Bibliography: Bilingual Education (page 149 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Roman C. Pucinski, Minerva Lopez-Caples, Mart Hovens, Marnie S. Shaul, Rosa Maria Gonzalez, Ellen M. Rintell, Los Angeles. National Dissemination and Assessment Center. California State Univ., Mary Nicol, Antonio Simoes, and Laurence Parker.

Pucinski, Roman C. (1969). The Federal Investment in Bilingual Education. In this speech Congressman Pucinski reviews the outlook for bilingual education in the United States. He reminds us that the gains that have been made in the past two or three years "are impressive in their intent," but that we must renew our dedication to this ideal or lose "the initial momentum which has been so long in the making." Although there were programs for non-English speakers underway in several states, and although Federal committees were working at the national level to study bilingual problems, the Bilingual Education Act of 1967 was a milestone of progress toward bilingual-bicultural education. Wide bipartisan support was given the bill and 310 preliminary applications for aid were filed under its provisions, proving that bilingual education was an idea whose time had come. The fiscal realities of the year 1969 were to prove disappointing, however. Although $30 million was authorized for 1969, only $7.5 million was finally available. "The need has been recognized but the legislation has yet to be translated into a real fiscal commitment." We must therefore concentrate our efforts and resources on three major problems: changing state laws forbidding instruction in languages other than English, developing suitable bilingual materials, and, most importantly, preparing teachers to participate in bilingual programs. The public should support Congressional action to fund such projects.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Educational Legislation

Parker, Laurence (2005). The Elementary and Secondary Education Act at 40: Reviews of Research, Policy Implementation, Critical Perspectives, and Reflections, Review of Research in Education. Passed by the U.S. Congress in the spring of 1965 as part of President Lyndon Johnson's War on Poverty, the Elementary and Secondary Education Act (ESEA) was one of the most significant and expansive education policy initiatives ever undertaken by the federal government. The main component of the act, Title I, allocated significant resources to schools–through programs such as Head Start, Follow-Through, and bilingual education programs–to meet the needs of children who lived in economically distressed areas. At this point in ESEA's policy history, it is important to examine which programs or initiatives are indeed effective in reaching their academic and social effectiveness goals? Which ones are relatively ineffective, and what are the reasons? What roles do the political economy, social contexts, past and present discrimination, and other societal factors play in stacking the odds against any potential gains that can be made through federal policies such as ESEA? Furthermore, how and why has ESEA changed over the past 40 years, and how have the changes in the legislation been dependent on the political and social culture of education policy tied to poverty, race, and ideology (Stein, 2004)? Some of the chapters included in this volume share research-based insights into possible answers to these questions as well as raising more issues for debate and discussion. The chapters included here address not only the education policy culture that formed one of the lenses through which education, race, and poverty are viewed (Stein, 2004), but also how this culture has been altered by NCLB and what the future holds for ESEA, from both the research and policy perspective for these types of major federal compensatory efforts. The chapters include: (1) National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications [EJ746360] (Geoffrey D. Borman); (2) Partisanship and Ideology in the ESEA Reauthorization in the 106th and 107th Congresses: Foundations for the New Political Landscape of Federal Education Policy [EJ746362] (Elizabeth H. DeBray); (3) The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education [EJ746364] (Janet Y. Thomas and Kevin P. Brady); (4) Immigrant Newcomer Populations, ESEA, and the Pipeline to College: Current Considerations and Future Lines of Inquiry [EJ746359] (Vivian Louie); (5) What No Child Left Behind Means for College Access [EJ746367] (Sara Goldrick-Rab and Christopher Mazzeo); (6) Seen but Not Heard: ESEA and Instructional Aides in Elementary Education [EJ746363] (Karla C. Lewis); and (7) The No Child Left Behind Act of 2001: The Federal Government's Role in Strengthening Accountability for Student Performance [EJ746365] (Marnie S. Shaul and Harriet C. Ganson).   [More]  Descriptors: Federal Legislation, Disadvantaged Youth, Educational Change, Public Education

