This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Clem M. Hall, Evelyn Bauer, Scott Baird, Philip D. Ortego, Alan Jay Rom, Gustavo Gonzalez, Carole Berotte Joseph, Robert D. Wilson, Antonio Simoes, and Joshua A. Fishman.
(1974). The Challenge of Bilingual Education, Momentum. Authors stress the need for equal education opportunity that will allow non-English speaking children to maintain their culture and language while reaping the full benefits of this society. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teacher Aides, Bilingual Teachers
(1970). Bilingual Education in BIA Schools, TESOL Quarterly. Briefly surveys the history of bilingualism in the Bureau of Indian Affairs (BIA), including the program to promote native-tongue literacy and the Navajo Five-Year Programs, and describes present day programs such as the Rough Rock and Rock Point Schools. Descriptors: American Indians, Bilingual Education, Bilingual Schools, Government Role
(1974). Bilingual/Bicultural Education: A Need for Understanding. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6. This article discusses the varieties of bilingualism, types of bilingual programs, goals and program implementation, measurement and evaluation of bilingual/bicultural programs, teacher preparation, the impact of the ESEA Title VII Bilingual Education Act, sample programs, the question of language "standards," and studies about program outcomes. The term "bilingual" refers to persons who demonstrate abilities in two languages. Most bilinguals demonstrate mastery of one language and less than educated native speaker competence in the other language. Goals of bilingual/bicultural education vary from transition to English and rapid assimilation into the dominant culture to parallel programs in both English and the home language. A promising way to develop English literacy in children whose home language is other than English is to begin by teaching them to read and write in their home language, while acquiring skills in English. Bicultural programs stress understanding of and respect for the child's home culture and consideration of the home culture in teacher training and the program of studies. Understanding the attitudes of the non-English-speaking community and involving them in program planning are important. Reliable and valid measures of the language abilities of teachers and children in English and the home language in all skills are needed, and evidence of change in attitudes and self-concept of children should be gathered and evaluated. Progress of children in bilingual programs should be compared with children in traditional programs. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Background
(1972). Sociopolitical Implications of Bilingual Education, Educational Resources and Techniques. Descriptors: Bilingual Education, Educational Change, Educational Strategies, Political Issues
(1986). Bilingual Education and the Law, Interracial Books for Children Bulletin. Courts and federal agencies have determined the minimum obligation of a school district toward children not proficient in English is to teach English skills and at the same time to offer a transitional program for teaching the other subjects English-proficient students study. LHW) Descriptors: Bilingual Education, Bilingual Education Programs, Bilingualism, Court Litigation
(1982). Bilingual Education in the Eighties, Phi Delta Kappan. Reports the results of a survey of all 50 state departments of education and the superintendent's office in the District of Columbia concerning their bilingual programs. Predicts that the need for such programs will increase. Descriptors: Bilingual Education, Educational Needs, Elementary Secondary Education, National Surveys
(1986). Bilingual Education and Creole Languages, Interracial Books for Children Bulletin. In Haitian and Capeverdean communities it is unclear which native language will occur in bilingual programs: Portuguese and French, respectively, or Creole. To empower children, they should be taught in their first language, Creole. Awareness and respect for other cultures can follow once the learner's self-concept is stable. Descriptors: Bilingual Education, Bilingual Education Programs, Creoles, Educational Policy
(1975). The Advantages of Bilingual Education, Reading Improvement. Argues that educators must be more accountable to individual differences, especially in a society that has a multi-cultural foundation. Descriptors: Accountability, Biculturalism, Bilingual Education, Educational Philosophy
(1974). Bilingual Education and Early Childhood, Hispania. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Early Experience
(1971). Federal Aid to Bilingual Education, School Libraries. Describes some federal programs directed toward education of the many school children in the nation whose native language is not English. Descriptors: Bilingual Education, Education, Federal Aid, Non English Speaking
(1969). Bilingual Education for Navajo Students, Nat Ass Stud Personnel Admin. Paper presented at 3rd Annual TESOL Convention, Chicago, Illinois, March 5-8, 1969. Descriptors: American Indians, Bilingual Education, Cultural Background, Curriculum Development
(1971). Bilingual Education for Office Occupations, Business Education World. Purposes of this program are to improve job opportunities for Spanish-speaking students and to help transmit an understanding between the two cultures by developing heritage appreciation and by applying the best of both cultures to the world of work. Descriptors: Bilingual Education, Business Education, Mexican Americans, Office Occupations Education
(1970). Bilingual Education in Sociolinguistic Perspective. Discussed are some of the problems of bilingual programs (lack of funds, personnel, and evaluated programs). Four broad categories of bilingual programs are (1) Transitional Bilingualism, in which Spanish is used in the early grades to help pupils "adjust to school" and/or "master subject matter" until their skill in English is developed; (2) Monoliterate Bilingualism, which aims to develop both languages for aural-oral skills, but is not concerned with literacy skills in the mother tongue; (3) Partial Bilingualism, which seeks fluency and literacy in both languages, but generally restricts literacy in the mother tongue to subjects related to the ethnic group and its heritage; and (4) Full Bilingualism, which aims to develop all skills in both languages in all domains. (The author feels that a fully balanced bilingual speech community may be a theoretical impossibility.) Vitally needed are (1) a survey establishing language and varieties employed by both parents and children, by societal domain of function; (2) a rough estimate of the relative performance level in each language, by societal domain; (3) an indication of community and school staff attitudes toward the existing languages and varieties and toward their present allocation to domains; and (4) an indication of community and school staff attitudes toward changing the existing language situation. [More] Descriptors: Bilingual Education, Bilingualism, Community Attitudes, Program Evaluation
(1994). Spanish/English Bilingual Education, Clearing House. Reviews arguments for considering whether Pachuco (the borderlands vernacular which is neither United States English nor Mexican Spanish) belongs in curricular considerations. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Secondary Education
(1984). Guidance Services for Bilingual Education, Canadian Counsellor. Outlines the development of a new bilingual programming (French immersion) for Canadian schools. Documents the lack of development of adequate guidance service for these programs and presents a needs assessment for the development of guidance and counseling services. Descriptors: Bilingual Education, Counselor Role, Elementary Secondary Education, Foreign Countries