This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ricardo L. Garcia, Cerritos ABC Unified School District, Colin Baker, Charlene Rivera, Susannah Factor, Sam A. Rosenfeld, Paul Stoller, Helen Cody Rosier, John Lum, and Eduardo Guardarrama.
(1977). Ch'al. Book 1. This is an elementary Navajo reader for use in a bilingual education setting. It presents the sounds of Navajo, some elementary sentence constructions, question-answer exercises, and fill-in-the-blanks, along with illustrations. Descriptors: Athapascan Languages, Bilingual Education, Books, Childrens Literature
(1978). Un Sueno Musical (A Musical Dream). This children's reader, in Spanish, is intended for children in grades 1-3 in a bilingual education setting. It tells about the cultural contribution of the Indians, Spaniards, and Blacks to Puerto Rican music. Descriptors: Bilingual Education, Books, Childrens Literature, Folk Culture
(1984). Schooling and Language Minority Students: A Theoretical Framework. A collection of papers discusses the importance of bilingual education's goals of high-level English proficiency, appropriate cognitive/academic development, and adequate psychosocial and cultural adjustment for language-minority students and describes various instructional strategies to achieve those outcomes. The papers include: "The Role of Primary Language Development in Promoting Educational Success for Language Minority Students" (James Cummins); "Bilingual Education and Second Language Acquisition Theory" (Stephen D. Krashen); "Effective Use of the Primary Language in the Classroom" (Dorothy Legarreta-Marcaida); "The Natural Approach in Bilingual Education" (Tracy D. Terrell); and "Reading Instruction for Language Minority Students" (Eleanor W. Thonis). A bilingual education program quality review instrument for kindergarten through grade six and a glossary are appended. [More] Descriptors: Bilingual Education, Cognitive Development, Educational Strategies, Educational Theories
(1996). Foundations of Bilingual Education and Bilingualism. Second Edition. The textbook for training bilingual education teachers addresses psychological and social questions that enable teachers to define more clearly what they want to do in a classroom, and offers theoretical and practical information for a variety of social contexts. The first section addresses individualism and the social nature of bilingualism, and includes chapters on these issues: defining bilingualism; measurement of bilingualism; the role of languages in society; language revival and maintenance; ways in which children and adults become bilingual; foundations of second language learning research and theory; the relationship between bilingualism and intelligence; bilingualism and cognitive processes; cognitive theories of bilingualism and their implications for curriculum design. The second section focuses on bilingual education policies and classroom practices, including the history of bilingual education, measuring the effectiveness of bilingual education, language development and language use in bilingual education settings, related schooling issues underachievement, special education, identification and placement), formal second language learning, literacy in a multicultural society, literacy and biliteracy in the classroom, Canadian immersion education, a proposed model and framework for bilingual education programming, political issues in bilingualism, and the relationship between multiculturalism and racial tolerance. Contains a list of recommended reading and a 682-item bibliography. Descriptors: Bilingual Education, Bilingualism, Cognitive Processes, Cultural Context
(1983). What Research Says About the Attitudes Toward and the Opinions of Bilingual Education. Since bilingual education became an official government mandate, there has been much controversy regarding its philosophy, objectives, procedures, and effectiveness. Some educators choose to view bilingual education as transitory, and other educators believe minority students should be given bilingual instruction throughout their public school years. Still other educators argue against bilingual education and feel it should be abolished. A review of research reveals different attitudes and ideas concerning bilingual education. Studies regarding teacher attitudes are in most cases inconclusive and contradictory. Veronica Gutierrez found that teacher attitudes play an important role in students' acceptance/rejection of their mother tongue and heritage. Martin Ilivicky reported that some students and teachers felt progress in English had been definitely slowed because of the bilingual classes. Lester Golub and Joseph Prewitt-Diaz found significant differences in the perception of parents and students regarding the impact of a bilingual education program, but no significant difference was found between Hispanic and non-Hispanic teachers. Merle Marks and Patricia Cabrera found that those teachers who volunteered to participate in a bilingual program were biased in favor of the Spanish speakers. It is evident from these and other studies that a need exists for more evaluative studies concerning teacher attitudes toward bilingual education. Descriptors: Bilingual Education, Bilingual Teachers, Educational Philosophy, Elementary Secondary Education
