This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lauren F. Collins, Donna Christian, G. Richard Tucker, Julie E. Inman, Moss Dixon, Lou Ferroli, Frances Segan, Gilbert Chavez, Judy Rodriguez, and Anne Martin.
(1998). Bilingual Program Evaluation Report on Academic Assessments, 1996-97. This report summarizes academic assessment data for Las Cruces (New Mexico) Public Schools bilingual students in 1996-97. It has eight sections: (1) results of the Iowa Test of Basic Skills for third, fifth, and eighth grade students; (2) results of the La Prueba tests for grades three, five, and eight; (3) results of the New Mexico High School Competency Examination for grades nine through twelve; (4) results of the New Mexico Portfolio Writing Assessment for grades four and six; (5) reading assessment results for grades one and two; (6) information regarding retention rate for bilingual students in comparison with other students; (7) grade point averages of bilingual students in comparison with others; and (8) discussion of the preparation of teachers endorsed in bilingual education to meet bilingual students' needs. Conclusions are drawn and recommendations made in each area. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Bilingual Teachers
(1998). Linguistic Perspectives from Spanish Second Language Acquisition, Texas Papers in Foreign Language Education. Papers reporting research on Spanish second language learning include: "Discourse Features of Spanish Oral Production at the Novice Level" (Rebecca Jo Bearden); "A Discourse Approach to the Assessment of Foreign Language Oral Proficiency" (Dale April Koike, Fanny Hinojosa); "Acquisition of Spanish Definite Articles by English-Speaking Learners of Spanish" (Maria Ramirez-Mayberry); "The Spanish Psych Verb Construction: Beginning and Intermediate Learners' Patterns of Usage" (Christopher D. Gascon); "The Relationship between the Production and Perception of L2 Spanish Stops" (Mary Zampini); "An Acoustic Description of the Longitudinal Acquisition of Spanish Phonological Features by English Speaking Adult Learners" (Jeffrey Reeder); "Prochievement Testing: Matching Instructor Expectations, Student Level, and Task Levels" (Barbara Gonzalez Pino); "Current Issues in the Spanish Language Proficiency of Bilingual Education Teachers" (Michael Guerrero); and "Multiple Challenges of Multimedia: Development, Implementation, and Evaluation in Second Semester Spanish" (Margaret Ann Kassen). [More] Descriptors: Adult Students, Auditory Perception, Bilingual Education, Bilingual Teachers
(1993). Validating a Spanish Developmental Spelling Test. The creation and validation of a Spanish version of an English developmental spelling test (DST) is described. An introductory section reviews related literature on the rationale for and construction of DSTs, spelling development in the early grades, and Spanish-English bilingual education. Differences between the English and Spanish test versions are then outlined, and the scoring system is explained. The research methodology and results are then described. Subjects were 80 students in kindergarten and first and second grade, all native Spanish-speaking limited-English-speakers enrolled in a transitional bilingual education program in which literacy is taught first in the native language. Thirty of the kindergarten subjects participated in a follow-up study a year later. The DST was administered in conjunction with measures of letter knowledge, concept of word, word reading, and reading comprehension. Results show DST scores to be strongly related to the reading measures and quite similar to results found with English DSTs. The Spanish DST was found to be easy to administer and high in internal consistency and interrater reliability. Uses for a DST in planning instruction, placement and grouping decisions, and measuring growth are discussed. Test results are appended. (Contains 28 references.) [More] Descriptors: Comparative Analysis, Elementary School Students, English, Grade 1
(1990). The Australian Second Language Learning Program. A Review. Occasional Paper Number 4. The report evaluates the Australian Second Language Learning Program, intended to promote introduction and expansion of second language learning in Australian elementary and secondary schools. The assessment was conducted after 2 years of the 4-year program development phase. The report consists of an executive summary and three main parts, consisting of: (1) detailed explanations of recommendations and matters for further consideration; (2) the status of component national projects; and (3) the status of component local projects. About one-fifth of the funding is allocated to projects of national significance in declared priority areas (general non-English language education, sign language curriculum development, distance language teaching, senior secondary level language instruction, language teacher professional development, research on bilingualism) and the remainder to school systems according to enrollment rates and in the context of the overall national plan. In addition to promoting and improving language instruction in general, the program was intended to raise language enrollments to levels of the 1960s, develop bilingual education programs, and ensure consistency of curriculum. The program is seen as successful and operating in a supportive environment, especially for general instructional expansion and improvement. Progress toward bilingual education programs is seen as slow. Statistical data and specific recommendations are included in the text of the report. [More] Descriptors: Bilingual Education, Change Strategies, Curriculum Design, Curriculum Development
