This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ruddie A. Irizarry, Austin Center for the Public Policy Priorities, Blair A. Rudes, Ellen Riojas Clark, Henry T. Trueba, Steven F. Arvizu, Joseph O. Prewitt-Diaz, EUGENE GONZALES, Brooklyn New York City Board of Education, and JOHN PLAKOS.
(1992). Cross-Cultural Literacy: Ethnographies of Communication in Multiethnic Classrooms. Studies in Education and Culture (Volume 3). This book, which presents ethnographic studies of multiethnic classrooms and schools in their community context, was designed to illuminate the benefits of an anthropological approach that recognizes the centrality of culture in education. Papers are grouped under three headings: (1) Cross-Culturally Compatible Schooling; (2) Community Contexts; and (3) Constructive Classroom Contexts. Papers from group 1 are: "'Just Open the Door': Cultural Compatibility and Classroom Rapport" (C. Jordan and others); "African-American Students in Exemplary Urban High Schools: The Interaction of School Practices and Student Actions" (V. Mitchell); "Home-School Linkages: A Cross-Cultural Approach to Parent Participation" (S. F. Arvizu); and "Our Voices, Our Vision: American Indians Speak Out for Educational Excellence" (National Dialogue Project on American Indian Education). Sample papers from group 2 are: "Bilingual Education in Community Contexts: A Two-Site Comparative Research Design" (S. F. Arvizu and others); "The Context of Bilingual Education in Milwaukee: Complex Ethnic Relationships in an Urban Setting" (J. Guskin); "Bilingual Education in a Chinese Community: An Ethnography in Progress" (G. P. Guthrie); "Individual Differences in Growing Up Bilingual" (A. C. Zentella); and "Bilingualism In and Out of School: Ethnographic Perspectives on the Determination of Language 'Dominance'" (P. Pedraza and A. Pousada). Papers in group 3 include: "On Ethnographic Studies and Multicultural Education" (H. T. Trueba and P. G. Wright); "Making Contexts: The Social Construction of Lessons in Two Languages" (L. C. Moll and others); "Communicative Competence in a Bilingual Early Childhood Classroom" (D. Volk); "Theoretical and Methodological Issues in the Ethnographic Study of Teachers' Differential Treatment of Children in Bilingual Bicultural Classrooms" (A. A. Maldonado-Guzman); and "Stories of Hope in the Midst of Despair: Culturally Responsive Education for Latino Students in an Alternative High School in New York City" (M. E. Torres-Guzman). Descriptors: American Indian Education, Bilingual Education, Black Students, Chinese Americans
(1984). Manual for Encouraging Parent-Community Involvement in Bilingual Education and English as a Second Language Programs. The purpose of this handbook is to provide guidelines for developing and implementing structured parent/community involvement programs in bilingual education and English as a Second Language (ESL) programs in local school districts. Section One concerns the assessment of school, parent, and community needs; this section contains suggestions for data collection as well as sample survey instruments. Section Two addresses the design of goals, objectives, and activities for the parent/community involvement program to be implemented. Section Three deals with the monitoring and evaluation of such programs. Appended to the handbook are (A) profiles of Ohio parent/community involvement programs in Cincinnati, Kettering, and Youngstown, and (B) a list of resource agencies and school districts in the State with similar programs. [More] Descriptors: Bilingual Education Programs, Community Involvement, Elementary Secondary Education, English (Second Language)
(1990). The State of the Art in Research on Teacher Training Models with Special Reference to Bilingual Education Teachers. Teacher training is examined from two viewpoints: (1) how bilingual teacher education has evolved over the years; and (2) what all teachers, especially bilingual and English-as-a-Second-Language teachers, should know and be able to do when working with language minority, culturally different students. The first part of the paper describes the state of the art in bilingual teacher education from a historical perspective, including linguistic, cognitive, cultural, and social dimensions. The second part describes the needed teaching competencies based on a redefinition of the student population. More than 60 specific attitude, knowledge, and skill competencies are identified for two categories: cultural/linguistic incorporation and community participation. Skills related to curriculum, methodology, classroom management, and assessment are also presented. Contains 55 references. [More] Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Higher Education
