This paper argues against Australia's "One Literacy" (English only) movement, explaining that in recent years, there have been efforts to clear the curriculum of non-literacy subjects and activities, and noting the difficulty of determining what is and is not a curriculum distraction. It also notes that elementary students' English…

Presented in Inuttitut, French, and English, this report summarizes research initiated by the Kativik School Board, which oversees education in Nunavik (northern Quebec). Four studies examined the current status of Inuttitut in Nunavik, the intellectual ability of Inuit students, and the effects of bilingual education on Inuit students'…

This paper discusses classical Arabic as a minority language for Moroccan children in Spanish schools. It highlights programs of "education des langues et cultures d'origine" (ELCO), which specifically target these students. ELCO is the only public program in Spain recognizing Arabic as an immigrant minority language. Intercultural…

A discussion of bilingualism, biliteracy, and the educational context of Sub-Saharan Africa has three areas of focus. The first is the argument that the school environment is a complex one for bilingual education, biliteracy, and socialization generally in this multiethnic area, and that ideology and literacy issues feed language politics at…

Details the results of four tests comparing the French and English achievement of francophone, anglophone, and mixed subpopulations of fifth-grade students in Edmonton Catholic School System French immersion programs. Discusses the behavioral, cognitive, and academic correlates of language competence of the three subgroups. (SB)

Holds that, in Canada, educational achievement inequalities are erroneously attributed to language disadvantage rather that to the power implications imposed on languages by social-psychological relationships. Examines several countries' experiences with bilingual education, and stresses that children should master their native language before…

Examines the issue of meaningful education for Creole-speaking students, particularly Haitians, in the context of U.S. bilingual programs. The discussion focuses on the home language, Creole, as it is used in the school system and what the value is attached to it in an attempt to provide these students with effective instruction. (41 references)…

Provides data on the acquisition of Basque in the Basque Autonomous Community (Spain). Reports recent data and results of research studies on bilingual education and the use of Basque, and then focuses on one of the language plans developed by the Basque Government: the "Basquisation" of civil servants. Analyzes results of this plan and…

Identifies concerns of teachers working with isolated bilingual students, outlining key principles for ensuring that they are seen as learners who must learn what all others students learn and still develop bilingually. The context is that of the south of England, but the concerns may be common to all educators. (SLD)

Describes the efforts of a teacher in a British class for limited English speakers to learn the home language of her language-minority students and the students' reactions to her approach. Attempts to use the children's language provide a context for discussions of language differences and English structure. (SLD)

A study examined the outcomes of early bilingualism for majority-language speakers. English and Japanese proficiency of 48 Japanese high school students attending an English-medium international school in Japan were assessed using standardized tests, writing samples, and oral tasks. Students who had received initial schooling in Japanese developed…

Examines debate over educational language policy in Botswana and Tanzania. Proposes that descriptions of classroom practice are necessary for effective educational language planning. Describes bilingual code switching and reliance on teacher-centered recitation routines. Argues that more creative and effective teaching and learning can be…

Mathematics teaching and subject matter acquisition were studied with 66 linguistic minority children and 104 dominant language speaking students in a monolingual second-language class and a traditional bilingual education model in Oslo (Norway). Results indicate that linguistic minority students benefit from bilingual mathematics teaching. (SLD)

Describes bilingual/bicultural programs being developed in New Zealand which embrace the Maori culture and nationalism through such approaches as "language nests" for preschool children and their parents or primary grade immersion programs. Social studies guidelines emphasizing Maori culture are also discussed. (Author/CB)

Describes several preschool, elementary, and high school Maori immersion and bilingual programs in New Zealand, focusing on how the programs define and establish Maori space in the schools, local and tribal concerns, and the basis for the revitalization of the language. (29 references) (Author/CB)