Bibliography: Bilingual Education (page 234 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jeffrey Wilde, Scientific United Nations Educational, TX. Office of Research and Evaluation. Austin Independent School District, James K. Morishima, CA. Research and Evaluation Branch. Los Angeles Unified School District, Donald T. Mizokawa, Inc. Cultural and Humanistic Educational Systems and Services, Juan Rodriguez-Munoz, Judith Chun, and Pavlos Y. Pavlou.

Kerr, Barbara, Ed. (1983). Colloquium on French as a Second Language: Proceedings. Review and Evaluation Bulletin, Volume 4, Number 4. Results of studies by four research teams on French as a second language in Ontario are presented along with commentaries. Merrill Swain and Sharon Lapkin's findings from the study "Bilingual Education in Ontario: A Decade of Research" are reported, and Michael Canale's discussion of the purposes and theoretical framework development of the Ontario Assessment Pool for French as a Second Language project, as well as material from his "Communicative Approaches to Second Language Teaching and Testing" are presented. Frances Morrison's discussion of French proficiency and general progress among students in early-entry and late-entry immersion programs over a period of years, and Ronald Trites' account of research with learning-disabled children in primary French immersion programs and test development for prediction of success in immersion programs are also included. Francoise Howard's commentary on the first two presentations and Pierre Calve's commentary on the last two follow the text.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Educational History, Elementary Secondary Education

Cervenka, Edward J.; Rodriguez-Munoz, Juan (1979). Final Evaluation Report on the Rafael Cordero Bilingual School, 1978-79. The Rafael Cordero Bilingual School (RCBS) provides a basic program in bilingual education for junior high school students. During the 1978-1979 school year, approximately 20% of enrolled students were English-dominant and 80% were Spanish-dominant. The program serves its major educational function as a way-station for bilingual students coming from bilingual elementary programs and prepares them for the challenges they will encounter in high school. The program included a staff development component and a program management component. Program evaluation was completed through pre-posttest student achievement data, attitude surveys, and evaluator observations. Evaluators concluded that the achievement of students at RCBS was quite satisfactory, staff development activities were viewed positively and assisted school personnel, and program management did not appear to improve over the previous year. Recommendations for future program implementation are included. Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Junior High Schools

ERIC Clearinghouse on Urban Education, New York, NY. (1979). Hispanic Migrations from the Caribbean and Latin America: Implications for Educational Policy, Planning and Practice; Conference Proceedings. ERIC/CUE Urban Diversity Series, Number 65, August 1979. This report includes papers by two educators concerning the education of Hispanics in the United States. Jose Hernandez addresses the issues of Hispanic demographic patterns and migration and the implications of these factors for educational planning and policy. Rafael Valdivieso focuses on the Federal role in Hispanic desegregation, discussing debates over the goals and effectiveness of bilingual education, the lack of compliance with the guidelines established by the Office of Civil Rights after the Lau v. Nichols decision, and the high rate of school segregation among national origin (language minority) students. Both papers emphasize the growth in the overall population of Hispanic students and argue that present and future educational legislation and policy must take into account the needs of this minority group.   [More]  Descriptors: Bilingual Education, Conference Reports, Educational Improvement, Educational Policy

Los Angeles Unified School District, CA. Research and Evaluation Branch. (1981). Handbook of Testing Programs in the Los Angeles Unified School District, 1981-82. Publication No. 400. This handbook was designed as a referenced guide to the Los Angeles Unified School District (LAUSD) testing program. Many year-round schools have been created in the district. This has necessitated adjustments in the testing schedule so that all LAUSD students are tested in the same time frame in their educational programs. The handbook was developed for use by staff in schools, area offices, and central offices. The testing programs are grouped into three main areas including state tests, norm-referenced tests, and criterion-referenced tests. A chart illustrates the test sequence in grades 1 through 12. Each test in the program is described in detail. The following testing programs are included: the California Assessment; Physical Performance; District; Elementary Secondary Education Act Title I and State Compensatory Education; Bilingual Education; Basic Inventory of Natural Language; Elementary School Competency; and Secondary School Competency. The guidebook includes a useful school/program planning worksheet.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Criterion Referenced Tests, Elementary Secondary Education

Pavlou, Pavlos Y.; Rasi, Sylvia B. (1994). Considerations in Writing Item Prompts for Simulated Oral Proficiency Interview (SOPI). This study addresses the validation of an oral proficiency test by examining the language that is obtained from the items presented in the test. The study focused on the language elicited by a form of the Simulated Oral Proficiency Interview (SOPI), the Spanish version of the Texas Oral Proficiency Test (TOPT). The TOPT is used to measure the oral proficiency of foreign language and bilingual education teachers seeking certification in Texas. The result of an analysis of the responses of a number of examinees representing a wide range of overall proficiency levels was the development of a typology of SOPI characteristics. The broad categories of the typology are speaker, topic, audience, and setting. Inter-item relationships and grammatical features of the test were also examined. An appendix outlines the typology of prompt characteristics.   [More]  Descriptors: Bilingual Education, Language Proficiency, Language Teachers, Language Tests

