This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jesus Cortez, Wilson McLeod, Herbert Teitelbaum, Carlos V. Perez, Dennis Terdy, Maria Elena Pynn, Muriel Saville-Troike, Irene Fernandez, JoAnn Crandall, and Nancy Modiano.
(1980). Issues in Bilingual/Bicultural Special Education Personnel Preparation: Workshop Report. The report documents a task oriented workshop on the training of personnel in bilingual/bicultural special education. Chapter 1 contains workshop presentations with the following titles and authors: "Introduction and Biographical Information"; "Some Considerations in Second Language Learning" (T. Z. Park); "Improving Services to Hispanic Hearing Impaired Students" (A. Lerman); "Bilinguality and Its Implications in Language Assessment" (R. Weffer); "Interdivisional Coordination in Bilingual Special Education: A Promising Practice" (P. Landurand); and "Parent–School Communication: A Two-way Approach" (M. Wilson-Portuondo). Chapter 2 outlines those competencies expected of personnel in the field of bilingual/bicultural special education. Chapter 3 presents concerns which workshop participants associated with the creation of a "network" of resources, materials, and professional contacts. Suggestions for the resolution of these concerns are also given. Chapter 4 includes descriptions of the 22 bilingual/bicultural special education training projects presently operating under federal funding. The appendixes list names and addresses of workshop attendees, as well as useful statistical data. Descriptors: Bilingual Education, Competency Based Teacher Education, Disabilities, Higher Education
(1977). Bilingual Education: The Legal Mandate, Harvard Educational Review. Traces recent developments in the Supreme Court's view of the responsibilities of school districts to offer educational programs for linguistic-minority students. Also outlines various conceptions of appropriate instruction for these students ranging from English as a Second Language (ESL) to bilingual-bicultural programs. [More] Descriptors: Bilingual Education, Court Role, Educational Needs, Equal Education
(1970). The Way Beyond Bilingual Education, Civil Rights Digest. Descriptors: Ability Grouping, Activism, Biculturalism, Bilingual Education
(1980). Descriptive Bibliography of Bilingual Tests for the Secondary Level. One-half-page resumes of a variety of tests applicable to secondary level bilingual education have been compiled here. The following areas are covered, with the number of tests in each area in parentheses: multiple skills (5), writing (2), listening and speaking (5), grammar (4), reading (2), aptitude (3), occupational interest (4), general ability/intelligence (6), self-concept (1), achievement (6), attitudes (1), and personality (1). Each test description provides information on grade range, group and individual administration, time allotment, language of test, and institutional source of test. Abstracts of 50 to 100 words describe each test. Most of the tests described are in general use in American secondary education. Descriptors: Achievement Tests, Aptitude Tests, Bilingual Education, Grammar
(2006). Autochthonous Minority Languages in Public-Sector Primary Education: Bilingual Policies and Politics in Brittany and Scotland, Linguistics and Education: An International Research Journal. This paper examines the relationship between policy and politics in relation to the development of public-sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were finally launched in the 1980s and have now became significantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of "bottom-up" dynamics as a source of innovative energy. [More] Descriptors: Foreign Countries, Politics, Uncommonly Taught Languages, Language Minorities
(1979). Language in the Process of Cultural Assimilation and Structural Incorporation of Linguistic Minorities. Semilingualism is discussed as a sociolinguistic concept and is viewed as a mediating variable when the society reproduces the class structure and vocational structure of suppressed minorities. A Finnish group of immigrant children in Sweden is the minority considered. It was found that the longer the Finnish children were educated in Finnish, the better their academic achievement in courses taught in Swedish. It was also found that children given no instruction in their mother tongue gradually lost competence in Finnish, without gaining full native-level competence in Swedish. This produced a subtractive bilingualism or semibilingualism, which hampered students' academic achievement. It is hypothesized that depriving students who come from a socially subordinated culture of instruction in their native language before the age of 10 may interfere with their cognitive development. The findings strongly support the case for extended bilingual education, and are relevant to those concerned with equality of educational opportunity for minority language children. Descriptors: Academic Achievement, Acculturation, Bilingual Education, Bilingualism
(1989). Bilingual Education Paraprofessional Training Program. The Paraprofessional Training Project at California State University, Chico, is operated through a consortium of the University, Colusa County Schools, and Butte Community College. The 3-year program provides trainee paraprofessional teaching staff to work with the predominantly Spanish-speaking, limited-English-proficient school population of the school district while the trainees are improving instructional skills and gaining university credit applicable toward a later degree. It includes formal classroom and related field experiences for the trainees. Program improvements recommended include offering more courses in convenient off-campus locations and cooperative efforts to develop creative and flexible work scheduling. [More] Descriptors: Bilingual Education, College Credits, Community Colleges, Consortia
(1985). A Handbook on California Education for Language Minority Parents. Chinese/English Edition. This handbook is designed to help Chinese parents of school age children in California understand the operation of the California public schools. Printed in Chinese and English, it is presented in a question and answer format. Included in the handbook is information on student enrollment from kindergarten through grade 12, public school programs and curriculum, graduation requirements, bilingual education, parental involvement, transportation, year-round education, child development, etc. Information is also provided on a variety of programs such as alternative education, vocational education, continuation education, work experience education, and adult education, which may be helpful not only for limited English proficient (LEP) students but also for parents who seek further educational opportunities in California. [More] Descriptors: Bilingual Education Programs, Chinese Americans, Curriculum, Elementary Secondary Education
