Bibliography: Bilingual Education (page 105 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Maria Estela Brisk, Margaret A. Laughlin, Elena Serrano, Gaby Fuchs, Michael M. Meyer, Deborah Wei, Leonie Huddy, Luis O. Reyes, Luis Pena-Barrero, and Edward R. Beauchamp.

Light, Richard L. (1975). Preparing Educators for Bilingual Education: Needs and a Response, Language Association Bulletin. Support for bilingual education continues to grow nationwide. Increased support for the concept of using English with the non-English mother tongue (NEMT) resulted from several factors. The total population of NEMT children in the U.S. grew to 5 million in 1973, while the number of Spanish-speaking children rose to 3.2 million in 1970. The Northeast, particularly New York City, has a heavy concentration of Spanish-speaking children. The Bilingual Education Act, the Fleishmann Commission Report and New York and California studies all acknowledge the numbers of NEMT children, their educational problems and the failure of the educational system to serve their needs. It is agreed that bilingual education will strengthen the child's educational progress, enhance his self-concept and aid reading in both languages. Several studies show that bilingual education is effective; however, there is now an acute shortage of bilingual teachers. The State University of New York at Albany has a successful Master's program for bilingual education administrators and coordinators who could train other bilingual teachers. The program features a strong bilingual staff, a helpful advisory group, access to all SUNY resources and field experience in bilingual schools.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Elementary Secondary Education

Taylor, Terry; Serrano, Elena; Anderson, Jennifer; Kendall, Patricia (2000). Knowledge, Skills, and Behavior Improvements on Peer Educators and Low-Income Hispanic Participants After a Stage of Change-based Bilingual Nutrition Education Program, Journal of Community Health. Assessed improvements in knowledge, skills, and behaviors of peer educators called abuelas (Hispanic grandmothers) and low-income Hispanic mothers of preschoolers following participation in a bilingual nutrition education program based on the Stages of Change. Pretests and posttests of abuelas and mothers indicated that the program increased both groups' knowledge, skills, and behaviors and decreased the need for educator retraining. Descriptors: Behavior Change, Bilingual Education Programs, Hispanic Americans, Knowledge Level

Bregy, Anne-Lore; Brohy, Claudine; Fuchs, Gaby (2000). Experience d'apprentissage bilingue precoce: Resultats des eleves de Monthey et de Sion a la fin de la 2e Anee Primaire, Annee 1998/99 (Experience of Preschool Bilingual Education: Results from Students in Monthey and Sion at the End of Second Grade, 1998/99 Year). During the 1994-1995 school year, the town of Sierre/Siders implemented and evaluated the first bilingual kindergarten class in the Valais canton of Switzerland. The following year the towns of Sion/Sitten and Monthey in the same canton also launched bilingual education classes. In these bilingual classes German is introduced as a second language of instruction from the age of 4 or 5. Bilingual instruction is maintained during the primary grades and is planned to continue at the secondary level. At the end of the second grade of primary school (after 3-4 years of bilingual instruction) the competencies of the first and second language pupils were evaluated. Results show that bilingual education had no detrimental effects on the development of the first language nor upon academic achievement. This holds true even for pupils who experience learning difficulties. The analysis of second language (L2) oral production also provided data for a description of acquisitional stages for some pupils. At the end of the second grade, the pupils in the bilingual classes have sufficient receptive oral competencies to allow them to learn new scientific contents adapted to their age and their cognitive level. They are capable of reacting to linguistic input formulated by external persons and of mastering relatively complex communicative situations. A questionnaire administered to the pupils shows that they have positive attitudes toward the L2 and a strong motivation to learn it. (Contains 39 references.)   [More]  Descriptors: Bilingual Education Programs, Communicative Competence (Languages), Foreign Countries, French

Soto, Lourdes Diaz (1991). Understanding Bilingual/Bicultural Young Children, Young Children. Among the topics examined in this research review of issues in bilingual and bicultural education are (1) demographic and educational trends that point to growing numbers of bilingual and bicultural children; (2) continuing misconceptions about how young children learn a second language; (3) successful approaches in early childhood bilingual education; and (4) practical applications for teachers. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Developmentally Appropriate Practices

Wei, Deborah (1986). The Asian American Success Myth, Interracial Books for Children Bulletin. Media messages and stereotypes that all Asian-American students do well in U.S. schools and come from strong, intact families ignore the real needs of these children, including bilingual education. Bilingual staff are needed as is recognition of the real conditions behind the myths. Descriptors: Asian American Students, Bilingual Education, Bilingualism, Cultural Images

