Bibliography: Bilingual Education (page 080 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Elena Le Bienvenu, Perry Alan Zirkel, Jose R. Figueroa, Rosamond F. Mitchell, Pat Marjama, Jorge Amselle, Jose A. Cardenas, Roger Rice, Keith Baker, and Washington Academy for Educational Development.

Krashen, Stephen D. (1991). Bilingual Education: A Focus on Current Research. Focus, Occasional Papers in Bilingual Education, Number 3, Focus. The core of the case for bilingual education is that the principles underlying successful bilingual education emphasize the same factors that underlie successful language acquisition in general: understanding messages and obtaining comprehensible input; using background knowledge; and the development of literacy. The importance of the first language is discussed, and arguments against bilingual education (including the case for immersion–and submersion–programs as alternatives for limited English proficient children) are examined and rebutted. An argument is made for strengthening bilingual education by providing a richer supply of primary language reading materials. Sheltered subject matter teaching is also supported as a contributor to second language development and as a valuable part of bilingual education. It is concluded that properly organized bilingual programs work. Contains 46 references.   [More]  Descriptors: Bilingual Education, Comparative Analysis, Elementary Secondary Education, English (Second Language)

Rice, Roger (1975). Recent Legal Developments in Bilingual/Bicultural Education, Inequality in Education. Summarizes the status of bilingual/bicultural education litigation following the Lau decision in 1974. Descriptors: Bilingual Education, Court Litigation, Desegregation Litigation, Elementary Secondary Education

Cardenas, Jose A.; And Others (1975). Bilingual Education. Seven articles are contained in this publication. "Bilingual Education vs. Segregation" and "Lau Remedies Outlined" are by Jose A. Cardenas. The former discusses the bilingual education paradox in situations where children are forced to forego the benefits of bilingual education because all instruction is in English, or are segregated in order to participate in a bilingual education program. Methodologies are outlined which would allow Spanish-speaking children to be taught in heterogeneous settings. In the latter, the four phases of the development of a compliance plan are outlined, and bilingual education at the secondary level is briefly discussed. "A Perspective of Oral Language Development in Federal Programs," by Kay Jagoda Caragonne, contrasts ESL language development, oral language development in general, and oral language development in bilingual education. "PAL Measures Language Dominance" and "BSM Assesses Linguistic Proficiency in English/Spanish," by Sylvia Gil, discuss the goals, construction, administration, and scoring of the Primary Acquisition of Languages Oral Language Dominance Measure and the Bilingual Syntax Measure. "Appreciating Linguistic Varieties," by Nancy Flores, discusses socially stigmatized language varieties in terms of bilingual education. "Implementation of Innovations in Multicultural Education," by Blandina Cardenas, deals with the organizational and human relations needs of educational institutions implementing bilingual/multicultural education.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Educational Policy

Figueroa, Jose R. (1993). Can Parental Involvement and Bilingual Education Save Our Language Minority Children from Becoming Disempowered and Disenfranchised?, Illinois Schools Journal. Explores the role of parent involvement and bilingual education in improving the educational experience of language minority students, particularly in urban settings. Asks whether parent involvement is a feasible solution, and looks at the chance that bilingual education will decrease dropouts and empower students. Descriptors: Bilingual Education, Dropout Prevention, Elementary Secondary Education, English (Second Language)

Le Bienvenu, Elena; Prewitt-Diaz, Joseph O. (1982). An Historical Account of the Bilingual Education Policy in Peru. The purpose of this paper is to describe the implementation of bilingual education programs in Peru. The first part of the paper consists of a general discussion of Peruvian history and the problem of native language suppression under Spanish colonialism and, later, a Spanish dominant independent government. Educational policies and the socioeconomic context in which these policies have developed are then explored. Factors that led the Peruvian government to adopt Quechua as the official language of the country and establish a program of bilingual education are discussed at length, and the currently operative Bilingual Education Act is presented. Finally, current trends in curriculum and program design in Peruvian bilingual education are reviewed. Appended to the paper are the General Education Law of 1972 (Law Number 19326), which established the official policy of bilingual education, and Law Number 21156, which adopted Quechua as an official language in 1975. Also attached is information on phonetic and grammatical features of Quechua.   [More]  Descriptors: American Indians, Bilingual Education, Educational Legislation, Educational Policy

