Bibliography: Bilingual Education (page 144 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Yumiko Kawanishi, C. Lewis, Stan M. Shapson, Chronicle of Higher Education, Leonard A. Valverde, Vivian I. Correa, Stephen Carey, Adel Safty, Inc. Gray (Naomi) Associates, and Robert L. Bennett.

Francis, Norbert (1997). Language Maintenance and Vernacular Literacy: An Interamerican Perspective, Journal of Navajo Education. Discusses the relationships among bilingual education, biliteracy, diglossia, and native language maintenance. Pedagogical research in Latin American indigenous languages and Navajo indicate that indigenous language literacy instruction and bilingual methods also contribute significantly to literacy development in the national language (English or Spanish), after which the coexistence of the languages may depend upon diglossia. Contains 43 references. Descriptors: Acculturation, American Indian Education, American Indian Languages, Bilingual Education

Caudell, Lee Sherman (1996). Great Expectations, Northwest Education. Describes the successful bilingual education program at Socorro High School, Texas. As a result of site-based management, teacher-collaborative strategic planning, widespread ESL certification, and a parent-student-teacher school improvement team, students (98% Hispanic, 90% poor) consistently score above state averages; fewer than 2% drop out, and 85% enter college or technical school. Descriptors: Bilingual Education Programs, Change Strategies, Educational Change, Educational Strategies

Gray (Naomi) Associates, Inc., San Francisco, CA. (1984). Resource Manual for Bilingual Educators. The resource manual is designed to provide educators with information regarding some of the resources available in bilingual education for language minority students. It may also be useful to parents and community members involved in policy formation or interested in being well informed about bilingual education. The first section outlines the evolution of bilingual education, giving a historical perspective on both federal and some California state legislation and guidelines. Subsequently, practical program design and implementation issues are discussed and appropriate resources are identified. These issues include identification and assessment of limited-English-proficient (LEP) students, and alternative curriculum models, including full, partial, and transitional bilingual programs, language maintenance, bilingual individual learning program, underachieving linguistic minority student supplemental education, and high-intensity English-as-a-Second Language instruction. A subsequent chapter discusses two theoretical issues in language development of LEP students: use of vernacular language and emphasis on cultural identification and pride. An annotated bibliography cites current research on a number of the topics previously discussed. Finally, articles on formal English as a second language and on cognitive style in bilingual education are appended.   [More]  Descriptors: Bilingual Education, Bilingualism, Educational History, Educational Research

Holm, Agnes; Holm, Wayne (1995). Navajo Language Education: Retrospect and Prospects, Bilingual Research Journal. Describes the growth and development of bilingual education on the Navajo Reservation and resultant outcomes for Navajo students, educators, and communities, and demonstrates how learning is mediated by language and culture in the Navajo context, as well as the critical conditions needed to sustain genuine two-language education. (16 references) Descriptors: American Indian Culture, American Indian Education, Bilingual Education, Educational Environment

Safty, Adel; And Others (1988). French Immersion Programs in Canada, Canadian Journal of Education. Five articles on issues associated with French immersion approaches and bilingual education within the Canadian educational system are presented. Topics include attitudes, impacts, children's reading processes, early versus late immersion programs in British Columbia, and a study of writing ability of English-speaking students in French-speaking schools. Descriptors: Bilingual Education Programs, Children, Elementary Education, Elementary School Students

Fradd, Sandra H.; Correa, Vivian I. (1989). Hispanic Students at Risk: Do We Abdicate or Advocate?, Exceptional Children. Specific interventions such as English language instruction and bilingual education are needed to enable limited-English-speaking students with disabilities to enter the mainstream. Obstacles include lack of awareness of needs and limited personnel training programs that include cross-cultural communication. Transdisciplinary teaming is a cost-effective, appropriate way to expand needed services. Descriptors: Advocacy, Bilingual Special Education, Disabilities, Educational Policy

Carey, Stephen (1985). Trends in Enrollment and Needs for French-Instructed Programs at the Post-Secondary Level, Canadian Modern Language Review. The increase in immersion program enrollments shows a need for French-instructed postsecondary programs, especially in education and the social sciences. The expansion of quality postsecondary programs will reduce the decline in secondary immersion enrollment. Current world economic and political realignment will also increase the demand for Canadian bilingual education specialists. Descriptors: Bilingual Education, Educational Needs, Enrollment Trends, Foreign Countries

Maher, John C.; Kawanishi, Yumiko (1995). On Being There: Korean in Japan, Journal of Multilingual and Multicultural Development. Examines the experiences of ethnic Koreans and the Korean language in Japan since 1945, focusing on Japanese attitudes toward Koreans and the Korean language, provisions for Korean and bilingual education, and the increasing influence of Koreans in Japanese society. (18 references) Descriptors: Bilingual Education, Bilingualism, Cultural Influences, Educational Policy

Lewis, C.; Shapson, Stan M. (1989). Secondary French Immersion: A Study of Students Who Leave the Program, Canadian Modern Language Review. A study found that students, grades 8-11, leaving immersion programs were dissatisfied with the quality of instruction and the content and difficulty of immersion courses, and felt better grades would be obtained in the English program. A greater percentage of immersion students felt bilingual education would lead to better employment and education. (21 references) Descriptors: Academic Achievement, Bilingual Education, Course Content, Difficulty Level