Simoes, Antonio, Jr., Ed. (1976). The Bilingual Child; Research and Analysis of Existing Educational Themes. The contents of this book are divided into sections on cognitive and affective studies in bilingual-bicultural education, programs in bilingual-bicultural education: an analysis of total or partial immersion programs, and teacher directed issues: some practical suggestions from theoretical domains. The following papers are in this collection: "Cultural Attitude Scales: A Step toward Determining Whether the Programs Are Bicultural as Well as Bilingual," Zirkel and Greene; "Social and Psychological Implications of Bilingual Literacy, " Christian; "Bilingual Children and Educational Cognitive Style Analysis," Baecher; "The Case for Partial or Total Immersion Education," Cohen; "Bilingual Education for the English Canadian: Recent Developments," Swain and Barik; "Attending a Primary School of the Other Language in Montreal," Macnamara, Svarch and Horner; "Socioeconomic Implications of Bilingual Education on the Navajo Reservation," Read, Spolsky and Neundorf; "Some New Trends for Applied Linguistics and Foreign Language Teaching in the United States," Diller; "Bilingualism and Learning to Read," Kaminsky; "Relationship of 'Life-Space' to Human Agression: Implications for the Teacher in Bilingual-Bicultural Education," Dye; "Bilingual Interaction Analysis: The Development and Status," Townsend; "Bilingual Education and the Future of Language Teaching and Language Learning in the United States," Fishman; "What the Child and What the School Expects: First and Second Language Learning and Teaching in Bilingual-Bicultural Education," Guskin; and, "Assessing the Scholastic Achievement and Cognitive Development of Bilingual and Monolingual Children," Macnamara, Svarc, and Horner. Descriptors: American Indian Reservations, Biculturalism, Bilingual Education, Bilingual Students

Hovens, Mart (2002). Bilingual Education in West Africa: Does It Work?, International Journal of Bilingual Education and Bilingualism. Focuses on experimental bilingual programs in Guinea-Bissau and Niger, West Africa where transitional bilingual programs were introduced in pilot schools. Compared test results and teacher-pupil interaction between bilingual and monolingual (ex-colonial language) schools. Test results in Niger demonstrated that pupils who started in their mother tongues could read and write better, even in their second language. Observations from both countries indicated bilingual classrooms were stimulating, relaxing, and interactive. Descriptors: Bilingual Education, Bilingualism, Comparative Analysis, Foreign Countries

Hayes, Marnell L., Ed. (1984). Issues in Bilingual Special Education. Twelve author-contributed papers are presented from a 1983 conference on bilingual special education. The following authors and titles are represented: "The Challenge: Providing Quality Special Education Services to Linguistic Minority Students" (M. Serpa); "Bilingual Special Education: Issues in Student Placement" (S. Santos and R. Santos); "Where Do Native Language Interference Problems End–And Development Problems Begin" (L. Olguin); "Assessment Techniques in the Identification of the Culturally Different Gifted Student" (L. Amodeo); "Assessing the Multicultural Child" (C. Lopez); "Task Analysis Is Particularly Critical for Bilingual Special Education Pupils" (L. Olguin); "Conducive Learning for Language Minority Students" (M. Serpa); "Critical Issues in Bilingual Education for Counselors and Teachers" (B. Martin); "Issues in Bilingual Special Education: Teacher Preparation" (D. Banuelos); "Bilingual Vocational Education for Mildly Handicapped Hispanic Adolescents" (M. Plata); "Computer-Assisted Instruction for Limited Proficiency Students Learning Basic English Structures" (D. McClure, D. King and B. Dogger); and "Assessing the Bilingual Child: What Should Be, What Is and What Could Be" (R. Deyoe-Chiullan). Descriptors: Computer Assisted Instruction, Cultural Differences, Disabilities, Elementary Secondary Education

Hornberger, Nancy H. (1999). Maintaining and Revitalising Indigenous Languages in Latin America: State Planning vs. Grassroots Initiatives, International Journal of Bilingual Education and Bilingualism. Introduces a collection of papers that address issues related to the maintenance and revitalization of indigenous languages in Latin and Central America. Two papers focus on the case of Quechua, another considers bilingual intercultural education to help sustain the Harakmbut languages in Peru, and the last considers one of three native language extensions of the Nicaraguan Sandinistas' National Literacy Crusade. Descriptors: Bilingual Education, Bilingualism, Cultural Differences, Cultural Interrelationships

Landurand, Patricia; And Others (1980). Bridging the Gap Between Bilingual and Special Education. The report includes three papers on the exceptional bilingual child and summaries of 22 bilingual/bicultural special education federally funded training programs. The first paper "Bilingual Special Education Report" by P. Landurand describes Massachusetts' Bilingual Special Education Project (BISEP) which has cooperated with regional education centers in developing a clearinghouse, resource directory, and training workshops for school personnel. N. Dew and R. Perlman ("The Illinois Resource Center: A Model Program for the Provision of Support Services") describe the activities of a state resource center in the areas of inservice, publication and dissemination, and teacher training. In "Mainstreaming Inservice Project for Children of Limited English Speaking Ability," A. Schuhmann and M. Napoliello review a program at Kean College, New Jersey, for special education, bilingual education, and teachers of English as a second language. The 22 project descriptions concluding the paper provide a brief summary of each project as well as the name and address of a contact person.   [More]  Descriptors: Biculturalism, Bilingual Students, Disabilities, Elementary Secondary Education

