Bibliography: Bilingual Education (page 209 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Carol Ascher, Jean McCabe Phillips, Bernard Spolsky, Kingston. Curriculum Research and Development Center. Rhode Island Univ., Ronald J. Pedone, Washington Commission on Civil Rights, CA. San Diego City Schools, Leonardo C. Pacheco, Mary Bay, and Norma Lopez-Reyna.

Ascher, Carol (1982). Compact Guides to Information on Urban and Minority Education. Volume III. Summaries of current research on aspects of urban and minority education are compiled in these fact sheets. The first report provides guidelines for counseling in a multicultural educational setting, and outlines what counselors should know about and what they can do for students of culturally different backgrounds. The second report, which examines desegregation as an equal educational opportunity strategy for Hispanics, presents a picture of poor Hispanic achievement under present schooling conditions, enumerates the disadvantages of segregated schooling for Hispanics, and presents some favorable outcomes of desegregation for Hispanic students. A third report explores issues related to the provision of bilingual education under Title VII of the Elementary and Secondary Education Act, discusses characteristics of bilingual education programs, and describes the effects of these programs on students. The fourth report focuses on the characteristics of high risk secondary school students, discusses skill areas that they need to develop, and examines instructional methods that have proven effective with such students. The final report examines the problems of misplacing minority students in special education classes and explores alternatives in testing and assessment to eliminate biases that have sent disproportionate numbers of minorities into such classes.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Counseling

de Ronceray, Hubert; Petit-Frere, Serge (1975). Project experimentale sur le bilinguisme Creole-Francais au niveau de l' enseignement primaire en Haiti (Experimental Project on Creole-French Bilingualism at the Primary Level in Haiti), Bulletin d'Informations du Chiss. This is a progress report on the first year of an experimental bilingual education project for primary education in Haiti, sponsored by the Centre Haitien d' Investigation en Sciences Sociales (CHISS), The center's goal was to carry out a scientific project, to secure the facts from emotional and political prejudice. The point is to show the effect of the use of the vernacular in the learning of subjects in the curriculum. A socioeconomic investigation which preceded the project selected 150 6-year-old children from rural backgrounds, from three communities: Flon, Darbonne, and Dessources. Factors such as the degree of literacy and education of the parents, their professional status or lack thereof, and the amount of land that they worked were taken into account. The experimental group used Creole as a medium of instruction, while French was taught as a foreign language. Control Group 1 used exclusively French and the methods of the Mission Pedagogique Francaise, while Control Group 2 used those of the Department of Rural Education and was independent of CHISS. Testing of intelligence, oral language, achievement, and attitudes was conducted at given intervals. The tabulated results show bilingual education to be preferable to traditional methods.   [More]  Descriptors: Attitudes, Bilingual Education, Bilingual Students, Creoles

Hartford Public Schools, CT. (1974). Exito, Title VII ESEA, 1973-1974. Hartford Moves Ahead: An Evaluative Report. As originally developed, Projecto Exito, often referred to as the Bilingual Community School or simply as "Escuelita," was in name and in deed a comprehensive community-based approach to the problems of bilingual education, funded under Title VII of the 1965 Elementary Secondary Education Act. Intended to serve Spanish and English-speaking students in direct proportion to their distribution within the Barnard-Brown attendance area, the program was planned so as to include two interrelated dimensions. Exito was to serve a demonstration effort in bilingual education which could then be expanded to other populations if the results were favorable; it was also to serve as a bilingual community school which could and would provide direct services to students ranging from preschool to adult education. While the evaluation design was a relatively straight forward pre-post-test model, a number of operational controls were build in to the design so as to insure program validity to the resultant data. The design included pre- and post-measures which could be administered not only on a grade by grade basis, but over a longitudinal period as well. While the design did attend to affective indications of change, data in this area were not reported; instead, only various forms of the "Inter-America Test of General Ability" were used.   [More]  Descriptors: Academic Achievement, Bilingual Education, Community Schools, Compensatory Education

