This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gary J. Coles, Robert L. Politzer, Arlington National Clearinghouse for Bilingual Education, Janice A. Chavez, Tony C. N. Lam, Francisco Hidalgo, Marc Augustin, Barbara J. Merino, WI. Dept. of Educational Research and Program Assessment. Milwaukee Public Schools, and Jozi De Leon.
(1991). An Examination of Bilingual Special Education and Related Training, Teacher Education and Special Education. This study surveyed universities and colleges to determine numbers, target languages, levels of training and other details of bilingual special education, school psychology, diagnostician, and speech language pathology programs in the United States. Results indicate that despite increases in such programs, the need for them is not being met. Descriptors: Bilingual Education Programs, Bilingual Special Education, Bilingual Teachers, Disabilities
(1992). Bilingual Education Through the Arts (Project BETA). Community School District 7. 1991-92 Final Evaluation Profile. OREA Report. Project Bilingual Education Through the Arts (BETA) admitted students who scored at or below the 40th percentile on the Language Assessment Battery and were thus certified as limited English proficient (LEP) students as well as a limited number of English proficient (EP) students. In 1991-92, the fifth year of a 5-year cycle, the program enrolled 142 male and 201 female students in kindergarten through grade six in New York City. Project BETA supplemented the existing bilingual education program at two schools by offering Spanish-speaking LEP and EP students a program of instruction in music or visual arts. Workshops and field trips were offered. The Learning To Read through the Arts program was a framework for students' linguistic development. Project BETA was fully implemented and met its objectives for English as a Second Language, arts appreciation, staff development, curriculum development, and parent participation. It did not meet its objectives for native language arts, and recommendations center on improving native language arts for participants. Appendix A contains information on data collection and analysis, and Appendix B describes instructional materials. [More] Descriptors: Art Appreciation, Art Education, Bilingual Education Programs, Curriculum Development
(1981). Outstanding Dissertations in Bilingual Education, 1980: Recognized by the National Advisory Council on Bilingual Education. Summaries of ten dissertations are presented: (1) "Levels of Citizen Participation in Selected ESEA Title VII Bilingual Education Advisory Committees: An Exploratory Study of Power Relationships between Community Clients and School Authorities," by R. Rodriguez; (2) "The Construction and Validation of the Listening and Reading Battery," by M. Lombardo; (3) "The Development and Measurement of Syntactic and Morphological Variables in the Written Spanish of Native Spanish-speaking Students in Fourth to Ninth Grades," by E. Paviolo; (4) "The Relationship of Bilingual Bicultural Education and Regular Education in the Verbal and Nonverbal Performances of Chicano Students," by F. Alejandro; (5) "A Psycholinguistic Analysis of the Oral Reading Miscues of Selected Field-Dependent and Field-Independent Native Spanish-speaking, Mexican American First Grade Children," by A. Eaton; (6) "Mexican American Culture in Bilingual Education Classrooms Grades 1 through 3: A Description of Three Spanish/English Programs in Texas," by P. Gonzalez; (7) "The Relationship of Language Orientation and Racial/Ethnic Attitude among Chinese American Primary Grade Children," by I. Kwok; (8) "The Performance of Bilingual Children on the Spanish Standardized Illinois Test of Psycholinguistic Abilities," by F. McCall Perez; (9) "A Comparison of Achievement of Mexican American Children in the Areas of Reading and Mathematics when Taught within a Cooperative and Competitive Goal Structure," by J. Sanchez; and (10) "Aspira v. Board of Education of the City of New York: A History and Policy Analysis," by I. Santiago. Descriptors: Academic Achievement, Bilingual Education, Chinese Americans, Communicative Competence (Languages)
(2007). Toward an Expanded Understanding of Two-Way Bilingual Immersion Education: Constructing Identity through a Critical, Additive Bilingual/Bicultural Pedagogy, Multicultural Perspectives. This literature review will take a focused look at the three currently accepted theoretical foundations upon which two-way bilingual immersion programs are based. Through an examination of research on identity construction in childhood and adolescence, particularly as seen through a critical pedagogical lens, it proposes that there exists a fourth and relatively unexamined component: identity construction. Further, it postulates that identity construction is of particular relevance to linguistic minority students. [More] Descriptors: Language Minorities, Immersion Programs, Minority Groups, Bilingualism
(1974). Psycho-linguistic and Pedagogical Aspects in the Bilingual Education of a Child of Pre-school Age, Lenguaje y Ciencias. The subject of this study was a Peruvian child who learned German first and, from the age of 2 years and 10 months, was systematically exposed to Spanish. At the age of 4, he had mastered both German and Spanish to the same degree of phonic, morphological, and syntactic competence. Two weeks after the surgical removal of a brain tumor at 5 years of age, the child began to develop a motor aphasia, followed by a sensory aphasia, caused by new brain lesions. Loss of speech occurred in the form of a gradual decrease in the frequency of utterances to zero, affecting both languages at the same time, which confirmed the hypothesis that the child had acquired a coordinate bilingualism. Among the hypotheses concerning bilingualism offered as a result of this case study are the following: (1) A bilingual education favors the development of cognitive and affective qualities in a child. (2) A bilingual education can result in the development of a coordinate bilingualism. (3) To develop coordinate bilingualism, it is recommended that the child learn one language first and begin learning the other at the age of 3 years and several months. (4) The first language should be the one spoken by the parents. (5) Both parents should speak to the child in the same language. Descriptors: Aphasia, Bilingual Education, Bilingual Students, Bilingualism
