Fleischman, Howard L.; And Others (1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume VII: Task D160 Report–State Certification Requirements for Teachers of Limited English Proficient Students. Task D210 Report–Inclusion of Limited English Proficient Students in State Performance Standards and Assessments. Two reports concerning the education of limited-English-proficient students are presented. The Task D160 report presents information on current and planned state certification requirements for bilingual education and English-as-a-Second-Language (ESL) teachers, and the ways in which these requirements address or do not address the challenge of preparing teachers to enable limited-English-proficient (LEP) students to meet high academic standards. Numbers of certified teachers in each state are also presented. The Task D210 report presents information on the status of state efforts toward the development of statewide student performance standards and assessment systems, and the extent to which LEP students have been included in these state systems. State-by-state summaries are appended.   [More]  Descriptors: Academic Standards, Bilingual Education, Bilingual Teachers, English (Second Language)

Feeley, Joan T. (1976). Teaching Spanish-Speaking Children to Read in New Jersey. In order to learn the status of bilingual (Spanish/English) reading programs in New Jersey just before the implementation of a new bilingual education law in July 1975, a survey was conducted of school districts reporting a student body consisting of more than five percent Spanish-surnamed students. This document contains tables and discussions of the responses to questions regarding educational levels of bilingual programs, subject areas taught in the native language, percentage of the school day spent using Spanish, time spent on instruction in English as a second language, placement of children in bilingual programs, tests to determine language proficiency, reading programs (Spanish/English) provided at each level, English and Spanish reading materials in use, and assessment of reading achievement in English and Spanish. The document also describes a model in beginning reading for bilingual students. A list of references and a copy of the questionnaire are included.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Models

Bernal, Ernesto M. (1997). Tests of Language Proficiency. English/Spanish Tests of Language Dominance and Proficiency. Several English and Spanish language tests currently used in bilingual education and some less known tests are reviewed, looking at both historic and psychometric factors. It is suggested that practitioners have commonly assumed that all language tests are basically valid, which contributed to the commercial success of some tests of questionable validity, ill-suited to the purpose of educational decision-making. Issues discussed include the various notions of and assumptions about language proficiency and language dominance reflected in them, reliability and validity, and considerations in test selection. Appended materials include a graphic representation of how language dominance and language proficiency interact at various levels, and a brief review of three tests: the IDEA Oral Language Proficiency Tests; Language Assessment Scales; and the Woodcock Tests. Contains 26 references.   [More]  Descriptors: Bilingual Education, Comparative Analysis, English (Second Language), Language Dominance

Visions (1991). Visions: The Newsletter of the National Preschool Coordination Project, 1991. This document consists of all five issues of the first volume of a newsletter designed to provide information and resources to help preschool educators more effectively serve migrant children and their parents. The newsletter also provides migrant children and their parents with learning suggestions and activities. Each issue contains information on identification and recruitment of migrant students, Head Start programs, migrant health study, prenatal care, parent participation, cultural adjustment, language development and bilingual education, program delivery, health issues relevant to the migrant population, and suggestions for class activities. In addition, each issue provides learning activities covering a variety of subjects for parents to do with their children at home.  All learning activities are presented in both English and Spanish as are the sections for parents called "Smart Start." Each issue contains numerous illustrations.   [More]  Descriptors: Bilingual Education, Information Sources, Learning Activities, Migrant Education

Colorado State Dept. of Education, Denver. (1989). Parent Involvement Human Resource Guide. This guide to Colorado education consultants was compiled for parent educators from local education agencies, shelters for the homeless, volunteer organizations, and the Colorado Department of Education. The guide is a directory of individuals available as speakers or instructors for meetings, conferences, workshops, seminars, and inservice presentations. The emphasis of the guide is on parent involvement resources in the areas of bilingual education, Chapter 1 and Chapter 2 of the Education Consolidation and Improvement Act of 1981, migrant education, and the homeless. The guide contains the names of more than 125 Colorado consultants. Each name is followed by: (1) an address and telephone number; (2) the region of location; (3) the program area of expertise; (4) grade level of expertise; (5) languages other than English in which they could present; and (6) topic areas of expertise.   [More]  Descriptors: Bilingual Education, Consultants, Elementary Secondary Education, Homeless People

