Bibliography: Bilingual Education (page 184 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Evelyn Bauer, Michael Marland, Laurence Armand French, Westbury Nassau County Board of Cooperative Educational Services, PJ Karr-Kidwell, Manuel T. Pacheco, Sacramento. Bilingual Education Office. California State Dept. of Education, Joan E. Friedenberg, National Council of State Supervisors of Foreign Language., and Judith Kirsch.

Friedenberg, Joan E. (1981). Computer-Assisted Bilingual Education. Four aspects of computer assisted instruction (CAI) are treated: (1) an introduction to computer literacy and awareness; (2) guidelines for establishing a computer-assisted bilingual instruction site; (3) a description of some existing computer-assisted bilingual projects; and (4) identification of future needs. The first section provides a glossary of computer-related terminology, an outline of uses for computers in bilingual education, and a discussion of the benefits of CAI to bilingual education. The guidelines presented in Part 2 include a discussion of defining needs and objectives; acquiring equipment; acquiring and developing courseware; and managing, supervising, and evaluating. The existing programs in Texas, Illinois, Vermont, and Lima (Peru) are described in the third section. These are primary school level and include programs designed to supplement regular class instruction, remedial programs in various subjects, French and Hmong courseware (Vermont), and ESL supplementary practice materials (Peru). The final section discusses needs for the future in terms of a list developed ten years ago of the critical obstacles to CAI. Descriptors: Bilingual Education, Computer Assisted Instruction, Computer Literacy, Elementary Education

French, Laurence Armand (2002). Aggressive Behavior among Rural Minority Youth: Concerns for Schools and the Community. Two cases of youth violence in southwestern New Mexico, one involving an Anglo youth and one a Mexican American youth, highlight the diversity of the area and the biased treatment of Mexican American youth. New Mexico demographics suggest a link between diversity and high rates of crime and violence. National reports clearly report the extent of substance abuse, school dropouts, and delinquency among the nation's youth, especially minority youth. A contemporary response has been better use of public schools in promoting community-based solutions in rural areas, especially within minority communities where the cultural lifestyle differs from that of the dominant Anglo-American society. The realization of a crisis with at-risk youth in New Mexico, especially within ethnic communities, led to proactive initiatives to curb the problem. One such program prepares bilingual special education teachers to identify at-risk youth within their classrooms and to intervene to address problems. Ultimately, the focus on teacher preparation should impact student achievement, which in turn should eventually decrease or eliminate youth violence. A second proactive initiative provides services to under-educated Mexican American women in rural southwestern New Mexico. Designed to break the cycle of poverty and welfare in the region, this program is a culturally specific approach to violence reduction. Both programs utilize a coordinated team approach involving universities, public schools, the criminal justice system, community health facilities, community organizations, and families.   [More]  Descriptors: Adult Education, Bilingual Teachers, Cultural Differences, Cultural Pluralism

Nassau County Board of Cooperative Educational Services, Westbury, NY. (1976). Time Frame, Vol. 5, No. 1. Bilingual education and the teaching of foreign languages are the topics of this issue. Several columns discuss programs and services of the Board of Cooperative Educational Services of Nassau County. In bilingual education, the following articles are included: (1) "Regents Position Paper: Title VII Guidelines"; (2) "From SED – A Firm New York State Priority"; (3) "The Future of Language Teaching and Language Learning"; (4) "Bilingual/Bicultural Project at Nassau BOCES"; (5) "Local Ethnic and Language Radio Programming"; (6) "BOCES Occupational Education and Special Education"; (7) "An Inventory for Student Assessment"; (8) "Bilingual Education – Here to Stay?" In foreign language teaching the following articles are presented: (1) "From SED – A Student-Centered Modern Foreign Language Curriculum"; (2) "Second-Language Goals Must Be Broadened"; (3) "Languages and Administrators"; (4) "Advanced Placement a la Massapequa"; (5) "FLES in Hicksville"; (6) "A Look at Latin"; (7) "Gifted Students, Many Languages, One Coordinator"; (8) "Student Exchange Programs: A Positive Evaluation"; (9) "Articulation: Adelphi U and Malverne HS"; (10) "Dual Preparation for Foreign Language Teachers"; (11) "Reading Specialist Looks at Teaching Languages"; (12) "ESL Program in Lynbrook"; (13) "Screening Process for Foreign Language Students in Nassau"; (14) "Career Education in Foreign Languages." Descriptors: Articulation (Education), Bilingual Education, Bilingual Students, Board of Education Policy

