Bibliography: Bilingual Education (page 106 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include James M. Orvik, Charles Harrington, Sarah Nieves, Lourdes Miranda, Keith Baker, Stephen Powers, Albuquerque Bureau of Indian Affairs (Dept. of Interior), Arlington National Clearinghouse for Bilingual Education, Raymond V. Padilla, and Cheng Ling Hsu.

National Puerto Rican Development and Training Inst., Inc., New York, NY. (1973). A Proposed Approach to Implement Bilingual Education Programs. Research and Synthesis of Philosophical, Theoretical and Practical Implications. A conceptual framework for research in bilingual education programs and a set of criteria for implementing such research are proposed. The approach to experimental research in bilingual education is based on two assumptions: (1) as soon as a model is implemented in two different sites, there will be variation in the model; and (2) any effective bilingual education model includes components that entail unplanned or natural variation, e.g., meaningful involvement of people other than the model planners, such as parents and teachers, in the development of the program. The model presented relies on implementation in two or more sites for variation. The conceptual basis presented is a set of assumptions, theories and research findings in the area of general education, learning, language and culture. The model for bilingual education research proposed here was developed by a research team using three basic sources of information: (1) interviews with thirty-three experts in the areas of language development, anthropology, psycholinguistics, psychology, educational administration, political science, sociology, and other disciplines; (2) more than 250 pieces of relevant literature; and (3) detailed content analyses of a random stratified sample of 23 Title VII bilingual education program proposals. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingualism

National Clearinghouse for Bilingual Education, Arlington, VA. (1983). Pacific Island Language Groups in Bilingual Education: Information and Technical Assistance Needs and Recommendations to the National Clearinghouse for Bilingual Education and the Office of Bilingual Education and Minority Languages Affairs of the U.S. Department of Education. The report of a federally funded project to explore the specific needs of the Pacific Island language groups in the Title VII bilingual education programs and to develop a plan to increase the capacity of the National Clearinghouse for Bilingual Education (NCBE) to serve their information and technical assistance needs is presented. The project involved the selection of a 17-member panel of parents, teachers, teacher trainers, consultants, and administrators from those language groups who have worked with the bilingual programs. Their duties included: (1) determining the specific bilingual education needs of these groups, (2) identification of information and technical assistance needs, (3) identification of available resources for bilingual education, (4) identifying areas for increasing NCBE's service capabilities, and (5) making recommendations to the Office of Bilingual Education and Minority Languages Affairs (OBEMLA) of the Department of Education to meet the needs identified. The needs are outlined in five categories: coordination, training, curriculum and materials, research and other support, and technical assistance. For each need identified, general recommendations and specific recommendations for both NCBE and OBEMLA are made. In a separate section, specific recommendations for increasing NCBE's capacity to serve these groups are listed for these categories: data collection, information dissemination, coordination, product development, and technical assistance. Specific recommendations to OBEMLA are made concerning funding, coordination, support, and programmatic changes. Appendices include a list of panel members with addresses, the panel meeting agenda, and notes on the scope of work and tasks of the panel.   [More]  Descriptors: Bilingual Education, Educational Needs, English (Second Language), Federal Programs

Dominguez, Domingo; And Others (1980). Measuring Degree of Implementation of Bilingual Education Programs: Implications for Staff Development and Program Evaluation. Bilingual Education Paper Series, Vol. 4 No. 5. An approach to designing diagnostic/prescriptive staff development programs for bilingual education, in which bilingual education is viewed as an innovation in the process of change, was explored. The aims were to: provide a method for defining bilingual programs in progress and determining the degree of implementation; determine teacher concerns; determine the levels of use of such programs; and draw conclusions from study results to aid in staff development for bilingual education programs. The Concerns Based Adoption Model (CBAM), designed to conceptualize and facilitate educational change, provided the framework within which an investigation of bilingual programs in four school districts was conducted. CBAM postulates two dimensions along which individuals grow as their familiarity with and use of an innovation increases: Stages of Concern About the Innovation and Levels of Use of the Innovation. Two questionnaire and interview instruments developed by CBAM, supplemented by two additional instruments to obtain more specific information regarding teachers concerns about bilingual education programs in their district and patterns of the programs' use, were used in the study. Results indicate that, with modifications, CBAM can be used by school districts to improve the effectiveness and productivity of their bilingual education programs. Descriptors: Bilingual Education, Elementary Secondary Education, Evaluation Methods, Formative Evaluation

