This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Arlington Center for Applied Linguistics, Joshua A. Fishman, Austin Dissemination and Assessment Center for Bilingual Education, Allan F. Burns, Harold Chu, Edmund W. Lee, Guadalupe San Miguel, Adalberto Aguirre, Norma M. Goonen, and Charles R. Foster.
(1984). In-Service Training of Administrators: Field Notes, NABE: The Journal for the National Association for Bilingual Education. Staff of the Title VII Bilingual Education Training Institute for Administrators cite administrator support and involvement as critical in the success of bilingual programs. Methods for implementing appropriate administrator training programs include a rationale for training, selection of participants, planning (scheduling), content selection, delivery, and evaluation. Descriptors: Administrator Education, Bilingual Education, English (Second Language), Institutes (Training Programs)
(1982). Instructional Services for Limited English Proficient Children, NABE: The Journal for the National Association for Bilingual Education. The 1978 Children's English and Services Study (United States) contains five findings for limited English proficient children aged 5-14, e.g., one-third are served by bilingual education/English (second language); Federal and state support for special types of instruction are received predominantly by limited English proficient children within the language minority population. Descriptors: Bilingual Education Programs, Bilingual Students, Children, Elementary Secondary Education
(1981). Politics, Pedagogy, and Culture in Bilingual Classrooms: A Case Study, NABE: The Journal for the National Association for Bilingual Education. The article explores the cultural context of a new bilingual education program in a small Southwestern town through the use of ethnographic research. The ethnographic perspective focuses on how a bilingual program can be seen as operating in the three fields of individual classrooms, school administration, and community. [More] Descriptors: Bilingual Education Programs, Case Studies, Classroom Environment, Community Attitudes
(1979). The Significance of the Ethnic Community Mother Tongue School: Introduction to a Study, NABE: The Journal for the National Association for Bilingual Education. Provides an overview of the approximately 1200 Ethnic Community Mother Tongue Schools (ECMTS) in the United States, describing some of their salient characteristics and noting relationships between these schools and the United States bilingual education movement. Explains six assumptions commonly made by ECMTS teachers and leaders. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1985). Crossroads for a Changing World. A Report of the Alaska Bilingual-Multicultural Education Conference (11th, Anchorage, Alaska, February 6-8, 1985). The Eleventh Alaska Bilingual/Multicultural Education Conference, jointly organized by the Alaska State Department of Education, the Alaska State Advisory Council for Bilingual-Bicultural Education, and the Alaska Association for Bilingual Education was a major activity of the Department in providing training and technical assistance to all persons involved in bilingual-bicultural education programs in Alaska. The conference theme, "Crossroads for a Changing World," was selected to emphasize the importance of cross-cultural understanding and language learning among all nations and cultures of the Pacific Rim. Approximately 900 educators, parents, students, and community members participated in over 130 workshops, cultural presentations, general sessions and exhibits. Conference speakers, student panelists, and essayists provided first-hand descriptions of the interrelationship of cultural change and education. Descriptions of workshops, presentations, and general sessions are provided. Descriptors: Alaska Natives, American Indian Education, Biculturalism, Bilingual Education
(1983). In the Background: Conflict and Controversy in the Evolution of Bilingual Legislation in Texas, 1965-73, NABE: The Journal for the National Association for Bilingual Education. A history of the influences and pressures shaping the evolution of bilingual education legislation in Texas (1965-73) illustrates how different and opposed political factions and philosophical views have shaped programs to teach language minority children such as Mexican Americans. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Attitudes, Educational History
(1979). A Sociolinguistic Assessment Model for a Bilingual Community: A Case Study, NABE: The Journal for the National Association for Bilingual Education. Test report on usefulness of model that utilized collaboration between a school and community in formulation of language policy and selection of bilingual education program. Model assessed sociolinguistic parameters of the community, identified maintenance or transfer status of Spanish, and evaluated degree of ethnic homogeneity between parents and teachers. [More] Descriptors: Bilingual Education, Community Involvement, Models, Parent Participation
