This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Frank Gonzales, Eduardo Hernandez-Chavez, Washington League of United Latin American Citizens, READ Perspectives, Protase Woodford, George Elford, Eva Ostrum-Grunstein, Alicia Salinas Sosa, Inc. Development Associates, and Patricia Whitelaw-Hill.
(1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume I: An Overview (Final). (Task Six.). Activities of the Special Issues Analysis Center (SIAC), a technical support center providing assistance to the Department of Education in serving the needs of limited-English-proficient (LEP) students through the Bilingual Education Act of 1988, are summarized. In the third year of its contract, SIAC performed these services: creation of a database on funded and non-funded applications for Title VII program aid; development of a historical database describing all Title VII grants for local education, training, and state education agency programs; design of an Office of Bilingual Education and Minority Languages Affairs (OBEMLA) database management system; review of existing evaluation reports; a database and report outlining findings from a 1993-94 Bilingual Education State Education Agency survey; completion of tasks from the previous year; and completion of a focus group on uses of communication technology, a paper on state performance standards and assessments and their relation to LEP students, and graphic displays illustrating LEP populations in federal regions. Specifics of these activities are described in additional volumes. [More] Descriptors: Bilingual Education, Data Analysis, Database Design, Database Management Systems
(1968). Whose American Dream Is It?, The Florida FL Reporter. The author takes issue with an unnamed supervisory educator who opposes bilingual education. Wilson points out that to avoid wasting human resources it is essential that better education be provided for Mexican-Americans in order to cut down the repeating of grades and dropping out by students whose "home language" is not English. Instruction in English as a foreign language is not sufficient. English as the only language of instruction in the first grade is not satisfactory. Balanced bilingual education, using the home language as the medium of instruction in the early grades, achieves normal literacy in two languages and offers superior academic accomplishments. It can improve the social and psychological acculturation of Mexican-American children and help develop non-English language resources valuable to the U.S. Title VII of the Elementary and Secondary Education Act now provides the opportunity for bilingual education and the author urges that we "not deny the Mexican-American his share of the great American dream." Descriptors: Acculturation, Bilingual Education, Bilingual Students, Bilingualism
(1995). READ Perspectives, 1993-1995. The first two volumes of the Research in English Acquisition and Development (READ) Institute journal, which cover 1993-1995, contain reports of research and programs in English-as-a-Second-Language instruction, bilingual education, and services to limited-English-proficient individuals. Articles include: "Second Language Teaching: A Theoretical Baseline for Policy Makers" (Robert E. Rossier); "Bilingual Education," adapted from "Reinventing the Schools: A Radical Plan for Boston" (Steven F. Wilson); "A Review of the U.S. GAO Study of Limited-English Students" (Rosalie Pedalino Porter); "A Critique of California's Evaluation of Programs for Students of Limited-English Proficiency" (Robert E. Rossier); Toward an Understanding of Effective Instructional Practices for Language Minority Students: Findings from a Naturalistic Study" (Russell Gersten, Thomas Keating, Susan Unok Brengelman); "Findings of the New York City Longitudinal Study: Hard Evidence on Bilingual and ESL Programs" (Barbara Mujica); "The Cost of Bilingual Education in the U.S.: A Review of the ALEC Report" (Marsha Youngblood); and "The Bethlehem, PA, English Acquisition Program: a Blueprint for Change (Judith Simons-Turner, Mark Connelly, Ann Goldberg). [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)
(1977). Multicultural/Bilingual Division Fiscal Year 1977–Fiscal Year 1978 Program Plan. The report reviews multicultural/bilingual programs for which funds have been allocated by the National Institute of Education (NIE) for fiscal year 1977-78. There are two major sections to the report. The first section discusses the history, legislation, and development of bilingual education programs in response to federal requirements. Mandates of the Bilingual Education Act require NIE and the Office of Education to undertake studies, develop and disseminate instructional materials, and establish a national clearinghouse for bilingual education. NIE's Multicultural/Bilingual Division must assist state and local education agencies in meeting the educational needs of students with limited English language skills or minority ethnic background. The report reviews research in the areas of instructional processes (educational design and implementation) and social cultural processes (social and community influences on education). The second section presents 26 abstracts for projects funded for 1977-78. Information is given on project title, contractor, project officer, duration, funding amount, summary, and products. The projects include test and curriculum development, teacher proficiency, and compilations of relevant readings. Descriptors: Abstracts, Bilingual Education, Cultural Pluralism, Curriculum Development
