This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Charles D. Coletti, Rafael Estupinian, Joseph C. Fischer, Austin. Texas Education Agency, S. Kathleen Kitao, Annette Benedict, Susan Helmer, Catherine Thompson, H. H. Stern, and Mary L. Spencer.
(1977). American Civic Issues in the Light of European Experience. This series of discussions is based on an experiment, created by a multidisciplinary French Civilization Group in Seattle, the purpose of which was to compare the ways in which different cultures deal with certain civic issues. Four discussions were held over a period of two months. Two were concerned with day care education, one with bilingual/bicultural education, and one with urban-regional planning. The session on day care contrasted the American model with the French, or Latin-European, the Scandinavian, and the Socialist models. The session on bilingual/bicultural education compared the American approach to that of West Germany. The final session described the French government's efforts after World War Two to decentralize government and industry, and compared these efforts to the United States' efforts at urban and regional planning. Each session consists of presentations followed by a discussion. [More] Descriptors: Bilingual Education, Child Care, Conferences, Cultural Differences
(1979). Obstacles in the Administration of Bilingual Programs. Legislation in the State of California has mandated bilingual programs. They must be included by administrators developing mainstream curricula for California schools. Not all program administrators have complied with this legislation. Legal requirements for bilingual programs have raised philosophical, legal and teacher morale problems for administrators. And, even though the laws mandate strict enforcement, program management is defined within the law and does not include a bilingual program administrator. In addition, while the "process" is mandated by law, "products" are not identified so this leads to problems with program/student evaluations. It can be concluded that program administrators must begin to question and discuss formats for the new legislation related to bilingual education. Descriptors: Administrative Problems, Administrator Role, Bilingual Education, Compensatory Education
(1976). Parents' Career Aspirations for Their Children Enrolled in Bilingual Programs. Multilingual Monographs No. 2. In this paper parents' educational and occupational aspirations for their children enrolled in bilingual elementary school programs are examined. The parents' place of birth, dominant language, educational background and occupation were the main independent variables measured. Interviews were conducted with 68 parents with children in Chicago bilingual education centers in the summer of 1975. Questions asked of the parents included: What career would they like their children to pursue?, How many years would they like their children to remain in school?, and How many years did they expect their children would remain in school? Parents born in the U.S. who had attained a high school or higher educational level were found to have higher educational and occupational aspirations for their children than those born outside the U.S. who had achieved less than a high school education. Quantified results of this limited study are presented in statistical tables. The need for further research is mentioned. [More] Descriptors: Academic Aspiration, Bilingual Education, Bilingual Students, Elementary Secondary Education
(1988). Intercultural Communication Bibliography (Part 4). The fourth part of a bibliography on intercultural communication is, like the first three parts, intended primarily for Japanese teachers of English as a second language but is also useful for anyone interested in intercultural communication. The bibliography contains 480 citations of books, journal articles, and other sources for information concerning aspects of intercultural communication. Items are listed in these categories: general, theory, area studies (English-speaking countries, the United States, Japan, and others), cross cultural studies (the United States and Japan, and others), interpersonal communication, intercultural training, research, bilingual education, culture in language teaching, English teaching, teaching intercultural communication, interracial/interethnic communication, organizational/business communication, and the relationship of culture and education. [More] Descriptors: Area Studies, Bilingual Education, Cross Cultural Studies, English (Second Language)
(1977). Final Technical Report 1976-1977. State Compensatory Education: Publication Number: 76.60. The Texas State Compensatory Education program (SCE) had three components: (1) basic skills; (2) bilingual education; and (3) planning–including specification of competencies for grades K-6, Title I model program development; and coordination of Title I, Title I Migrant, and SCE for effective use of federal resources. Evaluation focused on thirty decision questions. This document describes test administration, and tabulates the results of the sixteen instruments used to collect data regarding these questions. Two of the instruments were standardized tests (California Achievement Tests and Boehm Test of Basic Concepts). The remaining instruments were developed by the school district to interview, survey, or observe principals, teachers, students, and other SCE personnel. Some of the instruments are included, and the evaluation questions relevant to each instrument are discussed. [More] Descriptors: Academic Achievement, Achievement Gains, Basic Skills, Bilingual Education
