This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lester S. Golub, Leodoro Hernandez, Boston. Bureau of Transitional Bilingual Education. Massachusetts State Dept. of Education, Richard E. Baecher, George Sugai, Jim Cummins, Alberto T. Fernandez, Washington National Advisory Council on Bilingual Education, Sarah W. J. Pell, and Rudolph C. Troike.
(1979). Bilingual vs. Migrant Education: The Educational Paradox of the Migrant Farmworkers, Farmworker Journal. The way bilingual and migrant education are administered at federal and state levels, one would assume that they are totally unrelated. They need to get their "act together" in order to serve migrant children and satisfy their educational needs. Descriptors: Agency Cooperation, Bilingual Education, Cooperative Programs, Coordination
(1989). The Right to Receive Bilingual Special Education, West's Education Law Reporter. An analysis of the legislation, regulations, and court decisions regarding limited English proficient (LEP) students and exceptional students provides a framework for LEP exceptional children to claim their right to bilingual special education. The case of "Jose P. v. Ambach" explicitly confirmed this right for LEP exceptional children. Descriptors: Bilingual Education, Civil Rights Legislation, Court Litigation, Elementary Secondary Education
(1977). The Contribution of Linguistics to Bilingual-Bicultural Education, NABE: The Journal of the National Association for Bilingual Education. The potential contribution of linguistics to the cause of bilingual-bicultural education is of profound importance, and the utilization of linguistic knowledge and research is critical if bilingual programs are to be of the quality needed to achieve their goals. Descriptors: Bilingual Education, Language Role, Language Variation, Linguistics
(1980). Evaluating Locally Funded Bilingual Education Programs–Problems and Solutions. The evaluation of locally-funded bilingual education programs differs methodologically from that of federally-funded programs. In the latter, comparisons are made between the performance of limited English proficiency (LEP) students in bilingual programs with those LEP students not in the programs, to determine what the proficiency of the program participants would have been without the bilingual education. This is done to justify the use of federal funds for these programs, with the intention of eventual transfer of financial responsibility to the local level. The locally-funded programs must justify their existence to the community, and thus the questions that are asked in program evaluation are different from those asked at the federal level. Such questions include length of time students stay in the programs, "drop-out" rates, rate of graduation, English proficiency of the program participants, and attitudes of the community and educational personnel. These questions compare the LEP students in the program with those LEP students not in the program and with monolingual English students in the community at large. What is needed, then, is a good testing and record-keeping system for LEP students which is compatible with that for non-LEP students. Descriptors: Bilingual Students, Community Attitudes, Educational Assessment, Federal Legislation
(1969). New Jersey Bilingual Education Program. Formal Project Application. Major objectives of a proposed New Jersey cooperative project are (1) to establish 10 first-grade demonstration bilingual and bicultural classes in strategic target areas throughout the state (to help Spanish-speaking children extend skills in their native language and in English); (2) to prepare preservice and inservice workshops for personnel in the project, including paraprofessionals; (3) to develop strategies for improving home, community, and school relationships; (4) to coordinate and utilize the varying EPDA and other federal monies in the state as they relate to Title VII; (5) to involve the Hispanic community in all phases of planning and program implementation and evaluation; (6) to continue cooperation efforts with Caribbean and Latin American countries in student and teacher exchange; (7) to establish appropriate programs in adult education, occupational guidance, and counseling; (8) to survey, develop, and disseminate materials of service to school districts in New Jersey and elsewhere interested in bilingual education. (Included in this program description are sections on program need; objectives; procedures; utilization of research and existing materials; personnel; facilities, materials, and equipment; community involvement; subcontracting; budget requirements; evaluation; dissemination; and local commitment, plus a selected bibliography on bilingual education.) [More] Descriptors: Bilingual Education, College School Cooperation, Cooperative Programs, Grade 1
(1976). Guidelines for Full-Time Programs of Instruction in Transitional Bilingual Education. This pamphlet outlines guidelines for the implementation of a full-time program of instruction in transitional bilingual education. The Transitional Bilingual Education Act mandates a full-time program of instruction in all those courses or subjects which a child is required by law to receive and which are required by the child's school committee. The present guidelines address the treatment of language mediums and the content to be covered in the language mediums. Discussion of the treatment of language mediums includes the language to be used as the medium of instruction at the elementary and secondary levels, the role of English in the curriculum, and the nature of change in the program – how the transition should take place. Mandated courses and subjects at both the elementary and secondary level are discussed, as well as the instruction in history and culture both in the child's dominant language and in English. Organization of the curriculum is briefly discussed, and the appendix consists of a discussion of the process of levelling, whereby each child is allowed to work at his or her ability level at all times. Descriptors: Ability Grouping, Administrator Guides, Bilingual Education, Bilingual Students
