This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Harriett D. Romo, Catherine E. Walsh, Eleanor Mackelduff, Edgardo Lopez-Ferrer, Marietta Saravia Shore, Darwin (Australia). Northern Territory Dept. of Education, Susanne Shafer, Eileen Dugan Waldschmidt, Margret A. Winzer, and Richard T. Hess.
(1971). Content Analysis Schedule for Bilingual Education Programs: Bilingual Education Program. This content analysis schedule for the Bilingual Education Program of Providence, Rhode Island, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached to the report are a contract between the Providence School Department and Brown University, and additional information on staffing and curriculum patterns. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1972). Healdsburg Bilingual Education. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Bilingual Education Program of the Healdsburg Union Elementary School District of Healdsburg, California, presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule has been verified. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis
(1994). Program Administration in Bilingual Education. The New England Multifunctional Resource Center (MRC) for Language and Culture in Education is funded by OBEMLA, Brown University School of Education, and the Education Alliance for Equity in the Nation's Schools. The MRC's service area encompasses Maine, New Hampshire, Vermont, Massachusetts, Connecticut, and Rhode Island. The MRC collects and disseminates information on bilingual education program administration. This report contains information in four sections: (1) administrator training materials, including checklists developed to assist administrators in monitoring program components, highlights of coursework for in-depth district-level team training, and samples of three district plans for program improvement; (2) writings by members of the New England Superintendents' Leadership Council; (3) agendas and handouts from selected administrators' conferences held in 1993-94; and (4) a collection of articles dealing with administration of bilingual and other minority language programs and some more general articles on administrative topics. [More] Descriptors: Administrator Education, Administrator Role, Bilingual Education Programs, Elementary Secondary Education
(1999). Enabling Academic Success for Secondary Students with Limited Formal Schooling: A Study of the Haitian Literacy Program at Hyde Park High School in Boston. This publication documents a successful literacy program for a specific at-risk group, the Haitian Literacy Program at Hyde Park High School, Boston, Massachusetts. In operation since 1988, the Haitian Literacy Program is the longest running high school literacy program in the region for bilingual students with limited formal education. Through a case study approach, the educational success of these students and the program traits that staff and students believe have enabled academic achievement, high school graduation, and participation in higher education are examined. The program is designed for secondary school students with less than a fourth-grade level of formal education or no literacy skills in their native language or English. It is an intensive, self-contained program focused on developing the skills needed to participate in bilingual education classes. In its 9 years of operation, the program has averaged 20 students each year. Data were collected through case study and collaborative approaches from document reviews, ethnographic observations, interviews, and focus group discussions. Key elements of program success were identified as: (1) the commitment and dedication of the native language teacher; (2) the relationship between English as a second language and native language teachers and instruction; (3) the interdisciplinary, thematic, and self-contained instructional format; and (4) the self-determination of the students. Three appendixes contain discussions of data sources and initial literacy assessments and a literacy checklist. (Contains 16 references.) [More] Descriptors: Academic Achievement, Bilingual Education, Disadvantaged Youth, English (Second Language)
(1984). Resource Guide for Linguistically and Culturally Different Pupils with Exceptional Needs. The resource guide is intended to introduce a sample of relevant literature to professionals interested in bilingual special education. Section I lists bibliographical citations and brief summaries for 16 position papers. The next section addresses reports of research completed (19 studies), while section III lists brief information summaries (project title and names of contact persons) for 14 projects in progress. The largest section of the book is the fourth, which provides information on the following types of resources: organizations, computer searches, published materials, additional contact persons, university training programs, parallel analysis of state bilingual and special education requirements, a survey of California district programs and a self assessment checklist. [More] Descriptors: Bilingual Special Education, Cultural Differences, Disabilities, Elementary Secondary Education
