Bibliography: Bilingual Education (page 110 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Felix Mario Valbuena, Christina Bratt Paulston, Sylvia Larter, Maisy Cheng, Sarah Nieves-Squires, Michael Wroblewski, Cor van der Meer, Carmelo Melendez, Fort Worth National Consortia for Bilingual Education, and Columbus. Div. of Equal Educational Opportunities. Ohio State Dept. of Education.

Nieves-Squires, Sarah; And Others (1980). A Bibliography of Significant Features in Bilingual Education Programs. Planning Paper 2. Bilingual Instructional Features Planning Study. This report is one of five submitted as products of a "Study Designed to Assist Planning of Research on Significant Instructional Features in Bilingual Education Programs." The reports are intended to assist the National Institute of Education in its plans for a major new research study in bilingual education. The present volume is an annotated bibliography of papers, articles, pamphlets, and books that deal with instructional features of bilingual education. The materials are organized by a classification system of features based on a content analysis of the sources surveyed. The over 600 entries are representative of work done in the decade of the 70s. The listings demonstrate that, while many instructional features are discussed, there is little or no empirically based research on their specific consequences for children.   [More]  Descriptors: Annotated Bibliographies, Bilingual Education, Educational Planning, Educational Research

Oladejo, J. A. (1991). How Not To Embark on a Bilingual Education Policy in a Developing Country: The Case of Nigeria. This paper traces the origin and development of bilingual education in Nigeria. Necessary facilities for a successful implementation of a bilingual education policy in a developing country such as Nigeria are discussed. The paper argues that, although there was a genuine need for Nigeria to embark on a bilingual education policy in the first place, the policy was, however, too ambitious and unrealistic. It is further argued that, due to lack of foresight and due to inadequate planning, certain fundamental issues were ignored that were essential for the policy to succeed. Consequently, the difficulties being experienced now with its implementation are only a prelude to a predictable total demise of the policy.   [More]  Descriptors: Bilingual Education, Case Studies, Developing Nations, Foreign Countries

Pena, Albar A. (1986). Implementation Procedures in Bilingual Education: The Difference between Success and Failure. Rather than abandon bilingual education programs that have not met expectations, there is a need to assess implementation procedures in bilingual programs to determine whether or not they foster success or failure. Areas to be examined for insights and improvement include: (1) present policies concerning the goal of bilingual education and current expectations, (2) research data available on first language acquisition and learning and its application to instructional procedures, (3) curricular decisions that often ignore basic research findings and yet claim they are doing so in the name of bilingual education, and (4) implementation procedures that do more harm than good, such as federal and state guidelines, school administration policies, and teacher qualification standards.  Descriptors: Administrator Attitudes, Bilingual Education Programs, Bilingualism, Curriculum Development

Gorter, Durk; van der Meer, Cor (2008). Developments in Bilingual Frisian-Dutch Education in Friesland, AILA Review. This paper focuses on the position and development of the Frisian language in the educational system in Friesland. It discusses the achievements and the research results of special projects in bilingual and trilingual schools. It gives an overview of the language proficiency, attitudes and the new challenges of the education system. The Frisian language has obtained a presence on all levels of education, although marginal in most cases. Language policy by the government has emphasised the teaching of Frisian in primary schools. The developments over the last decades have not been as remarkable as in other regions. The overall attitudes seem moderately positive, more among the public at large and parents than among teachers and school directors. Research has shown repeatedly that school achievement in Dutch is not affected by bilingual programs and the outcomes for Frisian are more positive. The experiment with trilingual education was received positively, although the outcomes for Frisian and English were not as persuasive as expected. It is concluded that the position of Frisian is rather weak compared to the other cases in this volume, although the point of departure is relatively favourable in terms of the proportion of speakers in society.   [More]  Descriptors: Foreign Countries, Indo European Languages, Bilingual Education, Educational Development

Valbuena, Felix Mario; And Others (1978). Guide to the Administration of Bilingual/Bicultural Education Programs in the Detroit Public Schools. This is an administrative guide for bilingual/bicultural education programs in the Detroit, Michigan, public schools. The first section of the guide provides background on the legal mandate for bilingual education. Section two discusses the identification and selection of limited English-speaking ability pupils for bilingual services. The third section reviews issues pertinent to the selection and maintenance of qualified bilingual education personnel. In section four, the selection of an appropriate educational design is considered through the analysis of six potential bilingual classroom models. Section five covers parent and community participation, and section six offers lists of resource materials, and consultant personnel. Extensive appendices include: (1) a discussion on the historical development of bilingual/bicultural education; (2) the text of Michigan Public Act 294 (1974); (3) a pupil profile form; (4) sample letters to parents in several languages; (5) job descriptions for central and regional program personnel; and (6) a glossary of terminology. Descriptors: Administrative Policy, Administrator Guides, Administrator Role, Admission Criteria

