Analyzed strategies used by older siblings to teach school-related knowledge and skills to a kindergartner in a Puerto Rican home, comparing these strategies to those used by the child's bilingual kindergarten teacher. Found that siblings taught within a context of learning and togetherness established by the parents and grounded in Latino…

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…

The Wisconsin Department of Public Instruction proposes to eliminate "stand-alone" teacher certification in bilingual education (BE) or English as a second language (ESL), creating an ESL/BE license to be added to an elementary or secondary license. The proposal promotes ESL/BE licensure of subject area teachers but ignores foreign…

This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic…

Our research focuses on bilingual adults enrolled in the Teachers for English Language Learners (TELL) program. TELL is a scholarship program whose goal is to increase the number of critically-minded bilingual educators in the state of Georgia in the United States. In this paper, we use critical discourse analysis to inform theoretical and…

This position paper gives the results of informal surveys carried out by the Bilingual-Bicultural Task Force of the California State Department of Education. Only 60 to 65% of the teachers in the state bilingual programs are judged bilingual and 50% bilingual-biliterate. Almost all of the teacher aides are judged bilingual, and a large percentage…

In light of growing numbers of Mexican immigrants and other Spanish speakers in the United States, public schools must deal with shortages of certified bilingual teachers. This chapter describes efforts to address such shortages by the Office of Bilingual Education and Minority Language Affairs (OBEMLA) and other agencies of the U.S. Department of…

The process of developing and implementing the Graduate Secondary Teacher Education Program (STEP) at Seattle Pacific University (Washington) included five steps: initial conception, establishment of program parameters, development of a working proposal, completion of the review process, and completion of the adoption process. Graduate STEP is a…

Collaboration between bilingual education and regular classroom teachers, drawing on research and experience in special education. Several models for consultation used in special education are outlined: process consultation, used to help the teacher clarify student needs and develop solutions through a prescribed set of activities; the…

The guide is intended as a resource for California school district personnel who need to revise or establish criteria for hiring and training bilingual-crosscultural teacher aides. An introductory chapter documents the need for bilingual teachers and bilingual-crosscultural aides, hiring and training needs and provisions, and regulations…

The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and…

This report presents a statistical analysis of the frequency of teacher misassignment, with some emphasis on science, bilingual, and computer science teachers. The data were collected on the Public School Teachers Questionnaire, one of seven questionnaires in the Schools and Staffing Survey (SASS), developed by the National Center for Education…

The New York City Staff Development Program for Bilingual and English as a Second Language (ESL) Teachers, funded by the Bureau of Bilingual Education of the New York State Education Department, was designed to serve third and fourth grade teachers who have up to 4 years of teaching experience and who are currently working with limited English…

Project HAPTT (Haitian Parent-Teacher Training) is a training program for educators and community members in New York City who work with limited-English proficient Haitian students in Haitian Creole/French-English bilingual programs. The project represents a comprehensive effort to attack the problems encountered by Haitian students and parents in…

Fourteen separate bilingual education fact sheets produced during 1982 have been assembled into one document presenting educators with a variety of topics on bilingual education in public education. The first fact sheet advocates bilingual instruction, despite the popular argument that other immigrants of the past did not need bilingual education…