Bibliography: Bilingual Education (page 205 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Nilda Garcia, George P. De George, John C. Molina, Scientific United Nations Educational, Marilyn R. Seymann, Washington National Inst. of Education (DHEW), G. Richard Tucker, Albany. Bureau of Bilingual Education. New York State Education Dept., Jaime Ortega, and Lilliam M. Malave.

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. (1986). The Major Project in the Field of Education in the Latin American and Caribbean Region. Bulletin 10-11. The Major Project in the Field of Education stresses renewed and intensive efforts by Latin American and Caribbean Island countries to provide the resources and training necessary to meet basic education needs by the year 2000. This document examines project achievements, innovations, and problems through 1986 in the areas of rural education, adult education, bilingual education, and teacher training. Arvelio Garcia discusses the changes and expansion of rural education and literacy programs in "Experiences of Educational Innovations: Cuba, Ecuador, Nicaragua, Costa Rica." In "Progress in Bilingual Education in Costa Rica during 1986," Massimo Amadio and Guillermo Segura describe efforts to promote education appropriate to Costa Rica's linguistic and cultural characteristics.  Jose Rivero, in "Adult Education in Latin America: Requirements and Strategies for the Training of Staff," discusses: (1) the current status of adult education; (2) crisis policies and strategies; and (3) teacher training, while Felix Chaparro describes "Alternatives in Basic Education for Adults." The concepts of appropriation, control, resistance, negotiation, and reproduction in relation to primary schools are considered by Justa Ezpeleta in "School and Teachers: Half-Way between Hypothesis and Deductions." A list of UNESCO Latin American and Caribbean region activities, meetings, and workshops is included. Descriptors: Adult Basic Education, Adult Education, Adult Literacy, Bilingual Education

SRA Technologies, Inc., Arlington, VA. (1984). Descriptive Analysis of Title VII-Funded State Education Agency Activities. Executive Summary. An executive summary of the results of a national study of the state education agencies' (SEAs) use of funds provided by the 1974 amendments to Title VII of the Elementary and Secondary Education Act are presented. The study was undertaken to (1) describe and analyze SEA policies and activities regarding bilingual education, (2) describe and analyze the SEA-level management structure for the coordination of technical assistance, and (3) provide information on technical management and assistance activities the Department of Education may use to help SEA grantees assist local schools in building their capacity to provide bilingual education services to language minority students. The study involved a literature review, analysis of Title VII grant applications submitted by SEAs, and case studies of the implementation of Title VII grants in nine states. The results presented include an examination of the allocation and distribution of grant funds, SEA use of grant funds, issues appearing to merit legislative or regulatory attention, including Title VII administrative procedures, service delivery, oversight responsibilities, federal guidance for SEAs, grant versus contract funding of support centers, and differential fiscal support.   [More]  Descriptors: Agency Role, Bilingual Education, Budgeting, Certification

Kwok, Irene (1976). Chinese Cultural Resource Book (For Elementary Bilingual Teachers). In this resource book prepared for teachers of Chinese bilingual, bicultural education programs, traditional Chinese stories, myths, songs, rhymes, recipes, poems, riddles and games are included. All entries are written in both English and Chinese. Art projects to accompany some of the stories or to celebrate certain festivals of the Chinese year are described. A brief bibliography is appended. Descriptors: Activities, Art Activities, Bilingual Education, Bilingual Teachers

Patterson, Marti K. (1976). A Descriptive Analysis of Methods and Materials for Teaching Bilingual Spanish-Speaking Students in the Bilingual Programs in Texas Public Schools. The purpose of this dissertation was (1) to determine who holds primary teaching responsibility for bilingual/biculturalism in the public schools; (2) to determine what methods and materials are being used in these programs to teach bilingual students; and (3) to obtain and interpret teacher opinions of the major curricular problems faced in instigating a bilingual program. An analytical approach was used in this study. The data were gathered from 186 Texas public school districts with established instructional programs in bilingual/bicultural education. A questionnaire was used and reinforced by personal interviews. One hundred schools, or 53.7%, responded to the questionnaire sent to the director of bilingual/bicultural education in the 186 districts. The following conclusions are based on the data received from the participating school districts: (1) the majority of the teachers presently teaching in bilingual classrooms in Texas are bilingual, (2) the use of paraprofessionals in the bilingual classroom is a widespread policy, but less than one-half of the districts employing paraprofessionals have one paraprofessional per full-time teacher, and, (3) fourteen subject matter and/or skill areas of instruction are being taught in both English and Spanish by a majority of the districts involved in bilingual education for an approved length of time per week thereby meeting guidelines that were established. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Spanish Speaking

