Bibliography: Bilingual Education (page 229 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Austin Dissemination and Assessment Center for Bilingual Education, Washington National Clearinghouse for Bilingual Education, Albany. Bureau of Bilingual Education. New York State Education Dept., Margaret Bruck, Adela Nadeau, Sacramento. Office of Bilingual Bicultural Education. California State Dept. of Education, Jeffrey Shultz, Anna Uhl Chamot, Sacramento. Bilingual Education Office. California State Dept. of Education, and Carole Urzua.

Chamot, Anna Uhl; Stewner-Manzanares, Gloria (1985). A Review of Current Literature on English as a Second Language. Part C Research Agenda. An annotated bibliography of 224 items drawn from the literature on instruction in English as a second language (ESL) includes citations from bibliographic databases (Educational Resources Information Center, Bilingual Education Bibliographic Abstracts, Bilingual Research On-Line, and Microcomputer Courseware Resource On-Line), professional journals, and other publications in the field. The items are listed in four categories: ESL instructional approaches, ESL curriculum organization, ESL instructional materials, and language learning theories. The items were selected according to criteria of applicability to K-12 education, current use of the approach in ESL classrooms in the United States, inclusion of the approach in ESL teacher training curricula, and relevance to current language learning theory. The citations contain information about the title, author, source, publication date, publication type, length, target grade levels, approach, theory, item content, student characteristics addressed, teacher requirement for use, skill or concept addressed, and proficiency level targeted.   [More]  Descriptors: Annotated Bibliographies, Classroom Techniques, Course Organization, Curriculum Design

California State Dept. of Education, Sacramento. Bilingual Education Office. (1991). Tusi Fa'aali mai Kalefonia Mo Matua ma Tupulaga o Samoa = A Handbook on California Education for Language Minority Parents. Samoan/English Edition. This handbook is designed to assist Samoan-speaking parents of students residing in California. It is intended to clarify the operation of schools so parents can better support their children's education. The handbook provides basic information on the educational system and policies in question-and-answer format, addressing topics such as: enrollment; attendance; transportation; curriculum design and requirements; grades; promotions; testing; bilingual education and program design; additional programs and services such as advanced placement, alternative education, continuing, vocational, and adult education, child development, summer school, gifted and talented, and work permits; parent involvement in the schools; and the structure of the public school system. The handbook contains two complete versions, one in Samoan and one in English.   [More]  Descriptors: Administrative Organization, Administrative Policy, Admission Criteria, Adult Education

New York State Education Dept., Albany. Bureau of Bilingual Education. (1982). An Annotated Bibliography of Materials on the Puerto Rican and Mexican Cultures. Intended as a resource guide for school personnel working with bilingual students and/or students for whom English is a second language, the annotated bibliography cites approximately 301 materials on the Puerto Rican and Mexican cultures. Divided into 3 major categories, the bibliography cites 30 books on the history and culture of the people in Mexico; 61 posters, heritage units, student and teacher texts, and literature on the Mexican American people in the United States; and 210 materials, books, and student and teacher texts on Puerto Rico and Puerto Ricans in the United States. The bibliography begins with an alphabetized list of the materials which are annotated. Annotations include: title, author, publisher, suggested grade level (K through adult), and a description of the item. Code numbers referring to the identification system used by the Bureau of Bilingual Education in its resource library are provided for each annotation. A list of names and addresses of 472 publishers is appended.   [More]  Descriptors: Adult Education, Annotated Bibliographies, Bilingual Instructional Materials, Childrens Literature

California State Dept. of Education, Sacramento. Bilingual Education Office. (1987). Handbook for Teaching Japanese-Speaking Students. A handbook for teachers, administrators, and bilingual education specialists who deal with limited-English-proficient, Japanese-speaking students is designed to assist this language minority to get the best educational opportunities. Chapters discuss the background of Japanese-speaking people in California, historical and sociocultural factors related to the Japanese language, Japanese linguistic characteristics, and recommended instructional and curricular strategies for Japanese and English language development. A bibliography is included. Appended materials include a list of districts ranked by enrollment of limited-English-speaking Japanese-speaking students; a list of educational resources; an outline of the course of Japanese language study used in Japan; and a guide to Japanese holidays, ceremonies, and festivals.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Comparative Analysis, Cultural Traits

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). Guide to Title VII ESEA Bilingual Bicultural Programs, 1977-1978. In this booklet, five tables developed by the United States Department of Bilingual Education illustrate how Title VII funds were spent in 1977-1978 in the United States and its territories. Table I lists all funded projects, pupil participation and grade level, languages served, and the amount of each grant. Table II gives all information pertinent to programs funded under Subpart E (fellowships for preparation of teachers in training). Table III lists the name, location, director, and grant information of three types of materials development centers funded under Subpart C. Table IV details the technical assistance grants awarded to State educational agencies under Subpart F. Table V contains information on programs funded under Subpart D (training programs for other than teacher trainers). Descriptors: Administrative Organization, Bilingual Education, Directories, Elementary Secondary Education

