This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jane McGary, G. Richard Tucker, Margaret McFerren, Susannah Factor, Henry W. Pascual, Dennis M. Ogawa, Diana Rivera-Viera, Robert B. Kaplan, Sylvia Y. Kaplan, and Brooklyn New York City Board of Education.
(1971). Mexican American Education, A Selected Bibliography. Supplement No. 1. Access to some of the latest research findings and developments in the education of Mexican American children and adults is provided by this bibliography, which is a supplement to the basic bibliography (ED 031 352). Academic achievement, bilingual education, and teaching English as a second language are emphasized. Included are more than 150 citations and abstracts which have appeared in "Research in Education" from June of 1969 through December of 1970, as well as 23 citations which have appeared in "Current Index to Journals in Education" from January of 1969 through June of 1970. Ordering information and subject indexes are included. [More] Descriptors: Abstracts, Academic Achievement, Bibliographies, Bilingual Education
(1977). Bilingual Education: Current Perspectives. Volume 2: Linguistics. Recognizing a need for an objective, multidisciplinary and comprehensive look at the field of bilingual education, the Office of the Commonwealth of Puerto Rico and the Center for Applied Linguistics cooperated in a state-of-the-art study of the field. State-of-the-art papers were commissioned in four general areas concerning bilingual education: social science, languages and linguistics, law, and education. Each paper formed the central focus for a separate conference at which it was discussed and elaborated upon by specialists from various fields within a given discipline. This volume is the second in a series of four volumes that present a collection of the major papers and the viewpoints of the discussants. The focus of the volume is linguistics. The state-of-the-art paper is"The Linguistic Perspective," by G. Richard Tucker, and the viewpoints include: "Linguistic Theory," by Charles A. Ferguson; "Teaching Bilingual Children," by Gustavo Gonzalez; "Second Language Learning," by Evelyn R. Hatch; and "Research," by Christina Bratt Paulston. A bibliography concludes the volume. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Child Language
(1979). An Annotated Bibliography of Bilingual Education Materials. Items in the largely annotated, March 1979 bibliography are examples of American Indian resources housed at the American Indian Bilingual Education Center (AIBEC) Materials Bank and are included in the bibliography solely for their educational and historical value. The resources are appropriate for professional research and as supplementary classroom materials. The bibliography includes approximately 400 items organized by subject, source, or genre: (1) professional books; (2) guides to American Indian education; (3) audiovisual aids; (4) materials for the Native American Materials Development Center Navajo Bilingual-Bicultural Kindergarten Kit and Supplementary Navajo Teaching Materials; (5) Navajo readers; (6) resources for multicultural education, English as a second language, American Indian education, and values clarification; and (7) materials from the National Clearinghouse for Bilingual Education, ERIC, and the National Dissemination and Assessment Center. Most sections are organized alphabetically by title, and include item cost, publisher's address, and a brief description. Some citations also indicate appropriate grade level, language, and publication date. There is an extensive alphabetical list of publishers and distributors of American Indian materials. Descriptors: American Indian Education, American Indians, Annotated Bibliographies, Audiovisual Aids
(1980). Language Proficiency Assessment: What Does That Mean? A Report of the NABE Pre-Conference Workshop (Los Alamitos, California, April 19, 1980). Professional Papers. Materials are presented from a workshop designed to provide an opportunity for bilingual education researchers and practitioners to share knowledge, experiences, and concerns related to assessing language proficiency. The sessions included: (1) "Formal and Informal Evaluation of Oral English Language Skills," by William Russell; (2) "Assessing English Literacy Skills: Writing," by Ann Humes; (3) "Reading Assessment and the Bilingual Teacher," by Laila Fiege-Kollman; (4) "Some Considerations in Constructing and Administering Language Proficiency Tests," by Bonita Ford; and (5) "Adaptation of English Proficiency Instruments for Korean," by Kenneth K. Kim. The workshop evaluation form, along with the participants evaluations are appended. [More] Descriptors: Bilingual Education, Bilingual Students, English (Second Language), Korean
(1978). Loca, Eco Tentokorkvtes (Terrapin Race). Developed as part of the Seminole Bilingual Education Project, this story and coloring book presents the story of "The Terrapin Race" in both Seminole and English. Right-hand pages offer full-page illustrations for students to color; left-hand pages contain a brief narrative in the two languages in large type. The book uses the sounds which the elementary students have been taught; therefore, the spelling of some words is not that found in the Creek Dictionary–for example, the words "lucv" ("loca") and "ecu" ("eco"). Descriptors: American Indian Languages, Art Materials, Bilingual Education, Books
