Bibliography: Bilingual Education (page 154 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Muriel R. Saville, Shirley Wang, Rudolph C. Troike, Angela Carrasquillo, Harpreet K. Sandhu, CA. San Diego City Schools, Roy Edward Howard, Bob Blomstedt, Andres Lopez-Santiago, and Marta Torres Reilly.

Blomstedt, Bob; And Others (1980). Gestalt Psychology and Bilingual Education. Several concepts detailed in Gestalt psychology/therapy appear to have a close relationship with many concepts being applied in bilingual education. The primary contribution of Gestalt psychology to learning theory in the U.S. is an emphasis on perception and reintegration of relationships within an organized whole. To the teacher this means that learning activities must combine the elements of the three basic domains of learning (cognitive, affective, and psychomotor) in an approach based on confluent education (merging feelings and thinking into one holistic learning experience). The key to confluent education is the interactive process that takes place between the cognitive and affective domains in any given learning experience; this interactive process becomes the "gestalt" of the learning experience. The influence of Gestalt psychology and therapy on confluent education in bilingual education can be utilized to promote the idea of the totally integrated person. If the bilingual child is to function as a whole, with the potential to develop and expand his/her horizons to include a wider range of society, he/she must be allowed to function in an environment which will promote such growth. Such an environment is fostered by effective bilingual education. A background in Gestalt psychology for bilingual classroom teachers seems to be a step in the right direction. Descriptors: Bilingual Education, Educational Therapy, Elementary Secondary Education, Humanistic Education

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. (1975). St. John Valley Bilingual Education Project, Madawaska, Maine. The St. John Valley Bilingual Education Project (Project VIBE) has undertaken the multidisciplinary French/English bilingual education of public school students in Madawaska, a Maine community near the Canadian border. The present report represents a complete description of this Title VII program, covering program development, staffing and management, parent and community involvement, program costs, and a summary of evaluating reports. A description of the course of instruction includes: (1) the rationale for determining the language of instruction for each subject; (2) an excerpt from the French curriculum guide; (3) classroom grouping techniques; (4) methods of diagnosis and assessment; (5) a suggested weekly schedule; and (6) discussions of facilities, equipment, and key materials. Sources for further information about the project are appended. Descriptors: Administrative Organization, Bilingual Education, Community Role, Curriculum

InterAmerica Research Associates, Rosslyn, VA. (1984). The 1984 Bilingual Education Act. This monograph provides a general description of the four major components of the Bilingual Education Act of 1984, with the text of the Act itself appended. The first section discusses the law's general provisions. The second section introduces three of the major programs funded under Part A of the Act: (1) transitional programs; (2) developmental programs; and (3) special alternative instructional programs, all designed to help the limited-English proficient student achieve competency in English. The third section describes additional instructional programs authorized under Part A: academic excellence programs; family English literacy programs; preschool, special education, and gifted and talented programs; and instructional materials programs. In the fourth section, Part B funding available for data collection, evaluation, and research is outlined. In the next section the availability of Part C funding for training and technical assistance is sketched. The sixth and final section deals with Part D, the administrative dimension of the Act, outlining the roles of : (1) the Office of Bilingual Education and Minority Languages Affairs; (2) the Secretary of Education; and (3) the National Advisory and Coordinating Council on Bilingual Education.   [More]  Descriptors: Bilingual Education Programs, Data Collection, Educational Legislation, Elementary Secondary Education

San Diego City Schools, CA. (1972). Materiales en Marcha para el Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism). November, 1972. This newsletter seeks to promote the concept of bilingual-bicultural education. Among its articles are "Arguments Against Bilingual Education,""Portuguese Reading Materials on Parade,""A Spanish Omnibus," and "Carrascolendas Makes Debut on Educational Television." There are announcements of the opening of a Portuguese materials resource center in Providence, Rhode Island, and speakers for the First International Multilingual-Multicultural International Conference in San Diego. A list of U.S. distributors of educational materials in Spanish and Portuguese is included. Articles appear in Spanish, English, and Portuguese. Descriptors: Biculturalism, Bilingualism, Cultural Awareness, Educational Television

