This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Juan R. Lira, Naguib Greis, London (England). Centre for Information on Language Teaching, Katherine Hager Plotnicov, Herbert Teitelbaum, Jeanette C. Smith, Melinda Reichelt, William J. Tikunoff, Richard A. Figueroa, and Chronicle of Higher Education.
(1975). TESL Bibliography. This is a 195-item bibliography for prospective teachers of English to speakers of other languages and dialects. It includes recent references in seven major areas: (1) general linguistics, psychology, pedagogy and cultural studies; (2) teaching and testing language skills; (3) contrastive studies; (4) bilingual education; (5) English as a second dialect; (6) audiovisual aids; and (7) surveys, directories and periodical publications. [More] Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Contrastive Linguistics
(1991). Proposed Spending on Colleges, Their Students, and Scientific Research. Data on 1990, 1991, and 1992 spending by the Department of Education and other federal agencies include dollar amounts of student assistance, graduate support, institutional assistance, bilingual education, library resources, aid to disadvantaged, education research and statistics, handicapped education, scientific research, health research and training, arts and humanities, civil rights. Descriptors: Academic Libraries, Allied Health Occupations Education, Bilingual Education, Civil Rights
(1982). Changing Schools: The Language Minority Student in the Eighties. A monograph for school district personnel and education agencies presents a comprehensive plan to address the legal and administrative complexities of implementation of services for language minority students, particularly in bilingual education programs. The first section sketches federal involvement in bilingual education and related programs and outlines some of the responses from local education agencies. The second section discusses issues faced by providers of technical assistance in overcoming resistance to change. It looks at introducing bilingual education into a district, voluntary and mandated change, technical assistance centers, and the role of the technical assistance provider. Section three outlines and examines substantive options for school districts in program design, teacher training, and evaluation. Program design issues include district-wide bilingual education policy, program fragmentation, language arts instruction programs, entry and exit criteria, and content area instruction. Teacher and training issues include finding appropriate bilingual and English-as-a-second-language staff, bilingual materials, and inservice training program design. Evaluation issues include the potential advantages and problems evaluation poses, types of evaluation, creating effective evaluation, and data analysis and interpretation. [More] Descriptors: Bilingual Education, Change Strategies, Compliance (Legal), Educational History
(1984). School Psychology and Limited-English-Proficient (LEP) Children: New Competencies, Journal of School Psychology. Presents a set of competencies that are relevant to the practice of school psychology with limited-English-proficiency (LEP) special pupils. They cover the following areas: second-language proficiency of the psychologist, cross-cultural awareness, assessment, knowledge of language development, skill in working with interpreters, and knowledge of bilingual education curriculum. Descriptors: Bilingual Education Programs, Children, Counselor Qualifications, Counselor Role
(1976). Bilingualism and British Education: The Dimensions of Diversity. This compilation of articles deals with practical questions of bilingualism that appear to be important to the development of education in Britain. The conference for which the papers were originally prepared concentrated on three general aspects: the existence of many thousands of bilingual children in Britain whose native languages are largely ignored educationally; the examples of planned or structured bilingual education offered in Wales; and the relationship between the techniques of foreign language teaching and the notion and reality of bilingualism. The articles include: (1) "Bilingualism and British Education," by G.E. Perren; (2) "Distribution of Linguistic Minorities in Britain," by Kiran Campbell-Platt; (3) "Provision by Minorities for Language Maintenance," by Verity Khan; (4) "Bilingualism in the Schools of Wales," by Derrick Sharp; (5) "Bilingual Education in Wales," by Eric Evans; (6) "Bilingual Education in Wales: Secondary School Organisation," by Gerald R. Morgan; (7) "Bilingualism in Bradford," by Eunice B. Beaumont; (8) "Bilingualism in Birmingham," by R.D. Chapman; (9) "Foreign Language Teaching and Bilingualism," by C.J. Dodson; and (10) "Some Conclusions: Reports by Working Parties." Appended are a list of current research in Britain on bilingualism, multilingualism, and bilingual education; a selected bibliography; a list of conference participants; and a list of other publications by CILT. Descriptors: Bibliographies, Bilingual Education, Bilingual Students, Bilingualism
(1970). Report of the Twenty-First Annual Round Table Meeting on Linguistics and Languages Studies [Bilingualism and Language Contact: Anthropological, Linguistic, Psychological, and Sociological Aspects]. This report contains 23 papers dealing with various aspects of bilingualism: E. Haugen, "Linguistics and Dialinguistics"; R.J. DiPietro, "The Discovery of Universals in Multilingualism"; J. Macnamara, "Bilingualism and Thought"; J. A. Fishman, "The Politics of Bilingual Education"; V. John, "Cognitive Development in the Bilingual Child"; D. Hymes, "Bilingual Education: Linguistic vs. Sociolinguistic Bases"; S.U. Philips, "Acquisition of Rules for Appropriate Speech Usage"; E. C. Hughes, "The Linguistic Division of Labor in Industrial and Urban Societies"; R. Roessel, "They Came Here First"; J. J. Gumperz, "Verbal Strategies in Multilingual Communication"; Chester C. Christian, Jr. "The Analysis of Linguistic and Cultural Differences: A Proposed Model"; A. B. Gaarder, "The First Seventy-Six Bilingual Educational Projects"; C. L. O Huallachain, "Bilingual Education Program in Ireland…"; W. F. Mackey, "Interference, Integration, and the Synchronic Fallacy"; W. Lambert, "Some Cognitive Consequences of Following the Curricula of the Early School Grades in a Foreign Language"; G. R. Tucker "An Alternate Days Approach to Bilingual Education"; R. N. Campbell, "English Curricula for Non-English Speakers"; S. Ervin-Tripp, "Structure and Process in Language Acquisition"; C. A. Ferguson, "The Role of Arabic in Ethiopia: A Sociolinguistic Perspective"; R. F. Roeming, "Bilingualism and the National Interest." Descriptors: American Indians, Arabic, Bilingual Education, Bilingualism
