This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Thomas A. O'Donoghue, Lisa William-White, Adriana Echandia, Albany. New York State Education Dept., Adele Arellano, MI. Dept. of Bilingual Education. Detroit Public Schools, Pia Lindquist Wong, Washington Department of Education, Charles D. Moody, and Shelley L. Olson.
(1989). Long-Term Effects of Bilingual Education on a National Sample of Mexican-American Sophomores: A Component Analysis. A study assessed the impact of elementary-level bilingual programs on the academic achievement of 1,200 Mexican-American high school sophomores. Language and educational background factors, such as participation in various types of bilingual education programs, were analyzed and correlated with later educational achievement, while controlling for socioeconomic status, home language, type of bilingual education program, sex of respondent, and other variables. Hierarchical component analysis was developed to assess the long-term impact of various components of bilingual education programs: (1) English as a Second Language (ESL); (2) the teaching of reading and writing in Spanish; (3) other subjects taught in Spanish; and (4) the teaching of ancestral/cultural history. Results indicate that the addition of an ESL component to a bilingual program was associated with mixed effects on long-term achievement. Instruction in reading and writing in Spanish had a positive effect on achievement while the teaching of other subjects in Spanish was clearly associated with a lowering of test scores. The teaching of ancestral/cultural history yielded a positive impact when added to bilingual education programs. Descriptors: Academic Achievement, Bilingual Education Programs, Cultural Education, English (Second Language)
(1994). Bilingual Education at the Beginning of the Twentieth Century: The Bilingual Programme of Instruction in Ireland 1904-1922, Journal of Multilingual and Multicultural Development. Examines an innovation in bilingual education introduced in selected schools in Ireland between 1904 and 1922, outlines the general background of the program, and analyzes the likely factors that account for its initial acceptance. Finally, a variety of developments associated with the program during this period are considered. (36 references) Descriptors: Administrator Attitudes, Bilingual Education, Change Agents, Comparative Analysis
(1982). The Exceptional Child: A New Challenge for Exceptional People. This paper briefly reviews the history of special education and bilingual education, noting parallels and areas of mutual interest. The author cites the challenges involved in providing an appropriate bilingual multicultural education for handicapped children with linguistic differences, and emphasizes the importance of avoiding past mistakes in both bilingual and special education. He proposes three goals for the emerging field: the development of shared responsibility for the limited English proficient (LEP) handicapped child's education (including sharing of turf and avoiding the use of specialized jargon); the improvement of skills in working with LEP handicapped children; and the influencing of federal, state, and local policy related to appropriate service delivery to the populations. Descriptors: Bilingual Education, Delivery Systems, Disabilities, Educational Trends
(1999). English Acquisition Services: A Summary of Bilingual Programs and English as a Second Language Programs for School Year 1997-98. Report of the Superintendent of Public Instruction to the Arizona Legislature. The report compiles information on Arizona's public school programs serving limited-English-proficient (LEP) students, including both bilingual education and English-as-a-Second-Language programs, as mandated by state law. It contains data submitted by school districts, schools, and charter schools concerning primary home language identification, student assessment, program services, program participation, achievement test results and exemption by program model, reassessment, program staff and qualifications, and funds used by districts and charter schools for LEP students. An introductory section provides background information and statewide summary data. Detail tables, arranged by district or school, and a glossary are included. [More] Descriptors: Achievement Tests, Bilingual Education Programs, Charter Schools, Elementary Secondary Education