(1977). Demonstration of Assessment of Language Dominance of Spanish-Speaking Bilingual Children. Occasional Papers on Linguistics, No. 1. Assessment of the Spanish-speaking bilingual child's language dominance is essential to bilingual education, but to date there is no universally accepted way of doing this. There are many tests on the market which purport to measure language dominance and achievement, and which involve various criteria and methods. This paper describes four tests, each of which can be useful in contributing to an overall assessment of language dominance. The Bilingual Syntax Measure defines language in terms of phonemes, and is designed to measure oral proficiency in English and Spanish. The Dos Amigos Verbal Language Scale measures language development in English and Spanish separately. The James Language Dominance Test is designed to assess active and passive language dominance of kindergarten and first grade Mexican American children. The Pictorial Test of Bilingualism and Language Dominance measures oral vocabulary for both Spanish and English, as well as phonological, morphological, and syntactic development in both languages. Descriptors: Bilingual Education, Bilingualism, Child Language, Diagnostic Tests
(1985). Program Evaluation and Testing in the Educational Programs of Micronesia–When Benchmarks are Needed. A discussion of bilingual education in the Pacific region focuses on the role of evaluation and testing in promoting educational quality. Based on a review of proposals, evaluations, and tests of all districts in Micronesia and Hawaii in the 1982-83 program year, these conclusions are drawn about program evaluation: (1) little program evaluation was undertaken; (2) student assessment was by far the most serious problem; (3) two evaluation design problems are occurring, the use of control group design and the use of summative rather than formative evaluation of new programs; (4) one seemingly good evaluation was seriously flawed by a lack of objectivity; (5) evaluation of Micronesian projects is underbudgeted; and (6) additional technical assistance for contract development and administration is needed. [More] Descriptors: Bilingual Education Programs, Chamorro, Educational Assessment, English (Second Language)
(1976). Dena'ina Sukdu'a, Vol. 2. Chulyin Sukdu'a (Raven Stories). This is the second of a set of four books containing 24 examples of the Tanaina art of storytelling. They are intended for use in a bilingual education setting for competent speakers of Tanaina Athabaskan who have knowledge of the writing system. The five stories in this volume are examples of a large number of raven stories told by the Tanaina people. In these stories the raven is the character who made the world and the things in it the way they are. The stories are presented as they were told by the storytellers and are transcribed in the Tanaina practical orthography. Each one contains an interlinear word-by-word translation and is followed by a free English translation. A chart of the vowels and consonants of the Tanaina alphabet is appended. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1976). Dena'ina Sukdu'a, Vol. 3. Dghiliq' Sukdu'a (Mountain Stories). This is the third of a set of four books containing 24 examples of the Tanaina art of storytelling. They are intended for use in a bilingual education setting for competent speakers of Tanaina Athabaskan who have knowledge of the writing system. The stories in this volume are part of a group of stories called Mountain Stories which are traditionally told in the summertime. Regarded as a picture of life before white people came to the area, they are told as a way of transmitting Tanaina beliefs, attitudes and values. The stories are presented as they were told by the storytellers and are transcribed in the Tanaina practical orthography. Each one contains an interlinear word-by-word translation and is followed by a free English translation. A chart of the vowels and consonants of the Tanaina alphabet is appended. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Beliefs
(1976). French Programs: Some Major Issues. Evaluation and Synthesis of Studies Related to the Experimental Programs for the Teaching of French as a Second Language in the Carleton-Ottawa School Boards. This report presents an overview of three major research projects on the instruction of French as a second language. The projects are being carried out in the schools of the Ottawa Roman Catholic Separate School Board, the Carleton Roman Catholic Separate School Board, and the Carleton and Ottawa Boards of Education. The projects are concerned with two major issues: (1) the time allotted to French instruction and (2) the choice between treatment of French as a subject or as a medium of instruction. Studies explore differences in teaching strategies, contrasting immersion programs, core French programs, extended French programs, and specialized programs, such as partial immersion; French for single subjects; and bilingual education at the high school level. The report also provides responses to questions on second language teaching and learning asked by the Ontario Ministry of Education, specifically on the topics of child development, organization, content, methodology, culture, and teachers. Descriptors: Bilingual Education, Elementary Secondary Education, French, Immersion Programs
