Valencia, Atilano A.; And Others (1979). Bilingual Education: A Vehicle for Bilingualism and Biculturalism. Two Presentations in the College of Education, Dialogue Series. Two papers on bilingual education are included. "The Emerging Features of Bilingualism and Bilingual Education in the U.S.A." by Atilano A. Valencia represents an overview of the development of programs and policies to meet the needs of bilingual students in the United States. The federal legislation and key court decisions of the 1960s that were responsible for mandating bilingual instruction are reviewed. Reasons for incomplete success in implementing these mandates are discussed. These reasons include slow development of bilingual teacher training and material development centers, which are only now beginning to meet demand; and continued public reluctance to discard old attitudes which view bilingual education as at best frivolous and at worst a social threat. In"Bilingual/Bicultural Teacher Education: An Approach," Robert L. Gallegos and Roy C. Rodriguez discuss bilingual/bicultural teacher training in New Mexico, which is offered as a model for other programs. Elements of the model include: (1) public school cooperation in providing student teaching opportunities; (2) assessment of student teacher needs; (3) weekly lesson plans consisting of units designed to meet specific (often interdisciplinary) learning objectives; and (4) evaluative conferences between instructors and student teachers, following completion of the program. Descriptors: American Indians, Bilingual Education, Educational Assessment, Federal Regulation

Gajo, Laurent, Ed. (1998). Vous avez dit "immersion?" (You Said "Immersion?"), Bulletin suisse de linguistique applique. Articles on immersion and bilingual education include these: "Terminological Considerations Regarding Content and Language Integrated Learning" (Tarja Nikula, David Marsh); "Educazione bilingue e multiculturale, istruzione bilingue, immersione totale: quattro nozioni da definire" ("Bilingual and Multicultural Education, Bilingual Instruction, Total Immersion: Four Notions Needing To Be Defined") (Paolo E. Balboni); "Toward a New Understanding of Language Minority Students' Experiences with Bilingual Education in the United States" (Abdeljalil Akkari, Colleen Loomis); "Beyond 'Belief': Variance in Models of Content-Based Instruction and School Success Among Minority Language Learners" (Shelley K. Taylor); "Mehrsprachige und plurikulturelle Schulmodelle in der Schweiz oder: 'What's in a Name?'" ("Bilingual and Multicultural Program Models in Swiss Schools, or 'What's in a Name?'") (Claudine Brohy, Anne-Lore Bregy); "Avec les approches d'eveil au langage, l'interculturel est au centre de l'apprentissage scolaire" ("With Language Awareness Approaches, the Intercultural Is at the Center of School Learning") (Christiane Perregaux); "Denomination et categorisation des modeles d'enseignement des langues: entre institution et pratique" ("Denomination and Categorization of Language Teaching Models: Between Institution and Practice") (Laurent Gajo, Marinette Matthey); "Formation des enseignants et education bilingue en Suisse" ("Language Teacher Training and Bilingual Education in Switzerland") (Anne-Claude Berthoud, Laurent Gajo); and "L'image du francais en Suisse romande.  Une enquete sociolinguistique en 'Pays de Vaud' (Giuseppe Manno)" ("The Image of French in French-speaking Switzerland. A Sociolinguistic Look at 'Pays de Vaud' (Giuseppe Manno)") (Pascal Singy). A book review is also included.   [More]  Descriptors: Bilingual Education, Educational Strategies, Elementary Secondary Education, Foreign Countries

Wortham, Stanton, Ed.; Murillo, Enrique G., Jr., Ed.; Hamann, Edmund T., Ed. (2002). Education in the New Latino Diaspora: Policy and the Politics of Identity. Sociocultural Studies in Educational Policy Formation and Appropriation. Many immigrant Latino families are settling in U.S. communities that previously had little Latino presence. Through case studies of such communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, this book describes relations between host communities and newcomers, with particular focus on educational policy formation and implementation as communities and newcomers struggle to define themselves and to meet new educational needs. Following a foreword by Bradley A. U. Levinson, the 11 chapters are: "Education and Policy in the New Latino Diaspora" (Edmund T. Hamann, Stanton Wortham, Enrique G. Murillo, Jr.); "Reinventing 'Educacion' in New Latino Communities: Pedagogies of Change and Continuity in North Carolina" (Sofia Villenas); "Recent Language Minority Education Policy in Georgia: Appropriation, Assimilation, and Americanization" (Scott A. L. Beck, Martha Allexsaht-Snider); "Un Paso Adelante?: The Politics of Bilingual Education, Latino Student Accommodation, and School District Management in Southern Appalachia" (Edmund T. Hamann); "The New Paths of Mexican Immigrants in the United States: Challenges for Education and the Role of Mexican Universities" (Victor Zuniga, Ruben Hernandez-Leon, Janna L. Shadduck-Hernandez, Maria Olivia Villarreal); "Gender and School Success in the Latino Diaspora" (Stanton Wortham); "Fragmented Community, Fragmented Schools: The Implementation of Educational Policy for Latino Immigrants" (Elias Martinez); "Lowrider Art and Latino Students in the Rural Midwest" (Karen Grady); "Policy Design as Practice: Changing the Prospects of Hispanic Voices" (Michael Brunn); "How Does It Feel To Be a 'Problem'?: 'Disciplining' the Transnational Subject in the American South" (Enrique G. Murillo, Jr.); and "The New Latino Diaspora and Educational Policy" (Margaret A. Gibson). (Contains references and notes in each chapter, an index, and author profiles.) Descriptors: Acculturation, Bilingual Education, Community Attitudes, Community Change

