This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Albany. New York State Education Dept., E. Ross Stuckless, Janice A. Chavez, Rodolfo Garcia-Moya, Joseph M. Montoya, Joanne Lynch, David G. Mason, Norma A. Lopez-Reyna, CHESTER CHRISTIAN, and Luis Enrique Lopez.
(1995). Bilingual Special Education Teachers' Shifting Paradigms: Complex Responses to Educational Reform, Journal of Learning Disabilities. This study of five bilingual special education teachers identified three factors affecting attempts to change instructional practices: (1) a positive correlation between special education training and a reductionist approach; (2) relationship between changing both instructional practices and beliefs; and (3) the importance of including fellow teachers as agents of change. Descriptors: Beliefs, Bilingual Education, Bilingual Teachers, Change Agents
(1992). The International Academy for Bilingual Education and Bicultural Studies, Community School District 2, Manhattan, 1991-92. Final Evaluation Report. OREA Report. The second year of the International Academy for Bilingual Education and Bicultural Studies program in New York City is described. The program provided instructional and support services to 40 Chinese- and English-speaking students in one pre-kindergarten and one kindergarten class at P.S. 1 in community school district 2. Half of the students were English proficient (EP) and half were limited-English proficient (LEP). The project used a home language survey as well as parent and teacher evaluation to determine whether students were EP or LEP. Emphasis of the project was on providing all participants with an enriched program of bilingual education, using language development and activities within the framework of whole language methodology. Parents played an important role and were present in the classroom throughout the year, and staff attended monthly workshops. The Office of Research, Evaluation, and Assessment assessed dual language proficiency and English language skills. The project met all its pre-kindergarten objectives: social and academic development, content areas, arts, health education, physical education, and multicultural awareness. The project also met its kindergarten objectives for English as a Second Language, but not for dual language. It met the objectives for staff development and parental involvement. One recommendation is offered: to reevaluate the definition of dual language proficiency, since the checklist criteria may not have been appropriate. [More] Descriptors: Bilingual Education, Child Language, Chinese, Cultural Awareness
(1987). The Needs of Rural and Urban Teachers in Bilingual Special Education, Rural Educator. Special education teachers in rural and urban areas in California were asked to rate their present skill level and desired skill level for 13 bilingual special education teaching competencies. Both groups desired higher skills in all competencies, and both selected parent training skills as competencies they most desired to gain. Descriptors: Bilingual Education, Comparative Analysis, Educational Needs, Elementary Secondary Education
(1972). Bilingual Education: A Statement of Policy and Proposed Action of the Regents of the University of the State of New York. Position Paper Series, Number 16. The primary goal of the Regents in their bilingual education program is to provide equal educational opportunity for non-English-speaking children through activities capitalizing on their proficiency in their native language and developing competency in English. Two complementary goals are inherent: (1) a vitally needed national resource, the bilingual adult, will be developed and (2) the total learning community–pupils, lay persons, teachers, administrators–will profit from the contribution of bilingual education to promotion of better understanding among people. The Regents direct that such priorities as the following be established: (1) develop individualized teaching strategies and supportive curriculums that reflect the particular needs of the bilingual-bicultural child; (2) reallocate present funds for programs for non-English-speaking pupils in the areas of occupational education, general education, higher education, early childhood education, adult education, drug education, and education of the handicapped; and, (3) require increased use of E.S.E.A Title I and Urban Education funds for bilingual and English as a second language programs. [Spanish translation of this document is available from the New York State Education Department, Albany.] [More] Descriptors: Bilingual Education, Disadvantaged Youth, Educational Change, Educational Needs
