This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Karen Shockey, Austin. Good Neighbor Commission of Texas, Adalberto Aguirre, Josie Villamil Tinajero, Maria Gonzalez-Baker, Maria E. Torres, Albuquerque. Coll. of Education. New Mexico Univ., Susan Quintana, Danielle Bouvet, and Dennis Bixler-Marquez.
(1991). Bilingual Education: A Resource Guide for Educators and Administrators. The guide is designed to introduce elementary and secondary school teachers and administrators to government documents and their use, provide background on the issue of bilingual education, and list relevant documents and publications as a basis for constructing educational programs for limited English-proficient students. The first major section offers an introduction to government sources of information, explaining the depository library system, methods of locating information, and the Government Printing Office (GPO). The second section defines bilingual education and chronicles its legislative history in the United States. Section 3 is a listing of resources, not all government publications, in four categories including: (1) sources for background readings; (2) sources of facts and data; (3) background and primary sources concerning federal legislation; and (4) background and primary sources concerning New York State legislation. A list of acronyms and abbreviations relating to bilingual education and legislation is included. Appended materials include: a list of public agency names and addresses; descriptions of databases, indexes, and abstracts; a list of journals of interest; notes on the ERIC (Educational Resources Information Center) Document Reproduction Service and price codes; a sample document resume from "Resources in Education"; notes on ordering from "Resources in Education"; and a sample entry from GPO's "Monthly Catalog." [More] Descriptors: Bilingual Education, Bilingual Education Programs, Databases, Elementary Secondary Education
(1980). American Indian Bilingual Education Center 1979-80 Handbook. To better serve administrators, teaching staff, parents, and others active in Title VII bilingual education in a region comprised of New Mexico and parts of Arizona, Utah, and Colorado in which the principal tribes are Apache, Navajo, and Pueblo, the 1979-80 Handbook provides a complete listing and explanation of American Indian Bilingual Education Center (AIBEC) goals and objectives, a complete description of AIBEC services, and step-by-step procedures for requesting those services. The Handbook defines the AIBEC service delivery systems in terms of overall goals and objectives which involve: (1) updating programmatic needs assessment; (2) providing training, technical, and programmatic assistance coordinated with other agencies; (3) pilot testing of instructional materials; (4) maintaining and improving service area communications systems; (5) collecting and disseminating American Indian bilingual education materials via the AIBEC Materials Bank; (6) training parents; (7) assisting institutions of higher education (IHEs) in developing teacher training programs and certification standards; (8) completing comparative analysis and linguistic survey of service area languages; and (9) aiding local education agencies (LEAs) in responding to new Title VII legislation requirements. Appendices contain sample request and evaluation forms; lists of regional LEAs, IHEs, and State Education Agencies; and addresses of General Assistance Centers. Descriptors: American Indian Education, American Indians, Bilingual Education, Consultants
(1985). Bilingual Education at Dzil Na'oodilii Community School. Proceedings of a Navajo Bilingual Education Conference held April 26 and 27, 1985, are summarized in this report which focuses on the implementation of Navajo language and cultural education at the Dzlith Na O Dith Hle Community School (DCS). The paper begins by stating that the conference was intended to assist educators in understanding and preparing a plan to comply with new educational policies established by the Navajo Tribal Council on November 14, 1984, mandating excellence in education for all Navajos and specifying instruction in Navajo language and culture. A section on educational policies summarizes the positions of the Navajo Tribe, the Bureau of Indian Affairs, the State of New Mexico, Eastern Navajo Agency, and DCS. Recommendations for DCS include formation of a committee of teachers, administrators, school board members, and parents who will investigate options for implementing a bilingual education program. The report lays out options and costs for implementing Navajo language instruction and cultural education with and without the services of an outside curriculum consultant. The final section, titled "A Global Perspective of Bilingual Education," summarizes experiences of other peoples who speak a different language at home than at school and points out benefits of bilingualism. Descriptors: American Indian Education, Biculturalism, Bilingual Education, Bilingual Teachers
