“A collection of pivotal papers from 1986-1993 on bilingualism and bilingual education, grouped in sections on policy and legislation, implementation of bilingual policy in schools, bilingualism in instruction, and using the bilingualism of the school community. Articles conclude with suggested student activities and discussion questions, encouraging students to take on an advocacy-oriented role.”
“Language and Literacy Teaching for Indigenous Education provides the academic and theoretical evidence to support what many indigenous parents, bilingual aides, elders, and school board members simply know is "good practice." Francis and Reyhner also provide a significant amount of research-based evidence that policy makers-especially those not directly involved at the classroom or community level-can use, at state and federal levels, to argue for the short- and long-term academic benefits of certain models and approaches for bilingual education.
“In formulations of school improvement and change, teachers all too frequently are positioned as the passive recipients of top‑down curricular mandates. This is especially problematic in indigenous settings when school administrators are imported from outside the community. Here we describe one school change effort in which those relations are being reversed, as Navajo bilingual teachers take charge of pedagogical transformation.
“Jim Cummins and Merril Swain offer a coherent synthesis of recent theoretical and empirical work relating to the educational development of bilingual children from both majority and minority language backgrounds.”
“This paper discusses the role of research and theory regarding language and literacy acquisition in planning for bilingual programmes involving lesser used languages. Three psycho‐educational principles are outlined: the additive bilingual enrichment principle, the interdependence principle and the sufficient communicative interaction principle. The role of these principles in the educational language planning process is discussed in the context of a procedural framework for problem‐solving in educational contexts.”
“This article provides a research synthesis of studies that have examined language-minority students' academic achievement over a period of four or more years, for a comparison with the longitudinal findings on student academic achievement reported in the Ramirez study. One program variable is the focus of this synthesis--the use of a minority language for instructional purposes.