Spolsky, Bernard, Comp.; And Others (1975). Description and Bibliography, Revised 1975. Navajo Reading Study. Begun in 1969, the Navajo Reading Study investigated the feasibility and effect of teaching Navajo children to read their own language before they start learning to read English. Conducted at the University of New Mexico and supported by grants from the Ford Foundation and contracts with the Bureau of Indian Affairs and the U.S. Office of Education, the Study involved language studies, a dictionary project, sociolinguistic studies, a survey of reading materials, preparation of Navajo reading materials, evaluation and coordination, teacher training projects at Sanostee-Toadlena and Ramah, preparation of a Navajo bilingual curriculum, development of a model for analysis and evaluation of bilingual education, and a survey of American Indian Bilingual Education. A series of books were produced by the Study to help meet the needs for material for Navajos learning to read their own language. The Study also published several books in cooperation with Rock Point Community School, assisted the Sanostee Project to prepare various books and a monthly reader, and prepared progress reports. This report presents brief descriptions of the Study's components and a bibliography listing 39 books produced by the Study, 26 publications of the Sanostee Project, 13 Rock Point publications, 25 progress reports, and 16 publications published elsewhere.   [More]  Descriptors: Adults, American Indian Languages, American Indians, Bibliographies

San Diego City Schools, CA. (1973). Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), July 1973. This newsletter is designed to promote the needs and aims of bilingual-bicultural education. This issue contains the following articles: (1) Santillana's "Redondel," (2) Secondary Biographies, (3) The Culture Crunch, and (4) Editor's Notes. Included is a list of suggested U.S. distributors of educational materials in Spanish and Portuguese. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Biographies

Rhode Island Univ., Kingston. Curriculum Research and Development Center. (1980). Assessment of Non-English Speaking Students in Rhode Island. Appendices to the Final Summary Report. In response to a 1979 mandate, a survey was conducted to determine the number of non English speaking school age children in Rhode Island. This document contains instruments used in the survey, as well as tabulated results. Included are (1) a fact sheet distributed to school districts about the district total by language groups; (2) a questionnaire distributed to all teachers concerning the primary language spoken by each of their students; (3) a home language survey and cover letter; (4) a letter to principals explaining the home language study; (5) school and classroom control sheets for the teacher questionnaire and home survey; (6) a district control sheet; (7) district totals by language groups; (8) lists of tests for language dominance, oral language proficiency, reading, and cognitive ability, in several languages; (9) summaries of formulas for bilingual education programs used by various States; and (10) the text and an explanation of the Massachusetts School Aid Law. A brief bibliography on bilingual education is also included in these appendices. Descriptors: Bilingual Education, Educational Legislation, Elementary Secondary Education, Language Dominance

Commission on Civil Rights, Washington, DC. (1971). Equal Educational Opportunities for the Spanish-Speaking Child. Bilingual and Bicultural Educational Programs. The purpose of this booklet is to provide a brief and concise outline of those Federal education programs which are of most interest to the Spanish-speaking community. The programs described are those funded under Title I and Title VII of the Elementary and Secondary Education Act (ESEA) of 1965. A description of Title VII, how it works, who participates in its programs, and how a comprehensive Title VII program can be instituted in an individual school district, is given. The Bilingual School, Let's Be Amigos, and the Houston Independent School District Bilingual Education Program are examples of promising Title VII programs. The explanation of Title I of the ESEA includes discussions concerning the difference between English-as-a Second Language under Title I and Bilingual Education under Title VII, Title I and the Spanish-Speaking Child, how Title I works, who participates, and questions to be asked of local school boards to ascertain what each district is doing with Title I money to assist Spanish-speaking children. Other programs offering specialized help–Head Start; Follow Through; Upward Bound; Talent Search; School Breakfasts-Lunches and Milk; Dropout Prevention; School Library Resources, Textbooks, and other Instructional Materials; and Supplementary Educational Centers and Services–are described.   [More]  Descriptors: Bilingual Education, Community Involvement, Educationally Disadvantaged, English (Second Language)

