This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Minerva Rivero Coyne, Mollie G. M. Lloyd, Sandra H. Fradd, Maria Vasquez-Chairez, Franklin C. Pinkelman, Linguistic Reporter, Barbara Flores, Jeanne Weismantel, Albany. Div. of Teacher Education and Certification. New York State Education Dept., and Liliana Minaya-Rowe.
(1975). Report of the NEA Task Force on Bilingual/Multicultural Education. This report consists of two sets of criteria developed by the NEA Task Force on bilingual/multicultural education. The criteria presented are for: (1) effective bilingual/multicultural education programs, and (2) state legislation which establishes such programs. The first set of criteria includes factors such as state and federal laws, student characteristics, staff characteristics and preparation, program and curriculum development, community involvement, and research. The second set of criteria includes 25 factors which state legislation must reflect, concerning the languages of instruction, the maintenance of languages other than English, cultural education, parental involvement, teacher education and qualifications, program evaluation, subsidy of programs, assessment of student language skills, and the establishment of resource centers. The report further considers the issue of the motivation of individuals and groups who directly and indirectly profit from bilingual/multicultural education, including students, teachers, local education associations, school boards, the community, school administrations, support staff, and higher education. The Task Force recommends that NEA: (1) accept the criteria outlined in the report as its official position with respect to bilingual/multicultural education, and (2) work with state affiliates to implement these policies. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1987). Sharing Knowledge through Participation: A Model for Bilingual/ESOL Special Education Inservice Training, B. C. Journal of Special Education. A bilingual special education inservice teacher training model is described which is targeted toward personnel working with handicapped and at-risk limited English proficient students. Participants share their own best practices in the organizational context of six training strands: networking, curriculum, assessment, parent involvement, language mediation, and educational technology. Descriptors: Bilingual Education, Disabilities, Educational Practices, Elementary Secondary Education
(1988). Bilingual Special Education Is Appropriate for Mexican-American Children with Mildly Handicapping Conditions. ERIC Digest. Mexican American children have made poor progress in special education programs as currently structured. Existing data appear to indicate that minority children, particularly Mexican American, continue to be placed in special education out of proportion to their numbers in the general population. Although the Education for All Handicapped Children Act (PL 94-142) requires that each child referred to special education receive a comprehensive assessment using valid tests administered in the child's dominant language, current assessment practices lead to mislabelling and misplacing Mexican American students. Lack of trained personnel makes it impossible to provide appropriate services to bilingual special education children as mandated by PL 94-142. The development of instructional programs is hampered by lack of knowledge about the learning styles and cognitive development in minority group, bilingual children. Comprehensive, evaluated programs taking these factors into account have not been developed or proven effective for minority group handicapped children. A school district's philosophy of bilingual education and the type of language instruction provided will have a major impact on bilingual special education students. Parental involvement in a child's total educational program has recently become a principle intervention strategy and should be used with minority group parents. [More] Descriptors: Bilingual Education, Educational Diagnosis, Educational Needs, Elementary Secondary Education
(1974). Bilingualism: Two Languages Are Worth Two Men. A problem which is pinpointed is the lack of involvement and commitment of higher education institutions to bilingual and bicultural education. In the state of California no higher education institution is prepared to give a bilingual teaching credential. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Bilingualism
(1994). Multifunctional Resource Center for Bilingual Education–University of Wisconsin-Madison. Service Area 6: Iowa, Michigan, Minnesota, North Dakota, South Dakota, Wisconsin. Annual Report, October 1, 1993-September 30, 1994 (Contract Year 2). The report details the activities of the federally-funded Multifunctional Resource Center for Bilingual Education at the University of Wisconsin-Madison, which serves the area of Iowa, Michigan, Minnesota, North Dakota, South Dakota, and Wisconsin. Its mission includes provision of training and technical assistance to educators and parents participating in bilingual education programs or special alternative programs for limited-English-proficient (LEP) students, research and practice development, leadership in educational technology for LEP students, and coordination of services. The report covers the second year of a federal contract, during which time it served 12,660 in 408 training workshops. Most participants were certified teachers; others included teacher aids, non-instructional staff, and parent/community members. Technical assistance was provided on request by telephone and correspondence, and through on-site visits. Research was done as part of other services. Activities in educational technology, the center's specialty, included ongoing synthesis of research, stress on technology within existing services, sharing of information, and involvement with professional organizations in educational technology. Evidence of the impact of the center's services is found in anecdotal accounts and participant response. The report describes activities and accomplishments by state and by function. [More] Descriptors: Annual Reports, Bilingual Education, Bilingual Teachers, Educational Technology