(1999). Reaching Out: Best Practices for Educating Mexican-Origin Children and Youth. School systems in the United States are not serving Latino students well, especially those from low-income families. This book examines difficulties encountered by Mexican-origin students–one of the fastest growing minority groups–and describes why some schools fall short and how others have improved student outcomes. The focus throughout the book is on positive changes that school staff, families, community, and students can make. Each chapter uses a different lens–culture, language, gender, family and community, and social and political context–to examine issues and challenges affecting first- and second-generation Mexican American children. Chapters are: (1) The Mexican American Student Population: Growth and Diversity (demography, immigration, academic achievement, innovative programs); (2) Cultural Perspectives on Learning (cultural influences on classroom organization and achievement, child rearing, parent education programs); (3) Language, Literacy, and Creating Bridges to Success (the bilingual education controversy, learning English, maintaining Spanish, special needs of migrant students); (4) Gender Issues in Mexican American Schooling (sex role attitudes, teen pregnancy, school factors, peers); (5) Creating Family-School Partnerships (family poverty, parent-school relationship, parent involvement, community outreach, successful programs); and (6) Political, Social, and Pedagogical Issues Impacting Early Childhood Education and Public Schools (immigration and education policy, politics of early childhood education, teacher training, intergroup relations). Chapter 7 describes organizations and programs that provide resources and services. Contains over 300 references, chapter notes, and an index. [More] Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Cultural Differences
(1998). Special Education in Multicultural Contexts. This book examines the impact of cultural and linguistic diversity on the learning of children with disabilities and giftedness, and explores multicultural education and the ways that multicultural perspectives can be taught to children with disabilities. Five major sections discuss: the foundations of multicultural education, multicultural education for students with special needs, pathways to learning, bridges to the curriculum, and ways to promote language and literacy. Specific chapters address: (1) the multicultural nature of our society; (2) the theory and practice of multicultural education; (3) bilingualism and bilingual education; (4) multicultural/bilingual special education; (5) school failure and students at risk; (6) individual characteristics in learning styles; (7) assessment practices in multicultural special education; (8) preparing for the instruction, which discusses the Individual Education Plan (IEP) process; (9) involving parents, families, and communities from diverse cultural backgrounds; (10) modifying the school and classroom climate; (11) learning styles and instructional formats; (12) infusing multicultural content; (13) the language learning environment; and (14) literacy instruction. Each chapter includes brief case histories, learning activities, chapter summaries, and quizzes and questionnaires to test the reader's comprehension. Appendices include a glossary of important terms and resources for instruction. (Contains more than 900 references.) Descriptors: Bilingual Education, Classroom Environment, Cultural Awareness, Cultural Differences
(1982). Bilingual Education for Guest Workers. Bilingual education programs in West Germany and Sweden for the children of foreign workers are described. The 4.5 million foreign workers come particularly from Turkey, but also from other southern European countries, from other member nations of the European Economic Community, and from Asia and Latin America. Some are immigrants, some political refugees, and some temporary migrant workers. The following school programs are directed to the children: transitional programs of German as a second language, maintenance bilingual programs, and bilingual/bicultural programs that follow the curriculum of schools in the foreigner's country of origin. German is then taught as a foreign language. In the first instance, the goal is assimilation of the foreign worker's child, while in the second case, it is acculturation; and in the third, eventual repatriation. It is suggested that segregated classes for these children interfere with social integration, and that the weak educational background, especially of Turkish children, and their cultural and linguistic differences interfere with scholastic achievement. These students fail to qualify for postsecondary vocational programs and frequently remain unemployed on leaving school at age 15, the end of compulsory schooling. Sweden has initiated new programs for foreign workers' children. Schools are to offer bilingual/bicultural education to ensure equality of educational access for these children and to preserve their freedom of choice as to where they will eventually reside. Descriptors: Access to Education, Acculturation, Bilingual Education Programs, Bilingualism
