Bibliography: Bilingual Education (page 194 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Naida Tushnet Bagenstos, IL. Dept. of Curriculum. Chicago Board of Education, Eileen White, Paul Owoc, North Dartmouth. Div. of Continuing Studies and Special Programs. Southeastern Massachusetts Univ., Barbara Silcox, John B. Lum, Sacramento. Bilingual Education Office. California State Dept. of Education, Washington Office of Education (DHEW), and Salvador Guerena.

Chicago Board of Education, IL. Dept. of Curriculum. (1978). Mathematics Curriculum Guide for Serbocroatian-Speaking Students, Levels A, B, C, Field Test. Working Draft = Uputstvo Za Planiranje Nastave Matematike Za Ucenike koji Govore Srpskohrvatski Jezik, Stepeni A, B, C. The introductory level curriculum guide for bilingual education for Serbocroatian-speaking children in the Chicago public schools is divided into three difficulty levels and is designed to facilitate acquisition of mathematical concepts by presenting them in the children's native language. At each level, the concepts covered include the meaning of numbers, operations with whole numbers, rational numbers, measurement, and geometry. A vocabulary list, a list of educational objectives for these three levels and the three subsequent levels, and a bibliography are also included. Except for the preface, vocabulary list, and bibliography, the text is entirely in Serbocroatian, with illustrations. Descriptors: Curriculum Guides, Elementary Education, Elementary School Mathematics, Geometry

Guerena, Salvador, Comp.; Gonzalez, Raquel Quiroz, Comp. (1985). Chicanos: A Checklist of Current Materials, No. 1, January-June 1985. This bibliography contains entries for 230 items in the field of Chicano Area Studies by the Coleccion Tloque Nahuaque, within the Library of the University of California at Santa Barbara. Books and booklets are listed which contain materials on a number of areas including art, arts and crafts, bibliographies, bilingual education, border studies, cookery dictionaries, economics, education, emigration and immigration, Mexican films, fine arts, folklore, genealogy, gerontology, guides and directories, history, Mexican history, language, libraries, literature, Mexican literature, media, medicinal plants, medicine, mental health, Mexican laws and statutes, music, psychology, sociology, theater, U.S.-Mexican relations, and women. Entries in Spanish as well as English are included.    [More]  Descriptors: Cultural Background, Ethnic Studies, Hispanic American Culture, Hispanic American Literature

Bagenstos, Naida Tushnet; Owoc, Paul (1977). Analysis of Consumer Information Products Collected. Consumer information products were analysed in a project to provide objective, comparative information on such products. This list presents the analysis for each of 178 consumer information products in the areas of reading, mathematics, social studies, exceptional children/learning disabilities, career education/vocational education, English, exemplary practice, bilingual education, and general curriculum. Each entry includes information on these categories: (1) citation; (2) content and who produced the compilation; (3) method used to obtain the information; (4) item verification and description; (5) item format; and (6) compilation format. Descriptors: Catalogs, Consumer Education, Consumer Protection, Content Analysis

California State Dept. of Education, Sacramento. Bilingual Education Office. (1990). Bilingual Education Handbook: Designing Instruction for LEP Students. This handbook, designed for classroom teachers, administrators, and parents of limited-English-proficient (LEP) children, describes aspects of successful bilingual education program design. In general, the handbook's focus is on school settings with large numbers of LEP students. Chapter 1 reviews research findings on effective program design and provides illustrations from California schools which use content-based curriculum in the home language. The second chapter examines bilingual program content by subject area, and describes how the requirements of the core curriculum interact with the special needs of the LEP student. Chapter 3 details one possible organizing scheme for large-scale bilingual programs, i.e., the transitional bilingual education program, and focuses on key questions in classroom-level planning. In the fourth chapter, essential elements for effective program support are discussed, including a staff of trained professionals who believe in and act on the assumption that every student can do well in school, and appropriate instructional materials, parental involvement, and periodic program evaluation. The final chapter reviews the key elements of program design and provides a checklist for planners.   [More]  Descriptors: Bilingual Education Programs, Check Lists, Core Curriculum, Course Content

Kapfer, Sherry (1972). Report of First National Home Start Conference. The proceedings of the First National Home Start Conference are presented, based on reports of the sessions and activities of the meeting which was aimed at strengthening and supplementing child development in the home. Topics discussed include parent education, toy lending libraries, use of television, contributions of Head Start, early reading, bilingual education, Montessori resources, nutrition and health, Home Start as a force for social change, and staff roles. Reactions to and evaluation of the conference are also included, along with citations of media coverage, exhibitions, films, the keynote address, and a list of participants.   [More]  Descriptors: Child Development, Conference Reports, Environmental Influences, Family Environment