(1974). Training Manual, Bilingual (Bicultural) Education Training Institute. Bilingual legislation in Texas requires that the Texas Education Agency provide for Bilingual Education Teacher Training Institutes. This manual was developed to serve as a guide for the implementation of such institutes throughout the state. Each institute meets six hours a day for five days. A detailed outline is given in this manuel for each of the five days. The topics to be discussed on each day are as follows: Day One: bilingual materials (Part I), parental and community involvement, and evaluation; Day Two: instruction in the child's first language; Day Three: second language methods and techniques; Day Four: culture and teacher pupil interaction; and Day Five: classroom management and materials (Part II). Appendix A contains samples of all of the participant handouts, such as articles on bilingualism by William Mackey, Rudolph Troike and Marguerite Smith; a materials list; sample lessons; evaluation forms; information on Spanish orthography; classroom terminology; etc. Appendix B consists of instructor references, such as the text of the Bilingual Education Act, information on instruction in the child's first language, the rationale for the culture component, and copies of transparencies regarding materials, self-contained classrooms, teamed classrooms, etc. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Elementary Secondary Education
(1990). Teaching the Bilingual Special Education Student. This collection of 11 essays on bilingual special education addresses both theoretical and practical issues. The essays are: "Bilingual Special Education: The Important Connection" (Angela L. Carrasquillo); "Using Language Assessment Data for Language and Instructional Planning for Exceptional Bilingual Students" (Alba A. Ortiz, Shernaz B. Garcia); "An Overview of Issues on the Implementation of Bilingual Special Education Programs" (Nivia Zavala); "Teaching a Second Language to Limited-English-Proficient Learning-Disabled Students" (Carrasquillo, Maria A. Reyes Bonilla); "Instructional Language Preferences of Bilingual Elementary Learning-Disabled Students" (Carrasquillo); "Planning and Implementing an English as a Second Language Program" (Nancy Cloud); "Developing Literacy Skills in Two Languages" (Frances Segan); "Written Communication for Exceptional Students from Culturally and Linguistically Diverse Backgrounds" (Debra A. Colley); "Content Area Instruction in Bilingual Special Education" (Ana Rossell); "The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream" (Anna Uhl Chamot, J. Michael O'Malley); and "Adaptations of the Cognitive Academic Language Learning Approach (CALLA) to Special Education" (Chamot, O'Malley). Author and subject indexes are included. Descriptors: Bilingual Education Programs, Bilingual Special Education, Cultural Pluralism, Curriculum Development
(1998). The Linguistic Immersion and the Programs of Bilingual Education in the Basque Country. A discussion of bilingual education in the Basque Country of Spain presents and compares three language education program/policy models: (1) the traditional approach to language instruction as a subject area, found to be minimally effective in developing second language skills; (2) partial immersion, originally with instruction almost exclusively in the second language from ages 3-6, then in both languages, a model later involving more extensive exposure in the native language; and (3) instruction entirely in Basque, used in both predominantly Basque-speaking and Spanish-speaking communities, with varying results depending on the native-language composition of the classes and the treatment of native-speaking students as a resource. The last model is gaining in popularity in the Basque Country. Research on the effectiveness of the three models in developing students' language proficiency is examined briefly. Contains 4 references. [More] Descriptors: Basque, Bilingual Education, Educational History, Educational Policy
(1994). Whole-School Bilingual Education Programs: Approaches for Sound Assessment. NCBE Program Information Guide Series 18. Based on research on the features that are found in effective school-wide bilingual education programs, assessment strategies for such programs are offered. The features are in three groups: indicators relating to school context (ethos, management, and resources that affect the attitudes of school staff, students, and parents in language minority communities), school implementation indicators (curriculum and instruction, staff development, administrator responsibilities, and parent role), and student outcome indicators (skills and strategies required of limited-English-proficient students to succeed in whole-school bilingual education programs and attain the performance standards outlined in "Goals 2000"). Each indicator is described as it relates to diverse language populations, and ways to measure the feature for purposes of program improvement are discussed. Sample assessment forms, in the form of checklists and rating scales, are included for each feature or feature group. In addition, the characteristics of a comprehensive assessment plan are outlined, and major administrative issues in program evaluation (time, funding, support, sources of expertise, consistency across the institution, choice of evaluators, and comprehensiveness of assessment) are discussed briefly. Contains 38 references. [More] Descriptors: Bilingual Education Programs, Check Lists, Educational Environment, Elementary Secondary Education