(1977). Bilingual Bicultural Education: Conference Papers. The articles included in these proceedings are presented in order to give some insight into the meaning and scope of bilingualism and bilingual education. The volume is divided into sections respresenting the following five areas of concern in bilingual education: philosophy, legal aspects, language and linguistics, culture, and techniques and teaching strategies. The papers dealing with these areas are: (1) "A New Philosophy of Education," by A. Castaneda, P.L. Howard and M. Ramirez; (2) "Lau v Nichols: Implications for Bilingual-Bicultural Education," by E.H. Steinman; (3) "Language and Linguistics in Bilingual Education," by R. C. Troike; (4) "Spanish Usage in the United States," by L. B. Kiddle; (5) "Spanish Speakers' Linguistic Interference on Their English" by D. A. Thomas; (6) "Arguments in Support of Bilingual-Bicultural Education," by S. Betances; (7) "The Cultural, Social, and Educational Backgrounds of the Chaldean and Arabic Students in Michigan Schools," by G. H. Sesi; (8) "The Community: A Neglected Resource for Bilingual Program Effectiveness," by R. Martinez; (9) "Appropriate Models for Bilingual-Bicultural Instruction in Michigan," by W. Katra and W. Cline; (10) "The Implementation of the Bilingual Program for the Vietnamese Children at Palmer Elementary School, Grand Rapids, Michigan," by T. C. Xuan; and (11) "Strategies for the Implementation of Bilingual Programs," by J. Thomas. The appendices give the texts of the U. S. Supreme Court Decision, Lau v. Nichols, and the Michigan Bilingual Education Act. [More] Descriptors: Arabs, Biculturalism, Bilingual Education, Bilingual Students
(1976). Regional Interstate Planning Project Program… Bilingual/Multicultural Education Seminar Report (San Antonio, Texas, November 17, 18, 19, 1976). Sponsored by 10 State departments of education (Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Oklahoma, Texas, Utah, and Wyoming), the Project participants met in San Antonio, Texas, on November 17-19, 1976 to discuss bilingual/multicultural education. Since Arizona, New Mexico, and Texas have had significant experience in this field and have moved forward in the development of policy and programs in the area of bilingual education, Project representatives from these states were asked to give presentations discussing the state-of-the-art of bilingual/multicultural education. Participants also visited the Institute of Texas Cultures and six local bilingual educational programs; listened to a group of junior high school students who shared their experience in crossing racial barriers; and listened to a discussion of a unique and challenging program developed for the Bay City (Texas) Independent School District. Presentations covered bilingual education and evaluation problems, the Bureau of Indian Education, the "Lau" issue, language assessment and a sociolinguistic alternative to the Lau remedies, and the present state of bilingual education. This report gives the presentations and a synopsis of the other activities. Also included are the participants' responses to an evaluation of the seminar. [More] Descriptors: Agency Role, American Indians, Bilingual Education, Court Litigation
(1975). Bilingual-Bicultural Education of Immigrant Children in Sweden, International Review of Education. Current research emphasizes the importance of the mother tongue in second language teaching. This paper describes a longitudinal project which studies 4 groups of Finnish children in Malmo, Sweden, who are receiving a bilingual education starting from the pre-school. Descriptors: Biculturalism, Bilingualism, Charts, Educational Objectives
(1978). Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. English as a Second Language and Bilingual Education: Sixth of a Series. This volume contains five essays on both theory and practical learning techniques for bilingual education and the study of English as a Second Language. In "Bilingual Education: An International, Sociolinguistical Perspective," Joshua Fishman discusses transitional bilingualism, monoliterate bilingualism, partial and full biliterate bilingualism, compensatory programs, enrichment programs, and group maintenance programs. A "Position Paper on the Role of English as a Second Language in Bilingual Education" by the TESOL Organization seeks to promote better understanding and establish a positive professional relationship between the two fields. In "Values Clarification Theory in ESL and Bilingual Education," Kathleen Green discusses some strategies that have been used successfully in a college-level ESL course for foreign students in the United States. In "Language Choice in Bilingual Classrooms," Dorothy Legarreta examines quantitative language choices by teachers and pupils in Spanish bilingual kindergarten classrooms. In "Measuring Values in Multilingual Settings," Jon Jonz seeks to place cultural differences and cultural similarities into clearer perspective and to decrease the probabilitV of the inappropriate application of educational models. General statements are made about the behaviors and beliefs expressed in an article entitled "Cuban Child." In addition, a "cultural index" that was developed in a project is discussed. Descriptors: Bilingual Education, Bilingualism, Cooperative Programs, Cultural Awareness
