Bibliography: Bilingual Education (page 225 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Grace Ibanez de Friedman, A. R. Ramirez, David L. Adcock, Tomi D. Berney, Washington Trinity Coll., Sacramento. California State Commission for Teacher Preparation and Licensing, Ramona N. Suetopka-Duerre, Ray Fenton, Paul G. Liberty, and Stephen Cahir.

Brisk, Maria E. (1977). The Role of the Bilingual Community in Mandated Bilingual Education. CAL-ERIC/CLL Series on Languages and Linguistics, No. 49. It is the purpose of the present report to alert community organizers, school officials, and scholars to their mutual interest in securing community involvement in the planning and execution of bilingual programs. Strategies are proposed for bilingual communities to follow when confronted with mandated bilingual education. The proposed process is not a theoretical model based on studies in community organization, but rather a summary of successful strategies. The report focuses on the structure of the community and other interested parties, on the type of community organization required for effective action, and on the role of the community in setting goals for implementing and monitoring bilingual programs. Specific aspects of the planning of a bilingual program are discussed such as needs assessment including a survey of school children, the setting of goals, and technical issues such as language type to be used, materials, accurate assessment of language proficiency, and teaching personnel. Descriptors: Bilingual Education, Bilingualism, Community Involvement, Community Role

Cahir, Stephen; And Others (1975). A Selected Bibliography on Mexican American and Native American Bilingual Education in the Southwest (With ERIC Abstracts). CAL. ERIC/CLL Series on Languages and Linguistics, No. 6. This bibliography provides access to the latest research findings or developments in bilingual education which relate specifically to Mexican Americans and/or American Indians in the Southwest. The information contained in the 263 entries is analyzed within similar limits as to its sociolinguistic significance. Compiled from abstracts which appeared in the January 1971 thru June 1974 issues of "Research in Education" (RIE), the bibliography consists of three sections: (1) an analysis of individual entries in terms of their sociolinguistic significance; (2) the ERIC abstracts in numerical order; and (3) a subject index. Topics emphasized are biculturalism, bilingualism, content analysis, English as a second language, program evaluation, and Spanish. Entries cover a wide variety of educational materials such as research reports, program descriptions and evaluations, and resource materials. Ordering information is appended.   [More]  Descriptors: American Indians, Annotated Bibliographies, Biculturalism, Bilingual Education

Suetopka-Duerre, Ramona N. (1982). A Case Study of Implementing Alaska's Bilingual Education Policy. The implementation of Alaska's bilingual-bicultural education policy in the Lower Kuskokwim School District, which serves a predominantly Eskimo population, was investigated. The research objectives were to describe policy implementation, analyze problems with implementation, and explain why the local programs diverged from the intent of state policy. Participants' views of the implementation process were determined through interviews, observation, and document analysis. The interviews were conducted among school administrators, bilingual teachers, school personnel, school board members, high school students, and parents. Based on examination of 10 local programs, state policy appears to have fostered 3 basic approaches to bilingual program development: transitional enrichment, enrichment maintenance, and enrichment restoration. Each approach suffers from four major implementation problems: vague goals, lack of state personnel to monitor enforcement, inadequately trained personnel, and lack of guidelines for evaluating program outcomes. Broad policy guidelines such as those of Alaska provide flexibility for local implementers to develop programs according to local needs. Thus, variations among local programs occur which may be inconsistent with federal policy goals. Alaska bilingual education regulations and a bibliography are appended.   [More]  Descriptors: Alaska Natives, Bilingual Education, Bilingual Education Programs, Case Studies

