This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Linda Schinke, Springfield. Illinois State Office of Education, Carl L. Rosen, Boston. Bureau of Operational Support. Massachusetts State Dept. of Education, TX. Dept. of Research and Accountability. Houston Independent School District, Marguerite Ann Snow, Inc. Development Associates, Betty M. Madsen, Daeshik Yu, and Yuehkuei Hsu.
(1986). Common Terms in Second Language Education. This glossary defines terms commonly used in second language education, including the subfields of foreign language education, bilingual education, and English as a second language. Its purpose is to minimize confusion about the use of the terms. The terms include: language/linguistic majority student; language/linguistic minority student; limited English proficient; non-English proficient; English-only; fluent English proficient; English as a second language (ESL); English as a foreign language (EFL); bilingual education; transitional bilingual program; maintenance bilingual program; pull-out program; foreign language in the elementary school (FLES); foreign language experience (FLEX); immersion education; early partial immersion; delayed immersion; late immersion; double immersion; structured immersion; two-way bilingual immersion; sheltered instruction; the Natural Approach; Community Language Learning (CLL) or Counseling Learning; Total Physical Response (TPR); Suggestopedia; Silent Way; and content-based instruction. [More] Descriptors: Bilingual Education Programs, Definitions, Elementary Education, English (Second Language)
(1976). Bilingual Ed: How Un-American Can You Get?, Learning. The author discusses bi-lingual elementary education, with examples from various ongoing programs, giving background philosophy, experiences in setting up a program, discussion of the significance of the Lau v. Nichols decision, and some thoughts on future direction. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1978). The Do's and Don'ts in Regard to the Evaluation of Bilingual Programs. The difficulties in evaluating bilingual education appear to have prevented success in all but a few evaluation attempts, but better and more meaningful evaluation is neccessary in order to identify the strengths and weaknesses of bilingual programs. Many bilingual programs are undergoing constant modification, adequate assessment instruments have been lacking, and political pressures have interfered with evaluation programs. Since it is hard to find individuals who are expert in both evaluation and bilingual education, evaluation teams are recommended rather than individual evaluators. Control groups are not normally available, so quasi-experimental designs must be used. The author recommends the Before-and-After and particularly the Time Series designs. Several precautions are listed. Independent variables for an evaluation are listed and categorized as contextual variables, student variables, and treatment variables. Dependent variables must reflect the goals or objectives of the bilingual program and must be valid. Good comprehensive documentation is also essential, particularly in longitudinal research. [More] Descriptors: Bilingual Education, Control Groups, Data Collection, Evaluation Methods
(1976). The Role of ESL in Bilingual Programs: A Clarification. The field of ESL in recent years has drawn much criticism from bilingual educators. This criticism is related to three areas: the former use of ESL in Americanization programs, the role of ESL in legislation providing for transitional bilingual programs, and the failure of the ESL component in certain bilingual programs, due either to the teacher, student, or evaluator factor. Certain recommendations can be made to improve the three areas mentioned. Through individual as well as group effort, pressure can be brought to bear upon school boards and state and federal legislatures to view ESL as the tool to make children bilingual, not as the tool to convert them to monolingual English speakers. In addition, improvements in preparation of evaluators and teachers can be made. Since ESL is part of bilingual education, the progress of bilingual education as a whole depends on the quality of each of its parts. [More] Descriptors: Bilingual Education, Educational Assessment, Educational Objectives, English (Second Language)
(1984). Boston School Desegregation. Report No. 3 to the United States District Court, District of Massachusetts, Volume IIA. This part of the Third Monitoring Report on the progress of desegregation in the Boston Public Schools covers activities for the period from December 1983 through May 1984. First, the Boston School Superintendent's response is presented to challenges made after previous reports showed little progress in staffing, facilities, bilingual education, vocational and occupational programs, and school safety and security. Statistics and other documentation of progress are given for each area. Next, the findings of 7 of the 12 court-ordered monitoring areas are presented in full. The areas of concern addressed include student assignments, staff, special desegregation measures, special education, bilingual education, vocational and occupational education, and transportation. Each report presents objectives and questions, methods, findings, commendations, and recommendations, as well as documentation (letters, statistics, and memoranda in support of specific findings). Descriptors: Bilingual Education, Compliance (Legal), Desegregation Effects, Desegregation Plans
