Bibliography: Bilingual Education (page 109 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Curtis H. Bradley, Brad Brown, Anthony Liddicoat, Roger W. Shuy, Colin Baker, Norman F. Davies, Robert W. Burnett, Gary M. Jones, Jay Fuhriman, and Barry L. Bull.

Bull, Barry L.; And Others (1992). The Ethics of Multicultural and Bilingual Education. The ethical and educational dimensions of the quest for multicultural and bilingual education are explored, introducing the variety and complexity of these problems and ways of thinking about them. The application of liberal, democratic, and communitarian theories of political morality is discussed as examples of alternative approaches to these problems. The book is centered on descriptions of representative school settings (case studies) in which issues of multiculturalism and bilingual education arise. The following chapters are included: (1) "The Nature and Complexity of Issues in Multicultural and Bilingual Education"; (2) "The Liberal Perspective"; (3) "The Democratic Perspective"; (4) "The Communitarian Perspective"; (5) "Concluding Reflections on Political Morality in Multicultural and Bilingual Contexts"; (6) "Using and Analyzing Cases"; and (7) "Cases for Reflection and Discussion." Contains 76 references. Descriptors: Bilingual Education, Case Studies, Children, Cultural Awareness

Briere, Eugene J., Ed.; And Others (1979). Language Development in a Bilingual Setting. The publication brings together the latest thinking in five areas important to bilingual education. Part one, legal aspects, deals with limitations and capabilities of the judicial process, interpretations of major court decisions, and implications of these decisions in terms of community members, educators, and school boards. Philosophies, discussed in part two, encompasses the need for philosophical diversity to account for the needs of marked and unmarked population differences, clarification of philosophical disagreements, and suggests bilingual education will contribute to the assimilation process rather than to cultural and linguistic pluralism. The third part deals with social factors: sociology of language, ethnography of speaking, and pragmatics of natural languages; ethnographic monitoring, and bilingualism and biculturalism in education. Part four covers language and content in bilingual education: language acquisition and language learning in late-entry programs, a Canadian bilingual education program, curriculum development in L1 and L2 in a maintenance program, and curriculum/language contexts. Part five, assessment, encompasses: problems in assessment of the effect of language education policies in a multilingual society; language dominance and pedagogical considerations; and criteria to assess Spanish reading instructional materials. The last section describes the activities of the National Network of Centers for Bilingual Education. Descriptors: Bilingual Education, Compliance (Legal), Court Litigation, Educational Assessment

Chicago Board of Education, IL. (1974). A Guide to the Development of Bilingual Education Programs. This handbook is designed for school administrators, teachers, parents, and community groups who are interested in establishing a bilingual education program in their school. Since it is intended to be a practical, step-by-step guide to bilingual education, the handbook emphasizes the process of developing a program, pointing out alternatives available at each stage. The guide is organized into four chapters: (1) Deciding: Introduction; Considerations on Bilingual Education; The Planning Checklist; (2) Planning: The Planning Committee; The Needs Assessment; The Program Aims; The Program Design; (3) Organizing: Student Selection; Student Grouping; Curriculum Development; Staff Selection; Staff Training; Materials, Facilities, Budgets; (4) Operating: Pretesting; Methods of Instruction; Parent and Community Involvement; Dissemination; Evaluation. The appendix consists of a guide to sources of information and materials. A selected bibliography concludes the handbook.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Community Involvement

Rodriguez, Armando (1968). Bilingual Education. Bilingual education is the process of instructing the child in his native language in some or all the curricular areas while he is learning English in the public school. This process prevents academic retardation due to a lack of proficiency in the English language. Bilingual education gives each student a base for success in the world of work, while preserving and enriching the cultural and human resources of a people. It is recommended that pilot programs and demonstration projects in bilingual and bicultural education initiated under Title 7 of the Elementary and Secondary Education Act illustrate how other federal assistance programs could better be used to support similar educational undertakings. It is also suggested that more emphasis be placed on inservice programs in bilingual teacher education.   [More]  Descriptors: Bilingual Students, Bilingual Teacher Aides, Bilingual Teachers, Culture Conflict