Fenton, Ray (1991). Integrating Intercultural Education: The Anchorage Alaska Experience. The desire for students to understand and respect each other is a primary motivation for the effort to integrate multicultural education into all aspects of the Anchorage School District (Alaska) curriculum. The Anchorage curriculum emphasizes the cultural heritage of Alaska Natives, other resident ethnic groups and Pacific Rim cultures. In recent years, this emphasis broadened to include a more international focus. At the elementary grades, the intercultural curriculum is for the most part integrated into the social studies and language arts programs. In the secondary grades, the program emphasizes particular courses and programs. The Bilingual and Multicultural Education Programs also involve students through a variety of programs and activities. The University of Alaska and Alaska Pacific University offer district-sponsored credit courses in bilingual education, intercultural education, and Native education for interested teachers. Result of a needs assessment of minority secondary students (n=246) show that prejudice, racism, and intercultural communication are not major concerns. Academic achievement, planning for future college and career, and developing personal relations predominate. The survey supports maintaining the effort to integrate cultural information into the existing curriculum rather than attempting to introduce cultural education as a separate entity. The integration of intercultural issues, materials, and instructional methods is an ongoing process that has support from the community, school board, and school district administration.  Descriptors: Alaska Natives, American Indian Education, Bilingual Education, Cultural Activities

Basa, Eniko Molnar; Nagy, Karoly (1979). AHEA Statements on Foreign Language Education. Position statements and materials of the American Hungarian Educators' Association (AHEA) are presented. Contents are as follows: (1) statement to the President's Commission on Foreign Languages and International Studies: On the need to consider ethnic-oriented bilingual and multicultural education as a viable means of reaching greater language competency and international awareness (presented by Eniko Molnar Basa); (2) AHEA position on bilingual education; (3) AHEA position on multicultural education; (4) letter to the Commission from Judith Magyar, Secretary and Publication Editor of the American-Hungarian Folklore Centrum; (5) AHEA recommendations and comments to the President's Commission on Foreign Language and Area Studies; (6) Ethnic schools in the United States, A Case Study: Hungarian Schools; and (7) Bibliography: Materials on Bilingual and Bicultural Education. A bilingual person has command not only of the language but also of the cultural context of the two backgrounds. Thus the need to support the ethnic language and its speakers becomes a need to support multilingual skills. Multiculturalism is concerned with total cultural orientation rather than only language. International education is designed to transmit both language and cultural identity. Descriptors: Area Studies, Bibliographies, Biculturalism, Bilingual Education

Trinity Coll., Washington, DC. (1972). The Bilingual – Bicultural Education Program of the Institute of American Studies, Trinity College. The Bilingual-Bicultural Education Program of the Institute of American Studies attempts to develop the sensitivity and skill needed to teach and work in cross-cultural settings. The course of study includes both the modern curricula and methodology involved in the teaching of language and the social and cultural forces inherent in language. Instruction is offered for undergraduate and graduate credit, the latter leading to the Master of Arts in Teaching degree with a concentration in bilingual-bicultural education. A certificate in teaching English to Speakers of Other Languages and Dialects (TESOLD) is also granted. Supplementing course work are practica and field study. These provide the opportunity to apply understandings and skills by working with international students attending the American Language Academy, by bilingual teaching in the schools of the area, or by working with ethnic groups living within the District of Columbia.   [More]  Descriptors: Biculturalism, Bilingual Education, Cross Cultural Training, Cultural Background

California State Commission for Teacher Preparation and Licensing, Sacramento. (1975). Commission for Teacher Preparation and Licensing: A Report of Bilingual/ Cross-Cultural Educational Credentialing Requirements. This report, designed to provide the Commission for Teacher Preparation and Licensing with documentation concerning the need for credentialing in bilingual/ cross-cultural education, is based on the examination of the performance of minority populations in California having a cultural and linguistic background different than that of the dominant majority. The historical background of the investigation is provided, along with an overview and definitions of bilingual/ cross-cultural education. Educational outcomes providing indices of schools' success in educating minority students include school holding power, reading skills, grade repetition, overageness, and participation in extracurricular activities. A major factor in under-achievement is the lack of teachers drawn from the same minority and/or cultural groups as the students, along with a shortage of minority personnel being prepared to teach. Charts provide statistics on all outcomes. The report recommends that the Commission announce the need for credentialing and identify the standards for credentialing, and that the Bilingual/Cross-Cultural Education Committee identify the types of credentials required, investigate the possibility of creating "career ladder" opportunities to make qualified personnel available immediately, and investigate the requirements for re-training existing certificated personnel in bilingual/cross-cultural education. A preliminary definition and qualifications for a specialist in bilingual/cross-cultural education are provided.   [More]  Descriptors: Academic Achievement, Achievement Tests, Asian Americans, Bilingual Education

