This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rosalie Pedalino Porter, NJ. Vineland School District, Arlington National Clearinghouse for Bilingual Education, Susan M. Baum, Nathan Glazer, Richard Rothstein, William F. Mackey, Iris C. Rotburg, Lenore Arnberg, and Eugene J. Muscat.
(1981). Proceedings of the Annual International Bilingual Bicultural Education Conference (8th, Seattle, Washington, May 4-9, 1979). The following papers are included: "Bilingual Education in the Eighties: Making a Good Thing Better"; "How Bilingual Multicultural Education Can Save the World"; "Some Personal Reflections on the Bilingual Education Movement and the Challenge Ahead"; "Toward Understanding Cultural Difference in Public Education"; "Cultural Pluralism in Japan"; "A Comparison of Peruvian and United States Bilingual Education Programs"; "A Renaissance of Native American Indian Culture through Tribal Self-Determination and Indian Control of Indian Education"; "Motivation Based on a Chicano Value System"; "Language Renewal: Strategies for Native Americans"; "Alternative Approaches in Bilingual Education Teacher Training"; "Guidelines for Program Development in Teacher Education for Multilingual Settings"; "A Bilingual Homebound Tutorial Program for All Ages"; "Developing Bilingual-Vocational and Vocational English as a Second Language at the College Level"; "Can and Should the Laredo Experiment Be Duplicated Elsewhere?"; "College-Level Bilingual Education: Curriculum Planning and the Relationship of English and Home Language Development"; "The Misplaced Child: Does Linguistically Different Mean Learning Disabled?"; "Assisting Nonlearners in Bilingual Programs"; "Materials Development for Individualized Instruction in the Bilingual Classroom"; "Language Experience for the Bilingual Child"; "Social Factors in Second Language Acquisition: Peer-Tutoring Intervention"; and "Hortographia Himortal–A Third Look: Expanded Subcategorization of Bilingual Spanish-English Spelling Errors." [More] Descriptors: American Indian Education, Bilingual Education, Bilingual Instructional Materials, College Second Language Programs
(2003). Validity, Reliability, and Equity Issues in an Observational Talent Assessment Process in the Performing Arts, Journal for the Education of the Gifted. The lack of valid, research-based methods to identify potential artistic talent hampers the inclusion of the arts in programs for the gifted and talented. The Talent Assessment Process in Dance, Music, and Theater (D/M/T TAP) was designed to identify potential performing arts talent in diverse populations, including bilingual and special education students and students who have had no prior formal arts instruction. Research results over 13 years in elementary schools in New York and Ohio provide evidence that creative and artistic potential can be assessed validly and equitably and that such assessments can offer a reliable prediction of success in rigorous arts instruction. [More] [More] Descriptors: Talent, Art Education, Prediction, Construct Validity
(1997). The Politics of Bilingual Education, Society. Argues that educational research does not support the effects of transitional bilingual education as a superior instructional practice for improving the English-language achievement of limited-English-proficient students. Real studies are needed of the effectiveness of intensive English language instruction. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Policy, Educational Research
(1977). Educational Technology in Bilingual Education, Educational Horizons. One problem in bilingual education is how to facilitate "leap-frogging", i.e., how to take advantage of already existing material in one language and transfer that material to another language. Presents some technology-based possibilities for accomplishing this leap-frogging. Descriptors: Bilingual Education, Computer Assisted Instruction, Computer Managed Instruction, Definitions
(1998). Bilingual Education: The Controversy, Phi Delta Kappan. A commonly held notion of how earlier generations of immigrants were educated–often used as the chief argument supporting English immersion–is a myth. Far from succeeding by immersing themselves in English, immigrant groups did much worse than the native-born; some groups, particularly Italians, did much worse than others. Research findings are mixed. Bilingual education issue should be depoliticized. (34 references) Descriptors: Acculturation, Bilingual Education, Economic Factors, Educational History
(1975). National Perspective on Bilingual Education. What has been called bilingual education in this country presently has as its sole concern the linguistic performance of the student, thereby neglecting the implementation of a coherent conceptual system which takes into consideration the ways in which the student comes to understand the world around him. Furthermore, bilingual education has not been defined as a collective effort for the communication of sound teaching strategies and techniques for the bilingual and potentially-bilingual student; and it has not come to grips with the assessment procedures which are geared to the actual teaching/learning situation. This paper argues that we must not allow the designation of bilingual education as solely a temporary measure, to be utilized until the student is capable of receiving instruction in English; making no effort to maintain and enhance his command of the native language. To succeed, indeed, to survive, it must also be recognized as beneficial to the English-speaking majority as well as to the other language groups which form such a significant part of our society. Obviously a valid system of bilingual education demands pervasive change throughout the educational system, in the attitude of society, in government policy, and in the economic priorities of the state. [More] Descriptors: Biculturalism, Bilingual Education, Compensatory Education, Educational Attitudes
(1970). A Typology of Bilingual Education, Foreign Lang Ann. Sample questionnaire included. Earlier versions of this paper were presented at the ESC Conference Planning Committee on Bilingual Education at the University of Chicago, Chicago, Illinois, March 3-5, 1969, and at the University of Maryland, College Park, Maryland, June 27-28, 1969. Descriptors: Acculturation, Bilingual Education, Bilingualism, Classification