(1994). Two-Way Bilingual Programs in the United States. 1993-1994 Supplement. In two-way bilingual education programs (TBPs), students learn together through two languages in programs that aim to develop dual language proficiency along with academic achievement. In Christian and Mahrer (1992, 1993), profiles were completed for TBPs in operation during the 1991-1992 and 1992-1993 academic years. This supplement, an annual update, covers the 1993-1994 school year. The three volumes together provide information on programs in 176 schools in 17 states. Tabled data show that New York and California have the highest numbers of schools involved in two-way bilingual education. Nationwide, most schools with TBPs are providing instruction in Spanish and English at the elementary school level. The programs/schools that provided information on their implementation of TBPs are profiled. They are presented alphabetically in sections by states and within states are grouped by city and school district. Data provided in these profiles include the ethnic/racial breakdown of the school, the criteria for selecting and accepting students, recruitment procedures, grade level(s) of the program, grade level increases planned, program size, funding sources, and program materials available to others. [More] Descriptors: Elementary Education, English (Second Language), Program Descriptions, Program Implementation
(1997). Hispanic Limited English-Proficient Students with Disabilities: A Case Study Example, Learning Disabilities: A Multidisciplinary Journal. This study examined schooling characteristics of 46 Hispanic limited-English-proficient elementary students referred to or participating in bilingual special education in New York City. Findings suggested most referrals to special education were due to general academic deficits and reading/language factors, although few interventions had been tried prior to referral. Most students were classified as learning disabled or speech impaired. Descriptors: Bilingual Special Education, Case Studies, Disabilities, Educational Background
(1993). Cooperation among Second Language Specialists: Annual State Survey of the Joint National Committee for Languages. The 1993 annual national survey of state supervisors of foreign languages concerning language enrollments, language offerings, state supervisor's responsibility, cooperation between language departments and other education offices, and educational reform efforts is reported. Thirty-nine states responded to the survey. Of these, 34 received funding from the federal Foreign Language Assistance Program (FLAP), which provides funding support for instruction in Arabic, Korean, Spanish, Russian, Japanese, Chinese, French, and German. In ten states, English-as-a-Second-Language (ESL) and/or bilingual education programs are administered through their offices. The survey also gathered information on primary responsibilities of state supervisors for federal language programs, grant applications, curricula, teacher certification, monitoring of student progress, policy formation, teacher training, instructional materials selection, technical assistance, and other functions. Following a summary of findings, the report contains summaries of each state's survey response. These citations include the name and title of the respondent, foreign and bilingual education enrollment figures, FLAP and other federal program involvement, innovative language program offerings, state supervisor responsibilities, and nature of cooperation among foreign language departments and state offices. [More] Descriptors: Administrator Responsibility, Administrator Role, Agency Cooperation, Annual Reports
(1998). Selected Readings on School Reform. Vol. 2, No. 4. Selected current readings in the area of school reform are presented. Seven selections in "The Front Lines" focus on current developments in educational change in the political arena. A section on "Charter Schools" contains eight readings on the development and implementation of charter schools. A section titled "School Choice" contains six essays on parental school choice. A section on "Standards, Tests, and Accountability" contains eight articles on achievement tests, test results, and test use. "Teacher Talent" contains six selections on teacher education, certification, and teacher personnel policies. The "Curriculum & Pedagogy" section contains five selections on teaching methods and curriculum content. The final "Grab Bag" section contains five articles on various subjects, including Head Start, special education, bilingual education, and state educational budgets. The source of each selection is identified. [More] Descriptors: Academic Standards, Accountability, Achievement Tests, Bilingual Education