(1975). A Selected Bibliography on Bilingual/Bicultural Education. This selected bibliography presents a listing of available articles, surveys, textbooks, and anthologies in the field of bilingual/bicultural education. Equal emphasis is given to theory and application. Works which might be considered on the fringe of bilingual/bicultural education are not excluded; papers dealing with linguistics, psychology, sociology, dialectology, foreign language teaching, and English as a second language are also found here. Each of the 30 entries is annotated, and the ERIC ED number is given wherever possible. [More] Descriptors: Annotated Bibliographies, Anthologies, Applied Linguistics, Biculturalism
(1976). Educators' Attitudes, Perceptions, and Knowledge About Bilingual-Bicultural Education, Atisbos Journal of Chicano Research. Thirty elementary school teachers and three principals were interviewed to ascertain the extent to which Anglo American educators perceive bilingual-bicultural education as a form of compensatory education. Results indicated that 40 percent of the educators perceive bilingual-bicultural education as a vehicle for assimilation, while 57 percent perceive it more in terms of leading to self-pride and cultural awareness. Descriptors: Anglo Americans, Bilingual Education, Elementary School Teachers, Knowledge Level
(1990). The Path to Language: Toward Bilingual Education for Deaf Children. Discussion of speech instruction in bilingual education for deaf children refutes the assumption that speech is acquired automatically by hearing children and examines a program in which deaf children are taught alongside hearing children. The first part looks at how speech functions and how children acquire it: including the nature of the linguistic sign and its occurrence in the speech process; the speaking subject's role in the speech process; the newborn's ability to communicate, pre-verbal and verbal communication; and the mother's role in child language acquisition. In part two, the idea that deaf and hearing children have more similarities than differences is explained, and deaf children's right to a mother tongue is argued. Prejudices against deafness and the relationship of a child's deafness to parent(s)' deafness is discussed. Part three describes a pilot bilingual education program involving five profoundly deaf children and one severely deaf child, aged 4-6, that prepared them with both sign language and verbal communication skills for integration into a school for hearing children. The children's progress is followed through 6 years and the acquisition of written language in the bilingual education program is noted. Appended materials include data on the children, two manual alphabets, and a bibliography. Descriptors: Bilingual Education, Case Studies, Classroom Techniques, Deafness
(1981). Case Studies of Delivery and Cost of Bilingual Education. To gather empirically based data to assist in the formulation of federal rules for the nation's bilingual education programs, the authors studied six school districts in the western United States. All the participating school districts had well-established bilingual programs. Data were collected through structured interviews with superintendents, bilingual program directors, budget directors, school principals, teachers in both bilingual and monolingual English programs, and instructional aides. Three major questions were addressed in the study: How does provision of bilingual education vary among school districts? Why do these variations arise? How do these variations affect cost? The study revealed wide variation in the timing and emphasis placed on the content of bilingual education, in the delivery mode used, and in the availability of qualified teachers. Concentrating on analysis of the added cost for instructional personnel in bilingual programs, the authors found that the programs add between $100 and $500 to the per-pupil cost of instruction. The total added cost of these programs ranges from $200 to $700 per pupil. The study presents a new method of computing added costs derived from economic principles. Descriptors: Bilingual Education, Delivery Systems, Educational Assessment, Elementary Secondary Education
(1984). The Role of Native Language Instruction in Bilingual Education, Intercultural Development Research Association Newsletter. In the context of increasing criticism of bilingual education and the use of native language instruction, it must be remembered that they are based on a sound rationale. First, they address the need for continued learning as the child moves from one language to the other. Second, they address the need to diminish the alienation which children feel when pushed into an unfamiliar language situation and to develop a positive self-concept. And third, they recognize the importance of new discoveries about the critical role of language acquisition and utilization in the intellectual development of the child. Despite overwhelming pedagogical evidence in favor of bilingual education and native language instruction, however, criticism continues unabated. The criticism can be put into three categories: (1) emotional–negative reactions to the use of a language other than English in American schools; (2) misinformational; and (3) attitudinal–based on past discriminatory attitudes about the place of racial and ethnic minorities and the belief held by some that equal educational opportunity is not desirable. None of the proposed alternatives, however, based as they are on the traumatic and disastrous programs of the pre-bilingual era are acceptable. Bilingual education with language instruction in the native language still appears to be the best option for children with limited English proficiency. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, Intellectual Development