(1980). Adlai E. Stevenson High School Comprehensive Bilingual Education Program, ESEA Title VII. Final Evaluation Report, 1979-1980. This report evaluates the last year of the Comprehensive Bilingual Education Program, supported by Title VII funding and carried out at Adlai E. Stevenson High School in the Bronx, New York. The program served approximately 300 Spanish dominant students and focused on the development of Spanish and English language and reading skills, math, science, and social studies. Described in this report are instructional components of the program, as well as administrative, funding, and noninstructional components including curriculum development, supportive and guidance services, attrition prevention, staff development, and parent involvement. Also discussed are student attendance and admission to college. Achievement data are reported in table form. The limited successes of the program are attributed to the complex economic and social problems of the inner city community in which the school is located. [More] Descriptors: Achievement Gains, Bilingual Education, English (Second Language), Guidance
(1980). Project ABLE: Achievement Through Bilingual Education. ESEA Title VII. Theodore Roosevelt High School. Final Evaluation Report, 1979-80. This is the evaluation of the fifth year of a bilingual education project carried out at Theodore Roosevelt High School, Bronx, New York. The program provided instructional and counseling services to three hundred Spanish dominant and thirty Italian dominant students, toward the goal of mainstreaming them into the regular instructional program. This report describes various aspects of the bilingual program, including the instructional process (native language and English), curriculum development, supportive services, staff development and parent/community involvement. Detailed data on student achievement in English and native language arts, mathematics, social studies, and science are also provided. The program is concluded to have been a success in both its instructional and noninstructional goals. [More] Descriptors: Achievement Gains, Bilingual Education, Curriculum Development, English (Second Language)
(1967). BILINGUAL EDUCATION FOR MEXICAN-AMERICAN CHILDREN, A REPORT OF AN EXPERIMENT CONDUCTED IN THE MARYSVILLE JOINT UNIFIED SCHOOL DISTRICT. AN EXPERIMENTAL CLASS IN BICULTURAL AND BILINGUAL EDUCATION WAS CONDUCTED FOR THE CHILDREN OF MEXICAN DESCENT IN MARYSVILLE, CALIFORNIA. THE CLASS, PLANNED ON AN UNGRADED BASIS, INCLUDED 8 BOYS AND 11 GIRLS WHOSE AGES RANGED FROM 6 TO 10 YEARS AND WHOSE GRADE PLACEMENTS ORDINARILY WOULD HAVE BEEN FROM KINDERGARTEN TO GRADE 4. TWELVE OF THE 19 SPOKE BOTH SPANISH AND ENGLISH, AND 6 PUPILS SPOKE AND UNDERSTOOD ONLY SPANISH. THE CURRICULUM WAS DESIGNED SO THAT THE CONTENT AREAS IN ARITHMETIC, HISTORY, GEOGRAPHY, AND SCIENCE WERE ADAPTED IN SPANISH TO PROMOTE THE ACQUISITION OF THE NECESSARY CONCEPTS, AS THE PUPILS USED THEIR NATIVE LANGUAGE TO MEDIATE LEARNING. THOUGH THE PARENTS, TEACHERS, AND PUPILS SEEM VERY POSITIVE IN THEIR ATTITUDES TOWARD A BILINGUAL PROGRAM OF INSTRUCTION AND MANY PUPILS DID EXPERIENCE SUCCESS, CONCLUSIVE EVIDENCE OF THE EFFECTIVENESS OF BILINGUAL CLASSES IS NOT AVAILABLE BECAUSE A CONTROL GROUP WAS NOT UTILIZED. [More] Descriptors: Bilingual Students, Bilingualism, Children, Classes (Groups of Students)
(1971). Lubbock Bilingual [Elementary] Education Program. Evaluation Report, 1971. The evaluation of the 1970-71 bilingual education program in northern Lubbock, Texas, is provided in this paper. The main purpose of the program was to plan, develop, operate, evaluate, and, if necessary, modify a bilingual program which could be operated in self-contained classrooms. The 4 major components of the program, which included 5 kindergarten and 5 1st-grade sections located at 5 elementary schools, were instruction, staff development, materials development, and community involvement. In evaluating the program, a random sample selected from students from the total program was used. English language activities, the language used by the children in unsupervised situations, and the Test of Basic Experiences administered in both English and Spanish were used to measure language growth. The measures employed indicated that the program's objectives, based upon achievement of educational objectives rather than upon comparison of rate of gain, were being approached. [More] Descriptors: Bilingual Education, Community Involvement, Curriculum Development, Elementary Education
