This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include William Francis Mackey, Sacramento. Office of Bilingual Bicultural Education. California State Dept. of Education, Jose Gonzalez, Anibal Vazquez, JULIA GONSALVES, Brooklyn New York City Board of Education, Norbert Francis, Jon Reyhner, Bernard Spolsky, and Paula Martin.
(1976). Bilingual Education Models. There is some disagreement among educators and theoreticians concerning the definition of bilingual education. The Department of Education of the State of New Mexico has set forth two plans designed to establish a clear position for any local school district in the matter of bilingual education. The first model, full acculturation, represents a transitional program which uses the child's language and culture as "conceptual bridges" for an all-English curriculum. This plan is not used to maintain and expand the home language or culture of the non-Anglo American community. The second model, language and cultural maintenance, has as its purpose the maintenance and further development of the non-English language and culture of the students. It offers a richer education for the English-speaking student, as well. The importance of community involvement is emphasized no matter which bilingual model is chosen. This report includes suggestions for curriculum components and four time and content models. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1967). BILINGUAL EDUCATION IN CALIFORNIA. CALIFORNIA EDUCATORS AT ALL LEVELS HAVE A DEEP CONCERN FOR THE EDUCATION OF THOSE CHILDREN WHO SPEAK A LANGUAGE OTHER THAN ENGLISH, AND THOSE EDUCATORS HAVE BEEN DEVELOPING SPECIAL BILINGUAL PROGRAMS FOR THESE YOUNGSTERS. TWO RECENT DEVELOPMENTS WHICH WILL AFFECT BILINGUAL EDUCATION ARE–(1) THE PASSAGE OF THE "BILINGUAL BILL", PERMITTING THE GOVERNING BOARD OF ANY SCHOOL TO DETERMINE WHEN AND UNDER WHAT CIRCUMSTANCES INSTRUCTION MAY BE GIVEN BILINGUALLY, AND (2) A REQUEST FROM THE STATE BOARD OF EDUCATION FOR THE STATE CURRICULUM COMMISSION TO RECOMMEND TEXTBOOKS IN ENGLISH AS A SECOND LANGUAGE FOR POSSIBLE STATE ADOPTION. SEVERAL CALIFORNIA BILINGUAL PROGRAMS ARE CITED IN THIS REPORT, EVIDENCE THAT INNOVATIVE IDEAS ARE BEING IMPLEMENTED. THE STATE DEPARTMENT OF EDUCATION HAS FURNISHED LEADERSHIP IN THE AREA OF BILINGUAL EDUCATION AND HAS BEEN DEEPLY INVOLVED IN PROGRAMS DESIGNED TO IMPROVE THE EDUCATIONAL OPPORTUNITIES OF MEXICAN AMERICANS. THIS REPORT WAS PRESENTED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 10-11, 1967. [More] Descriptors: Bilingualism, Education, Educational Opportunities, English
(1979). Does Bilingual Education Work?. Two major evaluations of bilingual education differed significantly in evaluation design and results. The American Institute for Research (AIR) conducted the national impact study for bilingual education and gathered data from many programs. AIR based its study on comparisons of mathematics and language arts achievement of students in bilingual classrooms (with 74% non-English speaking or bilingual children) and control classrooms (with just 17% bilingual or non-English speaking children). The two groups were matched ethnically but not by language dominance. The design of the evaluation of the Individualized Bilingual Instruction (IBI) Program was based on evidence of how the subjects would have performed without the benefit of the program. These data, built up over years, were accumulated from actual pretests of students who enrolled in the program at different ages, thus providing an automatic match for ethnicity, socio-economic level, age, and language dominance. In general, IBI results indicated significantly higher performance for students in its bilingual program than did AIR for Title VII students as a whole. Appendices include the IBI data base from which the paper's findings were taken and technical information regarding IBI testing, data collection, and analysis procedures. Descriptors: Bilingual Education, Comparative Testing, Control Groups, Curriculum
(1976). The Need for Bilingual-Vocational Education in America. One of a series of papers on critical issues in vocational-technical education, this paper discusses the need for a bilingual-vocational education program in America emphasizing that oral and written language is not the only or even most important variable in developing a bilingual-vocational education program and that an understanding of the cultural background of each non-English speaking student will provide both parties (teacher and student) mutual rapport to simplify the teaching-learning process. Eight conclusions and recommendations are included for program improvement at the national level. [More] Descriptors: Bilingual Education, Cultural Influences, Educational Needs, Educational Problems
(1982). Focus on Bilingual Education, Chabot College Journal. This collection of essays focuses on issues in bilingual education. First, Elizabeth Flynn examines different kinds of bilingual programs; efforts made towards cultural pluralism in a number of countries; national benefits to be derived from bilingualism; the needs of American ethnic groups, new immigrants, and foreign students; and the pros and cons of bilingual instruction as an alternative to foreign language instruction. Next, Alma Flor Ada presents a humanistic view of language as an aspect of individual and social identity, demonstrating the psychological ties of first language, its role in cognitive development, and the value of maintaining an oral tradition while encouraging literacy. Then, Gabriela Pisano examines training programs for bilingual/bicultural teacher aides in California's community colleges and their articulation with 4-year college programs; cites three major program modes currently in existence; and emphasizes the need for uniformity in program development. Next, Donald Scott considers the impact of Southern Asian immigration on California community colleges and the special problems faced by these groups. He discusses the staffing, teaching and training methods used within English as a Second Language programs that can facilitate immigrants' transition into American life. Finally, a historical perspective on bilingual education is provied by Hilda Hernandez, who reviews the experience of German and Cuban immigrants. Descriptors: Bilingual Education, Bilingual Teacher Aides, Bilingualism, Cambodians