Lindholm, Kathryn J. (1987). Directory of Bilingual Immersion Programs: Two-Way Bilingual Education for Language Minority and Majority Students. Educational Report Series. The directory gives information on all preschool through high school bilingual immersion programs, also called two-way bilingual education programs, in the United States that have been identified as being in operation in 1987. The first section discusses the definition of and rationale for bilingual immersion education. The second section profiles each program, giving information on its context, contact person, program objectives, recruitment, staff and staff training, instructional design, instructional characteristics, curriculum and materials, and evaluation efforts and outcomes. The final section highlights important bilingual immersion issues that concern most programs, especially new ones such as recruitment, instructional practices, professional development, and evaluation outcomes. Fifty-three references are listed.   [More]  Descriptors: Bilingual Education Programs, Curriculum Development, Directories, Elementary Secondary Education

(). Bilingual Education. This document reports on the Bilingual Education Program established under Title VII of the Elementary and Secondary Education Act of 1965, as amended in 1967. The Bilingual Education Act is specifically designed for those children who come from environments where the dominant language is not English. A significant requirement of the Bilingual Office of the Office of Education is the inclusion of a section for accountability for results in every bilingual project. It was decided to select discretionary programs such as Title VII and implement and develop evaluative procedure. Major requirements for accountability include the following: (1) Objectives must be stated in terms of desired student performance; (2) A school system must recognize its own capabilities and deficiencies and must seek to utilize appropriate technical assistance in an effort to develop and operate an effective program; and (3) All projects must provide for an independent educational accomplishment audit of the project. Program evaluation is done on a project by project basis. Individual project data emerging from first and second year projects show that concrete results are already being achieved. Of great significance is the fact that programs have reduced the number of student absences. Descriptors: Academic Achievement, Accountability, Attendance, Bilingual Education

Gallegos, Anne; McCarty, Laurie L. (2000). Bilingual Multicultural Special Education: An Integrated Personnel Preparation Program, Teacher Education and Special Education. This article presents guidelines for the development and implementation of a graduate program in bilingual multicultural special education using the program at New Mexico State University as a model. It identifies the competencies of bilingual multicultural special educators, identifies steps in creating a new program, offers a philosophical framework, and reports on outcomes of the New Mexico program. (Contains 14 references.) Descriptors: Bilingual Special Education, Competency Based Teacher Education, Cultural Differences, Disabilities

NABE News (1996). NABE News, Volume 19. Volume 19 of the newsletter of the National Association for Bilingual Education, which spans the period from September 1995 to August 1996, contains a variety of articles on issues and developments in bilingual education policy and programs, including: two way bilingual education; language information from the 1990 Census; cultural influence and learning styles among Korean students and Korean-Americans; American Indian and Alaska Native education; affirmative action; federal policy formation and appropriations; the English-only movement; English-as-a-second-language (ESL) teaching; educational technology and language-minority students; Asian-American student diversity; bilingual program staff development; cooperative learning; stabilizing indigenous languages; ESL for home use; Internet resources; Laotian students; program administration; teaching linguistically diverse populations; parent involvement and influence; Goals 2000; bilingual teacher education; local policy formation; software selection; classroom first language use; special education; urban education; native language instruction; program exit criteria; and Chinese-American child literacy education. Program descriptions, editorials, professional notes and resources, event calendars, and book reviews are also included in each number.   [More]  Descriptors: Affirmative Action, Alaska Natives, American Indians, Asian Americans