De George, George P., Ed. (1985). Bilingual Program Management: A Problem Solving Approach. A collection of essays on the management of bilingual education programs is organized in three units: managing in a culturally diverse setting, balancing critical interactions, and special issues. The following papers are included: "Recruiting and Retaining Competent Personnel for Bilingual Education Programs" (Joan E. Friedenberg, Curtis H. Bradley); "Leadership and Motivation in a Changing Environment" (William M. Bloomfield); "Managing Conflict: Dealing Productively with Differing Ideas, Priorities and Goals" (Emily J. Shamieh); "Performance Appraisal: Using Feedback for Staff Development" (Jill Izett McCarthy); "Environmental Considerations in the Success of the Bilingual Program" (Sylvia R. Cowan); "Management of Bilingual Programs: The Local Community Context" (Terry L.  Baker, Dori Collazo); "Governmental Context of the Bilingual Program: National and State" (Myrna Delgado, Barney Berube); "Some Considerations in Planning Your Inservice Training Component" (Denise McKeon); "Writing Proposals for Funding Agencies" (Eleanor Lien Sandstrom); "Finding, Adapting and Developing Bilingual Curriculum" (Betsy Tregar); "Bilingual Program Evaluation" (Robert W. Consalvo, Mary C. Madaus); "Dimensions of Data Collection and Management" (Lisanio R. Orlandi, Joseph J. Foley); and "A Computer as an Aid(e) to a Manager" (Richard W. Willard).   [More]  Descriptors: Administrator Role, Bilingual Education Programs, Community Resources, Computer Oriented Programs

Tucker, G. Richard; And Others (1983). Exploring Strategies for Developing a Cohesive National Direction toward Language Education in the United States. The papers focus on the desirability, feasibility, and importance of proposing and beginning to implement a language agenda for all residents of the United States. After an introductory synthesis by G. R. Tucker, the following papers are presented: (1) "Matching Appropriate Actions to Specific Linguistic Inadequacies," by R. E. Thompson; (2) "An Unprecedented Act of Fusion," by R. I. Brod; (3) "An Insomniac's Solution to the Problem of National Language Policy," by J. Levy; (4) "Consolidating Mutual Strengths," by V. da Mota; and (5) "The Role of Language Study in Bilingual Education," by J. E. Alatis. The following themes are developed: (1) the need to examine the personal, economic and social factors that affect the learning and use of language in diverse settings; (2) the need to change public attitudes toward promotion of bilingualism, language study, and public policy in the domain of bilingual education and second language learning; (3) the need to conduct a public awareness or consciousness-raising campaign; (4) the necessity of cooperation and collaboration among the various professional organizations; and (5) the need for all to become activists at the local level.   [More]  Descriptors: Activism, Bilingual Education, Bilingualism, Cultural Pluralism

New York State Education Dept., Albany. Bureau of Bilingual Education. (1982). Guidelines for the Development of Programs for Students with Limited English Proficiency under Part 154 of the Regulations of the Commissioner of Education. This booklet contains guidelines to assist school districts in developing programs that meet the requirements of the New York State Bureau of Bilingual Education. The guidelines are presented in six parts: (1) an explanation of part 154 of the regulations, the purpose of which is to establish standards for the use of funds made available by the Legislature to provide financial assistance to school districts having pupils of limited English proficiency (LEP); (2) notes on the identification of eligible students; (3) an outline of types of programs required by law, including guidelines for bilingual education and English Second Language programs; (4) guidelines for assessing a student's proficiency each year to determine continuing eligibility for state aid; (5) explanation of the plan districts are required to develop, which meets the needs of LEP students; and (6) exceptions to the New York State district plan, generally districts which are under court order or agreement with a Federal agency regarding provision of services to LEP students. There are four appendices that provide sample instruments, questionnaires, regulations on teacher certification, and alternative testing procedures for non-English speaking students.   [More]  Descriptors: Bilingual Education, Bilingual Students, Educational Policy, English (Second Language)

Evans, Carol A., Ed. (1993). Scholar with a Mission: The Career of Theodore Andersson and His Contributions to Language Education. The accomplishments of Theodore "Tug" Andersson (1903-1994) cover four major areas: (1) the teaching of modern languages in general; (2) the foreign languages in the elementary school (FLES) in particular; (3) bilingual education in the United States; and (4) preschool biliteracy. The 11 articles of Andersson's work are as follows: (1) "FLES after Fifty: The Bilingual Legacy of Theodore Andersson" (William F. Mackey); (2) "Some Early Encounters" (Joshua A. Fishman); (3) "Yet Another Tribute" (Wallace Lambert); (4) "A Very Sane Man of La Mancha" (Robert Lado); (5) "Pioneer, Visionary, Educator" (George M. Blanco); (6) "An Intellectual Foundation for Bilingual Education" (Eugene Garcia); (7) "Scholarship, Geniality, and a Sense of Fun" (Muriel Saville-Troike and Rudy Troike); (8)"A Man with a Clear Vision of the Big Picture" (Chester C. Christian, Jr.); (9) "A Student's Perspective" (Carol A. Evans); (10) "Communication in Interaction: A Total Approach" (Ragnhild Soderbergh); and (11) "Challenging Language Prospects: A View of the Scholarly Work" (Carol A. Evans). A biographical sketch is included. (Contains 78 references.)   [More]  Descriptors: Bilingual Education, Bilingualism, Cultural Maintenance, Dialects

