Bibliography: Bilingual Education (page 223 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Bronx Community School District 9, Isolda Carranza, Anne Rawson, Diana E. Bartley, Washington National Inst. of Education (DHEW), Beverly Olson Flanigan, Rosalyn Alvarez, Michele Hewlett-Gomez, Kathryn Lindholm, and Alicia Mahone.

Bartley, Diana E. (1971). Soviet Approaches to Bilingual Education. Language and the Teacher: A Series in Applied Linguistics, Volume 10. This book reports on the Soviet Union's general, secondary, polytechnical schools which have been established recently to teach students to use one foreign language with fluency or near fluency. The author first discusses the long-range and immediate objectives of these special schools. Marxist-Leninist theory and its influence on contemporary Soviet thought are considered. There is a description of the course structure and organization of the school. The second chapter considers the curriculum, its purpose and teaching methodology, Soviet foreign language pedagogy, and Soviet approaches to several methodological principles. The third chapter examines some of the materials used in the English, French, and German classes in the special schools. The final chapter discusses teacher preparation and professional characteristics of teachers in the special schools. A summary, conclusions, and a bibliography are included. Implications for foreign-language education and bilingual education in the United States are offered. Descriptors: Applied Linguistics, Bilingual Education, Bilingual Schools, Communism

Christian, Donna; Montone, Chris; Carranza, Isolda; Lindholm, Kathryn; Proctor, Patrick (1996). Two-Way Bilingual Education: Students Learning through Two Languages. Final Report. The report presents results of a study of elementary and secondary school two-way bilingual immersion programs that focused on the program and contextual factors affecting student learning, student and teacher language use in the classroom, and teaching strategies used to promote target language use and increase language proficiency. The study included a survey of 182 schools in 19 states offering two-way bilingual education (results are summarized here) and case studies of 3 elementary school programs: Francis Scott Key Elementary School (Arlington, Virginia); River Glen Elementary School (San Jose, California); and Inter-American Magnet School (Chicago, Illinois). The case studies detail program design and components, school and district characteristics, program history, learning environment, instructional strategies, teacher classroom behaviors, student language use, student outcomes, and the program's impact on the students and the school community. Contains 39 references.   [More]  Descriptors: Case Studies, Classroom Techniques, Elementary Secondary Education, English (Second Language)

Mahrer, Cindy; Christian, Donna (1993). A Review of Findings from Two-Way Bilingual Education Evaluation Reports. A review of 35 reports evaluating 27 two-way bilingual education programs is reported. All programs represented meet basic criteria for language of instruction, student characteristics, and emphasis on developing bilingualism. The review examined program characteristics and student outcomes, when available. Results are summarized in the following areas: language proficiency in Spanish, English, Chinese, and Portuguese language proficiency; Spanish and English reading achievement; Spanish and English writing achievement; Spanish and English math achievement; Spanish and English science achievement; Spanish and English social studies achievement; additional content-area results; student self-perception and language/cross-cultural attitudes; staff development activities; parent involvement activities; and teaching methodologies and classroom strategies. Contains five references.   [More]  Descriptors: Academic Achievement, Achievement Gains, Chinese, Classroom Techniques

Flanigan, Beverly Olson (1983). Bilingual Education for Native Americans: The Argument From Studies of Variational English. This paper examines the relevant literature on American Indian dialectal variations of English and efforts to maintain American Indian languages through bilingual education programs. The preservation of the ancestral Lakota dialect of the Siouan language is discussed in terms of the implications for educational program planning. It is concluded that many existing programs classified as bilingual are really transition programs providing only a brief daily exposure to the native language. In addition, the English spoken on the reservations is frequently a nonstandard variety that has been analyzed and validated as an old and continuing dialectal form. It is suggested that in light of this information, instruction in Standard English as a Second Dialect combined with native history and culture courses might become the program of first choice for many schools.   [More]  Descriptors: American Indian Languages, American Indians, Bilingual Education, Dialect Studies

Elliott, Gary L.; Murray, Wayne R. (1980). Evaluation of the 1979-80 Emergency School Aid Act (ESAA) Basic Project, Bilingual Education Component. This report presents the results of the evaluation of a bilingual education component implemented through the Emergency School Aid Act (ESAA) in the Dallas (Texas) Independent School District. Under the program, multicultural bilingual instruction was provided in 13 schools. Twenty-two percent, as opposed to a projected 60 percent, of the students met or exceeded the program's achievement objectives, as measured by the "Inter-American Series: Test of General Ability." Similarly, the objective of 100 percent of the resource teachers providing supplementary assistance was not met. Parent involvement activities were implemented as designed. In the report, test scores and gains are given by school and level of test, and distribution of pre- and posttest scores are appended. It is suggested that the failure of the Dallas ESAA program to meet its objectives reflects the fact that the objectives were too stringent to be realistic. Descriptors: Achievement Gains, Bilingual Education, Educationally Disadvantaged, Improvement Programs