(1983). Language and the Education of Non-English Speaking Children, Journal of Children in Contemporary Society. Reviews the history of change in attitudes toward the use of languages other than English in the United States. Examines legal and policy responses to meet educational needs of children with limited or no English proficiency and discusses arguments for and against bilingual education. Descriptors: Bilingual Education, Court Litigation, Educational Policy, Elementary Secondary Education
(1993). Terms of Inclusion: Has Multiculturalism Redefined Equality in American Education?, American Journal of Education. Whether or not multiculturalism has redefined or advanced equality in U.S. education is examined through an analysis of bilingual education, community control, and multicultural education. Certain forms of multicultural education have incorporated new elements into the understanding of equal education, including notions of unbiased curricula and diverse learning styles. Descriptors: Access to Education, Bilingual Education, Cognitive Style, Community Role
(1982). Successful Instruction for Bilingual Schooling, Peabody Journal of Education. An overview of the research and federal legislation concerning bilingual education is presented. Components of effective instruction in three areas are discussed: (1) developing proficiency in English language use; (2) developing basic academic skills; and (3) organizing instruction to obtain maximum student participation and growth of self-esteem. Research needs are noted. Descriptors: Basic Skills, Bilingual Education, Educational Legislation, Educational Objectives
(1980). When Is a Disadvantage a Handicap?, Journal of American Indian Education. Describes the impact on American Indian students of federal legislation regarding equal education for the handicapped. Discusses problems of handicap detection in Indian students. Describes the disastrous effect of bilingual education programs on Indian children, especially regarding their reading achievement. Descriptors: Academically Handicapped, American Indian Education, Bilingual Education, Bilingual Students
(1993). Selected Bibliography of Recent Scholarship in Second Language Writing, Journal of Second Language Writing. The bibliography provides 19 annotated citations of research reports, journal articles, and dissertations concerning second-language writing instruction that have become available April 1-July 31, 1992. Topics include knowledge transfer and loss across languages, rhetoric, translation vs. direct composition, revision processes and patterns, immersion instruction, cohesion, academic writing, bilingual education, and teacher attitudes. Descriptors: Annotated Bibliographies, Bilingual Education, Cohesion (Written Composition), English for Academic Purposes
(1993). English and Spanish Acquisition by Limited-Language-Proficient Mexican Americans in a Three-Year Maintenance Bilingual Program, Hispanic Journal of Behavioral Sciences. Among 187 Arizona Mexican-American children with limited proficiency in both Spanish and English, participation in a maintenance bilingual education program during grades K-2 produced significant gains in oral language acquisition for both languages. Students with the lowest proficiency scores in kindergarten showed the greatest gains. Descriptors: Bilingual Education Programs, English (Second Language), Language Acquisition, Language Maintenance
(1977). Linguistic Aspects of Emigrant Children. The language problem of emigrant children has two major aspects: (1) concern for mother tongue maintenance; and (2) concern that the children are not learning the second language, which is the official language of the host country. The first is primarily the concern of the family, whereas the second is the concern of the entire community. Massive school failure on the part of emigrant children has brought about federal legislation mandating bilingual education programs. Research done with Finnish students in Swedish schools and French-speaking students in English-language schools in Canada show that the students who do better in their mother tongue also do better in the second language and in other academic courses. The evidence for the importance of mother tongue development seems overwhelmingly clear, and in the United States, as in Europe, the educational consequence is, or should be, bilingual education. The goal of bilingual education programs, stable bilingualism, makes them vital parts of any educational program. The assessment of the efficacy of bilingual education, however, varies widely, and there is a widespread difference of opinions on its aims and objectives. One of the best indicators with which to evaluate these programs is the drop-out rate, not a psychometric assessment of the students' language skills. [More] Descriptors: Bilingual Education, Bilingualism, Children, Educational Legislation
(1979). An Investigation of Bilingual Teacher Training and its Effect on Bilingual Bicultural Instruction. To investigate bilingual teacher training and its effect on bilingual bicultural instruction, a review of the literature was undertaken and teacher training for a bilingual bicultural program in a Texas school district was analyzed through an interview with the program supervisor. The review focused on the academic achievement of language minority groups, success factors in bilingual education programs, bilingual teacher certification and competencies, correlations between teacher attitudes and bilingual education, bilingual education program rationales, inclusion of culture in instruction programs, and the University of Texas at Austin teacher preparation program, New York City Bilingual Teacher Intern Program, and six French bilingual projects in New England and Louisiana. Findings on the Texas school district bilingual program (intended to develop capability in English and Spanish) revealed: a real attempt to give teachers necessary training; inconsistency between philosophy and practice, e.g., student evaluation through standardized tests in English; that the supervisor had too many responsibilities but lacked input into essential program components; personal attitudes (influenced by salary and class size) affected the performance of those involved. Recommendations relate to the understanding of bilingual education goals, community involvement, curriculum, program assessment, and program financial support. [More] Descriptors: Academic Achievement, Attitudes, Bilingual Education, Bilingual Teachers
(1995). A Self-Contained First and Second Grade Bilingual Classroom in the Midwest, Bilingual Research Journal. Describes a self-contained bilingual primary classroom in a nonsupportive school environment. Details educational practices and activities related to social and academic English, use of both languages for instruction, development of reading and writing in English and Spanish, and home-school connections. Discusses the need for staff development in support of bilingual education and appropriate student transition. Descriptors: Administrator Attitudes, Bilingual Education Programs, Educational Environment, Educational Practices