This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Donald F. Sola, Jim Cummins, Herlinda Garcia, Richard A. Figueroa, Adalberto Aguirre, Rose-Marie Weber, John F. Larner, Robert E. Gibson, James R. Yates, and Alba A. Ortiz.
(1980). Developing Instructional Materials for a Bilingual Education Program in the Peruvian Andes, Reading Teacher. Describes a bilingual education program in Peru that attempted to introduce reading in the native language of that country along with instruction in Spanish. Traces the development and implementation of the language curriculum, sketches the problems that were faced, discusses the materials used, and presents an evaluation of the program. [More] Descriptors: Bilingual Education, Instructional Materials, Material Development, Program Descriptions
(1984). Does Bilingual Education Make a Difference to Employers?. In the El Paso, Texas, area (a binational community with a growing Mexican American population), bilingual programs operate in almost every public school and the need for certified bilingual teachers is increasing. As of 1981-82, 424 teachers had received bilingual certification based on teaching experience rather than organized university training, and many fewer had been certified through the full 24-hour or minimum 12-hour university program. An elementary teacher education program at the University of Texas at El Paso College of Education is designed to reverse the trend toward minimum standards for bilingual teachers and raise teacher competence levels for improved instructional programs. Bilingual education is now available as a standard teaching field with enhanced in-depth preparation and field practica. In 1982-83, the university certified 23% of all graduating elementary education majors in bilingual education through this program, and certified 34% of former graduates through the minimum 12-hour program. Student reluctance to enroll in the program is ascribed to fear that bilingual education will disappear, and some students resist committing more time and energy to preparation in a field that receives no extra pay. However, in Houston and in El Paso's Yeleta Independent School District, certified bilingual teachers receive up to $1,500 in salary increments for their specialized training, and the approach of rewarding teachers for better preparation is recommended as a means to achieving excellence in bilingual education programs. Descriptors: Bilingual Teachers, Certification, Education Work Relationship, Elementary Education
(1977). Rationale for a Field-Based Research and Development Project for Multicultural-Bilingual Education, NABE: The Journal of the National Association for Bilingual Education. Bilingual education needs an instructional design which considers totally its special nature and encompasses a plan for implementing a sound integral education program through a sequential and articulated curriculum supported by relevant instructional materials. A field-based project consisting of experimental and control schools for the design's development is proposed. Descriptors: Bilingual Education, Cross Cultural Training, Demonstration Programs, Educational Legislation
(1983). Baker-deKanter Review: Inappropriate Conclusions on the Efficacy of Bilingual Education, NABE: The Journal for the National Association for Bilingual Education. Significant questions are raised concerning the Baker/de Kanter review, which concluded that "the case for the effectiveness of transitional bilingual education is so weak that exclusive reliance on this instructional method is clearly not justified." Sources used show methodological problems and multiple examples of deficiences in nine significant areas. Descriptors: Bias, Bilingual Education Programs, Elementary Secondary Education, Hispanic Americans
(1979). Strategies for the Design of Multicultural Curriculum. Bilingual Education Teacher Handbook. Volume I. This handbook was developed to aid teachers, teacher aides, paraprofessionals, and teacher trainers. The overview of the readings is both content oriented and structure oriented. Cognitive and affective styles of learning are identified and related to bilingual education; the new research in this area is found to raise significant questions on teaching and learning. The strategies spelled out are not oriented to a specific subject area, but are intended as a guide for technical assistance in the construction of units and curriculum in a variety of subject areas. The overall aim of the handbook is to offer the bilingual educator a greater range of alternatives for planning, developing, and assessing curriculum. The following articles are included: (1) "The Systems-Context Approach to Curriculum Theory in Bilingual Education" (Antonio Simoes, Jr.); (2) "The Statement of Goals and Objectives in Bilingual Education" (Arlene Duelfer); (3) "Teacher Strategies: The Role of Audio-Visual Methodology in Bilingual Education" (Gregoire Chabot); (4) "Structure and Content in the Design of Bilingual-Multicultural Curriculum" (Martha Montero); and (5) "Procedures in Curriculum Evaluation" (Mae Chu-Chang). [More] Descriptors: Audiovisual Aids, Bilingual Education, Curriculum Design, Curriculum Evaluation
(1986). Bilingual Education in France, or English as the Other Language, English Journal. Describes problems teaching English to mixed classes of native English speakers and nonnative speakers. Discusses problems in vocabulary, spelling, punctuation, grammar, and usage, as well as problems involving the concept of bilingual education and cultural differences in the knowledge and expected roles of students. Descriptors: Bilingualism, Cultural Differences, Cultural Interrelationships, English (Second Language)
(1992). Bilingual Education and English Immersion: The Ramirez Report in Theoretical Perspective, Bilingual Research Journal: The Journal of the National Association for Bilingual Education. Based on a literacy interdependence theory, uses findings from the Ramirez et al. study on programs for Spanish-speaking, limited-English-proficient students to refute theories opposing bilingual education. Expresses concern that all three program types in the Ramirez study reflect transmission models of pedagogy in which students have little opportunity for producing meaningful language. Descriptors: Academic Achievement, Bilingual Education, Educational Theories, Elementary Education
(1977). Staffing Patterns in a Bilingual Education Program: The Role of the Monolingual Teacher, NABE: The Journal of the National Association for Bilingual Education. Since the monolingual teacher is endowed with certain linguistic skills in her own language, she can serve as the model for the development of English language skills in the bilingual child. However, she must have a thorough knowledge of the basic philosophy and goals of bilingual education and of the particular objectives of the program. Descriptors: Bilingual Education, Monolingualism, School Personnel, Self Directed Classrooms
