This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Douglas R. Knox, Reynaldo D. Mejia, Philadelphia United Presbyterian Church in the U.S.A., Juan Juarez, Raymond V. Padilla, Tracy C. Gray, Catherine Collier, Alfred Gage, Lester S. Golub, and Austin. Texas State Board of Education.
(1980). Bilingual Education and Public Policy in the United States. Ethnoperspectives in Bilingual Education Research, Volume I. This collection includes several papers each on the legal aspects of bilingual education, the politics of implementing bilingual programs, the role of the community in establishing and maintaining bilingual programs, and bilingual program models. In addition, individual papers treat: (1) the impact of research on programs and policy, (2) the role of teacher certification, (3) refugee education as exemplified by Cuban Americans, (4) the case of the American Indians, (5) language attitudes among the Puerto Ricans in New York, (6) comparative ethnic factors between the United States and foreign countries, (7) the relationship between ethnography and bilingual education legislation, and (8) state mandated competency testing. [More] Descriptors: American Indians, Bilingual Education, Community, Comparative Education
(1977). Education and Inclusion: A Report on the Church's Ministry in School Desegregation and Bilingual/Bicultural Education. The supportive role of the Church in school integration and bilingual bicultural education is linked to the religious goal of creating an "inclusive society." Legal requirements behind equal education programs and a number of reasons for the acceptance of multicultural education and integration are outlined. Ways that Presbyterians may facilitate the desegregation process through community action are described. These include working with other community groups to develop an awareness of and positive feelings about integration, bilingual education and an integrated society. Descriptors: Attitudes, Bilingual Education, Church Responsibility, Church Role
(1988). The Relative Importance of Bilingual Education in Maintaining the Minority Language. This study investigated the Spanish language proficiency of Hispanic students in bilingual education programs in north central New Mexico to determine the relative importance of a bilingual pedagogical approach in the development and retention of the minority language. Students from grades 1-8 (n=105) were subjects. Measures included a Spanish availability test, a sociolinguistic questionnaire, and a standardized language dominance and proficiency test. Results indicate that factors such as rurality, linguistic and geographic isolation, socioeconomic status, and active language use are more important for Spanish language maintenance and proficiency than is bilingual education. Descriptors: Bilingual Education, Elementary Education, Geographic Location, Hispanic Americans
(2003). The Native Speaker: Myth and Reality. Bilingual Education and Bilingualism. This book presents a range of views on the concept of the native speaker, considering psycholinguistic, linguistic, and sociolinguistic aspects. It examines the Critical Period Hypothesis; the role of the standard language; the kinds of knowledge (metalinguistic, discriminating, communicational, and skills) that the native speaker possesses; and the importance of communicative competence in enabling the native speaker to use language felicitously. While the native speaker may be intelligible to other native speakers, this mutual intelligibility depends in part on attitudinal factors. Loss of a heritage language (and the related spread of World Englishes) raises doubts about identity, while recent empirical work in second language acquisition and in language assessment questions the conventional view of ultimate attainment. The book concludes that, with the exception of early childhood exposure, all characteristics of the native speaker are contingent. It suggests that it is possible for those contingent characteristics (e.g., grammatical institutions and creativity) to be acquired without substantive early exposure, although this is difficult and rare. The book concludes that the fundamental opposition between native and non-native speakers is one of power, with native speaker membership determined by the non-native speaker's willingness to assume confidence and identity. (Contains approximately 300 references.) Descriptors: Applied Linguistics, Communicative Competence (Languages), Language Maintenance, Language Proficiency
(1982). BUENO-MUSEP: Bilingual Special Education Annotated Bibliography. Volume 2. The document contains the second of a two-volume annotated bilbiography on bilingual special education. Three major sections cover the following topics: teaching materials available for the bilingual special education classroom; literature about existing bilingual special education programs (general resource rooms, early childhood, emotionally disturbed, gifted and talented, learning disabilities, mentally retarded, physically handicapped, speech and hearing, and vision impaired); and literature and materials to assist in adaptation and development of curriculum in bilingual special education. Entries usually include title, author, source, publication date, and a brief description. Descriptors: Bilingual Education Programs, Curriculum Development, Disabilities, Early Childhood Education
