This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Carlos A. Garcia, Tony C. M. Lam, Teresita V. Ramos, Lester S. Golub, Marietta Saravia Shore, Gerald W. Lundquist, Fairfax George Mason Univ., James Crawford, Nona N. Gamel, and Octavio A. Ballesteros.
(2001). Library Service to Spanish Speaking Patrons: A Practical Guide. This book is a guide for librarians and media specialists who recognize the value of bilingual-bicultural education and are looking for ideas to develop library services for their Spanish-speaking patrons. Chapter one gives a brief history of Spanish-speaking people in the United States, as well as cultural characteristics, family role, socioeconomic factors, and level of education of Latinos. This chapter also includes the author's impressions and descriptions of libraries and library use in Mexico, Ecuador, Chile, and Puerto Rico. Chapter two presents ideas for developing adult services for Spanish-speaking patrons, and discusses how to make connections, materials selection criteria, library promotion, outreach programming, and periodicals, newspapers, computers and other resources. The next three chapters focus on materials, programs, and activities for preschool to early elementary school children, children in the middle grades, and teenagers. Chapter six focuses on communicating with Spanish-speaking patrons by speaking a language they understand and giving them the tools to figure out things for themselves. Chapter seven identifies Internet sites that can provide supplemental sources and services for Spanish-speaking patrons. Appendix A lists several helpful resources for librarians, including selection tools, Internet resources, listservs, organizations, book awards, book fairs, and conferences/workshops. Appendix B provides a Spanish-English chart of related vocabulary and bilingual examples and forms for the library. Appendix C gives names and descriptions, with addresses and other contact information, of publishers and distributors of Spanish-language materials. Includes an index. (Contains 189 references.) Descriptors: Childrens Libraries, Library Collection Development, Library Development, Library Material Selection
(1981). Improving Academic Performance in a Bilingual Education Classroom. The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement contingencies. The token economy system was developed to strengthen completion and accuracy of the students' performance. In this system, children earn, for their efforts, recognition points that may be exchanged for a variety of activities, privileges, and priorities. Students may also lose points by misbehaving. The results of a study indicate that reinforcement of academic performance increased the percentage of correct answers by a group of students. Evidence also shows that decreasing disruptive activities in the classroom does not necessarily increase academic performance. By focusing on academic performance, the teacher's efforts are enhanced and the student's potentials are optimized. A list of daily and weekly reinforcements is included. Descriptors: Academic Achievement, Behavior Modification, Bilingual Students, Classroom Environment
(1979). Preparing Teachers for Bilingual Education: Basic Readings. Issues related to bilingual bicultural education of Mexican American students are discussed in this collection of 26 articles contributed by 12 authors. The anthology focuses on the Mexican American in the Southwest and is intended primarily, though not exclusively, for the reader who is unfamiliar with the Spanish language and culture. Selections provide information on basic concepts in bilingual education; historical, linguistic, psychological, and cultural perspectives; and teaching methodology. The selections include scholarly and informal essays, research, oral history, short stories, poetry, state-of-the-art reviews, and opinion papers. Topics include the causes and effects of poverty among Mexican Americans, definintion of and contrast between bilingualism and biculturalism, personal experiences in a monolingual first grade, the Mexican heritage of the Southwest, the need for applied linguistics in the education of bilingual teachers, the structure of the Chicano family, "machismo" and the implications of the terms "Chicano" and "Mexican American", the role of parents in student motivation; cultural understanding, integration of Mexican American heritage into U.S. history, cultural literacy, special Spanish for bilingual teachers, Mexican "dichos", and the "Little School of the 400". Each selection concludes with questions for discussion and a list of suggested readings. Descriptors: Applied Linguistics, Bilingual Education, Bilingual Students, Bilingual Teachers
(2003). Superintendent's Commentary: Issues of Collective Collaboration between Special Education, General Education, Title I Programs, and Bilingual Education within the Context of the No Child Left Behind Act, Journal of Special Education Leadership. This article describes how the Clark County School District in Las Vegas was reorganized to provide a greater emphasis on site-based management and a responsive centralized support system. Central to the reorganization was the development of a single division to support students with special needs. Barriers to collaboration are discussed. Descriptors: Agency Cooperation, Compensatory Education, Disabilities, Educational Innovation
