Hadi-Tabassum, Samina (1999). Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom. Multicultural Education, v7 n2 p15-20 Win. Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students. (SLD)…

Mercado, Maria; Torres, Myriam N. (2004). Living the Praxis of Teacher Education through Teacher Research. Scholar-Practitioner Quarterly, v2 n2 p59-73 Win 2003-2004. The main objective of this self-study is to reflect and document the development of our own praxis by using teacher research in our teacher education courses. By praxis we mean an ongoing interdependent process in which reflection, including theoretical analysis, enlightens action, and in turn the transformed action changes our understanding of the object of our reflection. Based on the examination of our reflective journals, collegial dialogue, and students' teacher-research reports, we have achieved three major insights: (1) Teacher Research is a vehicle of genuine praxis of teacher education; (2) Praxis involves a dialectical rationality, which is radically different from the conception of practice within an instrumental rationality; and (3) Modeling and scaffolding the praxis of teacher research for our master's students–in-service teachers–facilitate both their transformation and ours…. [PDF] [Direct]

Shane, Harold G.; Silvernail, David L. (1977). Foreign Language Study for a World in Transition. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. In a world in the throes of rapid and irreversible transitions–a world in which the common experiences of its peoples are converging–teachers of foreign languages have new needs and responsibilities. First, language teachers need an insightful world view characterized by empathy with others. Second, teachers need to have an even more intimate knowledge of the interrelationships that bridge languages and their cultural dimensions. Finally, there is a need to develop a sophisticated concept of broadening functions and increasing multiple language study that mandates new, imaginative blends of ideas that transcend traditional schooling. (Author/RM)…

(1980). Bilingual Vocational Training Program. Auto Body Repair. Module 4.0: Auto Body Welding. This module on auto body welding is the fourth of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify basic oxyacetylene welder components and their function, oxyacetylene welding flames and welds and how they are produced, and equipment set up procedures; and to identify general safety rules. Contents include list of module objectives; pretest; five sections on (1) basic acetylene welder components, (2) oxyacetylene welding flames, (3) equipment set up, (4) welds, and (5) oxyacetylene welding safety; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading)…

Savard, Jean-Guy, Ed. (1978). L'enseignement des langues et la realite canadienne (Language Teaching and the Canadian Context). These proceedings are the result of a recommendation of the Royal Commission on bilingualism and biculturalism in Canada that in second language education in Canada the emphasis should be on the Canadian milieu, not on the foreign language aspect of French and English. The following papers are presented here: (1) "Realite culturelle au Canada (Cultural Context in Canada)," by N. Kattan; (2) "Should Beginning Second Language Courses be Taught at University?" by G. Mills; (3) "La realite canadienne et le materiel didactique (The Canadian Context and Teaching Materials)," by C. Germain; (4) "L'enseignement des caracteristiques canadiennes de la langue francaise (Teaching Canadian Characteristics of the French Language)," by P. Calve; (5) "Adaptation du materiel didactique concu pour l'enseignement en langue maternelle a un enseignement en langue seconde (The Adaptation for Second Language Instruction of Instructional Materials Intended for… [PDF]

Horter, Patricia B. (1977). Bilingual Vocational Technical Training Program. Final Evaluation Report. This report of an evaluation to determine the efficacy of the bilingual vocational and technical training program for the Yukon-Kuskokwin delta contains (1) a review of three on-site visits, including descriptions of program objectives, activities, results and benefits, and problem areas, and a written report on villages not visited; (2) a status report on program objectives (to enlarge the natives' comprehension of technical and conversational English, and to enhance their capacity to employ modern technology on a job or in their traditional subsistence activities and life style); and (3) a review of the effects of the program in terms of increased employment, income, and/or increased competence in repairing equipment for use in subsistence pursuits. Conclusions reported are that despite many obstacles objectives were implemented on schedule and there is general broad acceptance of the program. Recommendations are presented and include suggestions for additional bilingual…

Albarelli-Siegfried, Anne (1996). Vocational Bilingual Training Model for Office Specialist. A 16-week office specialist certificate program was developed for Spanish-speaking adults who have the ability and desire to obtain an entry-level office administration position but who have limited English proficiency and basic occupational skills. The program, which is based on the vocational bilingual training model, takes advantage of the native language skills students bring with them to the program and builds on those skills while developing their English language and vocational skills. The program model includes four basic courses: office administration, keyboarding, key calculator math, and bilingual business writing. Each course includes 80 hours of instruction to be delivered over 5 days per week. The course was developed based on input from an advisory board and the results of a needs assessment distributed to employment agencies, bilingual translation services, and corporate human services personnel. All courses use computer-aided instruction, incorporate Secretary's… [PDF]

