This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include WI. Dept. of Educational Research and Program Assessment. Milwaukee Public Schools, Sharon Baker, Tupou L. Pulu, Hector Lazos, John D. Mulhern, Anga A. Youssef, Rodolfo Martinez, Keith Baker, NY. Dept. of Technology and Industrial Education. New York Univ., and Arlington Center for Applied Linguistics.
(1975). National Conference of EPDA Bilingual Education Project Directors: Preparation and Certification of Teachers of Bilingual-Bicultural Education (2nd, Albuquerque, New Mexico, February 13-15, 1975). This report contains the papers presented at the conference, which was held to discuss the "Guidelines for the Preparation and Certification of Teachers of Bilingual-Bicultural Education," developed at a conference sponsored by the Center for Applied Linguistics in August 1974; the discussants' responses to each paper; and the reports of the three working groups formed at the conference. The papers are: (1) "Language Proficiency and Linguistics," by George M. Blanco; (2) "Culture," by Anita Pfeiffer; (3) "Instructional Methods and Supervised Teaching," by Carmen Ana Perez; (4) "Curriculum Utilization and Adaptation: Assessment," by Albar A. Pena; (5) "School-Community Relations," by Rosa G. Inclan; and (6) "Bilingual Education: An International Perspective," by E. Glyn Lewis. The reports of the three working groups deal with: (1) implementation of the guidelines for pre-service training; (2) adaptation of the guidelines for in-service programs; and (3) evaluating teacher competencies. Appendix A provides a copy of the guidelines. Appendix B consists of the conference agenda, and Appendix C lists the participants. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Conference Reports
(1977). Bilingual Bicultural Education for the Spanish Speaking in the United States: A Preliminary Bibliography. Citing 1,019 sources particularly relevant to Spanish speaking groups and readily available in most libraries, this bibliography is divided into 3 parts: index categories, topical index with authors, and complete references listed alphabetically. Although emphasis is on the Spanish speaking groups in the United States, studies on other linguistic groups with theoretical implications for all groups are included. The index categories consist of bibliographies, bilingualism, bilingual/bicultural education, language, education, and socio-cultural perspectives. The topical index categories represent the major disciplinary and theoretical concerns of scholars in the field of bilingual education, whose nature is still highly eclectic and interdisciplinary. Published between 1929 and 1976, the materials cover such topics as language acquisition, program development, sociocultural context of education, classroom dynamics, curriculum development, legislation, measurement of language and subject matter achievement, migrant education, reading, school and community relations, history, educational development, employment, English as a second language, teacher attitudes and expectations, teacher preparation, politics, code switching, cross cultural teaching, dropouts, educational change, educational opportunities, ethnic studies, first language teaching, higher education, school organization and policy, self concept, comparative linguistics, and psycholinguistics. Descriptors: Acculturation, Bibliographies, Bilingual Education, Bilingualism
(1976). Bilingual/Bicultural Education Program; Programa De Educacion Bilingue/ Bicultural, 1975-1976. A description and evaluation of the Elementary and Secondary Education Act Title VII-funded Bilingual/Bicultural Education Program in Milwaukee, Wisconsin is provided in this report. A developmental system of bilingual education enabled kindergarten through twelfth grade pupils to learn all subject content in both English and Spanish in the context of Hispanic culture. The bilingual/bicultural teaching and supervisory staff developed curricula to implement program goals aimed at educating students to feel at home in both the English and Spanish language and the American and Hispanic cultures. When Bilingual Project participants were compared with national norms and Title I or Spanish-surnamed comparison groups, standardized test results demonstrated that the goal of grade level progress was achieved at kindergarten, lower and upper primary levels in readiness, English reading, and mathematics. Equivalent progress was not demonstrated at middle primary grades, but at the upper primary level, Bilingual Program achievement exceeded that of the Title I reading and mathematics programs. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Bilingualism
(1977). A Dean Views Bilingual Education, NABE: The Journal of the National Association for Bilingual Education. Descriptors: Administrator Attitudes, Bilingual Education, Deans, Higher Education
