This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Raymond V. Padilla, Herbert Teitelbaum, Robert (Kelly) Acosta, Barbara Arnstine, Cindy Le Fevre, Tim Hodson, Ofelia Garcia, Herbert L. Alston, Marko Valenta, and Washington Congress of the U.S..
(1980). Bilingualism and Bilingual Education: A Comparative Study. This volume combines a discussion of bilingual education in three parts of the world, the Soviet Union, the Celtic countries of Western Europe, and the United States, with an outline of a theory of bilingualism and bilingual education. The first part of the book investigates how various systems derive from different combinations of identical elements. The identification of variables is undertaken along with an analysis of the social and linguistic environment of the communities in which the bilingual programs are set. Part Two "Case Studies," is on the historical development and the current extent of multilingualism in the Soviet Union, the Celtic countries, and the United States. This section of the book deals with the primary and secondary variables that have to do with the causes of direct contact between different groups and with the nature of the contact that has been established. The final section of the book deals with justifications of bilingual education, that is, a consideration of attitudes and rationales for languages and bilingual education. It includes discussion of attitudes to languages in contact, and of needs, policies, and programs in bilingual education. Appendices provide a critique of the use of census returns in such a study, and an outline of the structure of bilingual education in Welsh Elementary Schools. Descriptors: Bilingual Education, Bilingualism, Community Characteristics, Comparative Analysis
(1987). Reauthorization of Expiring Federal Elementary and Secondary Education Programs: Bilingual Education. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundredth Congress, First Session on H.R. 5, H.R. 1755, and H.R. 1448. The transcript of this hearing on the reauthorization of the Bilingual Education Act and the prepared statements of witnesses, are presented here. The Bilingual Education Act, enacted in 1968, is a major federal education authority that provides educational services primarily for school-age, limited-English-proficient students (LEP). A study of the research findings in bilingual education completed by the U.S. General Accounting Office is reported. Recent research and statistical evidence seem to indicate the need for change in the management and funding of bilingual programs. Testimony is reported from the following people: Gordon Ambach (University of the State of New York), Eleanor Chelimsky (U.S. General Accounting Office), Lillian Falk (Prince George's County Public Schools, Maryland), Harry Handler (Los Angeles Unified School District), Carol Pendas Whitten (Office of Bilingual Education and Minority Language Affairs), Matthew Martinez (U.S. Representative from California), Diane Ravitch (Columbia University), and Herbert Walberg (no affiliation cited). [More] Descriptors: Bilingual Education Programs, Case Studies, Educational Legislation, Educational Objectives
(1994). "Forked Tongue: The Politics of Bilingual Education," by Rosalie Pedalino Porter. Book Review, Hispanic Journal of Behavioral Sciences. Based on personal experience rather than empirical evidence, "Forked Tongue" presents a biased view that could damage the future of bilingual education in the United States. The book considers bilingual education a threat because it prolongs the learning of English and promotes the maintenance of other "un-American" languages that prevent language-minority students from becoming true Americans. Descriptors: Acculturation, Bilingual Education, Bilingualism, Book Reviews
(1986). Issues in the Implementation of Master's Level Training Programs for Bilingual Special Education, Journal of Reading, Writing, and Learning Disabilities International. The article examines the need for bilingual educators, the reasons why few individuals choose to become bilingual special education teachers and the types of bilingual special education graduate training programs which are currently available. Descriptors: Bilingual Special Education, Bilingual Teachers, Elementary Secondary Education, Graduate Study