Academy for Educational Development, Washington, DC. (2002). Reta'maxik Qatzij–Conociendo Nuestro Idioma (Knowing Our Language). [CD-ROM]. This CD-ROM is part of an interactive and dynamic multimedia package of information and games for learning K'iche' and Ixil. This CD-ROM includes six books in electronic format with interactive exercises that support improved bilingual and intercultural education and teacher training, specifically in the languages of K'iche' and Ixil. Books contain the following: exercises for learning the alphabet, grammar, pronunciation, and dictation of K'iche' and Ixil; a basic guide to teaching Ixil; and instruction designed to help monolingual and bilingual teachers engage in more participatory teaching methods in their classrooms, with a special emphasis on involving girls. This CD-ROM contains the following: (1) "Escribiendo K'iche'" prepared by Universidad Rafael Landivar, Instituto de Linguistica/Programa Nacional de Desarrollo Integral para la Poblacion Maya (PRODIPMA); (2) "Escribinedo Ixil" prepared by Universidad Rafael Landivar, Instituto de Linguistica/Programa Nacional de Desarrollo Integral para la Poblacion Maya (PRODIPMA); (3) "Kaqetamaj usik'ixik, utz'ib'anik ri K'iche' Ch'ab'al" prepared by the Directorate General of Intercultural Bilingual Education (DIGEBI); (4) "Q'ab'il u'j tetz sik'le-tz'ib' uj Ixil" prepared by the Directorate General of Intercultural Bilingual Education (DIGEBI); (5) "Gramatica Pedagogica Ixil" prepared by Proyecto "Enlace Quiche," AED/LearnLink; and (6) "Sugerencias de dinamicas que apoyan mi trabajo" prepared by Proyecto de la Nina, World Learning. Descriptors: Females, Grammar, Guides, Instructional Materials

Salazar, Jesus Jose (1998). A Longitudinal Model for Interpreting Thirty Years of Bilingual Education Research, Bilingual Research Journal. Power analysis of studies in Greene's meta-analysis of bilingual education programs found that many studies of the past 30 years were statistically weak and uninterpretable. Effect size analysis of Thomas and Collier's 15-year study found that their longitudinal model best explains 30 years of bilingual education research and can serve as a heuristic framework for evaluation of Title VII programs. Descriptors: Bilingual Education, Bilingual Education Programs, Data Interpretation, Educational Research

Baker, Keith (1987). Comment on Willig's "A Meta-Analysis of Selected Studies in the Effectiveness of Bilingual Education", Review of Educational Research. The meta-analysis by A. C. Willig of bilingual education evaluation literature was not successful in comparison with and did not replicate the Baker and de Kanter narrative review. Willig's conclusion that bilingual education is effective is not supported by the analysis. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingualism, Educational Policy

Dominguez, Domingo (1980). A Synthesis of Issues Related to the Implementation of Bilingual Education Programs. To increase the possibility for successful programs and to determine the validity of the concept of bilingual education for limited English-speaking children, this discussion centers on issues which militate against full-scale implementation of bilingual education programs in some school districts. The narrative defines innovation as an "entity which is viewed as new or different" and implementation as "the process of placing the innovation into practice"; it suggests that the issues surrounding the implementation of innovative bilingual educational programs vary in nature and reflect educational decisions which have been made at the federal, state, and local levels. The synthesis describes the following issues as having slowed down and impeded the implementation process: lack of clear goals of bilingual education; lack of opportunity for bilingual education programs to develop along accepted stages in the innovative process; resistance caused by the attributes of bilingual education (complexity, compatibility, communicability); the impact of competing innovations; the impact of policy on bilingual education; unrealistic expectations of bilingual education; inadequacy of evaluation designs; lack of resources; and context variables of bilingual education. The discussion calls for increased recognition of these issues and application of more educational change technology and knowledge. Descriptors: Bilingual Education, Definitions, Educational Innovation, Educational Objectives