(1981). On Designing and Implementing Bilingual-Bicultual Teacher Education Programs. First Year Report: 1980-1981. The Area of Emphasis in bilingual-bicultural education at the University of Connecticut (Storrs) began in September 1981, offering masters', sixth year, and doctoral degree programs. Its goals are to address the needs of limited- and non-English speaking students in bilingual classrooms by preparing teachers, teacher trainers, curriculum specialists, researchers, evaluators, and administrators to serve in the development and implementation of bilingual programs. Prerequisites for the program include bilingual proficiency in English and any other minority language spoken in Connecticut, and experience teaching or providing services to programs with bilingual or bicultural clientele. The programs are composed of the following units: (1) a core section of eight courses in bilingual-bicultural education; (2) socio-cultural foundations of education; (3) training in language and linguistics; (4) research methodology, field experiences, and dissertation for doctoral candidates; and (5) two chosen areas of specialization as minors. Competency categories were developed, including emphasis on pedagogy, teacher preparation and supervisory skills, linguistic ability, cultural knowledge, parent and community involvement, evaluation and testing, and research. Among the ongoing and future projects of the department are a recruitment and dissemination plan, research on hierarchies of needs in bilingual education, and establishment of an annual conference at the University. [More] Descriptors: Bilingual Education, Bilingual Teachers, Competency Based Teacher Education, Degree Requirements
(1978). And Who Assesses the Bilingual Teacher's Language Proficiency?, Educational Leadership. Describes the rationale and design of the Zepeda/Saldate Spanish Language Proficiency Exam developed at the University of Arizona for use in evaluating the language proficiency of applicants for bilingual/bicultural teacher education programs. [More] Descriptors: Bilingual Education, Bilingual Teachers, Higher Education, Language Proficiency
(1986). Examining Assumptions and Instructional Practices Related to the Acquisition of Literacy with Bilingual Special Education Students, Journal of Reading, Writing, and Learning Disabilities International. After describing a traditional approach to literacy education for bilingual special education students, the article proposes a new approach based on theoretical and research advances which stresses holistic literacy in real situations. An example of interactive journal writing between a teacher and a mildly handicapped trilingual 11-year-old is presented. Descriptors: Bilingual Students, Case Studies, Experiential Learning, Intermediate Grades
(1984). Audit Report. Bilingual/Migrant Education Program, et al. School Program Services, Department of Education, October 1, 1978 through September 30, 1983. Selected financial and program records of nine administrative units of Michigan's Bilingual/Migrant Education Program from October 1, 1978 through September 30, 1983 were examined in an audit to assess fairness of fund allocation, compliance with appropriate laws and regulations, adequacy of administrative performance, and priority of school program services housekeeping functions. Management and operational practices of the Migrant Education Unit, Book Distribution Program, Bilingual Education Unit, Title VII Elementary and Secondary Education Act (ESEA) Administrative Funds, National Origin Desegregation Title IV, Transition Program for Refugee Children, School Age Parent Program, Gifted and Talented Program, and Alternative Juvenile Rehabilitation Program were evaluated. Problems identified included inadequate monitoring of school districts for any of the programs reviewed, lack of formal program operating standards, absence of effective and efficient identification of children for enrollment in the federal Migrant Student Record Transfer system, inadequate budget guidelines, and lack of a funding basis to provide equitable allocations of bilingual funds to school districts. Practices regarding attending conferences and seminars, travel, timekeeping and payroll, using grants and administrative funds, and administrative payroll cost allocations were also reviewed as they applied to the bilingual/migrant education program, compensatory education program, and the instructional specialists program. Descriptors: Accountability, Bilingual Education, Compliance (Legal), Educational Equity (Finance)
(1975). Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands. Topics in Culture Learning, Vol. 3. This article reviews the history of bilingual-bicultural education in the Trust Territory of the Pacific Islands. The U.S. government has administered the area since 1945. The original educational policy called for bilingual education with use of the local languages at the elementary level, but implementation was hampered by budget limitations. Native Micronesians also felt they were being discriminated against by not receiving sufficient English instruction. Other problems included the choice of an orthography for the native languages (each of which is briefly described), development of extension materials, the fact that not all native languages belonged to the same language families, and resistance on the part of the American staff to learning the local languages. Despite arguments in favor of native language literacy, English was eventually introduced in the first grade. The local languages were reintroduced into elementary education in 1967, and the arrival of the Peace Corps volunteers in 1968 markedly affected both attitudes toward local languages and implementation of the policy. The 1968 Pacific Language Development Project helped develop dictionaries, orthographies, and grammars. Increased Trust Territory administration budgets and federal legislation in support of bilingual-bicultural education finally led to the implementation of policies that had existed since 1945. [More] Descriptors: Bilingual Education, Chamorro, Educational Policy, English (Second Language)
