ERIC Number: ED420737
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Educating Language-Minority Children.
August, Diane, Ed.; Hakuta, Kenji, Ed.
This report summarizes portions of a much longer report entitled "Improving Society for Language-Minority Children: A Research Agenda," published in 1997. Eleven experts reviewed and discussed existing research relevant to the education of English-language learners and bilingual students and made recommendations for future research. Following an introduction that describes the situation of students of limited English proficiency, the remainder of the report is structured around the traditional distinction between basic and applied research and specific areas of concern for educational practitioners and policy makers. Chapters 2 through 4 summarize research findings on bilingualism, second-language acquisition, literacy, content area learning, the social context of school learning, and intergroup relations. The next three chapters summarize findings of more applied research in: (1) student assessment (Chapter 5); (2) program evaluation (Chapter 6); and (3) school and classroom effectiveness (Chapter 7). Each chapter begins with a summary of key findings and ends with a section on educational and research implications. The report shows that considerable knowledge has already accrued, and that there are many ways of strengthening and building on this knowledge. (Contains 272 references.) (SLD)
Descriptors: Agenda Setting, Bilingual Education, Cultural Differences, Educational Practices, Educational Research, Elementary Secondary Education, Language Minorities, Limited English Speaking, Peer Relationship, Program Evaluation, Research Needs, Second Language Instruction, Second Language Learning, Social Influences
National Academy Press, 2101 Constitution Avenue, N.W., Washington, DC 20418; telephone: 800-624-6242 ($29); World Wide Web: http://www.nap.edu (full-text available).
Publication Type: Books; Information Analyses
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC. Board on Children, Youth, and Families.; Institute of Medicine (NAS), Washington, DC.
Note: For related document, see UD 031 726.