Dayo, Dixie Masak, Ed. (2001). Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2001. Sharing Our Pathways, v6 n1-5. This document contains the five issues of "Sharing Our Pathways" published in 2001. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education–particularly science education–more culturally relevant to Alaska Native students. Articles include "Research and Indigenous Peoples" (Nakutluk Virginia Ned); "Multicultural Education: Partners in Learning, Yugtun Qaneryararput Arcaqertuq" (Theresa Arevgaq John); "AKRSI Holds Forum on Culturally Responsive Curriculum" (Frank Hill, Oscar Kawagley, Ray Barnhardt); "Our Clothing, Our Culture, Our Identity: Keynote Address to the Arctic Clothing Conference" (Veronica Dewar); "Camping on the Tanana River" (Claudette Bradley); "Integrating Elders in Northern School Programs" (Cathy McGregor); and "Documenting Indigenous Knowledge and Languages: Research Planning & Protocol" (Beth Leonard). Issues also describe… [PDF]

Castaneda, Lillian Vega (1992). Site Descriptive Protocols of Programs for Ethnolinguistically Diverse Classrooms. The Southwest Regional Laboratory's Metropolitan Educational Trends and Research Outcomes (METRO) Center processed 17 descriptions of exemplary sites that addressed the needs of language minority, limited English proficient students. Data were collected regarding program features; schools' and districts' size, geographic location, grades served, number of classes involved, and languages spoken; school organization; instructional leadership; school climate; student characteristics and performance; instructional features; and support components. This report provides descriptive data, in the form of survey item responses, for the following six sites and programs that were found to have the most comprehensive documentation and support data: (1) the Irvine (California) Unified School District's Pre-School Program; (2) the Nogales (Arizona) High School Comprehensive Bilingual Program; (3) the San Diego (California) City Schools' Central Elementary School (a school restructuring process… [PDF]

Orloff, Patricia; And Others (1993). Racial and Ethnic Tensions in American Communities: Poverty, Inequality, and Discrimination. Volume I: The Mount Pleasant Report. Civil rights issues affecting the Latino community in Washington (District of Columbia) were explored in a 3-day fact-finding hearing involving the sworn testimony of more than 100 witnesses. Information from extensive field investigation and research was also included. The District's Latino population is a small but rapidly increasing minority group that is predominantly low skilled, poor, and in need of social services. Most are either undocumented immigrants or Salvadorans. Police community relations are strained in part due to the District's Civilian Complaint Review Board's inability to investigate and process citizen complaints of police misconduct. In addition, Latinos entering the District court system face severe disadvantages due to ignorance and language barriers. Despite Latino pressure to increase the number of Latinos in the city government, the number of Hispanics in government is proportionately low. Language and cultural barriers limit access to health and social… [PDF]

Potter, Francis J.; And Others (1977). Teacher Classroom Behaviors. Designed and implemented to improve the academic achievement of a predominantly Mexican American student body, this project of the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, attempted to improve the affective and cognitive environment of the students through encouraging the use of Spanish, adding culturally relevant materials to the curriculum, and enhancing pupil/teacher relationships. A study of classroom teacher behaviors initially employed very small samples of experimental and comparison students and was later expanded to larger groups to more fully document possible changes produced by the four-year program. The implementation of the program significantly changed neither the emotional climate scores nor teacher interpersonal style scores (mostly at low, positive levels), nor did it significantly raise scores for the measures above those found in the group of comparison classrooms. Measures of individualization of…

(1980). Bilingual Vocational Training Program. Auto Body Repair. Module 2.0: Tools and Equipment. This module on tools and equipment is the second of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify the most widely used general purpose tools, straightening and specialty hand tools, electric and pneumatic power tools, major collision repair equipment, refinishing equipment, and their purposes; and to identify safety rules which apply to power tools and major collision repair equipment. Contents include list of module objectives; pretest; five sections on (1) general purpose tools, (2) straightening and specialty hand tools, (3) power tools, (4) major collision repair equipment, and (5) refinishing equipment; posttest; and English/Spanish vocabulary list. Each section is…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 10.0: Circulatory System. This module on the circulatory or vascular system is the tenth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and describe parts and functions of the blood-vascular and lymph-vascular systems, to explain the composition and function of blood, to explain and trace the circulation of blood, and to name and locate arteries and veins of the head, face, neck, and arms. Contents include list of module objectives; pretest; six sections on (1) circulatory system, (2) blood-vascular system, (3) blood, (4) blood circulation, (5) arteries and veins, and (6) lymph-vascular system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions,…

