This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Shelley L. Olson, Kathleen C. Harris, Ann Nevin, Beverly Hartford, Maximino Plata, L. Foster, Miles Myers, Inc. Development Associates, Quincy. Bureau of Equal Educational Opportunity. Massachusetts State Dept. of Education, and Joan Montgomery Halford.
(1971). Milwaukee Bilingual Education Program 1970-1971. Evaluation Report. Spanish/English bilingualism, grade-level academic achievement, and ethnic pride remained the goals of the bilingual education program in its second year of operation. A number of positive outcomes justify its continued operation and vertical expansion. Specific recommendations are made for continuation of staff training, development of bilingual curricula, improvements in the instructional process, and strengthening of the school-home relationship. [More] Descriptors: Academic Achievement, Behavioral Objectives, Bilingual Education, Bilingual Students
(1980). Going Back to Hollister: Conflict in Bilingual/Bicultural Education, Phi Delta Kappan. Outlines the events and the conflicts that caused the bilingual/bicultural education teacher in Hollister, California, to be dismissed. The major conflict was over expectations for the program. [More] Descriptors: Bilingual Education, Conflict, High Schools, Mexican Americans
(1973). A Process Evaluation of the Bilingual Education Program, Title VII, Elementary and Secondary Education Act. Vol. 1 and Vol. 2. This report summarizes the current status of bilingual education programs in the United States. It is the result of a study conducted to develop planning data as well as the data necessary for the design of future studies and evaluations of bilingual efforts. In the first section of Volume 1, the objectives and methodology of the study are described. Section 2 consists mainly of a discussion of study project data and a summary of conclusions. In Section 3, a list of recommendations is presented. This list is organized into five categories: (1) recommendations for future research or study action, (2) recommendations impacting on United States Office of Education national policy, (3) recommendations on the definition of bilingual education terminology, (4) recommendations concerning Title VII project operations, and (5) recommendations to enhance local Title VII project support. Volume 2 of this report is a more detailed version of Volume 1 and includes all supporting data. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1994). Developing and Using Collaborative Bilingual Special Education Teams. The experience of one urban school district in developing and implementing a program of team teaching for bilingual special education students is examined. Bilingual education teachers, special education teachers, specialists in speech pathology and English as a Second Language, and principals collaborated to construct their own programs in one elementary school and one junior high school. The program was studied by ethnographic methods. Its evolution is described chronologically, and its results are discussed in terms of four general collaboration competency areas needed by educators serving culturally and/or linguistically diverse students. These competencies are: understanding one's own perspective; use of effective interpersonal, communication, and problem-solving skills sensitive to cross-cultural and cross-disciplinary interaction; understanding the roles of collaborators; and use of appropriate assessment and instructional strategies. It is concluded that the program succeeded in helping teachers achieve these competencies. In addition, several lessons learned about the dynamics of bilingual special education teams are outlined. [More] Descriptors: Bilingual Education, Case Studies, Classroom Techniques, Cooperation
(1993). Bilingual Vocational Education for Youths with Limited English Proficiency, Journal for Vocational Special Needs Education. Describes the Bilingual Vocational Education Program for Refugee Youth in Richmond, Virginia. Presents data that support the concept of mainstreaming refugee youth with limited English proficiency into public vocational education programs using the assistance of bilingual aides. Descriptors: Bilingual Education, Limited English Speaking, Mainstreaming, Refugees
(1980). Bilingual Special Education: A Challenge for the 1980's, Catalyst for Change. The implementation of a bilingual special education alternative is imperative if the "double-edged" effects of these students' language barrier and handicapping conditions are to be neutralized. Descriptors: Bilingual Education, Disabilities, Elementary Secondary Education, Program Evaluation
