(2001). Immigrant Languages in Federal Germany. About 10 million inhabitants of Germany are of non-German origin and use German and one or more other languages in their everyday life. The number of foreign students in German schools is constantly growing. About 25 percent of Germany's foreign population are citizens of other European Union states. The largest group of minority language speakers in Germany, and the most important ethnolinguistic group, are Turkish citizens. The second largest group of minority language speakers are Bosnians/Croatians/Serbians, followed by Italians. German immigration and integration policies legally define the various immigrant groups with different rights, which affects their language maintenance. Newspapers are available in all important immigrant languages, and radio and television broadcast some programs in other languages. Teaching of immigrant languages in supplementary lessons was introduced in the late 1960s. This paper presents examples of educational policies in three German states:…
(1971). Language Arts and Migrant Education in Michigan. Education, 92, 2, 107-9, Nov-Dec 71. A description of the Language Arts program in Hartford, Michigan, one of the largest migrant centers in the state. (RY)…
(1969). A Bilingual Oral Language and Conceptual Development Program for Spanish-Speaking Pre-School Children. TESOL Quart, 3, 4, 315-319, 69 Dec. Paper presented at the TESOL Convention, March 1969. The author is Associate Director of the Michigan Migrant Interdisciplinary Program at the University of Michigan. (FWB)…
(1982). The Interdependence of Language and Translational Math Skills among Bilingual Hispanic Engineering Students. Journal of Research in Science Teaching, v19 n5 p399-410 May. Investigated performance of Hispanic science and engineering students (N=43) on reading a sentence describing the mathematical relationship between two variables and writing an equation describing the relationship. Results compared with (1) subjects' grade point average and language proficiency and (2) monolingual group (N=52). (Author/SK)…
(1997). Do Portfolios Make a Difference for Diverse Students? The Influence of Type of Data on Making Instructional Decisions. Learning Disabilities Research and Practice, v12 n2 p114-122 Spr. A study of special educators (n=21), bilingual credentialed teachers (n=21), and school psychologists (n=21) examined their judgments regarding how portfolio data compared to traditional standardized assessment data. Results indicate that portfolio data led to more numerous, specific, and detailed recommendations and judgments, and is more informative to teachers. (Author/CR)…
(1989). Serving the Purpose of Education. Harvard Educational Review, v59 n4 p405-22 Nov. Analyzes the differences between Northwest Alaska Inupiat and Western world views, discusses the history of Western culture's influence on Inupiat culture, and explains the effects of the Native school board's taking control of the educational system. Discusses the struggle to preserve the native language and to adapt a foreign educational system to Inupiat culture. (SK)…
(1989). Official English Might Sound Good, but It Could Translate into School Trouble. American School Board Journal, v176 n3 p41-44 Mar. The "Official English" movement threatens to undermine guarantees of bilingual services to students with limited proficiency in English. The movement is backed by U.S. English, an offshoot of the Federation for American Immigration Reform (FAIR). Critics claim the real issue is a desire for a stricter immigration policy. (MLF)…
(1991). A New Approach to the Assessment of Academic Literacy in a Zimbabwean Teachers' Training College. Language and Education: An International Journal, v5 n1 p1-17. It is argued that a shift from impressionistic measures of assessment to criterion-referenced measures provides a more detailed profile of the writing abilities of young adult writers. The usefulness of the Staged Assessments in Literacy (SAIL) scheme developed at the University of Manchester as a measure in multilingual settings is described. (45 references) (Author/LB)…
(1992). Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students. Harvard Educational Review, v62 n4 p427-46 Win. "One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context. (Author/SK)…
(1993). Bi-Bi to MCE?. American Annals of the Deaf, v138 n4 p331-37 Oct. This paper discusses the role of American Sign Language (ASL) in educating deaf children, based on the history of using manually coded English (MCE). The paper concludes that use of ASL should not be the ultimate goal of bilingual bicultural programs, and, in some classrooms, the optimal program will be complementary use of ASL and MCE. (JDD)…
(1991). Intercultural Learning–A Challenge to the Educational Policy in the European Community. European Education, v23 n2 p59-68 Sum. Discusses the problems of intercultural education in the European Community. Specifies that, for education not to discriminate, both majority and minorities must experience common learning processes and have opportunities to acquire relatively unbiased information about each other. Examines educational policy, school structure, and language policy. Compares the European Community outlook with nationalism. (DK)…
(1992). Bilingualism and Second Language Learning. Annual Review of Applied Linguistics, v13 p51-70. Addresses recent advances in research and theory that relate to language shift in early childhood, cognitive, and academic consequences of bilingualism and second-language learning, and theoretical models for conceptualizing the development of bilingualism and second-language learning. Contains annotated bibliography. (47 references) (LET)…
(2002). In Search of Bedrock: Organizing for Success with Diverse Needs Children in the Classroom. Journal of Latinos and Education, v1 n1 p49-64. Examines instructional practices organized around the funds of knowledge that children bring to the classroom, attempting to debunk the cultural deficit perspective, which disregards the cognitive and linguistic schema that students already have in place. Describes how these instructional practices transformed the literacy development of one third-grade Latino student with special needs in a bilingual classroom. (Author/SM)…
(2000). The Illiteracy of English-Only Literacy. Educational Leadership, v57 n4 p62-67 Dec 1999-Jan. By choosing to classify its decoding approach as "real reading," a 1998 National Research Council report avoids discussing effects of real issues like poverty, race, class, and cultural identity on student achievement. Politicizing education muffles the rigorous academic debate concerning the grievances and educational needs of linguistic minority students. (Contains 18 references.) (MLH)…
(2000). Understanding What Counts: Issues of Language, Culture, and Power in Mathematics Instruction and Assessment. Educators for Urban Minorities, v1 n2 p39-52 Spr. Examines mathematics instruction and its relationship to issues of language, culture, and power in a low-income urban elementary school with large numbers of bilingual students. Results of discussions of student work during a summer training institute for university researchers, teachers, and administrators provide suggestions for approaching issues of language and equity in teaching mathematics to bilingual students. (SM)…