(1981). Reflections on Evaluation Plans for Bilingual Projects. Many difficulties are encountered when large-scale monitoring of federally-funded programs (including Title VII bilingual education programs) has been attempted. These difficulties may be categorized as follows: (1) differences in perception of the purpose of monitoring; (2) variance in the definition of the treatment (program) and expectations for results; (3) measurement issues and difficulties; (4) design issues and difficulties; and (5) cooperation and control in data collection. After discussing each of these areas in terms of design considerations for a system to monitor Title VII projects, this paper concludes with a summary of thoughts and recommendations about a strategy for collecting required information about bilingual education projects. A 33-item bibliography is included. Descriptors: Bilingual Education Programs, Compensatory Education, Data Collection, Elementary Secondary Education
(1995). Ethnography and Bilingualism. This paper summarizes studies conducted on ethnography and bilingualism that illustrate the occurrence of events in context, conducted using ethnographic methods, thereby permitting a fuller, more in-depth understanding of language acquisition and development. Studies reviewed include examples of English language acquisition by a 5-year-old Taiwanese male, an Australian family raising their children in a bilingual household, bilingual education in a Chinese community, a Mexican-American community in California, and four families in arctic Quebec. Ethnographic studies offer the various forms, functions, and literacy values within the cultural framework. Findings from such studies evidence why ethnographic case study designs have been strongly supported in recent applied bilingual education. (Contains 18 references.) [More] Descriptors: Bilingual Education, Bilingualism, Cross Cultural Studies, Cultural Context
(1997). The Identification of Students Classified as Limited English Proficient (LEP): 1996-97. Research Report on an Educational Program. Descriptive information is provided about students in the Houston Independent School District (HISD) (Texas) with limited English proficiency (LEP) and the educational programs designed to serve those students. In Fall 1996 the HISD identified 58,425 LEP students, of whom 94.9% reported Hispanic ethnicity. The remaining students reported over 60 different home languages. Of the total LEP students, 32,408 were served through bilingual education programs and 16,327 were served in ESL programs. Information is also provided about LEP student enrollment in the district's administrative divisions. Recommendations are made to improve and maintain student records to ensure the maximum allocation of state Bilingual Education funds and to recruit additional teachers to serve the increasing numbers of LEP students. An appendix shows LEP students by school. (Contains 1 figure and 10 tables.) [More] Descriptors: Bilingual Education, Classification, Disadvantaged Youth, Elementary Secondary Education
(1975). Directory of Services for Migrant Families. [Illinois ESEA Title I, Migrant, 1975]. Written in both English and Spanish, this directory presents brief descriptions of the services provided to Illinois' migratory agricultural workers and their families by the: State Office of Education; Farm Worker Ministry; Illinois Migrant Council; Illinois State Employment Service; University of Illinois Cooperative Extension Service; community action agencies; Department of Children and Family Services; Department of Public Health; and Department of Mental Health and Developmental Disabilities. Among the services provided by these agencies are: medical and dental services; job training, development, and placement; legal services; adult and continuing education; bilingual education; family planning and child care; emergency home care assistance; home care instruction; financial assistance; and employment counseling. Addresses are given for the: Downstate Bilingual Education Programs; Illinois Migrant Council offices; migrant clinics; Rural Manpower representatives; county and area extension personnel; community action agencies; Migrant Early Child Development Centers; and subregional and regional directors of the Department of Mental Health and Developmental Disabilities. [More] Descriptors: Adult Education, Bilingual Education, Community Action, Directories
(1978). Propositions du Centre Mondial D'Information sur l'Education Bilingue (CMIEB) au Conseil de l'Europe [Proposals of the World Center of Information on Bilingual Education (CMIEB) to the Council of Europe]. The socio-economic, cultural and political situation in Europe necessitates a systematic and pedagogically sound promotion of bilingual education. Two prerequisites to this promotion are seen: (1) a political framework and support, and (2) a substructure for linguistic and pedagogical information and coordination. A proposal is presented to develop a mechanism for the cooperation of two organizations serving these two needs and purposes. The political support would be the Council of Europe and the educational arm would be the "Centre Mondial d'Information sur l'Education Bilingue" (CMIEB). In addition to the general presentation of the project for cooperation, the following points are discussed: (1) an overview of the status of foreign language education and an outline of expectations concerning bilingual education in Europe; (2) an account of the contributions CMIEB has made since 1971; (3) an outline of a plan of action leading to cooperation between the two organizations, including short- and long-term objectives, organization, personnel, financing, immediate action and priorities, and eventual cooperative activity; and (4) the notion of bilingual education in Europe as a political choice, which brings with it the necessity of a multinational and pluricultural organization cooperating with one that is more directly educational. Descriptors: Agency Cooperation, Bilingual Education, Cultural Pluralism, Economic Factors