Pedone, Ronald J., Ed. (1981). The Retention of Minority Languages in the United States: A Seminar on the Analytic Work of Calvin J. Veltman. The seminar reported on was convened to discuss the findings of a study by Calvin J. Veltman on minority language usage past the first immigrant generation. Veltman discovered that minority languages in the United States are following the patterns of previous immigrant languages: while first generation newcomers speak their native language and learn some English, their offspring are likely to learn English first. The parents' language is seldom used by the majority in subsequent generations. A panel reacted to the findings as follows: (1) methodological difficulties regarding interpretation of results were presented, (2) Spanish language maintenance was cited as a fact, and (3) the belief was expressed that language assimilation should not be equated with cultural or ethnic assimilation. Implications of the findings and of the discussion for policy were set forth: (1) bilingual education alone will not curb trends in language attrition, although this is not a legitimate argument against bilingual education; (2) the need for a national language policy is clearer than before; (3) Hispanics are special; (4) the situation in the U.S. does not parallel that in Canada; and (5) the role of mass communication in assimilation is instrumental.   [More]  Descriptors: Bilingual Education, Immigrants, Language Maintenance, Minority Groups

Gandara, Patricia (1997). Review of Research on the Instruction of Limited English Proficient Students: A Report to the California Legislature. This report was written at the request of the Latino caucus of the California State Legislature and was completed as the debate surrounding Proposition 227–a measure requiring a substantial cutback in special services to limited-English-proficient (LEP) students in California public schools–was getting underway. The impetus for the report was to rebut arguments that bilingual education had failed. The task of this report is not to present all sides of the issue, but to present the best case in favor of bilingual education. It is concluded that while no single program is best for all children under all circumstances, a well-implemented bilingual program can provide outcomes at least as positive as a well-implemented English-only program, and has the added advantage of potentially providing students with a second language. The report begins with background information on California's K-12 student population and discusses the following issues: how LEP students are served; the status of the LEP teaching force; what is known about how LEP students learn; what is known about the effectiveness of instruction for LEP students; measurement issues; the cost of instruction for LEP students; parent involvement and home influence of LEP students; the current state of assessment of LEP students; and the policy implications of this research. Numerous references are appended. (Contains 40 references.)   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Educational Policy, Elementary Secondary Education

Duquette, Georges J. (1988). The Establishment of a Language Assessment and Development Centre for Minority Language Children with Special Needs, Education Canada. Addresses the need for a bilingual special education program in Canada. Outlines 10 principles of language acquisition supporting the view that language minority children with special needs require special consideration. Proposes a language assessment and development center, and describes its goals, activities, and first clients. Descriptors: Bilingual Education, Canada Natives, Educational Needs, Foreign Countries

Bay, Mary; Lopez-Reyna, Norma (1997). Preparing Future Bilingual Special Educators: The Lessons We've Learned, Teacher Education and Special Education. Describes the goals and curriculum of a teacher education program designed to prepare 20 individuals to teach limited English proficient children with disabilities. The critical features of bilingual special education teacher preparation programs are discussed, including the need to teach how to create culturally responsive classrooms. Descriptors: Bilingual Education, Cultural Awareness, Curriculum Design, Disabilities

