This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alan Cranston, Diana Schwinge, Jose L. Hernandez-Domingues, Fort Worth National Consortia for Bilingual Education, Adriana A. deKanter, Christine H. Rossell, J. Michael Ross, Fernando Lozano, Jacqueline Cordova-Ferrer, and Springfield. Illinois State Board of Education.
(1971). Questionnaire: Parent Attitude toward Bilingual Education. This instrument was developed for use with parents of children participating in bilingual education programs. The questions (in both Spanish and English) solicit information concerning parental attitudes toward their children's schooling. The questions are provided along with suggestions for administering the questionnaire and for using the resulting information. Descriptors: Bilingual Education, Children, English (Second Language), Interviews
(1975). Bilingual Education: Quality Education for All Children. Annual Report, National Advisory Council on Bilingual Education. This is the first annual report of the National Advisory Council on Bilingual Education summarizing the condition of bilingual education in the U.S. and the administration and operation of Title VII. The Council recomends, in summary: (1) that communication among groups in bilingual-multicultural education be continuous; (2) that states be assisted in developing bilingual programs; (3) that testing for bilingual students be developed; (4) that cross-cultural orientation to a target group be recognised in bilingual programs; (5) that funding be increased; and (6) that bilingual-multicultural education be promoted as quality education for all students. The recomendations are amplified in the report with specifics of implementation and administration. A legislative statement of purpose and defination summarizes the passage of the Elementary and Secondary Education Act of 1965 and subsequent amendements. The history and development of the National Advisory Council from 1974 onward is detailed, followed be the 1974 recomendations of the Council. Extensive statistics on the number of non-English-speaking children and their educational failure support the need for bilingual-multicultural programs. Federal and state programs in bilingual education are detailed, and the activities and future plans of the National Advisory Council noted. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1974). Why the Bilingual Education Amendments Deserve Support, Phi Delta Kappan. Bilingual education can be a great force in fostering educational change in America by providing a child with a full understanding of his cultural heritage and a deep respect for all it implies. Such a program treats the child whose mother tongue is other than English as advantaged, and involves the parent and the community in the fabric of the program. [More] Descriptors: Biculturalism, Bilingual Education, Elementary Education, English (Second Language)
(1979). Towards Quality in Bilingual Education. Bilingual Education in the Integrated School. Two related papers are presented. "Towards Quality in Bilingual Education: Some Things We Must Do," addresses nine specific areas that have been the focus of recent discussion and suggests steps for action. Principles that are basic to establishing criteria for quality bilingual education are suggested. The nine areas are: education goals, public policy, corollary reforms, funding, staffing and governance, compliance with the rulings of the U.S. Supreme Court in the case of Lau v. Nichols, possible conflict with desegregation, and participation criteria. In "Bilingual Education in the Integrated School," the implications of bilingualism and desegregation for each other are addressed. An emerging confluence of the two has been brought about by legal and political developments, but its success will depend upon the degree to which their common pedagological and social foundations can be demonstrated. The goals of bilingual education are discussed and related to the issues of participation, grouping, and staffing. Contains 18 references. Descriptors: Bilingual Education, Comparative Analysis, Compliance (Legal), Desegregation Effects
(1989). The Commission's Bilingual Education Forum. Summary. This report summarizes a fact-finding forum (May 6, 1988) on the status of bilingual education in Chicago (Illinois), held to fulfill a court-mandated responsibility to identify and uncover disparities in education. Six invited panelists, representing all areas of bilingual education and seven teachers, school staff, community group representatives, and concerned citizens testified. The following general issues were identified: (1) inadequate funding; (2) the lack of wide support for bilingual education; (3) the need for links with the job market; (4) the importance of a bicultural emphasis; (5) the current unmet need for training programs, teacher recruitment, media campaigns, classroom materials, and research studies; and (6) the barriers to parent participation. The following issues specific to bilingual education programs in Chicago were identified: (1) program evaluation; (2) the bilingual teacher shortage; (3) competencies for bilingual teachers; (4) supplementary teacher training; (5) retention of qualified teachers; (6) the English-as-a-Second-Language (ESL) curriculum; and (7) the need for statistical data to support funding proposals. Statistical data are presented in two tables. The testimony of seven witnesses, the forum agenda and publicity, and Article 14C of the School Code of Illinois are appended. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Compliance (Legal)
(1986). The Social Science Evidence on Bilingual Education, Journal of Law and Education. Describes the role of social science research evidence in the development of federal and court policy on bilingual education through a review of important court decisions. Assesses the research evidence on policy alternatives for educational programs for non-English speaking students. Provides recommendations for improving educational achievement for non-English speaking students. Includes a table and two appendices. Descriptors: Bilingual Education, Bilingual Education Programs, Court Litigation, Elementary Secondary Education
(1978). Bilingual Education Dramatizes Hopes of Millions, NJEA Review. How successful bilingual education proves in the United States will depend in part on how congruent its programs become with the aspiration of the ethnic communities to which the programs are addressed, on the awareness by American educators of the new American ethnicity, and on the participation of ethnic communities in program formulation and evaluation. Descriptors: Academic Aspiration, Bilingual Education, Educational History, Educational Research