Lee, In, Ed.; Schiefelbein, Scott, Ed. (1990). Studies in Native American Languages VI, Kansas Working Papers in Linguistics. This serial is intended as a forum for the presentation, in print, of the latest original research by the faculty and students of the Department of Linguistics and other related departments at the University of Kansas. Papers are as follows: "Interpreting St. Clair's Comanche Texts: Objective Case Marking and 'Same Subject' Dependent Clauses" (James Armagost); "Reflexive and Reciprocal Elements in Ixil" (Glenn Ayre); "Native American Languages and Literacy: Issues of Orthography Choice and Bilingual Education" (Christina Biava); "Spatial Deixis in Chiwere" (Jill Hopkins); "The Historical-Comparative Classification of Colombian Inga (Quechua)" (Roger Parks); "Proto-Algonquian Verb Inflection" (Paul Proulix); and "A Supplementary Bibliography of Lakota Language and Linguistics (1887-1990)."   [More]  Descriptors: American Indian Languages, Bilingual Education, Case (Grammar), Elementary Secondary Education

Austin Independent School District, TX. Office of Research and Evaluation. (1981). 1980-1981 Evaluation Findings. This volume summarizes the results of evaluation and testing activities carried out in the Austin, Texas, Independent School District (AISD) during the 1980-81 school year. The text consists of five parts: Section one highlights important findings in the areas of Title I Schoolwide Projects, compensatory programs, early childhood programs, accreditation, systemwide achievement, time use, reading curriculum study, bilingual education, and desegregation and minority achievement. Section two describes basic skills achievement test results for the overall district, low SES and minority students, and the minimum competency program. Section three describes results of evaluations carried out by the Office of Research and Evaluation (ORE) on general district activities and specific programs such as the Title I (regular and migrant), Title VII, local/State bilingual programs, and State compensatory education. Section four lists ORE publications (occasional papers and ad hoc studies). The final section summarizes the results of projects carried out by external researchers within the AISD during the year.   [More]  Descriptors: Academic Achievement, Achievement Gains, Basic Skills, Bilingual Education

Wilde, Jeffrey; And Others (1987). Sixth-Grade Performance of Former Limited-English Proficient Pupils Reclassified to Fluent English Proficient. Publication No. 511. This study examines the academic performance of 6th-grade pupils who participated as Spanish-speaking limited English proficient (LEP) pupils in the district's bilingual education program; were reclassified as fluent-English proficient (FEP); and are now enrolled in all-English classes. The investigation was designed to answer the following questions: (1) How are 6th-grade reclassified pupils doing, as a group, in all-English classes? (2) What are the characteristics of reclassified FEP pupils who did well on the CTBS/U and have positive attitudes toward school? and (3) How do teachers view the English skills of their 6th-grade reclassified FEPs? The instruments used in the study, including student and teacher interview forms, are appended.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Grade 6

Morishima, James K.; Mizokawa, Donald T. (1980). Education for, by, and of Asian/Pacific Americans, II, Research Review of Equal Education. This report examines the community and psychosocial concerns of Asian/Pacific American parents, teachers, and students in public and postsecondary education. Limited access to education is attributed to (1) the lack of academic models; and (2) language differences and communications barriers that result in educational discrimination. Bilingual education and English as a Second Language programs for Asian/Pacific Americans are analyzed, and the Asian American community's perceptions of these programs are considered. A psychosocial profile of Asian/Pacific Americans is developed which explores assertiveness, speech anxiety, and frustration aggression in Asian American behavior. Cultural values held by Asian Americans are considered in relation to their educational and occupational goals. Postsecondary Asian/Pacific studies programs are also discussed. The authors conclude that underlying the issue of equal education for Asian and Pacific Americans is the more general issue of human rights. Descriptors: Access to Education, Asian Americans, Bilingual Education, Communicative Competence (Languages)

Chun, Judith, Ed. (1980). Second Language Acquisition Notes and Topics, Volume 10, Number 1. A Newsletter for Researchers and Teachers. This issue of a newsletter for second language researchers and teachers features an article by Michael Clyne entitled "Research on Bilingual and Second Language Acquisition in Australia." The article provides abstracts of Australian research projects in English as a second language, perception of Australian English speech, testing second language proficiency, acquisition of second languages other than English, bilingualism–bilingual language acquisition–immigrant languages in the contact situation, and bilingual education. A bibliography of recent and forthcoming publications is appended to the article. The remainder of the newsletter is devoted to a variety of reports from conferences (including a lengthy report on TESOL '80), resumes of research in progress, a listing of upcoming conferences, and announcements. Descriptors: Abstracts, Auditory Perception, Bilingual Education, Bilingualism

