistani background. Aims to integrate non-dominating language and literacy practices into educational theory that deals with early literacy. (SG)…
(1994). Stimulating Writing in ESL/Bilingual Classrooms. Journal of Educational Issues of Language Minority Students, v13 p163-74 Spr. The use of writing as a process to create a positive learning environment in English-as-a-Second-Language and bilingual classrooms is described from a variety of phases: interviews, prewriting, first draft writing, responding, revising, final draft writing, and publishing. (Contains 11 references.) (LB)…
(1994). Developmental Changes in Receptive Vocabulary in Hispanic Bilingual School Children. Language Learning, v44 n2 p221-42 Jun. This study examined the receptive vocabulary of 102 first-, third-, and sixth-grade Spanish/English bilingual students of Hispanic origin. It found that, although students in all three grade levels functioned comparably well on the Spanish instruments, performance on the English instruments increased with grade level. (41 references) (MDM)…
(1994). Oral English Proficiency Requirements for ITAs in U.S. Colleges and Universities: An Issue in Speech Communication. Journal of the Association for Communication Administration (JACA), n2 p77-86 May. Analyzes the nature and extent of communications training that international teaching assistants actually receive as well as what they should receive for their faculty roles in American universities. Focuses on Indiana state-supported research institutions in comparison with national standards and practices. (HB)…
(1998). The Personality Inventory for Youth (PIY), Spanish Version: Reliability and Equivalence to the English Version. Hispanic Journal of Behavioral Sciences, v20 n3 p391-404 Aug. Study used 103 bilingual college freshmen to evaluate psychometric characteristics of the Personality Inventory for Youth (PIY) translated into Spanish. Scales and subscales of the Spanish PIY demonstrated internal consistency and temporal stability comparable to English counterparts, and multivariate analysis did not identify a language effect within any sample. (Author/SAS)…
(1997). Latino Youth at Home, in Their Communities, and in School: The Language Link. Education and Urban Society, v30 n1 p122-30 Nov. Explores the role that language plays in determining why, what, and how Latino youth learn in their communities. It highlights the fundamental, and often overlooked, resource that Latino English-Spanish bilingualism represents for building bridges between communities, homes, and schools. Strengthening bilingualism is a way to link homes, communities, and schools for learning. (SLD)…
(1998). Educating Deaf Children Bilingually in Montreal: A New Project. CAEDHH Journal/La Revue ACESM, v25 n1-3 p65-75. This article describes the key features of a Montreal bilingual program for children with deafness. The underpinnings of the program are outlined and then special attention is given to the considerations for the use of Quebec Sign Language and French as it relates to developing literacy in children with deafness. (Contains references.) (Author/CR)…
(2000). Bilingual Paraeducators: What We Can Learn from Rosa. NASSP Bulletin, v84 n612 p53-56 Jan. Hiring increasing numbers of paraeducators can provide additional learning support and a linguistic/cultural link to the community. However, such personnel may have frenetic schedules, responsibilities divided among several schools, and inadequate supervision and communication links. Recommendations for principals, teachers, and bilingual coordinators are provided. (MLH)…
(2000). Initiating Literature Circles in a First-Grade Bilingual Classroom. Reading Teacher, v53 n4 p270-81 Dec-Jan 1999-2000. Describes how the authors introduced and organized small-group literature discussions in a first-grade bilingual class. Discusses the four most frequent types of student responses in discussions: living through the experience; looking closely at text and illustrations; exploring social issues; and making connections (to other books, life experiences, and oral stories). (SR)…
(2001). Does Language Shape Thought? Mandarin and English Speakers' Conceptions of Time. Cognitive Psychology, v43 n1 p1-22 Aug. Studied whether the language spoken affects the way subjects think about time in 3 experiments involving: (1) 26 English-speaking and 20 native Mandarin-speaking college students; (2) 25 bilingual students; and (3) 70 native English speakers. Results suggest that language is a powerful tool for shaping thought about abstract domains and habitual thought. (SLD)…