Bennett, Robert L. (1968). Indian Affairs 1967. A Progress Report From the Commissioner of Indian Affairs. The 1967 annual report of the Bureau of Indian Affairs (BIA) describes educational advancements and economic improvements for American Indians. Specific programs and their results are cited in such areas as bilingual education, school facilities, family training, job training, industrial and business development, natural recources deelopment, housing, social services, and law. The BIA budget for fiscal year 1967 is presented.   [More]  Descriptors: Adult Education, Adult Programs, American Indians, Annual Reports

Keirstead, Carol (1987). Lowell Looks for Answers, Equity and Choice. Describes Project LOWELL, a K-8 bilingual education program developed by Lowell (MA) Public Schools to cope with the dramatic influx of Southeast Asian pupils since 1979. Discusses five project areas: instruction, curriculum development and coordination, staff development and training, parent and community involvement, and dissemination. Issues of future concern are also mentioned. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, Curriculum Development

Valverde, Leonard A. (1983). Office for Advanced Research in Hispanic Education: Project Activities and Accomplishments 1979-1983. Final Report. The Office for Advanced Research in Hispanic Education, funded from 1979 to 1983, was established to support research and to disseminate findings that focused on policy formation or policy implications for Hispanic education at all levels. During its 3 years of funding, the Office supported 16 research proposals in Texas, New Mexico, California, Arizona, and Virginia. The Office also supported two round table seminars (on bilingual education and Title VII programs) and an invitational symposium on Hispanics in higher education. The report includes a description of 15 of the funded projects, giving the title, the investigators and their affiliations, and an abstract of the project. The projects included studies of immigrant and Hispanic children in public schools, Hispanic administrators, Chicano students in higher education, college attrition, Chicano student retention and achievement, bilingual education, early childhood bilingual education, interdependent/cooperative bilingual education, school district structure and innovation, Mexican American student achievement, health and mental health needs of rural south Texas children, Hispanic females' aspirations, bilingual teacher and student language behaviors, and the impact of mandated enrollment of undocumented students. The report also includes summary information about the round table seminars and the symposium.   [More]  Descriptors: Academic Achievement, Administrators, Aspiration, Bilingual Education

Fernandez, Roy Ceferino; Rodriguez, Diane (1998). Accommodating Needs of Culturally and Linguistically Diverse Exceptional Learners through Reflective Praxis. This paper addresses the importance of the preparation of qualified bilingual teachers and the need for certified, qualified, well-trained bilingual special education teachers. Specifically, it identifies and discusses competencies needed by bilingual special education teachers, discusses the need for reflective practice in the preparation of bilingual special education teachers, and suggests activities which teacher educators could implement as ways of developing reflective practice among bilingual special education teachers. The five major professional competencies for preparing teachers for work with bilingual exceptional students are identified as: (1) respect for students' language variety; (2) techniques and tools of student assessment; (3) understanding the role that culture plays in learning; (4) planning and delivery of instruction; and (5) the need for professionalism. Teacher activities that encourage reflective practice are described and include journal writing, narrative and story writing, and teacher research/case study analysis. (Contains 79 references.)   [More]  Descriptors: Bilingual Education, Cultural Differences, Disabilities, Elementary Secondary Education

Chronicle of Higher Education (1987). Higher-Education Funds in President Reagan's Fiscal 1988 Budget. Tables of the Reagan Administration's 1988 fiscal budget show breakdown data on student assistance, graduate support, institutional assistance, education for the handicapped, aid to disadvantaged, education research and statistics, bilingual education, library resources, scientific research, health research and professions, arts and humanities, and civil rights. Descriptors: Allied Health Occupations Education, Bilingual Education, Budgets, Civil Rights

Noboa, Abdin (1980). Hispanics and Desegregation: Analysis and Interpretation of a National Study. An analysis and interpretation of a five-volume study by Aspira, Inc., which examined Hispanic segregation in U.S. schools, presents an overview of the study, general findings, and a summary and conclusions, including recommendations for further study and analysis and general policy recommendations. Segregation trends for Hispanics are discussed in terms of the relationship between segregation and school practices, bilingual education and desegregation, language instruction, special education, discipline, grade retention, staffing, and a comparison of Hispanic and Black segregation trends. The findings of two ethnographic studies are: school desegregation plans should distinguish the needs of Blacks and other minorities from those of Hispanics; desegregation plans should adhere to existing guidelines for bilingual education; desegregation requires a larger Hispanic staff; different socio-economic sectors of the Hispanic community respond in varying ways to desegregation; and many urban Hispanics perceive that desegregation may be detrimental to bilingual education. General conclusions are that Hispanic isolation from Blacks and Whites will probably increase; Hispanics will become the most segregated racial group in the 1980's; Hispanic segregation from Whites and Blacks is increasing in unpredictable patterns in many tri-ethnic communities; and the either/or option of bilingual education vs. school desegregation need not occur.   [More]  Descriptors: Bilingual Education, Blacks, Case Studies, Comparative Analysis

Leave a Reply