(1982). A Selected Bibliography of Bilingual Special Education. This is a bibliography of research on bilingual/special education for children in preschool through high school. Most of the references are journal articles written within the last five years or documents available from the Educational Resources Information Center (ERIC). Cited are works on cognitive development, language development, intelligence and intelligence testing, learning problems, educational needs, psychological characteristics, and cultural and social backgrounds of children from minority ethnic groups. [More] Descriptors: Bilingual Education, Cognitive Development, Cultural Influences, Elementary Secondary Education
(1998). Talent and Diversity: The Emerging World of Limited English Proficient Students in Gifted Education. This document focuses on some of the key issues that surround any substantive discussion of Limited-English-Proficient (LEP) children and gifted education. The goals, rationale, and criticisms of gifted education are discussed, and answers to how high-ability LEP students might better be served in these programs are sought. The discussion examines expanding views of ability and talent and the issue of identification of high-potential LEP students and looks at specific levers for change that school staff need to consider and enact before gifted education can truly serve English language learners. An illustration is provided of how one school system worked to include and nurture its English language learners in its gifted programs. Rosa Perez describes how San Diego City Schools dramatically increased the numbers of LEP Students in gifted programs through a reform of its entire gifted program. Robert J. Sternberg argues that schooling practices must change to reflect the new value that should be placed on high ability students and insists that American educators move beyond the highly politicized context of both gifted and bilingual education to achieve a new and productive means to identify and develop talent in LEP learners. The document concludes with a brief action plan for school personnel in both bilingual and gifted education. [More] Descriptors: Ability Identification, Bilingual Education, Change Agents, Educational Change
(1998). Overview of Education in Texas. Measuring Up: The State of Texas Education. A Special Report of the Texas Kids Count Project. This is the first in a series of reports about public education in Texas. This introductory report summarizes many of the challenges faced by students in Texas, as well as challenges faced by the schools they attend. It focuses on low income and disadvantaged children and describes some of the major education-reform efforts currently being discussed. The report opens with a profile of Texas school children and a discussion of some of the challenges faced by these children. It explores environmental and social factors, family literacy, early childhood education, learning standards and student assessment, student achievement, social promotion, dropouts, children with special challenges, bilingual education, special education, school finance, school crowding, professional development, technology in schools, school facilities, parental and family involvement with schools, violence in schools, school-community partnerships, charter schools, contracting, school-choice magnet schools, school-based services for children and their families, and vouchers. The report concludes that almost half of all students in Texas are considered economically disadvantaged, with many of them lacking English proficiency or suffering from disabilities and barriers to learning. Each issue raised in the report serves as a brief introduction to each of the topics to be discussed in more detail in upcoming reports. [More] Descriptors: Educational Assessment, Educational Change, Educational Environment, Educational Needs
(1990). Bilingual Education and Academic/Career Outreach for Newcomers (Project BEACON). 1989-90 Final Evaluation Report. Project Bilingual Education and Academic/Career Outreach for Newcomers (BEACON) was evaluated at the completion of its final year (1989-90) of funding under Title VII of the Elementary and Secondary Education Act. Offering services to limited-English-proficient (LEP) students who were speakers of Chinese, Spanish, and Korean. During the 1989-90 year, 1,087 students received instruction in English as a Second Language (ESL), Native Language Arts (NLA), bilingual content areas, and career subjects. The project also developed instructional materials and offered staff development and parental involvement activities. Project BEACON was implemented at John Bowne, Newton, Francis Lewis, and Forest Hills High Schools (Queens). It met the following objectives: (1) ESL, (2) NLA, (3) content area subjects, (4) career education, (5) dropout prevention, (6) curriculum development, and (7) parental involvement. Statistical data are presented in one table. [More] Descriptors: Academic Achievement, Asian Americans, Bilingual Education, Career Education
