Bibliography: Bilingual Education (page 237 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Champaign ERIC Clearinghouse on Early Childhood Education, Diane Scott-Jones, David P. Dolson, J. D. Fletcher, Carl S. Neblock, Joanna B. Crane, Valerie Cook, Margaret Moustafa, Carlos E. Cortes, and Donald L. Kester.

Krug, Mark (1976). The Melting of the Ethnics: Education of the Immigrants, 1880-1914. Perspectives in American Education. This book, one in a five-volume series dealing with perspectives in American education, discusses the education of ethnic groups in the United States. The purpose of the series is to create a better understanding of the education process and the relation of education to human welfare. Chapter one discusses multicultural education, examining the concept of the melting pot, the "Americanization" idea, and the theory of cultural pluralism. Chapter two relates the story of three major immigrant groups: Italians, Jews, and Poles. In chapter three ethnic loyalties and affiliations are investigated. Chapter four examines the educational philosophy of Jane Addams, founder of Chicago's Hull House. Public schools and the upward mobility of immigrant children through them is the theme of chapter five. Specifically examined are bilingual education programs, curriculum materials dealing with ethnic cultures, how public education did or did not meet the needs of ethnic groups, and the "mainstream" American culture. The book contains a selected bibliography.   [More]  Descriptors: Acculturation, American Culture, Biculturalism, Bilingual Education

Crane, Joanna B., Ed. (1975). Dimension: Languages '75. Proceedings of the Southern Conference on Language Teaching (11th, New Orleans, Louisiana, 1975). The proceedings of the 1975 Southern Conference on Language Teaching include papers on a variety of topics. The theme of the conference was lifelong language learning, and areas covered include teacher attitudes, the interdisciplinary approach, public relations and public awareness of foreign language programs, career education and foreign languages, social class and language learning, language instruction in continuing education, bilingual education, conversation and communication, teaching culture, information dissemination, reading materials for children and young adults, and the use of films in foreign language instruction. The papers are followed by a list of the contributors to the conference, the board of directors and sponsors, and the conference exhibitors and advertisers. "Social Class and Foreign Language Learning: Implications for Curriculum," by Laura K. Meyer, was included in the proceedings but is not reproduced here, as it is already in ERIC as ED 122 616. Descriptors: Adult Education, Bilingual Education, Career Education, College Language Programs

Cartagena, Juan; And Others (1983). United States Language Policy: Where Do We Go from Here?. There is a growing perception, particularly among Hispanics, of the urgent need to structure a coherent national policy encompassing the rights of language minorities. No such policy can be framed without taking into consideration the unique situation of Puerto Ricans, who are American citizens by birth but who are taught in Spanish in Puerto Rican schools with congressional acquiescence. A review of court decisions, statutes, and agency rules shows some important advances: the bilingual provision of the Voting Rights Act, bilingual education, some requirements for bilingual notices and assistance in unemployment and public assistance matters, and some limitations on an employer's right to establish and enforce English-only rules on the job. These rights, however, do not stand on a secure foundation. Unless a national language policy is put in place, private employers and government agencies will continue to implement disjointed and sometimes conflicting policies.   [More]  Descriptors: Bilingual Education, Court Litigation, Elementary Secondary Education, Equal Opportunities (Jobs)

Moustafa, Margaret (1978). Bridging the Gap Between the ESL Curriculum and the Reading Curriculum in the Elementary School. The basic classroom reading program and the English as a Second Language Program (ESL) in the elementary school are related, yet a gap exists between them. It is suggested that the gap can be bridged in several ways: by bilingual education, through an individualized language experience approach, and by a process called "Bridge English." Bridge English would require the ESL profession to collaborate with the classroom teacher and the regular basic reading program through reordering what is taught in ESL classes to meet the specific needs of a specific reader. The language of the target text in basic reading is analyzed and oral language lessons based on this text are developed in order to make this language meaningful to the child. Several examples are given of the lexical and syntactic analysis of a basic reader and corresponding ESL activities are suggested. Two accounts of personal experiences using the approach are given. Descriptors: Bilingual Education, Directed Reading Activity, Elementary Education, English (Second Language)