(1988). Certification of Language Educators in the United States. Educational Report Series. Requirements for the certification of teachers of English as a second language, bilingual education, and foreign languages are examined in the context of the general national emphasis on reevaluating teacher education and certification programs and procedures in the United States. The report includes: (1) information on terms commonly used in reference to certification, the various certification models, recent trends and themes in teacher certification (notably, alternative certification and testing), and trends in teacher education; (2) state-by-state summaries of language teacher certification procedures; and (3) a chart showing specific key certification information for each state. A bibliography is also included. [More] Descriptors: Bibliographies, Bilingual Education, Educational Trends, English (Second Language)
(1975). Descriptive Presentation of a Model Integrating Classroom in Accordance with Chapter 766 and 71A. The paper presents a model for the integrating classroom in accordance with Chapter 71A (which deals with bilingual education) and Chapter 766 (which mandates the provision of educational programs tailored to each student's special needs) of Massachusetts Legislation. Listed among goals for the model classroom are the following: to provide an environment where children with different cultures, languages, and learning styles can learn together; to provide an educational environment where there is community input; and to provide an environment where staff members are facilitated. Guidelines for the model are outlined, and rationales for each of the model's components are offered. Descriptors: Bilingual Education, Classroom Design, Guidelines, Handicapped Children
(1982). Bibliography of Multicultural Resources in Language Arts. This annotated bibliography lists references to works published since 1970 on multicultural and bilingual education, primarily for the language arts. Intended to serve as a reference tool in training classroom teachers and prospective teachers for multicultural education, the bibliography has entries divided uunder the following headings: (1) bibliographies; (2) English curriculum materials; (3) language arts resources; (4) library resources and references; (5) materials on storytelling for bicultural children; (6) resources for student teaching; and (7) materials on multicultural experiences and cultural backgrounds of various ethnic groups in the United States. Descriptors: Annotated Bibliographies, Bilingual Education, Cross Cultural Training, Cultural Background
(1982). Bilingual Education in Ohio: An Overview. This overview of bilingual education ih Ohio includes profiles of bilingual programs in Youngstown, Toledo, Cleveland, and Athens. Current practices in these programs are considered with regard to funding, identification and assessment of students, instructional models, materials, the cultural component of instruction, parental involvement, and staff development. Information is based on funding proposals and other literature obtained from the programs, literature from the state education agency and Lau center in Columbus, interviews with program directors and teachers, and observations of classes. The purpose of the investigation was to fulfill the need for a single, statewide study of bilingual programs serving limited-English-speaking children in Ohio, and to enable bilingual educators within Ohio and in other states to examine current trends and practices in Ohio programs. The following trends are identified: (1) a focus on transitional programs versus maintenance programs; (2) new proposals for federal funding submitted by Ohio educational institutions, with an emphasis on both teacher and parent training; and (3) the use of bilingual education to serve the educational needs of Indochinese children in Ohio. Descriptors: Asian Americans, Bilingual Education, Bilingual Education Programs, Bilingual Instructional Materials
(1978). Clients and Teachers in Bilingual Education Programs. Whether bilingual education programs continue to be model projects for demonstrating viable alternatives for the education of Hispanics or general programs to correct deficits in the education of our children, the selection of students for participation in the programs and the training of teachers for these programs are serious responsibilities. Recommendations to the U.S. Office of Education for determining eligibility for bilingual programs suggest including: (1) Hispanic students, regardless of surname, who are on grade level or lower in standardized achievement tests in English language arts, social studies, science, and mathematics; (2) Hispanic students falling within categories outlined in the Lau Remedies; and (3) any Hispanic students wishing access to bilingual education, regardless of economic background or English proficiency. Bilingual teacher training programs should provide: demonstrable competence in understanding, speaking, reading, and writing the non-English language; study of the history, civilization, fine arts, and literature of the people whose culture is to be taught or learned; study of specific language pedagogy; teaching the academic content in Spanish; training in socio and psycholinguistic factors impinging upon the learning process; and training in teaching of English, both as a second and first language. Descriptors: Access to Education, Bilingual Education, Elementary Secondary Education, Eligibility
