French, Laurence Armand; Rodriguez, Richard Francis (1998). Project BESTT: A Training Model for Rural, Multicultural, Bilingual Special Education. Rural schools along the New Mexico-Mexico border face unusual challenges in meeting the special education needs of a culturally and linguistically diverse (CLD) population. This population includes Anglo Americans, Mexican Americans, Mexicans, and American Indians. Few school districts have an integrated or coordinated bilingual special education program, and many school personnel working with CLD exceptional children have only provisional endorsements in special or bilingual education. Project BESTT (Bilingual/ESL Special Education Teacher Training project) provides an innovative approach to this problem. Current project participants are 30 special education, regular education, and bilingual education personnel, primarily from minority backgrounds, who are working toward a Master's degree in bilingual special education at Western New Mexico State University. In view of the bilingual, tricultural flavor of the region, a major project goal is to promote cultural sensitivity among trainees. The project seeks to provide nearby school districts with a trained cadre of bilingual special education personnel, and in the long run, to refine and disseminate this preservice Master's degree program in bilingual special education. Steps in program development and strategies to ensure graduates the necessary competencies to work with CLD children are briefly outlined. Contains 23 references.   [More]  Descriptors: American Indian Education, Bilingual Special Education, Cross Cultural Training, Diversity (Student)

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. (1999). Reauthorization of the Bilingual Education Act. Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, First Session (McAllen, Texas, July 7, 1999). This Congressional hearing on the reauthorization of the Bilingual Education Act, held in McAllen Texas, focuses on issues to consider in the reauthorization of the Bilingual Education Act. After opening statements by Chairman Michael Castle and Representative Ruben Hinojosa, both of the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce, U.S. House of Representatives, there are seven statements by the following individuals: Ellen M. Gonzalez, Associate Executive Director, Region One Education Service Center, Edinburg, Texas; Josefina Villamil Tinajero, Assistant Dean and Professor of Bilingual Education, University of Texas El Paso, Texas; Gloria F. Garza, kindergarten teacher, Pharr, Texas; Alba Ortiz, Associate Dean, University of Texas Austin, Texas; Gilberto Anzaldua, Superintendent, El Paso Independent School District, Texas; Gloria Gallegos, Executive Director of Special Programs, Pasadena Independent School District, Texas; and Hilda Medrano, Deal of College of Education, University of Texas, Pan American, Edinburg, Texas. Eight appendixes present the opening statement and written statements.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Equal Education

Genesee, Fred, Ed. (1999). Program Alternatives for Linguistically Diverse Students. Educational Practice Report 1. The report looks at programs and approaches for educating students from diverse linguistic and cultural backgrounds. It is intended as a guide for school and district decision-makers to help them identify instructional approaches and programs appropriate to their students' needs. Four program alternatives are discussed: newcomer programs; transitional bilingual education; developmental bilingual education; and two-way immersion. Also explored are an instructional approach that can be used with all students learning through the medium of a second language regardless of program type (sheltered instruction) and foreign/second language immersion, designed for native-English-speaking students from the mainstream culture who want to acquire advanced proficiency in another language. For each program type, theoretical rationale, salient pedagogical and program features, necessary resources, and necessary local conditions are outlined, and a case study is offered. A concluding chapter addresses issues to be considered in choosing the appropriate program design. Contains 74 references.   [More]  Descriptors: Comparative Analysis, Decision Making, Developmental Programs, Diversity (Student)

Feinberg, Rosa Castro; Morencia, Consuelo Conde (1998). Bilingual Education: An Overview, Social Education. Argues that increasing numbers of students with limited English proficiency in the United States create a need for educators prepared to teach linguistically and culturally diverse students. Summarizes factors that affect the design of bilingual education programs and describes the program components necessary to provide education services to English-language learners. Descriptors: Bilingual Education, Bilingual Education Programs, Curriculum Design, Diversity (Student)

Weryackwe, Suzanne L. (1980). Bilingual Education at the Graduate Level and Its Relevance to a Culturally Pluralistic America. Directors of 67 bilingual education university programs and centers were surveyed to ascertain: philosophical aspects on what professionals regard as the basis for groundwork to accomplish educational aims in bilingualism/ biculturalism; various approaches applied to bilingual education; any specific direction where bilingual education should be heading; ramifications of institutional behavior; any viability of state support through legislation. There was a 31% response and a strong rationale was indicated for bilingual education in America. The following conclusions on bilingual/multicultural education in America were reached: approaches are changing from compensatory to two-way enrichment; cultural factors are becoming increasingly essential for enhancement of cognitive and affective development; bilingual/multicultural education provides tremendous advantages for universal improvement; further development and dissemination of curriculum materials is needed; there is no national policy providing direction to the states on determining effective criteria; there is a lack of adequate instruments for assessing students with limited English speaking ability; there is more emphasis on Masters and Doctoral degrees in bilingual/multicultural education; research in this field is becoming more prevalent and this is necessary to meet future trends. Descriptors: Bilingual Education, Cultural Influences, Cultural Pluralism, Definitions