Blanco, George M. (1976). Role of Foreign Language Educators in Bilingual Education. Foreign language educators should make themselves known in the field of bilingual education because they have a good deal to offer. While bilingual education differs basically from foreign language programs in that it entails the use of two languages for all or part of the curriculum and not simply instruction in the language as such, it does include some very important elements of foreign language instruction. One of the disappointing features of some bilingual education programs in Texas is that people who do not have a strong background in Spanish are making many mistakes and the children are perpetuating these errors. Bilingual teachers must have preparation in language teaching and linguistics, and the teacher preparation program at the University of Texas is attempting to give teachers this preparation. The expertise that the foreign language field has acquired over the years can be shared effectively with people in bilingual education. Foreign language educators should find out what services they can render the language component. They should be sympathetic and of service to the concept of bilingual education.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Bilingualism, Dialects

Meyer, Michael M., Ed.; Fienberg, Stephen E., Ed. (1992). Assessing Evaluation Studies: The Case of Bilingual Education Strategies. Results of a National Research Council review of two major bilingual education studies are presented. The two studies were a national longitudinal study of the effectiveness of instruction of limited-English-proficient students and a study comparing three bilingual education program types (immersion, early exit, and late exit). The report contains six sections. The first gives an overview of this review's research and policy contexts, describes the two studies, and outlines the report's contents. The second section offers information about the research methodology used for bilingual education, including collection of statistical data, definition of outcomes and treatments, units of analysis, and appropriate kinds of inferences. Sections 3 and 4 describe the two studies, longitudinal and comparative, respectively, and detail the findings of their separate reviews. The fifth section looks at lessons learned during the process, concerning specifying objectives for bilingual education, developing interventions based on theory, and designing and implementing experiments. Section 6 outlines conclusions and recommendations drawn from the review. Appended materials include: a brief history of bilingual education in the United States; a discussion of trajectory analysis of matched percentiles, a graphical methodology; a list of acronyms; biographical sketches of review panel members and staff; and a bibliography. Descriptors: Bilingual Education Programs, Comparative Analysis, Educational Strategies, Elementary Secondary Education

Congress of the U.S., Washington, DC. (1978). Public Law 95-561: An Act to Extend and Amend Expiring Elementary and Secondary Education Programs, and for Other Purposes. 95th Congress. The text of Public Law 95-561, the Education Amendments of 1978 is presented. Contents focus on such topics as basic skills improvement, special projects (including metric education, arts in education, and correction education), state leadership, emergency school aid, bilingual education, community education, education for gifted and talented students and Indian education.   [More]  Descriptors: American Indians, Bilingual Education, Federal Legislation, Gifted

Laughlin, Margaret A. (1984). Teaching about Federal Public Policy and Minorities. "Bilingual Education" (Draft). This course description is designed to help teachers integrate a section dealing with bilingual education into secondary social studies classes. After instruction, students examine current bilingual educational policies and practices in the United States, judge the effectiveness of these policies and practices in meeting the educational needs of the targeted population, suggest possible modifications of existing policies and practices, and recognize the need to respect and value cultural and linguistic diversity. Students begin the course by discussing their knowledge of these issues. Depending on the level of knowledge shown, teachers may have to provide background beyond that contained in the first handout, "Historical Background for Bilingual Education." The use of outside speakers is suggested to proivde further information. Possible student projects include questioning adults in the community or those directly involved in bilingual education about their attitudes and experience. Students can read about court cases in the second handout. After additional discussion, students are asked to consider a particular case and their own values and opinions regarding bilingual education. Sources for additional information are included, as well as appendices dealing with the analysis of economic and political issues and an outline of forces working for and against bilingual education. Descriptors: Bilingual Education, Controversial Issues (Course Content), Course Descriptions, Court Litigation

Sears, David O.; Huddy, Leonie (1987). Bilingual Education: Symbolic Meaning and Support among Non-Hispanics. A study of non-Hispanic attitudes about bilingual education had two goals: (1) to apply symbolic politics theory to bilingual education and (2) to test the theory's assumption that the symbolic meaning of an attitude object determines which symbolic predisposition it evokes. A national sample of 1,170 non-Hispanics were surveyed via telephone interview about two versions of bilingual education: cultural maintenance and English-as-a-second-language (ESL). There were five main findings: (1) symbolic meaning influenced support for bilingual education, with cultural maintenance drawing the least support; (2) personal experience and self-interest (potential impact on one's children, personal experience with bilingualism, and living in substantially Hispanic areas) had little effect on support; (3) symbolic predispositions had substantial effects on support, particularly symbolic racism, as did attitudes about foreign language instruction and government spending in general; (4) symbolic meaning and symbolic predispositions interacted, with the cultural maintenance version of bilingual education most likely to evoke symbolic racism; and (5) living in an area with numerous Hispanics increased the tendency to evaluate the cultural maintenance plan in terms of symbolic racism. Since the last had little to do with parental variable, it is interpreted as more a case of symbolic group threat than of realistic personal threat or self-interest.   [More]  Descriptors: Bilingual Education, English (Second Language), Federal Aid, Hispanic Americans

