This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include James E. Alatis, Tobias Gonzales, Hannah Geffert, James W. Ney, Rafael M. Fernandez, Muriel Saville-Troike, Washington Congress of the U.S., B. Geraldine Lambert, Phyllis Morrow, and WA. Olympia School District.
(1975). Bilingual/Bicultural Education. CAL/ERIC Clearinghouse on Languages and Linguistics Selected Bibliographies, Linguistic Reporter. This selected bibliography in bilingual/bicultural education presents a listing of readily available articles, surveys, textbooks, and anthologies to which the reader may turn for a broad introduction to the field. Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Instructional Materials
(1978). Summary Report on the National Assessment Survey of Title VII ESEA Basic Project Directors' and Teachers' Needs for the Products and Services of the National Network of Centers for Bilingual Education. Results of a 1977 survey of a national sample of Title VII bilingual education project directors and teachers are presented. The survey was designed to assess their needs for materials development and technical assistance in order to aid network centers in making decisions on which types of materials, training, and services should be emphasized. All of the approximately 425 Title VII Basic projects were sent questionnaires, and 170 (about 40%) responded. Information is provided on language groups represented in the survey sample, grade levels and subject areas, teachers' experience in the profession, the availability and usefulness of various types of instructional equipment in the bilingual education classroom, the importance of information received/not received from a list of sources, the value of information on each of seven topics, training needs, needs for testing measures, the need for Spanish/English bilingual instructional materials, and teachers' problems with materials. Descriptors: Administrator Attitudes, Bilingual Education, Bilingual Teachers, Educational Assessment
(1971). An Evaluation of a Bilingual Education Program: Annual Report 1970-71. This annual report of an ongoing bilingual education program being conducted at St. Martin Parish evaluates data gathered between February and May 1971. A large segment of both the control and experimental groups is French dominant or black. Achievement of performance objectives by kindergarten and first grade students was evaluated by both teachers and monitors. A series of standardized tests, including the Stanford Achievement Test, was administered and results of the tests are discussed. Twenty-two tables of data are included. [More] Descriptors: Bilingual Education, Black Youth, Elementary Schools, English
(1981). Social Class and Bilingual Education: Issues and Contradictions. Bilingual Education Paper Series, Vol. 5 No. 2. Issues concerning bilingual education are discussed, with a focus on the effect of social class on educational outcomes. While bilingualism tends to be associated with some educational advantages for the upper class, it often appears to result in an additional handicap within the lower ranges. In many educational outcomes affecting bilinguals, social class rather than bilingualism per se may be the factor of primary importance. Two hypotheses concerning the reason for educational underachievement of the poor are identified: the deficit and the difference hypotheses. During the war on poverty, a frequent debate concerned the hypothesis that educational failure of the poor was related to a mismatch of their native language and the language of school (i.e., the poor speak a different dialect or language distinct from middle class English). This linguistic mismatch hypothesis was applied in public schools through the Bilingual Education Act. Also considered are the effects in the schools of the Lau decision (1974) and an Office of Civil Rights' decision. Three possibly valid explanations of different effects of upper class and lower class bilingualism are also proposed. The effects of immersion of lower and middle/upper class children for the purposes of second language teaching is discussed in some depth. Additional topics include the effects of motivation, limited English speaking children, the threshold level and additive vs. subtractive bilingualism hypotheses, and local flexibility concerning bilingual education policy. [More] Descriptors: Bilingual Education, Bilingualism, Economically Disadvantaged, Elementary Secondary Education
(1980). Current Issues in Bilingual Education. Georgetown University Round Table on Languages and Linguistics (Washington, D.C., 1980). The proceedings of the Georgetown Round Table on Bilingual Education discuss the topic in seven sections: (1) aspects of bilingualism, (2) bilingual assessment, (3) research directions in bilingual education, (4) new developments, (5) bilingualism as a factor in interpretation and translation, (6) the current state level trend in the assessment of language minority students, and (7) cross-cultural communication. Within these sections, the following topics are addressed: ethnicity; language skills and student placement; ethnographic research; language proficiency; psychological, social, and linguistic analysis of the language minority child; community factors; special education; biliteracy in grade 1; the input hypothesis; the training of interpreters; trends in student assessment in Massachusetts, Texas, California, and Illinois; bilingualism in the People's Republic of China; learning styles and vocabulary instruction; classroom techniques and code-switching; positive effects of bilingualism on science problem solving abilities; second language learning as it affects Chinese children in American classrooms; and cross-cultural communication in the classroom. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1987). Bilingual Education Act Amendments of 1987. Report from the Committee on Labor and Human Resources (To Accompany S. 1238). 100th Congress, 1st Session. The Senate Committee on Labor and Human Resources reports an original bill (S. 1238) to amend the Bilingual Education Act to make federal financial assistance available for children of limited English proficiency without mandating a specific method of instruction, to encourage innovation at the state and local levels through greater administrative flexibility, and to improve program operations at the federal level. The bill provides for greater flexibility in funding educational programs for children of limited English proficiency and limits the length of time a student can participate in a federally funded bilingual education program. The report includes a summary of the bill, its legislative history, information on the bill's background and the need for legislation, a summary of committee views, records of the vote in committee, a regulatory impact statement, section-by-section analysis of the bill, cost estimate, notes on proposed related changes in existing laws, and program evaluation requirements. Descriptors: Bilingual Education Programs, Committees, Costs, Federal Aid
(1975). The Current Status of U.S. Bilingual Education Legislation. CAL-ERIC/CLL Series on Languages and Linguistics, No. 23. This report, prepared by the Lawyers' Committee for Civil Rights Under Law, collects federal, state, and other legisltation in effect as of April 15, 1975. This is an update of the report published by the Center for Applied Linguistics in 1971. The notes preceding the statutes presented here indicate the laws in the previous compilation which were amended, repealed, or omitted in the report. Following an overview of court decisions and legislation affecting bilingual education, there are excerpts from court decisions, constitutions, and statutes affecting bilingual education. State statutory provisions and other "American-flag" jurisdiction legislation are listed. Finally, a summary is presented in tabular form of legislative activity in the 50 states and other jurisdictions. [More] Descriptors: Bilingual Education, Civil Rights Legislation, Constitutional Law, Court Litigation
(1977). School Districts, Limited English-speaking Students and the Law. No. 2 in the Bilingual Education Mini-Booklet Series. This booklet contains the major mandates, from a variety of sources, used to assist school districts and their personnel in identifying the tasks required by law to fulfill the educational obligations related to equal educational opportunity. It covers specifically a summary of major court cases involving bilingual education; Title VI of the 1964 Civil Rights Act and its regulations;the May, 1970 Department of Health, Education, and Welfare (DHEW) Memorandum on discrimination against limited English speaking students; the Equal Educational Opportunity Act of 1974; the Bilingual Education Act of 1974; the August, 1975 DHEW "Lau Compliance" Memorandum; and the Education Language Rule adopted by the Washington State Human Rights Commission. Descriptors: Affirmative Action, Bilingual Education, Educational Finance, Educational Legislation
(1977). Linguistic Bases for Bilingual Education. Bilingual Education Paper Series, Vol. 1, No. 2. The linguistic bases for bilingual education (i.e, the nature of language, the structures of the native and target languages in a bilingual education program, and the way the two language systems interact) need to be examined and understood as a sound basis for administrative and pedagogical decisions and procedures in the programs. Linguistics is relevant to bilingual education in these ways: (1) it helps in accepting the child for what he is, by recognizing and accepting his linguistic patterns as they may differ from the teacher's, building on his linguistic strengths, and knowing what his language system is; (2) it aids in curriculum planning and the selection and sequencing of instructional materials, and in the selection of what subjects should be taught in what languages of instruction, to maximize transfer of skills; and (3) it is relevant in evaluating and adapting tests, which often reflect the linguistic bias of their creators and need to be adapted to local differences instead of being applied uniformly and unreflectively. Descriptors: Applied Linguistics, Bilingual Education, Curriculum Development, Educational Needs
(1981). Bilingual Education Program Quality Review Instrument, Kindergarten through Grade Six. This bilingual program quality review instrument is intended as a guide for school district personnel to design and improve bilingual education programs. It can be used for the following purposes: as an on-site review instrument to provide formative evaluation input about language-minority group programs; as a device for collecting information at the project, school, and classroom levels to identify current practices and promising developments in bilingual education; and as a vehicle for promoting research-based standards for the operation of bilingual education programs. The instrument consists of a bilingual program profile form for recording program enrollment information, funding sources, teacher credential status, and teaching aide usage information; operational definitions of terminology used in the instrument and its documentation; and a form for recording information about features related to program quality, including primary language development, second-language acquisition, classroom management, staffing and staff development, and family services. Background information about the instrument, its development, and its application, and a six-page bibliography are included. [More] Descriptors: Administrator Guides, Bilingual Education Programs, Educational Objectives, Elementary Education