Collier, Virginia P. (1995). Acquiring a Second Language for School, Directions in Language and Education. This report offers a conceptual model for use with language minority children who are entering a new school when they must acquire the language of the majority student population. The model has four development components or processes: sociocultural, linguistic, academic, and cognitive. These four components are described in detail. Research is offered to support the model, including issues of first and second language acquisition, academic second language proficiency, bilingual education, role of the first language and the input and interaction in language development, and the sociocultural context of schooling. Findings from author research suggest that two-way bilingual education at the elementary school level is the most promising program model for the long-term academic success of language minority students. Especially for students in grades K-12, uninterrupted cognitive, academic, and linguistic development are essential to school success; neglect or over-emphasis of one component may affect long-term growth. Research has indicated that it takes the most advantaged students 4-12 years of second language development to reach deep academic proficiency to compete successfully with native speakers. Alternate program suggestions are offered regarding academic achievement for linguistic minority cases where first language instructional support cannot be provided. (Contains 32 references.)   [More]  Descriptors: Academic Achievement, Elementary Secondary Education, English (Second Language), Language Research

Molina, John C.; Ridge, Elton W. (1977). [Statements before the Subcommittee on Elementary, Secondary, and Vocational Education, Committee on Education and Labor, U.S. House of Representatives.]. This document consists of two statements, one made by John Molina, Director of the Office of Bilingual Education, and the other by Elton W. Ridge, Project Manager of the Lau-Bilingual programs. The statement by Molina discusses the scope and the goals of ESEA Title VII programs and what has been accomplished. Statistics are presented on the number and types of various bilingual programs – teacher training; state aid; and material development, assessment/dissemination, and training/resource centers. The administration of Title VII bilingual programs is briefly discussed, as are the development of a National Clearinghouse on Bilingual Education and plans for four model demonstration bilingual programs. The statement by Ridge discusses the Bilingual Setaside of Title VII, ESAA (Emergency School Aid Act). The general purpose of these grants is to provide financial assistance to meet the special needs incident to the elimination of minority segregation and discrimination among students and faculty in elementary and secondary schools and to encourage the voluntary elimination, reduction, or prevention of minority group isolation. The administration of these grants is described briefly, and some statistics are given on awards in FY75, 76 and 77. Descriptors: Bilingual Education, Educational Legislation, Elementary Secondary Education, Equal Education

Garcia, Nilda, Comp.; Ortega, Jaime, Comp. (1980). Selected Papers from the Hispanic Conference (San Antonio, Texas, February 14-16, 1980). Covering the Bi-regional Conference on the Education of Hispanics which was held February 14-16, 1980, in San Antonio, Texas, this text is a verbatim report of selected papers presented. Presentations in the post-secondary sessions deal with the Hispanic variable in higher education (five papers); program and professional development and implementation in the institutional setting (four papers, plus a summary); and accountability in higher education (four papers, plus recommendations for Hispanic education for the next decade). Presentations in the elementary and secondary education sessions deal with legislative, judicial, and moral issues affecting the education of Hispanics (5 papers, plus recommendations), and implementation, enforcement, and accountability issues affecting the education of Hispanics (10 papers). The sessions on bilingual education include presentations on legislative and judicial issues affecting the education of Hispanics (five papers), implementing bilingual education programs and enforcing compliance with federal and state statutes (three papers), and accountability for ensuring equal educational opportunity for Hispanic children (three papers). A presentation by Ruben Bonilla, Jr., on issues for educational issues of 1980, general conference recommendations, and a list of conference participants are also included. Descriptors: Accountability, Administrator Selection, Bilingual Education, Desegregation Effects