Cantalupo, Denise (1993). Exemplary Capacity Building Program of Transitional Bilingual Education, Community School District 3. Final Evaluation Report, 1992-93. OREA Report. The Exemplary Capacity Building Program of Transitional Bilingual Education was a federally funded program serving 266 limited-English-speaking, Spanish-speaking students in two Manhattan (New York) elementary schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content areas. Some classes used a dual-language approach to classroom instruction. Other program components included multicultural education, development opportunities for program staff, and parent involvement activities. The project met one of three objectives for staff development and one of two for parent involvement. Attainment of the stated objectives for ESL, NLA, the content areas, and the third staff development could not be assessed due to lack of information. No specific recommendations were made for program improvement. The final report offers details of other specific program aspects, activities, achievements, and findings.   [More]  Descriptors: Achievement Gains, Classroom Communication, Elementary Education, English (Second Language)

Massachusetts State Dept. of Education, Quincy. (1990). The Condition of Transitional Bilingual Education Programs. Annual Report FY89. This report examines the status of Transitional Bilingual Education (TBE) programs in Massachusetts in 1989. Forty-seven of the 50 school districts operating TBE programs responded to a request for statistical data concerning the following major program areas: (1) student enrollment; (2) former TBE students; (3) TBE students who dropped out; (4) post-graduation plans; (5) years of participation; and (6) staffing and teaching preparation. The following conclusions are reported: (1) the number of Limited-English-Proficient (LEP) students enrolled in TBE programs has increased by 28.6 percent over a 2-year period; (2) the language groups enrolled in TBE that have increased most significantly are Laotian, Vietnamese, Cape Verdean, Chinese, Spanish, and Khmer; (3) the number of bilingual teachers for these language groups has increased, with the exception of Cape Verdean; (4) districts must improve teacher recruitment in those language areas where the TBE student-bilingual teacher ratio is higher than 25:1; (5) LEP student participation rates have remained stable over the past two years; (6) about 50 percent of the seniors enrolled in TBE planned to continue their education after graduation, one-fifth planned to work, and 2 percent planned to enter the military; and (7) the retention rate for students who participated in TBE over a longer period of time is dramatically higher than that for students who participated for only 1 or 2 years. Statistical data are presented in 10 tables and 9 graphs. A list of school districts providing bilingual education programs is appended. Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Enrollment Trends

Shore, Rima, Ed.; And Others (1981). Seward Park High School, Washington Irving High School, Chinese Bilingual Education Program. E.S.E.A. Title VII Final Evaluation Report, 1980-81. The Secondary Chinese Bilingual Education Program, which operates at two high school sites in New York City, is designed to develop English language skills and provide academic and vocational instruction to Chinese speakinq students of limited English proficiency. This report describes the program as it was implemented in 1980-81. The program description includes the demographic content; participant characteristics; objectives and organization; the instructional component, consisting of English as a Second Language, native language instruction, content area classes, vocational training, cultural awareness, and bilingual instruction; noninstructional and supportive services; staff development; community involvement; and program evaluation. Evaluation results indicate that participants made gains in English as a Second Language and generally did well in mathematics, science, social studies, native language arts, business education, and other vocational and language arts classes; and that program attendance rates were higher than attendance rates for the schools as a whole. Recommendations for program improvement are presented.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Chinese Americans, English (Second Language)

Adcock, David L. (1990). Bilingual Education and Alternative Programs for Limited English Proficient Students: A Policy Analysis Focusing on Four School Districts in Colorado, NABE: The Journal of the National Association for Bilingual Education. In 1980, Colorado legislators repealed the Bilingual-Bicultural Education Act and passed the English Language Proficiency Act. Interviews with legislators, policymakers, administrators, teachers, and parents suggest that this change resulted in greater focus on severely limited-English-proficient students, 2-year funding limits, more pull-out programs (rather than an integrated content approach), and need for greater district-level commitment. Descriptors: Administrator Attitudes, Bilingual Education, Educational Change, Educational Policy

