This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Arthur Tobier, Brooklyn New York City Board of Education, Maria Estela Brisk, Erling E. Boe, Sarah Nieves-Squires, Inc. Westat, Courtney B. Cazden, Felix Mario Valbuena, Austin. Texas Information Service, and James Keenan.
(1981). Project Parents: Awareness, Education, Involvement Program. E.S.E.A. Title VII. Final Evaluation Report, 1980-1981. This report describes the Project Parents Program of the Office of Bilingual Education in the New York City Public Schools. The project, developed for parents with children in, or eligible for, bilingual education programs, provided reinforcement of education in the home and encouraged parental involvement in their children's schooling. The report describes the community school districts participating in the program, outlines the characteristics of program participants, and discusses program components such as staffing, the details of implementation, the insturctional component which consists of classroom instruction and workshops, materials acquisition/development, and staff development. Process evaluation indicates that the project seems conceptually well-grounded and potentially able to train parents in becoming involved in bilingual education programs for their children. Recommendations for greater program effectiveness and for program evaluation are presented. Appendices contain sample program materials in Spanish or in English. [More] Descriptors: Bilingual Education, Elementary Education, English (Second Language), Ethnic Groups
(1992). Educating Language Minority Students: Laws, Regulations, Policies and Guidelines in the Commonwealth of Massachusetts. Current versions of Massachusetts state laws, regulations, policy statements, and guidelines concerning the education of limited-English-proficient (LEP) children are compiled here. They include: a policy statement from the state board of education; a synopsis of the mandatory transitional bilingual education law of 1971, in question-and-answer form; the text of the same law; regulations for administering transitional bilingual education programs; guidelines for parental involvement in bilingual programs; guidelines and program models in the education of language minority students; the text of legislation prohibiting discrimination in public schools; regulations concerning access to educational opportunities; guidelines for designing appropriate education programs for small LEP populations (less than 20 in a school district for a given first language) at different grade levels; and legislation concerning establishment of a state bureau of transitional bilingual education. [More] Descriptors: Access to Education, Bilingual Education, Educational Policy, Elementary Secondary Education
(1992). Elementary and Secondary Education Act ESEA Title VII Programs in New York State, 1991-92. The compilation of Elementary and Secondary Education Act (ESEA) Title VII bilingual education programs in New York State lists, alphabetically by school district, the federally funded bilingual projects designed to assist children of limited English proficiency. Programs are listed in these categories: transitional bilingual education; special alternative instruction; developmental bilingual education; special populations (preschool, special education, gifted/talented); academic excellence (exemplary); family English literacy; short-term parent and teacher training; fellowships for training in teaching, administration, and curriculum development; educational personnel training programs; and support services centers. For each listing, information is given on enrollment (when appropriate), instructional level, languages served, program type, amount awarded, and name, address, and telephone number of a contact person. [More] Descriptors: Bilingual Education Programs, Curriculum Development, Elementary Secondary Education, English (Second Language)
(1974). Teaching Bilingual Children. In his brief introduction, the editor states that this collection of writings is intended to assist the understanding of a child's language development as he masters his mother tongue. It is especially for teachers just beginning in bilingual education. The predominance of essays on the experiences of Spanish-speaking people in this collection is because these writings are more readily available and not that they are thought more valid than other material. Included in this collection are a strategy for bilingual education, an essay on learning to read in a bilingual context, an excerpt from the U. S. Commission on Civil Rights report entitled "Toward Quality Education for Mexican Americans, "an essay "A Framework for Implementing Bilingual Education," excerpted from a report by the National Puerto Rican Development and Training Institute, and other pieces that represent the experiences of students and teachers. [More] Descriptors: Bilingual Education, Bilingual Students, Reading Instruction, Teaching
(1977). La Lengua Espanol en los Estados Unidos (The Spanish Language in the United States). This report on the use of the Spanish language in the United States discusses the Spanish-speaking population, the language itself, and bilingual education in the United States. The background about the Spanish-speaking population includes the following topics: (1) "A Nations of Immigrants," (2) "The Population of the Spanish-Speaking Minority," and (3) "Characteristics of the Spanish-Speaking Minority." The second section, on the use of the Spanish language in the United States, discusses Spanish as a learned language, as a mother tongue, and as an official language. The third section, on bilingual education in the United States, discusses the history of bilingual education up to 1968, and then outlines recent developments after 1968. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cubans
