Bibliography: Bilingual Education (page 164 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Thomas R. Hopkins, Muriel Saville-Troike, Marina K. Burt, Albany. New York State Education Dept., Frank M. Goodman, Mary Ashworth, John F. Kunkle, Carolyn Stern, Ted O. Almaguer, and Sacramento Governor's Advisory Committee on Child Development Programs.

Governor's Advisory Committee on Child Development Programs, Sacramento, CA. (1982). Developmental Needs of Young Bilingual Children: A Report to the Governor and the Superintendent of Public Instruction. Public hearings were held to assess citizens' views about providing bilingual education for preschool children in California. Contents of this report, consisting of six brief papers, discuss the value of early bilingual education, the assessment of bilingual proficiency in young children, and preschool curriculum design. Parent participation, policy and administrative issues, resource coordination, and the special needs of infant, refugee, migrant and handicapped children are also discussed. Additional sections of the report provide background information about the hearings and some statistical data on limited-English-speaking and non-English-speaking kindergarten children in California, as well as names and affiliations of persons involved in organizing and conducting the hearings. Recommendations for action by the Office of Child Development and the Commission for Teacher Preparation and Licensing are presented. A note to the reader invites personal and institutional responses to the report and indicates that written comments received will be printed in subsequent editions. Descriptors: Administration, Agency Cooperation, Bilingual Education, Curriculum Design

Ashworth, Mary (1978). Recent Events in English as a Second Language, English Quarterly. Reports on recent work in the areas of bilingual-bicultural education, multicultural education, retention of language and culture, and ethnic studies, noting how Canadian and United States educators integrate second language learning within those more general educational programs.   [More]  Descriptors: Bilingual Education, Cross Cultural Studies, Elementary Secondary Education, English (Second Language)

Wright, John (1978). Bilingualism in Education. CUES Occasional Paper Number 1. State education in Great Britain is monolingual. With increases in immigration and the proliferation of bilingual non-state schools, the desire of minority groups to be educated bilingually is growing apparent. The author of this article begins with a discussion of the relative merits of bilingualism by reviewing the research that has endorsed arguments on both sides of the issue. He then reviews bilingual education programs in other countries with an emphasis on the political and attitudinal contexts of different programs. In the final section, the author encourages British schools to set a long-term goal of full bilingual education (students become both biliterate and bilingual and are taught all subjects in both languages) and establishes six criteria by which changes in the schools can be assessed. Descriptors: Bilingual Education, Change Strategies, Criteria, Educational Change

Almaguer, Ted O.; Pigford, Stephanie V. (1981). Interim Evaluation of the Lau Program, 1980-81. The Lau Program, a project designed to provide bilingual education and English as a Second Language (ESL) instruction to Limited English Proficiency students in the Dallas, Texas, schools is examined in this interim report. A brief program description, including the project's objectives and activities is given in the first section. Major evaluation questions are listed and data collection procedures are discussed in the second and third sections. The following areas are considered: (1) characteristics of the identification and assessment efforts; (2) characteristics of the program's diagnostic, prescriptive and placement activities; (3) the extent to which bilingual education and ESL curriculum components were implemented according to district standards; (4) methods used to monitor student progress and program implementation; (5) personnel recruitment training, and assignment efforts undertaken; and (6) achievement gains of LEP students. Descriptors: Bilingual Education, Curriculum, Elementary Secondary Education, English (Second Language)

New York State Education Dept., Albany. (1978). Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. Background and Approaches: First of a Series. This book is designed to assist those who work with non-English dominant students by providing resource information relevant to second language teaching and learning. The articles in the series encompass both theory and practical learning techniques in six general topics. The articles in the first text of the series, concerning background and approaches, are: "The Current Scene in Second Language Teaching: A Brief Background," by Richard L. Light; "The Future of TESOL: Continuity or Generation Gap?" by David P. Harris; "The Compatability of TESOL and Bilingual Education," by James E. Alatis; and "Linguistic and Communicative Competence," by Christina Bratt Paulston. Appended are a list of abbreviations and definitions used in the book and a list of materials and services available from the Bureau of Bilingual Education, New York State Education Department. Descriptors: Bilingual Education, Communicative Competence (Languages), Educational Policy, English (Second Language)

