This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Albuquerque National Education Task Force de la Raza, Ray S. Perez, Ricardo Cornejo, Victoria L. Graf, Stanley Levenson, Austin Dissemination and Assessment Center for Bilingual Education, Nancy Lemberger, Pepe Barron, Jana Echevarria-Ratleff, and Los Angeles. National Dissemination and Assessment Center. California State Univ..
(1978). The California Language Census Survey: Field Methodology Issues. This is the first in a series of papers on research, development, and training for bilingual/multicultural education. The first two sections of the paper describe Task Force findings specifying remedies available for eliminating past educational practices ruled unlawful under Lau v Nichols, particularly the section dealing with identification of the student's primary language, and the Chacon-Moscone Bilingual Education Act, California, which provides for identification of limited-English-speaking pupils in each school district. Next, the language census undertaken to comply with the Chacon-Moscone Bilingual Education Act, is described. The purpose of the census was to determine the number of limited-English-speaking pupils and to classify them according to primary language, age, and grade level. Subsequent sections describe the San Diego Observation Assessment Instrument; staff training; data analysis; criteria for placement of students; and the selection, adaptation and implementation of the San Diego Instrument by the State Department of Education. Finally, methodological issues are discussed, including problems encountered in scheduling, printing and delivery, technical quality of the test, and instrument validation. Appendices include lists of tests and publishers and copies of the following documents: the letter to parents from the Superintendent's office, the questionnaire to be completed by the parents, and the language assessment instrument. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Court Litigation
(1983). Early Childhood Bilingual Education: A Hispanic Perspective. A collection of 14 articles about bilingual education for Hispanic children emphasizes early childhood education. The articles explore language acquisition and development, the impact of culture on learning, and classroom strategies. Among the topics are discussed are: child bilingualism, code switching, cultural influences on cognitive style, curriculum bias, field dependence and independence of Mexican American children, mathematics instruction for young bilingual children, bilingual reading instruction in the primary grades, the Spanish reading process and Spanish-speaking Mexican American children, cognitive style and Mexican American children's perceptions of reading, and the oral reading miscues of field-dependent/independent Mexican American children. Descriptors: Bilingual Education, Bilingualism, Child Language, Code Switching (Language)
(1981). Bilingual/Bicultural Education in the United States: Higher Education. In order to discern the role of higher education in the training of personnel for bilingual/bicultural education, 3,038 postsecondary institutions in the United States, Guam, and the Virgin Islands were surveyed during the 1977-78 academic year. Data are presented on the groups studied and the courses offered. Tables also provide information on courses offered, graduate and undergraduate majors and minors, academic degrees offered, certificates, length of programs, student participation, departmental participation, community involvement, and geographic distribution. American groups studied were Hispanic, Mexican, African, Puerto Rican, American Indians, Asian, Slavic, Jewish, Italian, Greek, and Irish. The study reveals that over the past seven years there has been an increase in bilingual/bicultural education programs at institutions of higher education. The focus has been on the fastest growing minority, Hispanic Americans. It is pointed out, however, that budget cuts in this area cast a shadow of uncertainty over the future of bilingual/bicultural education. Descriptors: American Indians, Anglo Americans, Asian Americans, Biculturalism
(1988). California Bilingual Special Education Model Sites (1984-1986): Programs and Research. The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the findings of school-based research in California to identify effective bilingual special education programs and instructional practices. The educational program at one model site (Azusa Unified School District) is described including the elementary school demographics (70% Hispanic); student characteristics; the school-wide approach; instructional practices in reading, language, spelling, writing, and math; and prereferral interventions. Stressed for program replication is the need for a strong interface among regular education, bilingual education, and special education staff. It was concluded that the Azusa program includes program components identified in the literature as necessary for effectively meeting the needs of culturally and linguistically different exceptional students. [More] Descriptors: Bilingual Education, Demography, Demonstration Programs, Disabilities
(1973). Report of a National Bilingual Bicultural Institute: A Relook at Tucson '66 and Beyond (Albuquerque, New Mexico, November 28-December 1, 1973). The symposium, convened in 1966 at the University of Arizona (Tucson), served as a sequel to the 1965 "Tucson Survey on the Teaching of Spanish to the Spanish Speaking" and as a prologue to action. November 28-December 1, 1973 a National Bilingual Bicultural Institute was held to: (1) review the rationale, activities, and recommendations of the 1966 symposium; (2) review important activities in bilingual bicultural education since 1966; (3) demonstrate exemplary bilingual bicultural education programs which have been implemented in school settings of high Mexican American concentration; (4) review present and pending State and national bilingual bicultural education legislation and appropriations; and (5) develop new directions for bilingual bicultural education in American education for the 1970's which will lead to national legislation. Since Chicanos are the largest Spanish speaking community in the United States, the institute's emphasis was on bilingual bicultural education for Mexican American children, from preschool to college. Given in this report are: (1) condensed versions of addresses given at the institute; (2) work lab reports on State and national legislative, administrative, court, and community action; (3) brief descriptions of local and national bilingual bicultural exemplary projects; and (4) general institute recommendations. [More] Descriptors: Biculturalism, Bilingual Education, Community Action, Conferences
