Bibliography: Bilingual Education (page 162 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alan Hurwitz, Alba A. Ortiz, Vivian I. Correa, Albany. Div. of Bilingual Education. New York State Education Dept., John P. Dusel, Rafael L. Cortada, Los Angeles. Center for the Study of Evaluation. California Univ., John F. Kunkle, J. David Ramirez, and James E. Christiansen.

New York State Education Dept., Albany. Div. of Bilingual Education. (1989). Educational Programs for Students of Limited English Proficiency in New York State, 1987-88. This listing is a comprehensive survey of 1987-88 funded projects for students of limited English proficiency in New York noting district, number of participating pupils, grade level, language or type of program, grant amount awarded, and project director or contact person. Sections present this information on Elementary and Secondary Education Act Title VII transitional bilingual education programs, special alternative instruction programs, developmental bilingual education programs, special populations programs, fellowships, staff training programs, support services centers, New York 1981 Education Consolidation and Improvement Act and Education Law 3602 for pupils with special education needs, state limited English proficiency aid, state bilingual categorical programs, the transition program for refugee children, the emergency immigrant assistance program, and special legislative projects funded under the governor's deficiency budget. Descriptors: Bilingual Education Programs, Elementary Secondary Education, Fellowships, Immigrants

Linguistic Reporter (1974). ERIC Documents: TESOL and Bilingualism. A brief, selected bibliography is presented which has been divided into three categories: bilingual/bicultural education, TESOL, and English as a Second Language. The documents in the bibliography have been processed in the ERIC system. Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, English (Second Language)

California Univ., Los Angeles. Center for the Study of Evaluation. (1982). Overview to Bilingual Program Evaluation. Participant's Handbook. Bilingual Evaluation Technical Assistance Workshop I. A participant's handbook for the workshop on an overview of bilingual program evaluation provides instructions and worksheets for the workshop activities. The handbook is accompanied by a workshop text. The workshop is the first of five 4-hour evaluation workshops designed to meet the basic information needs of teachers, administrators, evaluators, and researchers involved in bilingual education. The objectives are to inform participants about the decision-facilitation model of evaluation, features of bilingual education programs in comparison to other programs, and methodological issues in conducting a bilingual evaluation. The other four workshops cover evaluation design, student testing and assessment, implementation evaluation, and evaluation management. The workshop activities involve identifying problems in the simulated bilingual program, identifying different perspectives on the evaluation process and appropriate methodologies, and reviewing the steps in planning a bilingual evaluation. Descriptors: Bilingual Education Programs, Evaluation Methods, Guides, Instructional Materials

Ramirez, J. David; And Others (1991). Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. Final Report. Volumes 1 and 2. This study, undertaken from 1983-84 through 1988-89, compared the relative effectiveness of two alternative programs (structured English immersion and late-exit transitional bilingual education) with that of the program typically funded through the Bilingual Education Act, the early-exit transitional bilingual education program. The characteristics of each instructional program and the success with which each meets the needs of limited-English-proficient students are detailed. The report is in two volumes. The first volume describes the design and methodology of the study. An introductory section gives an overview of language learning options for limited-English-proficient students, and subsequent sections discuss data collection, data analysis, and characteristics of the programs examined and the participating students. The second volume presents the study's analyses and results, including conclusions arrived at concerning the relative effectiveness of immersion and the traditional program type in one- and two-program schools, intra-program analyses of late-exit transitional programs, comparison of programs, districts, and the norming population, and conclusions. Both volumes contain considerable data in tabular form and substantial lists of references.   [More]  Descriptors: Bilingual Education Programs, Comparative Analysis, Elementary Secondary Education, English (Second Language)

Cortada, Rafael L. (1975). Education for a Complex World: A Rationale and Model for Bilingual/Bicultural Education. Bilingual/bicultural education can be of benefit to all students, whatever their dominant language. In El Paso County (Texas), 56.9 percent of the population is Spanish surnamed; New York City has over 2 million Spanish surnamed people. These citizens are consumers and contributors of service in both the public and private sectors. Every professional able to offer service to clients in more than one language, as the need arises, is of far greater value. Recently there has been a slight resurgence of bilingual education in the United States, although too little is being offered in most areas to meet any existing need. Bilingual/bicultural education is generally defined as "a curricular model through which the student is made competent to function socially and professionally in 2 languages, and further, becomes sensitive to the cultural, behavioral, and attitudinal ramifications of each". When considered in these terms, the goal of instruction is not merely remediation, but the full development of the student. Therefore, the cultural component in bilingual education is, in every sense, essential. This paper discusses the rationale for a bilingual/bicultural program. A model for such a program is briefly described.   [More]  Descriptors: Acculturation, Bilingual Education, Bilingualism, Curriculum