(1981). A Historical Approach to Legal Aspects of Bilingual Education. Court decisions relating to bilingual education in the United States are synthesized and analyzed. In addition to cases relating specifically to language of instruction, those dealing with desegregation and racial or ethnic discrimination are reviewed. In decisions involving the teaching of foreign languages in elementary school, during the period 1923-1947, the trend was to invalidate state statutes prohibiting the teaching of foreign languages below the eighth grade. From 1950 on, court decisions have been consistent in trying to eliminate discrimination against black Americans in public schools. The period 1970-1973 saw Mexican American children identified as a minority group entitled to the protections announced in segregation cases. With Lau vs. Nichols, a decision ordering relief in the form of special programs for limited English speaking students without specifying the form of relief opened an era of mandatory bilingual education that continues today if only because the Supreme Court has been silent on the subject since then. Since 1975, courts have directed school districts to accommodate the limited English speakers wherever substantial numbers of those speakers desired accommodation. The methodology of bilingual education has found its way into many cases. Finally, the few decisions dealing with the rights of illegal alien children have been divided. [More] Descriptors: Bilingual Education, Court Doctrine, Court Litigation, Desegregation Litigation
(1980). A Sociolinguistic Assessment Model for Bilingual Education: A Case Study. The sociolinguistic assessment model employed in this study demonstrated a useful approach for examining the interrelationships between community and school goals regarding bilingual education. As results indicated, not only do educators and parents differ in their sociolinguistic characteristics, but also in their selection of a bilingual education program model. The assumption that teaching/administrative staff in bilingual programs are themselves reflective of bilingual goals and orientations in their behavior was seriously questioned by this study. The model focused on a comparison of 35 parents and 37 educators regarding certain variables: their demographic background (ethnicity, native language, and place of birth), self-reported proficiency in Spanish and English (understanding, speaking, reading and writing capabilities in each language), and actual vs preferred language usage by societal domain (media, home, social services, and school). The research site was a rural bilingual community in north central Colorado. Data was obtained from questionnaire responses to 53 items showing language preference patterns in selected social situations. Despite a high level of loyalty to Spanish, the community's adult population reported a greater usage of English than Spanish. Parents (83%) reported preferences for a maintenance type of bilingual program while educators (57%) preferred a partial-transitional approach to bilingual education. [More] Descriptors: Bilingual Education, Bilingual Teachers, Bilingualism, Educational Assessment
(1973). The Puerto Rican Child in Boston: A Background Study of Puerto Rican History and Culture and the Bilingual Education Program. In this manual for volunteers working with Puerto Rican children in Boston, background information is provided about Puerto Rican history and culture. In addition, a detailed description of the Puerto Rican community in Boston is included. There is a short description of the bilingual education program in Massachusetts and a longer description of the bilingual program in Boston. The place of the volunteer in the English as a second language (ESL) program in Boston is discussed. Descriptors: Bilingual Education, Case Studies, Elementary Secondary Education, English (Second Language)
(1984). Parental Attitudes toward Language Learning and Bilingual Education, IDRA Newsletter. In spite of strong political and pedagogical reasons for the study of parental attitudes towards language and bilingual education, recent empirical studies have not adequately been examined by policymakers. Yet today, new theories on second language learning have provided a further impetus for attention to parental attitudes. In 1974, Rhodes articulated the popular beliefs (1) that many Mexican Americans are not in favor of bilingual education, and (2) that parents strongly believe that English should be taught as quickly as possible. However, the empirical findings of nine separate research projects (1969 through 1981) show favorable parent/community attitudes toward the inclusion of Spanish in school bilingual education programs. Rhodes's second comment is challenged by six separate research projects (1973 through 1979) which were based on Lambert's and Gardner's 1972 work; this attitude study identified two types of second language motivation–integrative reasoning and instrumental reasoning. Torres, in 1982, compared the attitudes of parents who were members of the bilingual school advisory committee (BSAC) with the attitudes of parents who had children in a bilingual program but were not actively involved in the BSAC. Findings suggest that bilingualism had a different economic weight for the middle class than it did for the lower class Chicano, and that an unintended consequence of the BSAC may be that it plays a strong role in contributing to effective schooling for the limited English proficient population. Descriptors: Bilingual Education, Elementary Secondary Education, Language Attitudes, Mexican Americans
