(1990). Teaching English to Deaf Students and English as a Second Language: Psychological Considerations. Teaching English to Deaf and Second-Language Students, v8 n1 p5-19 Spr. Panelists involved in deaf education teaching, research, and administration discuss the application of English-as-a-Second-Language methods for teaching English to deaf students, focusing on educational theories, use of American Sign Language, teacher education needs, and sociocultural factors. (CB)…
(1989). Psychometric Issues Relevant to Selecting Items and Assembling Parallel Forms of Language Proficiency Instruments. Educational and Psychological Measurement, v49 n2 p347-53 Sum. Issues in measuring language proficiency of monolingual and bilingual persons are discussed. Psychometric procedures in developing both English- and Spanish-language proficiency instruments are illustrated through development of the New York City Language Assessment Battery, an assessment of proficiency in both languages used to screen eligibility for school bilingual programs. (SLD)…
(1989). Interactive Video for Bilingual ASL/English Instruction of Deaf Children. American Annals of the Deaf, v134 n3 p209-13 Jul. A bilingual instructional program was developed to teach written English to elementary-aged deaf students who are fluent in American Sign Language. The student-directed language learning uses interactive video and offers five activity options: watch a story, read a story, answer questions about a story, write a story, or caption a story. (Author/JDD)…
(1988). The Education of Minority and Peripheral Cultures: Introduction. Comparative Education, v24 n2 p155-66. Discusses the problems of perspective in dealing with minority cultures, citing many examples from world history. Discusses effects of dominant languages and cultures upon minority ones. Mobility is examined as a feature of peripheral cultures with fragile economies. Implications for multicultural education discussed. 23 notes and references. (TES)…
(1993). Crosslinguistic Comparisons of Learning Disabilities in French Immersion Poor Readers. Canadian Journal of Special Education, v9 n2 p171-76. This paper describes the methodology of a study seeking to determine whether there is evidence that French immersion children with specific reading disability in one language also have the disability in the other language, and learning-disabled readers belong to the same subtype in both languages. (Author/JDD)…
(1995). Creating a Bilingual Environment for Children Who Are Deaf. ACEHI Journal/Revue ACEDA, v21 n1 p62-68. This article presents theoretical, empirical, and practical considerations of creating a bilingual (American Sign Language and English) environment in which deaf children can develop linguistic competence. Traditional environments for these students are compared with bilingual environments, and empirical support for deaf bilingualism is summarized. (DB)…
(1992). Review of "Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages," by Joshua A. Fishman. Bilingual Research Journal, v16 n3-4 p148-52 Sum-Fall. Reviews a book that emphasizes the role of families in maintaining minority languages and, ultimately, cultures. The book sees efforts to preserve and restore minority languages as societal reform efforts that lead to appreciation of other cultures as well. Three sections cover introductory considerations, case studies of threatened languages, and how minority languages can be revived. (TD)…
(1992). Supporting Children's Home Languages in Mainstream Educational Programs. Australian Review of Applied Linguistics, v15 n1 p71-84. Describes the Home Language Support Project, which is an attempt to help mainstream teachers include children's home languages in educational programs. Questions that arose during the implementation of the program are discussed, including language delivery patterns in home language support programs and the issue of code switching. (19 references) (VWL)…
(1992). Language Lab: A Pilot Project at R.J.D. Williams School for the Deaf, Saskatoon. ACEHI Journal, v18 n1 p43-50. The Language Lab was a pilot project which sought to develop communicative competence in deaf students with additional disabilities, through the use of the bilingual-bicultural approach and the whole language approach. This paper discusses goals of the Language Lab, classroom strategies, administration, and student evaluation. (Author/JDD)…
(1991). Effects of a Maintenance Bilingual Bicultural Program on Fully English Proficient Students. Journal of Educational Issues of Language Minority Students, v8 p125-46 Spr. Observation of a maintenance bilingual (Spanish-English) program to determine its effects on majority language students found that fully English-proficient students enrolled in the program did achieve competency in Spanish and that their attitudes toward Spanish, second-language learning, and Mexican-American culture and community were strongly positive. (45 references) (CB)…
(1993). Newcomer Schools: First Impressions. Peabody Journal of Education, v69 n1 p82-101 Fall. Highlights instructional practices in four California newcomer schools designed to address newly arrived immigrant students' instructional needs. Observations of the schools indicated effective instructional practices for that student population were not being used in most of the newcomer classrooms, despite a strong commitment to support and assist newly arrived students. (SM)…
(1998). Color-Coding Keyboard Functions to Develop Kindergartners' Computer Literacy. Journal of Computing in Childhood Education, v9 n2 p107-11. Describes the experience of a bilingual kindergarten teacher who, in an effort to improve students' writing, used color-coded symbols familiar to students on specific key functions of the computer keyboard. Familiarity with the keyboard functions facilitated the children's understanding and consequent use of software, and allowed the children to work independently. (Author/EV)…
(2000). Bilingual Children in the Nursery: A Case Study of Samia at Home and at School. European Early Childhood Education Research Journal, v8 n1 p43-59. Presents case study of 4.5-year-old to highlight aspects of socialization for young bilingual children learning English as a second language. Identifies social rules/routines, child-adult interaction, and the stage of English language development as areas providing important educational insights. Highlights how children in early stages of second language development create opportunities for rehearsing and practicing classroom learning outside school. (Author/KB)…
(1997). The Effects of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners. Bilingual Research Journal, v21 n2-3 p213-31 Spr-Sum. A yearlong study investigated the effects of whole language-based instruction on the writing development of eight Spanish-speaking and eight English-speaking kindergarten children. The writing skills of the Spanish-speaking children developed similarly to those of the English-speaking children, refuting rationales used to place Spanish-speaking students in skill-based programs. (Contains 42 references.) (Author/TD)…
(2000). Problems of Diversity in Policy and Practice: Celtic Languages in the United Kingdom. Comparative Education, v36 n2 p199-209 May. Discusses the questionable survival of minority languages worldwide and of the Celtic languages in the United Kingdom. Examines governmental policies concerning the teaching and school use of Welsh, Scots Gaelic, and Irish Gaelic in their respective regions. Outlines some general principles to guide policies related to minority language maintenance and survival. (Contains 31 references.) (SV)…