Bibliography: Bilingual Education (page 153 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Raquel Sinai, Gert Rijlaarsdam, Melissa E. Whiting, Joseph Michel, Richard T. Hess, Anne D'Antonio Stinson, Deborah Brown, Ana Maria Rodriguez, K. Balasubramonian, and Anthony B. Schroeder.

Cardenas, Jose A.; And Others (1976). Bilingual Education Cost Analysis. This publication discusses a cost analysis study of bilingual education in Texas that sought to determine the per-pupil costs of a minimally adequate program that would correspond to the regular monolingual program funded under the state's foundation finance program. The study identified the essential costs of a model bilingual education program as defined by a panel of experts and then calculated weighted-pupil factors for different grade levels of elementary bilingual education. Although the study focused specifically on the state of Texas, the methodology used can be readily adapted to develop cost factors for other states. Findings of the study indicate that cost weights for the first year of a bilingual program are 1.31 for grade K, 1.42 for grades 1-3, and 1.36 for grades 4-5; for subsequent years of a bilingual program the cost weights are 1.25 for grade K, 1.35 for grades 1-3, and 1.30 for grades 4-5.   [More]  Descriptors: Bilingual Education, Cost Indexes, Educational Finance, Elementary Education

Martin, Paula (1982). Considerations and Recommendations for Evaluating Bilingual Education Programs. General considerations in evaluating bilingual education programs and data aggregation at the state and national levels are presented. Federal and state information requirements and accountability guidelines include the needs for information/data for various audiences, for evaluation resources, for increased project capability to conduct evaluations, for development of interest in evaluations, and for special studies. Evaluation standards for bilingual education programs consider (1) the evaluation model's characteristics; (2) its information coverage; (3) its general design characteristics; (4) its specific design characteristics; (5) data collection types and techniques; (6) analytic procedures; and (7) the evaluation's utility. An evaluation checklist of context and process variables to consider when conducting a bilingual program evaluation is presented. Specific criteria for report writing are discussed and a data analysis checklist with sample forms for displaying student achievement data is included. Useful suggestions for evaluation report writing and design developement are given. Descriptors: Accountability, Bilingual Education Programs, Check Lists, Data Collection

Michel, Joseph (1972). The Preparation of the Teacher for Bilingual Education. This document contains a proposed curriculum for a Bachelor of Sciences program in elementary education with an academic concentration in bilingual education for Spanish-English bilinguals. A questionnaire sent to selected individuals provided ideas on some of the issues and problems discussed in this paper. The questionnaire, included here along with results, covers general considerations, training in linguistics, training in English and Spanish, competence in Spanish, training in culture, training in methodology, practice teaching, training in educational foundations, and training in testing. Suggestions for the teacher education curriculum are presented along with explanation. The program developed here is weighted toward the language arts. Several basic ideas for the preparation of the teacher for bilingual education are listed.   [More]  Descriptors: Bachelors Degrees, Bilingual Education, Bilingualism, Curriculum Design

Sinai, Raquel (1986). An Introduction to Bilingual Education. A Manual for Trainers. This manual was developed for use by the personnel of the New Jersey state department of education to provide technical assistance to local, state, and federal bilingual education and English-as-a-Second-Language (ESL) projects in the state. It contains seven training modules, each consisting of a reproducible workshop packet with procedures for the trainer, overhead transparencies, and handouts. The procedures section specifies the materials corresponding to the instructions given. Module topics include: (1) an introduction to bilingual education; (2) identifying limited-English-proficient (LEP) students; (3) assessing the needs of the LEP students; (4) curriculum issues; (5) cross-cultural interaction in the classroom; (6) organizing and implementing programs; and developing successful programs. While the intended audience is state department of education staff, other potential audiences include school district non-instructional staff (administrators and support services), monolingual teachers with LEP students in their classes, staff from education, resource, and training centers, and parents. Descriptors: Bilingual Education Programs, Classroom Environment, Curriculum Development, Educational Needs

Torres-Reilly, Marta; And Others (1979). Guide to Professional Organizations. Resources in Bilingual Education. A bilingual education resource guide containing a listing of 142 organizations serving a wide range of purposes and language groups is presented. Information on the organizations, which range from major national associations to community-based groups, includes the name, address, phone number, director, contact person, date of origin, target language group, major purpose, and scope of the organization. Entries are arranged alphabetically by title; indexes to geographic location and target language group appear after the general text of the document. An appendix listing embassies representing languages served by Title VII and by many of the organizations follows the indexes. The organizations were identified by bilingual education administrators, supervisors, and teachers participating in Title VII and non-Title VII programs. A database containing more detailed information about each organization is also maintained. Descriptors: Bilingual Education, Community Programs, Information Sources, Language Teachers

