Bibliography: Bilingual Education (page 203 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Paul Simon, Nellie Apanasewicz, T. H. Bell, Luis Montaluisa Chasiquiza, George H. Kimball, Annandale J W K International Corp., Albany. New York State Education Dept., 1986, Eugene S. Long, and M. Gulutsan.

Holtzman, Wayne, Jr. (1981). Effects of Locally Conducted Research on Policy and Practice Regarding Bilingual Inservice Teacher Education. Final Technical Report. Collaborative planning between the Southwest Educational Development Laboratory (SEDL) and a school district in central Texas provided concrete data to implement changes in inservice training programs for bilingual teachers. Five instruments were developed to obtain the attitudes of 108 teachers of kindergarten through fifth grade who taught Mexican American children who had limited English proficiency. The teachers were regular classroom teachers, bilingual teachers, or special education teachers. Among the findings from the study were that the areas of greatest need for inservice were in the teaching of reading and attending to behavior problems. Courses in the philosophy and theory of bilingual education were not desired. Teachers of English as a second language felt that the existing inservice program could be improved by developing more and better materials. All of the teachers wanted more authority in choosing their inservice training activities. The teachers also agreed that they did not receive enough feedback and assistance in implementing new knowledge and skills. The director of bilingual education for the school district announced changes in both the bilingual inservice components and the English as a second language program as a result of the study. Sections of this report on the project present information on: (1) introduction to the study; (2) background of the school district; (3) collaborative relationship between the SEDL and the school district; (4) research strategy; (5) data analysis; (6) discussion of findings; and (7) changes made in the inservice programs. Appended are the survey instruments and the findings in chart form.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Elementary Education, English (Second Language)

Kimball, George H. (1981). Evaluation of 1980-81 Bilingual Title VII Program, Journal of Research and Evaluation of the Oklahoma City Public Schools. This report presents evaluation results of an Oklahoma City Public Schools bilingual and multicultural education program to increase achievement levels and improve multicultural attitudes among Spanish speaking elementary school children of limited English proficiency. Results of English and Spanish tests of language proficiency in kindergarten to grade 2 who were tested on the acquisition of basic concepts considered to be prerequisites for language learning similarly showed significant performance gains. Teacher ratings indicated increases in students' positive attitudes toward their own culture and toward other cultures. Staff responses to questionnaires on the quality of inservice training and parent perceptions of classes in English as a Second Language for parents were generally favorable. In addition, parents expressed satisfaction with the bilingual education program for their children. Principals of the schools in which the program was implemented recommended that the program be continued, that new and updated materials be provided, and that further inservice training for teachers and aides be conducted.   [More]  Descriptors: Achievement Gains, Administrator Attitudes, Bilingual Education, Cultural Pluralism

Bishop, Ana (2000). Technology Trends and Their Potential for Bilingual Education. Issue Brief. This document presents an overview of the latest developments and trends in technology, along with current uses they are being put to for educational purposes, and the ways in which these can best serve education in this country and abroad. In doing so it explores the benefits of technology not just for bilingual learners, but also for teacher education, administrative planning and oversight, and parent involvement in the scholastic life of bilingual students. Issues covered include the following: equity of access; educational software; voice recognition technology; inexpensive devices for Internet access; the wireless Internet and Web; hand-held digital devices; e-books; scanners; educational Web portals; machine translation; pop-up translation, video, and audio; and the new technology billionaire-funded philanthropy. It is concluded that there is a lot of potential in these new technologies for language learning and teaching. Numerous links to a variety of useful Web sites appear throughout the text.   [More]  Descriptors: Adult Education, Bilingual Education, Class Activities, Computer Uses in Education

Montaluisa Chasiquiza, Luis (1988). Comunidad, Escuela y Curriculo 4: Materiales de Apoyo a La Formacion Docente en Educacion Bilingue Intercultural. (Community, School and Curriculum 4: Support Materials for Training Professionals in Bilingual Intercultural Education). The Major Project for Education for Latin America and the Caribbean has given indigenous populations priority attention and has sponsored workshops and seminars to address the educational needs of these peoples. Traditionally, the language and culture of indigenous peoples have been viewed as obstacles rather than valuable resources for education. One of the targeted areas for improving educational levels is the adequate training and preparation of personnel and teachers for intercultural bilingual education. The government of Spain and the United Nations Educational Scientific, and Cultural Organization (UNESCO) have developed support materials to train professional staff. The first step is to develop preliminary teaching texts and materials; to create a methodology of bilingual education; to review the relationship among the community, school, and the curriculum; and to outline teaching methods for the teaching adult literacy programs. This textbook makes suggestions for various methods of incorporating the culture of indigenous populations into the teaching materials. The seven topics covered are: (1) community and school; (2) indigenous beliefs about nature; (3) indigenous beliefs about society; (4) mathematical systems; (5) art and handicrafts; (6) languages; and (7) developing an integrated curriculum. Descriptors: Bilingual Education Programs, Bilingual Schools, Bilingual Teachers, Developing Nations