(1977). The Language Planning Activities of the U.S. Office of Bilingual Education, Linguistics. This paper discusses cultural diversity and language in the schools and the need for bilingual-bicultural education. Language planning deals with (1) the language problems which precipitated calls for bilingual education, and (2) the manner in which the U.S. Government has sought to solve this problem. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingualism
(1978). Maskoke (Muskokee). Unvkuce Cokv Enhvteceskv. This primary level reader developed for use in a bilingual education setting contains six legends in the Creek Indian language. Each legend is presented in large type and is illustrated by pen-and-ink drawings suitable for coloring. (AMH Descriptors: American Indian Languages, American Indians, Bilingual Education, Childrens Literature
(1980). Bilingual Education Tradition in the U.S.: Transition vs. Maintenance Models. The political and educational rationales for bilingual education in the United States and the implications of transitional and maintenance programs are examined. Following a period of adherence to English-only instruction which resulted in academic failure for minority children, support grew for the concept of bilingual education. The provisions of the 1968 Bilingual Education Act, the revised Act of 1974, the Lau versus Nichols decision, and the Lau regulations are described. The underlying assumptions, goals, and methodologies of transitional and maintenance bilingual education are compared. Transitional bilingual education utilizes native language instruction only as a remedial approach to the learning of English, while maintenance bilingual education recognizes the value of minority students' cultural and linguistic resources and seeks to develop skills in two languages. Although the transitional and maintenance models are similar in their goals and methodology, their underlying philosophies are mutually exclusive. In conclusion, it is important to determine which aspects of each model are most beneficial to the student and implement the most effective combined approach. A list of references is appended. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Comparative Analysis, Educational Objectives
(1979). The Federal Mandate for Bilingual Education: Some Implications for Parent and Community Participation. Despite the rhetoric as to its importance, this analysis concludes that there is no federal interest in promoting meaningful, substantive parent-community involvement in bilingual education. The absence of policy, data, theory, specifically worded governing rules and regulations, established models of involvement, training programs, or technical assistance to parent-community councils all support this position. An overview of the original Bilingual Education Act of 1968, dealing specifically with the ambiguity of the legislation, the influences of the War on Poverty and Civil Rights Movement on the concept of equal educational opportunity and bilingual education, the implications of the transition vs. maintenance controversy, and the effect of key court decisions favoring bilingual education as an effective remedy for limited-English-speaking children provide background for understanding the federal position. In addition to the objective factors that comprise a federal position and legislation, i.e., the 1974 Bilingual Education Act, the intricacies of the legislative process and bureaucratic operation must be taken into account. The interface between constituencies such as the federal bureaucracy, the local school professional and the community determines the specific form that any bilingual education program can or will take. Descriptors: Access to Education, Bilingual Education, Community Cooperation, Community Involvement
(1976). Gracejo em Leitura (Fun in Reading). Workbook. This is a workbook designed to accompany a primary-level Portuguese reader for use in a bilingual education program. The workbook consists of illustrations with writing, drawing, and coloring exercises, in addition to some games. Descriptors: Basic Reading, Bilingual Education, Childrens Games, Elementary Education
(1976). Information Needs in Bilingual Education. A Stimulus for Discussion. In 1974, Congress, recognizing the difficulty individuals have in obtaining information on bilingual education, mandated the establishment of a national clearinghouse on bilingual education. This paper was sent to people involved in bilingual education as background material for a series of six conferences on the development of such a clearinghouse. The paper first analyzes the various information needs – in the classroom, in the legislature, in the research laboratory, and in information centers. Five major objectives for the clearinghouse are proposed and discussed: (1) transfer of information and materials; (2) direct assistance in solving problems; (3) coordination of bilingual education information activities; (4) aggregation and analysis of information; and (5) communication with policy, research and development groups concerning gaps in knowledge, technique and materials. The next section presents a synopsis of current information dissemination in bilingual education, including inquiry services, data bases, information retrieval systems, and traditional information sources. The last section is a series of questions and issues for conference participants regarding trends and perceptions, access to information, kinds of assistance, audience factors, and organization and policy issues in bilingual education. Descriptors: Administrators, Bilingual Education, Bilingual Teachers, Bilingualism