Rintell, Ellen M.; Pierce, Michelle (2002). Becoming Maestra: Latina Paraprofessionals as Teacher Candidates in Bilingual Education. This study investigated the experiences of participants in Project PET (Para-Educators to Teachers), a Title VII program aimed at increasing the number of qualified and certified teachers in communities surrounding a northeastern U.S. city that is home to immigrants and refugees from a wide array of Spanish-speaking countries. Through Project PET, Latina paraprofessionals receive tuition toward a bachelor's degree at a local college, assistance in seeking teacher licensure, and additional support from family and staff. Data from anecdotal records, surveys, and interviews indicated that participants had a variety of types of life experiences and knowledge (e.g., previous teacher training, college in their home country, and work in schools after moving to the United States).  Participants viewed previous educational experiences and knowledge of bilingual students' cultural backgrounds as strengths. Many commented that the project's financial support was the only way they could pursue teacher licensure. Participants maintained high grade point averages. Key to participants' success were family members and the Project PET cohort. Challenges included the English language, adjustment to U.S. higher education culture, and logistics (e.g., time management and child care). (Contains 20 references.)   [More]  Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, Financial Support

Liberty, Paul; Gonzalez, Rosa Maria (1999). Dos Idiomas, Un Mundo Dual Language Project Title VII Third-Year Evaluation Report, 1997-98. Publication Number 97.21. An evaluation was conducted of the third year of a 5-year comprehensive bilingual education grant funded by Title VII of the Improving America's Schools Act of 1994. The grant funds a program of developmental bilingual education at two elementary schools in the Austin Independent School District (Texas). More than 25% of the students at each school are limited English proficient (LEP). Two-way instruction is provided in English and Spanish throughout the duration of this Dual Language Project (DLP). Evaluation data were collected from many sources, including test results from the Language Assessment Scales. Evaluation findings show that the DLP uses a variety of strategies effectively to promote an environment at each school that reflects the goals of bilingualism, multiculturalism, and biliteracy. Cultural emphasis is being promoted through parent participation programs and parent education. During the 1997-1998 school year, the DLP served 1,116 students, including 342 LEP students. The DLP also provided 18 staff development sessions for teachers and administrators. Analysis of test results shows only slight gains by many DLP students in oral Spanish proficiency, raising questions about the extent of Spanish language instruction. Among program recommendations is a review of Spanish language instruction. Additional resources and additional professional development are recommended for program continuation. Appendixes contain a timeline for staff development, a description of activities related to technology supporting the DLP, and a summary of conference participation by DLP staff. (Contains 18 tables and 5 references.)   [More]  Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Elementary School Students

InterAmerica Research Associates, Rosslyn, VA. (1984). A Study of Teacher Training Programs in Bilingual Education: Executive Summaries, Volumes I and II. Part C Research Agenda. The executive summaries for two portions of a national survey of the programs and outcomes of bilingual education teacher training programs are presented. The first summarizes the findings of site visits to 56 two- and four-year institutions to examine four aspects of the teacher training programs: curriculum, management, student characteristics and progress, and the institutional setting. Indicators of an institution's ability to produce sufficient well-qualified bilingual education teachers and to institutionalize and maintain the programs in the absence of Federal support are also discussed. The second summary presents the findings of a survey of graduates from bilingual teacher education programs and a study of the supply of and demand for bilingual education teachers nationwide. The graduate survey obtained data on the professional status of 809 teacher education graduates and 168 teacher trainer program graduates from one to three years after training. The objective was to determine the extent to which the programs were alleviating the shortage of qualified teachers.   [More]  Descriptors: Bilingual Education Programs, Curriculum, Graduate Surveys, Higher Education

