This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Flora Rodrigues-Brown, Andrew D. Cohen, Richard Harker, Carlos Rodriguez-Acosta, Denver Education Commission of the States, Lynn Holden, Betty L. Criscoe, Anthony Lloyd, Kenji Hakuta, and Isabel Ronquillo Allison.
(1987). The Title VII Bilingual Learning Centers Projects in 1985-86: Bilingual Learning Centers in Junior High and Elementary Schools. Report No. 8720. Two related, federally-funded bilingual education projects in Philadelphia are evaluated: the Bilingual Learning Centers in Junior High Schools and the Bilingual Learning Centers in Elementary Schools. The aim of these projects was to improve the cognitive skills of limited-English-proficient pupils through the addition of individualized instruction in learning centers to ongoing bilingual education programs. The native language of most of the pupils was Spanish, and the projects served two junior high schools and two elementary schools. The learning centers were staffed by resource specialists and bilingual aides, and provided specialized equipment and small-group instruction to assist in individualization. The programs were evaluated by statistical analysis of participants' standardized achievement test scores and attendance records. Findings showed that the junior high and elementary school projects met their objectives in attendance and English reading skills, but neither met the English vocabulary acquisition objective. The listening comprehension objective was met only by the elementary school project, and the mathematics computation objective was met only by the junior high school project. A list of center resources and results of the statistical analyses are appended. [More] Descriptors: Bilingual Education, Educational Objectives, Elementary Schools, Elementary Secondary Education
(1982). Sunnyside Unified School District No. 12 Bilingual Program Guide. This program manual is for a four-school elementary bilingual education program in Tucson that aims at developing proficiency in the basic skills of the native language and transferring these skills to the second language. The following information is included in narrative and outline form: (1) goals; (2) program description; (3) overview of student progression through the program; (4) notes on the school district's commitment to bilingual education; (5) criteria for program admission; (6) registration forms and follow-up procedures; (7) student profile card; (8) language assessment measures for program admission; (9) notes on program implementation (progression, recommended timeline for English reading instruction, Spanish reading objectives, English as a second language (ESL) continuum description and objectives, retention levels); (10) transfer from Spanish language instruction to English reading instruction (rationale and research, transfer criteria, teacher referral form, final transfer form); and (11) student diagnostic and achievement evaluation methods. Appended materials include a list of program staff, a teacher classroom management checklist, parent information sheet, reading progress chart for Spanish reading and ESL, language assessment results form, parent release form, and questions and answers on individual learning programs. Descriptors: Admission Criteria, Bilingual Education Programs, Board of Education Policy, Curriculum Design
(1986). Mirror of Language. The Debate on Bilingualism. This book provides an overview of bilingualism and bilingual education by examining historical and recent literature, presenting firsthand observations, and demonstrating how both popular views and scholarly research actually mirror larger social issues. Following the first chapter, a brief introduction, chapter 2 reviews the historical controversy over the intelligence of bilingual individuals and discusses how the interpretation of facts regarding bilingualism is tempered to a large degree by current social theories. Different disciplinary perspectives on bilingualism among young children are reviewed in chapter 3, which also charts a shift in scholarly focus from an interest in the description of language behaviors toward the postulation of complex structures in the mind. Chapter 4 examines various ways in which the qualities of the bilingual mind have been characterized, while chapter 5 provides a linguistic view of how children learn a second language and considers implications for second-language curriculum. A comparison of second language acquisition in adults with that in children is the topic of chapter 6. Chapter 7 characterizes a number of bilingual communities and explores the influences of social and cultural values in determining under which conditions a community stabilizes into bilingualism and under which conditions one language atrophies and the community moves toward monolingualism. The topic of chapter 8 is how bilingual education emerges as the salient issue when competing languages and values exist in a society. In conclusion, the 9th and final chapter outlines enduring points of tension that will be found in future debates on bilingualism. Descriptors: Bilingual Education, Bilingualism, Child Language, Cognitive Processes