(1976). Ensenanza Bilingue (Bilingual Education). The purpose of bilingual education is to increase the academic ability and success of the student through the use of the native language as the principal instrument of instruction. The aim is for the student to develop appropriate academic attitudes towards, practical aptitudes in, and a knowledge of the target language. The pamphlet explores bilingual education as it traces: (1) the principles, rights, and responsibilities of bilingual and bicultural education; (2) methods of bilingual instruction; (3) bicultural education; (4) the history of bilingualism in the United States; (5) the social implications of bilingual eduation; (6) goals and objectives of bicultural programs; (7) administrative planning for bilingual and bicultural programs; (8) the future of bilingual education; and (9) sources of information on bilingual and bicultural education. [More] Descriptors: Acculturation, Bilingual Education, Class Activities, Community Involvement
(1976). Gracejo em Leitura (Fun in Reading). Reader. This is a primary-level Portuguese reader for use in a bilingual education program. Three illustrated stories provide elementary vocabulary and reading practice. A vocabulary list follows each story. Descriptors: Basic Reading, Bilingual Education, Elementary Education, Illustrations
(1982). Asian Bilingual Education Teacher Handbook. A guide to bilingual education for Asians contains chapters on bilingual and multicultural education characteristics; the learner; Asian and Asian American learners; bilingual program designs, methodology, and classroom activities; instructional materials and resources for Asian bilingual education programs; and teacher competencies, staff development, and certification. Appendixes, which make up 75% of the document include materials on: compiling Asian bilingual curriculum development materials; the question of literacy and its application in Chinese bilingual education; a taxonomy of bilingualism-biculturalism; a Philippine experiment in multicultural social studies; an example of a multicultural alternative curriculum; bridging the Asian language and culture gap; students from Korea; an Asian-American profile; learning styles of Chinese children; the early history of Asians in America; Korean-Americans; Asians as Americans; the Japanese American in the Los Angeles community; Koreans in America, 1903-1945; organized gangs taking refuge in the United States; cultural marginality and multiculturalism as they relate to bilingual-bicultural education; problems in current bilingual-bicultural education; new approaches to bilingual-bicultural education; an outline for a guided study course; a list of competencies for university programs that train personnel for bilingual education programs; inservice bilingual teacher training; state bilingual teacher certification requirements; and behavioral outcomes for bilingual program students. [More] Descriptors: Asian Americans, Bilingual Education, Certification, Classroom Techniques
(1979). Interface between Bilingual Education and Desegregation: A Study of Arizona and California. There is no inherent conflict between bilingual education and desegregation; only lack of creativity and lack of commitment deter implementation of bilingual programs in racially balanced schools. A review of literature related to the Brown v. Board of Education and Lau v. Nichols decisions revealed that bilingual education and school desegregation can and do coexist even though they appear to be contradictory (i.e., historically, desegregation has dispersed minority group students, and bilingual programs have concentrated them). Federal guidelines for the Lau decision have created unnecessary confusion among educators and within the Mexican American community regarding what is required and expected of bilingual education. A field study of school districts in California and Arizona yielded insights into the process of developing bilingual education in desegregated schools, but no school district provided a model program. Those planning bilingual education in a desegregated setting must first develop a "master plan" committed to establishing equal educational opportunity and then carefully integrate bilingual programs into that plan, providing methods that encourage Anglos and Blacks to participate in bilingual education, that maintain a "critical mass" of LES/NES (Limited English Speaking/Non-English Speaking) students around which to develop bilingual programs, and that ensure adequate staffing. Descriptors: Administrative Problems, Bilingual Education, Community Attitudes, Court Litigation