(1968). Texas Project for the Education of Migrant Children, 1967-68. Evaluation Report. Impact and effectiveness of the Texas Project for the Education of Migrant Children and other such programs are examined. Solutions to the educational problems which face the migrant student within the operational framework of an on-going school system are outlined. Two representative innovations in Texas, a nongraded system and bilingual education, are briefly discussed. Evaluative data are included which were obtained by means of opinionnaires and standardized tests, with teacher-developed tests used less extensively. Methods are presented for coordinating the Texas Project with the Elementary and Secondary Education Act and the National Defense Education Act and for involving parents and the community. A summary is given of staff development via workshops and various institutes for teachers, aides, and administrators. Also included are brief descriptions of the Texas Migrant Interstate Cooperation Project, the Migrant Compensatory Education Project, and the Migrant Preschool Education. [More] Descriptors: Bilingual Education, Compensatory Education, Educational Innovation, Educational Problems
(1979). State Directory of Educational Dissemination for Adult, Career, and Vocational Education. Information Series No. 182. This directory contains a compilation of contact persons for a number of state and federal agencies for dissemination of educational information. The lists include contact persons from all fifty states, Puerto Rico, American Samoa, Guam, and the Virgin Islands. Most addresses include phone numbers. The agencies are as follow: (1) National Association of State Education Department Information Officers; (2) chief state school officers; (3) State Dissemination Leadership Project representatives; (4) state facilitators for the National Diffusion Network; (5) State Dissemination Grants Program; (6) National Network of Centers for Bilingual Education; (7) State Liaison Representatives; (8) Elementary and Secondary Education Act Title IV state coordinators; (9) National Right to Read Effort; (10) State Research Coordinating Units directors; (11) contact persons for career education; (12) contact persons for vocational education; (13) contact persons for adult education; (14) Elementary and Secondary Act Title I Migrant State Coordinators. [More] Descriptors: Adult Education, Bilingual Education, Career Education, Coordinators
(1978). Title VII Bilingual-Bicultural Program, Final Evaluation Report, 1977-1978. After reviewing recent legal decisions on bilingual education, this report describes the goals and requirements of a bilingual program in a New York City community school district with a large number of Spanish speaking pupils, and the methods by which these goals were to be attained. The training and responsibilities of staff are discussed, with particular attention to the participation of bilingual teachers in inservice workshops. The program is evaluated and the extent to which its objectives were fulfilled is discussed. Areas evaluated include student growth in verbal and mathematical skills and cultural history, cross-cultural activities for students, parent-school rapport, and the development of a multi-media laboratory. Tables are included. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Elementary Education
(1975). Bilingual Pupil Services; School Year 1974-1975. This report contains a description and evaluation of the Bilingual Pupil Services Program, operated by the New York City Board of Education, Office of Bilingual Education. The basic goal of the program was to improve the reading and mathematics abilities of Hispanic non-English speaking pupils and Hispanic English speaking pupils who were one or more years behind in reading and mathematics achievemnt as measured by teacher made and/or standardized tests. The program served 2061 pupils in 32 public schools in 13 community school districts. The program provided in-service training to paraprofessionals who assisted the regular classroom teacher by providing small group instruction. A copy of a test on teaching reading to the bilingual learner is included in an appendix. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1988). Two-Way Bilingual Programs: Language-Learning-as-Resource. A study assessed the performance of language-minority and language-majority children in a two-way Spanish-English bilingual education program in Port Chester, New York. The program treats language learning as a resource for all students, with each group of children teaching their native languages to the other. Second- and third-grade classes are combined. Data on students' Spanish and English reading and oral language skills, mathematics skills in both languages, and perceptions of the classroom environment were gathered for three years. The results were mixed, demonstrating that students can definitely benefit from second language learning in the curriculum but that care should be taken to ensure that native language skills and progress not be compromised. Teacher performance emerged as a crucial variable in the program studied, and careful monitoring of student outcomes in relation to teacher performance is advised. Overall, despite some early problems with student perceptions of difficulty and friction, participant satisfaction was high. [More] Descriptors: Bilingual Education Programs, Classroom Communication, Classroom Environment, Elementary Education