Marjama, Pat (1979). Bilingual, Multicultural Education: An Anglo-American Point of View, Hispania. Argues for the inclusion of Anglo Americans in bilingual, multicultural education programs. Descriptors: Anglo Americans, Bilingual Education, Cultural Differences, Cultural Enrichment

Educational Systems Corp., Washington, DC. (1969). National Conference on Bilingual Education: Language Skills. This final report of the Bilingual Education Conference presents an overview of the state of the art in America and position papers on various theoretical aspects of bilingual education. The work of over 40 leading specialists in the field includes discussions of research, theories, and operational programs. Extensive discussion of a typology of bilingual education, problems of research in a "plurilingual universe", and children's second language learning in a natural environment is incorporated. Other significant topics are a government report on the Bilingual Education Program (Elementary and Secondary Education Act: Title VII, 1967 Amendments), a keynote address on the realities of bilingual education, and the components and objectives of a bilingual program. Charts and an appendix with a conference guide, list of participants, and a typology questionnaire are furnished.   [More]  Descriptors: Bilingual Education, Bilingualism, Community Surveys, Conference Reports

Amselle, Jorge (1997). Bilingual Education: A Ten State Report Card. CEO Policy Brief. This report evaluates the bilingual education policy of ten states (Arizona, California, Florida, Illinois, Massachusetts, Michigan, New Jersey, New Mexico, New York, and Texas), in which 86 percent of the nation's limited-English-proficient (LEP) students reside. The report answers frequently-asked questions about bilingual education, and summarizes the laws and rules governing bilingual education in those states. An introductory section outlines how the states' policy "grades" were determined, presents data on the number of LEP students in each of the states, and addresses general questions about bilingual education. The summaries for the ten states follow, each noting an overall "grade" for state policy, the general guidelines provided by state law and regulations, parents' rights, specific bilingual education problems, and other comments arising from the evaluation.   [More]  Descriptors: Bilingual Education Programs, Comparative Analysis, Educational Policy, Program Effectiveness

Mitchell, Rosamond F. (1979). Bilingual Education of Minority Language Groups in the English-Speaking World: Some Research Evidence. Stirling Educational Seminar Papers No. 4, CORE. Research on education in Canada, the United States, the Philippines, and Ireland suggests that bilingual education of a pluralist character neither depresses nor enhances performance in English or in non-language subjects. Decisions to promote bilingual education are often based on social demands. (f=fiche numbers).   [More]  Descriptors: Acculturation, Bilingual Education, Comparative Education, Cultural Pluralism

Zirkel, Perry Alan (1972). Aural-Oral Skills and Different Models of Bilingual Education. This paper seeks to define the program title "Basic Skills in Bilingual Education: Grammar and Pronunciation." The author considers the terms separately. Grammar and pronunciation should perhaps be defined as aural-oral skills to better specify what is involved. Various definitions of bilingual education are discussed, as are the linguistic and sociolinguistic factors that should be considered in a typology of bilingual education. The idea of basic skills in bilingual education programs cannot be limited to language. The output as well as the input of such programs must be seen in terms of concept as well as of language development. Linguistic, sociolinguistic, and educational factors must all be taken into consideration when defining bilingual education.   [More]  Descriptors: Applied Linguistics, Basic Skills, Bilingual Education, Bilingualism

Guerrero, Michael D. (1997). Spanish Academic Language Proficiency: The Case of Bilingual Education Teachers in the U.S, Bilingual Research Journal. Examines key educational policies and practices that limit opportunities for bilingual education teachers to obtain academic language proficiency in Spanish. Bilingual-education teacher training cannot make up for ground lost by educators who lack prior attainment of math and science Spanish-language skills. Effective Spanish-language competency testing for prospective bilingual teachers is also lacking. Contains 52 references. Descriptors: Bilingual Teachers, Educational Attitudes, Educational Policy, Educational Practices

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