Bibliography: Bilingual Education (page 208 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Christian Romero, Charles H. Slaughter, Jacqueline Hansen, CA. Compton City Schools, Washington National Advisory Council on Indian Education, Jane McGary, John A. Hubert, Carmen I. Mercado, Jane Van Galen, and Barbara Burnaby.

Federation International des Professeurs de Langues Vivantes. (1975). Foreign Language Teaching and Learning Today (1975). This is a preliminary report on the world-wide state of foreign language teaching and learning today, based on a study conducted by the FIPLV in cooperation with UNESCO. Information was collected by means of a questionnaire mailed to: all multilingual national and unilingual international language teachers' associations which are members of FIPLV; individuals, institutions, offices, and organizations all over the world; and all diplomatic missions in the Federal Republic of Germany. A list is provided of all countries considered in the report, as well as descriptions of their language situations. Questions covered such topics as: language needs, curricula, language objectives, foreign languages at the preschool level, bilingual education, materials and media currently in use, and trends in language teaching methods. Generally, little or no research on foreign language needs was found, and little interest in bilingual education. Regarding language instruction, communication seems to be the major objective today; the audiolingual method has fallen out of use; and there is enthusiasm for the use of audiovisual aids. Although these and other findings must be considered tentative, it is felt that the report is important as the first attempt to collect such information.   [More]  Descriptors: Bilingual Education, Curriculum Development, Educational Policy, International Organizations

Chicago Board of Education, IL. Dept. of Research and Evaluation. (1980). Bilingual Reinforcement and Enrichment Learning Program. Title VII Bilingual Evaluation Report, Fiscal 1979. This report focuses on the Bilingual Reinforcement and Enrichment Learning Program Component and the Parent Involvement Component of the Chicago, Illinois public schools' bilingual education program of 1979. A description of the project provides information on student and staff characteristics, program structure, and the instructional needs of participating pupils. Statistics from several indicators of student achievement are shown to demonstrate the program's educational impact. These indicators include: (1) oral language proficiency ratings; (2) instructional needs category ratings; (3) Chicago Continuous Progress/Mastery Learning Levels; and (4) grade scores of the Iowa Tests of Basic Skills in reading and mathematics. In addition, data from a bilingual staff survey are presented. An overall evaluation of the program comparing program goals with program results concludes the report. Appended to the report are three documents: (1) the evaluation of Chicago's Bilingual Education Program; (2) a Title VII evaluation of the Bilingual Reinforcement and Enrichment Learning Program's inservice teacher education efforts; and (3) the preliminary report of the Title VII Reinforcement and Enrichment Program summary of the April, 1979 evaluation survey.   [More]  Descriptors: Achievement Gains, Bilingual Education, Elementary Secondary Education, English (Second Language)

Slaughter, Charles H. (1988). A Study of Mexican Attitudes toward Learning and Teaching English. A study conducted in Guadalajara, Mexico assessed Mexican attitudes toward United States bilingual education. Subjects interviewed were 129 English-speaking Mexicans, aged from 12 to 66, most of them middle class. Forty percent were students. The interviews focused on the subjects' backgrounds, why and how they learned English, and how Mexican students in the United States can learn English best. Questions in the last category addressed three issues: how a Mexican student can learn English quickly, how long it should take to learn enough English to understand the teacher, and how the dilemma of few Spanish-speaking teachers for the large numbers of Spanish-speaking students should be resolved. The findings are summarized and illustrated with excerpts from the responses. All felt that Mexican students in the United States should begin learning English immediately. Only one respondent favored bilingual education, with most preferring English-only instruction. Many spoke of the parents' role in encouraging language practice, and of the importance of personal effort. Practice was also commonly cited as an important method of learning. A variety of opinions about teacher qualifications were expressed. Overall, majority opinions about English language learning and instruction were shared by the 19 respondents in the group who were teachers experienced in immersion education. Descriptors: Bilingual Education, Cultural Awareness, Educational Attitudes, English (Second Language)