National Clearinghouse for Bilingual Education, Washington, DC. (1997). High Stakes Assessment: A Research Agenda for English Language Learners. Symposium Summary. NCBE Report. High stakes assessment involves testing students for purposes such as grade level retention or advancement, high school graduation, selection for special programs or services, or for other "high stakes" consequences. Issues surrounding the high stakes assessment of English language learners (ELLs) were the focus of an August 1997 invitational symposium sponsored by the Office of Bilingual Education and Minority Languages Affairs (Department of Education), whose proceedings are summarized here. The report addresses three central questions, describes the symposium discussion on each, and presents research recommendations arising from the discussion. The questions include: at what point does testing a child in a second language yield meaningful results?; What accommodations are appropriate for testing ELLs?; and What is the role native language assessment plays in high stakes testing? A list of participants is appended.   [More]  Descriptors: Conferences, Decision Making, Elementary Secondary Education, English (Second Language)

Bruck, Margaret; Shultz, Jeffrey (1977). An Ethnographic Analysis of the Language Use Patterns of Bilingually Schooled Children. Working Papers on Bilingualism, No. 13. Language use patterns of two grade one children in a Spanish-English half-day pull-out transitional bilingual program were examined. Videotape data were collected three times throughout the school year in both the bilingual and regular English classrooms. Over the year there were two teachers in the bilingual class: one English dominant, the second Spanish dominant. Analyses focused on the amount of language used in different settings and the conditions under which each language was used for teacher-child and child-child interactions. The data were analyzed to examine the effects that time and teacher language dominance had on these patterns. Results of the study indicate that the use of English increases throughout the year, and that teacher's language dominance has a pervasive effect on language use patterns. The contribution of this study to bilingual education, sociolinguistics and evaluation methodology is discussed. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism

Urzua, Carole (1977). Doing Things with Language: Informing. This is the first kit in an innovative series of activities intended primarily for use in a bilingual education setting. It is designed to encourage children to use oral language in natural, spontaneous ways. The kit includes an explanatory booklet describing the aims or functions of language, the modes through which the aims of discourse are achieved, some observations on a new perspective on language and an introduction to the "informing" activities. The 44 learning activities are printed on colored cards coded according to the mode of presentation, that is, informing by description, by narration, by classification and by evaluation. The activity cards describe the materials the children need to carry out the activity, special instructions and pointers for the teacher, and supplemental activities. All information is presented in English. It is noted that the activities could be conducted in any language since the goal is always the same: expanding spoken language through experience. Descriptors: Activity Units, Bilingual Education, Communication Skills, Communicative Competence (Languages)

Nadeau, Adela; And Others (1975). The Nestor School Bilingual-Bicultural Education Model: Native Language Strand, Second Language Strand, Concept Development Strand, and Cultural Awareness Strand. This study describes the kindergarten to level 3 curriculum of a bilingual-bicultural education program at Nestor Elementary School in Imperial Beach, California, under E.S.E.A. Title VII. It discusses the specific program environment and classroom organization used to implement the curriculum. The curriculum is divided into four main strands: native language, second language, concept development, and cultural awareness. The two investigators were teachers working as a team integrating the four strands at each grade level (kindergarten to three) during the period 1969 to 1975. The program has among its major aims the development of coordinate bilingualism not only for the Spanish-speaking Mexican-American student but for his native English-speaking peer as well. The major conclusions reached in this study are: (1) a strong commitment to a maintenance philosophy of bilingual education approached in a team-teaching manner has created the environment for the Spanish language that allows coordinate bilingualism to develop; (2) the two separate language environments and models have encouraged students to use the languages independently of each other, thus producing a higher degree of bilingualism; (3) strong native language development has been shown to be the key to second language acquisition; and (4) Anglo students have become progressively more bilingual.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1975). Planning the Program with the Home Tutor. This guide is intended as a basic resource for preschool Spanish/English bilingual home training. It presents an overview of the bilingual project of which it is an outgrowth, and offers guidelines for setting up similar programs. The guidelines cover such topics as: (1) tutor selection, training, and evaluation; (2) recommended materials for preservice and inservice training (consisting of an extensive list of U.S. Government Reports, bilingual education resource guides, and films); (3) suggested distributors of educational materials in Spanish; and (4) evaluation instruments (including diagnostic and criterion-referenced tests; vocabulary, grammar, and concept tests; and child information reports). In addition, parent involvement is discussed, and suggestions are given regarding the setting up of a bilingual program. Lists contain recommended supplementary books, audiovisual aids, and educational games, to be used with the Daily Curriculum Guide and ESL Curricula which this guide is designed to accompany.   [More]  Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Criterion Referenced Tests

