(1999). A Middle School Venture into Cooperative Learning: Successes and Dilemmas. Theory into Practice, v38 n2 p100-104 Spr. Shares the mistakes and successes experienced by a Texas middle school as it worked for improved instructional quality and student achievement using cooperative-learning strategies. After examining the development of this venture, describes the program's Cooperative Integrated Reading and Composition (CIRC) and Bilingual CIRC components, noting the resulting change in the educational environment. (SM)…
(2000). Queens' English and the Teaching of Newcomer-Americans in New York's Most Ethnically Diverse Borough. MCT, v18 n3 p39-44 Sum. Describes the "Newcomers High School" in Queens, New York, a school in which all of the students are recent immigrants, many of limited English proficiency. Contrasts the language developmental approach of this school with the immersion approach of a highly multiethnic private high school and the two-way language (bilingual) approach of an urban elementary school. (SLD)…
(2000). Acquisition of Definite Article + Noun Agreement of Spanish-English Bilingual Children with Specific Language Impairment. Communication Disorders Quarterly, v21 n2 p114-24 Win. A study assessed the ability of 20 bilingual Spanish- English-speaking children (ages 4-5) with specific language impairments (SLI) to detect and produce grammatically valid \definite article + noun\ forms in Spanish. Students were more likely to offer an accurate response when the response followed an implicit morphemic rule. (Contains references.) (Author/CR)…
(2001). Community Languages. MCT, v20 n1 p34-38 Aut. Presents historical and political contexts for discussing language maintenance and development in Scotland, explaining that research findings rarely have an impact on policy. While good practice exists in the maintenance of Gaelic and British Sign Language, these is a significant lack of support for other languages, and provision for all community languages is inconsistent, fragmented, and inadequate to ensure sustainable provision. (SM)…
(2005). Dificultades O Desabilidades De Aprendizaje?. Learning Disability Quarterly, v28 n2 p163 Spr. Among the many factors associated with Latino students' educational outcomes, two stand out: culture and bilingualism. The first manifests itself in multiple national origins, traditions, and histories. These interact with American culture, producing unique sociocultural and socioeconomic outcomes. More than anything, however, what impacts Latino populations in the United States is the failure of the American educational system to meet the needs of students who manage two language systems. This article focuses on Latino children who come from homes where Spanish is spoken, who spoke Spanish as their primary language, or who speak English and Spanish. They are all designated as being "bilingual" in that, historically, the term uniquely predicts their academic underachievement in the public schools…. [PDF]
(2004). How Do English Language Learners Learn to Read?. Educational Leadership, v61 n6 p52 Mar. The research on beginning reading instruction for English language learners that provides several useful guidelines for policy and practice is presented. Research suggests that bilingual programs usually improve the English reading performances of English language learners….
(2004). Terminology Planning in Aboriginal Australia. Current Issues in Language Planning, v5 n2 p151-165 May. Australia, as far as Aboriginal languages are concerned, is not yet engaged in systematic language planning exercises. This is in contrast to other parts of the world where language planning is institutionalised and enforced. In this paper we chronicle some of the language planning exercises we have observed, been involved in, or have studied of from the historical record. Terminology planning will obviously vary according to the language situation under consideration and we claim here that much of the terminology planning in Aboriginal Australia has been highly localised, ad hoc and much less institutionalised than elsewhere. With 250 Aboriginal languages existing at first significant European contact, it is not so surprising that efforts should be localised. The better documented cases of terminology planning are mostly to be found in northern Australia where the effects of outside contact have been more recent, so that some languages are still being spoken by children. In recent… [Direct]
(1998). Introducing Foreign Languages in Elementary School. Principal, v77 n3 p31-33 Jan. By pooling resources, an elementary school desiring to add Spanish instruction to its curriculum and a university exploring ways to enhance the preparation of bilingual/ESL teachers found a solution: a K-5 Spanish-language program staffed by prospective bilingual and second-language teachers from Washington State University. Begun in 1994, the Companeros program provides Spanish instruction for all the school's students. (MLH)…
(2003). Book Review: "A Place To Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling," by Teresa L. McCarty. Bilingual Research Journal, v27 n1 p157-61 Spr. A book published in 2002 offers a glimpse into the struggles of the first American Indian community-controlled school–Rough Rock Demonstration School–struggles that took place both within the community and with the federal bureaucracy. The conflict between self-determination in the development of a linguistically and culturally relevant education and the demands of externally mandated standards is discussed. (SV)…