Cardenas, Jose A. (1995). Multicultural Education. A Generation of Advocacy. This publication is a collection of articles written by the author, sometimes in conjunction with others, over a 25-year period from 1968 to 1993. It is of historical interest in that it covers a remarkably active period in American education, one in which the educational needs of minority children began to be addressed. The anthology serves as an important reminder that minorities are still far from enjoying equal opportunities in the schools. The continuing focus of these articles demonstrates the extent to which the educationally disadvantaged remain disadvantaged today. The following sections review the author's major themes: (1) Minority Education; (2) Bilingual Education; (3) Undocumented Children; (4) School Dropouts; (5) Retentions in Grade; (6) Early Childhood Education; (7) Science, Math and Technology; (8) Standardized Testing; (9) School Reform; and (10) A New Educational Paradigm. An appendix describes the Intercultural Development Research Association. Descriptors: Advocacy, Bilingual Education, Disadvantaged Youth, Dropouts

New York State Education Dept., Albany. (1976). ESEA Title I, Evaluation Report, New York State, 1975-76. In this annual summary of achievement data for Elementary and Secondary Education Act (ESEA) Title I programs in New York State for the 1975-1976 school year, the three priority areas designated for instruction by the Board of Regents were reading, mathematics, and bilingual education. The last area was subsequently interpreted to consist of (1) oral fluency and aural comprehension in English by speakers of other languages, and (2) visual literacy in English reading and visual literacy in Spanish for Hispanic Americans. Superimposed across all projects employing norm referenced tests was the question: Did each treatment group demonstrate achievement beyond expectation (based upon the pupil's own past performances)? Overall, the data indicated that as a result of this program in excess of 100,000 Upstate and 180,000 New York City children who were consistently meeting failure in the basic skills areas were diminishing the distance between themselves and the norms by which they were being judged. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Data

Kinsella, Valerie, Ed. (1982). Surveys 1: Eight State of the Art Articles on Key Areas in Language Teaching. Eight articles on the state of the art in language teaching are presented as part of a series on language teaching. The articles, by V. J. Cook, M. Swain and J. Cummins, C. S. Butler, N. E. Enkvist, A. Tosi, P. Meara, and A. Davies, cover the following topics: (1) how languages are actually learned, (2) the cognitive aspects of bilingualism, (3) how meaning systems are described in the systemic model of linguistics, (4) the importance of situational context in the study of natural language, (5) bilingual education for migrant children in Europe, (6) current work on vocabulary acquisition, and (7) language testing with discrete point and integrative tests. Each article includes a bibliography. Descriptors: Applied Linguistics, Bilingual Education, Bilingualism, Language Tests

Echevarria-Hernandez, Aurea (1976). Study of the Development of the Puerto Rican Cultural Identity. This dissertation presents a phenomenological analysis of the concept of Puerto Rican cultural identity. The body of the thesis is in Spanish, but it includes an appended summary in English. In chapter one, the concept of identity, self-evaluation and culture are analyzed. Chapter two studies the ethno-historical perspective of the Puerto Rican culture focusing on the four hundred years of Hispanic colonization. In chapter three, the influence of the Anglo-American culture in Puerto Rico with particular emphasis on its pedagogical approach are studied. Also studied are the outcomes of fifty years of bilingual education. Chapter four studies the Puerto Rican literature as social diagnosis and rescuer of the Puerto Rican cultural identity blueprint. Chapter five concludes the dissertation and presents an evaluation of the concept of Puerto Rican cultural identity. Descriptors: Bilingual Education, Doctoral Dissertations, History, Puerto Rican Culture

Baral, David P. (1987). The Theoretical Framework of Jim Cummins: A Review and Critique. In recent years, the theoretical framework of Jim Cummins has been widely discussed by bilingual educators. This paper traces the evolution of Cummins' theory and examines the criticisms which have been raised against it. The first part of the paper discusses the major elements of his theory of bilingual proficiency: the threshhold hypothesis, the developmental interdependence hypothesis, and the Basic Interpersonal Communication Skills/Cognitive-Academic Language Proficiency dichotomy. Cummins' use of sociocultural variables such as "bicultural ambivalence" and his recent analysis of the empowerment of minority students are then considered. The paper concludes with a general summation of Cummins' work. Although critics note Cummins' lack of attention to sociocultural factors influencing second language learning, it is argued that he has made major contributions to the development of a theoretical basis for bilingual education. A 29-item bibliography is included. Descriptors: Bilingual Education, Bilingualism, Communication Skills, Interpersonal Communication