National Advisory Council on Bilingual Education, Washington, DC. (1976). Second Annual Report of the National Advisory Council on Bilingual Education. The history and condition of bilingual education in the United States and federal, state, and local administration of Title VII is summarized. The National Advisory Council recommends: (1) that national awareness of bilingual/multicultural education as an asset be encouraged; (2) that Title VII be broadened to reflect the pluralistic, social, and economic diversity of the nation; (3) that increased funding be made available for bilingual/multicultural educators and counselors, materials development and dissemination, test and methods development, project monitors and research; (4) that the Advisory Council become a Presidential Council; (5) that annual regional workshops be conducted to provide technical assistance for programs; (6) that multilingual models be developed for populations in which students of one language group are not sufficient to qualify for funding a bilingual program, but there are sufficient numbers of non-English dominant children of various languages to justify a program; (7) that a statistical survey be made of the number and percentage of limited English speaking students in special education classes; and (8) that a longitudinal study of exemplary demonstration projects to assess the cognitive and affective development of LESA children be conducted. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Teacher Aides

Berney, Tomi D.; Keyes, Jose L. (1990). The Bronx Computer Literacy and Methodologies of Bilingual Education Program for Vietnamese and Cambodian High School Students: Project CLIMB. Evaluation Section Report. OREA Report. The Bronx Computer Literacy and Methodologies of Bilingual Education Program for Vietnamese and Cambodian High School Students (Project CLIMB) served 221 students of limited English proficiency (LEP) at Christopher Columbus and Walton High Schools in the Bronx (New York City). The objectives of the program were to develop the students' academic skills, assist them to improve their competency in English, and foster parents' understanding of the American educational system. The program appeared to meet the attendance objective and met one of its staff development objectives. Recommendations were made that Walton High School should: (1) provide instruction on the role of the paraprofessional in the classroom; and (2) develop an instrument to measure staff awareness of students' needs and problems, or modify this objective. In addition, the project should provide required data for OREA to measure its objectives.   [More]  Descriptors: Attendance, Bilingual Education Programs, Cambodians, English (Second Language)

Ibanez de Friedman, Grace (1976). Developing Resources for Bilingual/Bicultural Education for the Pre-School Aged Puerto Rican Child. The establishment of bilingual/bicultural programs for Puerto Rican preschool children in the United States is discussed. The rationale for and importance of bilingual education, the training of teachers, and the acquisition of materials and needs assessment are treated in some detail. An extensive outline for curriculum design is presented, and the following curriculum goals are offered: (1) the curriculum should be based on developmental concepts appropriate to pre-school children with attention to their special needs; (2) the appreciation of Puerto Rican and Hispanic culture should be fostered; and (3) insofar as the skill level of the children allows it, language skills in Spanish and English should be emphasized. A lengthy list of bilingual/bicultural resource centers and organizations is included, and several bibliographies are appended. Descriptors: Bilingual Education, Bilingual Students, Cultural Awareness, Curriculum Design

Ramirez, A. R.; Liberty, Paul G., Jr. (1973). An Evaluative Study of Instructional Strategies and Pupil Cognitive Learning in an English as a Second Language Program of a Spanish-English Bilingual Education Project. Bilingual education programs for Mexican-American preschool and elementary grade pupils almost invariably include some type of instruction in English as a second language (ESL). Usual ESL Programs for young Spanish-speaking children are found to emphasize pronunciation drill (minimal-a pair drills: pit-bit, choose-shoes). An alternative approach deemphasizes phonological drill, concentrating instead on teaching of word order of new language (syntactic structure). Results of several studies from bilingual projects in Lower Rio Grande Valley show that Experimental groups perform no better than Control (no formal ESL instruction) groups on Pronunciation, Vocabulary, and Communication scales of Michael Test of Oral English Language Production (MTOEP), but that Experimentals scored significantly (.001) higher on Structure. Hypotheses advanced are that young children may benefit only slightly by repeated drills in pronunciation and vocabulary. Primary grade children learn pronunciation by modeling.   [More]  Descriptors: Bilingual Education, English (Second Language), Mexican Americans, Preschool Education

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