(1984). A Mini-Anthology of Korean American Literature. Bilingual Resource Series. An anthology of Korean American literature designed for the bilingual education program of the State of Washington is a collection of seven essays and two poems selected from three sources: the newsletters of Korean community organizations in the Seattle-Tacoma area, a Korean language newspaper (the "Korea Times"), and a collection of award-winning essays, by Korean American students, published by Korea's public information office. It is designed to provide a glimpse of Korean American culture as it is evolving from two interacting forces: the Korean heritage and the American environment. The first five essays and the two poems, originally written in Korean, are translated into English, and the last two essays are translated from English into Korean to provide a Korean-English facing text suitable for use in the Korean bilingual education programs, mainstream language arts classes, and/or ethnic literature classes in secondary schools. [More] Descriptors: Anthologies, Bilingual Education, Cultural Awareness, Culture Conflict
(1984). Teacher Education Programs. The recent history of bilingual special education teacher training is discussed, and specific examples are cited of the need for cross-cultural skills which are found neither in bilingual/bicultural education nor in special education but are vital to working with culturally and linguistically different exceptional (CLDE) students. General and specific competencies for bilingual special educators are listed for the areas of instruction/curriculum, assessment and evaluation, classroom management, counseling, advocacy/public relations, and research. Characteristics of current teacher training programs are described. Five conditions are cited as being necessary to institutionalize bilingual special education as a regular part of college or university program offerings. Two model training programs are described–The Multicultural Institute for Change and the Bilingual Language Learning System (BLDS). Among recommendations are that curricula should be highly interdisciplinary, and that bilingual special education teacher competencies identified as critical by practitioners should be validated empirically before being used to design future training programs. Descriptors: Bilingual Education, Competency Based Teacher Education, Cultural Differences, Disabilities
(1972). Language in American Indian Education. Several articles dealing with bilingual education and language acquisition among American Indians illustrate problems representative of this ethnic minority. The major article by W. Miller considers the Shoshoni language as an "obsolescing" language, and a bibliography of the Numic languages is included. The information exchange section reports on: (1) a conference on child language, (2) summaries and excerpts from conference papers, (3) population change, (4) Indian student leadership and inservice training, (5) language instruction, (6) English kindergarten for speakers of Miccosukee, (7) films for classroom use, (8) student publications, (9) American Indian Historical Society periodicals, (10) teacher corps, (11) Title 7 projects for Indian languages, and (12) local resource materials. Books reviewed include "Conceptual Learning,""Early Childhood Bilingual Education," and "Adapting and Writing Language Lessons." Several short stories are also included. [More] Descriptors: American Indian Culture, American Indian Languages, Bibliographies, Bilingual Education
(1994). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume II: Short Turnaround Reports. (Task Six.). The report provides listings of FY91-FY93 Title VII projects serving students in grades 9-12. Projects are listed by fiscal year, program type, and state or territory. The listing includes projects in Part A programs that serve students directly: transitional bilingual education; developmental bilingual education; special alternative instructional and special populations programs. All projects serving any of grades 9-12 are listed. Each listing includes the project identification number, grantee organization, city, state/territory, contact person, and telephone number. For each fiscal year, a separate listing if provided; continuing projects appear in more than one listing. Within each fiscal year, projects are listed by program type. Special priority program categories are included as separate groupings within each respective program type. [More] Descriptors: Bilingual Education Programs, Contracts, Developmental Programs, English (Second Language)
(1970). Assessment and Relative Effects of Reading Programs for Mexican Americans. A Position Paper. The problem of teaching reading in English to Mexican American children with Spanish as their primary language is considered in this paper. Literature reviews are done on research dealing with (1) linguistics, (2) language-modification approaches, (3) linguistic approaches, (4) language-experience approaches, (5) bilingual education, and (6) teacher-school factors. Conclusions on the basis of research in these 6 areas are given. Also given are implications and specific directions for (1) basic research in language and reading processes, (2) normative descriptive studies of processes involved in reading, (3) pre-school educational research and leadership, (4) research in the teaching of English as a second language and bilingual education systems, and (5) basic and applied research into current school practices, conditions, and possible promising innovations. An 88-item bibliography is appended. [More] Descriptors: Bilingual Education, Citations (References), English (Second Language), Language Skills