(1992). Language, Thought, and Culture: Combining Bilingual/Multicultural Education, Working Papers in Educational Linguistics. This paper argues for the development of a new type of combined bilingual and bicultural/multicultural program or curriculum based on recent research. Some issues concerning bilingual education are addressed, followed by a short review of the findings of ethnographers concerning cultural differences in the classroom. The applicability of the Whorf hypothesis to the field of language education is considered. Finally, observations done at Potter Thomas elementary school are incorporated to illustrate the need for and potential of the type of program proposed. [More] Descriptors: Bilingual Education Programs, Classroom Research, Cultural Differences, Cultural Pluralism
(1990). Bilingual Education Talented Academy–Gifted and Talented (Project BETA). 1989-90 Final Evaluation Report. OREA Report. Project BETA (Bilingual Education Talented Academy–Gifted and Talented) is a federally funded project serving gifted and talented limited-English-proficient students at two high schools in the Bronx, New York. The project focused in particular on Spanish-speaking students but also served students of at least 11 other language groups. Students received instruction in English as a Second Language, Native Language Arts, science, mathematics, social studies, computer science, and career education. The project provided staff development, curriculum development, and parental involvement activities. This report describes participating students, staff, project implementation, outcomes, conclusions, and recommendations. [More] Descriptors: Bilingual Education, Curriculum Development, English Instruction, English (Second Language)
(2002). Improving Achievement or Constructing Marginality? Pupil Performance and Classroom Language Use in Ghana. This study examined the impact of implementation of the Ghanaian government's mother tongue language policy, noting whether bilingual/mother tongue education would lead to improved academic achievement of elementary school students or would reinforce the marginalized position of linguistic minority children in developing countries. Data came from the Improving Educational Quality (IEQ) study and from student assessments at three elementary schools. Data were collected as students progressed through the second, third, and fourth grades. Overall, most third graders outperformed their second grade counterparts. Also, each class generally improved on their previous year's performance. Compared to the two schools that were implementing the language policy, the third school had better performance. The school with the worst performance had poorly trained teachers and used the Ghanaian language for instruction, which was not the students' first language. (Contains 10 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Developing Nations, Elementary Education
(2002). Language and Literacy Teaching for Indigenous Education: A Bilingual Approach. Bilingual Education and Bilingualism. This book presents a proposal for the inclusion of indigenous languages in the classroom. Based on fieldwork in the United States and Mexico, it explores ways in which the cultural and linguistic resources of indigenous communities can enrich the language and literacy program. There are nine chapters in two parts. Part 1, "A Survey of Indigenous Languages in Education in the Americas," includes: (1) "Prospects for Learning and Teaching Indigenous Languages"; (2) "State of the Languages"; and (3) "Language Policy and Language Planning: The Role of the School and Indigenous Language Literacy." Part 2, "Curriculum and Materials, Classroom Strategies," includes: (4) "Promoting Additive Bilingual Development"; (5) "The Bilingual Classroom"; (6) "Biliteracy: Teaching Reading and Writing in the Indigenous Language"; (7) "Language Assessment"; (8) "Conclusion: A Teaching Model for Realizing the Potential of Additive Bilingualism"; and (9) "Resources for Schools and Communities." Five appendixes contain indigenous stories, sample cloze passages, the UNESCO 1953 Declaration on the use of vernacular languages in education, and sample plates from a bilingual interview. (Contains approximately 350 references.) Descriptors: Bilingual Education, Bilingual Students, Culturally Relevant Education, Curriculum Development
(1981). A Model Program for the Training of Professionals in Bilingual/Bicultural Education. Legal mandates and a demonstrated need for preservice and graduate instruction in bilingual and bicultural teacher education provided the impetus for initiating four programs at Northern Illinois University. This training program contains undergraduate and graduate program options in elementary education for the certification of bilingual teachers. The program also offers graduate options for the training of bilingual counselors and curriculum specialists. The first program option is a fulltime undergraduate program which leads to a bachelor of science degree in elementary education with an emphasis on bilingual/bicultural education. An outline is given of the coursework, the functions of a bilingual tutor for improving language skills in English or Spanish, diagnostic language procedures, and field experience programs. A similar outline is provided for the second option, which leads either to a master of science in elementary education with a specialization in bilingual/bicultural education, or to a masters degree in secondary education with an area of interest in bilingual/bicultural education. The third program offers a master of science degree in counselor education or in curriculum and supervision with an area of interest in bicultural/bilingual education in both Spanish and English. The fourth program outlined is for a course leading to a master of science in curriculum and supervision with an area of interest in bilingual/bicultural education. The entry and graduation criteria for each option is delineated. The field experience components of each option have a specific emphasis on the development of linguistic and cultural competencies. Criteria are provided for evaluating the program and student attainment of selected competencies. A description of management organization, program goals and objectives, specific objectives and competencies, and core courses in both graduate and undergraduate programs is provided. Descriptors: Admission Criteria, Bachelors Degrees, Bilingual Teachers, Core Curriculum