(1971). Developing Curriculum for Bilingual Education. This document describes the work of the Spanish Curricula Development Center, a project funded by the Bilingual Education Program Branch of the United States Office of Education. It is the function of the Center to develop multidisciplinary resource kits to help support the major areas of instruction in Spanish at the primary level. Forty-eight kits are planned; kits 1-8 have been completed and kits 9-24 are in progress, covering first grade and the first half of second grade. Each kit provides two weeks of work and covers five areas of instruction: Language Arts–Vernacular, Social Science, Science/Mathematics, Fine Arts, and Spanish–Second Language. The means for evaluation of pupils' progress are provided in each kit along with supplementary audiovisual and manipulative materials. A product design or overview is included. Further details on the design and use of the kits and on the educational strands and assessment activities are provided here. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Curriculum Development
(1999). Teacher Stories: Bilingual Playwriting and Puppetry with English Language Learners and Students with Special Needs. The paper chronicles the struggles and challenges of teaching in a 6-week summer bilingual education program in a small town in Oregon. The program was a cooperative effort between a small town school district and Oregon State University at Corvallis. Teachers and researchers who entered into this project looked into the use of bilingual playwriting and puppetry within a primary and intermediate classroom with mainstream students, English language learners, migrant students, and students identified as having special needs. As they collected, analyzed, and compared their data, it was realized that bilingual playwriting and puppetry were greatly overshadowed by other common themes, including the following: the challenges of abbreviated summer school schedules and the pressure from school district administrative personnel to be doing "fun" activities while keeping the focus on math and literacy; negative attitudes among elementary students toward Latino culture and the Spanish language; struggles with classroom management; and the rewards and benefits of team teaching. It was concluded that collaboration between a school district and a university is a good idea. This should be expanded and refined in the future to create quality programs incorporating democratic classroom practices, meaningful and purposeful curricula, team teaching, and continued collaboration between teacher researchers and university researchers. In addition to a bibliography, numerous scholarly references are included in the text. (Contains 13 references.) [More] Descriptors: Bilingual Education Programs, Classroom Techniques, College School Cooperation, Educational Strategies
(1971). Content Analysis Schedule for Bilingual Education Programs: Bilingual Education Center. This content analysis schedule for the Bilingual Education Center of Chicago presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant language of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached are various graphs and tables which supply additional data. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1999). Closing the Gap: Education and Change in New Stuyahok. Case Study. As part of a larger study of systemic educational reform in rural Alaska, this case study examines reform efforts underway in New Stuyahok, a community of 440 people in southwestern Alaska. The population is almost entirely Yup'ik Eskimo. The K-12 school enrolls about 150 students. In 1992, Alaska Onward to Excellence (AOTE) established district and village leadership teams that began the process of bridging the gap between school and community. Through a collaborative approach to planning, the school and community established two major goals: postsecondary success and increased bilingualism. A 1995 action plan sought to increase community involvement in the AOTE process, the use of community instructors, village pride in Yup'ik culture and language, and integration of community culture in the school. The bilingual education program was also targeted for improvement. From 1993 to the present, student achievement has shown a positive trend, with improvements in postsecondary attendance, standardized test scores, and writing assessments. However, increased student proficiency in and use of Yup'ik remains an unmet goal. A major problem is high teacher turnover, which works against building a stable school culture or maintaining reforms. Recommendations are offered in the areas of site-based decision making, training for leadership teams, integration of Yup'ik cultural knowledge, teacher education, and state policy. The results of student, graduate, teacher, and parent surveys are included. (Contains 25 data tables and figures.) [More] Descriptors: Academic Achievement, Alaska Natives, American Indian Education, Bilingual Education