Van Galen, Jane, Ed.; And Others (1992). Sociopolitical Analyses, Educational Foundations. This theme issue of the serial "Educational Foundations" contains four articles devoted to the topic of "Sociopolitical Analyses." In "An Interview with Peter L. McLaren," Mary Leach presented the views of Peter L. McLaren on topics of local and national discourses, values, and the politics of difference. Landon E. Beyer's "Educational Studies and the Liberal Arts: Cultural Politics and Institutional Change" outlined the conceptual orientation to educational studies that formed the basis for efforts at institutional change and explored the nature of the institutional, bureaucratic, and cultural constraints to proposals. In "Sociopolitical Influences on Federal Government Funding of Gifted and Talented and Bilingual Education Programs," Ursula Casanova and Sheila Chavez examined the influence of various socio-political factors on government policies in federal programs for the gifted and talented and those for bilingual education and suggested that sociopolitical pressures, rather than pedagogical interests, have shaped the evolution of the two programs. In "The Challenge of Peace Education: Do Our Efforts Make a Difference?," Ian M. Harris looked at the impact of peace studies courses upon 108 students at the college and university level. Results on attitudes and beliefs were inconclusive, interest in peace studies were wide ranging in variety, and behavior changed in peaceful directions after taking a peace studies course. Appendix A includes the instrument used in the study.   [More]  Descriptors: Bilingual Education, Culture, Elementary Secondary Education, Federal Government

National Advisory Council on Indian Education, Washington, DC. (1990). Native Language and Culture. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 15, 1990). This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on educational issues related to Native American language and culture. Educators, students, parents, and tribal officials made presentations concerning: the importance for academic success of retaining one's Native or historic language base; the suppression of Native language experienced by older tribal members who attended boarding schools; philosophical problems and personal experience in bilingual education; efforts to preserve the culture and language of small tribes; the need to train non-Native teachers of Indian students about Native culture and language; and three programs and strategies that work. The federal Native American Languages Act, which supports the use and preservation of Native languages, is briefly summarized. State and local initiatives related to bilingual education in Wisconsin, New Mexico, Alaska, and Washington are described. Recommendations are made concerning: standards, definitions, and planning for teaching Native languages; higher education and alternative certification for teachers of Native languages; the importance of studying tribal history; and the special challenge of providing cultural education for urban American Indians.   [More]  Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian Languages

Gavieres, Milagros; And Others (1982). Macro-Level Profile of Hawai'i's Schools Participating in the Significant Bilingual Instructional Features Study. This document contains six chapters: (1) The introduction discusses the State of Hawaii, its residents, and major industries. (2) "Education in Hawaii" presents the state's education plan, Department of Education rules and regulations, and student services. (3) "Bilingual Education Program Data" describes Hawaii's bilingual education program model and its program for students of limited English proficiency. (4) "Filipinos in Hawaii" discusses Hawaii's third largest ethnic population (13.9 percent). (5) "Community Descriptions" include Central O'ahu, Honolulu, Windward O'ahu, and Leeward O'ahu school districts. (6) "School Descriptions" include Pearl Harbor, Kunia, Helemano, and the Waialua Elementary Schools of the Central O'ahu district; the Fern Elementary School of the Honolulu district; the Waimanalo Elementary and Intermediate School, and Kahuku High and Elementary School of the Windward O'ahu district; and the 'Ewa Elementary School of the Leeward O'ahu district. Descriptors: Bilingual Education Programs, Community Study, Demography, Elementary Secondary Education

Reusswig, James M. (1981). Immersion. A Method in Staff Development?. An experimental program in California may offer a potential answer to the nation's acute need for bilingual teachers. In the 1960s and 1970s the number of limited- and non-English-speaking students expanded rapidly, especially among the Hispanic and Asian-Filipino populations. Students with such English-language problems are more likely to drop out of school or to lag several years behind English-speaking students. Because of these problems, federal judicial and administrative decisions have required bilingual education for these students. However, there are far fewer bilingual teachers than are needed. Existing training programs are not filling the need and also have not substantially improved teachers' attitudes toward minority children. The Bay Area Bilingual Education League (BABEL) created a six-week "immersion" program to help solve both these problems. In an initial project, 90 American educators lived for four weeks in Mexico, where they received both language and educational training and did practicum work–all in Spanish. Early results indicate that participants improved not only their knowledge of Spanish and of Hispanic culture, but also their attitudes toward minorities. Descriptors: Bilingual Education, Bilingual Teachers, Cross Cultural Training, Elementary Secondary Education