(1981). Counseling the Bilingual Student. Searchlight Plus: Relevant Resources in High Interest Areas, 54+. This information analysis paper, based on a computer search of the ERIC database from November 1966 through December 1980 examines the topic of counseling the bilingual student. An introductory narrative highlights issues and trends, and suggests possible implications for the future of guidance, focusing on: (1) the concept of bilingual education from a transcultural perspective; (2) typical problems facing bilingual students and families; (3) useful counseling strategies; (4) effective programs for bilingual students in the areas of counseling, bilingual and vocational education, and auxiliary services; and (5) the practical implications of bilingualism for guidance counselors and for the United States. The significance of the guidance counselor's role is discussed and an expansion of that role is suggested. Cultural conflict, ethnic identity, and racism are explored in a discussion of an educational needs survey of Latinos. The complete computer search, including annotations of 13 journal articles and abstracts of over 100 documents, is also provided. [More] Descriptors: Abstracts, Biculturalism, Bilingual Education, Bilingual Students
(1988). Bilingual and Special Education: Procedural Manual for Program Administrators. Crosscultural Special Education Series, Volume 1. This handbook clarifies how to meet legal requirements when the same student population qualifies for both bilingual and special education programs. Legal streamlining of existing California-mandated requirements for bilingual and special education is emphasized. The handbook begins with a discussion of the difficulties encountered when providing educational services to pupils with limited English proficiency who demonstrate academic deficiencies, and outlines procedures for distinguishing between a true disability and a language difference. Types of bilingualism and their effect on school achievement are examined. The use of the Student Study Team is suggested in the student referral process; such teams combine regular education teachers and specialists working together to develop an intervention plan emphasizing parent and student involvement. A detailed comparison of bilingual and special education law is presented. Specific legal requirements of California bilingual laws and special education laws are paralleled to assist in efficiently implementing the legislation. The handbook then presents administrative steps that combine two separate laws into one single procedure from the point of referral to placement. Appendices discuss: (1) methods for ascertaining legal compliance, and (2) sunset program provisions for five California special education and bilingual education programs. [More] Descriptors: Bilingual Education, Compliance (Legal), Disabilities, Educational Administration
(1989). Guidelines for Development of Program Plan, Bilingual/ESL Education Programs (Chapter 197, Laws of 1974 and Chapter 212, Laws of 1975 as Amended), Fiscal Year 1990. The guide is designed to assist school districts in designing and implementing programs to: (1) meet the needs of limited-English-proficient (LEP) students; and (2) be in compliance with state statutes and regulations. The guidelines are presented in seven sections, the first six corresponding to the sections of the program plan that must be submitted by each district: the program summary, identification and exit of eligible participants, program description, special services for LEP students, program implementation, and program evaluation. The seventh section contains appendixes, including the text of the state bilingual education act of 1974, the state administrative code for bilingual education, the state cut-scores for the standardized tests to be used for student assessment, full-time equivalency tables for staffing, the test codes for instruments with norm-referenced interpretation and needing follow-up, a chart of required testing for bilingual and English-as-a-Second-Language (ESL) students, a glossary, and an index of the countries of the world and languages spoken (for completion of required reporting). Forms for reporting on bilingual and/or ESL education programs are also included. Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Language Tests
(1983). Blacks and Whites: Families and Communities, Early Child Development and Care. Reports the subjective impressions of a professor emeritus from England concerning race relations and acceptance of ethnicity in the United States. Briefly focuses on issues concerning bilingual and community education. Descriptors: Bilingual Education, Blacks, Community Education, Educational Improvement
(1971). Volunteers in Public Service. Job Contacts in New York State for Teachers. This directory is intended to help teaching volunteers find jobs in New York State. The types of programs provided by the agencies listed include adult basic education, bilingual education, migrant education, and ghetto teaching. Information is given about certification and licensing requirements in New York State and New York City, as well as about free schools. The directory listing is arranged by city under the following headings: 1) public and private schools and adult education centers with the listings for New York City subdivided into public, private and parochial, board of education agencies, and other agencies and businesses; 2) Boards of Cooperative Educational Services and District Superintendents of Schools; 3) Title III centers (Regional Supplementary Educational Centers); 4) some colleges and universities; 5) some New York State government agencies; and 6) community action agencies. Sources for additional information and publications are given. [More] Descriptors: Adult Basic Education, Bilingual Education, Community Services, Directories