(1988). Bilingual Education in Ireland in the Late-Nineteenth and Early-Twentieth Centuries, History of Education. Outlines the historical background preceding the emergence of bilingual education in several of Ireland's western districts. Discusses the nature of the program, the training of bilingual teachers, and efforts by teachers themselves to develop bilingual methods. Examines the program's introduction throughout the districts and charts its general progress. Descriptors: Bilingual Education, Bilingual Education Programs, Educational History, Elementary Secondary Education
(1999). Intercultural Education and Literacy: An Ethnographic Study of Indigenous Knowledge and Learning in the Peruvian Amazon. Studies in Written Language and Literacy, Volume 7. This book examines indigenous education in South America, focusing on the development of intercultural education and on an ethnographic study of educational processes and change among the Arakmbut people of the Peruvian Amazon. The Arakmbut are one of seven Harakmbut-speaking peoples who live in the Department of Madre de Dios in southeastern Peru. Since the introduction of primary schooling in the 1950s, Arakmbut children have been exposed to missionary schooling that has denied their language, culture, and learning processes. This situation exists despite developing government advocacy of intercultural bilingual education. Arakmbut traditional teaching practices and learning strategies are exclusively oral. An assessment of the Arakmbut experience of formal education, their attitudes toward schooling, and responses to the proposed introduction of biliteracy considers whether intercultural education based on a biliterate, schooled model can promote indigenous learning practices and transmission of Arakmbut identity. Chapters cover: introduction to the study; indigenous self-determination and intercultural, bilingual, and biliterate education; emergence of intercultural education in Peru; background on the primary school studied and the teachers' situation; relations and communication between community and school; Arakmbut knowledge and worldview; Arakmbut informal learning practices; bilingual education for language maintenance; formal intercultural schooling; and indigenous-controlled intercultural education. (Contains approximately 250 references, an index, Harakmbut and Spanish glossaries, a list of acronyms, maps, and drawings.) Descriptors: American Indian Education, American Indians, Biculturalism, Bilingual Education
(1982). Interdependence and Bicultural Ambivalence: Regarding the Pedagogical Rationale for Bilingual Education. The debate over the past decade about the pedagogical effectiveness of bilingual education and the research evidence are reviewed. The case for bilingual education rests on the assumption that because children cannot learn in a language they do not understand, they will fall behind academically in programs taught only in that language. Against bilingual education is the argument that, if children are provided less instruction in English, they will achieve less in English academic skills. A large quantity of methodologically sound research on bilingual education refutes both positions. On the one hand, under some conditions both minority and majority students make good progress in programs taught only in the second language, while, on the other hand, the vast majority of bilingual program evaluations show no relationship between time spent with the majority language and achievement in that language. Research data indicate that first and second language academic skills are interdependent for manifestations of a common underlying proficiency. Poor school performance of minority group children may be linked to ambivalence or hostility toward the majority culture group and negative feelings about the minority language and culture. Effective bilingual programs can validate minority children's language and cultural backgrounds while reducing ambivalence toward the majority language and culture. [More] Descriptors: Academic Achievement, Bilingual Education, Cultural Background, Cultural Isolation
(1981). A Sociolinguistic Survey of a Bilingual Community: Implications for Bilingual Education. Bilingual Education Paper Series, Vol. 4, No. 9, April 1981. Sociolinguistic information is needed for proper implementation of bilingual education programs. The survey discussed here was designed to provide information on the sociolinguistic parameters in the bilingual community, identification of the transfer or maintenance status of Spanish, and the selection of a bilingual education program. A questionnaire related to general language use and language preference patterns was administered to educators and parents in a small, rural Colorado community, which had had a bilingual education program for four years. They were also asked to examine models of bilingual programs to determine the type of program they would prefer to their own. The results demonstrated that educators and parents differ in their sociolinguistic characteristics and in their selection of a bilingual education program model. These results challenge the assumptions that teaching/administrative staff in bilingual programs themselves reflect bilingual goals and orientations in their behavior, and that ethnicity rather than socio-economic or educational factors is a primary influence in language maintenance. The unintentional exclusion of children from the survey is seen as a flaw and reflective of the tendency to exclude those most affected by a policy from the policy-making process. [More] Descriptors: Bilingual Education, Bilingualism, Community Surveys, Decision Making
(1980). Guide to Title VII ESEA Bilingual Education Programs, 1979-80. This guide covers programs funded by Title VII of the Elementary Secondary Education Act for the fiscal year 1979-80. Sections are devoted to bilingual education basic programs, network centers (dissemination and assessment centers, training resource centers, and materials development centers), fellowship programs, state education agencies, and training grants. Descriptors: Bilingual Education, Federal Programs, Fellowships, Financial Support
(1989). Bilingual Special Education and This Special Issue, Exceptional Children. Bilingual special education has emerged because of problems faced by linguistic minorities in special education. Progress and innovations begun by federal law have not yet reached linguistic minorities, particularly Hispanic children. The medical-model, reductionist paradigm is inimical to bilinguals. A paradigm shift and redefinition of bilingual special education are needed. Descriptors: Bilingual Special Education, Disabilities, Educational Change, Educational Improvement
(1979). Putting the Mother Tongue Back into the Classroom: ESL and Bilingual Education in Micronesia, NABE: The Journal for the National Association for Bilingual Education. Until basic reference books and materials were developed and curriculum writers trained in the various Micronesian languages, bilingual education programs consisted of little more than ESL. The article describes the difficulties encountered and the procedures utilized for successful development of quality educational programs based on the mother tongue. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Background, Elementary Secondary Education