Shaul, Marnie S. (2001). Bilingual Education: Four Overlapping Programs Could Be Consolidated. Report to the Chairman, Subcommittee on Oversight of Government Management, Restructuring and the District of Columbia, Committee on Governmental Affairs, U.S. Senate. This report evaluates how effectively four federally funded bilingual education block grant programs–Program Development and Implementation Grants, Program Enhancement Projects, Comprehensive School Grants, Systemwide Improvement Grants–used $163 million in fiscal year 2000 to serve children with limited English proficiency (LEP). There are four principle research questions: (1) How similar are the performance goals and measures, eligibility criteria, and allowable services among the four programs? (2) To what extent were the different kinds of grants made to the same types of schools or school districts and how were they used to provide the same services? (3) What is known about the effectiveness of thee programs? and (4) How can these programs be better coordinated and do opportunities exist for program consolidation and cost savings? Results include the following: (1) the four federal programs served similar grantees and funded similar services, but individual schools typically did not receive funding from more than one program; (2) the effectiveness of bilingual programs on a national level is unknown; and (3) consolidation of these programs offers little federal cost savings but may improve efficiency. Overall, it would be possible for a single federal program to address all these needs so long as it had adequate flexibility. Several data-rich tables and figures are provided.   [More]  Descriptors: Bilingual Education Programs, Block Grants, Cost Effectiveness, Data Analysis

Lopez-Caples, Minerva (1988). Bilingual Education Programs, Central Washington State University. The Bilingual Education Programs at Central Washington University (CWU) are described in this report. CWU has developed programs for training teachers to deal with Limited English Proficient (LEP) students in both undergraduate and advanced study. Training includes language and linguistics, culture and bicultural education methodology, and development of intercultural communication skills. Minority language students are encouraged to participate to help provide more minority language bilingual teachers for role models. In 1979, CWU instituted a Bilingual Studies major which has been expanded to become the Bilingual Intercultural Education major and minor. The graduate programs have added four areas with bilingual specialization. There are now tenure track positions for bilingual education personnel. Non-minority students are being trained in dealing with linguistic and cultural equity issues in public schools. This program has successfully met its recruitment quotas by insuring that over 50% of its clientele is from minority groups. Some recommendations for a small university wishing to implement such a program with minimal resources include: use existing university and outside resources; get an institutional commitment; and develop close communications with districts with bilingual programs and LEP populations. Three appendixes making up the bulk of the document provide: (1) a description of the various program options available at CWU plus a brief course description; (2) a sample evaluation of the bilingual education graduate studies program; and (3) a site visit report by a federal official.   [More]  Descriptors: Access to Education, Asian Americans, Bilingual Education Programs, Bilingual Teachers

Ghadessy, Mohsen; Nicol, Mary (2002). Attitude Change in Bilingual Education: The Case of Brunei Darussalam, International Journal of Bilingual Education and Bilingualism. Compares scores of primary and secondary school students in Brunei Darussalam in relation to their attitudes toward teachers, learning processes, language arts, mathematics, and reading and comprehension ability in English. Results indicate both positive and negative correlations among five dependent variables and significant differences between primary and secondary students. Descriptors: Attitude Change, Bilingualism, Comparative Analysis, Elementary School Students

Pinga, Estela G. (1976). Bilingual-Bicultural Education for Filipino Americans. Various issues involved in the bilingual-bicultural education of Filipino Americans are addressed in this paper. Specifically, its aim is to define the role of bilingual education for the Filipino immigrant student. Educational goals are considered first. In deliberate planning, goal setting precedes assessment of the situation. The discrepancy between goals and what is actually obtained reflects the needs. The educational goals in the bilingual program are not to be different from those in the regular program except for the inclusion of the development and maintenance of bilingualism. The Filipino student's needs are discussed next. Basically, Filipino Americans need bilingual education, and Filipino bilingual teachers are best able to communicate the encouragement and understanding needed by students who have recently immigrated. Maintenance of Filipino can be achieved without implementing a curriculum wide bilingual instruction scheme. A frame work for bilingual education is proposed in the second half of the paper. Adoption of this model will allow the Filipino language to be kept as an alternate tool of communication. The bilingual scheme proposed discusses the elementary and high school programs, and staff development.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1978). Bilingual/Bicultural Education: Titles and Abstracts of Doctoral Dissertations. Dissertation abstracts describing research on a wide variety of topics in bilingual education are presented. This publication is designed to provide background material for bilingual educators as well as practical procedures for bilingual teachers, administrators, counselors, and evaluators. The titles were acquired by using the two broad descriptors of bilingual and bicultural. The dissertations are presented under the following divisions: program management, assessment, language curriculum, and affective domain. The following topics are covered: scope, history, and legislation; development; bilingual program models; comparative studies (bilingual/monolingual); teacher education; investigations beyond North America; language proficiency; intelligence; acquisition and development; concept and development; language and culture; linguistics; sociolinguistics; reading and language arts; content fields; special education; career education; audio-visual media; self-concept; and attitudes toward bilingual education. Descriptors: Abstracts, Biculturalism, Bilingual Education, Cultural Education

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