(2007). The M/M Center: Meeting the Demand for Multicultural, Multilingual Teacher Preparation, Teacher Education Quarterly. The Multilingual/Multicultural Teacher Preparation Center (M/M Center), a teacher preparation program offered by the Bilingual/Multicultural Education Department (BMED) at California State University, Sacramento, is entering its third decade of operation. The M/M Center was established by a group of progressive teacher educators, most with a history of activism and advocacy around democratic education, immigrant rights, and the elimination of racism and other forms of discrimination in local schools and our own university. The Center founders developed a comprehensive program to prepare teachers to be change agents actively working towards social justice in low-income and culturally and linguistically diverse classrooms, schools, and communities. Race-conscious and language-conscious policy-making and program development characterize the program's history and current operations. Multicultural content and the application of theory into practice through extensive field experiences in schools serving low-income and culturally and linguistically diverse students anchor the program's design. Focus on these issues combined with active and strategic recruiting and support make the M/M Center an attractive option for students of color and bilingual students who typically select the teaching profession as the avenue through which they will work towards social justice for the children in their communities. By sharing details and analysis of the M/M Center, the authors hope to engage other social justice educators in critical reflection on effective practices in multicultural/multilingual teacher recruitment to and retention in teacher preparation programs. This article is organized as follows: (a) the theoretical framework that orients the authors' efforts to recruit and retain students of color and bilingual students; (b) history of the M/M Center; (c) highlights from their multiple and single subject programs; and (d) reflections on the M/M Center's accomplishments. It describes the M/M Center based on the experiences and perspectives of the authors–one of whom was a co-founding member of the M/M Center and of BMED, and others who have been active in recent transformations of the Center and Department. Where appropriate, they accentuate their description with data from a limited set of sources including graduate exit surveys, student work, student interviews, and anecdotal stories and accounts. [More] [More] Descriptors: Schools of Education, Teaching (Occupation), Multicultural Education, Multilingualism
(1973). Development of Bilingual/Bicultural Education Models. Final Report. This report discusses the development of bilingual/bicultural education models. Included is information concerning the goals of bilingual education, six models of program realization, and problems and possibilities in implementing the models. Also included are footnotes and a bibliography. The appendixes present various articles: "A Brief Survey of Selected Bilingual Programs and Curricula," by Judith Perez de Heredia; "The Descriptive Analysis, Establishment, and Measurement of "Bilingual" Verbal Behavior," by Stanley Sapon; "Bilingual Education: An International Perspective," by Charles Ferguson, Catherine Houghton, and Marie Wells; "Pedagogical Models of Bilingualism–A Sociolinguistic Appraisal," by William Stewart, and "Biculturalism-Bilingualism," by Harvey Sarles. [Not available in hard copy due to marginal legibility of original document.] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(2004). The Role of Gesture in Bilingual Education: Does Gesture Enhance Learning?, International Journal of Bilingual Education & Bilingualism. Studies investigating the role gesture plays in communication claim gesture has a minimal role, while others claim that gesture carries a large communicative load. In these studies, however, the role of gesture has been assessed in a context where speech is understood and could easily carry the entire communicative burden. We examine the role of gesture when speech is inaccessible to the listener. We investigated a population of children who, by their circumstances, are exposed to a language that is not accessible to them: Spanish-speaking students in an English-speaking school. Fifty-one first grade English-speaking students and Spanish-speaking students were tested. Half of the English-speaking and half of Spanish-speaking students viewed a "speech only" math instructional tape (i.e., instruction was not accompanied by gesture), while the other half of the English-speaking and Spanish-speaking students viewed a "speech and gesture" instructional tape. We found that learning increased two-fold for all students when gesture accompanied speech instruction, increasing Spanish-speaking learning from 0% to 50%. We speculate that gesture improved learning for Spanish-speaking children because gestural representation is not tied to a particular language. Rather, gesture reflects concepts in the form of universal representations. Implications for the communicative function of gesture are discussed. [More] Descriptors: Grade 1, Speech Instruction, Spanish Speaking, Bilingual Education
