This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Domingo Dominguez, E. Glyn Lewis, Gary A. Cziko, Arlington Center for Applied Linguistics, Rosalie Pedalino Porter, James L. Fidelholtz, Lori S. Orum, Joseph Grant, Donna M. Gollnick, and Washington National Council of La Raza.
(1972). Conference on American Indian Languages Clearinghouse Newsletter. Vol. 1, No. 2. The bilingual education bill passed by the Alaska legislature is summarized in this issue, as is the bilingual education law of Massachusetts. The Alaskan bill establishes a bilingual program of education for Native Alaskans and provides for the creation of the Alaskan Native Language Center at the University of Alaska. While the Massachusetts bill is aimed primarily at Spanish and French-speaking minorities, excerpts from the bill are contained in the newsletter since many of its provisions may be relevant to legislation which could be enacted in other States with Indian-language-speaking minorities. This issue describes several projects in progress, including a report on the development of materials in Cherokee by the Cherokee Bilingual Education Program in Oklahoma. Excerpts from B. Spolsky's paper "The Navajo Reading Study: An Illustration of the Scope and Nature of Educational Linguistics," K. Hale's "Some Questions about Anthropological Linguistics," and T. Klokeid's "An Introduction to the West Coast Language of Vancouver Island" are included. The issue also contains an annotated list of books and articles dealing with bilingualism and such languages as Algonquian, Cree, Navajo, Micmac, and Papago. Descriptors: American Indian Culture, American Indian Languages, Bilingual Education, Bilingualism
(1981). Guide to Theses and Dissertations in Bilingual Education. This guide presents information on 25 dissertations in bilingual education done by Fellows in ESEA Title VII Fellowship programs. The dissertations cover the following general areas: language learning and communicative competence, teacher training, teacher role and attitudes, parent participation, access to education on all levels, learning styles and academic achievement; school district structure, and vocational education. Each entry provides bibliographic information and an abstract. [More] Descriptors: Academic Achievement, Access to Education, Bilingual Education, Communicative Competence (Languages)
(1996). Read Perspectives, 1996, Read Perspectives. The spring issue focuses on the evolution in the education of language minority students. Rosalie Pedalino Porter's article, "On the State of Bilingual Education 1990-1995: 'Forked Tongue' Continued," highlights the advances made by local school districts where students are being introduced to academic content learning in English at a younger age and where principles of effective instruction are being incorporated into models of bilingual education. Shereen Arraf's article, "The Bilingual and Compensatory Education Program of the Dearborn Schools, Michigan: A Model for Systematic Change and Integration of Services," depicts the grass roots movement in Michigan to demand and implement substantial reforms for more flexible and creative math, science, reading, and bilingual programs by pooling Title 1 and bilingual education resources. The fall issue's two articles feature two studies of central importance in the consideration of language education policy in the United States. An article by Barry Chiswick and Paul Miller, "The Languages of the United States: What Is Spoken and What It Means," analyzes the ways in which fluency in the common language of a country affects economic success. A descriptive report by Scott Baker, "Getting It Right: The Seattle School District Program for Limited-English Proficient Students," highlights a successful urban program in a school district with a very high enrollment of limited-English-proficient students. Extensive charts, tables, and empirical data are included. (Contains 72 references.) [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English Only Movement
(1982). The Question of Effectiveness: A Blueprint for Examining the Effects of the Federal Bilingual Education Program. Significant attention has been given to the effectiveness of the federal bilingual education program, Title VII of the Elementary and Secondary Education Act of 1975, although evaluations have often focused on philosophical issues rather than educational outcomes. Measures of program effectiveness have often been inappropriate for the goals, complexities, and limitations of the legislation. Some evaluations have been too narrow in focus, and others have been too broad for the program's resources and design. Studies of bilingual education program effectiveness must reflect the historical situation the program was designed to address, the limitations in structure of Title VII, and the variety of goals and measures of effectiveness for both students and institutions. These include: achievement in English and other academic skills; increased student persistence, attendance, and academic aspiration; enhanced parent involvement; improved program availability, efficiency, and support; and better testing. Descriptors: Bilingual Education Programs, Educational History, Educational Objectives, Evaluation Criteria
(1983). Beyond the Myths: Title VII and Bilingual Education in the United States. Factual information about the Federal bilingual education program–Title VII of the Elementary and Secondary Education Act–is provided in this document. Following a definition of bilingual education, the limits of Title VII are described. Facts are then provided about (1) amount of time spent on teaching English and in using it and the native language as the language of instruction for other subjects; (2) characteristics of bilingual teachers (ethnic origin of teachers using non-English languages, general teacher preparation, and Title VII preparation; (3) Title VII students (limited-English proficient and fluent Englilsh speakers); (4) differences between Title VII and Title VI of the Civil Rights Act of 1964, from which the Lau remedies are derived; (5) bilingual program funding sources; (6) use of Title VII funds (short-term grants to local districts, bilingual desegregation grants, training grants, and support services); and (7) funding reductions and the Title VII budget. Descriptors: Bilingual Education, Elementary Secondary Education, Federal Aid, Federal Government