Development Associates, Inc., Washington, DC. (1977). Inventory of Bilingual Education Provisions in State Legislation. Study of State Programs in Bilingual Education, Supporting Volume III. A review and analysis was conducted of state programs in bilingual education for the purpose of describing authorizing legislation, identifying program goals, objectives and mandated or prohibited approaches or practices; defining program requirements for staff qualifications, training activities, materials development and technology and study/teacher ratios. The legislative review necessary to accomplish these tasks prompted the thought that it would be helpful to the bilingual education community, and those administratively involved with this community, if all the major provisions of existing state legislation supporting bilingual instruction in the Nation were contained in one volume. This supporting volume of the final report for the Study of State Programs in Bilingual Education is a result of this. For each of the 50 states plus American Samoa, Guam, Puerto Rico, the Trust Territory of the Pacific Islands, and the Virgin Islands, it contains data and information relating to: (1) whether or not bilingual instruction is permited, mandated or prohibited; (2) the identity of the state's bilingual instruction authority; (3) the prime goal of the state's bilingual education program; (4) the amount of state funds appropriated for support of bilingual education during the 1975-1976 school year; and (5) the major governing conditions imposed by the state's legislative authority for the implementation of bilingual instruction. Descriptors: Bilingual Education, Educational Objectives, Elementary Secondary Education, Language Programs

Brisk, Maria Estela (1975). Bilingual Education and School Desegregation: The Case of Boston. The concerns of a linguistic minority in Boston during the period when their school district was ordered to desegregate due to the existence of a dual school system are shared in this paper. Two factors characterize the Boston case: first, the plaintiffs are representatives of the black community concerned with the unfair treatment of black children. This means that the interest of the Hispanic children had to be defended within the context of integrating black and white Americans. Second, bilingual education was in existence, and a judge will more readily defend bilingual education in the context of existing legislation rather than force it as a new educational idea when the issue in question is desegregation and not bilingual education. Among the issues presented to the courts in the bilingual education plan are the following: the formation of at least four clusters of one language group in any given school at the elementary and middle school levels and seven to eight clusters in high school; the need for specialized teachers at the high school level; and, the necessity for accurate information on the number of school age children and out of school and the section of the city where they live. Issues concerning the value of bilingual education and desegregation are also questioned and discussed. For the most part the results of parent involvement in the decisions are positive.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students

Beauchamp, Edward R. (1985). Bilingual Education Policy: An International Perspective. Fastback 227. Bilingualism and bilingual education in the U.S.S.R., the People's Republic of China, and Canada are discussed as a context for examining American attitudes toward and the establishment of bilingual education programs. Russian and minority languages in the Soviet Union are examined, including the early development of Soviet language policy, language policy under Stalin, and language policy from Krushchev to the present. An exploration of Chinese language policy looks at the situation of Chinese national minorities, language policy in Communist China, and education in the context of the Four Modernizations. Discussion of Canadian language policy focuses on the history of language in that country, the "quiet revolution" in Quebec, and the pedagogical dimensions of bilingual education. Against this background, the following conclusions are stated: (1) the United States attempts at bilingual education have been motivated more by political imperatives than educational reasons; (2) bilingual education is not a new concept, but one that has a long history; and (3) we can learn a great deal about what succeeds and what does not by looking at these and other countries' experiences.   [More]  Descriptors: Bilingual Education, Bilingualism, Change Strategies, Chinese

Reyes, Luis O.; Pena-Barrero, Luis (1990). Bilingual Education: 1987-1990. Three Year Analysis. This document analyzes trends in bilingual education in New York City Public Schools between 1987 and 1990. Statistical data were drawn from New York City Board of Education Consent Decree Compliance Reports and other school statistics. The following findings are included: (1) the number of all limited-English-proficient (LEP) students increased by 29.1 percent; (2) the number of LEP students entitled to bilingual education services increased by 6.8 percent; (3) the number of entitled Latino LEP students increased by 5.6 percent; (4) high Latino withdrawal rates are associated with insufficient bilingual education classes; (5) the number of bilingual education teachers, English-as-a-second-language teachers, and Spanish bilingual guidance counselors increased; (6) the total number of LEP students enrolled in bilingual programs increased; (7) vocational programs showed the greatest increase in bilingual programs; (8) alternative/special high schools have the highest percentage (12.2 percent) of LEP students receiving no bilingual education; and (9) while there were disturbing decreases in the number and percentage of LEP students receiving bilingual services in some community school districts, there was a major increase in the percentage of entitled LEP students receiving bilingual services in other districts, particularly in Queens. Statistical data are presented in 36 tables. Descriptors: Bilingual Education, Compliance (Legal), Elementary Secondary Education, English (Second Language)

Adams, Velma A. (1972). Hostos Community College Mixes Dreams and Reality, College Management. Hostos Community College offers bilingual health science education in South Bronx, New York.   [More]  Descriptors: Allied Health Occupations Education, Bilingual Education, Community Colleges, Health Personnel

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