(1976). El Nuevo Aspecto de la Educacion Bilingue. [The New Aspect of Bilingual Education], Journal of the National Association for Bilingual Education. The scope of legal issues regarding bilingual education is analyzed. The article emphasizes the need for bilingual educators to increase their efforts to: (1) promote active community involvement in education, (2) encourage young minority people to become teachers, (3) awaken the sensibility of educators for what is really valuable in the educational field, and (4) obtain more positive legal provisions. [In Spanish] Descriptors: Bilingual Education, Community Involvement, Court Litigation, Educational Development
(1980). Tentative Alternative Designs for a Study of Significant Instructional Features in Bilingual Education. Planning Paper 4. Bilingual Instructional Features Planning Study. This report is one of five submitted as products of a "Study Designed to Assist Planning of Research on Significant Instructional Features in Bilingual Education Programs." The reports are intended to assist the National Institute of Education (NIE) in its plans for a major new research study in bilingual education. The present report presents two alternative study designs and plans for implementation of the instructional features study. It is based on the knowledge base assembled in the three preceding reports. Each of the two designs is described in terms of a series of studies covering such subjects as the classroom, student case histories, contextual features, management, consumer attitudes, and language acquisition and use. Sample design is also discussed at length. The designs are presented for the information of NIE, and are not intended for direct use in a Request for Proposal. Descriptors: Bilingual Education, Educational Planning, Educational Research, Elementary Secondary Education
(1977). Theoretical Perspectives on Bilingual Education Programs. Working Papers on Bilingualism, No. 13. This paper discusses some major theories of social and educational change (e.g., evolutionary theory, structural functional theory, systems theory, group conflict theory, and cultural revival and social movement theory), and delineates the identification and interpretation of variables relevant to an understanding of bilingual education within the framework of each particular theory. The basic premise of the paper is that each theory will identify differently the key variables and their relationships, and consequently the answers they seek will differ. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Processes, Cultural Pluralism
(1990). They Just Want Everything: Results of a Bilingual Education Needs Assessment in Southwestern Alaska. This paper traces the history and development of Yupik, the first language for almost 14,000 Native Alaskans, and reports findings of the Bilingual/Bicultural Needs Assessment survey conducted in 1983. Yupik remains one of the strongest Native American languages, despite historical factors that have increased English usage among Native Alaskans. Increasingly, Yupik is associated only with past traditions. Concern for the viability of the language has given rise to Yupik revitalization efforts, including a renewed focus on bilingual education. Although it means different things to different people, the issue of bilingual education is closely linked to local autonomy in questions of land use, social services, and health care. The issue is often seen not just as one of educational policy, but as an all-encompassing social policy and, thus, has fallen victim to ambivalence and shifting priorities. The survey questioned Yupik and non-Yupik students, school staff, and "other important adults"–a total sample of 2,192 persons–about bilingual education needs and demands. Results revealed inter- and intracultural disagreement on the issue. Most students (54%) and other important adults (62%) wanted equal time for the two languages, but 64% of staff members wanted more English than Yupik. The report concludes that, while there was general support for bilingual education, educators and the surrounding community are split on the emphasis of course content. The report suggests that policies based on the belief that monolingualism is inevitable, could end as self-fulfilling prophesies. This paper contains 15 references. [More] Descriptors: Alaska Natives, American Indian Education, American Indian History, Bilingual Education
(1975). An Economic and Political Analysis of Bilingual Bicultural Education Legislation at the Federal Level. The Bilingual Act first became law as a part of the Elementary and Secondary Education Amendments of 1967. At that time Congress appropriated $7 1/2 million for Bilingual Education programs. In 1974 according to "Education Daily" nearly $60 million will be spent. This paper makes an economic and political analysis of current Bilingual legislation and funding at the Federal level. Recommendations on policy and budget for the 1975-76 school year are also made. Divided into 5 major areas, the paper discusses: (1) the key issues behind Bilingual Education, (2) the merits and drawbacks of current legislation, (3) relevant studies that are significant for Bilingual programs, (4) positions of various powerful voting groups, and (5) recommendations for future policy and funding. Descriptors: Biculturalism, Bilingual Education, Educational Finance, Educational Legislation