(1982). Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: El logro de la participacion de los padres, cuaderno III. Edicion para el estudiante. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Success with Parent Participation, Book III. Student Edition. Bilingual Education Teacher Training Packet). The student version of a learning module for teacher training in bilingual education is one of three focusing on promoting parent participation in the school system, and concentrates specifically on the role of parents as counselors and co-participants in decisionmaking. An introductory section discussing the overall objectives of the materials is followed by two units, each consisting of several readings with self-testing materials and suggested activities. The readings concern such topics as minority group involvement in education, the parent role in education, compensatory education in educational planning, parent-teacher conferences, current understanding of the advantages to students of parent involvement, parent participation in bilingual programs, federal requirements regarding participation, pressure groups, and the Chicago parent leadership training program. Lists of information sources, relevant ERIC document abstracts, and selected bibliographies are also included. [More] Descriptors: Bilingual Education, Bilingual Teachers, Decision Making, Federal Legislation
(1975). Designing and Implementing an Early Childhood Italian Bilingual-Bicultural Education Program. This paper describes the development and implementation of an Italian bilingual-bicultural program in the Early Childhood Center (Pre-Kindergarten, Kindergarten, and First Grade) of the Lawrence Public Schools, Lawrence, L.I., New York. The curriculum was designed to help children with limited or non-English dominance succeed in school at a rate commensurate with that of English-dominant children, to reduce the number of Italian-dominant children enrolled in remedial classes, to improve children's self-esteem, and to interest Italian-speaking parents in school and community involvement. A summary of the history, policies, and legal status of bilingual education traces the development of bilingual programs in the U.S. Recent literature regarding cultural pluralism and bilingual education is reviewed. A description of the development of the Italian bilingual-bicultural program includes detailed summaries of staff selection, parent involvement, community outreach, inservice training, and curriculum development. The program supplemented regular classroom activity, comprising 1/4 to 1/2 of a child's day at the Early Childhood Center. Activities were designed to foster cognitive, social, emotional, and physical development and included cooking, trips, woodworking, a listening center, blockbuilding, creative arts activities, physical education, reading readiness, and storytelling and snack time. Program evaluation included analysis of a battery of tests given to the children, attitude surveys of the community, staff and outside agency reactions to the program, and the follow-up of program children in 1st and 2nd grade is described. Appendices include outlines of program curriculum units and a bibliography. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1972). Bilingualism and Bilingual Education Programs, Periodico del Proyecto de Educacion Bilingue/Bilingual Education Project Newsletter. The bilingual is an individual who straddles and/or links, to a greater or lesser degree, two or more languages and cultures. The degree of language and cultural dominance can vary from individual to individual, and bilingual programs must take this variety into consideration. This paper considers some of the varying degrees of bilingual language/cultural dominance and discusses the need for programs which serve all members of the community. Bilingualism within a particular community must be defined before programs can be designed. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Community Characteristics
(1978). Curriculum Development for Bilingual Vocational Education: Materials Modification & Translation. (Volume 1). Prepared for bilingual vocational curriculum specialists, this volume presents eight modules to aid in curriculum development. The first module defines and explores the subject of bilingual vocational education and outlines six models (informal, supplementary, transitional, two-way, gradual, and open) of bilingual education. To illustrate the first of several major steps taken in the preparation of curriculum materials, module 3 provides a needs assessment questionnaire and guidelines. Module 3 also contains a discussion of and a chart for materials analysis. The module following deals with how modifications of learner materials can be made in seven categories (content, objectives, illustrations, activities, format, organization, and language). Module 5 reviews steps in the translation process and suggests ways of avoiding translation pitfalls, assessing translation, and determining textbook readability. Module 6 discusses making preliminary decisions about material production. Also covered in some detail are processes that go into producing printed copies. To examine the materials effectively, module 7 introduces a two-part field testing procedure: collection of information from students and teacher's classroom use of bilingual materials and information analysis for materials revision. A needs assessment questionnaire is provided. The final module contains resource references followed by a glossary. The appendixes include background information on some New York Haitian and Puerto Rican populations. Descriptors: Bilingual Education, Curriculum Development, Curriculum Guides, Educational Change