Stubing, C. H.; And Others (1970). Reports: "Bilingual Education: The Status of the Art, 1970" (7th Annual Conference of the Southwest Council for Bilingual Education, El Paso, Texas, November 20-21, 1970). A report on the status of bilingual education during 1970, this document is composed of presentations from the 7th Annual Conference of the Southwest Council for Bilingual Education. Papers included are entitled Bilingual/Bicultural Education: Our Mission in the 70's, Bilingual Education–Theory and Practice, Discrepancies Between Theory and Practice, Getting a Handle on the Attainable, and, The Measurement of Linguistic and Cultural Phenomena. A section entitled Increasing Teacher Proficiency in the Education of Mexican-American Youth describes a proposed program to increase the proficiency of bilingual teachers; this section provides a description of the program (to be implemented at the University of Texas at El Paso) in terms of rationale, goals, program of instruction, and strategies for recruitment. Also included are 6 paradigms relating to the proposed program. Descriptors: Biculturalism, Bilingual Education, Conference Reports, Linguistics

Trueba, Henry T., Ed.; Barnett-Mizrahi, Carol, Ed. (1979). Bilingual Multicultural Education and the Professional: From Theory to Practice. A general text on bilingual multicultural education geared toward teachers, teacher trainers, supervisors, administrators, researchers, and other professionals in the field, at both the preservice and inservice levels, is presented. Contents are as follows: a historical, philosophical, and legal introduction to bilingual education; theoretical issues concerning language, culture, cognition, and the development of practical instructional designs as well as bilingual education models; the teaching of science, mathematics, reading, and social sciences in bilingual programs; second language teaching and its theoretical and applied aspects; the problems of evaluation; and current and controversial issues. Some specific topics of articles include: (1) classroom organization in the bilingual setting; (2) some basic sociolinguistic concepts; (3) ethnographic research on bilingual education; (4) a psychological framework for setting the stage for learning; (5) the role of attitudes and motivation in second language acquisition; (6) communicative competence; (7) natural language assessment; (8) measuring intercultural acceptance; (9) the compatibility of TESOL and bilingual education; (10) the Lau Decision reconsidered; (11) standard versus dialect in bilingual education; and (12) parent and community involvement. Descriptors: Bilingual Education, Cognitive Objectives, Communicative Competence (Languages), Educational Assessment

Antrim, Nancy Mae (1999). Language at the Elementary School. While numerous studies on bilingual education have looked at student test scores, drop-out rates, and parental responses, this study looks at the attitudes of the students directly affected by bilingual education. Interviews with a representative sample of 132 elementary school students (grades 4-6) in El Paso, Texas were conducted for this study. Investigating the behaviors and attitudes of children with respect to language use should provide insight into changing linguistic norms of this border community. Questions were designed to elicit students' attitudes toward Spanish and English as well as determine their public and private use of these languages for a variety of purposes and contexts, in addition to eliciting information concerning their sociodemographic and academic background. The bulk of this paper consists of reporting the statistical details of how the students answered numerous questions about their language use preferences, level of proficiency, and feelings about the Spanish language.   [More]  Descriptors: Bilingual Education, Elementary Education, Elementary School Students, English (Second Language)

Vallas, Paul G. (1999). Saving Public Schools. Civic Bulletin Number 16. Overcoming decades of labor, financial and performance troubles, the Chicago school system has enjoyed improving test scores 3 consecutive years, rising attendance, and labor peace under a new contract balancing the budget. Despite some criticism, the Chicago system enjoys reform successes in six areas: (1) improved governance; (2) greater flexibility in resource allocation, work rules, and seniority requirements; (3) uniform high standards and expectations; (4) greater accountability systemwide; (5) expanded early support for children and mothers; and (6) willingness to consider varied unconventional policy options. The district is incrementally raising low minimum promotional standards, as at risk students are identified for support. Bilingual education became a transitional program, with some of the existing bilingual education resources shifting into foreign language programs. The insistence of reformers opposed to top-down solutions remains the primary obstacle to reform. The broader public supports a system that aids parents by offering safe schools and buildings, financial stability, and labor peace with substantially unchanged funding.   [More]  Descriptors: Academic Standards, Accountability, Educational Change, Educational Improvement

Ward, Ben, Ed. (2000). American Language Review, 2000, American Language Review. The six issues of this journal cover a variety of topics of interest to the second language professional. Among the topics covered are the following: "virtual" classrooms, staff development, traveling with students, learner self-testing, advice on how to find a job on the Web, online pronunciation aids, language teaching strategies for deaf students, teaching young learners to write with rhymes and reasons, and academically-oriented student and group travel. There are also special sections and series on bilingual education in the United States, English-as-a-Second-Language (ESL) student inclusion in elementary school, TESOL 2000, linguistics resources in Canada, and dialects in the United States. Descriptors: Adult Education, Bilingual Education Programs, Bilingualism, Class Activities

