This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Cynthia A. Carter, K. N. Nickel, Window Rock Navajo Tribe, Sheryl L. Santos, Mary Ellen Socobasin, Chicago American Friends Service Committee, CA. San Diego City Schools, Lester S. Golub, Christina Bratt Paulston, and Mahmoud F. Suleiman.
(1979). Buffalo Public Schools Spanish-English Program Evaluation 1977-1978. This evaluation report presents the results of a survey of staff members participating in a Title I bilingual education program in Buffalo. Included are the questions that were asked of bilingual teaching personnel and bilingual aides during the course of the evaluation. Specific issues addressed include the value of inservice programs, student selection criteria, student characteristics, classroom management, program coordination, and staff responsibilities. A discussion of each question summarizes the opinions of the staff members about the program and its impact. Recommendations made by the staff members and observations and recommendations made by the evaluator concerning the effectiveness and improvement of the program are outlined. Descriptors: Admission Criteria, Bilingual Education, Compensatory Education, Cooperative Programs
(1978). An Analysis of the Education Amendments of 1978. This report offers a title-by-title analysis of Public Law 95-561, the Education Amendments of 1978, as well as actual texts of the conference committee report and the legislation itself. Broken down by titles, the analyses cover technical assistance to meet special educational needs of children; basic skills improvement; special projects and new programs; educational improvement, resources, and support; state leadership; emergency school aid; bilingual education; community schools; additional programs; impact aid amendments; Indian education; administrative provisions; revision of other education programs; overseas defense dependents' education; and miscellaneous provisions. Descriptors: American Indian Education, Basic Skills, Bilingual Education, Community Schools
(1974). The State of Navajo Education. Ten working papers covered the following topics: (1) Centralized vs. Local Schools, (2) Self-Determination and Contracting, (3) Implications of the Tribal Plans in Education, (4) Navajo Professionals (Indian Preference), (5) Public Schools and Navajo School System, (6) Standards (Certification and Accreditation), (7) Bilingual Education, (8) Guaranteed Education, (9) School Board Authority, (10) Early Childhood. In general these papers raise questions which primarily relate to the concepts of self-determination, localization, tribal involvement, educational standardization, bilingualism, educational guarantees, functional Navajo school boards, and early childhood development programs, all of which point to a growing concern with and dedication to self-determination. [More] Descriptors: Accreditation (Institutions), American Indians, Bilingual Education, Board of Education Role
(1973). Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism). This newsletter is designed for use by teachers, counselors, and administrators involved in bilingual-bicultural education programs. The first three articles, by R. Garcia, R. Pena, and R. Wiezell, which are in Spanish, review language textbooks, materials for teaching elementary science, and several Spanish dictionaries. R. Garza discusses the work of the Dissemination Center for Bilingual Bicultural Education. In the final article, B. Baker describes in detail the counseling program at Granger Junior High School in National City, California. Also included is a list of U.S. distributors of educational materials in Spanish and Portuguese. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Counseling Services
(1975). Academic Resources. General Information Series, No. 8. Indochinese Refugee Education Guides. This guide lists academic resources in the United States which may assist educators working with Indochinese children. The institutions where teachers can obtain information and/or assistance are listed alphabetically by state. Under each institution is given the name of the department or program doing work in the following fields: (1) linguistics, (2) teaching English as a foreign language, (3) bilingual education, (4) South East Asian studies, (5) Vietnamese, and (6) Cambodian. The introduction to the list has a note on the kinds of help one can expect from each discipline. [More] Descriptors: Applied Linguistics, Asian Studies, Bilingual Education, Cambodian
(1993). Teaching English to Arabic-Speaking Students: Cultural and Linguistic Considerations. Cultural and linguistic information useful to teachers of native Arabic-speakers in English as a Second Language (ESL) and bilingual education is offered. This includes background information on geographic, political, religious, and ethnic divisions, stereotypes commonly held by Arabs about Americans and American society, common stereotypes about Arabs, some Arab contributions to world culture, the role of Arabic and other languages in the Arab culture, and salient differences between Arabic and English, both linguistic and sociolinguistic. A brief bibliography is provided, and charts of the Arabic alphabet, according to position within words, are appended. [More] Descriptors: Acculturation, Arabic, Arabs, Bilingual Education
(1979). Maliyan (Mary Ann). This illustrated reader tells of life in Indian Township, Maine about fifty years ago. It is one of a series of readers containing Passamaquoddy legends and stories and is intended for use in a bilingual education setting. Each page presents the text in the Passamaquoddy language and in English translation. The English version is not intended to be a literal translation nor to follow exactly the sentence or paragraph structure of the Passamaquoddy story. A guide to pronunciation is provided at the end of the book. Descriptors: American Indian Culture, American Indian Languages, American Indians, Bilingual Education
(1989). Bilingual Education: Education Personnel Training Program. The Bilingual Teacher Training Program in the Center for Bilingual/Multicultural Studies at the California State University, Chico, is a 1-year field-centered, competency-based program to train bilingual education teachers to meet increased demand. Trainees are placed in blocks of coursework and have field placement in bilingual classrooms. Participants are supervised by on-site master teachers and by supervisors from the university. One principal program goal and six performance objectives based on the critical need for bilingual education teachers have been established. The goal is to produce competent professionals to provide limited-English-proficient children (LEP) with an equal educational opportunity. The objectives include these: by the end of the academic year, 90% of trainees will (1) provide instruction in English and Spanish with equal facility; (2) demonstrate knowledge of linguistics associated with English and Spanish LEP students; (3) demonstrate knowledge of the culture of the LEP students; (4) demonstrate instructional methods and techniques appropriate to bilingual classrooms; (5) demonstrate knowledge of the processes associated with parent and community involvement; and (6) demonstrate knowledge of assessment procedures for identifying and assisting LEP students. Initial evaluation suggests the program is meeting its objectives. [More] Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Teachers, Classroom Techniques