(1985). Bilingual Development and the Education of Bilingual Children during Early Childhood. A discussion of the cognitive development of bilingual children and its implications for early childhood education for this population begins with a review of recent research on bilingual development. It looks at the forms and results of research projects on dual language acquisition processes, the interactive influence of multiple language acquisition, social context as it affects bilingualism and language acquisition, and intelligence and cognition in bilingualism. Experiences with selected bilingual education programs for early childhood are examined. Specific implications of the research for teaching and learning strategies, the likely effects of early childhood bilingual education programs on individuals' linguistic and cognitive development, bilingual education program design, instructional procedures, classroom environment, and English language instruction are discussed. Descriptors: Bilingual Education, Bilingualism, Classroom Techniques, Cognitive Development
(1979). What Do We Know About Teaching and Learning in Urban Schools? Volume 12: Basic Skills in Urban Schools: A View from the Bilingual Classroom. Reasons for slow gains in the goals and objectives of bilingual education, despite Federal and State support, are explored in this paper. The definitions of and legal mandate behind bilingual programs and the relationships between these programs and the rest of the educational system and local community are discussed. Focused on here are school and community perceptions of bilingual program goals, social dynamics between the program and the school in which it is situated, and teacher/staff attitudes. In order to illustrate the effectiveness of bilingual education, several studies concerning English acquisition, reading, writing and mathematics, and the development of self concept and ethnic identity within bilingual programs are briefly reviewed. Finally, the lack of properly prepared teaching staff and of appropriate teaching materials and evaluation techniques are identified and discussed as limitations to the uniform effectiveness of bilingual education. Descriptors: Academic Achievement, Bilingual Education, Educational Environment, Educational Legislation
(1990). Demand, Supply, and Shortage of Bilingual and ESL Teachers: Models, Data, and Policy Issues. A comprehensive teacher demand, supply, and shortage (TDSS) model is proposed as a conceptual framework for analyzing and determining the teaching force in bilingual and English-as-a-Second-Language (ESL) education. Available data on the shortage of bilingual education teachers are reviewed, and new national data on their characteristics are presented. Information needs and policy issues are discussed with respect to TDSS in bilingual education. It is suggested that there is a need to consider alternative means to increase the supply of ESL and bilingual teachers in order to improve the retention of qualified experienced teachers and to improve the yield and retention of newly graduated teachers. Appended materials include information on databases relevant to TDSS research; Schools and Staffing Survey (SASS) technical notes; and tables of standard errors for average number of years of teaching in current school of ESL and bilingual education by sector, level, and selected characteristics, 1987-88. Contains 19 references. [More] Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, English (Second Language)
(1979). Working with the Bilingual Community. A collection of five papers dealing with parental/community involvement in bilingual education is presented. Maria Estela Brisk discusses the role of the community in bilingual education in light of legislative and judicial issues. Maria B. Cerda and Jean J. Schensul describe in detail a Chicago program designed to train parental leaders in the Hispanic community. Kennith York discusses the Mississippi Choctaw Bilingual Education Program and how parents and community members have contributed to its initiation, growth, and success. Norberto Cruz summarizes his recent research identifying roles and functions of parent advisiory councils serving Title VII Spanish-English programs. Alberto Ochoa examines the need for parental participation, presents three approaches for involving the community, and suggests activities for generating parental interest and support. [More] Descriptors: Advisory Committees, American Indians, Bilingual Education, Choctaw
(1978). The Parent's Guide to Bilingual/Bicultural Education. Home, Child, School. This guide, designed for use in the Detroit, Michigan public schools, is intended to help parents become participants in bilingual/bicultural programs. Beginning with an overall perspective on bilingual education, the guide outlines the specific requirements of the State of Michigan's Bilingual Education Law. The next section provides an overview of the Detroit public school system. The last section focuses on the techniques to be used by parents in order to become effectively involved in school activities. This section reviews the role of parent-teacher conferences, parent advisory committees, and various community advisory committees. The guide concludes with a directory of Detroit public school administration staff and bilingual instruction staff. Descriptors: Bilingual Education, Legislation, Parent Associations, Parent Participation