Kunkle, John F., Ed. (1975). Bilingual Education and FLES: Keeping the Child in Focus. A Report by the 1974 FLES and Bilingual Education Section of the American Association of Teachers of French. This report presents eight articles dealing with several aspects of foreign languages in the elementary schools (FLES) and bilingual education. "Why? What? How?" by M. Woodruff presents a view of the present situation of and future potential for FLES in the U.S. In "Reaction to: 'Why? What? How?'" R. Brooks raises questions regarding FLES's needs and the influence of professional organizations in this area. "Prescription for FLES: Positive Action" by V. Gramer makes a case for action by FLES teachers to develop positive attitudes toward and high standards for FLES. "Three Myths that Almost Killed FLES" by P. P. Parent discusses FLES viewed in the context of the child's whole education. "FLES Can Be …." by G. C. Lipton advocates a flexible approach to defining FLES programs."FLES Supports Bilingual Education and Vice Versa in the Louisiana Experiment" by H. B. Dyess presents a history of FLES in Louisiana and its cooperation with bilingual education. "Community and Parent Involvement in Bilingual Education for the Disadvantaged" by C. Prudhomme discusses the needs and involvement of parents of disadvantaged children in bilingual education. "A Bilingual Program Grows Up" by J. McSpadden describes in allegory the 5-year growth of the Lafayette Parish Bilingual Program in Louisiana. A list of past chairmen of the National FLES Committee of the AATF completes the volume.   [More]  Descriptors: Bilingual Education, Community Involvement, Curriculum Development, Disadvantaged Youth

Powers, Stephen; Rossman, Mark H. (1983). Evidence of the Impact of Bilingual Education: A Meta-analysis. C.F. Leyba conducted a longitudinal study (1972-77) of the Title VII Bilingual Education Program in the Santa Fe Public Schools involving 1,257 students in grades 1-6. Three groups were studied: a longitudinal treatment group (LTG) which received uninterrupted bilingual education for a span of years; a nonlongitudinal treatment group which received bilingual education two or more years but only intermittently, due to dropping out and later returning; and control groups which were randomly selected each year from Title VII participating schools. The present study re-examined the Leyba data for the LTG and controls employing meta-analysis to obtain an overall estimate of the effect size of the program in reading and mathematics and to test the effect size for significance. The study used a weighted, unbiased estimate of effect size. Leyba reported a total of 16 comparisons of the LTG and controls in reading and 16 comparisons in mathematics. Data were analyzed using a computer program. Analysis showed an overall effect of the program on the students' mathematics achievement. The overall effect of the program did not reach statistical significance in reading. Results suggested gains for bilingual education students which clearly do not support a hypothesis of deleterious effects of bilingual education.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Education, Limited English Speaking

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1973). Bilingual Education for American Indians. Vol. II–Navajo. Curriculum Bulletin 13. Bilingual education for Navajos is the central element in changing education from an alien function to one shared and controlled by the community. A number of community-controlled educational systems have become the driving force in Navajo bilingual education, and the past three years have produced not just higher quanitity, but considerably improved quality, according to Dr. Bernard Spolsky, director of the Navajo Reading Study at the University of New Mexico (UNM). Spolsky's paper "Advances in Navajo Bilingual Education, 1969-72" is featured in this curriculum bulletin, which seeks to enlarge the case for Navajo bilingual education and update the state of the art. Three conference reports are also included. The first, which covers a Navajo bilingual-bicultural materials conference held in Albuquerque in October, 1972, discusses curriculum ideas shared by persons involved with Navajo language teaching. The second report includes a student proposal requesting implementation of a Navajo bilingual education program at UNM along with a description of the faculty-student meeting that responded to the proposal. The third paper summarizes proceedings of a November, 1972, conference at UNM which examined questions relating to the training of Navajo bilingual teachers. Final portion of the document is a supplement to the 1970 "Analytical Bibliography of Navajo Reading Materials". It features 49 listings, most of which were published between 1970-72, and includes information on author, title, publisher, source, and educational level, along with a brief description of the publication's content.   [More]  Descriptors: American Indian Education, American Indians, Bibliographies, Bilingual Education

Aspira, Inc., New York, NY. (1973). Informe Sobre la Conferencia (Think Tank) de Aspira Nacional Sobre Education Bilingue (Aspira National Think Tank Report: Bilingual Education). This Spanish edition reports on the Aspira National Think Tank Conference attended by educational leaders and social scientists representing the major bilingual communities namely, Puerto Ricans, Mexicans, and Cubans. The conference studied four major topics: (1) equality and not similarity, theory, rationale, and objectives of bilingual education; (2) development of a model for bilingual-bicultural education, (3) the preparation of bilingual-bicultural personnel, and (4) legal focus on bilingual-bicultural education. Each topic is followed by a summary of the discussion proceedings. Definitions for bilingualism, bilingual instruction, biculturalism, bilingual education, and bilingual-bicultural education were developed in this conference. Twelve recommendations proposed in the conference included the establishment of a coalition to examine the common problems of Chicanos, Puerto Ricans, and Cubans, an amendment to the U.S. Constitution assuring bilingual education as a basic right, and the dissemination of ideas and experiences to government agencies, school districts, and communities to mobilize them into action for bilingual-bicultural education.   [More]  Descriptors: Acculturation, Biculturalism, Bilingual Education, Bilingual Schools