(1982). A Study of Bilingual Instructional Practices in Nonpublic Schools. Final Report. A study of bilingual education programs and policies in private and parochial schools in the United States was undertaken to determine whether these schools were using their potential for development of instructional techniques. Bilingual education programs were broadly defined to include transitional, maintenance, or other programs in English and/or native languages for children of minority language backgrounds not proficient in English. Also included were non-English language programs for children who may or may not be proficient in English. The process included (1) a review of the literature, convening of an advisory committee, and preparation of a descriptive brochure; (2) a search for programs, including nominations from organizations, idea sessions with nonpublic school educators, and followup monitoring; and (3) site visits to the programs. This process is outlined and findings are presented in the form of site visit profiles, general findings, and specific conclusions. Policy issues discussed include language values, conditions for developing new instructional practices, private schools as a governmental category, private values and public aid, negativism about bilingual education, and integration in private schools. It is concluded that although language training in these schools may reflect the state of the art, it is not influencing important breakthroughs in techniques or methods. The private schools studied appear to attract students as much for the values associated with private schools as for the benefits of the language programs. [More] Descriptors: Bilingual Education Programs, Educational Policy, Elementary Secondary Education, Financial Support
(1982). The Federal Policy Toward Language and Education: Pendulum or Progress? A Response to the de Kanter/Baker Review. Monograph No. 12. A response to the de Kanter/Baker draft report, "The Effectiveness of Bilingual Education: A Review of the Literature," the monograph argues that: the report contains many misinterpretations of theoretical work in psycholinguistics, sociolinguistics, and educational research and of the empirical evidence on the efficacy of second language immersion and transitional bilingual education programs; theoretical notions are promoted by de Kanter/Baker which are not supported by evidence; the report is premature since it was prepared prior to the reporting of over 48 congressionally mandated studies of bilingual education; and there are blatant examples where de Kanter/Baker's own guidelines were violated in order to include information from methodologicaly inadequate studies that seemed to support the report's ideological positions. The monograph identifies de Kanter/Baker's "a priori" social and philosophical biases as the report's unifying force and concludes that these biases are the basis upon which its conclusions are reached. The monograph suggests that de Kanter/Baker's proposals amount to a return of the policy pendulum to the days before Title VII and do not contribute to a solution to the methodological and philosophical questions raised. A discussion of policy implications and the need for a cross-cultural understanding of the children's educational needs concludes the monograph. Descriptors: Bilingual Education, Cognitive Development, Educational Policy, Elementary Secondary Education
(1970). Bilingual Schooling in the United States. This two-volume monograph on bilingualism, a "major, virtually untapped national resource," is based on three extensive field trips to current bilingual programs: (1) in the Northwest as far north as Barrow, Alaska; (2) the Southwest and Hawaii; and (3) from Dade County, Florida, north through Washington, New York, New England, and into Canada. In addition, almost all the bilingual programs in Texas were visited. This study presents a history of bilingual schooling, both in the United States and in other parts of the world; alternative concepts of bilingual schooling; sample curriculum models; implications for education and society; and an outline of needs, as related to action and research. Volume I includes an 870-page annotated bilbiography with index, and an index of terms. Volume II contains appended data on the Bilingual Education Act; draft guidelines to the Bilingual Education Program; demographic data; notes on immigration legislation; a typology of bilingual education; socio-historical notes on bilingualism in the United States; descriptions of non-English speaking ethnic groups in the United States; a directory of persons, organizations, and sources of teaching materials; names and addresses of USOE Bilingual Design Project Advisory Committee members; and a list of invited guests at the Conference on Bilingual Schooling in Northlake, Ill. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Bilingual Schools, Bilingual Students
(1986). Teaching for English Proficiency: The Need for an Evaluation of Language Programs in the New York City Public Schools. Although nearly 90,000 students in the New York (New York) public schools participate in bilingual education programs and English as a Second Language (ESL) programs, insufficient data are available to conduct effective program evaluations. The school system's bilingual and ESL programs achieved their size and permanence as a result of two lawsuits of the 1970s. The Aspira Consent Decree, using the precedent of "Lau v. Nichols," ensured the right of limited-English-proficient New York City students to bilingual education. English language education that would benefit from evaluation includes the following: (1) comparison of bilingual and ESL programs; (2) proficiency standards; (3) service delivery; (4) length of stay in bilingual programs; (5) educational needs of Hispanic students; (6) needs of students whose score on the Language Assessment Battery (LAB) are a little too high to qualify them for bilingual education; (7) language needs of non-Hispanic minorities; and (8) dual language proficiency. Data that should be transferred to the school's central computer file (student bio file) include the following: (1) country of birth; (2) country of last address; (3) language spoken at home; (4) length of stay in a language program; (5) educational achievement; and (6) parents' place of birth. Statistical data are included on two tables. Descriptors: Bilingual Education Programs, Compensatory Education, Data Collection, Elementary Secondary Education
