Bibliography: Bilingual Education (page 172 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Betty M. Madsen, Ana Chacoff, Grace Ibanez Friedman, William Francis Mackey, Sacramento. California State Dept. of Education, Tad Thompson, Heinz Kloss, Los Angeles. National Dissemination and Assessment Center. California State Univ., Frank M. Goodman, and Texas Association for Supervision and Curriculum Development..

Slager, William R., Ed.; Madsen, Betty M., Ed. (1972). Language in American Indian Education: A Newsletter of the Office of Education Programs, Bureau of Indian Affairs, United States Department of the Interior. This issue of the 1971-72 series of "Language in American Indian Education" contains articles on bilingual education and the testing of language skills. The first, "The Language of the Sioux," is a bibliographic essay dealing with the studies that have been made to date of the Sioux language and its dialects. A Title 7 bilingual education project at Loneman Day School in Oglala, South Dakota, and a Title 1 bilingual education program in the Bethel Agency, Juneau Area, Alaska, are reported. Other articles examine means teachers use to evaluate their students' progress in English. They include: (1) "Testing Language Skills," (2) "Common Errors in Constructing Multiple Choice Items," and (3) "The Language of Tests for Young Children." A section on Indian languages contains a story in Papago and a sample of the Cree materials presently being developed by the Title 7 bilingual project on the Rocky Boy reservation in Montana. An information exchange section concerning Indian education is also included.   [More]  Descriptors: American Culture, American Indian Culture, American Indian Languages, Bibliographies

California State Dept. of Education, Sacramento. (1988). Building the Future: California Educational Reform. Annual Report, 1988. This document describes the progress made by the California public education system after the passage of Proposition 98 that established a stable funding base for education. The first of three sections discusses reforms made in the areas of accountability, curriculum, teaching, partnerships, and underrepresented students in colleges. The second section examines specialized programs, particularly programs in the areas of child development, bilingual education, migrant education, career/vocational education, special education, and dropout prevention. The last section describes the two support areas of school facilities and financial needs.   [More]  Descriptors: Accountability, Annual Reports, Bilingual Education, Change Strategies

San Diego City Schools, CA. (1975). Manual for the Development of Instructional Materials Relevant to the Needs of U.S. Spanish-Speaking Students. The Materials Acquisition Project (MAP) was founded in 1970 under E.S.E.A. Title VII to collect educational materials published in Spanish- and Portuguese-speaking countries for assistance and use in bilingual education programs in the U.S. MAP believes in parity in all aspects of bilingual-bicultural education and offers guidelines for such an ideal program. In Section I, a revisions program is described which aims to help publishers produce materials in keeping with linguistic and cultural aims and suitable for U.S. schools. Cultural, political, racial, religious, sexual and social biases frequently found in Spanish educational materials are noted. Considerations for the development of instructional materials in Spanish for the U.S., definition of the educational process, reflections on the future of bilingual-bicultural education and general guidelines for curriculum development are also discussed. Section II deals with state guidelines for adoption of instructional materials. The main part reviews California and Texas policy and specifications for textbook selection and evaluative criteria, laws, calls for bids on materials, and requirements for materials in various school subjects. Section III reviews federal and state decrees affecting bilingual education.   [More]  Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Curriculum Development

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1978). Indian Education–Oversight; Part I: Supplemental Programs. Hearings Before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, 95th Congress, 1st Session (September 16, 20, and October 7, 1977). Programs to supplement government efforts in Indian education were explored in three days of hearings held in September and October of 1977. The first two days of testimony involved bilingual and bicultural aspects of Indian education. Appearing first were officials from the Department of Health, Education and Walfare Office of Bilingual Education and the Bureau of Indian Affairs Office of Indian Education Programs. Both men explained their departments' past and current efforts in bilingual education. Witnesses from local and state level groups involved in Indian education plus other representatives of federal government and national organizations also testified. A dominant theme of much of the testimony was the need to expand bilingual education to include cultural preservation, especially the preservation of the Indian dialects and languages. Other needs cited included expansion of research and cultural studies, undergraduate programs for training Native American bilingual instructors, certification of native speakers, development of on-site curriculum materials, and additional centers for creating and disseminating bilingual materials. The third day of hearings was concerned with P.L. 92-318, the Indian Education Act. Witnesses lauded the spirit of the act and its accomplishments, but suggestions for improvement included: (1) federal funding to teach cultures; (2) research authority; (3) changes in entitlement formulas; and (4) technical assistance to parent committees.   [More]  Descriptors: American Indian Education, American Indians, Bilingual Education, Bilingualism