(1977). A Study of a Compilation and Analysis of Writing Vocabulary in Spanish of Mexican American Children. The present study concentrated on the writing vocabulary of Mexican American children (grades 1-8) in order to answer the following questions: (1) Are there regional differences in the writing vocabulary of Mexican American Children? (2) Is one justified in translating directly from English into Spanish? (3) Is there a need for the development of specialized Mexican American language materials? (4) Can an informal reading inventory be formulated so that the grade level can be determined when the child reads in Spanish? Participating schools were selected from the roster of federally funded ESEA Title VII Bilingual Education Programs for 1975. Only those schools which indicated a majority of Mexican American speakers were included. Major focus was on Illinois, Texas and California. From the writing samples submitted, a vocabulary for each grade was randomly selected. Tabulation of vocabulary was done by computer: (1) according to frequency, (2) by grade and state, (3) to compare grade levels across state regions, and (4) to determine differences in frequency of use in words. A comparison was made between the 1976 Criscoe list of English vocabulary and the present Mexican American vocabulary study. Results are discussed in terms of applications to the development of bilingual education programs, both testing and methodology, specifically meeting the needs of the Mexican American student. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Secondary Education
(1983). Issues in Early Childhood Bilingualism: Pros and Cons. Parents, educators, psychologists, and linguists are concerned about the effects of bilingualism on children, particularly young children. Although it is generally agreed that the minority-language child should develop bilingual and bicultural competence, there is disagreement concerning the role the two languages should play in the child's early language development. However, when reviewing studies dealing with the effects of early bilingualism on the child's cognitive and language development, academic performance, and self-concept, it appears that this disagreement or inconsistency has more to do with the state of the art in research methodology than with the quality of bilingual education itself. Current research methods have not been successful enough in separating outside variables such as attitudinal factors, socioeconomic factors, the influence of the home, and individual difference factors among children from the factor of bilingualism itself. In conclusion, although research findings detect a slight inclination towards the support of early bilingualism, more questions remain unanswered than are answered, thus preventing a definitive answer to support either the pro or the con position on early bilingual education. Descriptors: Academic Achievement, Age Differences, Bilingual Education, Bilingualism
(1976). Title VII Bilingual Project "Let's Be Amigos": Evaluation of the Sixth Year, 1974-1975. The Let's Be Amigos bilingual education program served over 2,000 students in 12 schools in Philadelphia. Model A provided bilingual education to English- and Spanish-dominant pupils in prekindergarten through Grade 6. Model B provided bilingual instruction to Spanish-dominant pupils in kindergarten through Grade 5. The ARRIBA component provided bilingual instruction to Spanish-dominant immigrant pupils in Grades 4 through 12. The program was generally well managed. It received support from principals of schools in which it was conducted. The program was effective in enhancing reading and language arts competencies of Spanish-dominant pupils. Longitudinal analysis of the reading performance in English of Spanish-dominant elementary school pupils showed that there was more growth in this skill than was observed with previously used evaluation techniques. Testing of high school ARRIBA pupils' reading performance in Spanish showed that it was poor, probably because many had several years of all-English instruction prior to participating in Let's Be Amigos. The high school ARRIBA component clearly enhanced the probability that tenth-grade Hispanic pupils would graduate from high school three years later. English-dominant Model A pupils' reading competencies are substantial, with sixth-grade pupils performing at the third-grade rural Puerto Rican norms. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Schools
(1979). Bilingual Vocational Educational Curriculum Development. This handbook for the bilingual vocational curriculum specialist contains seven modules which describe the process of developing curriculum materials to be used by students of limited-English-speaking ability. Module 1 is an introduction to the handbook which discusses bilingual education in the United States and the role of the teacher in bilingual education. Module 2 concerns the general principles of curriculum development for vocational education subjects. It outlines these phases: preparatory, assemble and critique resources, prepare cultural profile, develop curriculum plan, establish curriculum design, preparation of trial modules, critical review of trial modules, complete curriculum product, and reality test product. Module 3, Readability: Language and Style, describes considerations and procedures for writing materials in simplified English. Module 4 deals with translation of materials. Module 5 discusses testing minority students and constructing linguistically fair tests. Examples are given in English, French, Spanish, and Chinese. Module 6 lists resources. Appendixes (Module 7) include an article on cognitive styles and culture and a glossary. The glossary, amounting to approximately half of the handbook, is a restricted list of words suitable for writing vocational materials. The fewer than 700 words are presented in English, Spanish, French, and Chinese. Descriptors: Adult Education, Bilingual Education, Chinese, Curriculum Design