(1981). English as a Second Language and Bilingual Education. Foreign Languages in Virginia Schools, No. 8. An overview of English as second language (ESL) instruction and bilingual education in Virginia public schools is presented. The topics discussed are: program philosophy; definitions; legal responsibilities; identification, placement, and orientation of students; instructional approaches, including tutorial, cluster, classroom ESL, high intensity language training, and bilingual education; curriculum and instructional methodology; teaching materials and resources; program personnel; exit criteria; credit for ESL courses; graduation requirements; and financial assistance for limited English proficient students. Samples of administrative forms used in various school districts are appended. Descriptors: Bilingual Education, Curriculum, Educational Policy, Educational Resources
(1982). Evaluating American Indian Bilingual Education Programs: A Topical Bibliography. This annotated listing cites guides, journal articles, research reports, reference materials, and conference papers and proceedings on evaluating bilingual education programs for American Indians. Items cited were published between 1969-81. The listing is the latest in a series of bibliographies derived from a computerized database, Bilingual Education Bibliographic Abstracts. While the 72 citations deal with evaluating materials, fewer citations pertain to program evaluation directly than to materials. Each entry contains an abstract describing the contents of the material. Both a title and an author index are included. [More] Descriptors: American Indian Languages, American Indians, Bilingual Education Programs, Elementary Secondary Education
(1978). The Multiethnic Dimension of Bilingual-Bicultural Education, Social Education. Proposes that educators add a multiethnic dimension to bilingual bicultural education. Examples are presented from a bilingual multiethnic curriculum based upon Mexican American culture. Descriptors: Bilingual Education, Curriculum Development, Educational Needs, Educational Objectives
(1981). The Current Status of Bilingual Education Legislation: An Update. Bilingual Education Series: 9. Papers in Applied Linguistics. This compendium reproduces all currently effective federal and state legislation, as well as federal court decisions, regarding bilingual education. States are found to fall into one of four categories: (1) those that mandate instruction in English only for public and nonpublic schools (five states); (2) those that mandate English-only instruction for public schools only (two states); (3) those that have no bilingual or English-only provisions (twelve states); and (4) those that have bilingual provisions or that mandate bilingual education (thirty-one states). [More] Descriptors: Bilingual Education, Court Doctrine, Court Litigation, Educational Legislation
(1977). To Live in Two Worlds: A Handbook for Oklahoma School Administrators on Implementing Bilingual Education Programs. This booklet is designed to give Oklahoma school administrators some basic understanding of the rationale behind bilingual-bicultural education, and some guidance in implementing such programs. The beginning sections are aimed at explaining bilingual programs from a historical, sociological, and linguistic point of view. The remaining sections of the booklet cover the development and operation of a bilingual program, curricular considerations, and program evaluation. The appendix consists of summaries of court cases concerning bilingual education, and a bibliography concludes the volume. Descriptors: Administrator Guides, Biculturalism, Bilingual Education, Bilingual Students
(1976). Bilingual Education: An Analysis of Local District Commitment and Development of an Index of Critical Requirements. The basic aim of this dissertation was to analyze the level of commitment to the concept of bilingual education exhibited by Southern California school districts currently participating in bilingual education as measured by a proposed index of requirements considered to be critical in the planning and implementation of bilingual instruction. A secondary purpose was the development of an index of critical requirements for planning and implementing a bilingual-bicultural curriculum. In carrying out the purposes of the study the questionnaire survey procedure was used. The level of local district commitment was measured in terms of the willingness, on the part of school districts, to effect certain aspects of program planning and implementation which were considered relevant to the development of bilingual-bicultural education. Eight recommended practices and procedures pertaining to bilingual education were proposed as an index of critical requirements for districts participating in bilingual instruction. There is a major philosophical disagreement as to the manner in which education should be provided for the non-English speaking child. Bilingual instruction as an alternative program is not a clearly understood concept; definitions need to be made explicit; instructional roles need to be delineated; and the parameters of a bilingual curriculum need to be better defined. The general acceptance of all eight recommended practices suggests the validity of the proposed index as a critical measure for the development and implementation of bilingual education. Descriptors: Bilingual Education, Bilingualism, Curriculum Development, Educational Practices