(1976). Teaching English to Speakers of Other Languages in the United States, 1975: A Dipstick Paper. CAL-ERIC/CLL Series on Languages and Linguistics, No. 39. This report, prepared for the September 1975 UNESCO Meeting of Experts on the Diversification of Methods and Techniques for Teaching a Second Language, examines major achievements and recent trends of second language teaching in the United States. English is learned as a second language for several purposes – as a cultural acquisition, for specific functional purposes, for interpersonal purposes, or in bilingual education. Teaching methods must consider the particular needs of the learner. The major recent developments in ESL have been in bilingual education. Research on ESL in adult education is increasing. Some major academic contributions to the teaching of Standard English as a Second Dialect to American Blacks are noted. Several trends are discussed: (1) Linguistics and language teaching: transformational generative grammar as an influence has been superseded by sociolinguistics. (2) Psychology and language teaching: the emphasis is on the reasons for learning and the meaningful use of language. (3) Language teaching pedagogy: cognitive code, with its emphasis on meaningful learning and careful analysis of linguistic structures, is recognized as the new trend. (4) Teacher training: certification in bilingual education/ESL is moving from linguistics departments to departments of education. [More] Descriptors: Adult Education, Applied Linguistics, Bilingual Education, Educational Trends
(1972). The Language Education of Minority Children: Selected Readings. This volume on the language education of minority children is divided into three sections: (1) Multilingualism in the United States, (2) Bilingualism and Bilingual Education, and (3) Language Education in Practice. Following an introductory essay, "The Language Education of Minority Children," by Bernard Spolsky, the articles in the first section include: "The Language Problems of American Indian Children," by Sirarpi Ohannessian; "The Codes of the Spanish-English Bilingual," by Donald M. Lance; and "Social Class or Culture? A Fundamental Issue in the Education of Culturally Different Students," by Frank Angel. Articles in the second section are: "Bilingualism and Education," by A. Bruce Gaarder; "Bilingualism and Thought," by John Macnamara; "Bilingualism as a Social Force," by Ralph W. Yarborough; "Bilingual Education in a Sociolinguistic Perspective," by Joshua A. Fishman and John Lovas; and "Bilingual Education Programs in the United States: For Assimilation or Pluralism?" by Rolf Kjolseth. The six articles in the third section include: "Teaching English to Speakers of Other Languages: Problems and Priorities," by Mary Finocchiaro; "Educational Considerations for Teaching Standard English to Negro Children," by Joan C. Baratz; "Barriers to Successful Reading for Second-Language Students at the Secondary Level," by Joyce Morris; "The Language of Tests for Young Children," by Graeme Kennedy; "Are We Really Measuring Proficiency with Our Foreign Language Tests?" by Eugene Briere; and "The Limits of Language Education," by Bernard Spolsky. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Black Dialects
(1995). Setting Achievement Goals for Language Minority Students, News from READ. This article by Patricia Whitelaw-Hill, Executive Director of READ, addresses the issue of the education of limited-English students in public education. New York has joined California in concluding that bilingual education programs are not working as well as English-as-a-Second-Language (ESL) programs in helping language minority students become mainstreamed. Support for bilingual education has been based largely on untested and unsubstantiated academic theories that emphasize instruction in the student's native language. Rapid learning of English for school purposes and the early integration of limited-English-proficient (LEP) students into regular classrooms with English-speaking peers is preferable. These programs are in place in many areas but have not been adequately acknowledged. A large part of the problem has been confusion between program goals and objectives. Bilingual education's objectives of maintaining and increasing native language skills have conflicted with their goals of teaching English. A number of current strategies are appropriate for developing English language skills, including sheltered English instruction, cooperative learning, grouping, project work, and learning centers; all can be used to facilitate both English language learning and academic content mastery. An essential ingredient is for schools to have the flexibility to respond to students' needs and to design appropriate programs, particularly as immigrant populations increase. [More] Descriptors: Academic Achievement, Bilingual Education, Educational Objectives, Educational Policy