Dusel, John P. (1974). The Cosmopolitan School or So What Else Isn't New?. In order for education to be truly progressive, it is necessary to recognize that some innovations are merely ideas resurrected from the past. An example of this is bilingual education, which is growing in popularity throughout the country as a means of instructing non-English speaking children. An examination of historical documents reveals that bilingual education was a reality in California as early as the mid-1860's in San Francisco's Cosmopolitan School. In recognition of the young child's language learning facility, French, German, Spanish, and English were taught, and classes in other subject areas were taught in several languages. Thus, the current trend of bilingual educational research and experimentation would be benefitted if the educators involved recognized the difference between those ideas which are new and those which are not, in order to gain from experience.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Early Childhood Education

Ortiz, Alba A. (1984). Language and Curriculum Development for Exceptional Bilingual Children. Emerging issues and recent literature associated with language and curriculum development for exceptional bilingual students are discussed. Studies are cited which document student gains in achievement as a result of native language, English-as-a-second-language, or bilingual education strategies with handicapped limited-English-proficient (LEP) students. Issues explored include language choice, cultural relevance in curriculum, student involvement in the learning process, internal perceptions of control, and teacher-pupil interactions. Topics related to instructional models and teaching strategies are introduced, including second language acquisition, instrumental enrichment, educational implications of hemispheric research, and materials and media. Four service delivery models, including a bilingual special education model, are outlined. Finally, categories of instructional personnel who should be targeted for special training in bilingual special education are listed. Among conclusions cited is the need for a networking of agency efforts to meet the needs of LEP handicapped students. Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Bilingual Students, Curriculum Development

Hurwitz, Alan (1982). Bilingual Vocational Instructor Training, Journal for Vocational Special Needs Education. Deals with the provision of bilingual vocational education and the preparation of instructors to provide such educational services. Reviews some efforts in bilingual instructor training and makes observations and recommendations. Descriptors: Bilingual Education, Bilingual Teachers, Postsecondary Education, Teacher Education

Kunkle, John F., Ed.; Cipriani, Anita A., Ed. (1973). Foreign Language Teaching Techniques in FLES and Bilingual Settings. This report begins with a list of the publications of the national FLES Committee and an introduction in which T. Andersson describes how FLES programs can adopt bilingual education practices. Seventeen papers are included in the report. R. Bennett and M. Lala discuss how FLES programs can be individualized. Specific teaching techniques are suggested in articles by H. Barnett, J. Trahan, A. Jaffa, S. Louviere, and S. Schaps. Some recent articles regarding foreign language teaching are summarized by Y. Herbert, and R. Dominque reviews opinions about the necessity of a prereading period for FLES students. Ways in which FLES programs can be developed are discussed by M. Stelly, and C. Prudhomme, O. Domourelle, and L. Chary write about bilingual education and its relationship to FLES. H. Bluming gives details of the FLES program at his elementary school, and R. Authement discusses testing in FLES. Recent literature on ability levels and second language learning is reviewed by E. Broussard.   [More]  Descriptors: Bilingual Education, Elementary Education, FLES, Language Ability

Valencia, Atilano A. (1976). Congitive Development in Bilingual-Bicultural Education. A Multi-Dimensional Model. The need to associate bilingual-bicultural learning environments with the development of multidimensional cognitive processes is one of the issues discussed in this paper. Bilingual education is envisioned in terms of affecting a dramatic and progressive trend in the cognitive growth of children. The principal developmental gains found in many Spanish/English bilingual education programs are said to be seen in the progress made by Mexican American children in Spanish language development and in certain affective variables. However, it is held that cognitive development in a multiplicity of variables through the medium of Spanish cannot always be ascertained; also, curricula, incorporating multidimensional cognitive variables at more advanced grade levels, have not yet been completely conceptualized or implemented. The theme of this paper reflects these concerns, among others, coupled with prospective alternatives for giving greater emphasis or extending curricula and instructional changes in bilingual education. It is stressed that the bilingual educator must be a facilitating agent in cognitive development.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cognitive Ability

Silberman, Rosanne K.; Correa, Vivian I. (1989). Survival Words and Phrases for Professionals Who Work with Students Who Are Bilingual and Severely/Multiply Handicapped, and with Their Families, DPH Journal. The paper offers a rationale for bilingual special education, provides suggestions for developing bilingual lessons for severely/multiply handicapped students, and includes a list of Spanish words and phrases used most frequently by students and their parents. Descriptors: Bilingual Education, Elementary Secondary Education, Limited English Speaking, Multiple Disabilities