(2002). Race Equality Policies and Practice: Resources on the Internet, Summer 2002. Race Equality Teaching, v21 n1 p38-41 Aut. Presents resources available on the Internet that deal with racial equality policies and practice. Topics include legal requirements in education; institutional racism; community cohesion; diversity; curriculum; national identity; citizenship education; race and identity; suppliers, booksellers, and publishers; links with schools in other countries; refugee education; dealing with bullying and conflict; and language and bilingualism. (SM)…
(1982). Vocational Programming for the LEP. Part 1: Common Concerns and Solutions. This guide is directed at vocational programs, especially in Illinois, that are initiating special services for persons with limited English proficiency (LEP). It addresses the following topics: student identification, recruitment and assessment, program planning and funding, services adaptation and coordination, and bilingual vocational training models. Basic information, sample strategies, and relevant resources materials are included. Information is organized around 15 frequently asked questions about serving LEP students. References to other materials also are included. Extensive appendixes to the guide contain samples for identification of students, recruitment, and assessment; descriptions of Federal bilingual vocational training programs; vocational English as a second language (VESL) materials; staff training programs; lists of professional journals and newsletters; ideas for coordination of programs; and lists of resource agencies and services. (KC)…
(1973). Carrascolendas: National Evaluation of a Spanish/English Educational Television Series. Final Report. A field experiment, attitude surveys, and a process evaluation were conducted in order to evaluate the third year of Carrascolendas, a kindergarten–second grade bilingual series carried nationwide on the Public Broadcasting Service. Test scores showed that material presented in Spanish had a significant impact on learning in history and culture. First graders showed marked improvement in English and Spanish language skills. Several content areas were affected: history, culture, English and Spanish language skills, and math. Second graders benefited least, showing significant gains only in the Spanish content area of history and culture and in English fluency. There was little impact upon the Spanish content areas of science, phoneme/grapheme relations, and language mixing. Attitudes of teachers, parents, and children toward the series were positive, and a growth of pride in Mexican culture and increased use of the Spanish language were noted. The process evaluation found… [PDF]
(1996). Teacher Templates: Analysis Frameworks Developed by Bilingual Teachers Learning about Creative Drama. A study investigated the learning processes of four bilingual teachers, two elementary and two middle school, during a course in creative dramatics taken for professional development. Data were drawn from taped study sessions, participant journals, observation, and individual interviews. Using analysis frameworks produced by the participants, the data were synthesized into narratives about the different teachers' varying experiences during the course. Parts of one narrative are presented. It was found that each teacher's experience was quite complex, due to the numerous teaching and learning activities in which each was engaged. Common themes emerged in the teachers' stories: active participation in a creative drama course has positive benefits for classroom practice; teachers trying creative drama in their work with second language learners need long-term support; and the experience provided personal as well as professional growth. Notes provided by the participants are appended…. [PDF]
(1996). Achieving Congruence between Learning and Teaching Styles in Linguistically Diverse Environments. While several studies focus on how students learn, very few focus on how teachers teach. It has been assumed that successful learning is judged by effective teaching. To carry out learning tasks successfully, it is important for students to have multiple learning opportunities and "style-shift" while learning. On the other hand, teachers should achieve a balance between teaching strategies and the students' unique learning styles. Thus, teachers are encouraged to adjust their teaching strategies in light of the different learning styles of the students. This is especially true in today's increasingly diverse classrooms where multiple ways of knowing, learning, and interacting have to be valued and celebrated. The purpose of this paper is to: (1) identify different learning styles of culturally and linguistically diverse students and show how they can be met in language arts instruction; (2) identify strategies for teachers to provide all students with optimal learning… [PDF]
(1981). Social Studies: Level Two–Interaction. Resource Book = Araling Panlipunan: Ikalawana Antas–Pakikisalamuha. Hanguang Aklat. This Pilipino resource book contains 15 open-ended stories and numerous drawings about the theme and interaction that pertain to a social studies curriculum for grades three and four developed by the Asian American Bilingual Center. The Center is a project of the Berkeley, California Unified School District and California State University. The book accompanies a teacher's guide. (SG)…