California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education. (1983). A Handbook for Teaching Portuguese-Speaking Students. The handbook, intended to assist California school personnel in understanding the Portuguese language minority group, is designed for use by bilingual education specialists, administrators, and other teachers. An introductory section presents several vignettes of language situations in the schools. Two subsequent chapters outline general background information concerning the Portuguese language group. The first describes two immigration periods, immigration patterns, and education in Portuguese-speaking countries. The second outlines historical and sociocultural factors of this group, including attitudes toward education and language use and skills, both English and Portuguese. Another chapter examines various linguistic characteristics of the Portuguese language, especially communication and dialect patterns. A concluding chapter recommends instructional and curricular strategies for both Portuguese and English language development in this group. Appendices include a glossary, bibliography, ranking of California school districts' Portuguese limited-English-proficient enrollments, a guide to educational resources, a list of community organizations and media services, and charts of Portuguese and English consonant and vowel systems.   [More]  Descriptors: Bibliographies, Bilingual Education, Bilingual Students, Community Organizations

BEOutreach (1994). Family Literacy: Building a Partnership Among Families, Communities, and Educators. This special issue of the newsletter "BEOutreach" focuses on the theme of family literacy program design and implementation. Articles address these topics: the influence of language and literacy on relationships within families and between families and schools; innovative approaches to family literacy that emphasize excellence; examples of effective program implementation in California communities, including a program in parenting and literacy, a rural program for both Spanish and English speakers, and one for migrant parents; designing instruction for adults in basic literacy instruction; an adult literacy project for recent immigrants, conducted in cooperation with Mexico; critical issues in literacy education for bilingual adults; trends in state and federal policy; intergenerational story-telling; a life skills curriculum in sheltered English; and a study of Korean parental attitudes toward bilingual education. Reviews of new materials and publications, professional notes and announcements, and a story are also included. (MSE)   [More]  Descriptors: Academic Standards, Adult Literacy, Bilingualism, Daily Living Skills

California State Dept. of Education, Sacramento. Bilingual Education Office. (1986). A Parent's Handbook on California Education. This handbook is part of the technical assistance effort of the California State Department of Education to clarify the operations of the California schools for parents so they might better support the education of their children. It provides information on the following: (1) the educational system, enrollment procedures and transportation, especially for elementary and secondary students; (2) basic school programs and curriculum; (3) grades, promotions and testing, with an explanation of the types of tests used in California, such as the California Assessment Program tests and the high school proficiency tests; (4) bilingual education and other services to language minority students who are of limited English proficiency; (5) additional educational programs and services, such as vocational education, continuation education, advanced placement, adult education, child development programs, and summer school; (6) parental involvement with schools, teachers and administrators; and (7) the structure of the public school system.   [More]  Descriptors: Ancillary School Services, Bilingual Education Programs, Educational Facilities, Elementary Secondary Education

Henderson, Paulette; And Others (1987). Parental Involvement (Los Padres Participan). Encouraging Parent Involvement through ESL, Bilingual Parent-Teacher Workshops, Computer Literacy Classes, and the Bilingual Adult Evening School Program. Bilingual Demonstration Project Title VII. Community School District 3. The manual contains materials developed for Spanish-speaking parents in New York City's Community School District 3 that may be useful for other bilingual parent populations in need of English language learning. The materials include a message to parents, in both English and Spanish, about the goals of parent involvement and bilingual education, and articles on: encouraging parent involvement through relevant dialogs in English-as-a-second-language (ESL) classes (sample dialogs are provided); encouraging parent involvement through reading and discussing articles on parenting; parent-teacher workshop agendas to promote cooperation; materials on the culture and customs of the United States, to be used in parent programs; and computer literacy teaching materials.   [More]  Descriptors: Adult Education, Bilingual Education Programs, Computer Literacy, Demonstration Programs

California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education. (1989). Manual sobre la Educacion en California para Padres de Idiomas Minoritarios (A Handbook on California Education for Language Minority Parents). Revised Edition. Spanish/English Edition. The handbook, an update of the 1986 handbook, is designed for Spanish-speaking parents of California public school students, and answers commonly-asked questions about the state public education system and its services, particularly those of interest to this population. Information is presented in both Spanish-and English-language sections, in a question-and-answer format. Chapters address these topics: matriculation, registration, and transportation; the basic curriculum at the elementary and secondary levels; student records, promotions, and testing policy and programs; bilingual education program types and eligibility; additional educational services, including alternative, adult, continuing, vocational, and work experience education, child development programs, year-round calendars, summer school, programs for gifted and talented students, and issuing of work permits; parent participation in the schools; and the structure of the public school system.   [More]  Descriptors: Adult Education, Bilingual Education Programs, Curriculum Design, Elementary Secondary Education

Leave a Reply