Garcia, Ofelia, Ed.; Baker, Colin, Ed. (1995). Policy and Practice in Bilingual Education: A Reader Extending the Foundations. Bilingual Education and Bilingualism 2 Series. This book can be used as a comprehensive introduction for instructors, researchers, and students, and as an interactive text for students. In designing the text the authors have been particularly attentive to the needs in teacher education, especially in the preparation of bilingual teachers. Thus, each of the readings is followed by questions and activities that engage students in reflection and practices that may transform their own thinking, as well as the schools, classrooms, and communities to which they will contribute. Articles include: "Past and Future Directions of Federal Bilingual Education Policy" (James J. Lyons); "Bilingual Education: Politics or Pedagogy?" (Ursula Casanova); "Educational Language Planning in England and Wales" (Michael Stubbs); "Multilingualism and the Education of Minority Children" (Tove Skutnabb-Kangas); "Bilingual Education and Anti-Racist Education" (Jim Cummins); "Realities of Teaching in a Multiethnic School" (David Corson); "A Spanish-English Dual Language Program in New York City" (Sidney H. Morison); "Bilingual Education of Cuban-American Children in Dade County's Ethnic School" (Ofelia Garcia, Ricardo Otheguy); "Empowering Minority Students' (Jim Cummins); "Canadian Second Language Immersion Program" (Fred Genesee); "Heritage Language Teaching in Canadian Schools" (Jim Cummins); "European Models of Bilingual Education" (Hugo Baetens Beardsmore); "Bilingual Education in Wales" (Colin Baker); "Allocating Two Languages as a Key Feature of a Bilingual Methodology" (Rodolfo Jacobson); "Creating Successful Learning Contexts for Bilingual Literacy" (Nancy H. Hornberger); "Relating Experience and Text: Socially Constituted Reading Activity" (Concha Delgado-Gaitan); "A Process Approach to Literacy Using Dialogue Journals and Literature Logs with Second Language Learners" (Maria de la Luz Reyes); "Combining Language and Content for Second-Language Students" (Donna Christian, and others); "Language Education in Bilingual Acadia" (William Francis Mackey); "Cooperative Learning" (Evelyn Jacob, Beverly Mattson); "Creative Education for Bilingual Teachers" (Alma Flor Ada); "Building Bridges between Parents and the School" (Christian J. Faltis); "Recasting Frames: Latino Parent Involvement" (Maria E. Torres-Guzman); and "Bilingual Classroom Studies and Community Analysis" (Luis C. Moll). Descriptors: Bilingual Education, Dialog Journals, Educational Policy, English (Second Language)

Cegelka, Patricia Thomas; And Others (1987). Bilingual Special Education, Teaching Exceptional Children. Two California programs (one elementary and one secondary) which demonstrate specified promising practices in the area of bilingual special education are described. Programs exemplify such practices as parent involvement, interface between bilingual and special education, and attention to both primary and secondary language development, and cultural sensitivity. Descriptors: Bilingual Education, Demonstration Programs, Disabilities, Educational Methods

Lesley, Tay (1971). Bilingual Education in California. This study investigates the development of bilingual education in California along with the impact of federal legislation and seeks to evolve a descriptive definition of term "bilingual education" in terms of programs for Mexican Americans in the state. Bilingual programs in the United States and typologies for bilingual programs are discussed for background information. The author considers 23 of the 26 bilingual programs in California on the basis of objectives, participants, curriculum, methods and materials, teachers and teacher training, and community involvement. In light of his findings, the author presents a classification of current programs and discusses implications for further investigations. A list of references is included along with the questionnaire used in the survey of current programs and the questions used in interviews with program directors. A list of state programs, their directors, and locations is provided.   [More]  Descriptors: Bilingual Education, Bilingualism, Community Involvement, Curriculum

Wei, Li, Ed.; Dewaele, Jean-Marc, Ed.; Housen, Alex, Ed. (2002). Opportunities and Challenges of Bilingualism. Contributions to the Sociology of Language. This collection of papers examines, from an international perspective, opportunities and challenges of societal bilingualism in the new millennium. The 18 papers include the following: "Introduction: Opportunities and Challenges of Bilingualism" (Li Wei, Jean-Marc Dewaele, and Alex Housen); "'Holy Languages' in the Context of Societal Bilingualism" (Joshua A. Fishman); "Forlorn Hope?" (John Edwards); "When Languages Disappear, are Bilingual Education or Human Rights a Cure? Two Scenarios" (Tove Skutnabb-Kangas); "Core Values and Nation-States" (J.J. Smolicz); "French Language Policy: Centrism, Orwellian 'Dirigisme,' or Economic Determinism" (Harold F. Schiffman); "The Non-Linearity of Language Maintenance and Language Shift: Survey Data from European Language Boundaries" (Peter H. Nelde and Peter Weber); "Language Shift Among Siberian Estonians: Pro and Contra" (Juri Viikberg); "On Attitudes Towards Croatian Dialects and On Their Changing Status" (Damir Kalogjera); "Ethnolects: Between Bilingualism and Urban Dialect" (Wolfgang Wolck); "The Development of Navajo-English Bilingualism" (Bernard Spolsky); "Language Ideology, Ownership and Maintenance: The Discourse of the 'Academic Mayor de la Lengua Quechua'" (Tim Marr); "Xhosa as a 'Home Appliance'? A Case Study of Language Shift in Grahamstown" (Vivian de Klerk); "Japan's Nascent Multilingualism" (Florian Coulmas and Makoto Watanabe); "Managing Multilingualism in Singapore" (Xu Daming and Li Wei); "Managing Languages at Bilingual Universities: Relationships Between Universities and Their Language Environment" (Bjorn H. Jernudd); "Using Descriptive Inquiry to Transform the Education of Linguistically Diverse U.S. Teachers and Students" (Ofelia Garcia and Cecelia Traugh); and "Changing Paradigms in the Study of Bilingualism" (William F. Mackey). (Papers contain references.) Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Civil Liberties