(1973). Bilingual ERIC Reprints. This list, prepared by the Bilingual Resource Center in New York City, is intended to serve as a sample of the many valuable bilingual reports and studies available through the Educational Resources Information Center (ERIC). Included are nine abstracts and three articles reproduced in full. The titles of the articles are: (1) "Bilingualism in Puerto Rico: A History of Frustration," by John C. Fisher, (2) "Para-Professionals: Their Role in ESOL and Bilingual Education," by Hernan LaFontaine, and (3) "Second Language Learning in Bilingual Communities," by Sylvia Rothfarb. [More] Descriptors: Abstracts, Biculturalism, Bilingual Education, Bilingualism
(1981). Bilingual Education: A Challenge for the Future. Colorado's bilingual program, which allows Anglo children to participate on a voluntary basis, has been successful in increasing skills in English and in achievement areas measured by English standardized achievement tests, and in improving self concept, attendance, and parent participation. Opponents of bilingual education have claimed that it endangers the melting pot principle, that earlier immigrants pulled themselves up by their bootstraps, and that bilingual education enhances separatism, preserves ghettos and barrios, and delays the integration of non-English speaking children into the mainstream of American society. These myths "seem to be a 'rational' attempt to justify our ethnocentrism and latent racism." A creative bilingual program freed of various restrictions imposed by federal and state funding requirements could: (1) encourage majority group participation; (2) allow children to learn in two languages so that they are bilingual; (3) offer equal educational opportunity for all and provide a pool of capable bilingual citizens for diplomacy, commerce, and other fields of endeavor; (4) foster integration and cultural understanding; and (5) create a learning environment in which the languages and cultures of all the students are treated with equal respect. Descriptors: Access to Education, Anglo Americans, Bilingual Education, Comparative Analysis
(1982). Annual Review of Applied Linguistics: 1981. A collection of 18 essays focuses on the linguistic problems involved in accommodating and educating displaced and migrant populations throughout the world. The essays are divided into three sections covering (1) language policy at the national level, (2) language in education policy, and (3) educational practice. Among the specific topics discussed are language planning, bilingualism, the education of language minorities, bilingual education, and literacy in Eastern Africa, Australia, China, the Philippines, South Asia, the United States, England, the Arab Middle East, and New Zealand. Many of the papers are accompanied by annotated bibliographies. Descriptors: Annotated Bibliographies, Applied Linguistics, Bilingual Education, Bilingualism
(1978). Bibliography of Educational Publications for Alaska Native Languages. Both Indian and Eskimo-Aleut languages are covered in this annotated bibliography of Alaska native languages. Listings for each language are broken down into general works, reference works, materials on bilingual education where there are any available, and educational materials. In many cases the last category is extensive enough to require further subdivision. Only print materials have been included. Annotations are descriptive rather than evaluative. The following languages are covered: (1) Tlingit, Haida, and Tsimshian; (2) the Ahtna, Han, Holikachuk, Ingalik, Koyukon, Kutchin, Tanacross, Tanaina, Tanana, Upper Kuskokwim, and Upper Tanana varieties of Athabaskan; and (3) Aleut, Alutiiq, Central Yupik Eskimo, Siberian Yupik Eskimo, and Inupiaq Eskimo. [More] Descriptors: Alaska Natives, American Indian Languages, Annotated Bibliographies, Athapascan Languages
(1975). Identity, Dissonance and Bilingualism: Communication Problems of Asian American Assimilation. A study of Asian American communication depends upon an appreciation of the diversity of identity perceptions, the potential for cultural dissonance, and the linguistic difficulties of Asian immigrants. The variations and multiplicities found among Asian Americans in cultural background, settlement patterns, and cultural adaptions of different generations are necessary determinants of interethnic racial discord and jealousies rather than harmonious dialogue and cultural interchange. The recent trend toward recognizing bilingual education as both facilitating intercultural contact and enhancing communicative skills and techniques promises a more realistic cultural pluralism. [More] Descriptors: Asian Americans, Bilingual Education, Bilingualism, Communication Problems