(1999). The Founding of Colegio Menor San Francisco de Quito. Journal of Education, v181 n1 p19-37. Presents two interviews describing the creation of the Colegio Menor in Quito, Ecuador, a bilingual renaissance school that teaches Ecuadorian children both Spanish and English. The first interview describes an American university professor's experiences in helping design and develop the school. The second interview is with an Ecuadorian preschool teacher who became the director of school's Early Childhood program. (SM)…
(2014). Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12. Bulgarian Comparative Education Society This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges — New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103… [PDF]
(1998). Title VII Special Alternative Grant, BRIDGES: Collaborative Teaching in Bilingual and ESL. Year Three-Plus, 1997-1998. Evaluation Report. This document presents the evaluation results for Cicero Public School District #99 (Illinois) in the third year of funding for a special alternative federal grant which provides collaborative teams of bilingual and English-as-a-Second-Language (ESL) teachers the means to support each other, their students, and the parents of their students through training, collaboration, and development of materials and resources. In the course of this evaluation, teachers responded to surveys, on-site visits were conducted by the external evaluator, and additional data, both quantitative and qualitative, were collected and analyzed. Among the purposes of this project were to increase literacy development for students designated Limited English Proficient (LEP); to develop LEP students' literacy skills in areas of English, math, and science; and to increase the professional development opportunities and instructional repertoires of bilingual teachers of LEP students. The project was successful in… [PDF]
(1995). Arab Stereotypes and American Educators. Social Studies and the Young Learner, v7 n4 p7-10 Mar-Apr. Maintains that negative stereotypes of Arabs permeate U.S. popular culture. Discusses Arab stereotypes among educators and the effects of stereotyping on Arab American students. Describes efforts used in the Dearborn, MI, schools to eliminate stereotypes and integrate into the curriculum the study of Arab culture. (CFR)…
(1982). The Acquisition of Biliteracy: A Comparative Ethnography of Minority Ethnolinguistic Schools in New York City. Final Report (First Part). Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek-English school, a Hebrew-English school, and a French-English school). This report, the first of two parts, was written after 2 years of study in which the second year was spent both on further data collection and on confirming and processing data. The effect of studying two different scripts, and societal, pedagogical, and dialectal influences were addressed. Based on ethnographic observations, it is concluded that: (1) the students seemed to read and write English at least as well as those in monoliterate schools, and were also reading another language reasonably well; (2) discrepant writing systems rarely posed difficulty for biliteracy acquisition; (3) discrepancies between the spoken and printed language did not seem to complicate biliteracy acquisition any more than they do for monoliteracy acquisition; (4)… [PDF]
(1982). The Acquisition of Biliteracy: A Comparative Ethnography of Four Minority Ethnolinguistic Schools in New York City. Final Report (Second/Final Part). Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek- English school, a Hebrew-English school, and a French- English school). This report is the final part of a two- part report and deals with the tabulation and analysis of ethnographic observations. The effect of studying two different scripts was a major concern of the research, which employed a school ethnography approach (Green and Wallat, 1981). Observational data for four grades in the four schools were coded for additional analysis. Findings include the following: (1) writing system differences were reduced by emphasizing the printing system (whether by reading or writing print), particularly in the earliest grades; (2) reading received the most attention, followed by writing, and speaking; (3) little evidence was found of either out-of-school participation in literacy acquisition or of topical emphasis on matters… [PDF]
(1970). ESOL-SESD Guide: Kindergarten. Michigan Oral Language Series. This guide, designed to support language arts programs in teaching English to speakers of other languages and in teaching standard English as a second dialect, is for use by teachers of language-handicapped children at the kindergarten level. The 135 half hour lessons, covering one year's work, may be used with mixed groups since the basic sentence structures are presented through Kindergarten-like activities and geared to the children's conceptual and physical needs. Sentence patterns and vocabulary to be introduced or reviewed in each lesson are listed at the top of each lesson. The lessons contain a heading, brief description paragraph, example dialogues, and a listing of required audio-visual materials. A Spanish interference and dialect interference sheet and a technique for teaching pattern practice are included. (RL)… [PDF]