(1993). The International Academy for Bilingual Education and Bicultural Studies, Community School District 2, Manhattan. Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of the International Academy for Bilingual Education and Bicultural Studies, an Elementary and Secondary Education Act Title VII-funded project in its third year of operation in 1992-93. The program provided instructional and support services to 74 Chinese- and English-speaking students in 1 pre-kindergarten, 1 kindergarten, and 1 first-grade class at P.S. 1 in Community School District 2 in Manhattan, New York. The project offered a challenging curriculum designed to develop both groups' proficiency in English and Chinese, providing the participants with a program of bilingual education that used language development and enrichment activities within a framework of whole language methodology as well as cooperative learning. The project encouraged parent involvement and provided staff development workshops. An evaluation of the project found that it met all its pre-kindergarten objectives for social and academic development, content areas, arts, health and physical education, and multicultural awareness. The project met its objectives for English as a Second Language, Chinese language arts, staff development, and parental involvement. The project did not meet its dual language objectives for kindergarten or first grade. Three appendixes provide copies of the student checklist, staff questionnaire, and data collection and evaluation system. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Chinese, Cultural Awareness
(). Bilingual-Bicultural Education: Making Equal Educational Opportunities Available to National Origin Minority Students. If equal educational opportunity is to become a reality for minority students, implementation of bilingual-bicultural curricula must commence immediately. Legislation committing our nation to bilingual education has been passed, but very little progress has been made so far in implementing bilingual programs. Continuous pressure must be exerted on our national and state legislatures in order that the requisite amount of funds be provided. We must involve ourselves in the decisions of our local school boards and push for the establishment of bilingual education programs there. If such programs are not set up, funded, and properly administered, we must prepare for legal confrontation by lodging community-initiated administrative complaints with the Health, Education and Welfare Office for Civil Rights or by instituting suits against local school districts. The fact that the Department of Health, Education and Welfare has construed Title VI of the Civil Rights Act of 1964 to mean that bilingual programs can be legally required indicates that a series of court battles would most likely result in a victory for the nation's school children. Though the short-term cost of establishing bilingual programs will be high, the returns on our investment in equal educational opportunity will be enormous. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Civil Rights Legislation
(1993). Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education, Community School District 3, Manhattan. Final Evaluation Report, 1992-93. OREA Report. The Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education was a federally funded program in its third year of operation in one intermediate school and two junior high schools in Manhattan (New York) in 1992-93. During this period, it served 244 native Spanish-speaking, limited-English-proficient (LEP) students in grades 6-9. Participating students received instruction in English as a second language (ESL), native language arts (NLA), science, mathematics, and social studies. Computer instruction and use were stressed, and computer-assisted instructional techniques were used in all instructional areas. Other program components included inservice teacher education, particularly to develop skills for teaching transitional bilingual education and ESL, and parental involvement activities, including workshops on high school choices, ESL, computer literacy, and school volunteering. The project met its objectives for ESL, science instruction, computer use, one level of staff development, and parental skill and knowledge development. It failed to meet its objectives for social studies instruction, English reading, a second level of staff development, and parental involvement toward becoming effective school volunteers. Achievement of the objectives for mathematics instruction and teacher performance could not be assessed due to the inadequacy of measurement techniques. [More] Descriptors: Bilingual Education Programs, Computer Assisted Instruction, Computer Literacy, Elementary Secondary Education
(1997). The Pedagogical Attributes that Characterize Bilingual/Bicultural Deaf Education, CAEDHH Journal/La Revue ACESM. First reviews the literature on bilingual/bicultural education for deaf students (DBiBi education). DBiBi education recognizes American Sign Language and English as distinct languages and deaf and hearing cultures as distinguishable sociocultural groups. It then describes environmental and pedagogical aspects that characterize DBiBi education as observed at two schools for the deaf in Canada. Descriptors: American Sign Language, Bilingual Education, Cultural Differences, Deafness
(1991). Reflections on Bilingual, Bicultural Education for Deaf Children: Some Concerns about Current Advocacy and Trends, American Annals of the Deaf. This article raises concerns about current trends toward increasing bilingual, bicultural education for deaf children. It notes that such programs often discourage the use of voice and spoken language by the deaf child and those in his environment, delay the child's introduction to English, and unreasonably expect hearing persons to use American Sign Language. Descriptors: American Sign Language, Bilingual Education, Deafness, Educational Practices