Milk, Robert D.; Mendiola-Burgess, Sandra (1986). Computers in Bilingual Education: New Directions in Bilingual Teacher Training. This paper discusses issues related to the introduction of computer uses for bilingual education into bilingual teacher education programs, including equity with mainstream education programs, the functions for which computers are used in the schools, differential student access to resources in the home, and preservice teacher computer anxiety. A successful Title VII program that developed and incorporated computer applications as a major program component within the bilingual teacher training sequence is described. Evaluation data are discussed in the context of the question of how to provide adequate coverage of the full range of competencies needed by bilingual teachers within the time constraints of conventional teacher education programs.   [More]  Descriptors: Bilingual Education, Computer Literacy, Computer Uses in Education, Educational Needs

Cardenas, Jose A. (1975). Bilingual Education vs. Segregation. The self-described helplessness of some school districts in coping with linguistically heterogeneous groups of children (especially Spanish-speaking children) is more an admission of general educational inadequacy than a failure of bilingual education. With minimal effort and cost, a school district can offer unique learning situations that suit the needs of all students without shortchanging those whose native language is not English. The ultimate goal of a bilingual education program is individualized instruction. This goal can be achieved by flexible grouping of students, student exchange among classrooms, and differentiated staffing, which utilizes teacher aides and paraprofessionals, as well as parents and other school children. These techniques have been used successfully in the Edgewood Independent School District, one of the poorest in Texas.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teacher Aides

Yourofsky, Kathleen G. (1984). Bilingual-Special Education Needs Assessment. In order to determine the present need for bilingual-special education in Oakland County, Michigan, a questionnaire was distributed to the directors of special education in the county's 29 school districts. The 28 responses to the instrument revealed that severe discrepancies exist among districts as to the level of service provided to the limited English proficient (LEP)-handicapped population of Oakland County. Only one district provided bilingual-special education services through a teacher certified in both bilingual education and special education. The remainder of the districts provided bilingual-special education services to LEP-handicapped children through "pull-out" programs with varying degrees of coordination between bilingual and special education staff. The number of LEP students receiving special education services represented only 2% of the total LEP population. This figure, as compared to the national incidence level of 7-10% of the school age population, showed a significant under-representation of LEP-handicapped students receiving special education services in the county. It was concluded that bilingual-special education needs to become an organized entity in order for school districts to have a philosophical base from which to organize specific program development. Suggestions for state level organization are made in order for Michigan to be prepared to better serve the increasing population of LEP students. Descriptors: Disabilities, Educational Needs, Elementary Secondary Education, Limited English Speaking

Cotayo, Rosa Maria, Ed. (1979). Bilingual Higher Education Summer Institute. Bilingual Higher Education: Foundations, Policy, and Practice. Report of Proceedings (Seton Hall University, August 24-29, 1979). Papers are presented from the New Jersey Department of Higher Education Summer Institute. Focus is on sociolinguistic, anthropological, social psychological, pedagogical, and socio-political-economic considerations. Each analyzes particular factors that influence the form and quality of bilingual policy and instruction programs, and offers specific research recommendations. Among the papers are: "Foundations of Bilingual Education" (E. Glyn Lewis), and reaction (Armando Cotayo); "The Significance of the Ethnic Community Mother Tongue School: Introduction to a Study" (Joshua A. Fishman); "The State Perspective: Bilingual Higher Education in New Jersey–Present Policy and Future Directions" (T. Edward Hollander); "Bilingual Higher Education in New Jersey: The State of the Art"  (Estela Bensimon); "Higher Education in New Jersey: An Analysis of Social Realities" (Gustavo A. Mellander); "A Critical Analysis of the State of Bilingual Postsecondary Education" (Rolf Kjolseth); "The Politics of Bilingual Higher Education" (William Milan); "The Dynamics of Identity Conflicts of Hispanics in the Process of Acculturation in an Assimilative Context" (Rosa Maria Cotayo); "The Cultural Components of Bilingual Teacher Education Programs: Theories and Practices" (Muriel Saville-Troike); and "Planning and Implementing Bilingual Postsecondary Programs" (Adele MacGowan).   [More]  Descriptors: Acculturation, Bilingual Education, Bilingualism, College Programs