(2002). The Linguistic Inaccessibility of U.S. Higher Education and the Inherent Inequity of U.S. IEPs: An Argument for Multilingual Higher Education. Bilingual Research Journal, v26 n2 p309-26 Sum. Suggests abandoning the inequitable practice of requiring language-minority and international students to demonstrate English proficiency before pursuing a U.S. college degree. Proposes a model that incorporates multilingual student recruitment, use of sheltered techniques and supported academic instruction, English for academic purposes (rather than current intensive English programs), and student support services. (Contains 21 references.) (SV)…
(2002). Dyslexia and the Multilingual Child: Policy into Practice. Topics in Language Disorders, v22 n5 p71-80 Nov. This article discusses international (governmental) and local (school/institution-based) issues related to appropriate support for the dyslexic multilingual child. The article then identifies factors to consider when developing an assessment package that can be used to identify educational needs with children from different language backgrounds. It concludes that, while the underlying framework of support services is present, service delivery is highly variable. (Contains references.) (Author/DB)…
(2002). The Literacy Development of Kindergarten English-Language Learners. Journal of Research in Childhood Education, v16 n2 p232-47 Spr-Sum. This year-long qualitative study explored how a literature-based literacy curriculum supported literacy growth of ESL kindergartners in a full-day Portuguese-English bilingual program. Findings indicated that emphasizing phonics and construction of meaning from texts supported children's construction of literacy understandings. Limited oral language proficiency did not constrain emergent writing and reading development. (Author/KB)…
(1988). A Mexican American Woman Encounters Sociology: An Autobiographical Perspective. American Sociologist, v19 n4 p340-46 Win. Describes the author's experience of teaching bilingual educators. Identifies the bureaucratic structure of the school and the Mexican American culture as the two problem areas focused upon during the course. Concludes that her major areas of research interest in sociology are a direct product of her ethnicity, work experience, and this instruction. (KO)…
(1988). Crossing the Schoolhouse Border: Immigrant Children in California. Phi Delta Kappan, v70 n3 p211-18 Nov. An unprecedented number of foreign-born children in California classrooms are forcing educators to rethink school programs, structures, policies, and staffing. Schools are largely overwhelmed by demographic changes, war-traumatized and undocumented children, tremendous academic gaps, and cultural and language diversity. Classroom methods and resources are suggested. (MLH)…
(1995). Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?. International Journal of Disability, Development and Education, v42 n1 p17-31. Multilevel analyses compared performances of 12 deaf Jamaican adolescents (ages 15 and 16) and 12 hearing adolescents (ages 13 and 14) on writing, reading, and (for deaf subjects) sign language tasks. The deaf adolescents' ability to express complex ideas in sign language supported the need for use of a bilingual approach to the teaching of written language to deaf students. (Author/DB)…
(1994). Literacy and Biliteracy Approaches: Academic Excellence P.I.A.G.E.T. Comes Alive. Reading Improvement, v31 n3 p130-41 Fall. Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were language-experience, story-telling, story-writing, story-book reading, portfolio processes, and adult strategies. (RS)…
(1994). English as a Foreign Language in a Bilingual Approach in Britain: Toward the Development of a Curriculum for the Teaching of English as a Foreign Language to Deaf Children. ACEHI Journal/Revue ACEDA, v20 n1-2 p31-41. This article focuses on the complex dynamics and the practical demands of teaching English to deaf children for whom British Sign Language (BSL) is a preferred/dominant language. A model focusing on the relationship between English and BSL is presented, and implications for curriculum and teaching methods are drawn. (DB)…
(1990). Literacy Development in a Multilingual Kindergarten Classroom. Childhood Education, v67 n2 p68-72 Win. Whole language activities promote the English literacy development of young children with limited English proficiency. Teaching strategies for promoting whole language development include (1) content-specific instruction; (2) scaffolding; (3) caretaker speech; (4) wait time; (5) peer interaction; and (6) cultural relating. (DG)…
(1999). The Dilemma of Transparency: Seeing and Seeing through Talk in the Mathematics Classroom. Journal for Research in Mathematics Education, v30 n1 p47-64 Jan. Argues that the dual functions–visibility and invisibility–of talk in mathematics classrooms create dilemmas for teachers. Provides an analytic narrative vignette drawn from a secondary mathematics classroom in South Africa to illustrate the dilemma of transparency that mathematics teachers can face, particularly if they are teaching multilingual classes. Contains 23 references. (Author/ASK)…
(1996). Speaking across Frontiers: A Goal for Europe. International Schools Journal, v15 n2 p49-63 Apr. Since most of the world's population is bilingual, why should the most "advanced" Western nations be so resolutely monolingual? European schools should teach the first foreign language at primary level, become bilingual institutions, teach all children at least two languages, increase the number of languages taught, shorten instructional time, and employ teachers who are native speakers. (MLH)…
(2000). Teacher Bilingual Instruction and Educational Malpractice: California Teachers Association v. Davis. International Journal of Educational Reform, v9 n3 p272-78 Jul. As a policy pronouncement, California's Proposition 227 mandates a duty of care that educators owe their students. Failure to teach primarily in English creates a private cause of action against an educator that overcomes legal and policy concerns of \Peter W. v. San Francisco Unified School District.\ (Contains 57 notes and references.)…
(1999). Interlanguage Development in the First Three Years of a French Bilingual Program. Babel, v34 n2 p14-16 Spr. Presents data on interlanguage development obtained from a storytelling exercise using a picture storybook for children in an Australian French-English immersion program. (Author/VWL)…
(2005). Enrique Trueba: A Latino Critical Ethnographer for the Ages. Anthropology & Education Quarterly, v36 n4 p354-366 Dec. This article chronicles the contributions of Enrique (Henry) Trueba to the field of educational anthropology, highlighting his emergence as one of the foremost critical ethnographers of his time, his collaborative manner of working, mentorship of colleagues, and \pedagogy of hope.\ Trueba skillfully combined ideas from Vygotsky, the Spindlers, and Freire into a perspective that seeks to build culturally and linguistically relevant learning contexts for Latino/a immigrant children. His many publications address issues of inequality and ways to empower students, parents, and communities…. [Direct]
(2005). Conversations Around the Literacy Hour in a Multilingual London Primary School. Language and Education, v19 n4 p322-338. This study was conducted against the background of a British government initiative–The National Literacy Strategy–which prescribes a daily hour of formal literacy instruction for primary aged children, known as the Literacy Hour. The paper describes the developing understanding and experience of literacy of four bilingual Year Five children, studying in a multilingual London school. I recorded and analysed conversations about literacy and the Literacy Hour with the children–two boys and two girls–for one hour a week over one school year. My focus was on the impact of the Literacy Hour on the children's understanding of literacy as revealed through their personal talk about text. I divide the conversational data into four sets, moving from relatively structured, "on task" talk, closely aligned to the Literacy Hour, to talk which embraces more widely the children's cultural and linguistic experiences, resources and attitudes. I conclude that the Literacy Hour plays a… [Direct]