Wolfsfeld, Lynn (1981). EDAC Test Collection Catalogue: A Description of Tests for Use in Bilingual Education Programs. The descriptions of 200 tests for a variety of language groups are designed for use with the test file maintained by the Evaluation, Dissemination, and Assessment Center for Bilingual Education (EDAC). The content areas covered include reading, mathematics, self-concept, language dominance, language proficiency, and intelligence. Tests are included for all age ranges, and are produced by commercial publishers and local school districts. They are organized into sections of Chinese-language, French-language, Portugese-language, Spanish-language and English-as-a-second-language tests, tests of general interest, and tests in other languages. Each description includes the test name, author, publisher, date of publication, stated purpose, group or individual administration, intended grade level(s), subareas or subtests, intended language group, administration time, and cost (when available). The specific test components available for review in the EDAC file are also listed. The listing includes most of the tests commonly used in bilingual education programs.   [More]  Descriptors: Bilingual Education, Chinese, English (Second Language), French

Lopez-Santiago, Andres; Shore, Marietta Saravia (1971). Content Analysis Schedule for Bilingual Education Programs: The Bilingual School, P.S. 25. This content analysis schedule for the Bilingual School of 811 East 149th St., Bronx, New York, 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. Inserts include an article entitled "Para-Professionals: Their Role in ESOL and Bilingual Education" by Mr. Hernan LaFontaine, and a model for the implementation of the elementary school curriculum through bilingual education, also by Mr. LaFontaine.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Blacks

Radcliffe, Shirley; Jessee, Ronald (1972). The Bilingual Education Program. Consolidated Program Information Report. This report is based on a survey of the 168 bilingual education programs operating in the U.S. in 1971-72. Of these, 157 responded to the Consolidated Program Information Report survey, which collected data on specific programs and target populations. The report provides some brief background information on Title VII of the Elementary and Secondary Education Act and on bilingual education programs in the U.S. The body of the report consists of statistical information on the 157 projects, including figures on pupil participation (data obtained from individual project applications), language of instruction, personnel development, and expenditures. Languages involved in the projects include: English as a second language, Spanish, French, Portuguese, Chinese, Chamorro, and Native American languages.   [More]  Descriptors: American Indian Languages, Bilingual Education, Chamorro, Chinese

Saville, Muriel R.; Troike, Rudolph C. (1970). A Handbook of Bilingual Education. The introduction to this handbook for teachers and administrators in bilingual education programs states: "Half of the children in the world are bilingual, and approximately one fourth of the people in the United States can communicate in more than one language. About ten percent of our population speaks a language other than English natively. For thousands of the children who enter school each year, English is a foreign language." In the first chapter, the authors present a historical view of bilingualism and discuss some of the controversial points raised by educators. (A glossary of linguistic terms used is provided.) In Chapter II, the linguistic, psychological, social, and cultural factors involved in bilingual education are considered. Chapter III outlines suggestions for setting up bilingual programs, the need for which must first be recognized by the local school board and superintendent. In Chapter IV, a brief description of English phonology and points of English grammar as they contrast with Spanish and Navaho illustrate some common teaching problems. Chapter V discusses curriculum and language teaching and offers some practical teaching suggestions based on traditional axioms adapted to bilingual education. The final chapter, stressing the importance of evaluation, discusses language and intelligence tests and home condition questionnaires.   [More]  Descriptors: Bibliographies, Bilingual Education, Bilingual Students, Bilingual Teacher Aides

Arnberg, Lenore (1982). Bilingual Education of Young Children in England and Wales. Observations from site visits in England and Wales and a limited review of the literature about bilingual education of young children, particularly of preschool age, are reported here. The current native language teaching situation in England and several related ongoing research projects are described, and English as a second language programs and several monolingual programs for preschool children that are relevant to the bilingual child are discussed. In Wales, bilingual education programs for Welsh-English-speaking children are found to be more common than in England. The importance of the early years for second language learning is emphasized in several research projects as well as in a nationwide movement for Welsh medium nursery schools and playgroups. Some aspects of the Welsh and English research and program design relating to the current situation in Sweden for educating young immigrant children are examined. Descriptors: Bilingual Education, Comparative Analysis, Day Care, English Instruction

Carrasquillo, Angela (1977). New Directions for Special Education Through a Bilingual Bicultural Approach. The bilingual education program for special education student teachers at Fordham University is described, and various cognitive and affective skills which a bilingual special education program must offer to prospective teachers are discussed. Included are explanations of four aspects of the program (cultural sensitivity, reading, oral English, and grouping techniques), identification of areas of competency (measurement and diagnostic, curriculum skills, instructional methodology skills, classroom management skills, and professional skills), and lists of specific skills in reading and language arts and second language acquisition. Descriptors: Bilingual Education, Bilingual Teachers, Ethnic Groups, Exceptional Child Education