Community School District 9, Bronx, NY. (1980). Comprehensive Approach to Bilingual Education. Final Report, Tax-Levy Year 1979-80. During the 1979-1980 school year, 700 Hispanic students from grades one through nine in seven schools in the Bronx, New York, participated in the Comprehensive Approach to Bilingual Education Program. The program included an instructional component that emphasized the acquisition of English as a Second Language, Spanish and English reading skills, cultural awareness, and achievement in social studies. Additional program components included staff development and parent and community participation. The program was evaluated through the analysis of student achievement data, evaluator observation, and rating scales and questionnaires completed by program staff. Standardized test scores indicated that pupils in grades one through four, six, and seven made significant gains in reading.  No additional achievement data were available. Staff evaluations were generally positive. Activities planned to involve parents were successful and staff training workshops were satisfactory. Rating scales, questionnaires, and tables of data are included.   [More]  Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Elementary Education

Berney, Tomi D.; Alvarez, Rosalyn (1989). Computers in Bilingual Education, Project CIBE, 1987-88. Evaluation Section Report. OREA Report. Computers in Bilingual Education (Project CIBE) was fully implemented at South Bronx High School in its fourth year of federal funding. During the 1987-88 school year, students received computer-assisted and classroom instruction in English as a Second Language (ESL), native language arts (NLA), social studies, mathematics, science, computer literacy, and word processing. Project CIBE served 343 limited-English-proficient Spanish-speaking students at South Bronx High School. Students met 3 of the program's 4 objectives (for ESL, NLA, and the content area objective for ESL, but not for the other subject areas). The program met its objectives for computer-assisted instruction, staff development, curriculum development, and parental involvement. The most effective program element appeared to be computer literacy. Recommendations for program improvement include development of alternative techniques for greater success in teaching advanced ESL students and in teaching bilingual content area subjects.   [More]  Descriptors: Bilingual Education Programs, Computer Assisted Instruction, Computer Literacy, Curriculum Development

Orland, Martin E.; Reisner, Elizabeth R. (1981). Building Local Capacity for Bilingual Education through ESEA Title VII: Introducing the Issues. This paper describes some major issues facing federal and local administrators in their efforts to build local capacity in bilingual education through the Title VII grants program. The discussion is developed in three parts: (1) the legislative history of the capacity building mandate in Title VII and the federal statutory provisions shaping this mandate's implementation; (2) findings of earlier studies by the Rand Corporation and the NTS Research Corporation on efforts to institutionalize educational improvements through federal programs; and (3) the issue of capacity building within the specific context of the Title VII program. On the issue of capacity building, the study considers key issues which should be addressed by a department in designing and implementing procedures for application approval, technical assistance, monitoring, and evaluation. It discusses concerns related to building effective local bilingual programs and the programs. Finally, some suggestions from research on institutionalizing educational change are given to provide guidance on fostering legitimacy in local bilingual programming.   [More]  Descriptors: Community Support, Educational Policy, Elementary Education, Federal Legislation

Hewlett-Gomez, Michele; Rawson, Anne (1980). Instructional Models for Spanish/English Bilingual Classrooms. Bilingual Education Resource Series. The guide outlines Washington State's programmatic approach to teaching native Spanish-speaking limited-English-proficient students in bilingual education programs. It charts the components of the bilingual instructional models used in the classrooms, and then explains or defines each component. The components include: methods for determining the individual student's linguistic and academic needs (including language and conceptual development); classification of language dominance; curriculum components (language development, content areas with a multicultural focus, and self-concept); classroom models (self-contained, team-taught, resource teacher, open classroom, and magnet center); staffing patterns; instructional techniques (alternate language approach, concurrent, language grouping, and preview/review); and specific instructional materials (mainstream monolingual curriculum materials, bilingual/multicultural parallel materials, and equipment). A list of publishers, a glossary, and a list of suggested readings are included.   [More]  Descriptors: Bilingual Education Programs, Classroom Techniques, Curriculum Development, Elementary Secondary Education

Texas Education Agency, Austin. Office of Policy Planning and Research. (1998). Enrollment Trends in Texas Public Schools. Policy Research Report Number 11. This report provides an overview of Texas enrollment trends and growth of special instructional programs, and redistribution of the student population geographically and by community type. National enrollment trends are also presented. In the 10 years from 1987-88 to 1997-98, Texas public school enrollment increased at a faster rate than national enrollment. The student population increased in both size and diversity as African American, Hispanic, and other minority students became a majority of the total enrollment. The number of Hispanic students increased by 45 percent in the last decade. The African American student population grew at a slower rate than the total student population. Student participation in special instructional programs also increased over the past decade.  Of the 666,961 students added to the Texas public education system between 1987-88 and 1997-98, over 60 percent were students receiving special education or bilingual education/English as a second language (ESL) services. Texas is divided into 20 geographic regions, each served by an education service center. Enrollment trends for each region are presented based on total students and percentage that are economically disadvantaged. Percentages of each region's students participating in special programs in 1997-98 are listed for special education, bilingual/ESL, gifted and talented, and career and technology. Enrollment trends are also presented by school's community type on a scale ranging from major urban to rural. The report contains figures, data tables, and 15 references.    [More]  Descriptors: Bilingual Education Programs, Blacks, Diversity (Student), Economically Disadvantaged