Rasanen, Anne, Ed.; Marsh, David, Ed. (1994). Content Instruction through a Foreign Language. A Report on the 1992-1993 TCE Programme. Research and Fieldwork No. 18. This volume of articles is a report from the national teacher in-service development program in teaching content through a foreign language at the Continuing Education Centre of the University of Jyvaskyla, Finland. This publication is mainly in English, because of the basic rationale of the Teaching Content through English (TCE) programme, and because dissemination of information on this approach is not only for educators and administrators in Finland, but also for those in other European countries, where bilingual education and its development continue to be of increasing interest. Articles in this volume include the following: "Language Learning and Bilingual Education: Theoretical Considerations and Practical Experiences" (Anne Rasanen); "Framework and Implementation of the Jyvaskyla TCE/TCFL Programmes" (David Marsh and Anne Rasanen); "The TCFL Network" (David Marsh); "Diploma of Proficiency in Teaching in English" (Sauli Takala); "Action Research in the Classroom" (Sauli Takala); "Teaching Content through a Foreign Language Is a Matter of School Development" (Viljo Kohonen); "Developing Language Teaching in Finland: Where Does Content-Based Language Teaching Fit?" (Sauli Takala). A final section, in Finnish, provides experience reports from the field. Teaching content through a foreign language is discussed for the elementary through college level. Also, in-service development programs in areas such as hotel-restaurant, domestic, and health care are discussed.   [More]  Descriptors: Action Research, Bilingual Education, Course Content, Curriculum Development

Phillips, Jean McCabe (1975). Code-Switching in Bilingual Classrooms. This thesis presents the results of a field study of code-switching in K-3 level classrooms of an experimental Spanish-English bilingual education project in Los Angeles. The goal of the project, based on a pluralistic model of bilingual education, was the maintenance of Spanish by means of continued language-development in both the students' native and second languages. The thesis shows that the means of implementation contradict the project's goals. Data was collected on code-switching in 12 different setting-participant combinations during language-development lessons. A quantitative measure related code-switching by teachers and students to specific setting-participant combinations. An analysis of the functions of teacher code-switching indicates that it is a communicative strategy. The study concludes that: (1) English is more intrusive in the classroom than Spanish; (2) the contrast in the amount of code-switching by teachers may be based on their expectations of students to communicate in the target language; and (3) the contrast between the patterns of teacher code-switching during the language lessons may be signaling to students that English functions more efficiently than Spanish for "important" messages in the classroom. Demotion of Spanish may be an attitude-motivation factor in both the maintenance of Spanish for native speakers and the acquisition of Spanish for native speakers of English.   [More]  Descriptors: Bilingual Education, Bilingual Students, Classroom Environment, Code Switching (Language)

Pacheco, Leonardo C. (1977). Educational Renewal: A Bilingual-Bicultural Imperative, Educational Horizons. The problems of bilingual-bicultural education are man and are intimately related to the entire future of the person who speaks a language other than English, especially the Spanish-speaking in the United States. Discusses bilingual programs suited to the needs of individual students and some guidelines for implementing such programs. Descriptors: Biculturalism, Bilingual Education, Cultural Differences, Educational Objectives

Baca, Leonard; Bransford, Jim (1982). An Appropriate Education for Handicapped Children of Limited English Proficiency. Special Education in America: Its Legal and Governmental Foundations Series. Part of a series on the legal and governmental foundations governing education of handicapped and gifted children, the booklet focuses on bilingual special education. A review of the literature covers studies which have been conducted in a variety of bilingual program settings in the United States and several other countries. Cited among findings are that children involved in learning environments employing the use of two languages perform at a level equal to or higher than their monolingual counterparts, and although handicapped children of limited English proficiency have not been properly served by the public schools, there are a number of exemplary programs. Federal legislation and court cases relating to bilingual special education are examined. Significant issues in the provision of bilingual special education are discussed, including accessibility, resources, cost of programs, personnel preparation, parental and community support, and program evaluation. Finally, current requirements according to the Office for Civil Rights are listed; and examples of policy options are offered relating to screening, acceptable tests, testing guidelines, bilingual advocates, establishment of primary needs, use of parents' language, establishment of primary responsibilities, comprehensive services, use of existing services, bilingual special education, supplementary services, tutorial services, parent and community involvement, accessibility, removal of barriers, exit criteria, inservice training, teacher certification, and teacher training.   [More]  Descriptors: Bilingual Education Programs, Court Litigation, Delivery Systems, Disabilities

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