(1976). Statistical Profile of the 1976 Bilingual Census. The purpose of this public school bilingual census was to identify the attendance centers in the state of Illinois which had students in need of bilingual education. According to an Illinois state law, any attendance center with 20 or more students of limited English language proficiency of the same non-English language must provide a bilingual education program for these students. Table 1 of this report shows the number of students by language fluency level, the percent, and the percent of change for the 1975 and 1976 census. Table 2 indicates the ten countries with the largest number of students reported on the bilingual census and the percentage of the total number of students reported statewide. Table 3 indicates the ten non-English languages most frequently reported and the number of students. Table 4 indicates the number and percentage of Vietnamese students. Table 5 indicates the number of students and percentage of the total number of students reported. The appendices include a copy of the census form and the definitions of the six English language fluency levels. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Census Figures
(1979). Interstate Migrant Education Task Force. Third Interim Report: Findings and Recommendations. Report No. 127. In this third report the Task Force focuses on the whole child in an attempt to help all agencies–responsible for any services to migrants–improve the total range of services needed by migrant farmworkers and fishers, and thus improve the migrant child's chances for a basic education. The recommendations explore two topics new to the Task Force (bilingual education and health care services) and reconsider five previously unresolved issues: early childhood education, planning and evaluation, teacher training, public information, and information and credit exchange. Bilingual education, different from migrant education, should be available for those migrant students who cannot function in a traditional English language instructional program. English skills should be developed via teaching English as a second language. Health care services must be stressed in view of the high rates of early death and communicable disease among migrant workers. Among other things, the Migrant Student Record Transfer System (MSRTS) health record should match that of other health service programs. The MSRTS health records of migrant children residing. in non-Title I areas should be available to clinics and private physicians to promote the continuity of medical care. The Task Force will now present its recommendations to appropriate legislatures and agencies. [More] Descriptors: Academic Records, Agency Cooperation, Bilingual Education, Communications
(1968). THE LINGUA PLAN. INCLUDED IN THIS DOCUMENT ARE THE RATIONALE AND OUTLINE OF THE "LINGUA PLAN," A BILINGUAL EDUCATION PROGRAM DEVELOPED BY THE STAFF OF THE GALTON INSTITUTE TO IMPROVE THE PRIMARY EDUCATION OF MEXICAN AMERICAN CHILDREN WHO ENTER KINDERGARTEN WITH LITTLE OR NO KNOWLEDGE OF ENGLISH. THE MAJOR PURPOSE OF PROJECT LINGUA IS TO DETERMINE WHETHER (1) CLASSROOM USE OF THE CHILD'S NATIVE LANGUAGE, (2) SPECIAL MATERIALS WRITTEN TO REFLECT MEXICAN AMERICAN CULTURAL VALUES, OR (3) A COMBINATION OF BOTH IS MOST EFFECTIVE IN RAISING THE LEVEL OF EDUCATIONAL ACHIEVEMENT OF SPANISH-SPEAKING MEXICAN AMERICAN CHILDREN. THE COMPARATIVE EFFECTIVENESS OF THESE DIFFERENT FACTORS WOULD BE TESTED THROUGH ACTUAL CLASSROOM TEACHING. PROCEDURES TO IMPLEMENT THE PLAN ARE DESCRIBED IN THIS DOCUMENT AND CENTER ON–(1) SELECTION OF CHILDREN AND TEACHERS, (2) IMPLEMENTATION (TEACHER TRAINING, CURRICULUM DEVELOPMENT), (3) EVALUATION, AND (4) DISSEMINATION OF FINDINGS. APPENDED ARE A REVIEW OF OTHER BILINGUAL EDUCATION PROGRAMS AND THREE BIBLIOGRAPHIES OF RECENT WORK IN THIS AREA, CHILDREN'S BOOKS IN SPANISH, AND LISTS OF SPANISH CLASSROOM MATERIALS. THE PUBLISHER OF THIS DOCUMENT IS THE GALTON INSTITUTE, P.O. BOX 35336, PREUSS STATION, LOS ANGELES, CALIFORNIA 90035. Descriptors: Bilingual Education, Bilingual Students, Cultural Images, Cultural Influences
(1977). Evaluation in Moderate-to-Small School Districts: Downstate Illinois. This phase of the downstate Illinois bilingual education program included: locating all past data still in existence in 1976; determining what data were actually retrievable and usable; reporting on these data retrospectively; and finally, collecting new data for a continuing longitudinal study. There were 44 school districts with 4,579 students in the database, and information on 273 variables including many different tests and scales. However, only 204 pupils in grades 3 and 4 with at least 3 years of bilingual education could be used in the experimental group, and 109 pupils in the control group were just starting in the bilingual program. Achievement test scores indicated that students with more years in the program were stronger in both the productive English skills (speaking and writing) and the receptive skills (listening and reading). It appeared that bilingual schooling enhanced conceptual development. However, bilingual schooling did not appear to enhance native language skill in all areas; and it appeared that attitudes toward self, school, and community were negatively influenced by years of bilingual schooling. Language use in the home affected native language proficiency. The author regrets that lack of rigor in experimental design makes interpretation of the findings subject to debate. Questionnaires in English and Spanish, as well as resulting statistical data are appended. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Data Collection