Southwest Educational Development Lab., Austin, TX. (1968). Proceedings, National Conference on Educational Opportunities for Mexican Americans (Austin, Texas, April 25-26, 1968). The primary objectives of the National Conference on Educational Opportunities for the Mexican American were: (1) to stress the areas of special needs for the Mexican American child in education in order to give priorities in the development of any program at the local level; (2) to present demonstrations of exemplary ways some schools and organizations are solving Mexican American educational problems; and (3) to review and discuss recent legislation relating to the education of the Mexican American. Various groups presented demonstrations on bilingual education, migrant education, and urban education. Addresses were presented by prominent men in the field of education and related discussion sessions were held. Appended are a copy of the program and a brief evaluation of the conference.   [More]  Descriptors: Bilingual Education, Children, Conferences, Demonstrations (Educational)

New York State Education Dept., Albany. (1972). Educacion Bilingue: Una Declaracion del Plan y Accion que Proponen los Regentes de la Universidad del Estado de Nueva York (Bilingual Education: A Statement of Policy and Proposed Action by the Regents of the University of the State of New York.). 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.   [More]  Descriptors: Bilingual Education, Disadvantaged Youth, Educational Change, Educational Needs

Simon, Paul (1985). Education Cuts Don't Heal. The effects of cuts in the federal education budget during the Reagan Administration and the outlook for the future for education programs during the next 4 years are discussed in this speech by a U. S. Senator. The current status of the following programs is compared to their status in 1980: Chapter 1, Chapter 2, bilingual education, vocational education, and other programs. Massive new education programs should not be expected in the future, but there will be adjustments in ongoing programs to make them more effective and to help them serve more children, and a few initiatives in response to trends and needs. The American Defense Education Act is one such needed bill. Descriptors: Bilingual Education Programs, Block Grants, Compensatory Education, Educational Trends

J W K International Corp., Annandale, VA. (1978). Summary and Recommendations: Conference on Pacific/Asian American Families and HEW-Related Issues. The socioeconomic needs of Pacific and Asian American (PAA) families and Department of Health, Education, and Welfare programs having the most impact on the lives of PAAs are analyzed in this conference report. An overall outline of the conference proceedings, as well as reprints of all charts and papers presented, are included. The findings of three task groups on education, health, and welfare are reported. Policy papers and program recommendations formulated by the task forces are presented and targets of opportunity are defined. Major recommendations are made with regard to the need for culturally oriented health programs, expanded health education programs, research on psychological and emotional problems, ethnocultural diseases, obtaining clearer health statistics, adult education, bilingual education, multicultural education, changes in criteria for Title XX and Social Security, extension of welfare benefits to immigrants, and consideration of PAA language and culture in designing and delivering welfare programs. Descriptors: Asian Americans, Census Figures, Conference Reports, Educational Problems

Apanasewicz, Nellie (1974). Education in the U.S.S.R.: An Annotated Bibliography of English-Language Materials, 1965-1973. This bibliography constitutes a guide to selected reference materials published in English on education in the USSR. The 347 entries, which are indexed alphabetically according to subject categories and cross-referenced, cover the period from 1965 through 1973. Some of the areas stressed are bilingual education, career education, early childhood education, and education for the handicapped. There are listings for every aspect of education in Russia, however, and for many topics related to education. Entries deal with types of schools and academies and types and levels of education ranging from pre-school through university and vocational. Other topics include curriculum and educational planning, research, development and policy. Publications concerning administration, methods and media, libraries and extra-curricular activities are also listed.   [More]  Descriptors: Annotated Bibliographies, Bilingual Education, Career Education, Curriculum

New York State Education Dept., Albany. Bureau of School Libraries. (1978). Projects and Programs: Libraries and Learning Resources-1978-1979. Standards ESEA IV, PART B. These standards are intended to assist local school districts in New York State in selecting educational resources and audiovisual equipment and in providing for testing, guidance, and counseling services under Title IV, Part B of the Elementary and Secondary Education Act. The main purpose of the standards is to establish qualitative and quantitative measures which will set minimum levels below which educational programs cannot be effective, and which will stimulate efforts to go beyond minimum levels to achieve excellence in educational opportunity. Operational guidelines are provided for Guidance and Counseling Services, School Library Media Programs, and Educational Communication Programs. Objectives, types of programs, and/or criteria for the selection of materials and equipment are outlined for the following content areas: agriculture, art, bilingual education, business education, distributive education, drug education, English and language arts, foreign languages, health and health occupations, home economics, the humanities, industrial arts, mathematics, music, physical education, reading, safety, science, and social studies. Descriptors: Audiovisual Aids, Counseling Objectives, Counseling Services, Educational Resources