Pacheco, Manuel T. (1985). Bilingual Education: A New Beginning. This paper discusses the education of Mexican-American students along the Mexico-United States border. A brief review of historical and cultural perspectives suggests that the Mexican population in the border area continues to increase because the area is culturally and linguistically accomodating. Schools that teach the dominant Anglo culture fail in providing equal educational opportunities to students whose cultural and linguistic backgrounds are different. Mexican-American students along the border score lower on achievement tests when compared to their ethnic counterparts away from the border and when compared to Anglo students. The assignment of Mexican-American students to special education classes in border schools is disproportionately high. Mexican-American students along the border have successfully resisted acculturation. Limited English proficiency, however, is a major obstacle to the students' educational achievement. The goals of bilingual education programs are to build on the cultural strengths that the child brings to the classroom, to reinforce native language, to capitalize on the biculture elements in constructing a curriculum, and to retain teachers who are trained and identified with both traditions. Although in Texas all elementary schools are required to have bilingual education programs, it is questionable how effective these programs are in meeting the needs of Mexican-American students and in encouraging cultural and linguistic diversity.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Education Programs, Educational Opportunities

Krug, Mark M. (1979). Bilingual Education–Let Us Clarify the Issues, Social Education. Maintains that issues of cultural identification and self-concept are generally avoided by researchers and critics in discussions related to the goals of bilingual and multicultural education. Descriptors: Bilingual Education, Cultural Awareness, Educational Needs, Educational Objectives

Bauer, Evelyn (1969). Bilingual Education in BIA Schools. The author examines the "most promising" approach to educating American Indian students–bilingual education, which uses some combination of the student's mother tongue and English to transmit academic content and to foster the child's development in both languages. Interest in bilingual education, or at least in the inclusion of mother tongue in BIA (Bureau of Indian Affairs) schools goes back to the late thirties. A simplified Navajo alphabet was developed; a pre-primer, primer, and first reader in English and Navajo were written and used in reservation schools. Other materials in Navajo–technical programs for adult education, a newspaper and dictionary–were followed by bilingual texts in Hopi and Sioux. English-Spanish texts were also prepared, in response to requests from Pueblo and Papago leaders. (It was assumed in using these texts that reading and writing would be taught first in the child's mother tongue, and written English taught only after control of oral English had been achieved.) The "Five-Year Program," begun in the mid-forties by the BIA; ongoing bilingual programs in Navajo and Hopi; as well as various proposed programs, including Alaskan, are discussed in this paper.   [More]  Descriptors: American Indian Languages, American Indians, Bilingual Education, English (Second Language)

National Council of State Supervisors of Foreign Language. (1977). Bilingual Education: A Position Paper. This paper states the position of the National Council of State Supervisors of Foreign Languages (NCSSFL) in regard to bilingual education. The Council feels that the ethnic languages and cultures of the people living in the United States should be preserved in order to strengthen and enrich the total American society. It therefore favors maintenance rather than transitional bilingual programs. The following eight points are considered integral parts of an effective bilingual program: (1) scholastic achievement in two languages is commensurate with the age, ability, and grade level of students; (2) bilingual education is an integral part of the school's regular program; (3) development of a positive self-image in students is a primary consideration; (4) fluency and literacy in two languages are expected; (5) professional staff development is included; (6) cross-cultural understanding is stressed; (7) educators in all types of language programs make efforts toward common goals; and (8) provisions are made to allow all students the opportunity to develop bilingual/multicultural proficiencies to a high degree in a well-ordered program. Descriptors: Administrator Attitudes, Bilingual Education, Bilingualism, Educational Objectives