(1981). Evaluation in Bilingual Education. The need to improve evaluation practices in Elementary Secondary Education Act (ESEA) Title VII bilingual education programs is addressed. The study examined existing efforts in bilingual program evaluations through a meta-evaluation of a sample of ESEA Title VII projects funded in 1979-80 that were representative of five regions of California. This meta-evaluation was done by examining the evaluation designs as stated in project proposals and the actual implementation of evaluation activities in the projects' evaluation reports that were submitted to the U.S. Department of Education. Evaluation designs frequently emphasized an evaluation based on instructional objectives in relation to student achievement. Evaluation reports focused on student achievement data and included survey questionnaire results regarding staff development and community involvement in some cases. Survey results from California Title VII Directors indicated that their technical assistance needs for conducting Title VII evaluations involved measuring the affective domain, using evaluation information effectively, developing in-house evaluation capabilities and analyzing data. The meta-evaluation results of this study indicated that Title VII projects still need to improve their evaluation designs and reports before evaluation reports can truly be considered as databases for future meta-analyses or as statements on the effectiveness of bilingual education. Descriptors: Bilingual Education, Elementary Secondary Education, Meta Evaluation, Program Effectiveness
(1972). Bilingual Education in a Binational School: A Study of Equal Language Maintenance through Free Alternation. This book describes the John F. Kennedy School in Berlin, which serves a community composed of families using German and English. It talks of the objectives and curriculum of the bilingual school, the manner of teacher selection and training, and the selection and preparation of materials. Included are appendixes which develop a typology of bilingual education and provide a framework of reference for teachers, administrators, and students. The book has many descriptive, statistical tables covering such areas as training and experience of teachers, size of classes, and degrees of comprehension. Descriptors: Academic Achievement, Bilingual Schools, Bilingual Teacher Aides, Bilingual Teachers
(1969). ESOL and Bilingual Education. The author discusses three recently established organizations now taking an interest in bilingual education: ACTFL (American Council for the Teaching of Foreign Languages); ATESL (Association of Teachers of English as a Second Language, part of the National Association for Foreign Student Affairs); and TESOL (Teachers of English to Speakers of Other Languages). A paramount purpose of an educational system is to make it possible for its graduates to take a place in society, which presupposes their being able to control effectively the language of that society. The teaching of English to speakers of other languages, and dialects, becomes a central responsibility of the American educational system; schools must be aware of the language or dialect background of their students and make it possible for them to acquire the standard language as quickly as possible. This calls for ESOL and bilingual education. A child coming to school must be taught the standard language if he is to have access to the general culture and economy. At the same time, he has a right to be taught in his own language all the time he is learning enough English to handle the rest of the curriculum. Some communities may wish to maintain their own cultures and language; others may wish for a new blend of cultures by paralleling TESOL with TXSOE (teaching other languages to speakers of English). [More] Descriptors: Biculturalism, Bilingual Education, English (Second Language), Language Role
(1982). Testing Instruments, Packet 2. Bilingual Program Planning, Implementation, and Evaluation, Series A. Teacher Edition. Bilingual Education Teacher Training Packets. This teacher's edition of training materials on bilingual program planning, implementation, and evaluation focuses on testing instruments. The guide is part of a series directed at bilingual educators and intended for use in institutions of higher education and inservice teacher education programs. Training objectives, a pretest and posttest, and instructional materials and activities are included. The topics covered include (1) the role of testing in bilingual education programs, (2) norm-referenced and domain-referenced language proficiency tests, (3) indirect and direct measures of language proficiency, (4) test validity and reliability, (5) norms, (6) reviews of nine popular language assessment instruments, and (7) examples of direct measures of language. [More] Descriptors: Bilingual Education Programs, Instructional Materials, Language Proficiency, Language Tests
(1980). Bilingual Education Services Guide. Developing School Site Programs: Specifications for Limited- and Non-English-Speaking Students. This guide deals with five areas of interest to bilingual education in California: (1) state mandates that were enacted in response to the Lau v. Nichols Supreme Court decision of 1974; (2) instructional and support services requirements in language development, reading, mathematics, multicultural education, and staff development; (3) other program-related issues, that is, funding, staffing, classroom composition, parental notification, and the establishment of a school advisory committee; (4) three options available to schools in developing their consolidated program plan; and (5) guidelines for a bilingual individual learning program. A list of selected references completes the guide. [More] Descriptors: Bilingual Education, Educational Policy, English (Second Language), Instructional Systems