Bothwell, Robert O.; And Others (1976). State Funding of Urban Education Under the Modern School Finance Reform Movement. In Serrano v. Priest, the California Supreme Court in 1971 initiated a modern era of elementary and secondary school finance reform. This paper first examines the present problems of urban school finance to ascertain why urban adjustments are necessary today in the new school finance formulas. All urban school finance adjustments in use at the time of Serrano and since Serrano are described and policy problems related to these adjustments are discussed. The final section analyzes school finance reform in ten states concerning fiscal impact on key urban school districts. Tables and text demonstrate that urban school districts have had state aid redistributed in their favor as often as it has been shifted the other way. (Author/MLF)… [PDF]

Roberts, Shelley (2001). Remaining and Becoming: Cultural Crosscurrents in an Hispano School. Sociocultural, Political, and Historical Studies in Education. Nortenos, or Hispanos, are Spanish-heritage residents of northern New Mexico whose ancestors settled in the region in the 17th and 18th centuries and were long isolated from the U.S. mainstream. The ebb and flow of cultural crosscurrents in northern New Mexico add richness and complexity to educational issues faced by the Norteno community. This book focuses on the role of schooling for Hispanos in one school district. It is an analysis about the ambiguity of education: the losses and gains that education brings and what future it can and should serve. It deals with the politics of identity and the concept of boundaries during a time of rapid change. Nortenos are divided between those who seek change and those who resist it, and a sense of urgency in both groups leads to debates about whether or not schools should teach the local language and culture. Conflicting loyalties of religion and culture are woven into this story, as are the cornerstones of Norteno society: family, faith,…

Noguchi, Mary Goebel, Ed. (1996). Japan Journal of Multilingualism and Multiculturalism, Volume 1 Number 1 and Volume 2 Number 1. Japan Journal of Multilingualism and Multiculturalism, v1 n1 Oct 1995 v2 n1 Nov. These two journals on multilingualism and multiculturalism include the following articles: "Japanese-English Conversational Codeswitching in Balanced and Limited-Proficiency Bilinguals" (Sandra Fotos); "Teaching Reading to a Developing Bilingual Baby: A Case Study in Three Stages" (Laurel Kamada); "A Japanese-English Bilingual Child's System of Answering Negative Questions" (Nakagawa Hitomi); "Codeswitching as a Strategy in the Process of Second Language Writing: A Preliminary Investigation" (Hara Yuko); "A Study of the Initial Codeswitching Stage in the Linguistic Development of an English-Japanese Bilingual Child" (Peter John Wanner); "Double Transitions: A Case Study of an Infant Japanese/English Bilingual" (Sachiyo Fujita Round); and "Japanese Compliment Responses: A Comparison to American English Norms" (Ueda Yoko). Abstracts are presented in both English and Japanese. Book reviews are also included. (MSE)… [PDF]

Hamilton, Mary, Ed.; Withnall, Alexandra, Ed. (1995). Innovation in Continuing Education Provision, Teaching and Learning: Research Perspectives. Papers from a Conference (Lancaster, England, United Kingdom, April 27, 1995). The following conference papers cover a wide spectrum of issues in continuing education: "Introduction" (Katherine Leni Oglesby); "Footprints in the Sand?–The Legacy of the University Funding Council's Support for Research in Continuing Education" (Chris Duke); "Thinking Fragments: Learning, Life Histories and the Self" (Linden West); "Group Research Projects in Adult Continuing Education" (Joan Unwin); "Adult Self-Directed Learning in the Community and Its Implications" (Keith Percy); "Creativity Training for Design Engineers in Heavy Plant Industries" (Graham Thompson, Martina Lordan); "The Leeds Adult Learners at Work Project: Knowledge and Control in Employee Development Schemes" (John Payne, Keith Forester); "'Personal Troubles and Public Issues': University Researchers, Adult Educators and Adult Learners in Rural Areas" (John Payne); "Voluntary Organisations. Citizenship, Learning and… [PDF]

(2004). Integrating Immigrant Children into Schools in Europe: Ireland–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication… [Direct]

Agyeman, Julian (2003). "Under-Participation" and Ethnocentrism in Environmental Education Research: Developing "Culturally Sensitive Research Approaches". Canadian Journal of Environmental Education, v8 n1 p80-94. Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the "under-participation" of people of colour, which led to the development of ethnocentric and methodologically problematical "marginality" and "ethnicity" theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated "culturally sensitive research approaches" in use to differing extents in environmental education in its widest sense: "ethnic modeling in qualitative research;" "culturing" environmental education; and community based participatory research. I conclude by making a plea for "culturally sensitive research approaches" to become inherent in all environmental… [PDF] [Direct]

