This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Raymond Mougeon, Javier Colon, Kenneth L. Brown, Patricia A. Klinck, Jesus Valenzuela De La Garza, Michelle Berthoz-Proux, Kern Alexander, Marcello Medina, Robert Berdan, and Mary L. Pope.
(1990). Entitlements of Latino Students in the Massachusetts Public Educational System: Some Legal and Policy Considerations. Publication No. 90-02. This paper aims to analyze entitlements designed to guarantee equal educational opportunity rights for Latino students in Massachusetts public schools, review policy debates on these issues, and recommend areas for research. The primary interest is threefold: (1) entitlements could be expanded; (2) to show where their limits lie; and (3) to identify areas where further research and litigation are needed, with attention to parental involvement, bilingual education, and restructuring. The courts and the legislatures have been the guarantors of quality educational practices for students of limited English proficiency. However, since its enactment in 1968, bilingual education has aroused heated debates, covering issues of educational effectiveness, political power, and social status. Recently, the English-Only movement and the introduction of bills to eliminate bilingual education have stirred debate. Studies are recommended that accomplish the following: (1) identify the general support levels for bilingual education; (2) document quality program implementation; (3) show how future teachers are being trained to work with language minority students; (4) examine restructuring efforts to identify practices that stigmatize Latino children; (5) test the application of the theory of cultural discontinuities with Latino children; and (6) identify a curriculum that is in harmony with the culture of Latino students. This document includes 49 references. Descriptors: Bilingual Education, Compensatory Education, Disadvantaged Youth, Educational Opportunities
(1974). Selected Readings in Multicultural Education. The New Mexico Highlands University Multicultural Education Series. One in a series on cultural pluralism and multicultural education, this collection of 10 brief articles focuses on bilingual education with much of the material specific to Spanish-English programs. Dennis Wilson discusses Indian self determination and the task of preserving Indian culture while solving contemporary Indian problems. Lorenzo Gonzalez contributes two articles in Spanish; one depicts the Chicano as unique representative of both Latin and Anglo culture and urges complete bilingualism; the second is a collection of folk wisdom. Three articles by Atilano Valencia discuss bilingual education models, training for bilingual teachers, and the need for school and community commitment if bilingual education programs are to be successful. Cecilio Orozco describes and critiques three bilingual program models. David Conde reviews the history of bilingual education and points out the overall failure of compensatory bilingual programs; he emphasizes the need for education that considers the socio-cultural characteristics of the students and their community. Dolores Gonzalez discusses cultural pluralism and the elementary school curriculum and describes the inservice teacher training necessary to implement an innovative bilingual-bicultural program. A children's story by Julia Sanchez tells of an Anglo boy's first visit with a Chicano family and his introduction to a new language and new customs. Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students
(1985). French Teacher Training: A Proposal for a New Pedagogy, Canadian Modern Language Review. A core of courses is proposed for the training of French teachers and for the development of postgraduate studies in bilingual education: the nature of language, theories of language acquisition, and effective teaching methods. Collaborative research involving practitioners, researchers, and students will be increasingly important. Descriptors: Bilingual Education, Educational Needs, French, Graduate Study
(1985). Academic Achievement as Influenced by Bilingual Instruction for Spanish-Dominant Mexican American Children, Hispanic Journal of Behavioral Sciences. Compares academic outcomes for 24 Spanish-dominant and 118 English-dominant Mexican American children in primary grades. Assesses impact of the experimental group's exposure to the transitional bilingual education program by examining their Spanish and English academic performance. Discusses implications for the education of bilingual learners. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Language Dominance
(1986). The Assessment of English Language Proficiency: Standards for Determining Participation in Transitional Language Programs, Journal of Law and Education. Reviews the legal proceedings involved in the provisions of appropriate language assessment of children with English language deficiencies. Includes discussion of policy issues in language assessment and the assessment requirements of California, Texas, and Illinois. Includes discussion of recommended provisions provided as part of the bilingual education plan ordered in "Keyes vs. School District No. 1" in 1984. Descriptors: Academic Achievement, Bilingual Education, Court Litigation, Elementary Secondary Education
(1979). Testing the Language Proficiency of Bilingual Teachers. As bilingual education emerges after the 1974 Lau decision, the additional need to test the language proficiency of bilingual education teachers is recognized. Examination of possible means of validating language proficiency of bilingual education teacher certification candidates shows several alternatives, some desirable and some not. A review of these measures focuses on the state of Colorado and teacher competence in Spanish. Of five means for testing, the National Teachers' Examination in Spanish, easiest to administer, is least desirable because it measures receptive but not productive language skills and contains some items of questionable validity. The Modern Language Association Spanish Proficiency Test for Teachers and Advanced Students is less secure, more reliable, but still unsatisfactory for this purpose. A third possibility, construction of a new test, would be costly and time-consuming. A fourth option is to leave validation of teachers' proficiency to the universities, but variation in standards would result. The fifth and most highly recommended means is the Foreign Service Institute Oral Proficiency Interview, described in some detail here. It is proposed that Colorado use the test statewide for certification/endorsement of bilingual education teachers and adopt a state standard for proficiency. The experience of other states provides a basis for comparison. [More] Descriptors: Bilingual Education, Bilingual Teachers, Comparative Analysis, Court Litigation
