(1986). Ethnolinguistic Vitality, Self-Confidence and Second Language Proficiency: An Investigation. Journal of Multilingual and Multicultural Development, v7 n4 p269-82. Ninth-grade Francophone students (N=95) living in a bicultural milieu responded to tests including scales of ethnolinguistic vitality, attitudes, motivation, self-confidence, and second language competence and usage. Analyses indicated that contact with Anglophones and self-confidence with English as a second language were related to motivation, which was related to second language competence. (Author/CB)…
(1986). Liaison Interpreting as a Method of Language Instruction. Rassegna Italiana di Linguistica Applicata, v18 n1 p25-32 Jan-Apr. Describes liaison interpreting, a technique whereby students use bilingual dialogs to become aware of important differences (lexical, phonological, syntactical) between their mother tongue and the foreign language. They practice selecting a passage and encoding it for transmission. Examples of Italian-English dialogs and guidelines for use of dialogs are included. (SED)…
(1986). Developing Contexts to Support Second Language Acquisition. Language Arts, v63 n1 p61-66 Jan. Discusses ways in which the regular classroom teacher can design language development programs for limited-English-speaking children. (HTH)…
(2003). Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context. International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p133-140. This paper presents the idea of multimodal teaching and learning and discusses how this perspective can help better understand the learning of students. The discussion is based on data gathered in a qualitative study of a fifth-grade bilingual classroom where at-risk students were successful in mathematics. We report on one class episode and one student as a case study for understanding multimodal learning. Analyses focus on how students use various texts such as speech and calculator keystrokes as resources to create meaning. This work suggests that a broader perspective and use of modes can support learning and provide students, especially those at-risk, with greater access to mathematics. (Contains 3 figures and 3 tables.) [For complete proceedings, see ED500858.]… [PDF]
(2001). Learning and Not Learning English: Latino Students in American Schools. Multicultural Education Series. This book examines the experiences of four Mexican children in American middle schools struggling to learn English. It discusses policy and instructional dilemmas surrounding English language education for immigrant children. Using analysis of the children's oral and written language and examination of their classrooms, schools, and communities, the book addresses difficulties surrounding English as a Second Language (ESL) teaching and learning. An introduction, "Immigrant Children in Schools," describes the study. The first three chapters examine: (1) "Immigrant Children and the Teaching of English" (educating English language learners and acquisition of English in classroom settings); (2) "The Town, the School, and the Students" (new immigrants at the middle schools, middle school ESL programs, and challenges and realities); and (3) "Teaching English at Garden Middle School." The next four chapters highlight the four students: (4)…
(1995). What Educators Need To Know about Bilingual Students and…Talent Development. Practitioners' Guide A9713. This brochure for educators discusses bilingual children and talent development. It defines the optimal level of bilingualism as balanced bilingualism, in which the bilingual student shows age-appropriate abilities and feels at ease in both languages. At this level bilingual children may be more flexible in their thinking mainly because of the constant switching and awareness of using both languages. It is stressed that the development and nurturance of both languages is needed to contribute to talent development in all domains. Educators are urged to: (1) provide a learning environment that encourages bilingualism, values cultural differences, and supports these students' expressions of their strengths and interests; (2) show positive and high expectations of their bilingual students as well as an awareness of the family culture; (3) use flexible and diverse assessment procedures for the identification of cognitive strengths, abilities, interests, and learning styles of bilingual… [PDF]
(1983). Bilingualism and Mathematical Reasoning in English as a Second Language. Educational Studies in Mathematics, v14 n4 p325-53 Nov. Findings of a study of bilingual Punjabi, Mirpuri, Italian, and Jamaican children aged 11-13 growing up in England are reported. First-language competence was found to be an important factor in children's ability to do mathematical reasoning in English as a second language. Knowledge of logical connectives appeared crucial. (MNS)…
(1976). Assessment of Second-Language Performance in Immersion Programs. Canadian Modern Language Review, 32, 5, 543-561, May 76. Studies are reported which attempt to discover the exact level of second language proficiency reached by students in second language immersion programs, with emphasis on analysis of error. (RM)…
(1997). A Study of Identities of Asian Origin Primary School Children. Early Child Development and Care, v132 p65-74 May. Used qualitative approach to examine attitudes of British-born Asian primary school children regarding their cultural and personal identities. Found that the majority could not read or write in their mother-tongue, had no knowledge of their religion, and experienced racism at school and in the neighborhood. Although they described themselves as British, they were ambivalent about their cultural identity. (Author/KB)…
(1996). Minority Parental Involvement: A Mexican Mother's Experience and a Teacher's Interpretation. Education and Urban Society, v29 n1 p71-84 Nov. Presents the personal narrative of a Mexican immigrant mother who reports her dilemma and frustration when attempting to assist in her child's classroom. Highlights the obstacles mothers face when they seek to become actively involved in their children's classrooms, and challenges educators to seriously consider what is meant by parent involvement, especially when minority parents are involved. (GR)…
(1993). Language of and in the Classroom: Constructing the Patterns of Social Life. Linguistics and Education, v5 n3-4 p367-409. Draws a distinction between language in the classroom and language of the classroom to illustrate the ways in which situated definitions of language, text, and academic practices were established by a seventh-grade English teacher and her students through their oral and written discourse practices. (MDM)…
(1998). Developing Child-Centered Learning. Educational Leadership, v55 n5 p66-68 Feb. At a Quito elementary school, the biggest challenge facing teachers was developing a curriculum that supports child-centered learning, a new concept for Ecuador's traditional society. To strengthen their own teaching and involve parents, a bilingual group of teachers began by collaborating among themselves. The result was a thematically oriented program (on insects) that motivated students and increased their love of learning. (MLH)…
(1999). Immersion Indonesian at Rowville Secondary College. Babel, v34 n2 p4-29 Spr. Provides observations from a study of an attempt to introduce Indonesian in an Australian high school. Data collection was done through interviews and classroom observations. Classroom test results were used to compare achievement in subject content and language learning. Findings are discussed. (Author/VWL)…
(2003). Providing an Equitable Service to Bilingual Children in the UK: A Review. International Journal of Language & Communication Disorders, v38 n4 p351-377 Oct. Background: The UK is a multicultural, multilingual society and the majority of paediatric speech and language therapists in England have at least one bilingual child on their caseload. There are many imperatives driving the profession to provide an equitable service for bilingual children. Evidence is beginning to emerge, however, that bilingual children with specific language impairment are not being identified and are, therefore, not accessing services. The situation facing clinicians in the UK is not unique: it is mirrored around the world. Aims: This paper reviews the literature relating to speech and language services for bilingual children and begins by providing an overview of the forces driving the need to provide equity of service. All aspects of the therapeutic process are then examined, from referral to therapy, in order to identify features that are regarded as best practice. Whilst the focus is on delivery of services in the UK, research findings from around the world… [Direct]
(1992). Teachers and Parents: The Milwaukee Experience. This booklet tells of the 1987 struggle teachers and parents of a racially-integrated, working-class neighborhood of Milwaukee faced when the central administration of the Milwaukee Public Schools announced the closing of the neighborhood school. Parents and teachers dreamed of a decent school that children would want to attend, in an integrated neighborhood, teaching children to be bilingual in Spanish and English, using cooperative and innovative methods, governed by a council of parents and teachers. La Escuela Fratney grew from the tradition of a long history of progressivism in Wisconsin. The struggles for Fratney School are recounted with both its successes and challenges that lie ahead. (EH)…