Larter, Sylvia; Cheng, Maisy (1984). Bilingual Education and Bilingualism: A Review of Research Literature. No. 175. A review of 110 studies of bilingualism and bilingual education or related topics focuses on investigations of the effects of bilingual education and bilingualism on the academic and cognitive development of children and young adults. The review is divided into sections covering: speaking; listening; writing and language skills; reading; general language proficiency; language usage; mathematics; science; study skills; cognitive and linguistic strategy and development; self concept; classroom behavior; school attendance; student orientation, attitudes, and motivation; language aptitude; personality; social development; language/learning disabilities; student employment; parent attitudes and involvement; teacher and principal attitudes; teacher employment; instructional materials; teaching styles and methods of instruction; and bilingual education as an intervening or dependent variable. Other bodies of related literature are briefly reviewed, and a concluding summary outlines some major themes and ties them to the theory of language and thought developed by Vygotsky. An annotated reference list and a bibliography of other literature reviews and theoretical works of interest are appended.   [More]  Descriptors: Administrator Attitudes, Attendance, Bilingual Education, Bilingualism

Gage, Jennifer, Comp. (1981). Directory of Computerized Resources in Bilingual Education. This is a guide to databases and computerized search services in the field of bilingual education. The first section of the guide lists 37 computerized databases which can be searched online to locate bibliographic, statistical, legislative, and other information about bilingual education and about other subject areas related to the education of minority language populations. The second section of the guide lists organizations in the national Title VII support-services network through which online computer searches of some or all of these databases may be obtained.   [More]  Descriptors: Bilingual Education, Databases, Documentation, Indexes

Ohio State Dept. of Education, Columbus. Div. of Equal Educational Opportunities. (1986). Effective Schooling for Language Minority Students: Research and Practice Related to the Establishment and Maintenance of Effective Bilingual Education Programs. The basic premise of this handbook is that effective bilingual programs can occur only within a school context that is itself effective. A foreword argues that: (1) bilingual education programs must be better integrated into the mainstream of local school district programs, and (2) limited-English proficient (LEP) students should be assigned to more effective schools. The handbook is divided into three main sections. Section 1 outlines effective school characteristics identified by research studies. Section 2 relates the findings of those studies to those schools that have, or are planning to have, a bilingual education program. Section 3 describes how school personnel working at different levels can contribute to the building of local capacity for and commitment to the delivery of bilingual education within effective schools by providing specific program suggestions. References are included. Descriptors: Bilingual Education Programs, Community Involvement, Educational Environment, Elementary Secondary Education

Wroblewski, Michael (2010). Voices of Contact: Politics of Language in Urban Amazonian Ecuador, ProQuest LLC. This dissertation is a study of diverse linguistic resources and contentious identity politics among indigenous Amazonian Kichwas in the city of Tena, Ecuador. Tena is a rapidly developing Amazonian provincial capital city with a long history of interethnic and interlinguistic contact. In recent decades, the course of indigenous Kichwa identity formation has been dramatically altered by increasing urban relocation, a burgeoning international eco-tourism industry, a generational language shift toward Spanish monolingualism, and the introduction of bilingual and intercultural education into native communities.   The current era of nationalistic Ecuadorian "interculturality" and cultural tourism have heightened the public visibility of threatened indigenous practices. Paralleling these national social currents has been a growing indigenous activist movement in Ecuador that has very recently introduced a controversial new Kichwa language-planning project in Napo province. The national standard, "Unified Kichwa", is currently being socialized into a young population of indigenous students in the Tena region in an effort to create cultural and political solidarity among geographically separate communities. The move has been met with considerable backlash from Tena Kichwas who believe local Amazonian language identity and "natural" socialization practices are under threat of displacement.   As part of this fracturing of ideologies surrounding language production and socialization, Tena Kichwas are creating innovative strategies for objectifying marked linguistic forms in order to use them for specific political purposes. The city of Tena has been reconceptualized as an indigenous space for publicly exhibiting opposing identity construction strategies, particularly through the use of new semiotic media, including folkloric performance and mass-communications technology. Language choice, variation and change are becoming very apparently politicized in this unique socio-cultural milieu, where new and old varieties are being symbolically elevated and denigrated through high-profile semiotic work. Language has become a critical site for the intellectualization of cultural change and a key vehicle for asserting rights to self-representation and self-determination.   This dissertation combines theoretical and methodological approaches in linguistic anthropology, ethnographic sociolinguistics and discourse analysis to examine language variation, change and ideologization in progress. It attempts to illuminate aspects of the process by which language forms emerge and transform as products of social experience.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Socialization, Multicultural Education, Language Planning, Tourism

National Consortia for Bilingual Education, Fort Worth, TX. (1971). Report of Survey Findings: Assessment of Needs of Bilingual Education Programs. Information from all Title VII Bilingual Education Projects in existence comprises this report by the National Consortia for Bilingual Education, which was set up (1) to assess major needs of bilingual education programs across the nation in terms of curriculum-related materials and (2) to identify, test, and/or design materials for broad dissemination. In keeping with the first objective, this document presents a description of the assessment-of-needs process, a description of the learners and their environments, a discussion of preliminary matching of materials needs and products, exploration of the unmet materials needs, and an environmental model for materials packaging. The foregoing information was obtained mainly by mail-out, telephone, and on-site visitation surveys. Nine tables and 6 figures are included. A related document is RC 005 322.   [More]  Descriptors: American Indians, Bilingual Education, Chinese, Community Involvement

