Bibliography: Bilingual Education (page 230 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Louise W. Fox, Washington Congress of the U. S., Albert D. Link, Gloria Stewner-Manzanares, Washington Del Green Associates, Genaro Marin, Juan A. Nogueras, Louise Griffin, Kenneth Kong-On Kim, and Joseph O. Prewitt-Diaz.

Del Green Associates, Washington, DC. (1983). A Review of Research Affecting Educational Programming for Bilingual Handicapped Students. Final Report, Volume 2. The second (containing chapters 6 through 10) of a two-volume series on bilingual handicapped students continues with a review of research. Parent involvement, education, and training in bilingual special education are considered in terms of the state of the American family and problems associated with handicapping conditions in bilingual families. Examples of efforts to enhance parent involvement are cited along with recommendations for future directions and actions. A chapter on educational policy and program development reviews legislative impacts of the field as well as impacts of field research. Various reaction papers to preceding chapters are followed by a review of selected state bilingual special education policies. Annotated bibliographies for each section are included.  Among extensive appendixes are listings of materials, resources, and federal bilingual/bicultural projects by state.   [More]  Descriptors: Bilingual Education, Disabilities, Educational Policy, Family Relationship

Griffin, Louise (1970). Books in Preschool: A Guide to Selecting, Purchasing, and Using Children's Books. This document is a guide to the selection, purchase, and use of children's books. Emphasis is put on the development of standards of evaluation through attention to certain features, such as quality of illustrations, language, and writing style. Reading aloud and teaching children to use books are other topics discussed. The project of writing and making his own book is proposed as a rewarding and enriching experience for a child; instructions are given for this activity. A chapter on how to find and use books in other languages includes a selection of ERIC documents on bilingual education. Introducing children and parents to regular use of the public library is explored. A book buying discussion covers the relative merits of paperbound and hardbound books, and purchase from local bookstores, publishers, and wholesalers. Interchapter supplementary material includes a selected annotated bibliography of children's books, a list of resources to aid selection, and a chart of information about wholesalers.   [More]  Descriptors: Bilingual Education, Books, Childrens Literature, Guides

Nogueras, Juan A.; Prewitt-Diaz, Joseph O. (1980). The Remigration of the Puerto Rican Student as a Factor in School Adjustment. The growing number of Puerto Rican return migrants (those who return to Puerto Rico after having lived in the United States mainland for several years) face sociological, psychological, and linguistic and social adaptation problems. To meet these students' linguistic needs, the Puerto Rican Department of Education has developed several bilingual education programs. Some studies indicate that, compared to non-migrant students, return migrant students are more poorly adjusted to school, lack confidence, feel inferior, have low self-esteem, and are often described by teachers as low achievers, troublemakers, aggressive, undisciplined, disrespectful, lacking identity, and unable to speak either English or Spanish well. However, some teachers believe that return migrants will react positively when they feel that teachers and their non-migrant peers are trying to understand them. The problem of the return migrant student should be regarded not only as a linguistic problem, but also as one of adjustment to two cultures.   [More]  Descriptors: Adjustment (to Environment), Bilingual Education, Bilingual Education Programs, Economic Factors

Congress of the U. S., Washington, DC. House Committee on Post Office and Civil Service. (1983). The Hispanic Population: A Demographic and Issue Profile. Hearings before the Subcommittee on Census and Population of the Committee on Post Office and Civil Service. House of Representatives, Ninety-Eighth Congress, First Session (September 13-15, 1983). A wide series of issues affecting the Hispanic community were discussed in these hearings. After a presentation of census findings on Hispanic socioeconomic and demographic characteristics by the Acting Director of the Census Bureau, statements were offered on census findings about Hispanic language use; immigrant Hispanics and jobs and the Hispanic impact on non-Hispanic earnings and employment; and recent immigration from Latin America. The greater part of the hearings consisted of testimony on three topics: bilingual education, the Hispanic business sector, and employment in the Hispanic community. The Simpson-Mazzoli immigration bill was also discussed. Those testifying on these topics included government agency heads, educators, representatives of Hispanic organizations, U.S. Representatives, and economists.   [More]  Descriptors: Bilingual Education, Business, Census Figures, Demography

Fox, Louise W.; And Others (1978). Bilingual-Bicultural Program, District 2, 1977-78. Final Report, Title VII. This report evaluates the bilingual-bicultural program in a New York City School District where more than half the 20,000 school children are of Asian (mostly Chinese-American) or Hispanic background. The goal of the program was to provide for the linguistic and academic needs of these children and to capitalize on their native language proficiency while competency was developed in English. The following factors are analyzed: instructional activities, staff development, community and parent involvement, curriculum development, and resource centers. The involvement and attitudes of teachers in the program are reviewed, with special attention to the usefulness of college courses relating to bilingual education; and a report by an outside observer on the effectiveness of the program is included. The evaluation design and methodology are described. Tables are presented and summarized along with the conclusions reached by the evaluators on the effectiveness of the program. Descriptors: Asian Americans, Bilingual Education, Bilingual Students, Bilingual Teachers

