A Participatory Design Research (PDR) conducted with fifteen Chicana dual language bilingual teachers in New Mexico focused on expanding their understandings of their own translanguaging, so as to transform their concept of biliteracy and design their biliteracy instruction as a site for resistance and transformation of bilingual marginalized…

The purpose of this study was to examine the differences in the academic growth in mathematics and reading for elementary Spanish-speaking English language learners, in relation to teacher certification and training in teaching English as a second language (ESL). The study was conducted in a Midwestern urban public elementary charter school. A…

How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first…

According to 2016-2017 school enrollment data, 31.6% of K-5 students were English Learners (ELs) in the San Francisco Unified School District (SFUSD). Of the many languages spoken at home by students, the most popular languages other than English are Spanish (19.14%) and Cantonese (15.88%). To respond to their needs, SFUSD offers programming that…

The central purpose of this manual is to bring the maintenance of cultural diversity into actual practice in the elementary school bilingual classroom. Techniques for implementing multicultural social studies curricula are presented through a series of modules for 15 workshops. These modules have been developed for teacher trainers. The…

The Native Language Reading Approach Program of the New York City Public Schools was developed as an on-site, demonstration training program for teachers and teacher aides involved in helping students to transfer reading skills from their native language to English. As implemented in 1980-1981, the program served teachers/teaching aides of…

Findings of this study support the argument that more than a Spanish speaking teacher is needed to effectively educate Spanish speaking children. (Author/AM)

The Northern Illinois University (NIU) bilingual/bicultural program is incorporated into an established elementary education program and provides teacher candidates with an integration of extensive practical field experiences and theoretical course work. NIU offers three program options. The Baccalaureate in elementary education with a…

This questionnaire for completion by Bilingual Program teachers in the elementary grades contains questions on Team Teaching, the Bilingual Resource Specialist, the Spanish Curriculum Development Center, and general questions concerning the program. (DB)

A successful bilingual English/Spanish program for Puerto Rican elementary school children in Rochester, New York, is described. The program placed particular emphasis on reading instruction. (CK)

This report evaluates the bilingual-bicultural program in a New York City School District where more than half the 20,000 school children are of Asian (mostly Chinese-American) or Hispanic background. The goal of the program was to provide for the linguistic and academic needs of these children and to capitalize on their native language…

This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacan state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous…

Realization by educators of the educational problems faced by Spanish-speaking children resulted in a 1965-68 Western States Small Schools Project at Pecos, New Mexico, which sought to establish the study of Spanish as an integral part of daily classroom activities in the elementary school. The objectives of the Spanish Program were (1) to…

Based on the introduction to the author's report on the 1968 Summer Bilingual Institute at the University of Texas. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (FWB)

This study sought to determine whether there would be any significant difference in the scores on an English reading test between second and third grade Puerto Rican students in a bilingual program, and second and third grade students in the same school, but not in the program. The subjects, 160 predominantly disadvantaged Puerto Rican students,…