(1972). A Resource Manual For Implementing Bilingual Education Programs. Bilingualism has occurred for many years wherever countries with different languages border each other. Recently, bilingual education has begun to have a position in the formal education process of schools throughout the United States with students whose first language is not English. This bulletin, designed with the hope that it can assist school teachers or administrators in designing, implementing, and conducting bilingual education programs, discusses the bilingualism of Mexican-Americans. For a bilingual education program to work with Mexican-Americans, a person must understand, or at least know about, certain aspects of the Mexican-American culture. This bulletin discusses the history of Mexican-Americans in southern Texas since 1836, the social structure of their communities and home life, their religion, the differences between their basic value configurations and those of Anglo-Americans, and how their culture affects their education. The role of linguistics and a person's first language in a bilingual program, methods and techniques for second-language teaching, and bilingual teaching in content areas are also discussed. General suggestions for language teaching, techniques for teaching reading and writing, reinforcement activities, and art activities are given. Sample lessons, in both English and Spanish, are included for 1st grade science, 2nd and 4th grade mathematics, 5th and 6th grade art, and 3rd and 6th grade social studies. [More] Descriptors: Art Activities, Bilingual Education, Cultural Background, Cultural Differences
(1977). Case Studies of Noteworthy Projects in Bilingual Education. A Study of State Programs in Bilingual Education, Supporting Volume II. An important component of the Study of State Programs in Bilingual Education was the identification and documentation of noteworthy local projects in order to disseminate information about their programming, materials and methodologies. In order to determine which local programs would be documented, officials in the U.S. Office of Education regional offices, and in the 20 state education agencies to be visited, were asked to nominate those local projects which they considered to be noteworthy in one or more of 10 categories or criterion areas considered important in bilingual education. The OE regional officials and 20 state officials originally nominated a total of 98 local projects in the 20 states as noteworthy under one or more of the 10 criterion areas. Fifty of these 98 local bilingual education programs and projects were then selected to be visited for final intensive review, using the following priorities: (1) that, based on an initial review of available documentation, they do in fact demonstrate noteworthy involvement in one of the 10 criterion areas; (2) that they represent a spectrum in terms of their geographical location and the languages and cultural backgrounds of their participants, across criterion areas; and (3) that they demonstrate a desire to cooperate in the data collection effort. Of the 50 programs and projects visited, 15 were ultimately selected for inclusion in this volume of case studies of noteworthy programs. The 15 chosen are in Pennsylvania, Texas, Illinois, Massachusetts, Michigan, Colorado, New Jersey, Louisiana, Oregon and Washington. Descriptors: Arabic, Bilingual Education, Bilingual Teachers, Case Studies
(1983). Improving Bilingual Education through Clinical and Developmental Supervision of Bilingual Education Teachers and Student Teachers: A Theoretical Framework. Major roles, relationships, and responsibilities of key individuals involved in supervising bilingual teacher and student teacher training are explored in this paper. The instructional team concept is explained as the basis for developing a program which requires that all individuals involved in the training of bilingual personnel possess a common understanding of bilingual program goals. Clinical supervision (focusing on what and how teachers teach) and developmental supervision (based on individual stages of concern about innovation) are offered as means by which all personnel involved in bilingual education can move through a series of stages to higher degrees of competency. Detailed discussions are presented on the role, responsibility, and required competencies of instructional team members: (1) university supervisor; (2) cooperating teacher; (3) bilingual student teacher; (4) bilingual program director; (5) bilingual supervisor or resource leaders; (6) bilingual teacher; and (7) school principal. Appended is an overview of the clinical supervision cycle, a listing of bilingual education teacher competencies, and samples of forms used in developing this framework for improving bilingual education. [More] Descriptors: Administrator Responsibility, Bilingual Education Programs, College School Cooperation, Cooperating Teachers