(). Bilingual Elementary Schooling, The Florida FL Reporter. This paper reports on a study of bilingual education (schooling using both English and Spanish as media of instruction) by staff from the University of Texas and 30 bilingual elementary-school teachers from 13 Texas school systems. There was wide agreement on basic principles of bilingual education: that every child should be educated to his full potential; that he should learn at least one language beside English; that in bilingual areas, fluency and literacy can be achieved in two languages without loss in regular subjects; that both English- and Spanish-speaking children can master common learnings through two languages as well as through one; that learning in the early stages is best achieved through the mother tongue; that reading and writing should be learned first through the mother tongue and only after learning to understand and speak the second language should reading and writing of it be learned. The study points out the appropriateness of various style levels and regional dialects, and suggests a number of goals for bilingual education experiments, among them to explain the nature and role of language in expression of thoughts and personality, and to provide for objective evaluation of experiments and dissemination of conclusions. Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Child Language
(1978). A Study of the State of Bilingual Materials Development and the Transition of Materials to the Classroom. A Final Report: LEA Survey, Volume 3. This study describes and assesses the state of bilingual curriculum development activities in the National Network of Centers for Bilingual Education. Recommendations are made for improvement in the creation, production, and distribution of bilingual instructional materials. The overall approach to the study was tripartite and focused on: (1) the development of an inventory of bilingual instructional materials including, a variety of European, Native American (and Alaskan), and Asian languages; (2) site visits to Centers, commercial publishers, and distributiors to analyze their procedures for the development and distribution of materials; and (3) a mail survey of Local Education Agencies, equally divided between those in the Title VII program and those with other sources of funding, on their uses of bilingual education materials. This volume of the study deals with what materials Local Education Agencies were using, how they obtained these materials, and what their needs were. It also discusses how the existing system of publicizing and disseminating bilingual education instructional materials can be improved from a user's perspective. Descriptors: Bilingual Education, Federal Programs, Instructional Materials, Language Instruction
(1993). Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers. A critical shortage of bilingual teachers exists in Texas. While the Hispanic population has grown at a 39% rate, the number of Hispanic teachers has declined. The Teachers Need Teachers program in San Antonio pairs about 75 new bilingual education teachers with experienced bilingual education teachers, who serve as mentors. Its purpose is to enhance retention of teachers in a critical shortage area, where negative job-related factors such as professional isolation, conflicting philosophies, heavy workload, and lack of access to needed materials cause many teachers to leave their jobs. Special needs identified include direct teacher assistance in implementing bilingual education strategies and practices, assistance in teaching English as a Second Language, assistance in teaching nontraditional students, reduction of job-related stresses, and access to bilingual materials. The program's design is intended to provide support through specific phases of a new teacher's experience, enhancing self-confidence and persistence. Mentor teachers are selected for their experience, competence, and supportive characteristics and are matched by grade level with entry-level teachers. Activities include six training workshops and varied support services (bulletins, instructional materials, mentoring and coaching activities, observations and demonstrations, resource-lending and information-sharing, planning and feedback sessions). Mentor teacher logs have revealed distinct patterns of assistance to new teachers at different times in the semester, and new teacher feedback and behavior have validated the need for and benefits of the support activities. [More] Descriptors: Beginning Teacher Induction, Bilingual Education, Bilingual Teachers, Elementary School Teachers
(1986). The English Only Movement: An Agenda for Discrimination. Special Convention Issue. The "English Plus" Project. Six articles discuss various aspects of the English Only Movement while affirming the inalienable right of language minority individuals to equal educational opportunity and due process under the law and the right to maintain cultural and linguistic ties to their native heritages. Congressman Don Edwards considers bilingual ballots, explaining minority language provisions of the Voting Rights Act, and concluding that they have effectively and fairly insured the right to vote for all Americans. Congressman John McCain discusses the 1984 reauthorization of the Bilingual Education Act, emphasizing that the purpose of bilingual education is to teach English not to perpetuate ethnic division in American society. Senator Paul Simon views bilingual education as a way to provide limited-English-speaking students with equal access to education and allow them to participate fully in our economy and society. G. Richard Tucker draws from his experience and research with Canadian language immersion and bilingual programs to demonstrate the social and linguistic importance of achieving proficiency in the native language as well as in English. Robert C. Hitchens of the Spanish International Network dicusses the effects of widespread availability of Spanish language media. The final paper, by Mary Carol Combs and John Trasvina, spells out the negative consequences of the proposed English Language Amendment. Descriptors: Access to Education, Bilingual Education, Bilingualism, Civil Rights