Uram, Andrea Jane (1992). The What and How of Bilingual ESL. This paper describes how the principles of bilingual education were incorporated by an adult education teacher of English as a Second Language (ESL) into ESL instruction. This approach is seen as useful only when all the students have the same native language. The method is supported by evidence from the literature of minority student education that more English is learned in a bilingual setting than in an English-only environment, and by Stephen Krashen's theory of the effectiveness of comprehensible input. Techniques used by the teacher include: alternating languages in class or providing reading material in the native language and discussion in English; inviting advanced ESL speakers and faculty as guest speakers using both languages; lowering students' affective filters with familiar or welcoming decorations from the students' country and culture or celebrating holidays from the students' culture; and translating only when explanation is ineffective. Several bibliographies are included.   [More]  Descriptors: Adult Education, Bilingual Education, Classroom Communication, Classroom Techniques

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and Caribbean. (1989). The Major Project in the Field of Education in the Latin American and Caribbean Region: Summary. Bulletin 20. This UNESCO bulletin includes reports that focus on diagnoses and strategies that ratify the validity of the goals set by the Major Project in the Field of Education in the Latin American and Caribbean Region. Four articles are featured: "Literacy, Human Rights and Democracy" (Jose Rivero H.); "Primary Schooling and Illiteracy in Latin America and the Caribbean: 1980-1987" (Ernesto Schiefelbein; And Others); "Resources Management and Development in Some Caribbean Primary and All-Age Schools" (Olga James-Reid); and "Bilingual Education in the Autonomous Regions of the Atlantic Coast of Nicaragua: Experience and Prospects" (Massimo Amadio). The document concludes with a listing of Regional Office for Education in Latin American and the Caribbean (OREALC) activities and OREALC publications. Descriptors: Bilingual Education, Developing Nations, Educational Development, Educational Policy

Cultural and Humanistic Educational Systems and Services, Inc., Diamond Bar, CA. (1979). Final Evaluation Report for the 1978-1979 Title VII Bilingual Project, Public Schools of the District of Columbia, Washington. The Elementary and Secondary Education Act Title VII program instituted by the public schools of the District of Columbia serves approximately 1600 students in 14 elementary school sites and includes both Spanish/English and Chinese/English components. This evaluation report details the progress of Title VII bilingual education towards meeting program goals in the areas of instruction, staff development, and parent/community involvement. Included in the evaluation are procedures and lists of instruments used to collect data; an overall project evaluation plan; a description of the project, including its staffing; data from pre and post testing of a sample of project students; data from staff development activities; and data from parent/community participation activities. The instructional component evaluation consists primarily of measures of skills development in reading, mathematics, language, and self concept (including multicultural awareness). Evaluation instruments are appended to the report. Descriptors: Academic Achievement, Bilingual Education, Chinese, Elementary Education

Rivera, Natasha (1990). Project Recurso, 1989-1990. Final Evaluation Report. OREA Report. This report presents final (fifth year) results of Project Recurso, a federally funded project which provided 147 Spanish-speaking special education students (grades 3-5) in 12 New York City schools with instruction in English as a Second Language (ESL), Native Language Arts (NLA), and bilingual content area subjects. The project also provided staff development and parental involvement activities. Objectives for staff and curriculum development as well as for parental involvement were fully met. The project did not meet the two content area objectives or two of the ESL objectives. Additionally, no data were available to assess two other ESL or three NLA objectives. The program's strengths were its ability to train bilingual special education professionals and offer relevant activities for parental involvement. The report recommends that the project's curriculum materials be disseminated to other bilingual special education programs.   [More]  Descriptors: Bilingual Education, Curriculum Development, Disabilities, Elementary Education

Osaji, Bede (1979). Language Survey in Nigeria. Publication B-81. The languages of Nigeria and language usage in that country are discussed in a study designed to illustrate the need for a Nigerian lingua franca. Extensive data are first presented on Nigerian languages and dialects, their classification, and their geographic distribution. The remainder of the survey is devoted to a sociolinguistic study of language needs in Nigeria. The pedagogical advantages of fostering a nationwide native language are balanced against the desirability of bringing about language uniformity in the context of bilingual education. A discussion of the notion of lingua franca bridges reports on Pidgin English (which is viewed as the unofficial lingua franca of Nigeria) and Hausa (a language of imposition which can be effectively developed as the most desirable Nigerian lingua franca).   [More]  Descriptors: African Languages, Bilingual Education, Dialect Studies, Dialects

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