This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Melanie Mikes, Kenji Hakuta, Beverly Hall, Diego Castellanos, Frank C. Carlucci, Lourdes Travieso, Inc. Development Associates, Brooklyn. Office of Educational Assessment. New York City Board of Education, Simone Lundgren-Turiaf, and Barry McLaughlin.
(1977). Bilingual and Bicultural Schools, Notes from Workshop Center for Open Education. Discusses the Colorado state Bilingual-Bicultural Education Act, passed in 1975, focusing on the implementation of the law, the law's effects, problems in implementing the law, and issues in assessing the success or failure of the implementation of the law. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Legislation
(1985). Cognitive Development in Bilingual Instruction. Theory and research on bilingualism and its relationship to cognitive development have provided mixed results, especially in relation to the value of United States bilingual education programs. Little of the existing research on bilingualism is generalizable to U.S. minority language groups. However, one study of children in a bilingual program designed to see if intellectual abilities are related to the student's degree of bilingualism rather than to compare bilingual and monolingual children found that a positive relation exists between bilingualism and various abilities, such as the ability to think abstractly about language and to think nonverbally. In addition, the correlation between the students' abilities in the two languages developed in the bilingual education program became stronger in the course of the program, supporting the idea of the interdependence of the languages of the bilingual. While these results do not suggest that bilingualism is a valuable educational intervention strategy in itself, they do argue for increased research in cross-language skill transfer and the role of bilingualism in academic learning. [More] Descriptors: Bilingual Education, Bilingualism, Cognitive Development, Elementary Secondary Education
(1974). HEW Secretary Testifies Before Congress, Linguistic Reporter. Excerpts from a statement made by Frank C. Carlucci, Under Secretary of HEW, concerning English programs for limited or non-English speaking children are presented. This congressional testimony sketches viewpoints about bilingual/bicultural education and proposes budget amendments for Title VII and Title IV programs. Descriptors: Biculturalism, Bilingual Education, Elementary Secondary Education, English (Second Language)
(1975). Puerto Ricans and Education, Journal of Teacher Education. This article presents a historical perspective of the education of Puerto Ricans. Special emphasis is placed on the interrelationship of Puerto Rican culture and language. The article reviews the federal commitment (through Teacher Corps) and the courts' help in the cause of bilingual-bicultural education. [More] Descriptors: Bilingual Education, Cultural Pluralism, Education, Federal Programs
(1978). A Study of the State of Bilingual Materials Development and the Transition of Materials to the Classroom. A Final Report: Volume 1. This study describes and assesses the state of bilingual curriculum development activities in the National Network of Centers for Bilingual Education. Recommendations are made for improvement in the creation, production, and distribution of bilingual instructional materials. The overall approach to the study was tripartite and focused on: (1) the development of an inventory of bilingual instructional materials, including a variety of European, Native American (and Alaskan), and Asian languages; (2) site visits to Centers, commercial publishers, and distributors to analyze their procedures for the development and distribution of materials; and (3) a mail survey of Local Education Agencies, equally divided between those in the Title VII program and those with other sources of funding, on their needs for, and uses of, bilingual education materials. The report concludes with a "model management plan" that seeks to assist the Office of Education in its efforts to bring appropriate bilingual educational materials into classrooms. The appendix contains copies of the interview guides and other relevant documents. Descriptors: Bilingual Education, Federal Programs, Instructional Materials, Language Instruction
(1970). Bilingual Schooling: A Cross-Disciplinary Approach. Essentially an antipoverty measure, the Bilingual Education Act, which is supporting 76 bilingual programs in public elementary schools, comes far from meeting the needs of any significant proportion of the disadvantaged children whose language is other than English. One of the various federal and regional organizations striving to ameliorate these inadequacies is the Southwest Educational Development Laboratory in Austin, Texas. The author, director of SWEDL's Language Development/Bilingual Education Program, describes this program as a multi-faceted learning system designing and expanding instructional materials and staff development. Its experimental program, to be ready for the 1970-71 school year, is intended to be a rigorous and carefully controlled comparison of three approaches to educating the Spanish-speaking Mexican American children in Texas: (1) the traditional approach, in which the non-English speaking child is thrown in midstream to sink or swim; (2) the English as a second language approach, which makes concessions in the form and rate of teaching, but little or no use of the home language; and (3) the bilingual approach, in which 75 percent of the teaching, including readiness and reading, will be in Spanish, and 25 percent in English as a second language. All of the teachers will be Mexican American; those in the bilingual approach will be bilingual. [More] Descriptors: Bilingual Education, Elementary Education, English (Second Language), Interdisciplinary Approach