Escamilla, Kathleen (1989). A Brief History of Bilingual Education in Spanish. ERIC Digest. This digest provides a history of American bilingual education in Spanish from the late 1950's onward, to help educators serve Mexican American students. From 1958 to 1968 curriculum reforms influenced by the launch of Sputnik combined with an influx of Spanish-speaking immigrants from Cuba to effect development of bilingual programs in south Florida public schools; such programs were copied in other areas. Successful programs in Florida, Texas, New Mexico, and California led to increased federal interest culminating in pasage, in 1968, of the Title VII Bilingual Education Act. The 1974 Supreme Court decision, Lau v. Nichols, held that school programs conducted exclusively in English denied equal access to education to students who spoke other languages. In 1982, amendment of Title VII legislation gave school districts more flexibility in implementing bilingual programs and offered Title VII projects the option of using English exclusively. Criticism of bilingual programs mounted in the 1980s, however, accompanied by a movement seeking to make English the official language of the nation. This digest suggests that schools must continue to confront the problem of non-English-speaking students in some constructive way. Contains 9 references.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Educational History, Elementary Secondary Education

Anstrom, Kris; Silcox, Barbara (1997). Going Systemwide with Bilingual Education. Directions in Language & Education. In many school districts, particularly large urban districts, there has been an increase in the number of language minority students and in the linguistic and sociocultural diversity of these students. Historically, programs that served these students tended to operate and be administered separately from the mainstream program. Recent federal legislation has sought to end such fragmentation and isolation of compensatory education programs. The reauthorized Bilingual Education Act (1994) attempts to link the education of limited-English-proficient (LEP) students to efforts to reform the entire school system. The 32 projects funded in fiscal year 1995 are distributed across fourteen states and serve 420,000 LEP students from over 40 language groups. A study of districtwide reform indicates that a number of factors facilitated districtwide implementation of bilingual education. They include: collaboration among mainstream and bilingual/English-as-a-Second-Language (ESL) personnel; placement of bilingual/ESL personnel in key district positions; articulation that removes barriers to cooperation; strong leadership; staff development; peer teaching and mentoring; planning for change; qualified teachers; active teacher and school personnel support; and participation of parents as partners in the process. Appendices contain a list of the districtwide programs, an excerpt of the federal legislation, and a list of additional resources. (Contains 18 references.)   [More]  Descriptors: Articulation (Education), Bilingual Education, Bilingual Education Programs, Change Strategies

Cerenio, Virginia R.; Lum, John B. (1983). Emerging Practices in Asian and Pacific-American Bilingual Education: Models for Observing Bilingual Education. Observations of Chinese and Filipino middle school and junior high school classes in the San Francisco (California) and Seattle (Washington) areas show that the political and practical realities of the bilingual classroom are far removed from the models favored by bilingual education researchers. The typical APA (Asian Pacific American) "bilingual" classroom is multilingual, with five or six native languages spoken in the classroom, some of them understood by no one in the school district. Students are at different educational levels and have entered the classroom at different points throughout the year, and turnover is high. There is no appropriate curriculum, and teachers cope by using small groups and creative classroom management. Research that is related to what actually goes on in such classrooms could help alleviate a very difficult teaching-learning situation. As this survey shows, current bilingual education research is not pragmatically related to what goes on in the classroom. Furthermore, there is no framework to facilitate the systematic observations of bilingual programs or to compare them. Frameworks which can be used in the future should be based on classifying bilingual programs in terms of (1) language used in major daily scheduling components; (2) language used in contacts among whole groups, small groups, individuals, teacher, and aide; and (3) bilingual teaching strategies.   [More]  Descriptors: Asian Americans, Bilingual Education Programs, Classroom Research, Elementary Secondary Education

Office of Education (DHEW), Washington, DC. Mexican-American Affairs Unit. (1968). Mexican-American Education. Special Report. The Mexican-American Affairs Unit of the U.S. Office of Education was established to plan, develop, and coordinate improved educational opportunities for Mexican-American children and adults. Staff members of the Unit conducted a field survey in Arizona, California, Colorado, New Mexico, and Texas to discuss current programs and future needs. Although the survey revealed general interest in Mexican-American education, a lack of coordination among federal, state, and local agencies was noted. The 4 major concerns voiced were early childhood education, teacher training, bilingual education, and adult and vocational education. A 5-state summary of programs and activities of benefit to Mexican-Americans is appended.   [More]  Descriptors: Adult Basic Education, Bilingual Teachers, Communication (Thought Transfer), Coordination