(1990). Kosrae Title VII Bilingual Education Program. Grades 7-9, 1986-1989. Final Program Evaluation Report. The Kosrae (Micronesia) Department of Education operated a Title VII transitional bilingual education program from 1986-89, targeting the 1986-87 cohort of seventh graders. During the first 2 years, the students attended five village elementary schools, and during the third year attended the high school. This cohort had been targeted in previous bilingual education programs. The four program components were student achievement, material development, staff development, and parent and community involvement. A formative process and product evaluation was conducted by an evaluation team. This report contains the results of the evaluation both in summary form, including findings of program effectiveness and specific recommendations for program improvement, and in full report form. A section on student achievement looks at results in English speaking, listening, and reading; Kosraean reading comprehension; and supplementary English testing. Data on classroom observation includes information gathered on each teacher's performance and in ethnographic school observations. Staff development results include data on professional experience and attitudes from a survey of teachers and descriptions of 1989 staff development events. Parent and community involvement events and advisory council activities are described, and a section on material development outlines curricular materials in progress, completed, and purchased for the program. A transcript of the ethnographic observation is appended. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Classroom Observation Techniques, Community Involvement
(1975). Milwaukee Bilingual/Bicultural Education Program 1974-1975. This report covers the 1974-1975 extension of the Elementary and Secondary Education Act (ESEA) Title VII Milwaukee Bilingual Education Program which began as a five-year project in September 1969. The program was initiated to develop a bilingual curriculum for schools with Spanish-American populations. Federal legislation, which supports the Milwaukee program, was designed to meet the special needs of children who have limited English proficiency and who come from environments where the dominant language is other than English. In order for Spanish-background children to become more broadly-educated adults, they must be afforded educational opportunities at least equal to those available to other children. Bilingual education was and is considered to be a basic and essential framework to provide these opportunities. The total bilingual program had three main components. They were an elementary program, a secondary school program, and inservice training for staff. This report describes each of these programs along with the specific objectives and the findings on which the evaluation was based. [More] Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Students
(1978). The Evaluation of the ESEA Title VII Spanish/English Bilingual Education Program: Research Design and Analytic Approaches. The research design and analytic approaches used in the national evaluation of the Elementary Secondary Education Act (ESEA) Title VII Spanish/English Bilingual Education Program are described. This study evaluated the entire program, as opposed to individual projects, and had four goals: to (1) determine the cognitive and affective impact of bilingual education projects; (2) describe the operating educational processes; (3) identify the educational practices resulting in greater achievement gains; and (4) determine project expenditure per student. The projects selected for data collection were reasonably mature, in either the fourth or fifth year of funding. Title VII students in grades 2-6 and comparable non-Title VII students were assessed in English and Spanish language arts achievement, mathematics achievement, and attitudes. The Comprehensive Tests of Basic Skills (CTBS), the Prueba de Comprension Auditiva Ingles (an English as a second language test), and a Spanish version of the mathematics CTBS were used, depending upon language dominance and proficiency. The statistical methods used are described: analysis of covariance; residual achievement gain analysis; and norm referenced analysis. Evaluation results and policy implications are not contained in this report. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Data Analysis