Rodriguez, Ana Maria (1984). Applications of Current Research Findings to Bilingual Education Practice. Recent research findings that have potential application or are already contributing to the refinement of educational practice in bilingual education include developments in language research, teacher effectiveness research, and ethnography. In language research, these contributions include work on the need for and types of language proficiency, conditions for skill development, home language use, and other influential factors. Important research on teacher effectiveness has focused on successful teacher behaviors and strategies, learning time, and teacher use of cultural information. Ethnographic research has brought deliberate attention to the articulation of home and school culture, emphasizing both curriculum design suited to student development and abilities, and the mix of language of instruction with subject matter. And while the research relevant to bilingual education is broad and informative, bilingual educators have managed to incorporate a variety of approaches for use with diverse student populations, avoiding the rigid standardization that can make for curricular irrelevance. Descriptors: Applied Linguistics, Bilingual Education, Curriculum Development, Educational Strategies

Balasubramonian, K. (1974). Measurement, Evaluation and Accountability in Bilingual Education Programs. A case for evaluation is developed and procedures for evaluating bilingual education programs are suggested as a guide for the novice evaluator. The following areas are discussed from the point of view of an evaluator: (1) how to plan for evaluation; (2) how to use needs assessment data; (3) the relationship between formative and summative evaluation; (4) the instrumentation process; (5) data collection; (6) data analyses; and (7) production of final reports. A brief section on the more recent consciousness for accountability points out how each of the participants in a bilingual education program can contribute towards accountability. A distinction between research and evaluation is made in order to alert the administrator on the most appropriate use of the information obtained from each. A bibliography, suggesting other sources of information, is appended. Descriptors: Accountability, Bilingual Education, Elementary Secondary Education, Evaluation Methods

Cordier, Mary Hurlbut, Comp. (1981). ERIC Bibliography of Multicultural and Bilingual Education 1976 – April 1981. This annotated bibliography of ERIC materials is intended as an aid for those involved in designing, planning, and implementing multicultural and bilingual education at all levels. Materials cited appeared in ERIC between 1976 and April 1981. Because of the many similarities of national experiences in multicultural and bilingual education, abstracts of documents about Canadian education have been included. ERIC documents and journal articles are cited. The listing is organized by topics including the following: philosophy, rationale, and definitions; preservice and inservice teacher education; multicultural education project descriptions; research projects; evaluation projects; classroom applications and materials; global education; evaluation of print and nonprint materials; desegregation/integration; women; specific ethnic groups; and bibliographies. Descriptors: Annotated Bibliographies, Bilingual Education, Definitions, Elementary Secondary Education

Schroeder, Anthony B.; And Others (1981). A Process Model Evaluation of a Bilingual Education Program. The external evaluation of the Title VII Bilingual Education Program of the Clovis Municipal Schools (NM) is described. The purpose of the program is to provide bilingual instruction for selected participants, grades K-3, in eight elementary schools. The evaluation was designed to (1) observe classroom teaching and activities utilized in bilingual instruction; (2) gather perceptions from personnel working with the program; and (3) measure differences in levels of achievement. The program was successfully initiated in the two schools which had previously been involved in bilingual programs, and showed promise of developing into effective programs at the six schools new to bilingual education. Interviews with program staff identified problems with late implementation, staff training, and the supply and quality of materials, but a general sense that the benefits of the program outweighed the negative aspects. The children involved in the program showed significant improvement in oral expression skills, contributing to improved language arts scores overall. Descriptors: Academic Achievement, Bilingual Education, Classroom Observation Techniques, Communicative Competence (Languages)

Brown, Deborah; Martino, Wayne; Rijlaarsdam, Gert; Stinson, Anne D'Antonio; Whiting, Melissa E. (2000). Annotated Bibliography of Research in the Teaching of English, Research in the Teaching of English. Presents 29 brief descriptions of research in the teaching of English (published July through December, 1999) in the areas of: bilingual/foreign language education; classroom discourse; discourse processes; literature; professional development; reading; research methodology; technology and literacy; and writing. Descriptors: Annotated Bibliographies, Classroom Communication, Discourse Analysis, Educational Technology