(1983). A Descriptive Study of the Classroom Instruction Component of the ESEA Title VII Bilingual Education Program. Selected Case Histories. Twenty-two case histories of bilingual education programs funded under Title VII of the Elementary and Secondary Education Act are presented as a companion volume to the technical report of the same study. The case histories were developed from site visits and surveys of administrators, teachers, and parents involved in the program. The program descriptions focus on these program aspects: instructional approach, parent and community involvement, adaptation to local contexts, innovation, materials development, program structure, coordination of special programs, and state education agency involvement. The programs were chosen from the 60 sites visited because of their applicability to the major objectives of the study, potential reference to several topics in the technical report, and intrinsic interest. Spanish, Indian, and Asian language programs are included. Special topics covered included language revitalization, refugees and immigrants, program change over time, home versus school language usage and support, cable television use for instruction, urban program institutionalization, a language assessment center, staffing, and a multilanguage program. [More] Descriptors: American Indian Languages, American Indians, Asian Americans, Bilingual Education Programs
(1986). Guidelines for Language Usage in Bilingual Education and English as a Second Language Programs. Pre-K–12th. Revised guidelines for the administration of Texas bilingual education and English as a second language (ESL) programs for limited-English-proficient (LEP) public school students deal with two issues: (1) the amount of instructional time to be provided in the student's primary language and in English, and (2) the relationship between instruction through the primary language and the required essential program elements. The guidelines begin with a statement of purpose and authority and a brief description of program content and rationale. Subsequent sections outline: procedures for identification, assessment, and placement of LEP students; instructional design for mastery of essential elements or competencies, for LEP, bilingual, and ESL students and for progression through the elements; initial bilingual program placement in six categories; initial ESL placement in five categories for elementary and secondary grades; and grading, promotion, and the essential elements. A glossary and reference list are appended. Descriptors: Administrator Guides, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1973). Mexican-American Bibliography. Bilingual Bicultural Education. Three hundred and six books and articles published between 1919 and 1973 are listed in this bibliography covering Mexican Americans and bilingual bicultural education. It is divided into 3 major sections: (1) social sciences, (2) education, and (3) bibliographies. The works deal with history, sociology, anthropology, economics, linguistics, political science, law, mental health, educational psychology, methodology, teaching English as a second language, and modern language teaching. Each section is arranged alphabetically according to the author or institution. [More] Descriptors: Bibliographies, Biculturalism, Bilingual Education, Cultural Background
(1977). Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program. Vol. II: Project Descriptions. This volume presents descriptions of the thirty-seven sites and Title VII projects included in the study designed to determine the impact of bilingual education on students in the cognitive and affective domains in a nationally representative sample of Spanish/English bilingual projects funded through Title VII of the Elementary and Secondary Education Act. The information contained in the descriptions of each project was obtained by the American Institutes of Research (AIR) project staff who visited each site. Data were provided through direct classroom observation, teacher questionnaire responses, and individual interviews with teaching, school and project personnel. Projects and sites are coded rather than identified by name, and a chart is provided to aid the reader in locating projects categorized as to geographical region of the United States, rural or urban setting, the nature of the Hispanic student population served, and the average additional non-district per pupil cost associated with Title VII project students. [More] Descriptors: Achievement, Achievement Tests, Affective Behavior, Bilingual Education