(1988). "Bilingual Education,""Bilingual Curriculum": A Teacher's Perspective. While the concept of bilingual education is well-intentioned and pragmatic for public schools, it is not well understood by educators who use it. Differences in understanding lead to diverse actions and contribute to the confusion surrounding the concept. Policymakers, theoreticians, researchers, and practitioners each view bilingual education from a different perspective. A survey of elementary school teachers found no consensus on the meaning of the term "bilingual education." The concept, as it is applied in schools, needs to be clarified so that its intention can be fulfilled. The term "bilingual education" should not be used when the more specific term "bilingual curriculum" is more appropriate. "Bilingual curriculum" is the operationalization of the concept of "bilingual education." This distinction could help new teachers deal with the realities of classroom life and inform teachers in their task. Disenchantment with the operationalization of a misunderstood concept and inadequate preparation to deal with its ramifications has led to a shortage of bilingual teachers. Dialogue among educators about the differences between bilingual education and bilingual curriculum could result in more coherent programs, to the educational benefit of all limited- and non-English-speaking students. A 19-item bibliography is included. Descriptors: Administrator Attitudes, Bilingual Education, Bilingual Education Programs, Comparative Analysis
(1980). Theory in Bilingual Education: Ethnoperspectives in Bilingual Education Research, Volume II. The second of three volumes that present the three basic factors of the bilingual education equation–public policy, theory, and technology–this volume focuses on the theoretical aspects of bilingual education. Papers from the areas of language, culture, neurolinguistics, and pedagogy include: (1) "Ethnic and Linguistic Processes: The Future of Indigenous Alaskan Languages" by James M. Orvik; (2) "Factors Affecting Native Language Maintenance" by Wendy P. Weimer; (3) "Linguistic Proficiency: How Bilingual Discourse Can Show That a Child Has It" by Maryellen Garcia; (4) "The Transfer Nemesis in Bilingual Education" by Eugene E. Garcia and Dennis Madrid; (5) "To Switch or Not to Switch: The Role of Code-Switching in the Elementary Bilingual Classroom" by Gustavo Gonzalez and Lento F. Maez; (6) "A Theory of the Structure of Bicultural Experience Based on Cognitive-Developmental Psychology" by Charles D. Nelson; (7) "The Neurology of Learning and Bilingual Education" by Elisa Gutierrez; (8) "The Effects of Bilingual Multicultural Content on Elementary School Children" by Sheryl Linda Santos; (9) "Teacher Preparation in Bilingual Education" by Lester S. Golub; and (10) "Notes on a Social Theory for Bilingual Education in the United States" by Jose Llanes. [More] Descriptors: Biculturalism, Bilingual Education, Code Switching (Language), Cognitive Development
(1991). Bilingual Education. Focusschrift in Honor of Joshua A. Fishman on the Occasion of His 65th Birthday. Volume I. The collection of essays on bilingual education is divided into five sections covering theoretical considerations, planning, policies and implementation in an international context, U.S. policies, and practices. Papers include: "A Gathering of Voices, a 'Legion of Scholarly Decency' and Bilingual Education: Fishman's Biographemes as Introduction" (Ofelia Garcia); "Swedish Strategies To Prevent Integration and National Ethnic Minorities" (Tove Skutnabb-Kangas); "The Role of Culture in Bilingual Instruction: Linking Linguistic and Cognitive Development to Cultural Knowledge" (Henry T. Trueba); "Writing and Schooling in the Regional Languages of the Member States of the Council of Europe" (Albert Verdoodt); "Language in Education: A Comparative Study of the Situation in Tanzania, Ethiopia, and Somalia" (M. H. Abdulaziz); "Bilingual Education in India" (Kamal K. Sridhar); "Trilingual Education in the Grand Duchy of Luxembourg" (Hugo Baetens Beardsmore and Nathalie Lebrun); "Bilingual Education in Friesland from the Innovator's Point of View" (Koen Zondag); "'Tomorrow's Schools' and the Revitalization of Maori: Stimulus or Tranquilizer?" (Richard A. Benton); "A Yiddish Utopia in Montreal: On the Role of Ideology in Bilingual Education" (David G. Roskies); "Bilingual Education: Politics or Pedagogy?" (Ursula Casanova); "The Politics of Paranoia: Reflections on the Bilingual Education Debate" (Jim Cummins); "What Bilingual Education Has Taught the Experimental Psychologist: A Capsule Account in Honor of Joshua A. Fishman" (Kenji Hakuta); "Extending Enrichment Bilingual Education: Revisiting Typologies and Redirecting Policy" (Nancy H. Hornberger); "Language Education in Bilingual Acadia: An Experiment in Redressing the Balance" (William Francis Mackey); "Bilingual Education for All: An Australian Pilot Study and Its Policy Implications" (Michael Clyne); "Active Teaching and Learning in the Bilingual Classroom: The Child as an Active Subject in Learning To Write" (Gerardo Torres); "Becoming Bilingual in English in a Non-English Environment." A Retrospective Essay in Honor of Joshua A. Fishman (Bonifacio P. Sibayan); and "ESL in Bilingual Education" (Christina Bratt Paulston). Descriptors: Active Learning, Bilingual Education, Classroom Techniques, Cultural Education