(1974). An Experiment with Bilingualism, Alberta Modern Language Journal. This article discusses the history of the St. Lambert bilingual education experiment in Montreal, Canada, and bilingual education in general. The experimental project was begun because parents did not feel that the traditional language classes were successful in teaching their children French. The belief that native language skills would suffer, and simple resistance to French, delayed the implementation of an immersion program at the kidergarten level. It had marked success: academic achievement, mother tongue competency, and other areas of intellectual development were not hampered. By grade 7, children who had begun in the program not only performed better than peers who had been through English-only programs in vocabulary tests, reading, spelling, and language skills, but also performed at or above the level of their French-Canadian peers in most tests of French language skills. Attitudes towards French-Canadians also improved, as well as general thinking skills, as a result of the bilingual program. Reasons for the program are outlined, including criteria for program-participant selection. The St. Lambert project is compared to other bilingual projects, and the present Canadian language situation is discussed. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Policy
(1989). Title VII: Bilingual Resource Service Model. Report No. 89-6, June, 1989. This paper evaluates the Seattle (Washington) School District's 5-year Bilingual Resource Service Model project. The project aimed to improve bilingual education services for elementary limited English proficient students of Chinese, Laotian/Hmong/Mien, Vietnamese, or Cambodian native language backgrounds by increasing the instructional coordination between the mainstream classroom and the bilingual center in each school. The focus was on coordination in language arts/English as a Second Language, reading instruction, and mathematics instruction. The project began in six sites, with changes taking place over the 5 years. The project format involved a half-time bilingual resource teacher to coordinate classroom instructional programs, 10 instructional assistants, curriculum development, project staff training, and involvement of parents and community members in bilingual education. Results of a process evaluation show the model to have been successfully implemented at all schools. Increased instructional coordination resulted in improved communication between bilingual and mainstream teachers. Also there was better communication between home and school and the level of participation by students' parents improved. Participating students showed improved mathematics achievement; however, they did not demonstrate the expected improvement in reading and language. Qualitative results suggest that the program was successful in other ways. Included are nine tables and two references. Three appendices outline the program designs, five elementary school bilingual programs, and selected sites and program descriptions. Descriptors: Bilingual Education, Cambodians, Chinese Americans, Coordination
(1987). The Adjustment Experience of Chinese Immigrant Children in New York City. This book examines the role of three major social institutions–community, school, and family–in helping Chinese immigrant children cope with and adapt to a new life in New York City. The following aspects of Chinese life are explored: (1) immigration networking; (2) determinants of immigrant types; (3) the community; (4) the school–enrollment and profiles; (5) school performance; (6) bilingual education; (7) bicultural conflict; (8) after-school hours; (9) the deviants–Chinatown gangs; (10) peer groups; (11) the immigrant family; and (12) adjustment. New York City's Chinatown provides a familiar social milieu for the newly arrived immigrant family, thus mitigating many potential problems. Counseling programs set up since 1975 under the bilingual education programs have been successful in helping Chinese immigrant children address their personal problems. The immigrant family has undergone changes characterized by the following: (1) role change or reversal; (2) parental absence; and (3) birth rate decline. Some of the family's functions, such as providing supervision, meals, and medical attention, have been relegated to the schools. As a result, peer groups have increased in importance; gang involvement is an indicator of maladjustment. Data are presented on 57 tables, maps, and figures. An appendix details Chinese immigration to the United States by sex, 1944-80. An extensive bibliography and an index are included. Descriptors: Attitudes, Bilingual Education, Children, Chinese Americans
(1979). Research on the Education of Maori Children. This review of research literature written from 1971 to 1979 on Maori education integrates and highlights findings in the following areas: historical studies, language studies, scholastic achievement studies, methodological issues, and general issues. Historical studies suggest that there is no comprehensive social history of the relationships between Maori, Pakeha (a Maori term for those of non-Maori ancestry), and the educational system. Although data from a socio-linguistic census of Maori households indicate a need for bilingual education, there are numerous policy implications involved in implementing bilingual education programmes. Academically, Maori students do not perform as well in school as their Pakeha peers. Although this can be attributed to a great extent to environmental variables, cultural difference is an independent causal factor in the lower achievement of Maori children. Differences in educational achievement result from the different value systems of the various ethnic groups and the extent to which those systems motivate success in a school environment. If New Zealand society is to be multicultural and accord all cultures equal status, it must accept some academic differences between ethnic groups. However, a multicultural education system must employ various knowledge codes by using culturally appropriate pedagogical methods and must have a variety of options for evaluation. A bibliography of all of the research papers described is included. Descriptors: Academic Achievement, Attitudes, Bilingual Education, Cultural Differences