(1978). Essays on Urban and Bilingual Education. This document contains four essays which examine aspects of urban bilingual education as it applies to disadvantaged, minority children. The first essay, "A Legal-Historical View of Bilingual Education," deals with the struggle of the American people to cope with problems of language instruction in the schools. Briefly described are the effects specific court legislation had on the development of bilingual education programs for minority group children over a period of time. The second essay, "A View of Bilingual Education for Puerto Ricans in New York City, with a Suggested Model for Implementation," provides an overview of the cultural identity problems and low socioeconomic status of Puerto Ricans in New York and describes a model bilingual program that would help Puerto Ricans to cope with these problems. The third essay, "Concerns of Teacher-Pupil Interaction in a Bilingual Setting," investigates the concern of many educators for providing bilingual-bicultural instruction to Puerto Rican students and other Hispanics, and emphasizes the importance for teachers of these students to be properly informed of the students' background in order to facilitate learning. The final essay, "On Sociology of Urban Education," supports the point of view, through a sketch of immigration patterns, that inner-city schooling has permitted upward mobility among the disadvantaged. Appended are various statistical data concerning minorities and education in New York City. Descriptors: Biculturalism, Bilingual Education, Blacks, Cultural Influences
(1983). An Answer from Research on Bilingual Education, American Education. Reviews the history of bilingual education in the United States from the 1974 Supreme Court ruling to the present. Concludes that federal policy must be flexible in allowing districts to select the program that best meets their needs. Discusses three specific programs. Descriptors: Bilingual Education, Federal Legislation, Federal Regulation, Program Effectiveness
(2000). Standards, Exit Exams, and the Politicization of Bilingual Education: The Writing Exit Exam at Hostos College, Working Papers in Educational Linguistics. Standards-based curricula are being created throughout the world, and exit exams are being implemented in order to make sure that students meet those standards. There is a real potential that these standards will help improve the achievement of students, but there is also a possibility that these exams will be implemented in a way that will be harmful to English language learners by denying them a chance for further education and threatening the existence of bilingual education. This paper examines a controversial language planning case, the enforcement of a writing exam requirement at Hostos Community College in New York City. Using Cooper's (1989) accounting framework, this policy analysis examines the covert agendas and implicit ideological agendas of actors in this language planning case and identifies points of leverage that can be used to influence similar cases in the future. (Contains 37 references.) [More] Descriptors: Academic Standards, Accountability, Bilingual Education, Community Colleges
(1975). Questions and Answers on Bilingual Education, Illinois Career Education Journal. Fundamental aspects of bilingual education are presented in a question and answer format. The discussion briefly concerns program definition, its relationship with bicultural education, and aspects regarding the development of the children involved, funding, community involvement, staffing, and teaching methods. Descriptors: Biculturalism, Bilingual Education, Educational Programs, English (Second Language)
(1986). Bilingual Education and Anti-Racist Education, Interracial Books for Children Bulletin. Bilingual education is inherently political because it involves power relations between dominant and dominated groups. Effective anti-racist bilingual programs will be vehemently resisted by the dominant group despite research evidence because they threaten the power of the dominant group. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Policy, Elementary Secondary Education
(1972). Bilingual Education and Accountability: A Perceptual View. This paper discusses (1) The Current Definition of Bilingual Education, (2) The Origin of Accountability, (3) The Empirical and Rational View of Education, (4) Man Defines Himself or Is Defined, and (5) Who Is Accountable? A list of notes is included in the study. Descriptors: Accountability, Behavioral Science Research, Bilingual Education, Educational Research
(1978). Bilingual Education in Ontario: Issues and Directions, Interchange on Educational Policy. Research on bilingual education and its relationship to a variety of language teaching settings shows that the immersion experiment in Ontario has had several constructive side effects, including a reexamination of English language teaching and increased contact between teachers of French as a first and as a second language as well as increased parental involvement. [More] Descriptors: Bilingual Education, Bilingualism, Curriculum, Educational Research
(1982). Bilingual Education Mandate: A Preliminary Report. The legislative mandate for bilingual education in Illinois was analyzed in order to evaluate the effectiveness of the mandate. Questions were addressed concerning the desired outcome of the mandate, the actual outcomes, and potential alternatives for bringing about the desired outcome. The history of the mandate for bilingual education and current issues related to the mandate were reviewed. Information was obtained through study of reports and statutes and interviews of teachers, administrators, and legislators. Among the issues reviewed were the purposes of bilingual education and the most effective ways to provide services to limited English speaking students. It was concluded that (1) the state has a compelling interest in mandating the provision of transitional bilingual education services to all limited English speaking students, (2) there is no need to mandate a particular instructional methodology for these services, and (3) the teaching of ethnic history and culture should not be required by law. Issues needing further study and recommendations for action are presented. The appendices provide legal and policy documents and evaluation questions. [More] Descriptors: Bilingual Education, Board of Education Policy, Educational Strategies, Elementary Secondary Education