August, D., & Hakuta, K.(Eds.). Improving Schooling for Language-Minority Children. Washington, D.C.: National Academy Press.

"The purpose of this report is to contribute to the construction of … a knowledge base in the education of students who are not fully English proficient by reviewing the state of knowledge and identifying a research agenda that will address the key knowledge gaps" ( p. 14).

Baron, Dennis. (1990). The English-Only Question: An Official Language for Americans. Yale University Press.

The English-Only Question "traces the development and attitudes of grammar experts, books, educators, and special movements in the United States since the 18th century" (information from Education Week's website, at http://www.edweek.org/context/topics/biling.htm).

Collier, Virginia. (1995). Acquiring a Second Language for School. Directions in Language and Education, National Clearinghouse for Bilingual Education, Vol. 1, No. 4, Fall 1995.

The paper presents a conceptual model that helps "explain many complex interacting factors that the school child experiences when acquiring a second language during the school years, especially when that second language is used in school for instructional purposes across curriculum" (p.1).

Collier, Virginia (1995). Promoting Academic Success for ESL Students. NJ: New Jersey Teachers of English to Speakers of Other Languages-Bilingual Educators.

"This monograph is a dispersion of myths regarding how people learn languages…We now know much more about how we acquire language from research conducted not just in linguistics but in social sciences as well as in education. (This monograph presents) some very specific recommendations for educators" (taken from the introduction).

Crawford, James. (1992). Hold Your Tongue: Bilingualism and the Politics of English Only. Addison-Wesley.

Hold Your Tongue "follows the conflict over bilingualism from the halls of Congress to the streets of Miami to the classrooms of Lowell, Massachusetts. It traces the untold history of American responses to linguistic diversity and exposes the hidden agendas of today's English Only movement. This high-stakes debate involves nothing less than the future of American identity' (taken from James Crawford's website at http://ourworld.compuserve.com/homepages/jwcrawford/HYT.htm).

Crawford, James. (1992). Language Loyalties: A Source Book on the Official English Controversy. University of Chicago Press.

Language Loyalties provides a balanced, comprehensive guide to this complex and often confusing debate. It is an essential handbook and reference for advocates, educators, policymakers, jurists, scholars, and citizens who seek to join this debate fully informed. James Crawford has…collected and introduced more than eighty-five source documents and articles - including fifteen written especially for this volume. (taken from James Crawfords website at http://ourworld.compuserve.com/homepages/jwcrawford/LL.htm)

Crawford, James, (1995). Bilingual Education: History, Politics, Theory, and Practice (3^rd Edition). Bilingual Education Services, Inc.,.

This book describes and compares the different models currently in use in bilingual school populations. Includes findings from studies seeking to find the most effective modes of instruction. (information from Education Week's website, at http://www.edweek.org/context/topics/biling.htm#related)

Cuevas, Jorge. (1996). Educating Limited-English Proficient Students: A Review of the Research on School Programs and Classroom Practices. San Francisco: WestEd.

"This monograph summarizes a substantial body of research on …effectively educating limited-English proficient students. It describes the many program options and complementary teaching approaches currently available for designing an appropriate curricular program for English language learner (ELL) students to learn English" (taken from the introduction).

Cummins, Jim. (1993). Empowering Minority Students: A Framework for Intervention. In L. Weis & M. Fine (Eds.), Beyond Silenced Voices: Class, Race and Gender in United States Schools (pp. 101-117). New York: State University of New York Press.

"The purpose of this paper is to propose a theoretical framework for examining the types of personal and institutional redefinitions that are required to reverse the pattern of minority student failure….This analysis sketches directions for change for policymakers at all levels of the education hierarchy, and, in particular, for those working directly with minority students and communities" (pp.101-102).

Fillmore, Lily Wong. (1991). When Leaning a Second language Means Loosing the First. Early Childhood Research Quarterly, 6, 323-346.

This article addresses a problem in second language learning acquisition known as 'subtractive bilingualism' which involves the erosion or loss of a speakers native language (p. 323).

Garcia, Eugene. (1993). Language, Culture, and Education, 1993 Review of Research in Education. 51-98.

This chapter "addresses (a) educationally related conceptual/ theoretical contributions that attempt to explain, and, therefore, lay the foundation for educational action that responds to the culturally and linguistic diverse context in our schools; (b) the special linguistic circumstances of relevance to culturally and linguistically diverse students - issues of dialect, bilingualism, and second-language acquisition; and (c) the educational debate and response to these student populations generally, and more specifically in the classrooms" (p. 53).

Gandara, Patricia. (1997). Review of the Research on Instruction of Limited English Proficient Students: A Report to the California Legislature (On-line). Available: http://www.lmrinet.ucsb.edu/lepexecsum/exesumtoc.htm

This review presents a "synthesis of carefully selected research that a broad group of researchers agreed was scrupulously conducted and which yielded specific, policy-relevant findings" (from the introduction).

Glenn, Charles. (1997). Improving Schooling for Language Minority Children: A Research Adenda, READ Abstracts, May 1997.

This paper provides a critical look at the NRC study contained in Improving Schooling for Language-Minority Children, questioning several outcome of that study.

Lyons, James. (1990). The Past and Future Directions of Federal Bilingual-Education Policy. The Annals of the American Academy, March 1990, 66-80.

This report traces federal bilingual-education policy beginning with the passage of the Bilingual Education Act in 1968. The author maintains that "with additional federal support, developmental bilingual education programs could help millions of American students achieve the linguistic skills they will need in the next century" (p. 60)

Pease-Alvarez, Lucinda, Eugene Garcia, Pola Espinosa. (1991). Effective Instruction for Language-Minority Students: An Early Childhood Case Study. Early Childhood Research Quarterly, 6, 347-361.

This article "describes the attributes of effective programs and teachers serving language-minority students. Along with a brief summary of findings from large-scale studies, this article provides an in-depth account of two bilingual early childhood teachers who work with language-minority children" (p. 347).

Porter, Rosalie Pedalino. (1990). Forked Tongue: The Politics of Bilingual Education. New York: Basic Books.

A critical look at bilingual-education programs from the director of the Institute for Research in English Acquisition and Development.

Rossell, C., & Baker, K. (1996). Bilingual Education in Massachusetts: The Emperor Has No Clothes . Boston: Pioneer Institute. (8 page summary available from the Pioneer Institute's website: http://www.pioneerinstitute.org/piopaper/summ10.htm).

This case study takes a critical look at how bilingual education programs have been instituted in Massachusetts and reaches the conclusion that there "is no proof that the mandated approach to teaching works better that other approaches, such as intensive English instruction" (p.2).

Thomas, W. & Collier, V. (1997). School Effectiveness for Language Minority Students. (to be published in Fall 1997 by NCBE and will be available at: http://www.ncbe.gwu.edu/).

This report is a summation of Thomas' and Collier's research from 1991-1996 and is "national in scope and practical for immediate local decision-making in schools….A synthesis of other researchers' findings that connect to this study is (also) provided, along with the theoretical underpinnings. Policy recommendations are provided."

Valdés, Guadalupe. (1997). Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students. Harvard Educational Review, Vol. 67, No. 3, 391-429.

This article concentrates on the possible negative effects of the dual-language immersion movement, raising and addressing the issues of: "the quality of instruction in the minority language; the effects of dual immersion on inter-group relations, and, ultimately; how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society" (p. 391).