Moral dimensions of bilingual education

Bilingual Research Journal

Volumn 22, Issue 1, 1998, Pages 31-44

  Cutri, Ramona Maile ^a   Ferrin, Scott ^a  

^a BRIGHAM YOUNG UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846047070     PISSN: 15235882     EISSN: 15235890     Source Type: Journal    
DOI: 10.1080/15235882.1998.10668672     Document Type: Article

References (54)

1. Anzaldua, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute Books.
2. August, D., Hakuta, K., Olguin, F., & Pompa, D. (1995). LEPstudents and Title I: A guidebookfor educators. Washington, DC: Nationale Clearinghouse for Bilingual Education.
3. Barber, B. R. (1997). Public schooling: Education for democracy (pp. 21-32). In J. I. Goodlad & T. J. McMannon (Eds.), The public purpose of education and schooling. San Francisco: Jossey-Bass Publishers.
4. Bigelow, B. (1999, Summer). Standards and multiculturalism. Rethinking Schools [On-line], 13(4). [On-line] Available: http://www.rethinkingschools.org/Archives/13_04/stands.htm.
5. Bilingual Education Act, 20 U.S.C.A. sec. 880 et. seq. (1968).
6. Bowden, P. (1997). Caring: Gender-sensitive ethics. New York: Routledge.
7. Brown v. Board of Education, 347 U.S. 483 (1954).
8. Buber, M. (1965). Between man and man. New York: Collier Books.
9. Bull, B. L., Fruehling, R. T., & Chattergy, V. (1992). The ethics of multicultural and bilingual education. New York: Teachers College Press.
10. CABE Webpage.(1999). Newsflash [On-line]. Available: http:// www.bilingualeducation.org.
11. Carrasquillo, A. L., & Rodríguez, V. (1995). Language minority students in the mainstream classroom. Clevedon, England: Multilingual matters, Ltd.
12. th Cir. (1981).
13. Clinton administration unveils proposed legislation to reauthorize the Elementary and Secondary Education Act (ESEA): NABE raises concerns relating to recommendations for Title VII, the Bilingual Education Act. (1999, June 15). NABE News, 22 (7), 9-14.
14. Commission on Teacher Credentialing, State of California. (1992). Standards ofprogram quality and effectiveness for professional teacher preparation programs for multiple and single subject teaching credentials with a (bilingual) crosscultural, language and academic development (CLAD/BCLAD) emphasis. Sacramento, CA: Author.
15. rd ed.). Los Angeles: Bilingual Education Services, Inc.
16. Cummins, J. (1981a). Bilingualism andminority-language children. Toronto: Ontario Institute for Studies in Education Press.
17. Cummins, J. (1981b). The role ofprimary language development in promoting educational success for language minority students. In Schooling and language minority students (pp. 3-49). Sacramento, CA: California Department of Education.
18. Cummins, J. (1995). Power and pedagogy in the education of culturally-diverse students. In J. Frederickson (Ed.), Reclaiming our voices: Bilingual education, critical pedagogy, and praxis, (pp. 139-162). Ontario, CA: California Association for Bilingual Education.
19. Cutri (In press). Exploring the spiritual moral dimensions of teacher’s classroom language policies. In Kelly, J. H. and Eggington u. (Eds.) A reader on the sociopolitics of teaching English as a second language. Clevedon, U.K.: Multilingual Matters LTD.
20. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass Publication.
21. Darder, A. (1991). Culture and power in the classroom: A critical foundation for bilingual education. Westport, CT: Bergin & Garvey.
22. Dulay, H. & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
23. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
24. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
25. Goodlad, J. I. (1990a). The occupation of teaching in schools. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 3-34). San Francisco: Jossey-Bass Publishers.
26. Goodlad, J. I. (1990b). Teachers for our nation s schools. San Francisco: Jossey-Bass Publishers.
27. Goodlad, J. I., & Keating, P. (1994). Access to knowledge: The continuing agenda for our nation s schools. New York: The College Entrance and Examination Board.
28. Individuals with Disabilities Education Act,20 U.S.C.A. sec. 1400et. seq. (1998).
29. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
30. Krashen, S. D. (1977). Some issues relating to the monitor model. In H. Brown, C. Yorio, & R. Crymes (Eds.) On TESOL 77. Washington, D.C.:TESOL.
31. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
32. Krashen, S. D. (1992). Under what conditions, if any, should formal grammar instruction take place? TESOL Quarterly, 26, 409-411.
33. Krashen, S. D. (1993). The effect of formal grammar study: Still peripheral. TESOL Quarterly, 27,722-725.
34. Larsen-Freeman, D. & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
35. Lauv. Nichols, 414 U.S. 563, (1974).
36. Lemer, M. (1987). A new paradigm for liberals: The primacy of ethics and emotions. Tikkun 2, (1), 22-28.
37. Mayes, C. (1998). An approach to spiritual reflectivity in teacher education. Unpublished manuscript, Brigham Young University.
38. McKeon, D. (1994, May). When meeting “common” standards is uncommonly difficult. Educational Leadership 51 (8), 45-49.
39. Native American Languages Act, 25 U.S.C.A. 2901 P.L. 101 -471 (1990).
40. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
41. Ovando, C. J., & Collier, V. (1998). BilingualandESL classrooms: Teaching in multilingual contexts. Boston: McGraw Hill.
42. nd ed.). San Francisco: Harper Collins Publisher.
43. Palmer, P. J. (1998). The courage to teach: Exploring the innerlandscape of a teacher’s life. San Francisco: Jossey-Bass Publishers.
44. Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6 (2), 186-214.
45. Plyerv. Doe, 457U.S. 202,210 (1982).
46. Proposition 227: Questions, Issues and Concerns. (1998, October-November). The Multilingual Educator, 21, 7.
47. Purple, D. E., & Shapiro, H. S. (1995). Beyond liberation and excellence: A discourse for education as transformation (pp. 373-409). In H. S. Shapiro & D. E. Purple (Eds.), Critical social issues in American education: Transformation in a postmodern world. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
48. Reveron, D. (Reporter). (1999, January 25). Marketplace. Los Angeles: Public Radio International.
49. Ruiz, R. (1988). Orientation in language planning (pp. 3-25). In S. L. McKay & S. C. Wong (Eds.), Language diversity: Problem or resource? Boston: Heinle & Heinle Publishers Serna v. Portales, 499 F.2d 1147 (1975).
50. West, P, (1990). Law encourages schools to use Indian languages, Education Week, Nov. 7, 1990.
51. Weinstein, R. S. (1996, November). High standards in a tracked system of schooling: For which students and with what educational supports? Educational Researcher 25 (8), 16-19.
52. Wexler, P. (1996). Holy sparks: Social theory, education, and religion. New York: St. Martin’s Press.
53. Wink, J., & Almanzo, M. (1995). Critical pedagogy: A lens through which we see (pp. 210-223). In J. Frederickson (Ed.), Reclaiming our voices: Bilingual education, critical pedagogy, and praxis. White Plains, N.Y: Longman Pub. Group
54. Yeskel, F., & Leondar-Wright, B. (1997). Classism curriculum design (pp. 231 -260). In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teachingfor diversity and social justice: A sourcebook. New York: Routledge.