California Univ., Los Angeles. Center for the Study of Evaluation. (1982). Overview to Bilingual Program Evaluation. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop I. A leader's guide for the workshop on the overview of bilingual program evaluation is presented, accompanied by a participant's handbook and a workshop text. The evaluation overview workshop is the first of five 4-hour evaluation workshops designed to meet the basic information needs of teachers and administrators with little knowledge of evaluation procedures or evaluators and researchers who are unfamiliar with bilingual education programs. The other workshops cover evaluation design, student testing and assessment, implementation evaluation, and evaluation management. The leader's guide provides guidelines for workshop preparation, room arrangement, and scheduling as well as scripts for introducing and conducting workshop activities. Three activities are described: identifying problems in the simulated bilingual program, identifying different perspectives on the evaluation process and appropriate methodologies, and reviewing the steps in planning a bilingual evaluation. Descriptors: Bilingual Education Programs, Learning Activities, Program Evaluation, Teaching Guides

Marin, Genaro (1979). Title VII Project Sabor, 1978-1979. Final Evaluation Report. An evaluation of Project SABOR, a bilingual education program funded under Title VII and carried out in seven elementary and junior high schools in the Bronx, New York, is presented in this paper. First the evaluation design is described. Then the program is outlined, with information presented regarding its educational objectives, number of students projected and enrolled, language proficiency of students (three-quarters were identified as having limited English proficiency), teacher/student ratio, staffing patterns, materials and equipment, classroom activities, staff training, and instructional activities. Program objectives accomplished by the end of the first year of SABOR are identified. The opinion is expressed that, although the program's objectives were too ambitious and administrative problems hampered its early implementation, the program should be continued. Extensive recommendations regarding instructional materials, additional bilingual staff, staff training, and the expansion of instruction to younger grades (the program currently serves only grades 4-8) are also offered. Descriptors: Bilingual Education, Elementary Education, Federal Programs, Junior High Schools

Chamot, Anna Uhl; Stewner-Manzanares, Gloria (1985). A Synthesis of Current Literature on English as a Second Language: Issues for Educational Policy. Part C Research Agenda. A review of the literature on instruction in English as a second language (ESL) looks at four areas of ESL instruction individually and then derives conclusions and recommendations from those areas. The first area, ESL instructional approaches, includes discussion of the educational benefits of current ESL instructional approaches (audiolingual method, innovative techniques such as the Silent Way and Suggestopedia, communicative approaches, and cognitive and content-based approaches), second language learning theories, and practical and theoretical issues in ESL instructional approaches. The second area, program organization issues, looks at ESL within bilingual education programs, separate ESL-only programs, immersion programs, and ESL classroom organizational patterns. The third area, student characteristics and second language learning, focuses specifically on age and development, cognitive style, motivation and attitudes, and sociocultural/ethnolinguistic and environmental characteristics. The fourth area concerns the determination of the appropriateness of ESL instructional materials. Recommendations are made for each of these areas and for further ESL research in general.   [More]  Descriptors: Classroom Techniques, Curriculum Design, Educational Policy, English (Second Language)

Spiridakis, John N. (1981). Special Education for the Greek Bilingual Child: Greece, Cyprus and the United States. Greek speaking children with special educational needs are confronted with severely limited resources both in the United States and abroad. In New York City, Boston, Athens, and Cyprus, there is a paucity of educational personnel trained to work with this population. As a pilot survey conducted in the Unites States and abroad illustrates, along with a paucity of trained personnel in the area of Greek bilingual special education, there is a lack of evaluation and curriculum resources with which to identify and instruct Greek special education students. The general conditions of Greek bilingual special education both in the United States and in Greece and Cyprus are articulated by the author, along with recommendations for future action.   [More]  Descriptors: Bilingual Education, Comparative Education, Disabilities, Elementary Secondary Education

Intercultural Development Research Association, San Antonio, TX. (1981). Language Proficiency Assessment Committees, Training Manual. The Language Proficiency Assessment Committees (LPACs) authorized by Congress were given the responsibility of assessing limited-English-speaking students within a school district and making placement recommendations regarding these students to the local school board. This manual governs a workshop for the training of members of an LPAC; it may also be used to orient and inform other interested educators. It is expected that, upon completion of the workshop, participants will be able to work as a committee and will have developed a plan of implementation to be presented to the decision makers of their school district. Furthermore, they should be able to orient and inform all personnel involved in bilingual education, and should be able to serve as workshop facilitators to train other committees. Descriptors: Bilingual Education, Committees, Community Organizations, Elementary Secondary Education