(1999). Learning Lessons: An Independent Review of Indigenous Education in the Northern Territory. A review of Indigenous education was undertaken in the Northern Territory, Australia, to determine the educational views of Indigenous communities, key issues affecting educational outcomes for Indigenous children, and supportable actions to improve those outcomes. Data collection included 126 targeted interviews, 40 public meetings, 106 formal submissions, document and literature review, and case studies of 44 schools with significant Indigenous enrollment. The review documented a widespread desire among Indigenous people for improvements in their children's education, unequivocal evidence of deteriorating outcomes from an already unacceptably low base, and substantial evidence of long-term system failure to address this situation. Deteriorating outcomes included declining attendance despite increasing enrollments, poor retention rates in secondary school, and declining literacy and numeracy skills among young people. Sections of this report cover background on previous reports and the sociocultural context; academic achievement and student evaluation procedures; school reporting systems; information technology and telecommunications; funding and costs; school facilities and infrastructure; staffing (administrator and teacher recruitment and retention, teacher education, Indigenous teachers and staff); access to and provision of early childhood, primary, secondary, postsecondary, and adult education; bilingual education and literacy acquisition; attendance, mobility, and health issues; data deficiencies; and community partnerships (school councils and Indigenous decision making). More than 150 recommendations are offered. Appendices include lists of reports and submissions used, the research methodology, the school questionnaire, Indigenous education expenditures, and a list of bilingual programs and Indigenous Australian languages used. (Contains 61 references and 33 data tables and figures.) Descriptors: Aboriginal Australians, Academic Achievement, Attendance, Bilingual Education
(1978). Collected Papers in Teaching English as a Second Language and Bilingual Education: Themes, Practices, Viewpoints. This volume contains the following papers: (1) "Linguistics, TESOL, and Bilingual Education: An Overview," by J.E. Alatis; (2) "TESOL: Meeting a Social Need," by M. Galvan; (3) "Bilingual Education, TESL, and Ethnicity in New York State," by E.B. Nyquist; (4) "Control, Initiative, and the Whole Learner," by E.W. Stevick; (5) "Non-verbal Communication in the Classroom: A Frill or a Must?" by C.J. Nine-Curt; (6) "Discourse Analysis at the Intermediate and Advanced Levels of ESL: Language Control through Reading Drills," by A. Hilferty and A. Lezberg; (7) "Teaching Composition at the Beginning Level: A Promising Approach," by R. Rainsbury; (8) "A Capsule Course in ESL Composition for Adults," by G. Gallingane and D.R.H. Byrd; (9) "Assessing Writing Ability of ESL College Freshmen," by D.M. Davidson; (10) "Cottleston, Cottleston, Cottleston Pie: Poetry and Verse for Young Learners of English as a Second Language," by J.A. McConochie; (11) "Hey Teacher! How Come They're Singing in the Other Class?" by A.H. Osman and L. Wellman; (12) "Reaching for the Child in the Adult: Role-playing in Language Learning," by M.E. Hines; (13) "Language Programs for Southeast Asian Students: A Report on New York State," by P.C. DeLany and G.E. Van Hooft; (14) "Breaking the Rules of the Classroom Game through Self-Analysis," by J.F. Fanselow; (15) "ESL Teachers' Classroom Speech: Support for the L1=L2," by S. Gaies; (16) "Should We Teach Children Syntax?" by H. C. Dulay and M. K. Burt; (17) "Language Learners' Errors: A Russian Example," by R.L. Light; (18) "Language, Ethnic Boundaries, and Bilingual Education," by C.B. Paulston and R.G. Paulston; (19) "Evaluation of Community Involvement in Curriculum Development in Bilingual Schools," by N.C. Gold; and (20) "Reading, Meaning, and the Bilingual Student: Some Suggestions," by R.L. Allington. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Classroom Communication
(1998). Literacy Acquisition in Deaf Children. A review of literature focuses on the literacy acquisition process of deaf children who acquire American Sign Language (ASL) as a first language and written English as a second language. Literacy in this context is defined broadly to include the context and culture in which reading and writing occur, referring to the strong connection between language learning, the individual, and the community and emphasizing the importance of literacy acquisition and problems that can occur when literacy in this broad sense is impaired. Topics addressed in the review include: the nature of bilingualism; bilingual deaf education (BDE), or the teaching of English to deaf children as a second language (including the differences in the natures of ASL and English and differences between BDE and other forms of bilingual education); and the need for special strategies for literacy instruction for deaf children (motivation and self-concept development, teacher understanding of the principles of language development, the role of basic knowledge of the first language (ASL) in developing literacy, the speak-then-read approach, allowing student use of translation, emphasis on comprehension, incorporation of culture into instruction, use of cultural role models). Contains 56 references. [More] Descriptors: American Sign Language, Bilingual Education, Child Language, Children