Harrington, Charles (1980). Bilingual Education in the United States: A View from 1980. ERIC/CUE Urban Diversity Series, Number 68, August 1980. Focusing on the time period since the 1974 Supreme Court Lau v. Nichols decision, this paper reviews Federal policy regarding bilingual education, discusses the current sociopolitical context of bilingual education, discusses evaluations of bilingual programming done to date, and examines the implications of these factors for schools and classrooms at the local level. Some of the features that distinguish present bilingual education policy from policies adopted in regard to earlier immigrant populations are outlined. Political problems faced by bilingual education since "Lau" are identified as (1) loss of local autonomy, (2) conflict between the legislative and executive branches of government (3) inconsistencies in the guidelines for legal compliance between 1970 and 1974, (4) funding, and (5) reliance on Title VII funds, which perpetuates a deficit (rather than a cultural difference) model of bilingual education. Several recent evaluation studies of bilinigual education programs are reviewed and critical issues common to these evaluations are discussed in terms of their implications for future programs. Finally, a composite model for an exemplary bilingual program is described, based upon what has been learned from previous evaluations.   [More]  Descriptors: Bilingual Education, Compliance (Legal), Demonstration Programs, Elementary Secondary Education

Orvik, James M. (1975). An Overview of Alaska Native Bilingual Education. Topics in Culture Learning, Vol. 2. The purposes of this paper are to: (1) describe the general linguistic situation in Alaska, (2) describe the bilingual education situation, and (3) discuss the effectiveness of the bilingual education programs and give an idea of the potential of bilingual education as a social force in Alaska. Much of the information is summarized in a number of tables. Table 1 is a classification of the 20 distinct Alaskan languages into major linguistic families, with an approximate number of living speakers per language. Three basic types of language communities are distinguished (table 2): (1) monolingual native, including fluent native language speakers of all ages; (2) bilingual, having few or no native language speakers under age 10; and (3) monolingual English, with few or no native language speakers under age 30. A short history of the development of bilingual education programs in Alaska is provided, and statistics are presented and discussed concerning the numbers of school-age children receiving bilingual education and the relative proportions of bilingual programming for the three types of communities (tables 3 and 4). Various tools used for evaluating the effectiveness of the program, including assessment of literacy, numerical, and linguistic skills, are discussed and summarized in four additional tables. Children in bilingual programs appear to perform significantly better than children in nonbilingual programs.   [More]  Descriptors: American Indian Languages, Athapascan Languages, Biculturalism, Bilingual Education

Miranda, Lourdes; And Others (1979). An Evaluation of the State-Funded Illinois Transitional Bilingual Education Program. Final Report. This report presents the results of a study conducted by a professional research firm in order to answer 19 evaluation questions formulated by the Illinois Office of Education. A review and assessment of primary and secondary data sources was conducted, state and local bilingual education officials were consulted, and field data in a Chicago District and 21 districts outside Chicago were collected. The centers studied represent 10.4% of bilingual education students in the Chicago district and 45.6% of bilingual education students in downstate programs. The report has six sections and an executive summary. The main sections of the report are the following: (1) introduction on organization, purpose, and scope of the study, nature of the programs, evaluation questions, and the need for an evaluation model; (2) study approach and methodology; (3) administration of the bilingual education program being studied; (4) study findings regarding the program; (5) testing of students enrolled in the programs; and (6) recommendations for the transitional bilingual education program. Descriptors: Bilingual Education, Bilingualism, Educational Assessment, Elementary Education

Nieves, Sarah (1975). A Sociolinguistic Critique of Bilingual Education Curricula and the Bilingual Education Act in Terms of Adequacy for the Puerto Rican Collectivity. The study was conceived as a critique of the bilingual education curricula generated by the Bilingual Education Act, with specific reference to the Puerto Rican collectivity in the United States. Six criteria were developed, drawing from the integration of theories of social action and language usage. The criteria were then applied to specific bilingual education programs and to the Bilingual Education Act itself. The study took a critical science approach for the analysis of the social role ascribed to bilingual schooling within the existing social system. It explored the relationship between value orientation and communication codes. It also examined the theoretical assumptions underlying the Bilingual Education Act and its expressed rationale within the concept of compensatory education. The study includes a review of the social and historical background of bilingual schooling in the United States and in Puerto Rico. It also advances some of the implications of presently existing bilingual programs for the educational experience of Puerto Ricans in the United States. Areas for further research are noted in closing. Descriptors: Bilingual Education, Compensatory Education, Curriculum Development, Doctoral Dissertations