Liddicoat, Anthony, Ed. (1991). Bilingualism and Bilingual Education. NLIA Occasional Paper No. 2. Following an introduction by Anthony Liddicoat on the general nature of bilingualism, three papers on the characteristics, development, and advantages of bilingualism are presented. "Psycholinguistic Aspects of Bilingualism" by Susanne Dopke, Tim Macnamara, and Terry Quinn considers the linguistic, cognitive, emotional, and educational development of the bilingual individual and the social psychology of bilingualism. "Sociolinguistic Aspects of Bilingualism: Bilingualism and Society" by George Saunders looks at bilingualism in its social context and the linguistic and social factors influencing attainment and maintenance of bilingualism. Emphasis here is on the situation of bilinguals in Australia. "Bilingual Education" by Marta Rado focuses on bilingual education as an effective way of developing bilingualism. Much of the discussion here is relevant to language teaching and describes models for bilingual education used in major English-speaking countries. (Contains approximately 300 references.)   [More]  Descriptors: Bilingual Education, Bilingualism, Cognitive Development, Cultural Context

Shuy, Roger W. (1976). Implications of Recent Sociolinguistic Research for the Problems of Migrant Worker Children. The relationship between sociolinguistics and educational concerns is examined, the focus of the paper being to discover how current developments in sociolinguistics are contributing to the field of bilingual education. Following a brief discussion of related legislation, basic questions concerning bilingual program implementation are raised, regarding resources, goals and objectives and the meaning of bilingual education. The success or failure of bilingual education is seen to depend upon the extent to which sociolinguistic knowledge is called upon or developed in response to five basic issues: needs assessment, goals and objectives, materials and resources, teacher education, and evaluation. Broad indications as to what has been done in these areas are given. A discussion of functional language, functional language competence, and of the usefulness of sociolinguistic research in determining language attitudes and functional language use for bilingual education contexts precedes a description of what a sociolinguistic framework for bilingual education would entail. Materials, resources, teacher education, and evaluation are discussed in this context. The American Institute of Research and the Center for Applied Linguistics models for evaluating Title VII programs are outlined.   [More]  Descriptors: Bilingual Education, Bilingual Students, Language Attitudes, Language of Instruction

New Mexico Univ., Albuquerque. Coll. of Education. (1979). Needs Assessment Survey and Goals and Objectives. Inservice training sessions for directors, teachers, and teacher aides were the services most commonly requested in a 1978 survey of administrators and staff of Title VII bilingual education programs in the American Indian Bilingual Education Center (AIBEC) service region of New Mexico and parts of Colorado, Arizona, and Utah. Respondents felt that Institutions of Higher Education (IHEs) should help meet staff training needs with courses in bilingual education methodology and philosophy, American Indian art for classroom teachers, and curriculum development. All respondents endorsed pilot and field tests of classroom materials. More information regarding bilingual education and greater involvement in schools and learning activities were the most commonly requested services for parents. Respondents perceived AIBEC's role in the overall Title VII bilingual plan as including the provision of: a united effort for American Indian bilingual education, teacher training, and program and legislative information. Respondents recommended that AIBEC improve communications with regional Title VII programs. Based on the survey results, AIBEC's goals for 1978-79 included: conducting needs assessments; providing training, technical assistance, and programmatic assistance for LEAs; pilot testing of curriculum materials; organizing a communication system; materials collection; parent training; and linguistic survey and analysis. Descriptors: American Indian Education, American Indians, Bilingual Education, Elementary Secondary Education

Baker, Colin (1988). Key Issues in Bilingualism and Bilingual Education. Multilingual Matters 35. The discussion of bilingualism and bilingual education focuses on three common concerns: (1) whether children will suffer if they become bilingual; (2) whether they will suffer from education using two languages; and (3) whether bilingualism and bilingual education are more successful when chosen or when imposed on a population. The three questions are examined from educational and psychological perspectives. The first is addressed in a review of research on intelligence and cognitive processes. Studies of bilingual education in Ireland, Scotland, England, Wales, Canada, and the United States are referred to in relation to the second concern. Theory and research on the interrelationship of bilingualism with attitudes and motivation are then explored. The final chapter reviews a number of theories in these diverse areas, concluding that no single theory or approach reflects a universal perspective. Contains 14 pages of references and indexes. Descriptors: Bilingual Education, Bilingualism, Cognitive Processes, Foreign Countries

