This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lupe Cruz, Richard V. Teschner, Robert J. DiPietro, New York National Council of Churches of Christ, Jack Levy, Annalisa Allegro, Frances Saavedra, Elba Pietri Trillas, Paul Buschenhofen, and Springfield. Illinois State Advisory Committee to the U.S. Commission on Civil Rights.
(1980). Filling the Elementary Curriculum with Languages: What Are the Effects?, Foreign Language Annals. Evaluates a bilingual/bicultural education pilot program in which native speakers of Vietnamese, Korean, Spanish, and English participated. Language classes were integrated within the overall curriculum. School attendance, motivation, language proficiency, and academic grades all improved. Descriptors: Academic Achievement, Attendance, Bilingual Education, Child Language
(1973). Boricuas: The Puerto Ricans. Manual for Inservice. This document is a teachers' guide to the television series, "Boricuas: The Pureto Ricans." The manual provides additional information to help teachers understand the adjustment problems and special educational needs of Puerto Rican students. The program order is as follows: Puerto Rican studies, island of Borinquen, nineteenth century, golden age, twentieth century, the people, the Puerto Rican family, plastic art of Puerto Rico, El Santero, Puerto Rican architecture, typical dances of Puerto Rico, Puerto Rican drama, and bilingual education. Each program session consists of a brief introduction, a series of questions for discussion, and suggested references. The appendices include the aims and objectives of the Office of Bilingual Education, a listing of Puerto Rican agencies in New York City, an explanation of the seal and flag of Puerto Rico, and the Puerto Rican national anthem. Descriptors: Cultural Influences, Educational Media, Educational Resources, Ethnic Groups
(1976). A Guide for the Bilingual Community Liaison. This is a comprehensive guide for a bilingual community liaison with educational institutions. Questions discussed include the reasons for, the role of, and recommended steps for, a community liaison. A calendar of events is provided by the Bay Area Bilingual Education League and the Bilingual Alternatives for Secondary Teachers and Aides, two groups which have set up the bilingual community liaison position. Appendices contain a resource guide, a community assignment form, and a sample parent questionnaire. Descriptors: Bilingual Education, Community Action, Community Coordination, Community Involvement
(1979). Bibliography on Multicultural/Multilingual Education. Over 450 citations from the 1970s, many annotated, comprise this bibliography. The following subtopics of multicultural/multilingual education are covered: (1) bilingual education/English as a second language; (2) bibliographies on multicultural education; (3) materials for teachers (teacher education material and curriculum/class material); (4) human relations, values, and cross-cultural communication; (5) periodicals and journals; (6) media; (7) desegregation and race relations; and (8) foundations for policy development. Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Classroom Desegregation
(1976). Driver Education, English-Spanish. Learning Achievement Packages. Revised Edition. This text contains three suggested driver education curriculum units and is intended for use in a bilingual education setting. Each unit is in Spanish and English. The three units are: (1) "Procedures in Driving," (2) "Car Maintenance," and (3) "Tires." Each unit contains information for the teacher, explanations and illustrations of relevant material, worksheets, and tests. A biblography concludes the volume. Descriptors: Bilingual Education, Driver Education, English, English (Second Language)
(1992). The Assessment of Alternative Certification Practices. Panel Presentations. This panel discussion focuses on alternative teacher certification. Alternative certification is a way of becoming a bilingual education or English-as-a-Second-Language (ESL) teacher without completing a preservice college program. It has three areas: formal instruction, school-based supervision, and evaluation. It serves the purpose of more rapidly increasing the pool of bilingual education and ESL teachers. Annalisa Allegro describes a model of alternative certification in New Jersey. Migdalia Romero deals with a framework for alternative certification. Elena Izquierdo describes the District of Columbia's "Retooling Initiative" for meeting the demands of language minority students. The initiative was aimed at certified teachers with classroom experience and demonstrated competency with the goal of reequipping them to perform new roles. Barbara Clements comments on the discussion of the three panelists, titling her comments "the pros and cons of alternative certification for bilingual teachers." [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Higher Education
(1976). Equal Education: A Right. A Handbook for Parents Who Want to Know More about Bilingual-Bicultural Education. This handbook, written in both Spanish and English, is intended to assist parents and relatives of public school children in becoming active and well-informed participants in bilingual-bicultural education. The handbook attempts to do this in four ways: (1) by giving parents a clearer understanding of this educational approach; (2) by suggesting ways in which parents can help to create programs where they do not presently exist; (3) by helping parents determine for themselves whether existing programs are of real service to their children; and (4) by suggesting ways in which the parent can become most effectively involved in the design and operation of these programs. The main chapters of the handbook deal with the following; (1) what bilingual-bicultural education is and who benefits from it; (2) whether children will learn enough English in such a program; (3) what some of the competencies of a bilingual education teacher are; (4) how the instruction is scheduled in a bilingual-bicultural classroom; (5) what parents can do; (6) Illinois transitional Bilingual Education Act: a summary; and (7) other things parents can do to help. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1978). Education for an Inclusive, Multicultural Society: The Problems and Opportunities of Bilingual, Bicultural Education. Report of a Consultation Held in Hartford, Connecticut, December 2-3, 1977. This document presents the proceedings of a consultation held for the purposes of sharing experience, expertise, problems, and directions in bilingual/bicultural education, and of sharing ways of developing public understanding and support for a pluralistic oriented education. One paper discusses the promise of a multicultural American society. It points out that the notion of the melting pot is a myth that prevents people from dealing honestly with racism and with diversity. Tolerance for diversity and a recognition of the importance of ethnicity are urged. An overview of bilingual, bicultural education is provided by another paper. A third article discusses where the state of Connecticut stands on the question of meeting the needs of students in the public schools who do not function well enough in English to benefit from regular classroom instruction. Group participants in this consultation were asked to identify areas of importance stemming from their discussions. The areas identified were: (1) community and public understanding, support and involvement; (2) teacher, staff and school-wide education; (3) standards and evaluations of programs; (4) parent participation; (5) support of administration and school board; and (6) the importance of purpose, philosophy and policy in bilingual education. Also included in this report are a breakdown of data on selected bilingual and bicultural programs in Connecticut cities, and a paper discussing the role of the Presbyterian Church in bilingual education. Descriptors: Bilingual Education, Bilingualism, Church Role, Conference Reports