(1982). A Handbook for Evaluating ESEA Title VII Bilingual Education Programs. Practical guidelines and recommended approaches for designing and conducting evaluations of ESEA Title VII bilingual education programs are presented for program directors and evaluators. The three volumes include a guide to evaluation basics, a designers' manual, and a technical appendix. The first volume provides an overview of evaluation issues and procedures. The second volume discusses specific procedures involved in planning and conducting an evaluation, establishing baseline data, monitoring program operation, evaluating student outcomes, and preparing evaluation reports. Forms and worksheets are included. The technical appendix is a collection of articles on such topics as test characteristics and theoretical justifications of evaluation procedures, as well as copies of evaluation worksheets. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, Evaluation Methods, Guides
(1971). Planning Curriculum for Bilingual Education Programs: Kindergarten through Grade 12. This speech provides an outline of the planning procedure and framework for the curriculum used in the bilingual education program, Project Frontier, at Chula Vista, California. It explains the goals of the project which is gradually being expanded to all grade levels, and it describes how the goals are interwoven into a framework made up of units of learning at any one level. A diagram showing the framework is included along with a chart showing the steps followed in the curriculum development. A bibliography is included. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Teacher Aides
(1975). Study of Bilingual-Bicultural Projects Involving Native American, Indo-European, Asian and Pacific Language Groups. This is the final report of one of three studies in an overall project entitled "Evaluation of Bilingual Education Programs." This study was sponsored in response to a need for more information regarding bilingual-bicultural education for other than Spanish language groups. The study's objectives were to: (1) identify the major issues involved in bilingual-bicultural education for Native American, Indo-European Asian and Pacific language groups; (2) document the goals, approaches, resources or costs that have been affected by these issues; (3) assess the impact bilingual-bicultural education has had in their communities; and (4) recommend possible federal program changes. An in-depth study was conducted of 10 selected projects in Alaska, Arizona, California, Colorado, Louisiana, Maine, Montana, New York, Rhode Island and Washington. The language groups included were Chinese, French, Inupiat Eskimo, Italian, Navajo, Northern Cheyenne, Passamaquoddy, Pilipino, Portuguese, Ute and Yupik Eskimo. The following are among the major conclusions and recommendations: (1) Some evidence exists that Title VII is having long-range benefits to the bilingual groups being served. (2) There is a general lack of materials, teaching skills, experties in planning materials development, and evaluation at the local project level. One suggested improvement is to provide continuous technical assistance and training throughout the life of projects. [More] Descriptors: American Indian Languages, Bilingual Education, Chinese, Educational Legislation
(1975). Guide to Teacher Education Programs for Bilingual Bicultural Education in U.S. Colleges and Universities. Developed to accompany the publication entitled "Teacher Training Bibliography: An Annotated Listing of Materials for Bilingual Bicultural Education," this guide contains an alphabetical listing by state of institutions of higher learning providing courses, programs, degrees or certification plans for teachers in bilingual bicultural education. Information gathered from the various state departments of education and many individual institutions relates to the academic year 1974-1975 and may be used as a guide for probable offerings during 1975-1976. An address and a contact name are given for each institution, in addition to a capsule description of course offerings at the institution. This information will also serve as a guide to the direction of the various institutions' programs in the future and as an overall indicator of trends in programs training teachers for the bilingual bicultural classroom. At present they range from many courses in ESL to one doctorate in Bilingual Multicultural Education. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, College Programs
(1974). MAP: Materials Acquisition Project. CATESOL Occasional Papers, No. 1. The Materials Acquisition Project was created by the Bilingual Education Programs Branch of the U.S. Office of Education to make available information concerning instructional materials currently published in Spanish- and Portuguese-speaking countries to teachers of elementary and secondary bilingual-bicultural education classes in the United States. The functions of the project are to: (1) identify and acquire from foreign countries copies of educational materials in Spanish and Portuguese, such as texts, supplements, posters, recordings, slides and tapes, for potential use in American bilingual education programs; (2) field-test materials in elementary and secondary bilingual-bicultural classes; (3) identify comparable concepts in texts in Spanish and Portuguese and in English texts and compile a parallel list of texts; (4) provide for the revision of outstanding materials that require little rewriting to make them relevant to Spanish-speaking students in the United States, and promote the publication of K-6 textbook sets in fine arts, language arts, math, and science; and (5) make information on the project's objectives and operation available. Means of fulfilling each of these functions are described. [More] Descriptors: Audiovisual Aids, Biculturalism, Bilingual Education, Educational Media