(2001). Project Kaleidoscope, 1996-2000. Final Report: Executive Summary. This final report describes the activities and outcomes of Project Kaleidoscope, a grant funded project designed to develop, field test, and disseminate training materials and methods to prepare personnel to better serve culturally, linguistically and developmentally diverse young children and their families. The project addressed the central roles of families, communities, and culture in child development. Nine modules were developed, integrating the theory and research bases of early education, early childhood special education, multicultural education and bilingual/ESL education. Field testing and dissemination of the modules were carried out in 6 states (Oregon, Minnesota, Florida, Delaware, Maryland and Virginia) over 3 years. A total of 218 administrators, teachers, parents, and paraprofessionals were trained using Kaleidoscope materials. The use of practitioner dilemmas encountered in work with children and families became a central organizing element within the courses/training. Diverse groups of participants analyzed dilemmas for cultural assumptions and applied varied problem-solving approaches to identify alternative means to respond. The instructional approach was flexible and based upon individual and/or program-level needs assessment. Participants learned through hands-on, interactive learning activities taken from module content. Additionally, they were encouraged to gather family stories as a support to the development of effective home-school collaboration. Two of the modules (culture and language) were professionally translated into Spanish and used to conduct the 1998 Portland, Oregon, course in Spanish. Ongoing efforts of the project are aimed at a wider dissemination of the modules. [More] Descriptors: Cross Cultural Training, Cultural Awareness, Cultural Pluralism, Disabilities
(1971). Content Analysis Schedule for Bilingual Education Programs: Bilingual Instruction for Spanish Speaking Pupils. This content analysis schedule for the bilingual program of the Marysville (California) Joint Unified School District 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 are the following materials: a questionnaire on the attitude of parents toward bilingual education, a report on home visits within the program, and a description of the course, "Teaching the Bilingual Child." [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1997). Best Evidence: Research Foundations of the Bilingual Education Act. NCBE Report. Current research literature on the education of language minority students in the United States is reviewed as it relates to the Bilingual Education Act of 1994 (Title VII of the Improving America's Schools Act). The review specifically examines these areas of concern: language diversity in the United States; limited English skills, poverty, and education; challenges for limited-English-proficient (LEP) students; the special status of Native Americans; teacher training and the role of higher education institutions; Title VII instructional programs; promoting high standards and bilingual skills; the national need for language resources; educational technology and LEP students; parent involvement; improving research, evaluation, and data collection; goals of the Title VII program; Title VII and equal educational opportunity; and capacity-building for language-minority education. Contains a glossary and 124 references. [More] Descriptors: Academic Standards, Alaska Natives, American Indians, Bilingual Education
(1979). Bilingual Education and Public Policy in Hawaii: Linguistic Considerations. The author reports on a study of the acquisition of English as a second language by Filipino immigrant children in Hawaii, and recommends a comparative study of this kind across four or more Asian linguistic backgrounds and a comparison of the Hawaiian data with data from children of Hispanic backgrounds on the Mainland. The report concludes that the potential contribution of linguists is of profound importance to bilingual-bicultural education programs. Descriptors: Asian Americans, Bilingual Education, Bilingual Students, Comparative Analysis
(1986). Why Is Bilingual Education Research So Bad? A Critique of the Walsh and Carballo Study of Massachusetts Bilingual Education Programs. Working Paper 86-5. The Walsh and Carballo evaluation of the effectiveness of transitional bilingual education programs in five Massachusetts communities, has the following flaws: (1) the sample of school districts studied suffered from "self-selection bias"; (2) the sample does not include a single large, urban school district; (3) the student samples analyzed are much too small to allow for any conclusions; (4) there is no statistical analysis of the data nor control for pre-existing differences between groups; and (5) the wrong comparison is conducted. In elaborating on those flaws, the report first describes five models of how to instruct children who do not speak English. It then summarizes the requirements of a methodological sound study and maintains that the studies cited by Walsh and Carballo do not follow those rules. Finally, the above five flaws are discussed in detail. A bibliography is included. [More] Descriptors: Bilingual Education Programs, Control Groups, English Instruction, Experimental Groups
(1977). The Extern Program: An Approach to Bilingual Education, Educational Perspectives. Stresses the need of institutions of higher education to develop in-service programs in bilingual/bicultural education for the experienced educator. Describes the goals, assumptions, methodologies and other significant features of an "extern program" developed at the University of Colorado at Denver. Compares advantages and disadvantages. Suggests that it has great utility for experienced teachers who want practical knowledge and skills for teaching bilingual children. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Inservice Teacher Education
(1987). Bilingual Education Evaluation System: Abbreviated Recommendations for Meeting Title VII Evaluation Requirements. This document is designed to be used with the "Users' Guide". It is written for practitioners who are interested in meeting the federal regulations governing the evaluation of Title VII projects but do not have evaluation training. Six types of bilingual projects are required to fulfill the evaluation requirements specified in the June 19, 1986 Bilingual Education Regulations (Sections 500.50, 500.51, 500.52): (1) transitional (basic) projects; (2) developmental (basic) projects; (3) special alternative instructional (basic) projects; (4) academic excellence projects; (5) special population projects; and (6) family English literacy projects. Part 1 of this document is a copy of the June 19, 1987 evaluation regulations. Each requirement is presented again in part 2, followed by recommendations of what Title VII grantees should do to satisfy the regulation. Suggested evaluation activities are briefly described. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Educational Policy