Fuhriman, Jay (1983). When They Don't Speak English, How Do We Educate?. Bilingual education is a method, not a program, used by the teacher so that the student is receiving instruction in both English and the native language. All instruction is given with an appreciation for the cultural heritage of all children in American society. The purpose of bilingual education is to improve the child's English language skills so he or she is fluent and independent in the English language. Bilingual education is not the same as English as a second language (ESL). ESL is not a method, but a component of the total educational program. It is a course with specific content, like math or science, with concepts and skills to be learned. It is a false assumption that all immigrants successfully learn English, since it is not until the fourth or fifth generation that English is the dominant language. The schools must be allowed to do their job in assisting all non-English-proficient students to become proficient in the language of American Society and must be allowed to use sound methods and approaches. The assumption that the purpose of bilingual education is to allow children to not learn English is mistaken. The exclusive purpose of bilingual education is to help students learn English as rapidly and efficiently as possible and, at the same time, to ensure that they do not fall behind in other subjects while learning English. Descriptors: Bilingual Education, Classroom Techniques, Educational Objectives, Educational Strategies

Brown, Brad (1993). Issues in Conducting Surveys Regarding Public Opinion toward Bilingual Education. Considerations in conducting attitude surveys concerning bilingual education are discussed. An introductory section examines briefly the history of the controversy over bilingual education, legislative initiatives, and some previous opinion research. Specific kinds of information needs relating to public opinion are then noted and problems arising in such research are described. Two central issues examined are: (1) the need for comparable data that reflects opinions of local subpopulations as well as those of the larger population, and (2) elimination of bias in presentation of results, including accurate representation of their statistical significance. It is concluded that reliable information about community opinions, especially as to where and how much they differ from official, internal school district policy, is essential for successful program planning, development, and implementation. Definitions of common terms in bilingual education are appended, and a 54-item bibliography is included.   [More]  Descriptors: Bias, Bilingual Education, Educational Attitudes, Elementary Secondary Education

Bradley, Curtis H.; Friedenberg, Joan E. (1982). Foundations & Strategies for Bilingual Vocational Education: A Handbook for Vocational-Technical Education Personnel. As an aid in preservice and inservice teacher education, this handbook is intended to produce a vocational instructor who understands the rationale of bilingual education, is sensitive to the special needs of bilingual and limited-English-proficient (LEP) vocational students, and is not afraid to try new teaching techniques. The six chapters, which include practice questions, cover the following areas: (1) terminology associated with both bilingual education and vocational education; (2) the history of bilingual education, vocational education, and bilingual vocational education; (3) a detailed description of the needs of bilingual and LEP vocational students, along with a list of suggested practices to meet the needs; (4) a description of several approaches to designing a bilingual vocational education program and suggestions on how the instructor can get support from colleagues and the administration in establishing a program; (5) details on constructing a vocational course, from analyzing the occupation and its associated duties to developing lesson plans; and (6) a discussion of 20 commonly used teaching techniques and how each can be modified for multicultural vocational settings, along with several suggestions for communicating with LEP vocational students. Information about testing and resources in bilingual vocational education and prevocational English as a second language is appended.   [More]  Descriptors: Adult Education, Bilingual Education, Bilingual Students, Curriculum Design