Howard, Roy Edward (1987). Teacher Training in Bilingual Education. In this summary of a dissertation, results of a study of teachers providing bilingual education at a Navajo border town school are reported. Teaching Navajo language and culture in a bordertown school may require much more than language and culture content knowledge, although it is a prerequisite. Teachers must also be aware of family education histories, students' home situations, socioeconomics, the importance of English for much economic success, and school politics and policies on bilingual education. Positive cross-cultural experiences and positive experiences with bilingual education were reported by a number of teachers who were teaching or willing to teach Navajo language and culture. Teachers who have a strong personal conviction of the value of bilingual methods are enthusiastic about using them. An appropriate training program for teachers of schools with bicultural policies might include learning both content and methods in the languages and cultures involved, training for attitude development, the developing a personal philosophy of bicultural education, and learning about and experiencing cross-cultural understanding of self and others. Teachers from both Navajo- and English-speaking cultures have a contribution to make to such programs. Suggestions for further research are provided. Descriptors: American Indian Culture, American Indian Education, American Indian Languages, Bilingual Education Programs

Torres-Guzman, Maria E.; Goodwin, Lin A. (1995). Mentoring Bilingual Teachers. FOCUS: Occasional Papers in Bilingual Education No. 12. This report offers guidance to those involved in bilingual education who may be or may want to mentor novice teachers in the field. The concept of mentoring is defined, and issues of mentoring implementation and alternatives in bilingual education are discussed, such as language of instruction, culture and instruction, language and cognitive development, and transformation and power relationships. More importantly, there is a discussion on the importance of preparing teachers who will help language minority students become partners in shaping the future and who will help create partnerships with non-bilingual teachers to support this process. Implications for the national education reform movement, such as Goals 2000, are also reviewed. (Contains 51 references.)   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Cognitive Development, Elementary Secondary Education

Reilly, Marta Torres, Comp.; And Others (1981). Guide to Resource Organizations for Minority Language Groups. Resources in Bilingual Education. This guide is a collection of profiles of 242 organizations which serve as resources for the bilingual education community. The organizations span a wide variety of purposes and language groups, and run the gamut from major national associations to locally significant, community-based groups. This compilation includes entries which appeared in the "Guide to Professional Organizations," published in 1979 by the National Clearinghouse for Bilingual Education (NCBE). Each entry listed includes the name of the organization, the address, phone number, director, contact person, and any of the following information that was available: sponsoring agencies, date of origin, purpose, membership information, parent organization, special divisions or committees, geographical service areas, funding sources, publications, conferences, former name, target languages, and target cultural groups. In addition, keywords from the "Thesaurus of ERIC Descriptors," eighth edition (1980) are also included. The entries appear in numerical order by NCBE accession number; the organizations are indexed alphabetically at the beginning of the volume.   [More]  Descriptors: Bilingual Education, Community Organizations, Educational Resources, Elementary Secondary Education

Sandhu, Harpreet K., Comp.; Wang, Shirley, Comp. (1980). Guide to Human Resource Files. Resources in Bilingual Education. Forty human resource files in bilingual education that are currently maintained by publicly supported agencies were identified. The entries in this guide are listed alphabetically first by state, then by city and institutional name. Information about geographical service area, type of file, number of consultants, areas of expertise of consultants, and language proficiency of consultants is provided. An index to geographical service areas appears at the end of the book. Descriptors: Bilingual Education, Consultants, Human Resources, Professional Services

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1972). Proceedings: National Conference on Bilingual Education (Austin, Texas, April 14-15, 1972). Goals of the National Conference on Bilingual Education, held on April 14-15, 1972 in Austin, Texas, were to emphasize bilingual education interaction at the national level using outstanding consultants from throughout the United States and to exchange ideas among educators in existing programs. The conference was also organized to give bilingual educators greater national recognition as a priority for the education of children whose home language is not English. Participants included teachers, administrators, community representatives, school board members, and other local, state and national officials. Sessions covered such areas as skills teaching methodology, cultural implications, psychological aspects of the teaching-learning process, reading instruction, curriculum development, literature, and tests and measurements. General sessions were scheduled for sharing ideas and concerns. In this document, the conference proceedings followed the agenda. The session, "Pensamientos Sobre La Literatura Chicana", was the only one in Spanish. The appendix listed program participants and their titles.   [More]  Descriptors: Art, Bilingual Education, Conference Reports, Curriculum Development

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