(1978). Bilingual Resources, Vol. 1, No. 3 Spring 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) "Social Class or Culture? — A Fundamental Issue in the Education of Culturally Different Students," by Frank Angel, an excerpt from a discussion of the confusion of the two concepts of social class and culture; (2) "Behavior Modification Perspective and Bilingual/ Bicultural Education Models," by Todd R. Risley, an excerpt; (3) "A Re-Appraisal of Spanish-English Bilingualism for Bilingual Education in the U.S.A.," by Atilano A. Valencia, a discussion of different perspectives of bilingualism and the resulting orientations; (4) "Supply and Demand Factors Related to Bilingual Spanish Teaching Candidates Emerging from Public and Private Colleges and Universities in California, 1976-1977," by Robert Forbes and Berenice Haley; (5) "Instructional and Resource Materials: Annotations"; (6) "Literacy for America's Spanish Speaking Children," by Eleanor Wall Thonis, an excerpt; (7) "Publications of the National Dissemination and Assessment Center, Los Angeles," brief descriptions of recently published and forthcoming material; (8) "Test Review: Basic Inventory of Natural Language (BINL);" and (9) "Selections from Native American Poetry." Descriptors: American Indian Education, American Indians, Behavior Change, Biculturalism
(1975). Bilingual Education for Children: An Abstract Bibliography. This selective abstract bibliography prepared by ERIC Clearinghouse on Early Childhood Education is a guide to recent ERIC documents on bilingual education of children. Citations have been divided into four sections: (1) selected ethnic groups (Spanish speaking, native Americans, Chinese, Portuguese and Filipino); (2) migrants; (3) second language learning; and (4) general (bibliographies, legislation, media, multicultural research, teacher training). Citations included are from "Resources in Education (RIE)," January 1974 through March 1975, and from "Current Index to Journals in Education (CIJE)," August 1971 through October 1974. There are 116 abstracts from "RIE " and 74 citations from "CIJE." Descriptor (subject index) terms are included for all citations. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Bilingual Schools, Bilingual Students
(1977). Bilingual-Bicultural Education in the Classroom: A Handbook of Ideas for the Teacher. This handbook is addressed to elementary school teachers, in an attempt to answer the following questions: (1) What is bilingual-bicultural education? (2) Why have bilingual-bicultural education? (3) Who is it for? (4) When should such education begin? (5) How does such a program start?, (6) What should a teacher having only a few students with language problems do? (7) Where can an elementary school teacher get help for students with language problems? Following a discussion of the need for and the purpose of bilingual-bicultural education, details of the bilingual-bicultural classroom are examined, as well as the implementation of bicultural education, techniques for teaching the home language, and the teaching of English as a second language. A selected bibliography of professional materials for bilingual-bicultural teachers is provided, and the appendix presents charts of possible ways to arrange a classroom. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Classroom Design
(1980). Bilingual-Bicultural Educational Needs and Capabilities of Community Colleges. Junior College Resource Review. In an effort to assess the educational needs of bilingual/bicultural Americans and the extent to which community colleges are meeting these needs, this essay cites numerous studies that have focused on various aspects of the issue of bilingual/bicultural education. First, the review refers to studies acknowledging the benefits of bilingual education and other studies that reveal the lengthy history of bilingual programs, as well as the rarity of such programs. Next, the differences between "equal access" and "equal benefits" are discussed, and two models for bilingual education–the Maintenance Model and the Transitional Model–are considered. Subsequently, legislation is pointed to which provides federal aid for the development of bilingual programs, and then, the implications that ensuring legislation and judicial decisions have for the community college are discussed. Next, the key position of the bilingual teacher aide is analyzed, and studies that have examined the role, responsibilities, training, and attitudes of the bilingual teacher aide are reviewed. Finally, several recommendations are made. These recommendations focus on the importance of bilingual aides, community college responsibilities, the creation of a National Resource Center for the training of teacher aides and paraprofessionals. The functions of this Center are enumerated, and a bibliography included. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, College Role, Community Colleges
(1992). Bilingual Teachers' Voices. In a study of bilingual education teachers' experiences and perceptions of bilingual education, four female trained, experienced, Spanish-English bilingual primary school teachers were interviewed in depth and observed in class. Semi-structured, open-ended interviews focused on the following: teacher background and experience; experiences with students, colleagues, administrators, and parents; changes in curriculum and policies over time; and experiences in bilingual teacher education. Narrative case studies for each teacher, maintaining her own voice, were created. Cross-case analysis of the narratives revealed similarities and differences and allowed comparison with recent literature. The report describes the study and summarizes major findings in the following areas: effects of teacher background on teaching; need for native language policy commitment and improved evaluation instruments, procedures, and policies; collegial acceptance and institutionalization of bilingual programs; teacher professional judgment and curriculum design; formal and informal teacher education opportunities; the teachers' roles with students; and the bilingual teacher as a community liaison. A 17-item bibliography is included. Descriptors: Bilingual Education, Bilingual Teachers, Case Studies, Curriculum Design