Spolsky, Bernard, Ed. (1972). Advances in Navajo Bilingual Education 1969-72. Navajo Reading Study Progress Report No. 20. Advances in Navajo Bilingual Education are described in this progress report, in which bilingual education is presented as an element in aiding the community to be involved in and to control the Navajo education system. Also, the reports of 3 meetings concerning Navajo education are included. The report of a Navajo bilingual-bicultural materials conference contains curriculum ideas for persons involved with Navajo language teaching. A proposal for a Navajo Bilingual Education Program forms a major part of the report of a meeting of students and faculty held at the University of New Mexico (UNM) to discuss Navajo Bilingual Teacher Education. The report of the third meeting, also held at UNM, discusses the training of Navajo bilingual teachers. Lists of participants in the meetings and a "Supplement to the Analytical Bibliography of Navajo Reading Materials" are also presented.   [More]  Descriptors: American Indians, Biculturalism, Bilingual Education, Cultural Awareness

Ogletree, Earl J. (1976). Perspectives and Issues in Bilingual-Bicultural Education. Whether bilingual-bicultural education will become a change agent and secure equal status with other programs as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and beliefs of the populace. One of the current stumbling blocks for the acceptance and implementation of bilingual education is the question of ethnic group status. To provide a compromise between the nativists and the immigrants, current bilingual education is being developed and funded on the basis of the transitional model. Bilingual schooling is not a new phenomena in the United States; since the 1700's, various ethnic groups have established their own schools teaching English as a subject. However, during and after World War I, restrictive legislation and nationalistic and isolationist foreign policies led to the "English only" policy in schools. But by 1975, 383 classroom demonstration projects in 42 languages (23 in American Indian and Eskimo languages) existed and $68,000,000 in Elementary and Secondary Education Act (ESEA) Title VII funds were expended for bilingual education. Significant legislation and court decisions that provided a foundation for bilingual education were Meyer v. Nebraska (1923), Farrington v. Tokusnige (1927), ESEA Title VII, Title VI of the Civil Rights Act (1964), the Bilingual Education Act (1968), Lau v. Nichols (1974), and Serna v. Portales (1964). Descriptors: Biculturalism, Bilingual Education, Bilingualism, Court Litigation

Baker, Keith (1999). Basics of Structured English Immersion for Language-Minority Students. The design of California's Structured English Immersion (SEI) program for limited-English-speaking students, which replaced its bilingual education program by state mandate, is described and suggestions for implementation are offered. SEI has several variations, each characterized by (1) extensive use of English and (2) use of English-as-a-Second-Language (ESL) methodology, which differs from mainstream English instruction. The report discusses differences between SEI, bilingual education, and sink-or-swim English language programs, research evidence supporting the effectiveness of SEI in different states and settings, the reasons for this effectiveness, factors to be considered in choosing SEI, and how to put together an SEI program, using examples from existing program designs.  A study of SEI's use in Seattle (Washington) public schools is appended. (Contains 6 tables and 39 endnotes.)   [More]  Descriptors: Classroom Techniques, Curriculum Design, Elementary Secondary Education, English (Second Language)

Daniele, Susana M. (1977). Models in Bilingual-Bicultural Education: the Community College of Philadelphia Experience. This paper presents a brief historical overview and summary of the various approaches and recent developments in the field of bilingual education. The controversy that exists with respect to the different approaches to bilingual education has prevented the development of national goals and guidelines and the preparation of adequate evaluation instruments. Educators are now striving to remove the stigma that bilingual education is only compensatory education for the disadvantaged. Efforts are being made to demonstrate the importance of establishing and maintaining bilingual programs. The Bilingual Education Act was enacted in 1968, and in 1974, educational amendments were introduced to authorize funding for the Bilingual Education Program so that its goals could be reached.  Considerable inroads have been made in the field of bilingual-bicultural education at the elementary and high school levels. However, institutions of higher education have been slower in providing equal educational opportunities. The second part of this paper focuses on a model developed at the college level which is designed to serve the special educational needs of a sizeable number of Spanish dominant students attending the Community College of Philadelphia. A major goal of this program is to provide the city's Hispanic community with an opportunity to acquire English language proficiency through its intensive English as a second language component, and to increase access to post secondary education for Hispanic students in the Philadelphia public schools.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, College Programs

EdSource, Inc., Palo Alto, CA. (1998). Backgrounder: Bilingual Education in California. The report provides an overview of bilingual education in California. It begins with recent data on demographic trends in the state, particularly among elementary and secondary students, the rate of increase in enrollment of limited-English-speaking (LEP) students, first languages of LEP students, and the family's influence in English language learning. State and federal requirements for schools' provision of services to LEP students are examined, noting some new state policies for English language instruction. Bilingual education is defined, and four approaches to it are described: instruction primarily in the first language; specially-designed English instruction with first-language support; sheltered immersion, or special content instruction in English; and full immersion in English-language classrooms. The role of the teacher and of teacher qualifications in improving bilingual education and the costs of bilingual education are discussed briefly, and related research is summarized. Issues faced by both the state and the schools in making major policy decisions are outlined, and sources of further information are noted. Data on the characteristics of LEP students are graphed, including age distribution, first languages, instructional settings for English language learning, and the ten counties with the largest distribution of LEP students.   [More]  Descriptors: Attendance Patterns, Bilingual Education, Educational Trends, Elementary Secondary Education