Hubert, John A.; And Others (1982). Project Adelante. Final Evaluation Report. An evaluation was conducted of "Project Adelante," an ESEA Title VII project supporting a Spanish-English bilingual education program in Hartford, Connecticut. The federal funding provided personnel for staff development, parent involvement, and evaluation over 5 years of a bilingual education program serving 600 Hispanic children in 3 elementary schools. The evaluation focused on student achievement in Spanish and English and other subject areas, and implementation of staff development and parent involvement. Data on the program's context, input, process, and product were obtained from standarized tests of student achievement, attitude, and self-concept; staff questionnaires; student records; and observations of instruction. Results are presented on educational context, staffing and curriculum, instructional processes, perceptions of administrative support, staff development activities, parent involvement, achievement in primary grades, and achievement in intermediate grades. Among the findings, it is reported that: (1) the instruction, curriculum, materials, staff development, and parent involvement program are of high quality; (2) the parent involvement program has had only limited success in increasing parent involvement; and (3) project pupils show a pattern of low Spanish language scores on entry, a consistent pattern of low achievement, and high rates of repeating grades. Recommendations are made regarding additional Spanish oral language instruction and improvement of the testing program. Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Education, English

Romero, Christian (1976). E.P.D.A. Institute for Bilingual Educators. Inservice bilingual education is one of many ways that can be used to help educational institutions make changes necessary to meet the educational needs of the linguistically and culturally diverse students, as well as to bring about an overall enrichment in educational systems throughout the nation. This report describes the sequence of activities, objectives, and statistical evaluation of an inservice approach to bilingual education, which was held at Garden City, Kansas, June 30, 1976, through July 20, 1976. The E.P.D.A. Institute for Bilingual Educators was funded by the United States Department of Health, Education, and Welfare under Part E of the Education Professions Development Act and sponsored by Kansas State University. This report on the E.P.D.A. Institute for Bilingual Educators is presented in three parts: (1) events leading up to the Institution, (2) specific information regarding the Institute, and (3) evaluative data collected following the Institute. The design and structure of the E.P.D.A. Institute for Bilingual Educators came about as a result of a needs assessment conducted in various southwestern Kansas communities. The evaluative data which was subjected to statistical procedure showed an apparent success in meeting the needs of the participants. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Curriculum

Compton City Schools, CA. (1974). Un Bosquejo del Proyecto Bilingue (Outline of a Bilingual Project). Bilingual education in English and Spanish is intended to give native speakers of both languages insights into two cultures, a broader background, and greater life opportunities. Spanish-speaking students in bilingual programs can retain their language ties and the ability to communicate with their families and older relatives. The directors of this project believe that students of Hispanic background have a right to Spanish-language instruction, and that bilingual education should be obligatory in all U.S. public schools. This bilingual program attempts to help each student achieve success in reading, mathematics, science, language, and social sciences. The program's underlying functional, philosophical, and humanitarian propositions are listed, including students' achievement goals in speech, writing, and thought. The role of each person involved in the project, from director to bilingual secretary, is detailed. Teaching methods, lesson content, learning objectives and stages in language, reading and mathematics are outlined in the curriculum guide for grades 1-12; and each learning experience is constructed to respond to one of the educational needs or propositions previously listed.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Curriculum Guides

Burnaby, Barbara (1979). Writing in Recently Alphabetized Languages. The teaching of writing in the American Indian-English bilingual classroom is hampered in that most Amerindian languages have only recently been alphabetized. There are two problems: (1) What standard or orthography will be adopted? (2) What standards of style will be developed? Usually, there are several different writing systems for any one Amerindian language, and it will be up to the schools to develop standards of spelling and punctuation. The second problem is more closely related to the bilingual education issue. Given the lack of literature in Amerindian languages, a model for developing writing style in a native language is needed. In an ideal bilingual education system, the child learns all cognitive skills, including writing, in the native language while studying English as a second language. Eventually, the skills developed in the native language can be transferred to English. The positive reinforcement of the native language can also promote the child's self-image as a speaker of it. The lack of materials in American Indian languages makes this difficult, but it is felt that the children themselves will eventually determine, through their output, acceptable writing style in their native tongues. English writing style would then be taught separately.   [More]  Descriptors: American Indian Education, American Indian Languages, Bilingual Education, English (Second Language)