(1972). Resource Material for Bilingual Education. This handbook consists of materials written in Spanish and English and serves as a reference book to aid the bilingual classroom teacher and instructional aide at the primary level by providing material for language enrichment and supplementary learning activities. There is material to supplement each area of the curriculum; the handbook is divided into sections on patriotism, days–months–seasons, colors–letters–numbers, plants–animals, self–family–community, food–clothing, holidays–special events, classroom terms and expressions, and biographies. Poems, finger plays, stories, and songs are provided for use in aural-oral activities to supplement the areas of language, art, and music. No grade-level limitations are placed on the use of the material; it is suggested that teachers adapt the different ideas and activities which are suitable for their grade level. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teacher Aides, Classroom Techniques
(1980). Our People, Our Land. A Report of the Annual Bilingual-Multicultural Education Conference (6th, Anchorage, Alaska, February 13-15, 1980). Sponsored by the Alaska Department of Education, the Sixth Annual Bilingual-Multicultural Education Conference of 1980 was a major activity of the Department and was designed to provide training assistance to all persons involved in bilingual-bicultural education programs: administrators, teachers, students, and parents. Following the keynote address, participants had the option of registering in workshops on either a credit or non-credit basis. The workshops offered an overview of the bilingual-multicultural program, direction in curriculum and instructional materials development, and training sessions in classroom instruction for teachers. A multicultural arts program enabled participants to experience the art forms of the cultures represented. The report is illustrated with numerous photographs of participants and activities. [More] Descriptors: Administrator Role, Alaska Natives, American Indian Culture, American Indian Education
(1976). Manual for Evaluating Content of Classroom Instructional Materials for Bilingual-Multicultural Education. The manual provides some guidelines for the content evaluation and selection of curriculum materials for use in bilingual-multicultural education programs, whatever the target student population. The material is organized as follows: rationale–a brief rationale for a shift in public education policy from a monolingual-monocultural to a bilingual-multicultural model; some theoretical assumptions–a discussion of some assumptions in the areas of language, culture, motivation and critical thinking believed to be basic to the success of bilingual-multicultural education; areas for evaluation–10 topical areas within which are discussed specific criteria for evaluating materials in terms of bias and content (relevancy, authenticity, language, content and cultural, political, racial, historical, religious, sexual, and social biases); and use of biased materials–suggestions for using biased materials. Criteria for evaluation in terms of format, quality of physical preparation, relevancy to particular grade level, etc., are not dealt with here. Appended are selected portions of a study made by the National Puerto Rican Development and Training Institute, a listing of the research team and interviewees, the interview questionnaire used, a selected bibliography of 59 reference materials for use by educators and materials evaluators in the field of bilingual-multicultural education, and a selected annotated resource list of 46 organizations that have relevant information on various aspects of curriculum. Descriptors: Bibliographies, Bilingual Education, Content Analysis, Critical Thinking
(1970). Lubbock Bilingual Elementary Education Program, Title VII, Elementary and Secondary Education Act of 1965. Evaluation Report, 1970. The objective of the Lubbock Bilingual Elementary Education Program evaluation was to determine the effectiveness of a bilingual (English and Spanish) program. Contained in this report is a general review discussing (1) the awareness of the need for a bilingual program, (2) the operational smoothness, (3) the staffing with bilingual teachers and aides, (4) the program approach, whereby all formal instruction was initially taught in Spanish, and (5) the curriculum development accomplished by the staff. Student progress was evaluated through use of the Peabody Picture Vocabulary Test, the interpretation of tape-recorded interviews, a diagnostic test for sound problems, and the Goodenough "Draw-a-man" Test. The report concludes that bilingual education does show a substantial and significant advantage over ordinary education for bilingual pupils. Careful testing of the bilingual pupils in the future should show the rate at which transfer of knowledge to the second language occurs. Another suggestion is that since normal monolingual children would be, in comparison to the bilingual students, at a disadvantage, it might be appropriate to initiate programs to make the entire educational system at least bilingual. [More] Descriptors: Auditory Evaluation, Bilingual Education, Curriculum Development, Mexican Americans