Padilla, Raymond V. (1982). A Theoretical Framework for the Analysis of Bilingual Education Policy Formation. Negative journalistic opinion on bilingual education has been widespread enough to have formed the context of public opinion within which national policy on bilingual education has been set. It can be surmised that what is propelling the journalistic assault on bilingual education is the particular orientation English monolinguals have adopted toward this activity. Orientation is here used as a description of the composite of attitudes, beliefs, prejudices, and perspectives that influence thinking and behavior. What is proposed is that proponents of bilingual education must develop a well articulated positive orientation toward bilingual education to be counterposed to the negative orientation in the mass media and other arenas. Such an orientation should be based on both ideal and reality principles, and be expressed in the interplay between and among these principles. Ideal principles suggested are: (1) "e pluribus unum"; (2) responsive government which would bring assistance and protection to bilingual communities; and (3) community groundedness, or grounding bilingual policies on the needs of bilingual communities from the perspective of these communities. In addition, several reality principles are suggested. These have to do with history, social status, and political power or powerlessness. Descriptors: Bilingual Education, Bilingualism, Educational Policy, Educational Principles

Spolsky, Bernard (1970). Evaluation of Research on Bilingual Education for American Indians. A Position Paper. Successful bilingual programs depend on some understanding of the language situation involved, the possible strategies of bilingual education, the effects of these strategies, the assessment of community desires, the best ways to find and train teachers, the method of evaluating curriculum, the effect of learning styles, and the possibilities of bilingual curriculum development. The evidence on each of these issues is limited for bilingual education in general but is even more limited in the case of American Indian education. The development of viable bilingual education programs for Indians requires a number of studies: (1) a language census; (2) a major study or series of studies of the effect of various patterns of bilingual education; (3) a study of the effect of community involvement in bilingual education programs; (4) a study of the effectiveness of various patterns of teacher and assistant preparation and cooperation; (5) research projects concerned with belief systems, language use and function, and language acquisition and direct studies of learning styles; and (6) studies of the problems of developing curriculum in Indian languages.   [More]  Descriptors: American Indians, Bilingual Education, Community Involvement, Curriculum Development

Rossell, Christine H.; Baker, Keith (1996). Bilingual Education in Massachusetts: The Emperor Has No Clothes. Book Summary. Pioneer Paper No. 10. The book "Bilingual Education in Massachusetts: The Emperor Has No Clothes" is summarized. The summary outlines the demographic situation of the limited-English-proficient (LEP) population and the status of bilingual education in the state, within the context of existing legislation. Issues in the debate over availability and type of bilingual education to be provided are examined, and current instructional approaches and techniques are noted. Differences in program provision that are linked to language group are discussed, and research concerning the effectiveness of bilingual education is reviewed briefly. Three additional issues discussed include the identification and transitioning of eligible students, costs of transitional programs, and public opinion on bilingual education. Eight recommendations are made for regulatory and legislative reform to improve educational programs for LEP students: freeing school districts from legal obligation to provide native language instruction; increasing LEP population size needed to trigger a self-contained classroom; requiring parent consent for enrollment in self-contained classroom; requiring English language fluency for LEP program teachers; changing entry/exit criteria for self-contained classrooms; eliminating specific class-size ceilings; better research; and improved program structure.   [More]  Descriptors: Bilingual Education, Book Reviews, Change Strategies, Costs

Hsu, Cheng Ling, Comp. (1982). Understanding Indochinese Students: A Bibliography of Language Maintenance, Cultural Adjustment, and Teachers' Guides. This bibliography of 62 citations provides information on the latest research and resources on Indochinese students' cultural adjustment, language needs, and educational needs in the United States. Included are teachers' guides, research reports, and other materials on understanding and teaching Indochinese students, Indochinese culture, Indochinese acculturation in American society, language teaching and language learning, bilingual and multicultural education, and programs for the Indochinese. Each entry contains an abstract describing the material and indicates the source from where the document may be obtained. The bibliography was derived from the Bilingual Education Bibliographic Abstracts, a computerized bibliographic file of the National Clearinghouse for Bilingual Education.   [More]  Descriptors: Annotated Bibliographies, Asian Americans, Bilingual Education, Bilingual Education Programs

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