(1982). Children's Second Language Learning. Language in Education: Theory and Practice, No. 47. This monograph discusses the state of the art in child second language acquisition research. It is of particular interest to teachers, administrators, and others concerned with educating children whose first language is not English. The first chapter deals with preschool second language acquisition. It examines processes of acquiring the sound system, the meaning system, the rules for language use, the developmental stages in acquisition, and the differences between first and second language learning in preschool children. Chapter 2 treats second language acquisition in the classroom. It examines the nature of the school experience and how the language of the school differs from language used outside the classroom. Bilingual education programs in Canada and in the United States are compared and various types of U.S. bilingual programs are discussed in order to specify the various instructional and interactional features that differentiate bilingual classrooms. The third chapter describes ways in which researchers have investigated second language acquisition. The major research areas are studies of the second language-learning process, the question of language assessment, and research on the effectiveness of bilingual education. Each chapter contains suggestions for further reading. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Child Language, Early Childhood Education
(1986). New York City Bilingual Technical Assistance Center, 1985-86. OEA Evaluation Report. The New York City Bilingual Technical Assistance Center provides technical assistance and training to personnel involved with instructional programs for students of limited English proficiency (LEP) in the city's 32 community school districts and the Board of Education's Division of High Schools. In 1985-86 the Center successfully implemented all of its proposed activities. These include the following: (1) a Spanish Spelling Bee; (2) a parent conference for Hispanic Parents; (3) a parent workshop on bilingual education programs; (4) teacher workshops on oral language development, reading education methods, and reading comprehension in content areas; (5) workshops on current Consent Decree/Lau guidelines; and (6) a comprehensive plan for bilingual education in New York City. This report discusses these projects and offers the following recommendations for improving the Center's functioning: (1) additional staff should be assigned to the Center on a regular, not ad hoc, basis; (2) the Spanish Spelling Bee and Annual Hispanic Parents' Conference should be continued and perhaps expanded to include other ethnic groups; (3) the Center should continue "tailor-made" workshops on district and school levels; and (4) newly drafted regulations and plans developed by the Center should be commented upon and the final version approved as quickly as possible. Appendices include programs of the Spanish Spelling Bee and Hispanic Parents' Conference, evaluation forms, and other supporting materials. Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, Hispanic Americans
(1976). Le bilinguisme chez les enfants: bibliographie (Child Bilingualism: a Bibliography), Langue Francaise. This bibliography on child bilingualism in France contains 82 entries distributed among three sections: 1) psychosociologic and cultural aspects of migrant worker children, learning conditions; 2) bilingual-bicultural education, experiences and methodological problems; and 3) bilingualism in the countries of origin. (Text is in French.) [More] Descriptors: Bibliographies, Bilingual Education, Bilingualism, Child Language
(1980). Feasibility and Credibility of Bilingual Instructional Features Study Plans: Field Verification. Planning Paper 5. Bilingual Instructional Features Planning Study. This report is one of five submitted as products of a "Study Designed to Assist Planning of Research on Significant Instructional Features in Bilingual Education Programs." The reports are intended to assist the National Institute of Education in its plans for a major new research study in bilingual education. The present report summarizes the results of 123 open interviews conducted with bilingual practitioners who are administrators in: Los Angeles, California; Miami, Florida; New York, New York; Oakland, California; and Rough Rock, Arizona. The questions asked were designed to elicit responses about the working definitions of terms and the designs considered. The intent was to test the credibility and acceptability to consumers of alternative study approaches. Among important concerns to emerge from the interviews are respect for administrative protocol of each educational organization, the need for a clear prospectus of the study, financial burden and disruption of educational process, clarification of benefits of the study, and the need to secure parental cooperation. [More] Descriptors: Administrator Attitudes, Bilingual Education, Credibility, Educational Planning