(1977). Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program. Interim Results. Executive Summary Planning/Evaluation Study. Interim results of the study conducted to determine the effectiveness of federally funded bilingual education projects are described. Objectives were (a) to determine the cognitive and affective impact of bilingual education on students in Spanish/English bilingual education projects funded through ESEA Title VII, (b) to describe the educational processes in these projects, (c) to identify educational practices which result in greater gains in student achievement, and (d) to determine per student costs associated with each project. Students enrolled in bilingual projects were contrasted with students not enrolled in such projects. Standardized achievement tests were used to measure performance in language arts and mathematics computation in both languages. Information was collected on student and teacher characteristics and attitudes. Results from teacher questionnaires indicate that few of the students participating in the projects could be classified as having limited English-speaking ability. Title VII Hispanic students, including Spanish monolinguals, performed better in mathematics computation than could have been expected in the absence of a program. Results on English reading and vocabulary tests are mixed but generally less favorable for Title VII students, and observed achievement gains in Spanish language arts by Title VII Hispanic students are said to not be solely attributable to participation in bilingual education programs. [More] Descriptors: Achievement, Achievement Tests, Affective Behavior, Bilingual Education
(1980). The Education of Hispanics. Proceedings Midwest Conference (Chicago, Illinois, May 22-24, 1980). The final report summarizes the proceedings of the Midwest Conference on the Education of Hispanics, the last in a series of five regional working conferences sponsored by the U.S. Department of Education. All five keynote addresses, which provide an overview of Hispanic education, are summarized. Nine individual presentations and discussions concerned: Hispanics in higher education in the Midwest; a framework for bilingual education public policy analysis in the United States; expansion of and differentiation in the higher education system; a review of the problems, programs, and policies of career/vocational education for Hispanics; the exceptional Hispanic; working with the community in bilingual education; migrant education; psychological services and counseling for Latino children; Hispanic students and the interface between desegregation and bilingual education in three major midwestern school districts. Recommendations cover: higher education; community colleges; funding; bilingual career, vocational, and technical education; bilingual special education; education and parent and community involvement; migrant education, psychological services and counseling; and desegregation. The conference evaluation and a list of participants are appended. [More] Descriptors: Bilingual Education, Career Education, Community Colleges, Counseling
(1983). Is There an American Tradition of Bilingual Education? German in the Public Elementary Schools, 1840-1919, American Journal of Education. Examines the history of German language instruction in American elementary schools (focusing on four midwestern school districts) in the nineteenth and early twentieth centuries. Highlights past administrative and political developments and issues that remain of concern for bilingual education programs today. Descriptors: Administrator Attitudes, Bilingual Education, Community Attitudes, Curriculum Development
(1979). Detroit Public Schools' Three-Year Bilingual Education Plan, 1979-1982. This report details plans for future action by the Detroit Public Schools for bilingual education. It begins with an historical overview of national and local bilingual education in the last several years. The next section consists of a statement of goals, both for the program and the students involved. The two following sections address the areas of identification, assessment, and placement of non-English or limited English speaking children in the school system. Six additional sections describe program model options available for implementation in schools, staffing, parent and community involvement, administration and governance of bilingual programs, student and program evaluations, and special education. The final three sections discuss bilingual/multicultural education financing, Federal and State funding, and monitoring of program implementation. A glossary of terms is included. Descriptors: Bilingual Education, Community Involvement, Elementary Secondary Education, English (Second Language)