(1996). The Importance of Meaningful Contexts in Bilingual Special Education: Moving to Whole Language, Learning Disabilities Research and Practice. This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing student learning, and ways of providing explicit individualized instruction. Descriptors: Bilingual Education, Classroom Techniques, Educational Methods, Educational Principles
(1980). Center for Bilingual Multicultural Education Research and Service. Monograph Series, Vol. 1 No. 3. The first of three papers in this publication describes the Harrison School District Bilingual Demonstration Project, a modified curriculum and instructional program which builds on the children's experiences and extends their culture and their view of it in a bilingual, multicultural school environment available to both English speaking and limited English proficient children. The program's instructional approach, components (curriculum, language arts, methodology, parent and community involvement, values, management), staff, institutional support, evaluation, and replication are discussed. The second paper presents a strategy for identifying and resolving problems through an analysis of the forces which contribute or hinder problem-solving or decision-making, and lists six steps to be taken in order to progress to the discovery of possible solutions that can lead toward movement in the desired direction. The last paper discusses the cognitive learning theories of Bruner, Gagne, and Piaget and their implications for bilingual education. Topics discussed include cognitive position and transfer; perspectives on transfer; Gagne's cumulative model for the transfer of learning; Piaget's development states (sensorimotor, preoperational, operational); and Bruner's models of representation, learning, and cognition. A chart depicting the high points of each of the theoreticians and how they correlate in bilingual education is provided. Descriptors: Bilingual Education, Cognitive Development, Decision Making Skills, Developmental Stages
(1995). The Impact of Bilingual Preschool Education on the Language Development of Spanish-Speaking Children, Early Childhood Research Quarterly. Examined effect of bilingual preschool education on the Spanish and English language development of Spanish-speaking children. Found that, compared to children who remained at home, children enrolled in preschool gained proficiency in English at a faster rate while maintaining a comparable level of Spanish proficiency. Descriptors: Bilingual Education, English (Second Language), Language Acquisition, Outcomes of Education
(1973). Bilingual-Bicultural Education: Making Equal Educational Opportunities Available to National Origin Minority Students, Georgetown Law Journal. The Senator from New Mexico describes the discrimination against native language and culture to which non-English speaking minority students have been subjected, summarizes Federal court action to date to improve their educational opportunities, and argues for a more thorough implementation of bilingual-bicultural education programs. [More] Descriptors: Biculturalism, Bilingual Education, Compensatory Education, Court Litigation
(1967). BILINGUAL EDUCATION, RESEARCH AND TEACHING, ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS (4TH, EL PASO, NOVEMBER 10-11, 1967). REPORTS. THE CONFERENCE PAPERS FALL UNDER THREE REPORT HEADINGS–AREAS WHERE RESEARCH IS NEEDED IN BILINGUAL EDUCATION, TEACHING CONTENT IN A FOREIGN LANGUAGE, AND BILINGUAL PROGRAMS IN THE SOUTHWEST. WRITERS OF REPORTS ON RESEARCH AREAS SEEM TO AGREE ON THE IMPORTANCE OF TEACHING CONTENT, WHETHER CULTURAL REALITIES OR ACADEMIC SUBJECT MATTER. THE FIRST TWO PAPERS DEAL WITH THEORETICAL ASPECTS OF BILINGUAL EDUCATION IN RELATION TO VERY BROAD SOCIOLOGICAL AND PSYCHOLOGICAL IMPLICATIONS OF EDUCATION IN MORE THAN ONE LANGUAGE, AND IN TERMS OF MORE THAN ONE SET OF CULTURAL VALUES. THE NEXT THREE PAPERS DEAL WITH SUCH PRACTICAL APPLICATIONS OF BILINGUALISM AND BICULTURALISM AS THE SUCCESSFUL EDUCATION OF CHILDREN OF U.S. CITIZENS LIVING ABROAD, THE UNSUCCESSFUL MONOLINGUAL EDUCATION OF THE AMERICAN INDIAN, AND LEGISLATION ON BILINGUALISM AND BICULTURALISM. FIVE PAPERS ON TEACHING CONTENT SHOW PRACTICAL APPLICATION OF FINDINGS IN PUBLIC SCHOOLS, COLLEGES, AND UNIVERSITIES. THE THIRD REPORT INCLUDES PAPERS ON BILINGUAL PROGRAMS IN SIX SOUTHWEST STATES WHICH STRESS TWO THEMES. FIRST, ATTEMPTS ARE BEING MADE TO INCORPORATE THE STUDENT WHOSE PARENTS SPEAK A LANGUAGE OTHER THAN ENGLISH INTO THE STANDARD SOCIAL AND EDUCATIONAL SYSTEM OF THE UNITED STATES. SECOND, EFFORTS ARE BEING MADE TO EDUCATE ALL SCHOOL CHILDREN IN USING A SECOND LANGUAGE AND UNDERSTANDING A SECOND CULTURE. [More] Descriptors: American Indians, Bilingual Schools, Bilingual Students, Bilingualism
(1990). Development of Human Resources in and for Bilingual Intercultural Education in Latin America, Prospects. Describes Latin America's bilingual intercultural education (BIE) programs. Explains that BIE attempts to provide education in both Spanish and native languages. Finds that future BIE teachers speak but do not write the indigenous language or have insufficient schooling. Urges inservice training programs, basic teacher training, and training of specialists in linguistics for the program. Descriptors: Biculturalism, Bilingual Education Programs, Bilingual Teachers, Educational Improvement