Ciolan, Lucian (2001). Schools against Social Exclusion: The Impact of Adult Learning on Pupils' Development in Rroma Communities. The end of communist rule in Romania meant that the country's Rroma (Gypsy) population could affirm its ethnic and cultural identity. However, educational opportunities for Rroma children remain low. The following are among the many factors that have led to social exclusion of the Rroma in Romania: existing policy priorities; high unemployment and poverty rates; regional disparities; and configuration and respect of citizenship and human rights. The national program Education for the Second Chance was initiated to combat social exclusion. The program School Development in Rroma Communities Equal Chances for Rroma Children through School and School-Related Activities was started in 1998 and lasted for 3 years. It featured the following components: (1) school management and partnership; (2) intercultural education; (3) cooperative learning; (4) oral histories; (5) remedial teaching; and (5) local community involvement in education and parents' education. The following were among the… [PDF]

Hyams, Melanie, Comp.; And Others (1994). Annual Adult Education Research Conference Proceedings (35th, Knoxville, Tennessee, May 20-22, 1994). The following are among the 71 papers included: "Impacts of Transformative Leadership Education in a Professional Development Context" (Adrian et al.); "Toward a Sociology of Participation in Adult Education Programs" (Babchuk, Courtney); "Race, Gender, and the Politics of Professionalization" (Bailey, Tisdell, Cervero); "Conceptions of Instruction in the Workplace" (Beno); "Appalachian Women Learning in Community" (Bingman); "Topography of Adult Education Theory and Research" (Boshier); "Conceptualising Learning from Experience" (Boud); "Effects of Continuing Professional Education on the Upward Career Mobility of Health Services Administrators" (Brown, Easton); "Radical Worker Education for Academics?" (Butterwick, Dawson, Kastner); "Ethic of Care in the Legal Profession: Not for Women Only" (Carr); "Re-enchanting Research" (Carriere); "Integrating Agency and… [PDF]

Davidson, Neil, Ed. (1990). Cooperative Learning in Mathematics: A Handbook for Teachers. Small-group cooperative learning provides an alternative to both traditional whole-class expository instruction and individual instruction systems. The procedures described in this volume are realistic, practical strategies for using small groups in mathematics teaching and learning with methods applicable to all age levels, curriculum levels, and mathematical topic areas. Included are: (1) an introduction and overview to orient the reader; (2) problem solving and exploration with manipulative materials in groups of four; (3) a bilingual integrated mathematics/science program addressing classroom status; (4) team learning approaches based upon individual accountability and team recognition; (5) a general conceptual model of cooperative learning with a detailed discussion of its basic components; (6) three computer-based cooperative learning strategies for classroom use; (7) various learning activities for the initiation of a cooperative classroom setting; (8) procedures for group…

Anderson, Jeffrey B., Ed.; Swick, Kevin J., Ed.; Yff, Joost, Ed. (2001). Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities. This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation. The book is grouped into five main parts. Part 1 deals with theories, standards, and principles of practice. Part 2 includes several research studies and reviews as well as a suggested framework for further research and development. Part 3 explicates 11 different approaches to implementing service-learning in teacher education in the form of case studies. Part 4 deals with administrative and organizational arrangements as well as issues surrounding the teaching of service-learning, diversity, and assessment. Part 5 presents thoughts for the future from one of service-learning's… [PDF]

Smoke, Trudy, Ed. (1998). Adult ESL: Politics, Pedagogy, and Participation in Classroom and Community Programs. The collection of essays on the politics of adult English-as-a-Second-Language (ESL) instruction includes: "The Politics of Adult ESL literacy: Becoming Politically Visible" (Pamela Ferguson); "Learning To Be Legal: Unintended Meanings for Adult Schools" (Pia Moriarty); "The Relationship Between Knowing Our Students' Real Needs and Effective Teaching" (Judy Manton); "Using Journals in Second Language Research and Teaching" (Bonny Norton); "Promoting Gender Equity in the Postsecondary ESL Class" (Stephanie Vandrick); "Critical Multiculturalism as a Means of Promoting Social Activism and Awareness" (Trudy Smoke); "Anorexia: A Feminist EAP Curriculum" (Sarah Benesch); "Literature in the ESL Classroom: Reading, Reflection, and Change" (Kate Mangelsdorf); "Fluency First in the ESL Classroom: An Integrated Approach" (Rebecca Williams Mlynarczyk); "Meeting ESL Students' Academic Needs Through…