(1984). Effective Instructional Practices in Bilingual Education. Descriptions of seven diverse bilingual education programs focus on instructional practices that have contributed to the programs' effectiveness as measured by exceptional student achievement, trained observers' perceptions of instructional quality, and the pride of professional staff and parents. The program settings and types include these: (1) a small, rural agricultural community in California with carefully proportioned bilingual education from kindergarten through eighth grade; (2) a year-round community school near the California/Mexico border with two-teacher team-taught bilingual education through sixth grade; (3) a barrio school in a large California city, where the program encompasses the entire school; (4) a northern plains Indian reservation, with a program focusing on the written form of the native Indian language; (5) a suburban school in a northeast city, serving a population speaking 30 languages; (6) a large city school with a history of both successful and unsuccessful bilingual education programs, this one serving kindergarten through high school with separation of language groups; and (7) a California city school having both immersion and bilingual programs. Effective instructional features found in the 58 classrooms studied that are shared by bilingual and monolingual education programs alike and features unique to bilingual instruction are outlined and discussed. [More] Descriptors: Academic Achievement, American Indian Languages, Bilingual Education Programs, Case Studies
(1975). Federal Programs Supporting Educational Change, Vol. 3: The Process of Change. Appendix C: Innovations in Bilingual Education. This appendix deals with Title VII of the Elementary and Secondary Education Act, which funds bilingual education projects proposed by local school districts. Section 1 describes the origins and the planning and management strategies that the United States Office of Education adopted for this program. Section 2 describes the role of state education agencies. Section 3 presents syntheses of fieldwork case studies, which describes the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these bilingual education projects. [More] Descriptors: Adoption (Ideas), Bilingual Education, Case Studies, Change Agents
(1980). Working Definitions of Terms for the Bilingual Instructional Features Study. Planning Paper 1. 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 (NIE) in its plans for a major new research study in bilingual education. The present volume is a discussion of working definitions of terms for use in the features study. The terms discussed are "bilingual education,""consequences for children,""instructional features,""significant," and "model." Alternative definitions and the implications of each for design are presented. The definitions selected by NIE are intended to guide the research to be conducted. [More] Descriptors: Bilingual Education, Definitions, Educational Planning, Educational Research
(1974). Bilingual Education. This document was designed for use by professionals concerned with bilingual and multicultural education. It is divided into three sections. The first encompasses various aspects of teaching methodology and materials, history and background, and evaluation problems. Part 2 focuses on the Texas law governing bilingual/multicultural education (Senate Bill 121), textbooks submitted to the Texas Education Agency (TEA) for adoption, and certification requirements established by TEA. The final section lists Texas resources in bilingual/multicultural education. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Background, Cultural Differences
(1993). Literature Review of Federally Funded Studies Related to LEP Students. Final Analytic Report. Research on limited English proficient (LEP) students that was funded under the federal Bilingual Education Act (Title VII) and conducted from 1980-92 are summarized and reviewed. An introductory section gives an overview of the Department of Education's Office of Bilingual Education and Minority Languages Affairs and background in the Title VII research agenda, describes the goals of the literature review, the nature of the reports included, and the review process, and provides a framework based on themes in educational research in general, used for organizing and comparing the studies. Subsequent chapters summarize findings concerning students, teachers, instruction, program administration, and research methods in bilingual education. A final chapter offers an overall summary and conclusions, including recommendations for specific additional studies. Appended materials include an alphabetical listing, by author, of studies reviewed and references cited, a chronological listing of the studies, with annotations, and an overview of methodologies used in federally-funded research studies. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Classroom Techniques, Comparative Analysis