Davies, Norman F., Ed.; Allen, John R., Ed. (1974). System. A Newsletter for Educational Technology and Language Learning Systems. Vol. 2, No. 2. The first article in this issue is a response by Dieter Mindt to articles in the January, 1974, issue on the language laboratory versus the portable cassette tape recorder, in which it is argued that although the cassette recorder has many uses it cannot replace all the facilities offered by the stationary language laboratory. James R. Nord presents an argument for the use of language laboratories primarily for listening and reading skills. The remainder of the issue is devoted to bilingual education. These articles deal with the following topics; (1) bilingual education and the immigrant (editorial comment), (2) a survey of background information on bilingual education (E. C. Condon), (3) the need for pretesting in bilingual education (R. M. Preston), (4) cultural characteristics in the bilingual student (C. Sueiro-Rose), (5) the written English communicative competence of one group of Chicanos (B. L. DuBois), (6) the SWRL English language and concepts program for Spanish-Speaking children, 1971-1972 (H. Molina), (7) the use of PLATO (Programmed Logic for Automated Teaching Operations in the teaching of German reading, English as a second language and bilingual education (P. Grundlehner), and (8) the establishment of an English to Speakers of Other Languages program at an American community college (H. Aron). The newsletter concludes with a list of books, reports, periodicals recently received on the subjects of modern languages and linguistics. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Computer Assisted Instruction

Burnett, Robert W. (1979). National Estimates of Bilingual Education Teachers. A program of research to determine the need for teachers to carry out programs of bilingual education is outlined. The first component of the program deals with the need for bilingual personnel and addresses such policy issues as eligibility for bilingual education, regional concentration of eligibles, participation of non-eligibles, and teacher-pupil ratios. The second component is concerned with the supply of qualified bilingual education teachers, and covers teacher qualification criteria and participation of potential teachers in the labor force. It is estimated that by the end of 1979 data will be available on the need for teachers which will indicate a critical shortage of available teachers. Steps in a procedure of bilingual policy decision-making are presented schematically. Descriptors: Bilingual Education, Bilingual Teachers, Eligibility, English (Second Language)

Gibson, Robert E. (1981). State of the Art of Pacific Bilingual Education. Bilingual Education Paper Series Vol. 4 No. 10. A discussion of the state of bilingual education in the Pacific islands administered by the United States (Guam, American Samoa, and Micronesia) begins with background information on the patterns of education and language use in the region and in each separate area. The current status of bilingual education programs and support projects is described, and the lack of materials and program assessment is discussed. Special considerations of program development in these areas are noted, including costs, isolation from universities, need for materials, lack of continuity in administrative personnel, research needs, and low funding. The general recommendation is for a federal commitment to bilingual education basic programs, teacher training, materials development, and research on program effectiveness. Specific recommendations are also made for each area of special consideration in program development.   [More]  Descriptors: Bilingual Education, Educational Needs, Federal Legislation, Instructional Materials

Jones, Gary M., Ed.; Ozog, A. Conrad K., Ed. (1993). Bilingualism and National Development, Journal of Multilingual and Multicultural Development. The subject of bilingualism is especially important in Bruni, a country with a multilingual population and a bilingual education policy, and it was felt that an international conference which examined bilingualism and bilingual education in a variety of 'development' contexts would be useful in reviewing and fine tuning of Bruneis' already existing policies. Accordingly, the special theme issue of a journal on multilingual issues focuses on the conference theme of the relationship between bilingualism and national economic development. They include: "An Overview of Language and Development" (Andrew Gonzalez); "Implementing Bilingualism: Brunei in Perspective" (John Edwards); "Multilingualism and Bilingual Education in Brunei Darussalam" (Gary Jones, Peter W. Martin, A. Conrad K.  Ozog); "Bilingualism and National Development in Malaysia" (Ozog); "Two Tongue Tied: Bilingualism in Singapore" (Anne Pakir); "How Not To Embark on a Bilingual Education Policy in a Developing Nation: The Case of Nigeria" (J. A. Oladejo); "European Models of Bilingual Education: Practice, Theory, and Development" (Hugo Baetens Beardsmore); "Fostering Bilingualism and National Development through School Second Language Study" (Richard B. Baldauf, Jr.); "Planning English Language Acquisition in ESL and EFL Societies: Development and Maintenance of Languages and Cultures" (Bjorn H. Jernudd); and "The Hegemony of English in Science and Technology" (Robert B. Kaplan). Descriptors: Bilingual Education, Bilingualism, Case Studies, Developing Nations

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