Hughes, B. E.; Harrison, Helene W. (1971). Evaluation Report of the Bilingual Education Program: Harlandale Independent School District; San Marcos Independent School District; Southwest Texas State University, 1970-1971. This bilingual education program involved (1) bilingual classes in grades 1 through 4 in 2 Texas school districts (Harlandale and San Marcos) and (2) Southwest Texas State University, which served as the agency for training senior student teachers for bilingual education. Predominantly Spanish-speaking students from low socioeconomic backgrounds were taught in Spanish while English competence was being developed, thus making these students literate in 2 languages. Pride in the Mexican American heritage was also instilled. Curriculum guides for grades 1-4 and materials for Spanish language arts and social studies were created; methods to improve teacher and aide performance were used; community involvement was increased; project coordination was improved; and comprehensive evaluation of pupil and teacher performance was accomplished. It is recommended that there be special college preparation for teachers of bilingual education.   [More]  Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Guides

Melendez, Carmelo; And Others (1982). Falling Through the Cracks: An Assessment of Bilingual Education in Wisconsin. The enforcement of federal and state bilingual education legislation and the implementation of bilingual education programs in Wisconsin were reviewed to determine whether any children were being denied program benefits. The review focused on types of programs, number of teachers, the existence of parent advisory councils in school districts, involvement of the Office of Civil Rights, and district corrective actions in cases of noncompliance. State and federal bilingual education legislation was compared in regard to source of authority, definitions, strength of mandate, time for compliance, number of eligible pupils required, parental consent and involvement, special education services, bilingual staff and training, and program entitlement and evaluation. Compliance reviews in Milwaukee, Kenosha, and Racine were analyzed and local fact-finding meetings were conducted. Based on the results, it was recommended that the state amend its laws in accordance with federal requirements for parental consent, provide transportation funds, and hire on-site review personnel to monitor program implementation. Descriptors: Bilingual Education, Bilingual Education Programs, Compliance (Legal), Elementary Secondary Education

Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. (1971). Programs Under Bilingual Education Act (Title VII, ESEA): Manual for Project Applicants and Grantees. The Bilingual Education Program, designed to help children having limited English-speaking ability develop greater competence in English, become more proficient in their dominant language, and profit from increased educational opportunity, is described in this manual for project applicants and grantees. Eight chapters include a review of: (1) purpose of the Bilingual Education Program, (2) program requirements and policies, (3) program development considerations, (4) preliminary proposal: procedures for submission and review, (5) a plan for implementation of a bilingual education program: procedures for submission and review, (6) application for continuation: procedures for submission, (7) reporting requirements, and (8) funding policy and fiscal concerns. An appendix contains information on grant terms and conditions for application.   [More]  Descriptors: Bilingual Education, Bilingual Students, Cultural Education, Cultural Pluralism

Afterschool Alliance (2007). Afterschool: A Powerful Path to Teacher Recruitment and Retention. Afterschool Alert. Issue Brief No. 28. America's schools are facing a critical shortage of teachers just as student enrollments are rising and more rigorous assessments of student achievement are being implemented. The shortage is especially acute in hard-to-staff schools in urban and rural areas, as well as in high-demand subjects such as math, science, and bilingual and special education. The teacher shortage is serious and real, and comes at a time when the nation's educational system is at a crossroads. With the current emphasis on students' academic performance and job-readiness, it is imperative that schools find and retain dedicated, high-quality teachers. These teachers must be able to teach to the highest standards while navigating complex challenges previously unknown in the profession. Examples from the field show that afterschool programs can provide current and aspiring educators with hands-on experience that is invaluable in the classroom and critical to teacher and student success. Teachers who feel prepared and supported enter the classroom excited and encouraged, ready to inspire students and teach them the tools they need to succeed academically, socially and professionally. Through innovative programming and an eye towards professional support and development, afterschool is an ideal platform through which to recruit, retain, and support America's teachers.   [More]  Descriptors: Teacher Shortage, Rural Areas, Academic Achievement, Teacher Recruitment

Paulston, Christina Bratt (1982). Swedish Research and Debate About Bilingualism. A Critical Review of the Swedish Research and Debate about Bilingualism and Bilingual Education in Sweden from an International Perspective. Swedish research and opinion on bilingualism, language policy, and bilingual education in Sweden is reviewed. The Swedish debate on language planning and bilingual education revolves around two perspectives: structural-functional theory and conflict theory. Swedish research consists primarily of statistical and descriptive studies rather than hypothesis testing. It is generally policy oriented and written from a structural-functional perspective. A distinction is drawn between language cultivation and language policy approaches to issues of language planning. Most of the decisions about the schooling of immigrant children in Sweden have been policy decisions which cannot be assessed according to linguistic criteria. Issues addressed by Swedish bilingual education research include semilingualism, biculturalism and contrastive culture, Swedish xenophobia, medium of instruction, third language learning, and linguistics. A bibliography is appended.   [More]  Descriptors: Bilingual Education, Bilingualism, Educational Policy, Educational Research

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