Bibliography: Bilingual Education (page 222 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Harold G. Prochnow, Richard A. Benton, Maria Nieves Bumanlag Lilagan Heinrich, Juneau. Office of Public Information and Publications. Alaska State Dept. of Education, Rudolph C. Troike, Beverly B. McConnell, Gregory J. Trifonovitch, Gary L. Elliott, Rosendo Luna, and Springfield Illinois State Board of Education.

Trifonovitch, Gregory J. (1976). A Brief Evaluation of the Primary Eskimo Program (A Bilingual Education Program). Two weeks in 1976 were spent observing a primary-level bilingual education program for Yupik-speaking children in the schools of the Bethel Agency in Alaska. Principal evaluation methods including classroom observation, materials review, and interviews. Instruction in Yupik and training in English as a second language are treated in individual chapters. Teacher training was found to be rigorous and to result in high standards of instruction in both languages. Brief chapters are devoted to: (1) methods of teaching reading, (2) mathematics instruction, (3) library resources, (4) tests, and (5) community and parent involvement. The conclusions of the evaluative review are highly laudatory of the program. Program success is attributed to the unity of purpose and good interpersonal relationships of all involved, and to the dedication and persistent concern of teachers, administrators, and parents. Descriptors: Alaska Natives, Bilingual Education, English (Second Language), Eskimo Aleut Languages

Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation. (1982). Transitional Bilingual Education in Illinois. Program Summaries and Selected Program Overviews, 1980-1981. Individual summaries of each of the 76 Illinois school districts with state-funded transitional bilingual education programs are presented. Each summary provides information on the number of students, language groups served, funding, grades served, staffing, number of school buildings, number of students in each language proficiency category, language tests utilized, and program highlights. In addition, more in-depth information on program variables, inservice activities, parent involvement, and student identification and assessment is reported for five selected districts. These districts were selected for case studies to represent urban, suburban, and rural programs of various sizes and models. The case studies involved site visits which include observations of curriculum, teaching methods, assessment practices, program philosophy, staff coordination, and program strengths and weaknesses.   [More]  Descriptors: Bilingual Education Programs, Case Studies, Elementary Secondary Education, Language of Instruction

Prochnow, Harold G. (1973). Final Educational Accomplishment Audit of the San Marcos Independent School District's Bilingual Education Program. The final audit report (1972)73) on the Bilingual Education Program of the San Marcos Independent School District critiques the quality of the project and the audit. The 5 sections of the audit are: (1) introductory and general comments on the quality of the project evaluation and the comparative findings of the project evaluation and the audit; (2) detailed critique of the product, process, and management evaluation for each component, based on an assessment of the instruments used, data collection procedures, data analysis techniques, and data analysis presentation; (3) description of the auditor's on-site findings and their correlation with the evaluator's data and reports, summary of consistencies and discrepancies, and interpretation of discrepancies; (4) recommendations for evaluation design revisions with a rationale for each; and (5) confirmation or questioning of the need for program modifications proposed in the project evaluation. (For related document, see RC 007 264.)   [More]  Descriptors: Bilingual Education, Comparative Analysis, Educational Improvement, Evaluation Criteria

Alaska State Dept. of Education, Juneau. Office of Public Information and Publications. (1977). Bilingual-Bicultural Education Regulations. Regulations adopted in 1977 by the Alaska State Board of Education governing bilingual-bicultural education in Alaska are presented. The procedure for the initial identification of language dominance in students is set forth. Obligations of school districts toward their non-English-speaking students are detailed. Parental and community involvement is specified. Six types of bilingual/bicultural programs are mandated, and criteria for establishing the appropriateness of given programs for a given district are determined.   [More]  Descriptors: Alaska Natives, Bilingual Education, Community Involvement, Elementary Secondary Education

Troike, Rudolph C., Ed.; Modiano, Nancy, Ed. (1975). Proceedings of the First Inter-American Conference on Bilingual Education. The conference papers presented here are grouped under the six topics around which the conference was organized. The section on program goals and models for bilingual education contains papers by Joshua Fishman, Salomon Nahmad, John C. Molina, Alberto Escobar, G. Kent Gooderham, and Dillon Platero. The section on teaching the second language contains papers by G. Richard Tucker and Alison d'Anglejan, Gloria Ruiz de Bravo Ahuja, Carmen Ana Perez, Bernardo Vallejo, and Wilga M. Rivers. The section on development of materials contains papers by Wayne Holm, Luis Modesto Hernandez, Ines Pozzi-Escot, Eduardo Hernandez-Chavez, and Xavier Albo and Nestor Hugo Quiroga. The section on personnel problems contains papers by Ruth Moya, George M. Blanco, Jon P. Dayley and Jo Froman, and Luz Valentinez Bernabe. The section on recent findings and future directions of research contains papers by Gary Parker, Jorge A. Suarez, Nancy Modiano, Gustavo Gonzalez, and Christina Bratt Paulston.   [More]  Descriptors: American Indian Languages, American Indians, Biculturalism, Bilingual Education