New York State Education Dept., Albany. Div. of Intercultural Relations in Education. (1977). New York State Education Department Materials, Programs, Services for Multicultural Education. This catalog contains descriptions of elementary and secondary curriculum materials, programs, and services for multicultural education, art education, bilingual education, and social studies, music, dance, drama, and literature classes. It is intended to help New York state teachers motivate students to acquire knowledge, understanding, and sensitivity regarding the various ethnic and racial groups which comprise our society. Various ethnic groups are treated including Blacks, Puerto Ricans, and American Indians. The catalog begins with an annotated bibliography of multimedia materials including cassette recordings, 16mm. films, filmstrips, slides, and videotapes. Bibliographies, handbooks and guides for teachers, and some student books are cited in the catalog's next section.  Following this a few multicultural education programs are briefly described. The catalog concludes with a listing of various multiethnic services for New York state teachers including advisory and consultative services, and funding, supportive, and research services. Descriptors: Annotated Bibliographies, Art Education, Audiovisual Aids, Bilingual Education

Kester, Donald L. (1993). Bridging the Gap: A Sheltered Approach to Language Acquisition and Academic Success in Torrance Unified School District, Torrance, California. Fifth and Final Evaluation Report (1992-1993). The fifth year of a 5-year, federally funded project of middle school bilingual education is evaluated and related materials are presented. The program targeted students with Chinese, Korean, and Japanese as their native languages. Evaluation involved visits to six school sites, structured and unstructured interviews, review of documents and records, and classroom observation of English-as-a-Second-Language (ESL) teachers, regular classroom teachers, and bilingual instructional assistants. The data collected were used to evaluate progress toward meeting specific objectives relating to instruction, student achievement, administrative functions, record-keeping, student attitudes and self-esteem, cultural events, curriculum development, and parent involvement. Results are reported.  Recommendations for revision of program evaluation methods and program modification are summarized. Appended materials include student achievement statistics, samples of student work and photographs of students, and samples of curricular materials.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Chinese, English (Second Language)

Scott-Jones, Diane (1985). Assessing American Education: Shrinking Resources, Growing Demands. There is a need for educational research even during financial difficulties. Wisdom and efficiency in spending, careful data collection, and collaboration among agencies should be important goals while resources are scarce. Considering the situation, this paper describes critical issues in elementary and secondary education and the manner in which national data collection efforts might address these issues effectively. The critical issues include the equal importance of equity and excellence as goals of American education. Several phenomena related to the goals of equity and excellence are discussed, including bilingual education, private schools, use of computers in schools, drop-outs, and the transition from school to work. A second major issue is the development of students from childhood through adolescence. Developmental issues include longitudinal studies, especially of elementary school children, preprimary school programs, and adolescent development. The quality of instruction, including teacher preparation and classroom processes, and public perceptions of education are discussed as well. A five-page reference list is included.   [More]  Descriptors: Adolescent Development, Bilingual Education, Child Development, Computers

Neblock, Carl S. (1996). A Broad Base National Enrollment Model. The use of the cohort-survival method for projecting student enrollments is widely known in educational finance literature; however, the limited information provided by the model impedes planners in making future operational decisions. The cohort-survival method employs historical rates of usage to predict future patterns of usage and produces a grade-by-grade forecast for each student cohort. This paper presents a model that develops multipliers for several student-support programs to create a broad base of information. The model accommodates the number of regular public school students by grade level as well as an estimate of certain student-support programs–compensatory education, bilingual education, and 11 categories of special education. The model incorporates student-support-program requirements and adds the numbers of retained members to the next cohort, thus presenting a more accurate view of the enrollment picture. Two figures are included. (Contains nine references.)   [More]  Descriptors: Algorithms, Bilingual Education, Cohort Analysis, Compensatory Education