(1989). Developing a Language Competent American Society: The Role of Language Planning. Increasingly, applied linguists have been working with counterpart teachers who are subject-matter specialists to develop innovative programs to integrate the teaching of language and content. In some places, integration of language and content instruction involves implementation of two-way bilingual (interlocking) immersion programs. Such work falls into the general rubric of language (education) policy or planning. The role of language in education in several disparate settings is illustrated by the adoption of different policies and practices. In the People's Republic of China, English is taught non-intensively as a foreign language as part of the regular middle school curriculum, followed by more intensive English for special purposes for those with a demonstrable need for further study in English. Nigeria provides transitional bilingual education with a limited maintenance component. The Philippines offers full bilingual education with a complete integration of language and content instruction throughout education cycles. The process by which a country chooses an appropriate model represents educational language planning. This process has relevance for policy formation in the United States. [More] Descriptors: Educational Needs, Educational Policy, Language Planning, Language Proficiency
(1976). Migrant Education 76. Report of the Fiscal 1976 Program for the Education of Children of Migrant Farmworkers in New York State. New York State's migrant education program aims to provide each eligible child supplemental education programs that will best meet his assessed needs. In addition to improving skills in reading, mathematics and bilingual education, the comprehensive programs aim to improve health and nutrition, provide recreational activities, and bolster positive self-concepts. Linked to the work of other State agencies providing services to migrant children, the programs are designed to maximize teaching efforts to meet the migrant child's needs. During the 1975-76 fiscal year, tutorial instruction, summer schools, regular school supplemental programs, health education, and bilingual education programs were available to migrant children. A census project identified migrant children in the State's rural counties and provided biweekly updates of migrant child population statistics by county and school districts during the spring, summer, and fall. Support service was provided to local educational agencies to increase their utilization and understanding of the Migrant Student Record Transfer System (MSRTS). Special emphasis was directed toward the tutorial program. Workshops were conducted to familiarize tutors with MSRTS. Interstate cooperation was fostered through the Puerto Rican Coordinator project, Florida Teacher Exchange, Florida Nutrition Aides program, Texas Child Migrant Program, and attendance at regional and national workshops. Descriptors: Academic Achievement, Agency Cooperation, Annual Reports, Computer Oriented Programs
(1989). Language and Mathematics Education. This book is designed for those interested in the teaching of mathematics, in both first language and second language contexts, and is based on 15 years' teaching experience in Africa and Asia. The book is designed to present the main issues of language in mathematics teaching, and is therefore not a highly technical work. Chapters included are: (1) "Introduction: Is Mathematics a Language?"; (2) "The Development of Formal Thought through Language: Piaget vs. Vygotsky"; (3) "Concepts" (discussing research on how the naming of concepts affects the learning of those concepts); (4) "Logical Connectives"; (5) "Problem Solving"; (6) "Correlational Studies" (describing the relationships between mathematical ability and language skills); (7) "The Whorf Hypothesis" (summarizing the results of hypothesis testing); (8) "Bilingual Education" (discussing the effects of bilingual education on mathematics learning); (9) "The Alphabet Effect" (discussing the effects of written language on logic and on learning); (10) "Sociolinguistics in the Classroom"; (11) "Ethnomathematics" (discussing the influence of cultural factors on mathematics and mathematics education); and (12) "Applications and Conclusions." Descriptors: Elementary Secondary Education, Ethnomathematics, Foreign Countries, Higher Education
(1982). Balancing English/Spanish Language Skills Proficiency in Bilingual Teacher Trainees: Some Practical Approaches. A review of practical language and methodological activities in both Spanish and English to develop balanced bilingual proficiency in bilingual education teachers is geared toward college professors and teacher trainers. Suggested practical applications for developing language arts skills include all four language skills: listening, speaking, reading, and writing. It is proposed that aural-oral skills can be strengthened through debate, interviews, and preparation and use of videotapes, audiotapes, and films. Recommended reading selections include those focusing on the role of the bilingual teacher within the school and community, bilingual education in general, and practical stories about or for bilingual children, which can serve as stimuli for further discussions or writing assignments. Varied types of writing assignments designed to provide the trainee with classroom-oriented skills, such as lesson-plan writing, vocabulary enrichment for content area subjects, and summaries of children's literature, are suggested. Charts coordinating skill areas with objectives, topics and sequential steps in developing the skills; listing evaluation criteria; and outlining a sample teacher-trainee learning contract form are appended. Descriptors: Bilingual Teachers, Classroom Techniques, College Role, Elementary Secondary Education