Karski, Joan Leonard (1987). Bilingualism and Education in the United States: A Resource Guide. The guide is intended to introduce education professionals and interested groups to government resources and provide strategies for obtaining information on bilingualism and education in the United States. It consists primarily of annotated listings of federal government publications, but also includes some state and international resources. An introductory section gives information on how to use the guide and background information about bilingual education and related terminology. The resource listings are presented in these categories: legislative sources (congressional committee, bills and laws of Congress, and General Accounting Office documents), executive sources (President, Code of Federal Regulations, and departments and agencies), New York State documents, international sources, journals, on-line databases, audiovisual materials, and selected references. Suggested terms for index searching are listed. Appended materials include the text of the Bilingual Education Act; addresses of evaluation, dissemination, and assessment centers; an excerpt from an encyclopedia of governmental advisory organizations; other resource organizations; and sources of related bibliographies. Descriptors: Audiovisual Aids, Bilingual Education, Bilingualism, Databases

Congress of the U.S., Washington, DC. Senate Committee on Labor and Public Welfare. (1973). Bilingual Education, Health, and Manpower Programs, 1973. Joint Hearing Before the Subcommittee on Education and the Special Subcommittee on Human Resources of the Committee on Labor and Public Welfare, United States Senate, 93rd Congress, First Session on Examination of the Problems of Bilingual Education, Health, and Manpower Programs (Los Angeles, Calif., February 26, 1973). The Joint Hearing before the U.S. Senate's Subcommittee on Education and the Special Subcommittee on Human Resources was particulary concerned with the problems of bilingual education. The hearing, held February 1973 in Los Angeles, California, focused on the Southwest in general and on California in particular because of the greater bilingual needs in these areas. The Bilingual Act first became law as a part of the Elementary and Secondary Education Act Amendments (ESEA) of 1967. Now, however, since nearly $100 million has been spent under the bilingual education program during the past 5 years, the time has come for an assessment of the needs of bilingual education and the ability of the act to meet those needs. Statements on the needs of Mexican Americans in both California and the Southwest as a whole were presented by community representatives, manpower development personnel, Southwestern and Los Angeles educators, U.S. Representatives from California, and members of the California State Department of Education. Additional information was covered by articles and publications, such as "Bienvenidos: Mexican Americans Hail Opening of Occupational Center", and "The Excluded Student: Educational Practices Affecting Mexican Americans in the Southwest". Selected tables detail: California — total and Spanish language population by county (1970); Department of Health, Education, and Welfare Budget (fiscal 1972, 1973); Spanish surnamed students — University of Southern California; and U.S. Government employment statistics (1970).   [More]  Descriptors: Adult Education, Biculturalism, Bilingual Education, Community Involvement

Salazar, Arturo; Christiansen, James E. (1976). The Need for Bilingual Vocational Education Programs in Secondary Schools in Texas. Final Report. The primary purpose of this study was to determine the need for Spanish-English bilingual vocational education programs in the secondary schools in Texas as perceived by bilingual directors, vocational directors, vocational counselors, secondary school counselors, and industry representatives. Data were received from 636 respondents which consisted of returned opinionnaires from five groups, representing a 65% return. Six hypotheses related to the objectives were tested using descriptive statistics, analysis of variance with the Scheffe test where applicable, and Chi-square. Significant differences were found among the five groups regarding 19 to 28 perception statements, 7 of 15 attitude scale bipolar adjectives pertaining to the need for bilingual programs of vocational education, and 7 of 15 selected issues. In 69% of the group comparisons pertaining to the need for bilingual vocational education, industry representatives viewed the problem differently from the four school groups. Significant perception statements appearing most often concerned school districts' goals, creating functionally literate individuals through bilingual education, confusion of bilingual education goals, and helping students feel a need for using English. Significant issues most commonly appearing concerned language difficulties, integration of bilingual and vocational programs, and requiring special training for teachers. The most common significant bipolar adjectives were bad/good, satisfying/frustrating, false/true, and rewarding/unrewarding. The report includes description of methodology, findings, summary, conclusions, implications, and recommendations. The opinionnaire and data tables are appended.   [More]  Descriptors: Administrator Attitudes, Bilingual Education, Career Counseling, Counselor Attitudes

McCarthy, Denise (1991). Helping Adult Students Get into the Workforce. Teaching Newcomers to America, Vocational Education Journal. Describes adult bilingual vocational education programs at the Career Development Center in San Francisco (California) that include the following components: (1) needs assessment; (2) program design; (3) coordination; (4) learning English; and (5) materials development. Descriptors: Adult Education, Adult Students, Bilingual Education, Cultural Pluralism

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