Theory, Technology, and Public Policy on Bilingual Education

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National Clearinghouse for Bilingual Education, 1983 - Education, Bilingual - 425 pages
A collection of papers on bilingual education covers these topics: (1) second-language acquisition theories relevant to bilingual education; (2) the age factor in native language maintenance and in the development of English proficiency of overseas Japanese children; (3) applying the Cummins language proficiency model to students who acquire language bimodally; (4) acquisition of Spanish sounds in two-year-old Chicanos; (5) bilingual education's role in Puerto Rican students' cultural adjustment; (6) qualitative analysis of teacher disapproval behavior; (7) assessing a community's ethnolinguistic complexity; (8) a bilingual education program effective with both Spanish and Asian language students; (9) Spanish mathematics instruction in some Texas schools; (10) oral history in bilingual social studies; and (11) a ten-year-old language learner's journal. Other topics include (1) improving vocational education for bilingual students; (2) the microcounseling approach for limited-English-proficient adults; (3) linguistic interferences among Korean students learning English; (4) scoring a Spanish informal reading inventory for bilingual students; (5) classroom observation for Spanish-speaking parents; (6) bilingual education on television; (7) the impact of state evaluation systems on limited-English-speakers; (8) issues in bilingual education policy formation; (9) language rights versus racial nondiscrimination; (10) bilingual education in higher education; (11) bilingual bicultural education; and (12) Hispanic women in higher education. (MSE)

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Page 398 - The American way is the way of orchestration. As in an orchestra, the different instruments, each with its own characteristic timbre and theme, contribute distinct and recognizable parts to the composition, so in the life and culture of a nation, the different regional, ethnic, occupational, religious and other communities compound their different activities to make up the national spirit.
Page 369 - No specific remedy is urged upon us. Teaching English to the students of Chinese ancestry who do not speak the language is one choice. Giving instructions to this group in Chinese is another. There may be others.
Page 16 - The extremes of this continuum are described in terms of "context-embedded" versus "context-reduced" communication. They are distinguished by the fact that in context-embedded communication the participants can actively negotiate meaning (eg by providing feedback that the message has not been understood) and the language is supported by a wide range of meaningful paralinguistic and situational cues; contextreduced communication, on the other hand relies primarily (or at the extreme of the continuum,...
Page 155 - Secretary determines to be necessary; and who, by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society. (2) The term 'native language', when used with reference to an individual of limited English proficiency...
Page 15 - developmental interdependence" hypothesis addresses itself to these issues. The Developmental Interdependence Hypothesis The developmental interdependence hypothesis proposes that the level of L2 competence which a bilingual child attains is partially a function of the type of competence the child has developed in LI at the time when intensive exposure to L2 begins.
Page 370 - National minorities or regional cultures. The participating States, recognizing the contribution that national minorities or regional cultures can make to co-operation among them in various fields of education, intend, when such minorities or cultures exist within their territory, to facilitate this contribution, taking into account the legitimate interests of their members.
Page 155 - Who is an American Indian or Alaskan Native student and comes from an environment in which a language other than English has had a significant impact on his or her level of English language proficiency; and (2) Who, as a result of the circumstances described in paragraph (1) of the definition of "Limited English Proficiency...
Page 417 - ... (0-8 years grade school, 1-3 years high school, 4 years high school, 1-3 years college, 4 years college, 5+ years college).63 Adjustments to the data include allocations of multiple job-holders, an estimation procedure to recover "top-coded" income data, and bridging to maintain consistent definitions of demographic groups over time.
Page 12 - ... subtractive' form experienced by many ethnic minority groups who, because of national educational policies and social pressures of various sorts, are forced to put aside their ethnic language for a national language.
Page 110 - The Language of the Classroom: Meanings Communicated in High School Teaching. New York: Institute of Psychological Research, Teachers College, Columbia University, 1963.

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