Sauve, Deborah, Comp. (1985). Guide to Microcomputer Courseware for Bilingual Education. Revised and Expanded. The guide to courseware for computer-assisted instruction and computer-managed instruction in bilingual education, English as a second language, and second language instruction contains entries from the National Clearinghouse for Bilingual Education's database and selected courseware for the related areas of special education, vocational education, and adult basic education. Each entry includes: (1) the name/title of the courseware program; (2) the producer's name, address, and telephone number; (3) computer hardware, memory/equipment requirements, software specifications, and courseware format; (4) the language; (5) the type of program or instructional technique; (6) the content area; (7) the grade or proficiency level; and (8) a brief abstract, with external evaluation if available. The courseware is also indexed alphabetically by title, content area, and language.   [More]  Descriptors: Bibliographies, Bilingual Education, Bilingual Instructional Materials, Computer Assisted Instruction

Kirbo, Susan; Valdes, Gabriel (1989). A New Approach to Language Arts in Bilingual Education. Literature on current methods of teaching language in bilingual education is reviewed and a new approach is suggested. It is suggested that a specialized sequence of native language courses should be offered to populations of language minority students with the same vernacular language. The approach proposed integrates bilingual education, English as a Second Language, and native language arts as a foreign language, in transitional programs. The characteristic making this program unique is the offering of the native language as a foreign language through elementary and secondary education. A significant limitation is that in order to be cost effective, such a program must serve a large population of students of the same native language group. This approach, while having been implemented to some extent, has not yet been validated.   [More]  Descriptors: Bilingual Education, Educational Strategies, Elementary Secondary Education, English (Second Language)

Chavers, Dean, Ed. (2000). Deconstructing the Myths: A Research Agenda for American Indian Education (Albuquerque, New Mexico, April 14-15, 2000). This report outlines a comprehensive research agenda for Indian education from the Native perspective. It resulted from a meeting held in Albuquerque, New Mexico in April 2000, planned by a national steering committee of Indian education researchers, administrators, and association executives. The introduction describes four traits of research in Indian education and calls for a long-term commitment of funding for the basic research that needs to be done, including gathering baseline information, the interaction of culture and education, factors that make Native students successful, school/family cooperation, the nature of Indian teacher and Indian student interaction, the effects of having more Indian teachers, characteristics of exemplary programs, and identifying policy changes that will improve outcomes for Indian students. Following the mission statement and summary is a statement of current problems and descriptions of task force recommendations. Separate task forces addressed each of 10 topics: early childhood education and teaching and learning styles, special education, social factors, professional preparation, tribal colleges and universities, mainstream colleges, multicultural and bilingual education, community education, education finance, and curriculum. Each task force presents its own statement of problems and identifies research priorities. Ten appendices present the meeting agenda, sponsoring organizations, steering committee members, conference chairman biography, Executive Order 13096, descriptions of topic areas, production of Native American teachers by college and year, list of attendees, invited guests, and a bibliography containing 23 references.   [More]  Descriptors: Academic Achievement, American Indian Education, American Indian Students, Bilingual Education

Puerto Rican Congress of New Jersey, Trenton. (1976). Evaluation Echoes; A Teachers Guide for Selecting Bilingual Education Materials. In this teacher's guide for selecting bilingual education materials, program materials are evaluated for the following subject areas: English language arts, Spanish language arts, fine arts, social studies, science and mathematics. A general profile matrix covering all programs and subjects appears at the beginning of the guide. It provides for quick program identification. In addition, a skill matrix is included which correlates evaluated materials with the corresponding reinforced skills. The listed codes reflect how effectively, or ineffectively, a selected program provides for specific skills. Each program is described in terms of title, publisher, subject matter, price, grade level, language used, and purpose (textbook, workbook, etc). The corresponding notations are the product of preliminary and on site evaluations. The evaluation and editing of these program descriptions was conducted with regard to the bilingual education of the Spanish-speaking child. Descriptors: Bibliographies, Bilingual Education, Bilingual Students, Bilingualism

Hess, Richard T.; Shore, Marietta Saravia (1972). Content Analysis Schedule for Bilingual Education Programs: Espanola Bilingual Education Program. This content analysis schedule for the Bilingual Education Program of Espanola, New Mexico, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached to the schedule are plans for the second year of operation, a report on pre-service and in-service for bilingual education teachers and administration staff during 1970-71, and performance objectives. Also included is information on community involvement.   [More]  Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis

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