California Commission on Teacher Credentialing, Sacramento. (1994). Standards of Program Quality and Effectiveness for Professional Teacher Preparation Programs for Multiple and Single Subject Teaching Credentials with a (Bilingual) Crosscultural, Language, and Academic Development (CLAD/BCLAD) Emphasis. This guide outlines the 33 standards that professional teacher preparation programs in California must meet in order to issue multiple and single subject teaching credentials with a (Bilingual) Crosscultural, Language, and Academic Development (CLAD/BCLAD) emphasis. It also provides background information on bilingual education in the United States and California, including recent California legislative initiatives that led to the establishment of the new CLAD/BCLAD credential. The 33 standards are grouped into five categories: (1) institutional resources and coordination; (2) admission and student services; (3) curriculum; (4) field experiences; and (5) candidate competence and performance. Each entry contains a statement of the standard, an explanation of the rationale behind it, and a list of factors for evaluators to consider in determining whether a given program meets the standard. A list of 16 preconditions for the approval of teacher education programs is also provided. (Contains 64 references.)   [More]  Descriptors: Academic Standards, Bilingual Education, Bilingual Education Programs, Colleges

Noboa, Abdin (1980). Hispanic Segregation Trends in School Districts with Hispanic Enrollment Above 5% and Exceeding a Total Student Enrollment of 3,000. Quantitative and qualitative research methods combining case study methodology with numerical analyses were used to investigate the desegregation of Hispanics in selected school districts. Survey responses were analyzed in the areas of English language instruction, special education programs, discipline, grade retention, and staffing patterns. It was concluded that: (1) Hispanic isolation from blacks will probably continue to increase; (2) Hispanics are becoming more isolated from whites and, in many tri-ethnic communities, Hispanic segregation from whites and blacks is increasing in unpredictable patterns; (3) the juxtaposition of bilingual education vs. school desegregation as an either/or option is detrimental to the implementation of school desegregation in Hispanic communities; and (4) at present rates, Hispanics will become the most segregated racial group in the 1980's. Descriptors: Bilingual Education, Elementary Secondary Education, Hispanic Americans, Regional Characteristics

Pizzillo, Joseph J., Jr.; And Others (1979). Bilingual Title VII Program, Regular School Year 1978-79. Final Evaluation Report, July 1, 1978 through June 30, 1979. The results of an evaluation of a Title VII bilingual education program conducted in four Central Harlem (New York City) elementary and junior high schools are presented in this report. The program, which consisted of bilingual (Spanish and English) instruction in language and reading skills, mathematics, science, and social studies, is briefly described. Objectives in the areas of instruction, staff training, materials and curriculum development, and parent and community involvement are outlined, and evaluation findings are discussed separately for each area. Extensive pre and post test student achievement data are presented. Also focused on in the report are administrative procedures and the relationship obtained between project staff members and their administrative assignments. Recommendations are offered in the areas of future evaluation procedures, achievement measures, language usage, individual school decision making, inter-school cooperation, and the participation of a broader range of students. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Junior High Schools

Bartning, Dolores de la Torre; And Others (1979). Desegregation of the Nation's Public Schools: A Status Report. This report summarizes the results of a survey on the status of school desegregation in 47 major school districts in the United States. A profile of each district is provided together with a report on the desegregation status of that district. Supreme Court decisions with regard to school desegregation from 1954 to the present, the history of Congressional legislation concerning school desegregation, Federal enforcement procedures and the role of the Department of Health, Education and Welfare, and bilingual education as it relates to school desegregation are also discussed. Tables are included showing the extent of segregation for various minorities and regions in 1976. Sources for the 47 district surveys and a list of school superintendents are appended.   [More]  Descriptors: Bilingual Education, Civil Rights, Desegregation Litigation, Educational Legislation

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1980). Project SABE. ESEA Title VII. Final Evaluation Report, 1979-1980. This is an evaluation report on the 1979-1980 school year activities of a Title VII program entitled Systematic Approaches to Bilingual Education (SABE) that served Spanish speaking students in grades 1-5 in New York City. The report provides information on: (1) program goals and administration; (2) site selection; (3) program activities; and (4) staff development and staff experience. Findings from site visits, field interviews, and teacher/paraprofessional questionnaires are summarized. Testing procedures for students are outlined and tables are provided which show student performance on tests measuring English, Spanish and mathematics achievement. Pre- and post-test comparisons are also given. Conclusions from the evaluation and recommendations for program improvement are offered at the report's end.   [More]  Descriptors: Achievement Gains, Bilingual Education, Curriculum Development, Elementary Education