Kim, Kenneth Kong-On; And Others (1981). Korean-Americans in Los Angeles: Their Concerns and Language Maintenance. Technical Report 01-81. A preliminary study was conducted by the National Center for Bilingual Education on the Korean community living in the United States. The study focused on Korean Americans residing within the Los Angeles Long Beach area of southern California, one of the largest Korean communities in the United States. This report includes: (1) a history of the settlement patterns and characteristics of the Koreans and Korean Americans in the United States; (2) an analysis of Korean family structure and its effect on language maintenance and language loss; (3) a review of the language issues affecting the Korean American community; and (4) a profile of business, social and voluntary organizations that provide services in Korean. The report concludes with a summary and analysis of the Korean language and culture maintenance issues.   [More]  Descriptors: Acculturation, Bilingual Education, Community Characteristics, Immigrants

California Univ., Los Angeles. Center for the Study of Evaluation. (1982). Planning for Evaluation Design: Basic Concepts in Design. Participant's Handbook. Bilingual Evaluation Technical Assistance Workshop IIA. A participant's handbook for the workshop on basic concepts in evaluation design provides instructions and worksheets for the workshop activities. The handbook is accompanied by a workshop text. The workshop is the second of five 4-hour evaluation workshops designed to meet the basic information needs of teachers, administrators, evaluators, and researchers involved in bilingual education. The other four workshops cover an overview of bilingual program evaluation, student testing and assessment, implementation evaluation, and evaluation management. The five workshop activities involve (1) identifying the threats to validity inherent in a simulated bilingual evaluation, (2) formulating the necessary evaluation questions for bilingual programs, (3) distinguishing between evaluation questions that address program implementation and outcomes, and (4) creating a sampling and implementation plan for evaluation questions Descriptors: Bilingual Education Programs, Evaluation Methods, Guides, Instructional Materials

Ramirez, Arnulfo G. (1985). Bilingualism through Schooling: Cross-Cultural Education for Minority and Majority Students. Bilingualism as an individual and societal phenomenon can be examined from linguistic, psychological, and sociocultural perspectives. Bilingual education often links language and ethnicity, resulting in diversified curriculum goals. This book explores various dimensions of language and bilingual schooling which affect the education of ethnolinguistic minority children. Bilingual programs serving language-minority children differ from those serving mainstream English speakers. The differences generally surface in terms of compensatory versus enrichment programs and subtractive versus additive types of bilingualism. Language teaching strategies, classroom discourse processes, and language/cultural attitudes all operate in a bilingual school context. Language policies, reflecting societal goals, priorities, and intergroup relations, however, more directly influence the mission and success of bilingual schooling for all children. This book includes material from many sources: (1) Federally funded research projects, (2) doctoral dissertations, (3) journal articles, (4) texts, and (5) unpublished reports. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Schools, Bilingualism

California Univ., Los Angeles. Center for the Study of Evaluation. (1982). Planning for Evaluation Design: Selecting Evaluation Designs for Bilingual Programs. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop II. The second part of the leader's guide for the workshop on bilingual program evaluation design is presented. The two-part guide is accompanied by a participant's handbook and a workshop text. The evaluation design workshop is the second of five 4-hour workshops designed to meet the basic information needs of teachers, administrators, evaluators, and researchers involved in bilingual education. The other workshops cover an overview of evaluation, student testing and assessment, implementation evaluation, and evaluation management. The leader's guide provides suggestions for workshop organization and preparation, room arrangement, and scheduling as well as scripts for introducing and conducting workshop activities. The three activities described in the second part focus on election of evaluation designs for bilingual programs and cover identifying implied comparisons, selecting designs, and designing an evaluation. Descriptors: Bilingual Education Programs, Evaluation Methods, Learning Activities, Program Evaluation

Link, Albert D., Comp. (1972). Mexican American Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 2. Access to some of the latest research findings and developments in Mexican American education is provided in this bibliography. A supplement to 2 previous ERIC/CRESS publications: "Mexican American Education, A Selected Bibliography" (ED 031 352) and "Mexican American Education, A Selected Bibliography–Supplement No. 1" (ED 048 961), the present bibliography contains 213 citations and abstracts which have appeared in "Research in Education" from January 1971 through March 1972. Also included are 197 citations which have appeared in "Current Index to Journals in Education" from June 1970 through March 1972. Bilingual education and the teaching of English as a second language are emphasized. Ordering information and subject indexes are included. [Not available in hard copy due to marginal legibility of original document.]   [More]  Descriptors: Academic Achievement, Annotated Bibliographies, Bilingual Education, Education

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