This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jerome R. Reich, Anthony R. Sancho, Michael S. Reich, Discover, Margaret Walworth, Ana Maria Rodrigues Resnik, Adelina Alegria, Horacio Ulibarri, Severo Gomez, and Frye Gaillard.
(1975). Partners for Bilingual Education, Bulletin of the Association of Departments of Foreign Languages. This article discusses the role of professional educators such as foreign language professors and linguists, and of disciplines such as sociology, history, anthropology and fine arts in the preparation of bilingual-bicultural teachers. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Bilingualism
(2000). Bilingual Education Enhances Third Language Acquisition: Evidence from Catalonia, Applied Psycholinguistics. Compares the acquisition of English as a third language by Catalan/Spanish bilingual high school students in an immersion program with the acquisition of English by Spanish monolinguals. Data from 201 participants were submitted to a hierarchical multiple regression analysis, rendering results that show that bilingualism has a positive effect on the acquisition of a third language. Descriptors: Bilingual Education, Bilingualism, Comparative Analysis, English (Second Language)
(1974). Chicanos Push Bilingual Education, Race Relations Reporter. Examines the activities in several towns in western Colorado of the Chicago Education Project, an organization which attempts to make Colorado schools more responsive to Chicano students by increasing the number of bilingual/bicultural classes and the number of Chicano teachers. [More] Descriptors: Bilingual Education, Disadvantaged Youth, Educational Change, Educational Needs
(1997). Discover, Nos. 1 & 2. The first two issues of this newsletter by the National Clearinghouse for Bilingual Education are presented. The first consists of an article on the United States Department of Education's Office of Bilingual Education and Minority Languages Affairs (OBEMLA) and its role in providing leadership in high quality education for linguistically and culturally diverse students. This includes a statement of the agency's mission to promote equal access to high quality education for this population and explanations of its four primary goals: (1) to help limited-English-proficient (LEP) students reach challenging academic standards; ensure that schools serving LEP students have access to high quality research, information, and technical assistance; ensure that LEP students are taught by well-trained teachers; and coordinate services to LEP students across the Department of Education. The second issue contains two articles. The first article summarizes results of a survey of the states' limited-English-proficient students and available educational programs and services for 1994-95, including a brief report on LEP students' academic progress. The second article considers what has been learned from research and experience about the factors contributing to schools' success in educating LEP students. [More] Descriptors: Academic Achievement, Access to Education, Agency Role, Bilingual Education
(1989). ASL and Bilingual Education, Teaching English to Deaf and Second-Language Students. Explores the use of American Sign Language (ASL) in the bilingual instruction of English as a Second Language for deaf students. Issues addressed include dominant languages, language minorities, legislative and cultural recognition of ASL as an official language, and limited English proficiency. (CB) Descriptors: American Sign Language, Bilingual Education, Deafness, English (Second Language)
(1971). Bilingual Education in Texas, Educational Leadership. Descriptors: Bilingual Education, English (Second Language), Mexican Americans, Second Language Learning
(1969). The Bilingual Education Act, Phi Delta Kappan. Descriptors: Bilingual Education, Educational Legislation, Educational Planning, Federal Aid
(1988). The Relative Importance of Language and Culture in Making Assessment Decisions about Hispanic Students Referred to Special Education, NABE: The Journal for the National Association for Bilingual Education. Finds that seven educational diagnosticians: did not give equal consideration to student language and culture variables in four decisions about bilingual special education assessment methods, varied in reliability across decisions, and showed higher reliability when aware of own decision making processes. Contains 20 references and 10 statistical tables. Descriptors: Bilingual Special Education, Decision Making, Educational Diagnosis, Educational Research
(1977). Culture in the Bilingual-Bicultural Curriculum, NABE: The Journal of the National Association for Bilingual Education. The creation of a more humanized classroom and the inclusion of the intangible elements of culture into the total instructional design will expand the viability of bilingual-bicultural education to a new level. However, culture cannot be an isolated component of the curriculum, but rather an integrated part of the total thrust. Descriptors: Bilingual Education, Cognitive Style, Culture, Curriculum Enrichment
(1974). Bilingual Education and Reading, RELC Journal. Mount Gravatt Teachers College, Brisbane, Australia, has been studying those aspects of the reading process that are especially significant in learning to read in a second language. The findings are summarized here. Descriptors: Bilingual Education, Bilingualism, Cognitive Development, Reading Processes
(1972). On Bilingual Education, Illinois Schools Journal. Descriptors: Bilingual Education, Cultural Differences, Disadvantaged, English (Second Language)