Michigan State Dept. of Education, Lansing. (1973). Performance Objectives for Foreign Languages in Michigan Schools. Performance objectives for the foreign language curriculum in Michigan schools are presented in draft form. Objectives are outlined for stages A (beginning) through D (advanced). The remainder of the volume deals with stage A. It provides a detailed description of the minimum behavioral objectives for basic language skills at the end of the A-level, followed by minimum objectives for career, affective domain, and bilingual education reading. Finally, specific performance objectives for French, German, Spanish, and Latin are given. These objectives deal with phonology, vocabulary, grammatical structure, oral skills, language comprehension, and culture. A vocabulary list follows the objectives for each language.   [More]  Descriptors: Behavioral Objectives, Cultural Education, Curriculum Guides, Educational Objectives

White, Eileen (1981). While Bureaucrats Babble, This School Is Making Bilingual Education Work, Executive Educator. A bilingual/bicultural education program at P.S. 72 in New York City's Spanish Harlem teaches students to read and write in Spanish first; no written English is introduced until the spring semester of second grade. Descriptors: Bilingual Education, Educational Innovation, Elementary Education, Hispanic American Culture

Guerena, Salvador, Comp.; Gonzalez, Raquel Quiroz, Comp. (1985). Chicanos: A Checklist of Current Materials, No. 2, July-December 1985. This bibliography of 148 new titles in the Coleccion Tloque Nahuaque contains materials for and about Hispanic Americans, particularly Mexican Americans. The largest subject divisions are literature with 24 titles, bilingual education with 18, and history with 15. Other subject areas include agricultural labor, anthropology, art, bibliographies, border studies, constitutional history and administration, cookery, dictionaries, economics, education, emigration and immigration, film, folklore, guides and directories, language, library science, media, mental health, religion, sociology, Chicano theater, U.S.-Mexico relations, and women. Entries in Spanish as well as English are included.   [More]  Descriptors: Cultural Background, Ethnic Studies, Hispanic American Culture, Hispanic American Literature

Chicago Board of Education, IL. Dept. of Curriculum. (1978). Mathematics Curriculum Guide for Arabic-Speaking Children, Levels A-B (Kindergarten). Working Draft. The kindergarten level curriculum guide for bilingual education of Arabic-speaking children in the Chicago public schools is divided into two difficulty levels and is designed to facilitate acquisition of mathematical concepts by presenting them in the children's native language. At each level, the concepts covered include the meaning of numbers, operations with whole numbers, rational numbers, measurement, and geometry. A vocabulary list and bibliography are also included. Except for the preface and vocabulary list, the text is entirely in Arabic, with illustrations. Descriptors: Arabic, Arabs, Curriculum Guides, Elementary School Mathematics

Southeastern Massachusetts Univ., North Dartmouth. Div. of Continuing Studies and Special Programs. (1978). Activity Guide: Sex Equity in Leadership Development Project, 1977-1978. Presented in this guide are a number of plans and strategies designed to help educators and counselors deal with sexism and related topics in various subject areas. Objectives and suggested activities are provided for the areas of career education, parent involvement, parental attitudes, social studies, values clarification, student awareness of sexual stereotyping, sexism in television, staff development, handicapped learners, math, literature, science, remedial reading, human relations, bilingual education, drama, history, physical education, sewing, home economics, art, and English. Activities at the elementary school level are listed by grade. At the middle, junior, and senior high levels, they are listed by subject. A list of resources is also included.  Descriptors: Educational Strategies, Elementary Secondary Education, Group Activities, Guides

Merino, Barbara J. (1976). Report on the Working Conference on the SCRDT Teacher Tests For Spanish/English Bilingual Education. Occasional Paper No. 14. This report summarizes the proceedings and outcomes of a working conference of experts, scholars, and educators in bilingual education held at Stanford University on February 12-13, 1976. The goal of the conference was to discuss and improve five tests constructed as part of an effort to improve teaching in bilingual (Spanish-English) education programs. The tests deal with teachers' skills and knowledge in these areas: Spanish of the Southwest, teaching reading in Spanish, teaching Spanish as a second language, teaching English as a second language, and Spanish proficiency. Presentations of the tests, discussions in small working groups, and comments and criticisms in a general session all led to the incorporation of a number of important modifications in the preliminary versions of the tests. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Bilingualism

Leave a Reply