(1976). The Federal Commitment to Bilingual Education. Noting the importance of cultural diversity in American society and of the role of bilingual-bicultural education in maintaining such diversity, this paper discusses the commitment of the Federal government to quality and equality in education as related to linguistic minorities. Legislation such as the Bilingual Education Act and the Lau vs. Nichols decision is discussed, as well as implementation and action taken to ensure that local school districts comply with the law. Specific Federal initiatives to this end include the establishment of general assistance centers and the providing of grants by the Office of Education's Division of Equal Educational Opportunity. Federal aid has been provided in the areas of research, teacher education and curriculum development. A study of four exemplary projects was undertaken, and project information packages are being developed as a result, to help new or existing projects. Funds were distributed for teacher training. The scope of the training activities is outlined. Nine Materials Development Centers and three Dissemination-Assessment Centers are supported by the Office of Bilingual Education and service twelve languages. Most recent educational legislation is committed to helping bilingual learners. The role of parents as educators is seen as crucial as Federal programs in the success of bilingual-bicultural education. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Differences, Curriculum Development
(1990). Language Shift and Bilingual Education: A Long-Term Analysis of a National Sample of Mexican-American Sophomores. The long-term pattern of language shift from Spanish to English for a national sample (N=428) of Mexican-American sophomores is documented. All students spoke Spanish as a first language and were educated entirely in the United States. The students were participants in diverse bilingual education programs during their elementary years and were selected from the High School and Beyond database. The proficiency level of the sophomores in both Spanish and English, and how often each language used, was analyzed to illustrate language shift. In addition, the study analyzed the specific situations in which each language was used. The results indicate a definite language shift. Sophomore students whose first language was Spanish and who had participated in bilingual education programs were highly proficient in English. English was often used in community and academic settings, while Spanish was frequently used in the home. Descriptors: Bilingual Education Programs, English (Second Language), High School Students, High Schools
(1980). Evaluation of Factors Associated with Success in Bilingual Education. Research Report. The Multilingual Project is a model of bilingual education that uses a student-centered approach specifically designed for the multilingual classrooms of Australia. The aim of this evaluative investigation was to demonstrate gains in learning that take place as a result of the use of multilingual units, and to identify the characteristics of students who profit most in terms of gains in demonstrated learning from multilingual materials. Subjects were students, teachers, and parents drawn from secondary schools in the Melbourne area. Although all students gained on the achievement tests, gains were greater for those students whose native language was not English. Materials and the program as a whole were well received by students, teachers, and parents. Recommendations concerning the future of the Multilingual Project are made. Although the program is deemed to be operating under adverse conditions, the trends documented in this report indicate that the theoretical assumptions of this model of bilingual education have an empirical application. Descriptors: Achievement Gains, Formative Evaluation, Instructional Materials, Models
(1982). Issues in International Bilingual Education: The Role of the Vernacular. The fifteen articles in this volume are generally concerned with the role of vernacular language in bilingual education on an international scale. They examine specific nations and how bilingualism affects their social milieu. The following articles are included: (1) "Bilingualism and the Vernacular," by Shana Poplack; (2) "The Bilingual's Linguistic Repertoire," by Braj Kachru; (3) "Cognitive Development in Bilingual Environment," by Carolyn Kessler and Mary Ellen Quinn; (4) "Immersion Education: Applicability for Nonvernacular Teaching to Vernacular Speakers," by Merrill Swain; (5) "Evaluation and Testing in Vernacular Languages," by John Oller, Jr.; (6) "Third World Vernacular/Bi-Multilingual Curricula Issues," by Isaura Santiago Santiago; (7) "Educational Reform and the Instrumentalization of the Vernacular in Haiti," by Albert Valdman; (8) "The Richford Experience: French Bilingual Education as a 'Basic' Approach to Language Competence," by Phyllis Hagel; (9) "The Role of the Vernacular in Transitional Bilingual Education," by Rodolfo Jacobson; (10) "Teacher Training for Bilingual Education: An International Perspective," by Rudolph Troike and Muriel Saville-Troike; (11) "The Cajun French Debate in Louisiana," by Gerald Gold; (12) "The Status of Languages in Europe," by Guy Heraud; (13) "Education for Separatism: The Belgian Experience," by Elizabeth Sherman Swing; (14) "American Bilingualism: The Need for a National Language Policy," by Charles Foster; and (15) "Issues in Bilingualism: A View to the Future," by Beverly Hartford. Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Cognitive Development