Mackey, William Francis; Beebe, Von Nieda (1977). Bilingual Schools for a Bicultural Community. Miami's Adaptation to the Cuban Refugees. This account of the development of bilingual schooling in Miami's bicultural community is addressed to others wishing to apply, modify or improve any one of the many types of bilingual schooling. The Dade County bilingual education experience is discussed under the following headings: (1) "Language Education in the American Context," (2) "Spanish in Florida and the Cuban Resettlement," (3) "The Shaping of the Bilingual Homeland," (4) "Cuban Children in Miami Schools," (5) "A Bilingual School for Cubans and Americans," (6) "Adapting the Biethnic Model," (7) "Expansion and Standardization," and (8) "Support for Bilingual Schooling." Appendices include: (1) a check list of variables in evaluating bilingual education, (2) a discussion of language policy, bilingual schooling, and bicultural classes, (3) the Miami declaration of official bilingualism, (4) a survey of private schools, and (5) highlights of Dade County's bilingual program, 1974-75. A list of books on bilingual education and a glossary of terms conclude the volume. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students

Thompson, Tad (1974). Providing Opportunities: Report of the Fiscal 1974 Program for the Education of Children of Migratory Agricultural Workers in New York State. Goal of the New York State migrant education effort is to provide each eligible child supplemental educational programs which will best meet his assessed needs. Efforts are undertaken to: (1) improve skills in reading, mathematics, and bilingual education; (2) improve health and nutrition; (3) provide recreational activities; and (4) bolster positive self-concepts. Among services available to migrant children are tutorial instruction, summer schools, regular school supplemental programs, health education, bilingual education, career experiences for adolescents, and early childhood development programs. These educational programs are linked to the work of other state agencies which provide services to migrant children. During fiscal year 1973-74, emphasis was on identifying eligible children and on providing them priority educational programs. First priorities in meeting their educational needs were those of reading, mathematics, and bilingual education. Tutorial outreach programs, designed to meet the needs of small numbers of children scattered throughout many school districts, were expanded in order to involve identified migrant children in priority programs. Other activities during the year included a census project, career experiences, use of the Migrant Student Record Transfer System, in-service education, parental involvement, and interstate cooperation.   [More]  Descriptors: Annual Reports, Bilingual Education, Career Awareness, Computer Oriented Programs

Texas Association for Supervision and Curriculum Development. (1974). School Curriculum Design for the 1980's. The Possibilities for Tomorrow's School: A Proposed Program for the 1980's. Prepared as a definitive statement of educational quality for Texas, this document sets a goal for public school legislation. The model includes four coordinated strands: the problem-focused curriculum, the humanistic values curriculum, the curriculum for specialization, and the curriculum for personal growth and development. Program descriptions and recommendations are included for each of nine areas: elementary and middle school education, high school education, bilingual education, migrant education, provisions for exceptional children, adult and continuing education, occupational and technical education, compensatory education, and early childhood education.   [More]  Descriptors: Adult Education, Bilingual Education, Compensatory Education, Curriculum Design

Cummins, Jim (1987). Empowering Minority Students, July 1987. Teacher Training Monograph Number 5. Teacher Training Project for Bilingual & English to Speakers of Other Languages Teachers. The observations of educators and educational research have shown that academic outcomes for minority groups exposed to the same educational programs are different. The phenomenon does not seem to be due to superior intelligence, social class, or length of time in the country. Documented since the mid-1960s, this should be taken into account when developing policies and programs for minority students. Bilingual education is one educational strategy which attempts to do this, but many educators do not understand theories of language learning and linguistics and how they relate to academic failure. This book attempts to give educators the skills they need to provide appropriate guidance to minority students with problems in language proficiency. The following chapters are included: (1) Introduction; (2) Historical and Political Context; (3) The Two Faces of Language Proficiency; (4) Double-Talk and Double-Think: Bilingualism and Children's Development in School; (5) Towards Anti-Racist Education: Empowering Minority Students; (6) Implementing Change: Challenging the Disabling Structure; (7) Disinformation in the Information Age: The Academic Critics of Bilingual Education; and (8) "Against American Concepts": Patriotism and the Subversive Power of Bilingual Education. A list of 150 references is included.   [More]  Descriptors: Academic Achievement, Academic Failure, Bilingual Education, Bilingual Students