(1984). The Bilingual Education Act of 1984: Community Involvement in Policy Development. A significant feature of the Bilingual Education Act of 1984 is the high level of involvement of the Hispanic and other language-minority communities in its development. In a very real sense, the legislation is an illustration of grass-roots policy development. Although the actual drafting of legislation was done in Washington, DC. (coordinated primarily by the National Council of La Raza and the National Association for Bilingual Education, at Congressional request), hundreds of people from all over the country contributed ideas, reviewed and revised drafts, and otherwise actively participated in policy formation. The final proposal was the result of consensus among very diverse groups of people. This paper provides a history and analysis of this collaboration between Congress, community organizations, and others. Descriptors: Bilingual Education, Community Involvement, Community Organizations, Cooperation
(1978). Profile of the Multicultural/Bilingual Education Activities of Professional and Related Education Organizations. This profile was compiled from data collected in a survey conducted by the Commission on Multicultural Education of the American Association of Colleges for Teacher Education. The first section of the document provides an overview of the multicultural/bilingual education activities of the responding 33 national education organizations. The second section lists (by individual organizations): (1) purpose; (2) membership; (3) specific activities in multicultural and/or bilingual education; (4) support for multicultural activities; (5) specific ethnic or language groups for which activities are targeted (if other than multiethnic); (6) expected focus of future multicultural education activities; and (7) whether the organization publishes materials in this area. The third section lists (by individual organizations) publications related to multicultural education. [More] Descriptors: Administrative Policy, Bilingual Education, Cultural Pluralism, Ethnic Groups
(1976). A Selected, Annotated Bibliography on Bilingual/ Bicultural Education. Bilingual/Bicultural Education Series, No. 2. Indochinese Refugee Education Guides. This highly selective annotated bibliography is intended for the general K-12 classroom teacher who is unfamiliar with the purposes, methods and techniques of bilingual education. With the influx of Indochinese refugees into our nation's school systems, many teachers found that for the first time in their teaching careers, they had one or more non-English speaking children in their classrooms. In an attempt to help the refugee child adjust to the American environment, the teacher began to ask questions about native language instruction, English as a second language, necessary cultural components, etc. It is hoped that this bibliography will lead to some useful answers. The entries are divided into five sections: Information Sources, Anthologies, Bilingualism, General Aspects of Bilingual Education, Specific Bilingual Programs and Curriculum. Descriptors: Annotated Bibliographies, Asian Americans, Biculturalism, Bilingual Schools
(1972). An Evaluation of the Effectiveness of Selected Experimental Bilingual Education Programs in Connecticut. The purpose of this study is to assess the effectiveness of the experimental bilingual education programs in Bridgeport, Hartford, New Britain, and New London, Connecticut, during the first year of operation (1970-71) with respect to selected pupil and parent reactions. Specifically, the evaluation seeks to compare the experimental bilingual education programs with control-group children in three areas: gains in academic abilities in Spanish and English; gains in self-concept level; and attitudes that parents have toward themselves at the end of the year (Does one group feel more informed, interested, involved, and in favor of the school program than the other?). The subjects of the study were economically disadvantaged Puerto Rican pupils in the primary grades in the four cities. Extensive details on the research, procedures, and findings are provided here after a review of other literature on the topic. Summary, conclusions, and recommendations are included. [More] Descriptors: Bilingual Education, Economically Disadvantaged, Educational Experiments, Educational Opportunities
(1976). Bay Area Bilingual Education League. Methodologies Institute. The Bay Area Bilingual Education League (BABEL) is a merger of four districts concerned with bilingual education for Spanish-speaking, Chinese-speaking and English-speaking children. BABEL sponsored a Bilingual Methodologies Institute, designed to meet the needs of its teachers and teacher assistants in the classroom. The institute covered all aspects of bilingual education from individual subject matter to class management. The institute consisted of three major components: the elementary school, the secondary school, both of which focused on English/Spanish bilingual instruction, and a Chinese institute which focused on Chinese/English bilingual instruction. This booklet is a day-by-day summary of the activities of the institute. A brief evaluation of the institute as a whole is provided. A narrative description of the Chinese institute is also given, followed by: (1) a list of the workshops and consultants for that institute, (2) a list of participants in all the components, and (3) a brief description of the BABEL Auxiliary Bilingual Training Program for eleven bilingual/bicultural interns in a Master's program in audit and evaluation. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1976). Bilingual Education and the Law: An Overview. There have been four major court decisions affecting bilingual education: Lau v. Nichols, Serna v. Portales, Aspira v. the New York Board of Education and Keyes v. Denver School District No. 1. Lau v. Nichols was an action brought by non-English-speaking Chinese-origin students claiming to be denied an education because they could not comprehend the language in which they were being taught. After two appeals, the Supreme Court found in favor of the students under the 1964 Civil Rights Act, without prescribing a specific remedy. However, in Serna v. Portales the Circuit Court required bilingual education as a solution when a "substantial group" is involved. The decision in Aspira v. the N.Y. Board of Education required testing of students in English and their native language to determine who should receive bilingual education. The Keyes decision specified that students should receive both instruction in English and native-language instruction in other subjects until they are competent in English. It seems clear that school systems must provide non-English-speaking students with special English instruction and that they must give these students an opportunity to learn the other school subjects as well. HEW's Office of Civil Rights has issued guidelines for eliminating illegal educational practices; these involve pupil evaluation and placement in the proper type of language program. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Civil Rights Legislation
(1979). Staff Development in Bilingual Schooling. Final Report. To ascertain the degree of utilization of bilingual programs and the concerns and questions teachers may have about their implementation, the Division of Bilingual and International Education of the Southwest Educational Development Laboratory conducted a study which had four objectives relating to implementation of bilingual education programs in Texas: (1) to develop a procedure for identifying types of programs being implemented in the field; (2) to determine teacher concerns about implementation of selected programs; (3) to determine levels of use of such programs; and (4) to draw conclusions to aid in staff development for such programs. The study involved use of the Concerns-Based Adoption Model (CBAM), designed to conceptualize and facilitate educational change, and had a primary goal of determining the potential applicability of CBAM to bilingual education programs, to develop a process that school districts could utilize to improve the effectiveness and productivity of their bilingual programs. Results indicated that with some modifications the CBAM system of instruments and procedures could provide schools or districts with diagnostic information to build prescriptive intervention strategies which can aid in adoption and implementation of bilingual education programs. Attachments include questionnaires and other instruments, computer coding instructions, and data from the study. [More] Descriptors: Bilingual Education, Change Agents, Educational Change, Educational Innovation
(1982). Recent Developments in Research on Bilingual Education in the United States. Bilingual Education PaAer Series Vol. 6 No. 2. Since many of the concerns motivating research on bilingual education are inherently those of a conflict theory approach, it is not surprising to find increasing dissatisfaction with the traditional quantificational mode of research, as contrasted with the qualitative mode. There is likely to be a close link between research questions, method of investigation, and the researcher's discipline. In the literature of bilingual education, there is a confusion between methodology and the researcher's perspective, and one is argued in terms of the other. Differences in ways of defining problems, often based on political and moral values, become covertly discussed in terms of research methodology. The joint application of ethnographic and quantitative approaches means that the research can benefit from the advantages of each. Quantitative studies gain from the element of description, and ethnographic studies gain from quantitative concerns for reliability and validity. The next decade will probably see considerable advances in research techniques stemming from the merging of qualitative and quantitative methods. [More] Descriptors: Bilingual Education, Classroom Techniques, Comparative Analysis, Educational Research
(1982). Approaches to the Evaluation of Bilingual Education: An International Perspective. Professional Papers CZ-1. The evaluation of bilingual education programs is complicated by such factors as the diversity of evaluation methodologies and program goals and the reliability of instruments for minority language students. Three bilingual program evaluations in foreign countries are described in terms of their different contexts and approaches in order to raise issues about bilingual education program evaluation. The programs evaluated were the St. Lambert French immersion program in Canada, the Yoruba 6-year primary project in Nigeria, and the local language literacy training project in the southern Sudan. Based on these evaluation experiences, the strengths and weaknesses of quantitative and qualitative evaluation methods are discussed. A combination of quantitative and qualitative evaluation methods is suggested as a means of maximizing the strengths of each approach. However, it is important that such a combined approach be carefully designed. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Educational Assessment, Elementary Education
(1980). Research Survey of Bilingualism and Bilingual Education in the Soviet Union. The state of the art of bilingual education in the Soviet Union is surveyed. The social context of Soviet bilingualism is discussed with reference to sources of heterogeneity, modernization as a motivating factor, political dimensions, and Soviet bases of research. The sociolinguistic paradigm of Soviet society is viewed as a function of the need to develop literacy, a need which is intimately tied to the status of Russian as the dominant language. The ethnological issues encompass the diverse ethnicity of the Soviet Union, aspects of demography, urbanization, and inter-ethnic marriages. The ideologically colored assumptions regarding language acquisition processes are set forth. These have implications for the development of a Soviet theory for language pedagogy, for the use of the native language in learning second languages, and for a psychology of language acquisition and bilingualism. Various types of programs for bilingual education and Russian as a second language are described. A bibliography and a variety of statistical tables are appended. [More] Descriptors: Bilingual Education, Bilingualism, Comparative Education, Educational Philosophy