(1982). Report on Teacher Supply Needs for Bilingual Education and English as a Second Language. Submitted to the Sixty-Eighth Legislature. Texas Education Code [Section 21.459(g)]. This report treats the following topics: (1) a history of state certification programs, including pilot programs, certification endorsement standards, institutes, and the graduate degree plan in bilingual education; (2) an outline of a plan to meet teacher supply needs in response to a state Senate bill; (3) tables presenting data from surveys dealing with school population, certified bilingual education teachers and English as a second language (ESL) teachers needed for staffing state-funded programs in 1981-82, areas of current and future teacher shortage, and projections of teaching areas and assignments; (4) an outline of a recruitment plan to meet teacher supply needs for bilingual education and ESL programs; and (5) 9 State Board of Education recommendations designed to recruit and educate the teachers necessary to staff bilingual and ESL programs. Appendices include listings of Texas colleges and universities with graduate bilingual and ESL programs, and sections of statutes enacted by the Texas State Legislature. [More] Descriptors: Bilingual Education Programs, Educational Assessment, English (Second Language), Higher Education
(1983). Using Process Evaluation Data for Determining Exemplary Bilingual Education Programs. Areas of process evaluation which are crucial but often overlooked in determining exemplary bilingual education programs are presented. The process evaluation components discussed are: (1) needs assessment; (2) program planning; (3) commitment and competencies of staff; (4) nature and appropriateness of instruction and curriculum; (5) pupil selection and retention; (6) classroom behavior and satisfaction of pupils; (7) exit rate of pupils to regular school program; (8) institutionalization of the program; (9) organization and management of the program; and (10) community satisfaction and support of the program. These components are included in the accompanying 41-page Process Questionnaire for Assessing Exemplary Bilingual Education Programs. Descriptors: Access to Education, Bilingual Education Programs, English (Second Language), Equal Education
(1984). Language Acquisition. An Annotated Bibliography on Bilingual Education: Foundations, Psychological and Cognitive Aspects, and Instructional Strategies. An annotated bibliography of over 100 books, articles, and studies on bilingual education includes a summary and a review of each work. The bibliography has three focal areas: (1) bilingual education in general, including the rationale for it, attitudes toward it, historical and/or sociological perspectives, legal aspects, and evaluation of programs; (2) psychological/cognitive aspects, including the areas of cognitive development, psycholinguistics, sociolinguistics, transfer of learning, and language and culture; and (3) teaching strategies, including instructional models, testing, early childhood eduation and language, first and/or second language learning, and reading and language arts. Entries are also indexed by author. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Classroom Techniques, Cognitive Development
(1976). Bilingual Education and School Desegregation: A Case of Uncoordinated Remedies. Although both desegregation and bilingual education ideally aim at the goal of equal and equitable educational opportunities for minority youngsters, the initial impetus of bilingual education differs distinctly from desegregation in that the bilingual approach requires separate special treatment. The degree of divergence between desegregation and bilingual education must be considered and determined in light of the limited resources and competing priorities of each case. In Hartford, Connecticut, concentrations of Puerto Rican and black students constitute a virtual unanimity in certain schools and a clear majority in the city. Puerto Rican pupils suffer more severe disparities than black students with respect to verbal academic achievement, educational enrollment, and self-concept. Poverty of Puerto Ricans results in overcrowded housing and ill health. In 1970-72, the Hartford School System instituted a pilot bilingual program which has evolved into a complete bilingual elementary school, including bilingual classes from preschool to sixth grade, a bilingual special education resource center, and a staff development program which extends to other schools in the city. The Hartford system begun to develop a policy statement, assess parent involvement, and develop a testing and evaluation design. Because both desegregation and bilingual education are crucial to minority students, when and how to implement each remedy must be carefully considered. [More] Descriptors: Bilingual Education, Blacks, Comparative Analysis, Educational Legislation