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1978). Bilingual Resources, Vol. 1, No. 2, Winter 1978. This journal consists of guides to instructional materials and articles on subjects of interest to teachers in bilingual education programs. The following articles and regular features appear in this issue: (1) "Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program: Abstract and Summary of Findings"; (2) A review of "Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program," by Michael O'Malley; (3) "English Reading for Asian Students," by Grace E. Lee, a discussion of cultural variables and their influence on language acquisition among Asian students; (4) "Opening the Classroom to Indian Students (Head 'em Off at the Pass)," by Dwight A. Billedeaux, a discussion of the systematic stereotyping of American Indians and their exclusion from quality education because of this; (5) "Instructional and Resource Materials: Annotations"; (6) "Publications of the National Dissemination and Assessment Center, Los Angeles," brief descriptions of recently published and forthcoming material; (7) "Issues in Language Testing," a discussion of some of the problems teachers face when assessing child language usage problems; and (8) "Test Reviews: Spanish/English Language Performance Screening (S/Elps) and the Austin Spanish Articulation Test (ASAT)." Descriptors: American Indian Education, American Indians, Asian Americans, Biculturalism

Kloss, Heinz (1977). The American Bilingual Tradition. This volume, published on the occasion of the American Bicentennial, is based on a revision of a 1963 German-language publication describing and analyzing the phenomenon of cultural and linguistic pluralism in American society. It is part of a series on bilingual education, intended to inform the public about how people have used bilingual education to educate their children. Chapter one outlines the constitutional and ethnolingual background and gives an overview of the main categories of language rights in the United States. Chapter two describes the extent to which the central government has or has not promoted languages other than English. Chapter three discusses American achievements in the area of toleration-oriented minority rights, and chapter four the achievements concerning promotive minority rights, granted to post-independence immigrant groups. Chapters five and six describe the promotive language rights meted out in the mainland area of the United States to "old settler" groups. The two following chpaters deal with nationality rights in outlying areas and overseas possessions. The final chapter presents a summary. Appendices contain: (1) a 1970 survey of mother-tongue statistics, listed by state; and (2) a listing of languages other than Spanish and English used in BEA-funded bilingual education projects in 1974-1975. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Educational Legislation

Goodman, Frank M. (1985). Applied Microcomputer Technology in Education. Teacher/Aide Training Series in Computer Programming. Inservice Manual. Originally developed to serve the needs of bilingual education and English as a second language (ESL) instructors in the Compton Unified School District in California, this replication manual provides content, organization, and lesson plans for a 14-day, 41-hour course to train teachers in the fundamentals of computer operation and structure, elementary BASIC programming and command structures, and use of a computer-assisted instruction (CAI) authoring system. The context and examples used throughout the lessons are oriented to bilingual education subject matter, but the principles and skills presented generalize to all subject areas. The manual first provides information on determining the appropriateness of the program to any replication site or target population and discusses the various issues involved. This is followed by step-by-step guidelines for implementation, which include a list of instructional materials used in the courses and an outline of workshop schedules. Plans are then provided for the 20 lessons that cover the three workshop segments: (1) system introduction; (2) authoring systems; and (3) advanced authoring techniques. Appendices contain worksheet handouts; a software evaluation guide; a description of the JOURNAL1 database system; workshop evaluation forms; reference materials; a short glossary of computer terms; two two-page bibliographies listing references on CAI in general and CAI for ESL and bilingual education; and a certificate for completion of training. Descriptors: Authoring Aids (Programing), Bilingual Education, Computer Assisted Instruction, Computer Literacy