Heinrich, Maria Nieves Bumanlag Lilagan (1983). A Manual for the Anchorage School District Bilingual Education Program Revised Scope and Sequence, K-3. The manual offers a systematic set of procedures and relevant information to facilitate effective use of the Anchorage school district (ASD) bilingual education program (BEP). The historical background of the program's development is presented, available manuals for teaching English to limited English proficiency (LEP) students and related literature are reviewed, and steps in developing this manual are outlined. Further research is recommended, particularly in the area of test development for the skills included in the program. Improved dissemination of materials to bilingual educators is also encouraged. The ASD BEP Scope and Sequence, K-3 (a list of minimum competency skills required of LEP students in order to mainstream them into the regular classroom) is appended, along with procedures for using the list, selected teaching strategies, activities, materials, and bibliographies. Descriptors: Bibliographies, Bilingual Education Programs, Class Activities, Competency Based Education

McConnell, Beverly B. (1982). The View from the Firing Line: Evaluation of Bilingual Education Programs. Professional Papers MC-1. Evaluations of bilingual education programs have received criticism from many sources. This criticism has been partially due to difficulties in obtaining hard data in bilingual settings, such as the lack of test instruments for bilingual children, the lack of appropriate reference groups, and the deficiencies of traditional evaluation models. The special problems involved in evaluating bilingual programs are described along with emerging solutions. Major problems have been encountered with the three most common evaluation designs: the control group model, the comparison group, and the norm reference group. Alternative evaluation design models include multi-year studies and designs in which children serve as their own control group. Such time series type studies allow for the consideration of developing English skills among the subjects. In evaluating bilingual programs, it is important to avoid rigid models and standardized tests that are likely to underestimate program effectiveness. References are provided.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Elementary Secondary Education

Luna, Rosendo, Jr. (1979). A Short Guide to Appropriate Transitional Bilingual Instructional Programs. Bilingual Education Resource Series. This guide provides administrators and educators descriptions of ways to start, develop, and operate transitional bilingual programs in accordance with the Washington state "Transitional Bilingual Instruction Act of 1979." The three sections of the guide outline the following information: (1) selection and description of instructional program models, either full or partial bilingual instruction, or an English as a Second Language (ESL)instructional program, always with emphasis on the transitional nature of the model; (2) a description in outline form of outreach and in-class service delivery models; and (3) a checklist of bilingual education components for school districts to implement. Five appendices present flow charts for selecting programs for elementary and secondary schools with fewer than 20 Limited English Speaking (LES) students and for processing elementary and secondary LES students.   [More]  Descriptors: Bilingual Education, Cultural Education, Educational Resources, Elementary Secondary Education

Ogbu, John U. (1978). Cross Cultural Resource Center Institute on Parent Participation: An Evaluation Report. Bilingual Education Training Series. This paper evaluates the Institute's training program, which was designed to help teachers and other educators make parent participation and community involvement in bilingual/bicultural education more effective. Focused on is the effectiveness of the anthropological techniques to which participants in the training program were introduced. The training program and its objectives are described, as well as the design of the evaluation, particularly its "ethnographic component." Responses of the training program participants to an evaluation questionnaire are summarized. Taken into account are the language, ethnic, and general background characteristics of the participants and their knowledge about a cultural approach to parent participation before and after the training program.  Response data are analyzed and findings are discussed. Recommendations concerning efforts of the training program to make bilingual/bicultural education more effective are outlined. Descriptors: Bilingual Education, Community Involvement, Cultural Influences, Educational Anthropology

Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation. (1982). Transitional Bilingual Education in Illinois. Second Annual Evaluation Report, FY 1981. The results of the 1981 data collection and evaluation efforts of Illinois transitional bilingual education programs are reported. Data were drawn from the 76 school districts on (1) the number of identified limited English proficient students served by state-funded transitional bilingual programs, (2) program entrance criteria, (3) daily minutes of instruction in English and the native language, (4) number of students transitioned into regular programs, (5) reasons for leaving transitional programs, (6) language assessment instruments used, and (7) student progress in English language skills. Quantitative results are presented on program participation by sex, language, grade level, minutes of instruction, frequency and results of language assessment instrument use, and program exit reasons. Graphs and tables, definitions of terms, and language test descriptions are appended.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, Language of Instruction, Language Tests