(1981). The Prospects for Bilingual Education in the Nation. Fifth Annual Report of the National Advisory Council for Bilingual Education 1980-81. This report to Congress and the President analyzes ESEA Title VII implementation and includes an examination of current policy issues and legislation affecting bilingual education. An introductory chapter summarizes the history of bilingual education legislation and the report's contents. It emphasizes the importance of keeping in mind the original compensatory purpose of the program and the possibility of a change in focus. Chapter II presents recent research and program evaluation findings which document that good bilingual programs assist limited-English-proficient (LEP) children to learn English effectively and to develop native language skills. They also enable the child to maintain a positive self-concept. The third chapter presents recent demographic information on non-English-language-background (NELB) and LEP persons, which indicates that the need for dual language instruction will increase. Chapter IV provides information documenting an emerging need for multilanguage capabilities by the U.S. populace, a discussion of conflicting Federal legislation, and a discussion on the need for a clearly defined national policy on language capability and language education. The last chapter presents the implications and impact on the ESEA Title VII which would occur if the program is expanded in focus, scope, and services in order to meet U.S. language needs. Descriptors: Annual Reports, Bilingual Education, Educational Policy, Elementary Education
(1987). Single Subject Research in Bilingual Special Education, NABE: The Journal for the National Association for Bilingual Education. Develops a rationale for the application of single subject time-series) research technology to problems in minority and bilingual special education. Outlines characteristics of the simple case study, ABA withdrawal design, multiple baseline design, changing criterion design, and alternating and simultaneous treatment designs. Contains 34 references and 9 figures. Descriptors: Bilingual Special Education, Educational Research, Elementary Secondary Education, Evaluation Methods
(1989). A Theoretical Framework for Bilingual Special Education, Exceptional Children. A theoretical matrix for conceptualizing issues within bilingual special education is outlined. Issues addressed include the difficulty of distinguishing learning disabilities from second-language-learning problems, nondiscriminatory assessment of language and intellectual skills, effects of bilingual interactions at home and school, and appropriate pedagogy and intervention. Descriptors: Bilingual Special Education, Bilingualism, Disabilities, Educational Theories
(1992). Immersion und Bilingualer Unterricht: Eine Bibliographie. Informationshefte zum Lernen in der Fremdsprache. Heft 3. (Immersion and Bilingual Education: A Bibliography. Publications on Learning in a Foreign Language. Volume 3). This bibliography lists publications concerned with bilingual education and immersion programs and how they are used in and outside of Canada. In the beginning, an overview is provided of publications from related disciplines that have brought crucial recognition to the fields of bilingual and immersion education. These include: second and foreign language acquisition; psycholinguistics; brain hemisphere research; bilingualism; bilingual upbringing; communicative foreign language learning; and content-based foreign language learning. The main body of the bibliography is primarily arranged geographically, with a larger section on Canada, which is divided in more specific sections. The other geographic areas covered include: Africa; Asia; Australia; Latin America; United States; and Europe, which is divided into sections on Belgium, Finland, France, Holland, Ireland, Luxembourg, Austria, Sweden, Switzerland, Spain, Wales, and Germany. The entries in the bibliography are published in the language of their origin. [More] Descriptors: Bilingual Education, Bilingualism, Brain Hemisphere Functions, Communicative Competence (Languages)
(1981). A Comparative and Descriptive Review of Four Types of Bilingual Education Paradigms. Four types of geometric configurations used in illustrating bilingual education plans are described. The first type and one of the earliest consisted of a matrix form with horizontal/vertical columns. Three instructional designs based on this figure are a full-immersion approach, a dual language transitional plan, and a third plan in which the first language is phased out as an instructional medium. A second configuration, also based on a matrix design, differs from the first in that models using it represent a process toward bilingual maintenance. A third design depicts a partial bilingual model in grades K-1, with an English full-immersion plan in grades 2-6. The 2-6 component provides for more advanced instruction in English as a second language. Another model based on the same configuration provides for a continuous expansion of bilingual education in the school system. The fourth design is a concentric circular design, which shows the inclusion of two languages, several curricular areas and suggested instructional themes. The latter plans offer ideas for teachers to use in applying both a humanistic and a cognitive approach in furthering the education of bilingual-bicultural students. Descriptors: Biculturalism, Bilingual Education, Bilingual Education Programs, Bilingualism