Friedenberg, Joan; Bradley, Curtis (1984). Bilingual Voc Ed. Information Series No. 269. This paper presents a historical overview of the field of bilingual education and vocational education. The extent of the need for bilingual vocational education is described along with the status of current programming. The description of the state of the art includes program design, assessment practices, instructional materials, personnel, and strategies in bilingual vocational instructor training. Exemplary bilingual vocational education programs are reviewed, including those on the federal, state, and local levels, and vocational English-as-a-second-language programs are described. Finally, recommendations are made relative to program development and expansion. Appendixes to the paper list selected sources of bilingual and non-English vocational materials and selected resources in bilingual vocational training.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Instructional Materials, Bilingual Teachers

Goodman, Frank M.; Stern, Carolyn (1971). Bilingual Program Evaluation Report, ESEA Title VII, 1970-1971. This report presents an evaluation of a bilingual education plan in its second year of operation. The major emphasis is on establishing a comprehensive, experimental, educational program utilizing the native language abilities of Spanish-speaking children as the primary medium of instruction until such time as the student is bilingual and capable in both English and Spanish. The program's hypothesis and design are discussed as are the personnel involved. The program and its scope are described, as are the bilingual-bicultural curriculum; acquisition, adaptation, and development of materials; and procedures for kindergarten and first and second grades. Community involvement and bilingual education as a tool for positive social change are considered. Finally, there is a discussion of staff development, budget requirements, and results. Descriptors: Audiolingual Methods, Biculturalism, Bilingual Education, Bilingual Teacher Aides

Donoghue, Mildred R.; Kunkle, John F. (1979). Second Languages in Primary Education. A book on second languages in primary education, designed to assist both classroom teachers and language specialists, is presented. The following topics are addressed: (1) reasons for studying a second language; (2) reasons for children to learn a second language; (3) language choices; (4) qualifications of teachers; (5) FLES, bilingual education, and language switch programs; (6) characteristics of children that language teachers should understand; (7) foundations and taxonomies of second language study; (8) the FLES method and oral skills; (9) reading and writing skills; (10) the cultural component; (11) planning for learning and teaching; (12) evaluation in second language learning; (13) English as a Second Language and its relationship to bilingual education;and (14) second languages and career education. Information on designs for bilingual programs at the elementary school level and elementary school evaluation instruments for language dominance and language proficiency are appended. Descriptors: Bilingual Education, Career Education, English (Second Language), FLES

Wilcox, John (1991). The Perkins Act at a Glance, Vocational Education Journal. Provides highlights of the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Includes information about basic state grants, tech prep, supplementary grants, consumer education, career guidance, community-based organizations, bilingual vocational education, and other programs. Descriptors: Bilingual Education, Career Guidance, Consumer Education, Disadvantaged

Bissell, Joan S. (1979). Program Impact Evaluations: An Introduction for Managers of Title VII Projects. A Draft Guidebook. Intended to assist administrators in the planning, management, and utilization of evaluation, this guidebook is designed as an introduction and supplement to other evaluation materials for bilingual education programs being developed under federal sponsorship, including evaluation models for Title VII projects. General information is provided on the conduct of evaluations, the variety of evaluation methods, and ideas for evaluating both the progress and impact of Title VII programs. This guidebook is an introductory evaluation tool which builds upon ideas generated by project administrators, developers, and evaluation specialists. The contents reflect reactions made by bilingual education experts during a workshop on Title VII Management and Evaluation (September 1979).  Specifically, the following are dealt with: Planning and Organizing for Effective Evaluation; Designing the Evaluation; Measuring Project Implementation; Measuring Student Performance; Measuring School, Family, and Community Factors; Analyzing and Reporting Evaluation Results; and, Using the Evaluation Findings. Descriptors: Bilingual Education, Community Role, Educational Assessment, Elementary Secondary Education

Hopkins, Thomas R. (1971). Teaching English to American Indians, English Record. English language instruction in schools for American Indians has progressed from the era when there was an effort to eliminate tribal languages and replace them with English. From 1932 until recently tribal languages were encouraged, but the emphasis was on English. During the past four years, bilingual education has emerged. There has been significant activity in curriculum development, in testing English as a second language, and in research. In the United States and Canada, the trend seems to be toward use of the native language as well as learning a second language. It is unfortunate that bilingual education has not been a basic element in language learning; in addition to providing instruction in the native language, it develops dignity in the child. The elimination of the American Indian languages would be a great loss.   [More]  Descriptors: American Indians, Bilingual Education, Cross Cultural Training, Curriculum Development