(1975). Bilingual Education through Music. The purpose of this project was to design a bilingual/bicultural kindergarten course of study based on the concepts of the Richards Education Through Music Method. This method is rooted in the Hungarian composer-educator Zoltan Kodaly's educational philosophy and was developed in the U.S. by Mary Helen Richards. This is a method of teaching all areas of the curriculum through musical activities. This methodology involves games and extensive aural experience. Both the acceptance of a child's culture and the acquisition and development of a second language are fostered. The classroom chosen for this research pilot project was an urban bilingual kindergarten class in the New Jersey school system. The class was made up of twenty-one children from Spanish-speaking homes, most of them of Cuban descent. The focus of the program was on language arts readiness through music. The lessons of the five-lesson unit were based on Jose Marti, a Cuban national hero. Objectives in music, language arts, and social studies were developed around this central theme. Strong points of the lessons were: they provided a natural mode of expression for children who come from cultures where music is an integral part of daily life, and the games which music provided were an indirect way of teaching the concepts. The weak points were: some musical activities called for a certain level of proficiency in the musical skills which the children did not have, and the lessons should have followed each other more closely, not twice a week, so that the concepts could have been better reinforced. The pilot unit with the lessons are included in the appendix. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Class Activities
(1997). Content Analysis of Funded Enhancement Project Applications–Fiscal Year 1995. The 97 bilingual education program enhancement projects funded by the U.S. Department of Education's Office of Bilingual Education and Minority Languages Affairs in fiscal 1995 are analyzed for their demographic characteristics, goals and objectives, instructional characteristics, parent and family services, professional development, personnel training, and other program features. A subset of 33 programs was selected for in-depth analysis of features other than demographics. The 97 proposals, distributed among 21 states, served 53,535 students, 36,283 of whom were limited-English-proficient, from 78 language groups and at all grade levels. California received over half the funded projects. School districts were the main beneficiaries of funding, with a few in consortia with universities and community organizations. However, the majority planned to provide non-instructional services to students through collaborations with local businesses, community-based organizations, and higher education institutions. Evaluation designs proposed evaluating various program aspects and using instruments for formative and summative evaluation. Alternative assessment methods were often proposed to assess students' needs and progress. Proposal limitations were in varying definitions of terms. Recommendations for improving proposal policy and practice are offered. [More] Descriptors: Bilingual Education Programs, Content Analysis, Demography, Elementary Secondary Education
(1969). Administration of Bilingual Education. The administrator in a bilingual, bicultural community must act with caution, forebearance, and great understanding, paying intense heed to his community. The term "bilingualism" refers to facility in the use of two languages, ranging from a minimal knowledge of either language to a high level of proficiency in both. "Biculturalism" is a functioning awareness and participation in two contrasting sociocultures. Biculturalism can be attained without being bilingual; bilingualism can be attained without dual acculturation. In developing a taxonomy for the bilingual program, the psycholinguistics and emotional commitments of the bilingual child should be considered. He may become more committed emotionally to a given concept if taught in one language rather than another. Some program objectives, which can be measured in terms of behaviors, are (1) the bilingual child will participate in more extra class activities; (2) he will learn more about his cultural values and see the differences between his native culture and the Anglo-American cultural value system; and (3) he will understand the process of acculturation. A discussion of teachers, materials, and testing, and a description of funding sources for bilingual, bicultural programs conclude this study. See related documents Al 001 828 and Al 001 829. [More] Descriptors: Acculturation, American Indians, Biculturalism, Bilingual Education
(1998). Bilingual Education and Social Change. Bilingual Education and Bilingualism: 14. A case study is provided of dual-language planning and implementation at the Oyster Bilingual School, a successful Spanish-English public elementary school program in the District of Columbia. The first three chapters offer background information for understanding how the program interacts with the larger sociopolitical context of minority education in the United States. Chapters 4-10 provide a detailed analysis of how the alternative education system at Oyster Bilingual School challenges mainstream United States educational programs and practices that discriminate against minority students. The case study demonstrates how Oyster's dual-language policy, multicultural curriculum content, student-centered organization of classroom interaction, and performance-based assessment practices function together to provide more opportunities for language minority and language majority children than are traditionally available in mainstream schools, enabling both groups to participate and achieve equally at school. The final chapter looks beyond Oyster Bilingual school to what happens when students leave Oyster and what the program's goals are for other levels of society. Contains 46 references. Descriptors: Bilingual Education, Bilingual Education Programs, Classroom Communication, Classroom Environment