Agee, Janice Lowen (1987). Challenge of Excellence. Annual Report, 1986. This annual report describes some of the major activities currently under way across California to implement educational reforms. The achievements described focus on raising standards in California schools, providing technical support to school districts, and charting progress at the local level through a statewide accountability program. The first section describes specific reforms in the following areas: curriculum, textbooks, accountability, the testing program, training of administrators, teachers, the middle grade task force, educational technology, safe schools, and health education. The second section focuses on specialized programs: the school improvement program, career-vocational preparation, special education, bilingual education, compensatory education, and adult/alternative education. The third section, "providing support," describes state initiatives for child development, dropout programs, school facilities management, and school finance.   [More]  Descriptors: Accountability, Adult Programs, Annual Reports, Bilingual Education Programs

Bell, T. H. (1983). A Compendium of Quotations by the Secretary on Education Issues and the Role of the Federal Government in Education. Part I–1983, Part II–1982. Drawn from speeches, interviews, and hearings, these statements by Secretary of Education, T. H. Bell, address a broad range of issues involving the federal role in education. Quotations are grouped for 1983 and 1982 and include such topics as accreditation, black colleges, civil rights, consumer and vocational education, excellence in education, master teachers, special education, selective service, prayer, Martin Luther King, student aid, grants, loans, budget cuts, tuition tax credits, art, basic skills, bilingual education, adult education and rehabilitation, citizenship education, deregulation and consolidation of programs, research, the role of parents and school boards and the Secretary, rural and urban education, school success, and science and math and language courses.  Quotations are arranged alphabetically by topic.   [More]  Descriptors: Adult Education, Educational Improvement, Elementary Secondary Education, Federal Aid

Long, Eugene S. (1982). Bilingual Vocational Instructor Training at California Community Colleges: A Guide to Implementation and Resources. This guide describes the implementation of vocational instructor training in California community colleges. Covered in a background section are the following topics: the federal program in bilingual vocational education, bilingual vocational instructor training, the goals and methods of bilingual vocational education, and bilingual vocational instructor training at San Jose City College and other California community colleges. Following a discussion of the need for such programs, their benefits to the community college are outlined. Examined in a section on program implementation are the instructional program, staffing, funding, and planning. Provided next are models for bilingual vocational instruction and for vocational English as a second language. Various program support services are described. Appended to the guide is a brief bibliography of pertinent resources. Descriptors: Bilingual Education, Community Colleges, Educational Benefits, Educational Needs

Cummins, J.; Gulutsan, M. (1974). Bilingual Education and Cognition, Alberta Journal of Educational Research. Article reexamined, in the Edmonton Public School System, Peal and Lambert's (1962) findings that balanced bilinguals performed at a higher level than unilinguals both on verbal and non-verbal measures of intelligence. As well, the effects of bilingualism on divergent thinking was examined. Descriptors: Bilingual Education, Cognitive Processes, Educational Research, English

1986 (1986). "Through the Looking Glass: A Multicultural Future." A Report of the Bilingual-Multicultural Education Conference (12th, Anchorage, Alaska, February 5-7, 1986). The conference focused on the importance of using one's language and cultural heritage for the future growth of individuals and the State of Alaska. This conference is a major activity of the Alaska Department of Education in providing training and technical assistance to personnel from the 35 school districts with bilingual-bicultural programs. Four speakers addressed the conference. Elsie Math, a Yup'ik educator, spoke about the development of a Yup'ik textbook on traditional ceremonies, the role of tribal elders as teachers, and the use of culturally relevant materials in bilingual programs. James Cummins reviewed the history of educator attitudes toward bilingual education, and emphasized that first language maintenance empowers language minority students and enhances their academic achievement. Stephen Karshen, a linguistics professor, explained second language acquisition in terms of response to comprehensible input in a low anxiety environment, conditions for which teachers should strive in the classroom. Geneva Gay spoke of the need for bilingual education teachers to consider the cultural context in which language learning occurs, and to attend to differences among students and teachers in body language and cultural value systems. The report includes many photographs, brief descriptions of the 106 conference workshops and activities, and four short award-winning student essays. Descriptors: Alaska Natives, Bilingual Education, Bilingualism, Cultural Pluralism

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