Andersson, Theodore (1971). Bilingual Education: The American Experience. The United States experience with bilingual schools falls into two periods: from 1840-1920 and from 1963 to the present. Bilingual schooling may be said to have originated in Cincinnati in 1840, where a large minority of the population was German-speaking. During this first period, perhaps a million American children received a part of their instruction in German as well as in English. Despite the extent and historical importance of this early bilingual schooling, however, it failed to provide an authoritative curriculum model for bilingual education. The bilingual program, often only a language program, was rarely integrated into either the philosophy or the practice of the school or society. Bilingual schooling disappeared from the U.S. scene from the time of World War I until 1963, when the Dade County bilingual program was initiated in Miami, Florida. A Ford Foundation grant provided for instruction in both English and Spanish for Spanish- and English-speaking children. Before the enactment of the Bilingual Education Act in 1968, the number of federally supported bilingual programs was probably less than 100; at present writing, there are 131 programs supported by federal grants. (In addition to discussing the contributions of various educators and linguists, the author includes an extensive bibliography of recent and forthcoming works.)   [More]  Descriptors: Acculturation, Biculturalism, Bilingual Education, Bilingual Schools

Marland, Michael (1987). Multilingual Britain: The Educational Challenge. This essay and a report focus on the challenge to Britain's educational system posed by an increasingly multicultural and multilingual population. The essay, "Towards a Curriculum Policy for a Multilingual World," attempts to clarify the implications of multilingualism for the entire curriculum, for both curriculum design and administrative concerns. A 10-point plan of action is presented, indicating the need for teachers and other staff fluent in the community languages. The report, "The Education of Bilingual Learners: Towards a Coherent Policy," is the result of a working group on bilingual education within the Inner London Education Authority. Its sections address the following topics: racism, bilingual education, and the need for a policy for equality; a philosophy of bilingual education; the need for schools to keep in touch with the communities they serve; school-level issues of population mobility, placement, reception, orientation, and transfer; curriculum and instruction, guidance, and overall language policy; the needs of recent arrivals in the country; and resources. Appended materials include four bilingual curriculum models and comparisons with the systems of four other countries: the United States, Sweden, Bavaria, and Australia. An extensive bibliography (170 references) is included. The main bulk of the bibliography is a study bibliography prepared for use by the author and his colleagues. It is not complete and many of the books contain fuller bibliographies. These works are of some help in thinking about the curriculum for a multilingual world and the education of bilingual learners. Those which are exceptionally useful have an asterisk by them. Descriptors: Change Strategies, Comparative Education, Cultural Pluralism, Educational Change

Kirsch, Judith, Comp. (1981). Tests and Testing for Bilingual Children: A Bibliography of Literature. This annotated listing cites tests, guides, dissertations, journal articles, research reports, reference materials, and conference papers and proceedings regarding tests and testing for bilingual children. Items cited were published between 1964-81. The listing is one of a series of bibliographies from a computerized database, Bilingual Education Bibliographic Abstracts. The 85 entries were compiled to provide access to resources, materials, research, and developments in testing. Each entry contains an abstract describing the contents of the materials. Both a title and an author index are included.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, Measurement, Program Development

Yeats, Alid; And Others (1975). Libro de Lectura. Nivel A. (Reading Book. Level A.). This is the first in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies) and La Naturaleza (Nature). The five stories in the first section deal with such topics as the home, school, and cleaning. The five stories in the second section deal mainly with the seasons and aspects of the weather such as snow, wind, and rain. Each story is followed by a list of new words and is illustrated with black-and-white and color drawings.   [More]  Descriptors: Bilingual Education, Childrens Literature, Cultural Context, Cultural Traits