(1984). The Bilingual Education Improvement Act of 1983, H.R. 2682. Hearings before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, Ninety-Eighth Congress, First Session (June 7, 28, 1983 and August 3, 4, 1983). Presented are transcripts of hearings on legislation which is intended to improve the operations of the federal bilingual education program by (1) focusing on building the capacity of the local educational agencies to carry out bilingual education programs; (2) broadening the range of instructional approaches eligible for assistance; (3) targeting assistance on the children of limited English proficiency most in need of such programs; and (4) providing financial assistance to state educational agencies for reviewing, evaluating, and monitoring bilingual education programs. Included with the hearings' transcripts and legislative text are the testimony and prepared statements, letters, and supplementary materials of the Secretary of the Department of Education, school district and state bilingual education program directors, professional association officers, congressional representatives, college faculty, and other federal agency officials. Descriptors: Bilingual Education Programs, Educational Improvement, Elementary Secondary Education, Eligibility
(1996). Literacy and Culture: The Problems and Promises of Bilingual Education. The LegiSchool Project. A Town Hall Meeting. The materials presented here are designed to provide background information and stimulate discussion of bilingual education in a televised town meeting held on May 9, 1996 in Sacramento, California. The meeting, one of a series, is intended as a forum for California high school students, educators, and legislators to engage in dialogue about problems in bilingual education and the role of public policy in addressing them. The materials include essays, documents produced by public and private agencies, legislative texts and excerpts, policy statements, and newspaper and journal articles on two general topics: the relationship of language and culture, particularly in bilingual education, and bilingual education policy and practice. For each topic area, a series of study questions is included. Descriptors: Bilingual Education, Bilingual Education Programs, Cultural Awareness, Educational Objectives
(1978). Competencies for University Programs in Bilingual Education. This guide is presented to assist institutions of higher education to: (1) initiate teacher-preparation programs in bilingual education; (2) modify and improve existing bilingual education programs; (3) expand the bilingual education programs into the graduate level; and (4) expand to other graduate programs in addition to teacher education. After stating ten assumptions on which a bilingual education program is based, the guide focuses on program implementation, the undergraduate, masters and doctoral programs, and an overview of degree programs. For each level, the attitudes and skills to be developed are described as well as linguistic, cultural, and pedagogical competencies. The competencies, sequential in nature, are of two types: (1) the basic type with minimum requirements that will allow the individual to perform effectively as a bilingual education teacher or as a specialist in some other branch of bilingual education; and (2) supporting competencies, that is, those which serve to enhance and strengthen the preparation of the degree candidates. The section on degree program overviews shows graphically the approximate ratios between basic and supporting competencies, and among the various subcategories of supporting competencies. A bibliography is appended. [More] Descriptors: Administrator Guides, Bilingual Education, Bilingual Teachers, Competency Based Teacher Education
(1980). Achieved Reading Level, Self-Esteem, and Grades as Related to Length of Exposure to Bilingual Education, Hispanic Journal of Behavioral Sciences. Notes the effect of varying lengths of time spent by seventh grade Mexican American students in an elementary level bilingual education program on the students' grade point average, reading achievement, and self-concept. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Grade 7
(2009). "Who Wants to Be a Travelling Teacher?" Bilingual Teachers and Weak Forms of Bilingual Education: The Norwegian Experience, European Journal of Teacher Education. In this article, I argue that immigrant bilingual teachers and mother-tongue teachers are not formally recognised as "genuine" teachers in the Norwegian school system. Norwegian education authorities have invested considerable effort in order to strengthen the competences of bilingual teachers and to both recognise and formalise their home country education. Amongst other things, several university colleges were encouraged to provide specially designed higher education programmes for bilingual teachers in order to integrate teachers with bilingual competences into the Norwegian primary school teaching system. This paper is based on data collected in 2007-2008 during the national evaluation of this education, which is the first of its kind in