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Cenoz, J. & Genesee, F. (eds.) (1998) Beyond Bilingualism: Multilingualism and MultilingualEducation. Multilingual Matters 110. Clevedon: Multilingual Matters.Cummins, J. (1989) Empowering minority students. Ontario, CA: California Association for BilingualEducation.Cummins, J. (1991) “Interdependence of first – and second-language proficiency in bilingual children,”In Bialystok, E. (ed.), Language Processing in Bilingual Children. Cambridge: CambridgeUniversity Press, 70-89.Cummins, J. (1992) “Bilingual Education and English Immersion: The Ramirez Report in TheoreticalPerspective,” Bilingual Research Journal 16(1&2), 91-104.Cummins, J. (1999) “Alternative paradigms in bilingual education research: Does theory havea place?” Educational Researcher 28, 26-32.Cummins, J. (2000) Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon:Multilingual Matters.Dolson, D. & Mayer, J. (1992) “Longitudinal study of three program models for language-minoritystudents: A critical examination of reported findings.” Bilingual Research Journal, 16(1&2),105-157.Dutcher, N. & Tucker, G.R. (1996) The Use of First and Second Languages in Education. PacificIslands Discussion Paper, 1, East Asia and Pacific Region. Washington, DC: The WorldBank.Greene, J. (1997) “A Meta-Analysis of the Rossell and Baker review of bilingual education research,”Bilingual Research Journal 21(2, 3): 103-122.Hakuta, K. (1986) Mirror of Language: The Debate on Bilingualism. New York: Basic Books.Krashen, S. (2000) “Bilingual education, the acquisition of English, and the retention and loss ofSpanish,” In A. Roca (Ed.), Research on Spanish in the U.S. Somerville. MA: CascadillaPress.Krashen, S. (1996) Under Attack: The Case Against Bilingual Education. Culver City, CA: LanguageEducation Associates.Lin, J. (1997) “Policies and Practices of Bilingual Education for the Minorities in China.” Journalof Multilingual and Multicultural Development 18(3), 193-205.Lindholm-Leary, K. (2001) Dual Language Education. Clevedon: Multilingual Matters.May, S. (eds.) (1999) Indigenous Community-based Education. Clevedon, England: MultilingualMatters.Mehrotra, S. (1998) Education for All: Policy Lessons From High-Achieving Countries: UNICEFStaff Working Papers, New York, UNICEF. URL: http://www.unicef.org/evaldatabase/Global_1998_Education_for_All.<strong>pdf</strong>94
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Asia-Pacific Programme of Education
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FOREWORDSome 6,000-7,000 languages
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Part IOutcomes of the Workshop
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used as the medium of educational i
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Viet NamApproximately 100 languages
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Regionally, there is an increased i
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stakeholders - will share the respo
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materials for children. The researc
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non-formal bilingual education prog
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materials for minority language gro
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NepalNepal is a land-locked country
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UNESCO-APPEAL, the Office of Non-fo
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CHAPTER 3Community Mobilization and
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Case Study: Cambodia - Community Mo
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at a community/village forum. Initi
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CHAPTER 4Developing Minority Langua
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It is important that the principles
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ThailandStages in the development o
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Literature to help people move from
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• adapt majority language materia
Page 43 and 44: of books. There are teacher instruc
Page 45 and 46: to local pronunciation. During test
Page 47 and 48: Reflections on Field VisitSocio-eco
Page 49 and 50: Topic (includesubtopics)Issues Guid
Page 51 and 52: CHAPTER 7Training for Facilitators
Page 53 and 54: Training of FacilitatorsWhen?What?T
Page 55 and 56: E. Developed Hilltribes Curriculum
Page 57 and 58: CHAPTER 8Strategies and Tools for E
Page 59 and 60: Four Types of Evaluation in Literac
Page 61 and 62: • Constructive• Achievable and
Page 63 and 64: CHAPTER 9Strategies for Government
Page 65 and 66: a linguistically diverse country. T
Page 67 and 68: There is a desire to replicate and
Page 69 and 70: egional languages of education, and
Page 71 and 72: RESOURCE PAPERSEducation for Multil
Page 73 and 74: Lack of skills necessary for paid e
Page 75 and 76: in its third year, was planned spec
Page 77 and 78: Stage 4 - Ongoing education. At thi
Page 79 and 80: “The minority languages lack grad
Page 81 and 82: • Provide funding or identify and
Page 83 and 84: Easton, C. (2003) Designing orthogr
Page 85 and 86: Benson, 2003) have come to the same
Page 87 and 88: The Role of Language in Learning:Wh
Page 89 and 90: eading skills in the mother tongue
Page 91 and 92: familiar, because they have learned
Page 93: ConclusionsThe findings of the stud
Page 97 and 98: It is often argued that providing e
Page 99 and 100: crucial in language development, cu
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