Padilla, Raymond V., Ed. (1983). Theory, Technology, and Public Policy on Bilingual Education. A collection of papers on bilingual education covers these topics: (1) second-language acquisition theories relevant to bilingual education; (2) the age factor in native language maintenance and in the development of English proficiency of overseas Japanese children; (3) applying the Cummins language proficiency model to students who acquire language bimodally; (4) acquisition of Spanish sounds in two-year-old Chicanos; (5) bilingual education's role in Puerto Rican students' cultural adjustment; (6) qualitative analysis of teacher disapproval behavior; (7) assessing a community's ethnolinguistic complexity; (8) a bilingual education program effective with both Spanish and Asian language students; (9) Spanish mathematics instruction in some Texas schools; (10) oral history in bilingual social studies; and (11) a ten-year-old language learner's journal. Other topics include (1) improving vocational education for bilingual students; (2) the microcounseling approach for… [PDF]

(1997). Focus on Basics, 1997. Focus on Basics, v1 nA-D. Together, these four newsletters contain 36 articles devoted to adult literacy research and practice and the relationship between them. The following articles are included: \A Productive Partnership\ (Richard J. Murnane, Bob Bickerton); \Welcome to 'Focus on Basics'\ (Barbara Garner); \Applying Research on the Last Frontier\ (Karen Backlund, Kathy Bond); \Understanding Quantitative Research about Adult Literacy\ (Thomas Valentine); \An Odyssey for an Answer\ (Grace Temple); \Research with Words: Qualitative Inquiry\ (Glynda Hull); \Finding Out for Myself\ (Eileen Barry); \On 'Reading' Teacher Research\ (Susan L. Lytle); \Knowing, Learning, Doing: Participatory Action Research\ (Juliet Merrifield); \A New Center for Research on Adult Learning and Literacy\ (John Comings, Cristine Smith); \Learning to Love Reading\ (Donna Earl); \Building a Research Agenda\ (John Comings); \There's Reading…And Then There's Reading\ (Victoria Purcell-Gates); \Models of Reading and the ESOL (English… [PDF]

Russell, William Benedict, III, Ed. (2010). International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1. International Society for the Social Studies The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]… [PDF]

Lansford, Jennifer E. (2002). Educating American Students for Life in a Global Society. Policy Briefs: Education Reform. Volume 2, Number 4. Center for Child and Family Policy, Duke University (NJ1) Progress in travel, technology, and other domains has contributed to the breaking down of barriers between countries and allowed for the development of an increasingly global society. International cooperation and competition are now pervasive in areas as diverse as business, science, arts, politics, and athletics. Educating students to navigate among cultures in these and other endeavors is crucial if they are to be safe and competitive in a global society. There is, however, widespread concern that American students do not know enough about the rest of the world, including its religions, cultures, and languages, to succeed in it. In the wake of September 11, this concern has increased and has been transformed into specific educational initiatives. For example, on October 25, 2001, President Bush announced the formation of the Friendship Through Education consortium to promote communication between U.S. elementary school students and those in Islamic countries. The main forms of… [PDF]

White, Lenford (2002). Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning. This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE; (2) terminology; (3) institutional racism; (4) ACE's role in eradicating racism and valuing diversity; (5) getting started by understanding the community and its needs; (6) ACE practitioners' legal responsibilities stemming from the 1976 Race Relations Act; (7) working in partnership; (8) developing a meaningful curriculum; (9) strategies for sustainability; (10) ensuring that what is offered is needed; (11) minding program quality and measuring program impact; and (12) sharing information about successful programs. Thirteen good practices, including the following, are presented: (1) identify currently available ACE opportunities; (2)…

Baker, Colin; Jones, Sylvia Prys (1998). Encyclopedia of Bilingualism and Bilingual Education. This encyclopedia is designed to promote bilingualism in a comprehensive and comprehensive manner and to be academically sound while remaining accessible to as wide an audience as possible. Each topic is presented in a clear, understandable style. Four sections focus on the following: (1) "Individual Bilingualism" (e.g., bilingualism and the family, everyday language use of bilinguals, and bilingualism and thinking); (2) "Languages in Society" (e.g., bilingualism in communities, language change, and language maintenance and planning); (3) "Languages in Contact in the World" (Africa, Asia, Australia and New Zealand, Caribbean, Central America, Europe, Middle East, North America, Oceania, and South America); and (4) "Bilingual Education" (e.g., weak and strong forms of bilingual education, the bilingual classroom, multiculturalism in education, and bilingualism and second language learning). Each section contains several topics, and each topic…