Andersson, Theodore (1974). Bilingual Education and Early Childhood. Educators are presently engaged in testing the hypothesis that under favorable conditions bilingual schooling will improve the education of both bilinguals and monolingual English-speaking children and at the same time contribute to a healthier society. These prerequisite favorable conditions are: a socio-economic-cultural survey of the community contemplating a bilingual program; participation by various sectors of the community in the planning and conduct of the program; clear-cut statements of philosophy, rationale, goals, and objectives; and adequate program design, including staff, curriculum, methods, materials, evaluation, provision for correction of program defects; provision for research; and description and publicizing of the program for the benefit of other interested communities. Each of these elements is elaborated in Part I. In Part II some of the findings of specialists in early childhood are considered together with their implications for bilingual education. Of special relevance are the development of the child's intellect, senses, memory, and imagination. His early language development and potential for bilingualism or multilingualism and early reading and writing suggest the conclusion that bilingual education between ages two and five opens vistas for innovative developments.   [More]  Descriptors: Biculturalism, Bilingual Students, Child Development, Community Involvement

California State Dept. of Education, Sacramento. Bilingual Education Office. (1986). A Handbook on California Education for Language Minority Parents. Korean/English Edition. This handbook is designed to help Korean parents of school age children in California understand the operation of the schools. Printed in Korean and English, it is designed in a question and answer format. Included in the handbook is information on student enrollment from kindergarten through grade 12, public school programs and curriculum, graduation requirements, bilingual education, parental involvement, transportation, year-round education, child development, etc. Information is also provided on a variety of programs such as alternative education, vocational education, continuation education, work experience education, and adult education, which may be helpful not only for limited English proficient students but also for parents who seek further educational opportunities in California.   [More]  Descriptors: Bilingual Education Programs, Curriculum, Elementary Secondary Education, Korean Americans

Ridout, Susan Ramp (1986). Reading Module on Bilingual Education. Intended for use as a basis for lectures relating to bilingual education within a reading methods course, this instructional model provides educational strategies for use with bilingual children. Written in outline form, the first two parts of the model present a rationale and objectives for the course. The third part contains (1) an historical overview of bilingual education in lecture form, (2) general classroom guidelines, (3) popular strategies to use when teaching reading to the bilingual child, (4) informal practical strategies for general classroom use, (5) suggested basal readers to use with the bilingual child, (6) a list of primary program goals, and (7) a bibliography. Various discussion questions are presented in the fourth part, while the fifth part provides a sample bilingual elementary reading lesson. The sixth section provides sources for use when teaching reading to bilingual children, as well as suggestions for basal series readers. Finally, the seventh part is an evaluation segment that contains sample test questions for reading methods students and proposals for research papers.   [More]  Descriptors: Bilingual Education, Bilingual Instructional Materials, Class Activities, Communication Skills

Westendorf, David; Karr-Kidwell, PJ (2002). Serving English as a Second Language Communities: A Literary Review and an In-Service Plan To Assist Administrators. This paper presents a literature review and describes an inservice plan for aspiring and current elementary administrators in schools serving English-as-a-Second-Language (ESL) communities. The literature review examines habits and guidelines for effective leaders to use in educational settings, discusses laws regarding bilingual/ESL education, notes schoolwide activities related to ESL, and presents classroom practices for ESL teachers. The planned inservice includes information on the changing socioeconomic conditions in the United States, background information on ESL philosophies, strategies for successful teaching in ESL classrooms, and strategies to improve parental involvement and adult education for ESL parents and community members. Each area of the inservice provides administrators with specific strategies for implementing successful ESL programs. An appendix presents handouts to be used in the actual inservice. It also provides a survey to measure how participants plan to use information from the inservice in their schools and communities and a follow-up questionnaire to gauge how administrators are implementing the strategies 3 months following the inservice. (Contains 61 references.)   [More]  Descriptors: Administrators, Elementary Education, English (Second Language), Guidelines

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