Mahone, Alicia (1985). Bilingual Education Instructional and Training Materials. Field Test Results and Final Phase II Report. The report describes a federally funded project for the development of an innovative approach to bilingual curriculum and instruction and inservice teacher training. A needs assessment and research process resulted in development and field testing of a set of bilingual Spanish-English instructional materials for limited-English-speaking urban middle school students and related materials for teacher training and support. The materials included a bilingual textbook on the history and geography of California, a series of student worksheets, and a teacher's guide to classroom activities coordinated with the textbook. The teacher training component consisted of a series of workshops addressing issues in bilingual education and the use of the materials developed. The final project report details the process by which these tasks were completed, in two phases, and the field testing of the instructional materials with 204 students in one school district. Practical recommendations are made for use of the program and materials in other settings.   [More]  Descriptors: Acculturation, Affective Objectives, Bilingual Instructional Materials, Bilingualism

National Inst. of Education (DHEW), Washington, DC. (1980). A Compendium of Bilingual Education and Related Projects at the National Institute of Education. Fifty-four current and recently-completed research projects related to bilingual education and funded by the National Institute of Education (NIE) are described. In addition to a 200- to 300-word abstract, each project description includes the name and address of the project director, the funding amount, duration of project, and the NIE project officer. Bilingualism, ethnic education, literacy education, second language acquisition, and sociocultural factors influencing education of minorities are among the frequent themes of funded projects. Projects under the direction of the following divisions of NIE are included: Reading and Language Studies Division; Teaching and Instruction Division; Learning and Development Division; Home, Community and Work Division; Testing, Assessment and Evaluation Division; Program on Education Policy and Organization; and Program on Dissemination and Improvement of Practice. Among the projects described are national centers, contract programs, grant-award studies, unsolicited awards, and regional education laboratories and centers.   [More]  Descriptors: Bilingual Education, Bilingualism, Educational Research, Ethnic Groups

Davis, Margaret, Ed. (1991). The Status of Transitional Bilingual Education Programs. Annual Report FY90. Data on students participating in transitional bilingual education programs (TBEs) in Massachusetts, in the 50 local education authorities (LEAs) with such programs, are reported and analyzed. Information presented, in graphic and narrative form, includes the following: an overview of the status of TBE programs in the state, including patterns of participation among eligible limited-English-speakers by language and enrollment trends since 1987; characteristics of secondary school TBE students who withdrew from their programs; characteristics of former TBE students who dropped out of school; post-graduation plans for public college attendance, private college attendance, military, work, and other pursuits, by language; years of participation, by language group; and program staff characteristics, functions, ratios, and certification status. Recommendations for further analysis of the data and for uses of that information are made. A list of the LEAs having TBEs is appended.   [More]  Descriptors: Bilingual Education Programs, Counselor Qualifications, Dropout Characteristics, Education Work Relationship

Chicago Board of Education, IL. Dept. of Curriculum. (1979). Chicago Public Schools Bilingual Education: Differentiated Curriculum. Instructional Design–High Schools. Field Test. An outline of the basic elements and services of the Chicago public high schools' bilingual education programs provides information to assist staff at all levels in implementing the programs. The information includes: (1) descriptions of the basic program components (core instruction in the native language, instruction in English as a second language, bilingual support services such as tutoring and individualized instruction, and elective native language instruction), (2) curriculum sequencing, (3) progress criteria (horizontal), (4) exit criteria (vertical), (5) high school graduation requirements, (6) staffing requirements and (7) recommendations, and special education provisions. Tables present the curriculum unit requirements and scheduling by academic year, and a form for teachers to submit program evaluations is also included. Descriptors: Bilingual Education, Credit Courses, Curriculum Design, Elective Courses

Garcia, Gilbert Narro (1987). English and the Native Language in the Bilingual Education Classroom: Giving Body to the Oldest Wobble. Three major studies on English and native language use in the classrooms of limited-English-proficient (LEP) students are reviewed for the insights they provide on effective teaching practices and special services for this population. The bilingual education profession misunderstands and misuses what the literature says about instruction for LEP students, especially where it concerns English and native language use. Specific areas in which research data are misinterpreted are noted, including overly prescriptive policies for the exclusive use of English in the classroom, the heterogeneity of LEP students, the use of native-language resources, rigid language-use regulations, the potential for coexistence of English and the native language, and the use of simplification.  Descriptors: Bilingual Education, Classroom Communication, Data Interpretation, Difficulty Level

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