Friedman, Grace Ibanez; And Others (1988). State Incentive Grants, 1986-1987: Language Development Support Systems, Intensive Second Language Development for CAR Schools, Curriculum Specialists Project. OEA Evaluation Report. In 1986-87, the New York State Education Department's Bureau of Bilingual Education provided incentive grants to three New York City Board of Education's Office of Bilingual Education projects whose common goal was to improve instructional quality in schools that the state Comprehensive Assessment Report (CAR) had identified as having low student performance levels. The Language Development Support Systems provided instruction in computer literacy and English as a second language (ESL) to two schools' third- and eighth-grade language minority students not entitled to bilingual education. The program also provided in-service training to ESL teachers in the two schools. The Intensive Second Language Development for CAR Schools provided monthly citywide workshops for ESL coordinators, special education coordinators, and curriculum and instructional personnel at CAR schools and, when requested, for classroom teachers. The Curriculum Specialists Project recruited teams of bilingual teachers with curriculum development experience to work part-time to develop Chinese, Spanish, and French/Creole native language arts curricula for grades three to eight. The extent to which each program met its stated objectives and the recommendations for program improvement are outlined.   [More]  Descriptors: Bilingual Education Programs, Bilingual Teachers, Chinese, Computer Literacy

Chacoff, Ana (1989). (Bi)literacy and Empowerment: Education for Indigenous Groups in Brazil. There are approximately 170 indigenous languages spoken in Brazil, by a population of about 200,000. Language policy regarding these communities has not been well defined or explicit. Through several changes of constitution, only Portuguese has been considered the national and official language. Only recently has the government begun to develop a formal policy giving justice to linguistic minorities. Bilingual education for Indians and the right to maintain native languages were ensured in 1966. Instruction in native languages was established in 1973. However, this policy has not been widely implemented. Two viewpoints emerge in the literature: (1) that the native language should be used for development of first language skills, and (2) that Portuguese should be the medium of instruction. There is no consensus about language choice. The result is that in practice, bilingual education in Brazil is either transitional or mingled with the literacy process, in which both languages are used simultaneously for a brief time. Independent bilingual education projects have adopted Freirean methodology and support cultural pluralism and indigenous autonomy. There is evidence that these independent efforts, while purporting to be pluralistic, are actually assimilative in orientation. A 40-item bibliography is included. (MSE) Descriptors: Acculturation, Bilingual Education, Cultural Pluralism, Educational History

Spolsky, Bernard (1970). Getting Down to the Grass Roots: Affiliate Affairs. This paper argues the case for the establishment of local affiliates of Teachers of English to Speakers of Other Languages (TESOL). The author considers the process of language acquisition ("the central business of growing up and of becoming a useful member of society") and the role that both formal and informal education play in it. The author finds the area at which language and education intersect very important, because it is at this point that the child learns special uses of English such as reading and writing and the use of the "standard" forms of his language. This area is especially important for those students whose native language is not English, but it was only with the passing of the Bilingual Education Act that the special needs of such students were recognized. The TESOL organization, although instrumental in getting teachers involved in dealing with the problems of non-native speakers, does not really reach enough people. Local affiliates of TESOL could, however, perform the necessary function of "getting experts, teachers, and community…together to talk about and work out strategies to handle their problems." The programs of the New Mexico Association for TESOL and Bilingual Education, of which the author is president, are discussed in order to illustrate the role which local affiliates can play in making bilingual education programs more effective.   [More]  Descriptors: Bilingual Education, Bilingual Students, Child Language, Community Cooperation

Arnow, Beth (1977). Bilingual/ESL Programs for Migrant Children. Today Spanish speaking migrant families from the Rio Grande Valley are moving to such eastern states as Florida and New York, as well as to the western agricultural states. Because these children are migratory, they have special social and physical needs. Therefore, programs developed for them cannot focus solely on academic needs and classroom activities. Comprehensive programs must consider and, if possible, include the family and the community in order to meet the children's needs as completely as possible. This monograph discusses the development of special programs for these Spanish speaking migrant children. Topics covered are: definition of bilingual education and English as a Second Language (ESL), judicial and legislative support, pre-program assessment, grade and age level, children's length of stay, integration with or segregation from the regular school program, selection of program models (i.e., intensive ESL, pull-out ESL, transitional model, maintenance bilingual model, and supplementary model), establishment of instructional program goals based on the model, program staff, parent and community involvement, support services, instructional materials, student and program evaluation, and dissemination. Colleges and universities which offer bilingual education training, and bilingual education centers are listed in the appendices   [More]  Descriptors: Ancillary Services, Bilingual Education, Community Involvement, Education Service Centers

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