Norway. Although popular amongst immigrant students, it seems that the competences to be gained by graduates of the BA degree programme are not recognised or utilised in the schools where they work. Due to low social status and an unfavourable structural position within the Norwegian school education sector, these teachers will try to distance themselves from their bilingual roles and identities. Within such a framework, the higher education that is intended to strengthen optimum bilingual tuition in the primary schools sector is, in fact, steering bilingual teachers and mother-tongue teachers away from these more specialised and less valued professions, seeking instead, access into the more mainstream and higher status teaching jobs. [More] Descriptors: Higher Education, Bilingual Education, Foreign Countries, Bilingual Teachers
(1977). Bilingual Education: Current Perspectives. Volume 3: Law. The Office of the Commonwealth of Puerto Rico and the Center for Applied Linguistics cooperated in a state-of-the-art study of the field of bilingual education. State-of-the-art papers were commisioned in four general areas concerning bilingual education: social science, languages and linguistics, law, and education. Each paper formed the central focus for a spearate conference at which it was discussed and elaborated upon by specialists from various fields within a given discipline. This volume is the third in a series of five volumes. The focus of the volume is the law. One major paper is presented, "The Legal Perspective," by Herbert Teitelbaum and Richard J. Hiller. This paper provides a historical perspective of legal issues related to bilingual education. The case of Lau v. Nichols, involving Chinese public school students and the San Francisco Unified School District, is described, as well as a number of similar cases. Common defenses offered by school boards for their failure to provide bilingual education are discussed, as well as bilingual education, and desegregation, and bilingualism in areas other than education. An article by A. John Wabaunsee, "Native American Viewpoint," concludes the volume. It deals with the problems encountered by Native Americans with bilingual education. Descriptors: American Indians, Bilingual Education, Bilingualism, Chinese
(1977). Title IV-C Pilot Program: An Educational Needs Projection Model. Project Report. Estimates of Personnel Needed and Costs of HISD Bilingual Education Programs. The general purpose of this project (Title IV-C Pilot Program: An Educational Needs Projection Model) is to develop procedures for forecasting the personnel needed by the school district for a five-year period in response to current and expected legislation, changing student population, etc. During the first project year, 1976-77, emphasis is placed on forecasting the personnel needed for mandated bilingual education programs. This report summarizes the "Bilingual Education Cost Analysis," by Cardenas, Bernal and Kean (1976 a, 1976 b); presents a cost analysis of the Houston ISD bilingual education programs based on existing programs; presents initial estimates of personnel needs and costs for the Houston Independent School District; discusses the use of these estimates in an Educational Needs Projection Model; and includes two appendices, one comparing the Cardenas et al and the Alston bilingual education cost analyses, and the second on the ENP models. Descriptors: Bilingual Education, Cost Effectiveness, Cost Estimates, Educational Finance
(1978). Bilingual Education: Current Perspectives. Volume 5, Synthesis. Four papers resulting from the fifth of a series of conferences on bilingual education are presented. "Current Perspectives" (L. Leann Parker, Shirley Brice Heath) discusses the status of bilingual education policy and related issues, including the problems of definition and goals, assessing bilingual education's effectiveness, program implementation, impact on English usage, foreign language use, and minority language communities. "At the Crossroads" (Rudolf C. Troike, Ernest Perez) examines the roles of State and Federal governments in bilingual education and alternatives to current practices in national legislative planning, research, program evaluation, student language assessment, and curriculum materials development. "Toward a Cross-Disciplinary View" (Roger W. Shuy) explores the interrelationships between bilingual education and other fields, including law, the social sciences, and education, and recommends a cross-discplinary approach to program development, implementation, and evaluation. "Thoughts on Non-English Speaking Children" (Lily Wong Fillmore) argues that children's various needs for getting and structuring linguistic input must be accommodated individually in bilingual education programs if such programs are to be successful. An extensive bibliography is included. Descriptors: Bilingual Education, Children, Court Litigation, Curriculum Development