(1978). Final Report, ESEA Title VII, Program for Achievements in Chinese, English and Spanish (PACES), 1977-78. This report reviews the bilingual program of a New York City school district (with large concentrations of students of Chinese and Hispanic backgrounds) whose goals were the training of bilingual personnel, the development of a bilingual-bicultural curriculum, and the development of a bilingual resource center. Discussed are: the implementation of the program and evaluation plans; teacher attitudes on college training in bilingual education; and an observer report on the effectiveness of the district's bilingual program and data on instructional objectives. Conclusions and recommendations are included. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Chinese
(1977). Bilingual Education in the United States, 1977. The goal of European immigrants to the United States was characterized by the "melting pot" image up until the late 1960's. Then a trend of revival of the identity of ethnic minorities changed the slogan to "from the melting pot to the salad bowl." Cultural pluralism and maintenance of native languages became the goals of the movement. The massive school failure of the non-English speaking children led the federal government to legislate bilingual education programs in 1968. When a similar law was passed in Sweden for the Finnish-speaking children, the law was easily implemented. In the United States the autonomy of the states over the educational system has made implementation more difficult, and a Supreme Court decision was necessary to uphold the federal legislation (Lau vs. Nichols). Guidelines, known as the Lau remedies, were then set up by the Office of Civil Rights (HEW). Without such bilingual programs it was found that children lost their native languages without learning English, which led to impairment of cognitive development and school failure. Most of the bilingual education programs in the United States are English-Spanish, and research shows that without exception these programs increase achievement in Spanish reading. Also, achievement in English reading is usually higher than control groups in monolingual programs. They also increase the self-concept scores of the Latino as well as of the Anglo and Black children. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Teachers, Bilingualism
(1978). Guidelines for Parent Participation. Questions and Answers About Parent Rights in Chicago Public Schools. This pamphlet answers questions parents might have on various topics connected with the education of their children. The parent's right to visit schools and talk to teachers is discussed. The responsibilities of school councils, including Local School Councils and District Education Councils, are outlined. The procedure for appointing school principals is described. Title I programs are explained. The right to bilingual education is discussed. Parents' right of access to student records is explained. The procedures for suspension and expulsion are outlined. The question of placement in special education classes is examined as is the right of the parent to challenge this decision. Descriptors: Bilingual Education, Compensatory Education, Elementary Secondary Education, Expulsion
(1972). Computer Assisted Instruction in English Teacher Education. The changes expected to take place in the professional education of English teachers are discussed. Within the next decade, computer-assisted instructional English teacher education programs will be available in the following areas: (1) eliciting textual response to literature, (2) grammar, usage, and spelling, (3) composition skills to career-oriented youths. CAI programs for teachers of English are now being developed at The Pennsylvania State University in (1) bilingual education and (2) teaching literacy skills to career-oriented youths. The characteristics of these CAI programs, the delivery system, the program development, and student reactions are presented. [More] Descriptors: Bilingual Education, Computer Assisted Instruction, Educational Change, Educational Programs
(1974). Exploring a New World: A Portuguese-American Reader, Book 1. Learning resources for Portuguese-American bilingual education in reading development and social studies comprise this series. The two-fold purpose of the series is to improve reading skills of bilingual students and to increase appreciation of the Portuguese culture. The materials are designed for intermediate and secondary Portuguese-American students who have not had the benefits of bilingual training in the lower grades. This unit examines the Portuguese in early California and California today, games for review, the trip to America, reasons for emigrating, and learning activities. The materials are also published in Portuguese. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Elementary Secondary Education
(1979). Cours Commercial (Business Education Unit). This business education unit in French was prepared for use in a bilingual education program at the twelfth grade level. The purpose of the unit is to improve typing skills in French. The unit covers the following objectives: (1) the location and typing of French characters on the keyboard; (2) the format of a business letter in French; (3) composition of a business letter in French; and (4) typinq a letter from dictation. A list of references is included and a sample evaluation form for the teacher is appended. Descriptors: Bilingual Education, Business Correspondence, Business Education, Business Skills
(1979). Experimentation, Extrapolation, Exaggeration–Thy Name is Research. The failure of educational research to fully allow for limitations in methodology when drawing conclusions is faulted. In addition to this, a failure on the part of the media–educational and other–to fully publicize these limitations is also criticized. Methodological shortcomings of the 1977-78 American Institutes of Research (AIR) study of Title VII bilingual education are used as an example of faulty research methodology and subsequent distortion of the results of that research by media. Guidelines for evaluating the worth of educational research in reference to six possible limitations are presented. Descriptors: Bilingual Education, Case Studies, Control Groups, Data Collection