(1977). U.S. Office of Education Programs Serving Hispanic Americans, Fiscal Year 1977. Compiled annually, the report gives the geographic locations and grant size of programs funded by the U.S. Office of Education which have impact on Hispanic Americans. These programs are provided under the Elementary and Secondary Education Act Titles I and II, Civil Rights Act of 1964 Title IV, Bureau of School Systems, Bureau of Occupational and Adult Education, Bureau of Education for the Handicapped, Bureau of Postsecondary Education, Right to Read Office, Office of Bilingual Education, Women's Educational Equity Act, Arts and Humanities Office, Teacher Corps, Office of Career Education, and Fund for the Improvement of Postsecondary Education. Among the programs cited are Follow Through Program; Title I Migrant Program; Alcohol and Drug Abuse Education Program; School Library Resources, Textbooks, and other Instructional Materials Program; Environmental Education Projects; Urban/Rural School Development Program; Consumer and Homemaker Education Program; Education Opportunity Centers Program; Gifted and Talented Program; the Handicapped Children's Early Education Program; Teacher Training Grants; Community Education Program; Teacher Exchange Program; Library Material Grants; Fulbright-Hays Doctoral Dissertation Research Abroad Program; Cooperative Education Program; College Work-Study Program; Supplemental Educational Opportunity Grant Program; National Direct Student Loan Program; Reading Is Fundamental Program; Bilingual Education Fellowship Program; and Reading Academy Program. [More] Descriptors: Adult Education, Bilingual Education, Career Education, Community Education
(1979). Measurement and Educational Policy. Proceedings of the ETS Invitational Conference (Washington, D.C., October 28, 1978), New Directions for Testing and Measurement. This conference was organized around four policy concerns: (1) the needs of handicapped, gifted, and bilingual students; (2) the use of test results to allocate federal compensatory education funds; (3) the validity of minimum competency testing; and (4) the demand for increasingly sophisticated evaluations. Garry L. McDaniels discussed the Education for All Handicapped Children Act; James J. Gallagher presented issues on the identification and education of gifted children; and Maria Medina Swanson described progress made in bilingual education since the Bilingual Education Act and the Lau v Nichols court decision. Joel S. Berke introduced the topic of funding allocations; Fred E. Burke presented New Jersey's rationale for combining test scores and socioeconomic status, as an index for compensatory program funding; and George F. Madaus supported the use of statewide norm-referenced achievement tests. Mark R. Shedd and R. Robert Rentz described minimum competency testing programs in Connecticut high schools and in the Georgia state colleges, respectively. Finally, Peter H. Rossi stressed the need for recognizing when not to evaluate, the difference between pilot and full-scale programs, and complications in calculating cost-effectiveness; and John Ellis illustrated how evaluations have influenced congressional appropriations. The 1978 Educational Testing Service measurement award was presented to John C. Flanagan. [More] Descriptors: Academically Gifted, Accountability, Bilingual Students, Compensatory Education
(1980). La Participacion de Padres en la Educacion de los Hijos: Un Manual. (Parent Involvement in Education: A Planning Manual). This manual, which presents text in Spanish and English, is the result of a series of parent workshops conducted in 1979-80 at Mesa Community College to provide parents with information and skills that would enable them to take a more active role in education at several levels: at home with their own children, in the classroom, and at school and district levels. After introductory material focusing on the workshop and introducing parents and teachers to the concept of parent involvement, the manual's seven chapters provide text and activity sheets. Chapter I focuses on teaching at home. Its activity sheets provide suggestions for exploring the senses with children and for introducing them to shapes, colors, pairs, order, opposites, time, and numbers. It also discusses how to support children's educational programs at home. Chapter II examines the barriers to parent involvement in their children's schools. Chapter III focuses on visiting the classroom as an observer. It provides activity sheets which offer ideas for encouraging parental visits and creating a district plan for parental visits, and items to consider when observing a bilingual classroom. Chapter IV looks at ways of getting parents involved at school. Chapter V focuses on planning parent meetings and workshops, while Chapter VI examines regulations for Parent Advisory Councils. Finally Chapter VII offers definitions of bilingual education terminology and a fact sheet on transition and maintenance models for bilingual education. [More] Descriptors: Adult Education, Bilingual Education, Bilingual Students, Parent Child Relationship