(2003). Preventing Reading Failure for English Language Learners: Interventions for Struggling First-Grade L2 Students. NABE Journal of Research and Practice, v1 n1 Win. Describes student outcomes following the first year of implementation of an early reading intervention project designed to improve the first language literacy in first grade English language learners (ELLs). Results indicate steady improvement in reading levels and support providing ELLs with interventions that use an intensive, systematic, culturally-responsive approach to reading instruction. (Author/VWL)…
(2002). International Education and the Study of Languages. International Schools Journal, v22 n1 p43-53 Nov. Examines the often-cited crucial relationship between international education and the study of languages. Argues for a balanced approach to student identity, rather than privileging native identity over foreign identity. Presents a new version of language placement in the IB Diploma Hexagon, arguing for balance there as well. (Contains 22 references.) (NB)…
(1991). Teaching Reading in the Nigerian Primary School. Reading Horizons, v31 n3 p207-16 Feb. Discusses the different approaches to teaching reading to young Nigerian children. Points out the merits and demerits of the approaches. Alerts readers to the urgent need to open up studies on what is the best approach to teach reading to Nigerian children. (MG)…
(1989). An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils. Educational Studies, v15 n3 p315-26. Explores the attitudes of British secondary school teachers toward withdrawal and mainstream support as ways of helping bilingual pupils develop competence in English. Suggests that the results allow for envisaging an ideal classroom situation for teaching bilingual pupils. (KO)…
(1989). Continua of Biliteracy. Review of Educational Research, v59 n3 p271-96 Fall. A framework for understanding biliteracy is proposed. It is argued that biliteracy is best understood as a series of interrelated continua defining the contexts, individual development, and media of biliteracy. The nine continua identified are discussed, and their implications for research and teaching are considered. (SLD)…
(1989). Bilingual Citizenship Programmes: A Unique Opportunity. TESL Talk, v19 n1 p144-53. Summarizes five case studies in which students were interviewed taking a Canadian citizenship course. The studies focused on why the students attended a bilingual citizenship class. The subjects' responses indicated that bilingual classes were unique and ideal places to prepare not only for citizenship hearings but also for active community participation in Canada. (Author/CB)…
(1992). Bilingualism and Mathematics Learning: Another Perspective. Journal for Research in Mathematics Education, v23 n1 p34-44 Jan. The influence of English, the language used in the schooling of 227 sixth graders from Papua New Guinea, as well as the influence of their native language, Pidgin, were both found to have a significant impact upon their mathematical performance. (41 references) (JJK)…
(1993). Providing Support or Denying Access? The Experiences of Students Designated as "ESL" and "SN" in a Multi-ethnic Secondary School. Educational Review, v45 n1 p3-11. Analysis of student records at a British comprehensive school revealed trends in English as a Second Language and special needs designation among white and Asian pupils. Designation and assignment of bilingual students and a rigid system of ability grouping inhibited their progress and denied them equal educational opportunities. (SK)…
(1991). Facing History and Ourselves: Portrait of a Classroom. Educational Leadership, v49 n4 p44-49 Dec. An interdisciplinary civic education program, Facing History and Ourselves, teaches history in a way that helps adolescents reflect critically on contemporary social issues. The program focuses on a specific period (the Nazi rise to power and the Holocaust), guiding students between a historical case study and reflection on the causes and consequences of present-day prejudices. (MLH)…
(1991). An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students. Teacher Education and Special Education, v14 n1 p25-29 Win. This article defines educational consultation, reviews competencies needed by educational consultants, and specifies competencies essential for educators serving children with special needs from culturally and linguistically diverse backgrounds. Competencies include understanding one's own perspective, effectively using interpersonal and problem-solving skills, understanding the consultant's role, and using appropriate strategies. (Author/PB)…
(1996). Telling Stories: On Ethnicity, Exclusion, and Education in Upstate New York. Anthropology & Education Quarterly, v27 n2 p186-203 Jun. Public debate between Euro-American seniors and minority speakers on the educational needs of the Hispanic-American community in upstate New York is examined. Differing views of group identity emerge, and reasons for the social and educational status of the ethnic minority are presented. Also examined are reasons for conflict over multicultural education. (MMU)…
(1998). Development of ASL and English Competence for Learners Who Are Deaf. Topics in Language Disorders, v18 n4 p61-72 Aug. Suggests the need for a new profession called sign pathology to help deaf children who experience difficulty in acquiring a signed language. It offers a framework for the development of professional sign language pathologists, while differentiating between disorders related to signed language acquisition and bilingual language pedagogy for deaf learners. (Author/DB)…
(2001). The NCTE Reading Initiative: Politics, Pedagogy, and Possibilities. Language Arts, v79 n1 p29-37 Sep. Describes how a bilingual school explores an innovative professional development approach that is shaped by teachers' needs and inquiries. Presents an account in process of one school's work with the National Council of Teachers of English Reading Initiative, that organization's first professional development program for elementary teachers. (SG)…
(1999). Young Chinese ESL Children's Home Literacy Experiences. Reading Horizons, v40 n1 p47-64. Describes home literacy experiences of six Chinese English-as-a-second-language kindergartners. Includes the parents' provision of literate home environments as well as children's functional use of Chinese and English and engagement in Chinese and English literacy activities. Indicates the diverse and cultural nature of the home literacy experiences and the supportive roles of parents and other family members. (SC)…
(2006). Fostering Biliteracy in a Monolingual Milieu: Reflections on Two Counter-Hegemonic English Immersion Classes. Journal of Early Childhood Literacy, v6 n3 p241-266. This article presents data from two yearlong ethnographic studies of the biliteracy instruction and development of young Latina/o children in two counter-hegemonic English immersion classes in the English-only milieu established by California's Proposition 227. The author first describes the struggle that the teachers engaged in as they sought to resist the propositions monolingual mandate by affirming and extending their students developing bilingualism and biliteracy. Next, utilizing trenchant examples of the instruction, practices, and products of biliteracy in the classrooms, the article creates an impressionistic portrait of the strategies, possibilities, and limitations of pursuing biliteracy in this monolingual milieu. The author concludes by offering several theoretical and practical reflections on young children's biliteracy development in less-than-ideal political and programmatic settings. (Contains 1 table and 4 figures.)… [Direct]