(1976). Evaluation of Bilingual Education Programs: Problems and Some Solutions. One of the overriding problems of any psychometric study is that aspects of behavior that are nonquantifiable or difficult to quantify are not considered. The other side of this coin is that those aspects of behavior that are easiest to quantify tend to be what are examined. In evaluating bilingual education programs, problems are found in the research design, the students tested, the nature of the tests used, the methods of analysis employed, ano the interpretation of findings. Research design has usually involved comparison of bilingual program students with students in a traditional program. This is easier than analyzing the goals and objectives of the program and what a student should achieve, but not always accurate. Selection of a control group is difficult because: (1) the characteristics of bilingual education students are not always known; (2) significant characteristics may be difficult to quantify; and (3) some characteristics may not be present among students in regular programs. There are three main problems in test selection: (1) neither standardized tests nor specially developed tests give accurate comparisons between the special and regular program students; (2) the content measured in tests is limited, and their data are used too extensively; and (3) tests tend to be the only accepted means of obtaining performance data. Statistical comparisons are needed but are overused. The methods of analysis most commonly used do not take into account possible interrelationships between separate test scores in a battery. Misunderstanding of statistics and, most importantly, a lack of information about the program being evaluated are two problems with the interpretation of findings. Many evaluation problems can be overcome by supplementing the data with case studies of students, observational data, and specific information about program structure, progress and content. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1980). Issues in Portuguese Bilingual Education. The following articles are included: (1) "Bilingual-Bicultural Education for Portuguese-Americans: An Overview" (Nelson H. Vieira); (2) "Minority Status for the Portuguese: Its Implication in Higher Education" (Gilbert R. Cavaco); (3) "The Luso-American Limbo: Closer to Heaven or Hell?" (Ana M. Fonseca); (4) "Bicognition: A Treatise on Conflict Resolution in the Portuguese-American Community–Some Insights for Educators and Public Professionals" (Antonio Simoes, Jr.); (5) "Overcoming Culture Shock: A Frame of Reference" (Pedro da Cunha); (6) "Testing Portuguese Immigrant Children–Cultural Patterns and Group Differences in Response to the WISC-R" (Jose Luis Ribeiro); (7) "A Profile of the Azorean" (Onesimo T. Almeida); (8) "The Role of Capeverdean Culture in Education" (Arthur Lomba); (9) "Let Them Eat Crab: Translated Proverbs in Context" (George Monteiro); (10); "A Lingua Caboverdiana na Educacao Bilingue" (Donaldo P. Macedo); (11) "Teaching Reading in English to Portuguese Speakers: A Background for Teachers" (Adeline Becker); (12) "Developing Authentic English as a Second Language Teaching Strategies for the Linguistic Needs of Portuguese Native Language Students" (Robert C. Parker); and (13) "Algumas Notas Relativas ao Ensino Secundario e aos Estudantes Bilingues Provenientes dos Paises de Lingua Portuguesa" (Salazar Ferro). [More] Descriptors: Bilingual Education, Culture Conflict, Elementary Secondary Education, English (Second Language)
(1971). Content Analysis Schedule for Bilingual Education Programs: HABLA-Helping Advance Bilingual Learning in Abernathy. This content analysis schedule for HABLA-Helping Advance Bilingual Learning in Abernathy, Texas, 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 an outline of the bilingual education program for 1971-72 and additional information on cognitive development. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(2001). The Vitality of Latino Communities in Rural Minnesota = La vitalidad de las comunidades latinas en Minnesota rural. In response to the growing Latino population, a project examined barriers and supports for community development for Latinos in seven rural Minnesota communities. In each community, bilingual facilitators conducted two Latino and one non-Latino focus groups. Findings revealed much strength in these communities. Residents appreciated the economic and multicultural contributions of the Latino community. Cultural diversity task forces, Latino organizations, and other initiatives were emerging in some communities. Multicultural libraries were under construction in two communities. Among the barriers identified, the most alarming was the high number of high school dropouts among Latinos. This issue must be addressed or a significant percentage of the future workforce will be unprepared. Continuing education among adult Latinos was also of great concern, as it was seen as a primary way to advance in the workforce and create Latino leaders. Language was another key barrier. Bilingual community education is needed–the lack of interpreters inhibits the ability of Latinos to interact with key community institutions such as health care, law enforcement, and government agencies. Tension between Latinos and law enforcement was noted, indicating a need for bilingual and bicultural police officers and for cultural competency training. Communities should integrate Latino members into local community leadership positions. This will decrease "insider/outsider" perspectives and reduce cultural tension. The creation of Latino-specific support groups should also be supported. Appendices describe the communities and participants. (Contains 12 references.) [More] Descriptors: Bilingualism, Community Attitudes, Community Development, Community Relations