(1996). Bilingual Education: Focusing Policy on Student Achievement, Inforbrief. A discussion of public policy concerning bilingual education looks at why and how policy should be re-focused on helping Limited English Proficient (LEP) students make academic gains. It first examines some characteristics of the highly diverse and rapidly growing LEP population, including varied academic background, tendency to reside in small enclaves, and need for native language support. Some trends and issues in the education of this group are then noted: increased development of content area programs combined with English-as-a-Second-Language (ESL) instruction and native language instruction; shortage of qualified teachers and professional development opportunities; high student mobility; costs; and political concerns, including lack of documentation of immigrants. The history of bilingual education is chronicled briefly, and implications of the increasingly multilingual nature of the LEP population are discussed. The role of research in informing policy is also considered. It is concluded that policy needs to be re-formed to emphasize LEP student achievement. (Contains 21 references and a list of bilingual education resources.) Descriptors: Academic Achievement, Bilingual Education, Educational Policy, Limited English Speaking
(1990). Two-Way Integrated Bilingual Education. This report describes four urban elementary schools in Massachusetts that provide integrated two-way bilingual education to linguistic minority and majority students. Properly designed and implemented, two-way bilingual programs offer a language-rich environment with high expectations for every student in a climate of cross-cultural respect. Linguistic minority children are stimulated in their use of English, while being encouraged to value and employ their home language as well. Information was gathered from classroom visits and interviews with school staff and developed into narrative descriptions. Each profile comprises a summary of background information supplied by program coordinators and the narrative observations and personal reflections of the researchers. The following programs are described: (1) the Rafael Hernandez Elementary School (Boston); (2) the Amigos Program at the Maynard Elementary School (Cambridge); (3) the Growing Together/Creciendo Juntas program at the James F. Hennessey Elementary School; and (4) the Two-Way Bilingual Education Program at the Endicott Early Childhood Center and the Bates Elementary School. The policy of the Massachusetts Board of Education on the education of linguistic minority pupils and a report summarizing integrated bilingual education are included. Descriptors: Bilingual Education Programs, Elementary Education, English (Second Language), Intercultural Programs
(1975). Puerto Rican Return Migration: Its Implications for Bilingual Education, Ethnicity. Evidence is cited to indicate that the ebb and flow of migration between Puerto Rico and the mainland results in ever increasing numbers of Puerto Rican children being the outcasts of two monolingual educational systems, each of which denies them their complex identity. The establishment of bilingual education programs is advocated in both the commonwealth and the mainland as a matter of national policy. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Educational Policy
(1994). Bilingual Special Education: Specific Learning Disabilities in Language and Reading, Journal of Educational Issues of Language Minority Students. Analyzes the treatment of language and reading disabilities of 10 bilingual students receiving integrated bilingual special education. The study compares the achievement between the experimental group and a similar control group who did not receive the treatment. (24 references) Descriptors: Achievement Gains, Bilingual Education, Comparative Analysis, Control Groups
(1985). Entry-Exit Criteria Issues as They Pertain to the Bilingual Education Programs of the Micronesian Region. Bilingual education program exit and entry criteria are discussed and applied as they exist in the Micronesian region, in which limited-English-speakers are in the majority. The discussion begins with a review of the rationale and assumptions of similar programs in the continental United States. The concerns of those programs are: native language role and distribution, the need for language skills assessment upon entry, periodic assessment for outplacement, and the feasibility of assessment programs and adequate recordkeeping. The two distinct linguistic contexts of the Micronesian region, dual-language and single-language prevalent, are then described and their implications for entry and exit assessment are examined. The classic entry-exit criteria concerns can not be applied in the Micronesian context because of the pressing need to make bilingual education programs available to all students and because of the desirability of preserving and developing the region's indigenous languages and culture. [More] Descriptors: Admission Criteria, Bilingual Education Programs, Comparative Education, Elementary Secondary Education