(1981). Pluralism and the New Immigrants, Society. Explores the legal bases for bilingual/bicultural programs and refutes arguments for such programs based on the educational achievement and cultural maintenance rationales. Suggests that such programs prevent the development of a common loyalty and recommends adopting a more experimental approach to bilingual/bicultural education, perhaps outside the schools. Descriptors: Acculturation, Bilingual Education, Cultural Pluralism, Educational Legislation
(1995). The Ways of Developing Bilingualism at Pre-School Age, Rassegna Italiana di Linguistica Applicata. This article identifies three main issues to be considered when developing bilingualism at preschool age: communication patterns and strategies in interactions with early bilinguals, functions of verbal interactions in L1 and L2, and the place of bilingual preprimary education in a typology of language instruction in multilingual societies. Descriptors: Bilingual Education, Bilingualism, Communication (Thought Transfer), Language Patterns
(1968). Testing in Spanish and the Subsequent Measurement of English Fluency. The Language Facility Test was administered to 48 preschool children in Head Start classes in Ft. Worth, Texas, to determine (1) if the spontaneous production of English speech would be better after the bilingual children were first allowed to perform in Spanish, and (2) if the English language performance of the Mexican-American bilingual children would be better when tested by a Mexican-American examiner, rather than an Anglo-American examiner. Results of the study showed that (1) pupils performed better with a Mexican-American examiner and (2) children performed better in English after initial performance in a similar task in Spanish. Recommendations were that: (1) bilingual education be made mandatory, (2) new material on bilingual education be made available, (3) English be taught as a second language to bilingual children, (4) teachers be fluent in both languages, and (5) under-achieving Spanish-speaking children be tested in Spanish as well as in English to determine more accurately their potential and specific needs. A survey of related studies is included. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, English (Second Language)
(1979). Desegregation of Hispanics and its Implications: A Critical Issue for the 1980s. School desegregation can no longer continue to be an exclusive black and white issue. With demographers predicting that Hispanics will be the largest minority in the U.S. at the turn of the century, educators are facing the difficult challenge of integrating this minority into the mainstream of American education. Despite a quarter century of public school desegregation, Hispanic children are not only more likely to attend predominantly minority schools than blacks, but their language is often used to further segregate them in "special" classrooms. The court ruling, Lau v. Nichols, and its consequences have placed a high priority on the learning of English for national origin students. But national origin desegregation ought to be a broader issue than compensatory language instruction, although bilingual education may be a necessary part of it. Bilingual education needs to be implemented in a truly bilingual/bicultural ambiance involving both black and white students to avoid the continued isolation of Hispanic bilingual students. Therefore both desegregation programs and bilingual programs need to cooperate in order to insure equal educational opportunity for all students. Descriptors: Bilingual Education, Compensatory Education, Elementary Secondary Education, Hispanic Americans
(1978). A Study of the State of Bilingual Materials Development and the Transition of Materials to the Classroom. A Final Report: Inventory, Volume 2. This study describes and assesses the state of bilingual curriculum development activities in the National Network of Centers for Bilingual Education. Recommendations are made for improvement in the creation, production, and distribution of bilingual instructional materials. The overall approach to the study was tripartite and focused on: (1) the development of an inventory of bilingual instructional materials including, a variety of European, Native American (and Alaskan), and Asian languages; (2) site visits to Centers, commercial publishers, and distributors to analyze their procedures for the development and distribution of materials; and (3) a mail survey of Local Education Agencies, equally divided between those in the Title VII program and those with other sources of funding, on their needs for, and uses of, bilingual education materials. This volume of the study presents the inventory of the U.S. developed bilingual instructional materials and is concerned with: the compilation of a list of available materials and those currently under development; the identification of gaps in the inventory of materials; and the analysis of the likely market for materials represented by the gaps. Descriptors: Bilingual Education, Bilingual Instructional Materials, Curriculum Development, Federal Programs