(1981). Implementing the Lau Decision in the 1980's: Implications for Research. Professional Papers B-1. The implications for research of the Lau regulations, the political climate in which the regulations were withdrawn, and the Lau remedies are explored. Research activities have been mandated by the Bilingual Education Act of 1978 in the areas of needs assessment, the quality of educational services, and the effectiveness of Title VII programs. Issues of bilingualism and bilingual education research that have retained their salience throughout the political change process include language proficiency assessment, the language acquisition process among bilinguals, and the role of language in access to education. The withdrawal of the Lau regulations signals a changing role for the federal government in bilingual education. The initiative for protecting equal access to education is likely to shift from the executive branch to the courts. Court decisions regarding bilingual education have drawn heavily on research. Documentation of the beneficial effects of mandated remedies on bilingual children remains limited. It is important for the research community to demonstrate the benefits of implementing the proposed remedies in terms of the economic costs of failure to provide adequate educational services to language-minority students. In addition, researchers should monitor the provision of equal education services under state and local jurisdictions as responsibility is shifted away from the federal government. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Court Role
(1979). Assessment of Basic Oral Communication Skills. This bibliography includes materials for educators who are concerned with assessment of basic speaking and listening skills and is categorized as follows: (1) speech rating scales; (2) listening; (3) functional communication; (4) bilingual education; (5) reviews of tests and instruments; (6) materials on practices in states and local districts; (7) writing assessment; and (8) testing in general. [More] Descriptors: Bibliographies, Bilingual Education, Communication Skills, Elementary Secondary Education
(1976). L'enfant de travailleur migrant a l'ecole francaise (The Child of the Migrant Worker in the French School), Langue Francaise. Discusses the problems faced by the French school system in educating non-French speaking children of non-homogeneous background at the elementary and secondary levels. Some experimental programs are described and bilingual education is proposed as a possible solution. (Text in French.) [More] Descriptors: Bilingual Education, Educational Objectives, Educational Planning, Educational Programs
(1983). Cultural Politics of Bilingualism, Society. Holds that our society simultaneously values bilingual individuals and deprecates groups whose first language is not English. Suggests that voluntary, two way, equal time, maintenance bilingual education programs can do much to enhance the country's economic and political potential. Descriptors: Bilingual Education, Bilingualism, Cultural Influences, Culture Contact
(1975). Tom Is Sick. This illustrated reader is one in a series designed for use in the Alaska State-Operated Schools' bilingual education program. This is the first in a series of three beginning health books and is printed in English, Central Koyukon Athabascan, Gwich'in Athabascan, and Upper Kuskokwim Athabascan. The text is illustrated with black-and-white drawings. Descriptors: American Indian Culture, American Indian Languages, Athapascan Languages, Bilingual Education
(1982). Educational Fiscal Policy and Judicial Deference, Educational Administration Quarterly. In reviewing court cases in education, the author focuses on the interrelationships among judicial decisions, educational administrators' prerogatives, and the economic welfare of public education. Cases are drawn from the areas of racial segregation, handicapped and bilingual education, state financing of schools, and church-state separation. Descriptors: Administrator Role, Bilingual Education, Court Litigation, Disabilities
(1986). How We Are Failing "Linguistic Minority" Students, Equity and Choice. Hispanic, Cape Verdean, and Haitian students, unlike European immigrant children, do not have equal educational opportunity in Massachusetts public schools. Bilingual education alone is insufficient to prepare students for the challenges they must meet in order to take advantage of opportunities available in secondary and higher education. Descriptors: Academic Achievement, Bilingual Education, Educational Opportunities, Elementary Secondary Education
(1981). Considerations for the Development of a Reading Program for Puerto Rican Bilingual Students, Reading Improvement. Discusses the role of reading in bilingual education and proposes that teachers in bilingual classrooms be grounded in cognitive development theory and practices. Concludes that once students have mastered English communication skills they will be able to transfer their thinking abilities into the second language without major difficulty. Descriptors: Bilingual Education, Bilingual Students, Cognitive Development, Cognitive Processes
(1978). Role de la societe dans l'acquisition et le maintien du francais par les eleves franco-ontariens (The Role of Society in the Acquisition and Maintenance of French by Franco-Ontarian Students), Canadian Modern Language Review. An analysis of the social, educational and political factors in bilingual education and French language maintenance in Ontario. After the fourth grade, most Francophone children tend to speak English. Encouragement to use French must come from the social domain, beyond the school and the home. (Text is in French.) [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Ethnic Groups