(1994). Use of the Mother Tongue in Second Language Classrooms: An Experimental Investigation of Effects on the Attitudes and Writing Performance of Bilingual UK Schoolchildren. Journal of Multilingual and Multicultural Development, v15 n5 p371-83. A study of mother tongue (MT) use in second-language classrooms was conducted in United Kingdom primary schools in two bilingual settings: North Wales (Welsh/English) and Lancashire (Mirpur Punjabi/English). Prewriting activities were carried out with comparable pairs of classes (MT or English, second language). Although attitudes in the MT groups improved, writing performance showed no change. (30 references) (LR)…
(2007). Lost Opportunities to Learn: The Effects of Education Policy on Primary Language Instruction for English Learners. Linguistics and Education: An International Research Journal, v18 n2 p121-141 Sum. This study examines the implications that state educational policies, such as high-stakes testing in English and Proposition 227, have on teaching and learning in primary language instruction for English learners in California. Utilizing cultural-historical activity theory of learning and development, this qualitative case study uncovers the impact these reforms have on primary language instruction, bilingual teachers and their students through the use of participant observations, teacher and administrator interviews, and discourse analysis of classroom interaction. The study demonstrates that the pressure to test well on the SAT-9 assessment compelled bilingual teachers to organize their primary language instruction to skill and drill teaching in Spanish. The findings illustrate the students' lost opportunities to learn and participate in more robust, student-centered literacy practices in their native language, facilitating the analysis of the efficacy of school reform and its… [Direct]
(1979). Second Language Acquisition Notes and Topics, Vol. 9, No. 2. This edition of a newsletter for second language researchers and teachers features an article by Lars Henric Ekstrand, "Report on Organization and Research in Programs of Bilingual and Bicultural Adaptation in Sweden." Programs of instruction in Swedish for immigrant adults and children, including teacher training policies, are described. Second language research projects in progress in Sweden are sketched. Also in this issue are: (1) reports from various second language conferences, (2) a brief report by Thomas Scovel on English as a foreign language in China, and (3) a listing of upcoming conferences and institutes on second language learning. (JB)…
(1978). Bibliography of Selected Resources for the International Year of the Child. This bibliography addresses some of the needs of the many participants in the International Year of the Child (1979), and provides data regarding sources of information about young children which are available in the United States. The materials included in this bibliography have been selected from a large number of sources and provide information on topics such as bilingualism, cross cultural studies, exceptional children, child rights/child abuse, international education, miniorities, and multi-cultural/multi-ethnic materials. Author's name, the title, publisher or producer, place of publication, number of pages, and an annotation are provided for each entry. Addresses of sources of further information are included. (Author/MP)… [PDF]
(1978). Are Bilingual-Bicultural Programs Socially Divisive?. Integrated Education, v16 n5 p31-33 Sep-Oct. Many aspects of knowledge needed to function in the mainstream society can be acquired more effectively through the use of a culturally relevant curriculum. This belief is based on the transfer principle, which implies that knowledge of the basic skills is not specific to any culture or language. (Author/EB)…
(1986). Teaching in a Great Age of Immigration. Social Education, v50 n3 p184-88 Mar. Examines the challenges the new immigration presents to the public schools. Offers successful responses to these challenges and identifies positive contributions which may result from recent immigration trends. (JDH)…
(2001). Apprehending and Appropriating Cultural Imagery in Bidialectal Education. This paper argues that if bidialectal education is to be seriously contemplated for Aboriginal Australians, it should be considered with more than the surface structures of dialectal difference. Bidialectal education programs must be underpinned by an understanding of the meanings carried by Aboriginal English and the processes of interpretation that Aboriginal English speakers are likely to bring to standard English. The paper summarizes work done at Edith Cowan University, Australia, related to bidialectal education, explaining that the university uses the catchphrase "the ABCs of bidialectal education" to refer to three elements that are essential in a comprehensive bidialectal education program: A (Accept Aboriginal English), B (Bridge to standard English), and C (Cultivate indigenous ways of approaching experience and knowledge). This paper focuses on cultural imagery, which constitutes the mental images that, for people in a culture, comprise the world that they… [PDF]
(1993). Beyond Multilingual Education: The Cree of Waskaganish. Canadian Journal of Native Education, v20 n1 p87-95. Traces the 20-year development of the Cree Way Project in Waskaganish, Quebec, which now provides total Cree immersion from preschool through grade 4, trilingual instruction (Cree, English, and French) in upper elementary and secondary grades, culturally adapted curriculum and teaching methods, and extensive culture-based education, including outdoor education and bush camp experiences. (SV)…