(1985). Bilingualism, Foreign Languages and Universities, NABE: The Journal for the National Association for Bilingual Education. The United States' colleges and universities can promote the use of languages to develop understanding of other cultures by using languages in interdisciplinary modes, by studying the role of bilingual education in meeting language needs, and by helping with accurate assessment of national language needs–the basis for language policies. Descriptors: Bilingual Education, Educational Policy, Ethnic Groups, Higher Education
(1989). Chinese American Fluent English Proficient Students and School Achievement, NABE: The Journal for the National Association for Bilingual Education. Finds that, among 544 fourth-sixth graders, Chinese-Americans identified as fluent English proficient or reclassified as such after bilingual education equaled or surpassed non-minority classmates in reading, language, and mathematics achievement scores, but showed intragroup differences by socioeconomic status, point of origin, dialect, and years of fluency. Descriptors: Academic Achievement, Bilingual Students, Chinese Americans, Comparative Analysis
(1988). Multicultural Skills for Bilingual Teachers: Training for Competency Development, NABE: The Journal for the National Association for Bilingual Education. Presents 34 intercultural communication competencies appropriate to, but generally lacking in, preservice training of bilingual education teachers. Discusses the place of each competency within the components of a curriculum development paradigm: course content, instructional strategies, staffing, and evaluation. Contains 21 references. Descriptors: Bilingual Education, Communication Skills, Competency Based Teacher Education, Cross Cultural Training
(1980). Language in Bilingual Classrooms, NABE: The Journal for the National Association for Bilingual Education. Significant because of deliberate attempts to manipulate the use of two languages in the instructional process, the role of language in the bilingual classroom has been studied from four main points of veiw, each of which is examined in terms of implications for bilingual education. Descriptors: Bilingual Education, Bilingual Schools, Classroom Environment, Code Switching (Language)
(1990). Equal Opportunity for Bilingual Handicapped Students: A Legal Historical Perspective, NABE: The Journal of the National Association for Bilingual Education. Reviews federal legislation and court decisions of the past 30 years that have influenced policies related to special education of limited-English-speaking students. Discusses the right of handicapped children to a public education, overrepresentation of minorities in special education, challenges to the validity of IQ tests, and changing political attitudes toward special education and bilingual education. Descriptors: Advocacy, Bilingual Education, Court Litigation, Educational Legislation
(1974). Guidelines for the Preparation and Certification of Teachers of Bilingual/Bicultural Education. This statement, designed primarily to apply to teachers of bilingual-bicultural education in the United States of America, is intended to assist teacher certification agencies and educational institutions in the establishment of certification standards for bilingual-bicultural education teachers, and in the design and evaluation of bilingual-bicultural teacher programs. The statement (1) describes the personal qualities and minimum professional competencies necessary for the successful teacher and (2) sets forth the guidelines considered essential in designing teacher training programs in bilingual-bicultural education. These guidelines were developed at a conference of specialists in bilingual education sponsored by the Center for Applied Linguistics, August 5-6, 1974. Descriptors: Academic Standards, Administrator Guides, Biculturalism, Bilingual Education
(1984). Applying Recent Research to ESL in the Bilingual Classroom, NABE: The Journal for the National Association for Bilingual Education. This model develops the ESL component by combining practical advantages of bilingual classrooms and theoretical trends in bilingual education while avoiding traditional ESL texts. Included are identification of objectives, materials selection, English language inventory, and lesson design and presentation. Content area in both languages is used to develop bilinguality. Descriptors: Bilingual Education, Curriculum Development, Elementary Education, English (Second Language)
(1976). Ma'ii Washindoongoo Deeya [A Coyote Goes to Washington]. This children's reader in the Navajo language describes the experiences of a personified coyote as he leaves home to go on a business trip to Washington, D.C. It is designed for children in kindergarten through third grade in a bilingual education setting. Descriptors: Bilingual Education, Books, Childrens Literature, Instructional Materials