(1982). Towards the Establishment of a Field-Based Doctoral Program in Bilingual/Bicultural Education: The Wayne State University Model. The doctoral level bilingual/bicultural program described here is intended especially for Arabic and Spanish bilingual education students who are involved in administrative or teaching positions in the schools. An interdisciplinary approach is used and three types of faculty are employed, a core-bilingual and a core-support faculty from the university, and outside core consultants. The program description focuses on three aspects: (1) theoretical and methodological frameworks; (2) pragmatic aspects; and (3) course content, course descriptions, and credit requirements. Bilingual/bicultural education is viewed as an integrative approach with emphasis on the native and second language components and cross cultural training. The pragmatic aspects described concern arrangements for students to continue their careers in the schools, to use their work situation as a laboratory for their research, and to sharpen their administrative, pedagogical, and research technique skills. The final part described the 100-semester hour program of required courses and dissertation policies. The program covers foundations in education, concentration on minor areas, research techniques, non-dissertation and dissertation research, nonprofessional education, non-education requirements, and the language proficiency requirement. In conclusion, the advantages of such a field-based program are discussed. Descriptors: Bilingual Education, Cross Cultural Training, Degree Requirements, Doctoral Programs
(1997). Educating Children Who Are Deaf or Hard of Hearing: Bilingual-Bicultural Education. ERIC Digest #E553. This digest presents information on bilingual-bicultural education for children who are deaf or hard of hearing. The premise of bilingual-bicultural education is that all children who are deaf or hard of hearing should develop communicative competency and that they need to be bilingual in order to function successfully in the family, school, and society. Education programs that follow the bilingual-bicultural philosophy are described as ones that work with parents/caregivers to help them realize the special linguistic, educational, and social needs of their children who are deaf and the importance of early language acquisition. Bilingual-bicultural programs are different from other programs most notably by their approach to first language acquisition. These programs are characterized by the advocating for American Sign Language (ASL) to be the first language of children who are deaf and the belief that that when signing ASL one should not attempt to speak English. Bilingual-bicultural education proponents believe children with deafness are visual learners and should not be mainstreamed into regular education programs but should be in environments that provide full communicative access to the curriculum. The digest discusses the benefits and limitations of the bilingual-bicultural options and questions parents should ask in choosing bilingual-bicultural programs. [More] Descriptors: American Sign Language, Biculturalism, Bilingual Education Programs, Bilingualism
(1982). Los padres como maestros de los ninos. Los padres como recursos para los maestros. Serie E: El logro de la participacion de los padres, cuadernos I y II. Edicion para el estudiante. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as the Children's Teachers. Parents as Resources for the Teachers. Series E: Success with Parent Participation, Books I and II. Student Edition. Bilingual Education Teacher Training Packets.). The student versions of two learning modules for teacher training in bilingual education are part of a series focusing on promoting parent participation in the school system. An introductory section discussing the overall objectives of the materials is followed by two modules, each consisting of introductory sections and two units containing several readings, exercises and activities, and a brief bibliography. Pre- and post-tests are also provided for each module. The first module addresses the role of parents as teachers of their children, and contains units on parents as teachers of the first or native language and as teachers of socialization strategies. The second module focuses on parents as resources for teachers in the schools, and contains units on parent assistance in organization, administration, and supervision of the students, and parents as models for the students. [More] Descriptors: Bilingual Education, Bilingual Teachers, Instructional Materials, Language Acquisition