Stabb, Martin S.; And Others (1972). Conference Report on "Aqui Se Habla Espanol:" A Conference on the Role of Educational Institutions in Solving Problems Related to the Identity, Status and Future of Spanish-Speaking Peoples of the United States. This conference sought to bring to the attention of a broad audience of educators the problems facing Spanish-speakers in this country. The speakers, including Congressman Herman Badillo of New York, all agreed that not enough was being done to assist the person of Spanish background in adapting to a new and foreign culture, and presented specific examples of problems which arise in this clash between two cultures. The conference concluded that much more had to be done to aid the Spanish-speaking person, especially in the field of bilingual education. The appendixes, which amount to almost half the report, provide a roster of participants, a list of Puerto Rican Studies Programs in the Delaware Valley, a statewide design for bilingual education, and a selected bibliography.    [More]  Descriptors: Anglo Americans, Bilingual Education, Conference Reports, Cultural Differences

Burt, Marina K., Ed.; Dulay, Heidi C., Ed. (1975). On TESOL '75: New Directions in Second Language Learning, Teaching and Bilingual Education. Selected Papers from the Annual TESOL Convention (9th, Los Angeles, CA, March 4-9, 1975). This volume consists of 35 papers divided into the following 12 sections: (1) organizational policy: a dialogue between TESOL and bilingual education–two papers on compatibility and cooperation; (2) second language acquisition–six papers dealing with language learning and teaching, effect of background on learning, order of acquisition, overgeneralization, error analysis and some future trends; (3) research on teaching behavior and curriculum–two papers dealing with delayed oral practice and teachers' treatment of error; (4) two papers on bilingual education: issues in program planning; (5) regional dialects in bilingual education and ESOL–three papers dealing with the speech of Spanish-speaking Americans, language contact and dialect; (6) two papers on nonverbal communication in the classroom; (7) human relations, affect, and communicative competence–four papers on developing communicative competence through humanism and group work; (8) general ESOL teaching techniques–four papers about communicative starters, games, mini-lessons and television commercials; (9) teaching specific aspects of English–two papers on numbers and passive voice at beginning levels; (10) teaching writing skills–three papers on composition courses, sentence combining and collective storywriting; (11) teaching reading skills–three papers on advanced reading, teaching of literature and reading the news; and (12) new developments in testing–two papers on intercultural acceptance and the cloze procedure. The cross-referenced ED numbers, above, refer to papers from this collection already in the ERIC system.   [More]  Descriptors: Bilingual Education, Class Activities, Classroom Communication, Creative Writing

Saville-Troike, Muriel (1976). Foundations for Teaching English as a Second Language. Theory and Method for Multicultural Education. There is an urgent need to formulate a new set of goals, methods and concepts for instruction in English as a second language (ESL) if it is to remain viable and make its potential contribution to American education. The present work draws on recent developments in linguistics, psychology, anthropology, and language pedagogy in an attempt to provide a theoretical basis for such a new formulation. It is directed at teachers and teachers-in-training, particularly those interested in ESL and bilingual education, and is divided into the following nine chapters: (1) "From Melting Pot to Salad Bowl," (2) "Psychological Foundations," (3) "Linguistic Foundations," (4) "Cultural Foundations," (5) "Current Trends in ESL," (6) "Survival Skills for Students and Teachers," (7) "Strategies for Instruction," (8) "The Role of ESL in Bilingual Education," and (9) "Preparation for Teaching." The appendix consists of information concerning the case of Lau vs. Nichols. Descriptors: Anthropology, Biculturalism, Bilingual Education, Bilingualism

Gudschinsky, Sarah C. (1971). Literacy in the Mother Tongue and Second Language Learning. Bilingual education programs which foster literacy first in the mother tongue and then in the second language, before the second language is used as a medium of instruction, are proving to be successful in a number of locations around the world. Several social, psychological, and pedagogical advantages result from this bilingual education strategy. Such programs encourage community understanding and support, minimize the culture shock for the child entering school, augment the child's sense of personal worth and identity, develop the child's habit of academic success, and utilize the child's fluency in his own language in learning the skills of reading and writing. Conscious control of one's own language facilitates the learning of a second language in the formal school setting.  New ideas can be introduced in the mother tongue; reading ability facilitates the learning of a second language. In such bilingual programs, literacy in the mother tongue is followed immediately by learning to read and write in the second language.   [More]  Descriptors: Bilingual Education, Child Language, Community Involvement, Cultural Education

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