(1973). Forming an Estudiantina and Symbols of Music Notation. This guide for music teachers in Spanish/English bilingual education is an attempt at gathering the basic musical vocabulary and presenting it in English and Spanish, and is adaptable to all levels. The units cover: forming an estudiantina, including cost ssand method of instruction; symbols of musical notation and definition of musical terms, in English and Spanish; simple songs for beginners, also in both languages; and costume sketches. [More] Descriptors: Biculturalism, Bilingual Education, Curriculum Guides, Instructional Materials
(1988). "Provided There Is an Adequate Exposure to This L2 in the School and Environment and Sufficient Motivation to Learn It": The Applicability (at times "pace" Cummins) of Majority-Language Immersion Programs to Limited- or Non-English-Proficient Spanish-L1 Grade-School Populations in the United States-Mexican Border Area. The El Paso (Texas) Independent School District's district-wide program in majority-language (English) immersion is examined to determine the source of its success. The program's similarities to and differences from the Canadian immersion model are explored. The program's superior results in comparison with the same district's transitional bilingual education programs are looked at in terms of James Cummins' discussions of bilingual education. It is concluded that the immersion program's superiority over the transitional programs can be explained largely in terms of its maximal use of English and its whole language approach. The bilingual immersion program approach is recommended not as a panacea, but as a superior educational alternative. A list of 79 references is included. [More] Descriptors: Bilingual Education Programs, Comparative Analysis, Educational Strategies, Elementary Secondary Education
(1975). Una Mejor Opportunidad para Aprender: La Educacion Bilingue Bicultural (A Better Chance to Learn: Bilingual-Bicultural Education). The effectiveness of bilingual bicultural education as a means of increasing the opportunities of language minority students is examined in this report, which is addressed to educators and the general public. First, an introduction defines key terms, briefly outlines controversies which surround bilingual education, and describes the contents of the report. Three chapters follow, focusing on different aspects of the central topic. Chapter 1 provides a historical overview of language minorities and education and then focuses on the needs of today's mostly Spanish-speaking immigrants, and the recent public policies affecting them. In Chapter 2, the English as a Second Language approach is analyzed for purposes of comparison and the educational principles underlying the bilingual approach are discussed. In Chapter 3, to clarify what bilingual bicultural programs are and how they work, selected bilingual programs are described, and information is provided on evaluation procedures for such programs. Finally, a brief conclusion discusses the report's implications and asserts that bilingual bicultural education is the program of instruction that currently offers the best vehicle for large number of language minority students who experience language difficulty in the schools. Appendices include discussions of the constitutional right of non-English speaking children to equal educational opportunity, and Federal and State policy on bilingual education. [More] Descriptors: Bilingual Education, Educational History, Educational Policy, Elementary Secondary Education
(1976). Oral Language Tests for Bilingual Students: An Evaluation of Language Dominance and Proficiency Instruments. This publication represents the first attempt to address the problem of adequate evaluation processes for testing language dominance and proficiency in bilingual education. It is produced by individuals intimately acquainted with the fields of language testing and bilingual education. Issues in language testing as well as its history are discussed. Evaluation criteria are established for tests: measurement validity, examinee appropriateness, technical excellence, and administrative usability. The following tests are described: 16 commercially available tests; 6 tests undergoing development or testing; and 2 tests used for experimental purposes. A final section provides a concise evaluation of these 24 tests according to the above-mentioned criteria. An appendix lists test development efforts in Chamorro, Cherokee, Crow, French, Marshallese, Miccosukee, Navaho, Papago, Samoan, and Yup'ik. [More] Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Chamorro
(1975). Libro de Lectura Suplemento (Reading Book Supplement). This is the fourth in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The reader contains five stories. Four of them concern the adventures of various animals; the last concerns a wedding. Each story is followed by a list of new vocabulary and the reader is illustrated with black-and-white and color drawings. [More] Descriptors: Bilingual Education, Childrens Literature, Cultural Context, Cultural Traits
(1980). Trendy Experimentation or Cultural Enrichment?, Journal of Multilingual and Multicultural Development. Describes the principles and aims of bilingual, bicultural education, with special reference to Yuendumn School, Northern Territory, Australia. Describes team teaching process using a European teacher and a Warlpiri teaching assistant. [More] Descriptors: Elementary Secondary Education, English (Second Language), Multicultural Education, Program Descriptions
(1994). Vivre Babel au quotidien (Living Babel Every Day). A discussion of multilingualism in Switzerland begins with a description of the country's linguistic characteristics. Historical Swiss policy recognizing four official languages, one of which (Romansch) is spoken by very few people, is compared with the current situation in which internal and external migration and multilingualism are common. The minimal role of the schools in helping manage this situation is criticized, but increased efforts to improve education's role are noted, particularly in the areas of bilingual education and language immersion. Three educational models are described briefly. The first allows students to repeat their last year of compulsory schooling in another area of the country. The second model focuses on maintenance of Romansch. The third is two-way bilingual education. Based on current conditions and predicted trends, some possible directions for Switzerland are explored. [More] Descriptors: Educational Policy, Educational Strategies, Elementary Secondary Education, Foreign Countries