(1986). Chi-nam Giao-duc danh cho Phu-huynh Hoc-sinh = A Handbook on California Education for Language Minority Parents. Vietnamese/English Edition. This handbook is designed to help Vietnamese parents of school age children in California understand the operation of the schools. Printed in Vietnamese and English, it is designed in a question and answer format. Included in the handbook is information on student enrollment from kindergarten through grade twelve, public school programs and curriculum, graduation requirements, bilingual education, parental involvement, transportation, year-round education, child development, etc. Information is also provided on a variety of programs such as alternative education, vocational education, continuation education, work experience education, and adult education, which may be helpful not only for limited Engllish proficient (LEP) students but also for parents who seek further educational opportunities in California. [More] Descriptors: Asian Americans, Bilingual Education Programs, Curriculum, Elementary Secondary Education
(1987). Integrating Language and Content Instruction for Language Minority Students. Teacher Resource Guide Series, Number 4. The guide is designed to introduce teachers and administrators to approaches for combining language and content instruction in English as a second language, bilingual education, foreign language education, mainstream classes, and content area instruction, and to provide suggestions and resources for implementing the approaches. It describes an activity carried out in a class of limited-English-speakers, examines what is accomplished the activity, discusses the principles underlying the integration of language and content area instruction, and outlines three approaches: developing a single lesson, developing a unit in one academic area, and developing a content-based or sheltered English curriculum. Aspects of program acceptance and administration are discussed, potential problem areas are noted, and three sample lesson outlines are appended. A list of references is also supplied. [More] Descriptors: Bilingual Education, Elementary Secondary Education, Higher Education, Interdisciplinary Approach
(1978). Bilingual Education: Research in Mexico, International Review of Education. This report concerns public bilingual elementary schools for rural Indian (non-Spanish-speaking) children in Mexico. Materials production efforts as well as completed and projected research projects are described. [More] Descriptors: American Indian Languages, American Indians, Bilingual Education, Dialect Studies
(1971). Bilingual Education – A Second Look, TESOL Newsletter. Paper presented at the TESOL Convention, New Orleans, Louisiana, March 1971. Descriptors: American Indians, Bilingual Education, Bilingualism, Curriculum Design
(1971). Auxiliary Personnel in Bilingual Education. This presentation assists educators, parents, and community leaders in determining how auxiliary personnel may best be utilized in public schools. It is suggested that the introduction of auxiliary personnel into a school system may provide more individualized education for children and youth, make possible a more flexible structure in the classroom, make the job of teachers more manageable and productive, serve to link school and community more closely, and induce a reassessment of all educational roles. The article explores what is needed to realize this potential to the fullest, giving particular consideration to planning, selection criteria, possible functions of auxiliaries, training for the auxiliaries and teachers with whom they work, career ladders, and certification. Historical background information was prepared from "Guidelines for Career Development of Auxiliary Personnel" provided by the Division of Teacher Education and Certification of the New York State Education Department. Information relative to the bilingual teacher in school and community relations was prepared with substantial contributions from the Office of Bilingual and School Community Relations of the New York City Board of Education. [More] Descriptors: Ancillary Services, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers
(1973). Parental Involvement in Bilingual Education. The author states that hundreds of schools throughout the country are discovering that a positive factor for academic achievement is parental involvement. Schools are finding out that parents "do care" and that, given the opportunity, they can influence and further enchance the educational opportunities of their children. Some question facing the schools are, "How do we begin to draw parents closer to the schools?,""What types of programs can we use with parents?," and "What are some of the new roles concerning education that parents can play?" The author tries to answer some of these questions by referring to the parental involvement component of the bilingual program at the Education Service Center, Region XIII, Austin, Texas. [More] Descriptors: Bilingual Education, Educational Programs, Parent Attitudes, Parent Child Relationship
(1978). A Guide to Culture in the Classroom. The relationship of language, culture, and education in the bilingual classroom is explored in this document. Among the topics that are addressed are: the nature and scope of culture; sociocultural influences on learning and teaching; cultural identity; and culture traits and generalizations. Inservice and pre-service training procedures for developing cultural competencies in bilingual educators are recommended. A list of questions that can be asked by teachers in bilingual education programs is provided. These questions address various aspects of culture such as family, religion, interpersonal relationships, food, etc. In addition to the questions, basic data collection skills that are needed to get answers to the different questions are discussed. Ways that cultural information can be applied to classroom practice, curriculum development and evaluation are suggested. Also included are a list of competencies that are important for the cultural component of bilingual programs, as well as a bibliography on the topic of bilingualism and biculturalism in education. Descriptors: Bilingual Education, Bilingualism, Cultural Awareness, Cultural Context