Mercado, Carmen I. (1985). Models of Inservice Teacher Training. The federally-funded New York Bilingual Education Multifunctional Support Center provides support services for Title VII and other bilingual education programs, and actively promotes the analysis and application of research findings relating to bilingual instruction and teacher training. It promotes professional development activities that are personal, informal, collegial, reflective, analytical, accommodating of teacher needs and styles, and interactive. In addition to individual technical assistance services, four types of activities are offered: a research-based seminar on current issues and findings in teacher training; an instruction and management fair for sharing and displaying programs, materials, techniques, and strategies used with limited-English-proficient (LEP) students; a language development specialist academy bringing together teacher representatives considered by their peers to be effective at promoting language development; and roundtables on issues related to instruction of LEP high school students and to the role of language in learning. The center is currently focusing on the adaptation of research findings to instructional practice in various classroom situations and on more systematic use of workshop participants as future workshop leaders. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, English (Second Language)

Hansen, Jacqueline (1979). A Brief Survey of Mexican American School Achievement in Colorado During the 1970's. A small-scale investigation of the school performance and progress of Mexican Americans in Colorado during the 1970's indicated that the overall achievement pattern was similar to one noted for Hispanics nationally and in the Southwest: a consistently low and regularly decreasing performance in standardized tests of math and reading after grade three. Data from a sample of 13 state school districts with a majority of Hispanic students indicated this strong and progressive decline in both reading and math achievement. None of the districts reported a median score above the national level by grade nine and 62% reported scores below the norm. Because the state bilingual education act was implemented in 1975-76, many of the students whose records were examined were too old to have participated in the state bilingual education program. The results of this study supported the thesis that "Mexican Americans in Colorado have progressed with difficulty through the state educational system". Findings of the study, however, did not clarify the relationship of language background and English proficiency level to students' scholastic success. Further research is needed into this area. Other research efforts might also include comparison of types and amounts of bilingual programming, random samples of individual Mexican American students, and projects featuring Mexican American families with children of varying ages. Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Comparative Analysis

McGary, Jane, Comp. (1979). Bibliography of Educational Publications for Alaska Native Languages. A bibliography on Alaska native languages covering educational publications printed during 1968-78 is presented. The document concentrates on printed materials produced for school use in modern practical orthographies and is divided into two major sections, Indian languages and Eskimo-Aleut languages, and within these into sections by language. All Alaska native languages except Eyak are represented. The introductory paragraph at the beginning of each section briefly describes the language's status, service agencies, bilingual education programs, and present active research. For most languages, the name and address of at least one linguist knowledgeable on the language is included, as well as a list of a few ethnographic or literary works on the background of the people and their culture. The reference section lists such basic works as dictionaries and grammars. Because of the availability of a number of relevant works, sections on bilingual education materials are added for Central Yupik and Inupiaq. These include reports, curricula, and similar materials, in English, referring specifically to these languages. Materials designed primarily for learning the native language as a second language, including nontechnical (teaching) grammars, graded lessons, conversational lessons, and basic vocabulary materials, are included. All materials are designated by the appropriate educational level. Descriptors: Alaska Natives, American Indian Languages, Bilingual Education, Cultural Education

Sainz, Jo-Ann (1978). Towards Greater Communication in Bilingual Programs. Some of the author's findings as a bilingual educator are summarized in this paper. One of the principal problems encountered in bilingual education is the inadequacy of classroom materials and texts. It was found, however, that though most teachers express dissatisfaction regarding materials, few of them see the potential impact of contacting authorities on curriculum evaluation to either support or criticize specific texts. This could be changed were they aware of channels of authority for expressing such opinions. Further, it was observed that bilingual educators in one region of the country have too little sense of what is going on in their field in other parts of the country. In a class for bilingual teachers, various means were introduced by the author in order to help these teachers perceive the universe of bilingual education and maximize their effectiveness in the classroom. The provision of information on resources, and the utilization of a pre-assessment questionnaire in their classes were among the means suggested. Descriptors: Bilingual Education, Bilingual Teachers, Educational Resources, Elementary Secondary Education

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