(1977). Toward Validation of Tests for Teachers in Spanish/English Bilingual Education Programs. Research and Development Memorandum No. 151. This memorandum reports the validation of the SCRDT Tests for Teachers in Spanish/English Bilingual Education Programs. The tests, which are designed for elementary and secondary teachers and aides, measure knowledge of methods used in teaching English as a second language (ESL), teaching Spanish as a second language (SSL), and teaching reading in Spanish; and they measure proficiency in standard Spanish and acquaintance with the non-standard varieties of Spanish found in the southwestern United States. The results of a scale designed to measure teachers' attitudes toward varieties of Spanish used in the Southwest are also reported. The tests, the attitude scale, and a questionnaire covering the language use patterns, personal history, professional preparation, and expertise of the participants were administered to 83 teachers and 64 teachers' aides working in bilingual education programs in 31 schools at 3 sites in the Southwest. At all three sites teacher and aide scores on proficiency in standard Spanish had a significant positive relation to pupil gains; scores on the ESL, SSL, and Spanish Reading Methods tests did not. Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Attitude Measures
(1970). A Bilingual Approach: Education for Understanding. Leadership Report. The story of the bilingual education program in the United Consolidated School District (UCSD) of Webb County, Texas, began with testimony given by witnesses at the U.S. Commission on Civil Rights' San Antonio hearing (December 9-14, 1968). This testimony dealt with the devasting effect of common educational practices upon Mexican American children in the Southwest. The last witness, however, was the UCSD superintendent who described his district's bilingual program, its conception, and the results. The program was designed: (1) to enable the Spanish speaking child to progress normally by instruction in his native tongue while, at the same time, teaching him the English language; (2) to take advantage of his knowledge of Spanish language and culture to broaden the education of all of the children, including Anglos; and (3) to create an atmosphere in the classroom conducive to more wholesome self-concepts and relationships among the students. Included were examples of the leadership exhibited by this district and suggestions for other districts attempting bilingual education programs, soliciting support from the community and beginning the program although conditions may not be ideal. [More] Descriptors: Anglo Americans, Bilingual Education, Cultural Interrelationships, Demonstration Programs
(1985). Bilingual Special Education Teacher Training for American Indians, Journal of American Indian Education. Discusses bilingual special education teacher training in general. Focuses specifically on elements of field-based training models used in three American Indian training programs. Examines the Navajo Special Education Teacher Development Program, a Master's degree program, in depth. Reports student and faculty interview findings about program experiences and recommendations for improvement. Descriptors: American Indian Education, American Indians, Bilingual Education, Higher Education
(1995). School-Based Bilingual Special Education Teacher Assistance Teams, Remedial and Special Education. The establishment of bilingual special education teams in a primarily Hispanic, urban, southwest school district is discussed. Issues include perceptions of team members' roles in the school, problems in assuming an active classroom consultation role, problems in supporting maintenance of school-based teams, and perceptions of the consultant's status. Descriptors: Bilingual Education, Bilingual Teachers, Consultation Programs, Cooperative Programs
(1987). Refinement and Field Test of Evaluation Procedures and Materials for ESEA, Title VII Bilingual Education Projects. Phase III Report. This report describes an extensive field test of the Bilingual Education Evaluation System (BEES) used to evaluate local level bilingual education projects. Because such projects will usually not be able to implement a traditional true or quasi-experimental design, BEES employs a "gap-reduction" evaluation design that is easily implemented, satisfies regulatory requirements, and yields an index relating to the growth made by project participants without requiring a comparison group of students. This evaluation method was tested at nine school districts in six states. This report describes this field test and the training and assistance program offered to participating educators. The report also summarizes the participants' comments and suggestions about how the evaluation system might be improved. In particular, it is suggested that the written materials be improved and that user-friendly software be provided to assist in the database management tasks and to perform the gap-reduction computations. Extensive documentation of the field test is appended including survey instruments and sample forms. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Evaluation Methods
(1989). Innovations in Bilingual Special Education Implications to Teacher Training, B. C. Journal of Special Education. The paper describes implementation and evaluation of the Bilingual Special Education Teacher Training program developed at California State University, Fresno. The program includes a summer intensive training program for teacher trainees to gain skills in assessing and instructing Spanish-speaking learning-handicapped children and in working with their parents. Descriptors: Bilingual Education, Elementary Secondary Education, Higher Education, Hispanic Americans
(1981). Bilingual Teacher Education: An Assortment of Emerging Issues, California Journal of Teacher Education. Bilingual teacher education in California is examined. A discussion of such issues as the status of bilingual teachers, competencies for bilingual teachers, and bilingual secondary and vocational teacher education is followed by a list of recommendations for teacher training institutions. Descriptors: Bilingual Education, Bilingual Teachers, Competency Based Teacher Education, Higher Education