Nava, Hector; And Others (1984). Descriptive Analysis of Title VII-Funded State Education Agency Activities. Volume I. Results of a national study of the use of funds provided by the 1974 amendments to Title VII of the Elementary and Secondary Education Act by the state education agencies (SEAs) are presented. The study was undertaken to (1) describe and analyze SEA policies and activities regarding bilingual education, (2) describe and analyze the SEA-level management structure for the coordination of technical assistance, and (3) provide information on technical management and assistance activities the Department of Education may use to help SEA grantees assist local schools in building their capacity to provide bilingual education services to language minority students. The study involved a literature review, analysis of Title VII grant applications submitted by SEAs, and case studies of the implementation of Title VII grants in nine states. The results presented in this volume include an examination of the allocation and distribution of grant funds, SEA use of grant funds, issues appearing to merit legislative or regulatory attention, including Title VII administrative procedures, service delivery, oversight responsibilities, federal guidance for SEAs, grant versus contract funding of support centers, and differential fiscal support.   [More]  Descriptors: Agency Role, Bilingual Education, Budgeting, Certification

Malave, Lilliam M., Ed. (1994). National Association for Bilingual Education (NABE). Annual Conference Journal, NABE '92-'93. This collection of papers on bilingual education, presented at the previous two NABE annual conferences, focuses on special programs, gifted and talented education, special education, and innovative teaching approaches. Articles include: "Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions" (Laurie R. Weaver, Yolanda N. Padron); "Curriculum Extension for the Gifted and Talented Student with Limited English Proficiency" (Judith A. Marquez, Cheryl B. Sawyer); "Developing and Using Collaborative Bilingual Special Education Teams" (Kathleen C. Harris, Ann Nevin); "A Qualitative Assessment Method for Accurately Diagnosing Bilingual Gifted Children" (Virginia Gonzalez, Patricia Bauerle, Maria Felix-Holt); "Consultation and Collaboration: English as a Second Language and Regular Classroom Teachers Working Together" (Rita van Loenen, Perry Kay Haley); "Valued Youth Program: Dropout Prevention Strategies for At-Risk Youth" (Maria Robledo Montecel, Josie D. Supik, Aureli Montemayor); "Bilingual Technology Equalizes Opportunities in Elementary Classroom" (Angela Mielke, Chencho Flores); Staff Development Specialists for Bilingual and Bicultural Education Programs: A Training Program" (Liliana Minaya-Rowe); "The Emergence of the Framework for Intervention" (Joan Wink); and "Effective Bilingual and ESL Teachers: Characteristics and the Oral Language Proficiency of Their Students" (Lilliam M. Malave).   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Classroom Techniques

Seymann, Marilyn R. (1979). The Bilingual Teacher Aide: Competencies and Training. A study was conducted to identify the competencies needed by bilingual teacher aides in an elementary school program. A task analysis, in the form of a 341-item questionnaire, was disseminated to 131 bilingual teacher aides in Arizona to determine both the difficulty and frequency of the tasks performed by the aides. To further validate the results, personal interviews with 40 monolingual teachers in bilingual programs and 40 bilingual teacher aides were conducted. Based on study results, it was concluded that bilingual teacher aides are unprepared to perform in the areas for which they are employed. The results were used as a basis for planning a curriculum specific to immediate needs of the bilingual teacher aide. A sample questionnaire, a literature review, recommendations for the development of training materials for the bilingual teacher aide, and bibliographies to guide teacher aide trainers are included. Bibliographies are on the following areas: (1) Spanish for bilingual teacher/teacher aides, (2) the Mexican American child in the classroom, (3) Mexican history and culture for the classroom, (4) communication patterns, methods and material in bilingual education, (5) classroom management for the bilingual teacher aid, (6) cooperative education/ internship, and (7) concepts of bilingual education. Descriptors: Bibliographies, Bilingual Education, Bilingual Students, Bilingual Teacher Aides

National Inst. of Education (DHEW), Washington, DC. (1976). Synthesis of Bilingual Clearinghouse Conferences. The National Institute of Education and the Office of Education are working together to develop a national clearinghouse for bilingual education information as called for in section 742(c)(3) of Public Law 93-380, Title VII. Six Bilingual Clearinghouse Conferences have been held where federal planners met with bilingual education practitioners and administrators to discuss the concept and content of the clearinghouse. Each conference attempted to determine the needs and desires of the most likely future users of the clearinghouse. This document represents the overall synthesis and report of these conferences in San Diego, Seattle, Chicago, New York, San Antonio, and Miami. The recommendations have been organized into three sections: (1) a "Summary," which succinctly presents the national recommendations; (2) a "Composite Summary," in which the recommendations are grouped in nine broad categories (trends and perceptions, national advisory board, definition and scope, acquisition and dissemination, public relations, the clearinghouse and research, direct interpersonal assistance, financing and fees, and what can be done right now; and (3) "Conference by Conference Recommendations" which present a report of the group by group suggestions made at each conference. The appendices include a list of participants and invitees at each conference.   [More]  Descriptors: Administrators, Biculturalism, Bilingual Education, Bilingual Schools

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