(1985). Viewpoints on Bilingual Education, Equity and Choice. Presents point-counterpoint opinions on bilingual education, regarding (1) effects on children of different language groups, (2) best methods for teaching English as a second language, (3) school's role in maintaining native language skills and culture, (4) segregation of students, (5) selection of students for programs, and (6) issues raised by the public. Descriptors: Bilingual Education, Cultural Education, Elementary Secondary Education, Language Maintenance
(). Parent Questionnaire on Bilingual Education. This document provides a questionnaire to be used to determine the attitudes and influence of parents who have children in bilingual education programs. Thirty seven questions are listed, covering such factors as family background, language usage at home, and aspirations for the education of the children. Techniques for administering the questionnaire are suggested along with possible uses of the resulting information. [More] Descriptors: Bilingual Education, Bilingual Students, Educational Attitudes, Educational Objectives
(1975). Bilingual Education Service Center. The Bilingual Education Service Center's function is to provide supportive services to all State-funded bilingual programs located outside the city of Chicago. These services include inservice training, curriculum materials acquisition, program development, community relations, and evaluation. nAuthor) [More] Descriptors: Bilingualism, Education Service Centers, Instructional Materials, Language Programs
(1982). Federal Policy in Bilingual Education, American Education. This paper focuses on two issues: (1) whether bilingual education programs are the only way to satisfy the Supreme Court decision in Lau v. Nichols and (2) whether research findings clearly indicate that the bilingual approach is the best way to educate language-minority children. [More] Descriptors: Academic Achievement, Bilingual Education, Court Litigation, Elementary Secondary Education
(1975). The Bilingual Education Service Center, Illinois Career Education Journal. The Illinois Bilingual Education Service Center is State funded and includes several component projects: Illinois Resource Center; Title VII Midwest Resource Center; Illinois ELS/ABE (English as a Second Language/Adult Basic Education) Service Center; and the Bilingual Consumer and Homemaking Education Project. Project cooperation and content are described. [More] Descriptors: Agency Cooperation, Biculturalism, Bilingual Education, Education Service Centers
(1990). Bilingual Education: The Effectiveness Debate, Equity and Choice. Research in bilingual education remains underdeveloped, and despite 20 years of classroom experience, curricular and methodological refinements, and gains in student achievement, there is continued skepticism about its effectiveness. Contends there has been overreliance on simplistic and ill-designed evaluation research and urges instead basic research in second-language acquisition. Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Evaluation Research
(1983). Bilingual Education for Preschool Children. A review of ERIC literature, descriptions of 20 preschool bilingual education programs around the world, and information obtained that would be useful in Swedish program development and research are presented. A section giving background on bilingual education looks at types of programs, relationships of programs with external factors, assimilation versus cultural pluralism, the Bilingual Education Act of 1968, the English as a second language approach, and the bilingual-bicultural approach. A section describing the 20 programs outlines their characteristics (language group, goals, language distribution, staff, materials, teacher training, parental involvement, evaluation, and evaluation results), language training programs and methods, teacher training, the relationship of bilingual education and the home (programs emphasizing some parental involvement and recommendations made in the literature for parental involvement), and available resources and resource centers. A final review section looks at the importance of considering background factors in program development, methodological and group factors related to language learning, parental involvement, local versus centralized support for teacher training and materials development, and the importance of program evaluation. Descriptors: Acculturation, Bilingual Education, Cultural Pluralism, Curriculum
(1979). Bilingual Education Paper Series. The Title VII (Bilingual Education) Fellowship Program: A Preliminary Report, Bilingual Education Paper Series. The purpose of this study of the Title VII (Bilingual Education) Fellowship Program was to verify the projected need for bilingual teacher trainers and to assess prior program effectiveness. A 6-item survey instrument was constructed and sent to project directors of 49 institutes of higher education (IHE) that had participated in the fellowship program since its inception in 1975. Replies were received from 44 IHEs. Among the findings it was noted that a significant number of students who did not receive Title VII funds were enrolled in bilingual teacher trainer programs. Most masters and doctoral students were classified as having their disciplinary concentration (major) in bilingual education, although the Office of Bilingual Education had taken the position that bilingual education is an interdisciplinary approach to special educational needs and not an academic discipline. Respondents estimated that 2,000 more bilingual teacher trainers were needed nation wide in the next three years (1979-1982). Funding of doctoral candidates for only 3 years appeared to be inadequate. Masters program graduates may have been more frequently employed as classroom teachers and not as bilingual teacher trainers. It was further noted that some program graduates were unemployed at the time the survey was taken. Descriptors: Bilingual Education, Dropouts, Employment Level, Enrollment Projections