Minaya-Rowe, Liliana (1988). A Comparison of Bilingual Education Policies and Practices in Peru and the United States. This comparison of the development of bilingual education policies and practices presents the legal framework of Peruvian and American policies, the processes of their establishment, and bilingual program implementation. The sociocultural and historical circumstances out of which the policies grew and which the bilingual programs reflect are also examined. The document includes a historical review of how the languages and their speakers produced the situations to which policies and practices now respond. Long-range implications for the linguistic state of the societies and the degree of mutual versus unidirectional influences of the languages are outlined. It is concluded that while the aim of the language policies and practices in both countries is the social integration of members of ethnic groups heretofore at least partially socially disenfranchised, the differences between the countries, growing from attitudes toward bilingualism and monolingualism in the socially dominant group, reveal what each society feels is required to achieve integration.   [More]  Descriptors: Bilingual Education, Comparative Education, Educational History, Educational Policy

Payne, I. V.; Medina, Edward (1972). Educational Accomplishment Audit Report, FY 1971-72. [Southeastern New Mexico Bilingual Education Program.]. The audit report (1971-72) on the Southeastern New Mexico Bilingual Education Program, under the sponsorship of the Artesia Public Schools, critiques the project evaluation with notations on comparative findings of the evaluation and audit. The report is divided into 4 sections: (1) introductory and general comments on project evaluation quality and the comparative findings of the project evaluation and the audit; (2) detailed critique of the comprehensive evaluation based on instruments used, data collection, data analysis, and data analysis presentation; (3) description of the auditor's on-site findings and their correlation with the evaluator's data and reports on a component-by-component basis, and a summary of consistencies and discrepancies; (4) recommendations for evaluation design revisions with a rationale for each; and (5) confirmation or questioning of the need for program modifications proposed in the project evaluation.   [More]  Descriptors: Bilingual Education, Comparative Analysis, Educational Improvement, Evaluation Criteria

Benton, Richard A. (1979). Policy Implications for English-Maori Bilingual Education in New Zealand. The development of Maori-English bilingual education programs in New Zealand will have these beneficial effects: (1) the educational needs of Maori children, who are likely to be bilingual when they start school, will be met; (2) the maintenance of the Maori language and culture will be fostered; and (3) the indigenous culture will win new appreciation from the English-speaking majority. A large-scale maintenance program will require a major political initiative prior to the development of curricula and teacher training programs. The Maori language is in decline and can be rescued only by a qeneral recognition that it is in the national interest to preserve this indigenous language and culture. Descriptors: Bilingual Education, Cultural Awareness, Educational Policy, Language Attitudes

Elliott, Gary L.; Murray, Wayne R. (1980). Evaluation of the 1979-80 Emergency School Aid Act (ESAA), Bilingual Education Project. This report presents results of an evaluation of the bilingual education component of the Emergency School Aid Act Basic Project implemented in 1979-80 in the Dallas (Texas) Independent School District. Findings include: (1) The bilingual proqram was not fully staffed, and many schools were only able to provide English as a Second Language instruction (rather than native language instruction) to students. (2) The program's language achievement objectives were not met though some gains in general ability were demonstrated. (3) Some, but not all, of the resource teachers performed all of the activities specified in the program design. (4) Similarly, teacher aides did not all provide the supplementary assistance specified in the proposal. (5) Most of the administrators, teachers, and aides did participate in the bilingual workshops and seminars. (6) Parent involvement in the program was high. Appended to the report is a description of the Tests of General Ability (Inter-american Series), used in program evaluation. Descriptors: Achievement Gains, Bilingual Education, Elementary Secondary Education, Parent Participation

Reyes, Maria; And Others (1980). BECA (Bilingual Education Centro de Accion) Program Handbook for Student Teachers and Supervisory Personnel. This manual is a reference guide for both student teachers and supervisory personnel involved with the Texas Woman's University Bilingual Education "Centro de Accion" (BECA) Program. The BECA program includes the following components in addition to the fulltime BECA undergraduate program: para-professional training program, graduate programs for teachers, teacher trainers, school supervisors, and administrators. The manual covers the following areas: (1) a description of the BECA program; (2) an overview of field experiences; (3) basic assumptions of the teacher-training program; (4) competencies for bilingual teachers; (5) the degree plan; (6) objectives of the professional sequence; (7) an outline of the BECA junior level program; (8) the senior, or student teacher, level program; (9) the role of the student teaching supervisory personnel; (10) samples of student teacher appraisal and assessment forms; and (11) an appendix containing the university's student teaching program policies. Descriptors: Bilingual Education, Bilingual Teachers, Educational Objectives, English (Second Language)

Leave a Reply