Fletcher, J. D. (1983). A Bibliography of Studies on Elementary and Secondary School Reading, English, and Mathematics for American Indian Students. Two hundred twelve monographs and journal articles, published from 1913 to 1982, reporting studies on elementary and secondary school reading, English, and mathematics for American Indian students are cited in this bibliography. Arranged alphabetically by author, each entry contains applicable standard bibliographical information: author, title, edition, volume number, place and date of publication, publisher, and pagination. Study topics are wide ranging and include pilot studies into initial reading, academic achievement of American Indian students, the failure of Indian education, Arapaho grammar, phonemic rhythm in Comanche, effectiveness of computer assisted instruction, English as a second language for Navajos, approaches to acculturation, bilingual education, self image of the American Indian, etc. Sources include anthropological, educational, linguistic, psychological, and social science journals.   [More]  Descriptors: Academic Achievement, American Indian Education, American Indians, Bilingual Education

Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation. (1989). Annual Evaluation Report, Fiscal Year 1988. This 18th annual report to the United States Congress on federally funded education programs provides information on 117 programs, covering their activities as of September 30, 1988. Program descriptions are grouped under the appropriate administering office: Office of Elementary and Secondary Education, Office of Bilingual Education and Minority Languages Affairs, Office of Special Education and Rehabilitative Services, Office of Vocational and Adult Education, Office of Postsecondary Education, and Office of Educational Research and Improvement. An appendix lists evaluation contracts active in the Office of Planning, Budget and Evaluation during fiscal year 1988. For each program, some or all of the following types of information are included: program profile (legislative authority, purpose, funding history); fiscal year 1988 program information and analysis (population targeting, services, program administration, outcomes, improvement strategies); sources of information; planned studies; and contacts for further information. Descriptors: Adult Education, Bilingual Education, Educational Improvement, Educational Research

ERIC Clearinghouse on Early Childhood Education, Champaign, IL. (1978). Memos and Resource Lists from ERIC/ECE: 1978. This collection is comprised of short memos (offering practical suggestions and ideas for teachers and parents of young children) and resource lists on various early childhood topics, prepared by the staff of the ERIC Clearinghouse on Early Childhood Education during 1978. Memos focus on parent involvement ideas for day care centers, the learning potential of water play for preschoolers, sex role development in young children, and family day care. Resource lists deal with the following topics: early childhood (including ideas for classroom materials and activities, day care administration, and childrearing); screening, readiness and diagnostic programs in early childhood; sex role development in young children; child advocacy and children's rights; parent-teacher relationships; general studies on child development and related topics; young children and the arts; bilingual education (primarily Spanish-English) in early childhood, and adoption. Order information is provided for all ERIC documents and other publications included in the resource lists. Descriptors: Adoption, Bibliographies, Bilingual Education, Child Advocacy

Carrasquillo, Angela; Segan, Frances (1984). Staff Development: From the Bilingual Schoolroom to Beyond the Walls of the University. A discussion of the objectives, breadth, and strategies of staff development for bilingual education program supervisors, teachers, teacher educators, and program developers outlines principles for assessing educational needs and planning development programs. Recent experience in bilingual program staff development focusing on language teaching methodology and multicultural curriculum development is reviewed, and the common content and task emphases of development programs for teachers, supervisors, and teacher educators at the university level are analyzed. Economic and other resource considerations are discussed, and a practical approach to staff development program planning that involves case study analysis is recommended. Examples of representative case studies are presented along with analysis questions and illustrations of the staff development needs and strategies derived from each case study. Training issues and concerns and suggested program directions for the future are summarized.   [More]  Descriptors: Bilingual Education Programs, Case Studies, Classroom Techniques, Cultural Education

Cortes, Carlos E. (1979). Multicultural Education: Preparing Young People for Life in an Integrated Nation and an Integrated World. Revised. In an increasingly interdependent and culturally diverse world, the need for true integration of people and cultures demands that schools develop well-conceived multicultural approaches to education. Society provides multicultural education through a curriculum consisting of the socializing forces, including family, peers, neighborhoods, organizations, and the mass media. Unlike the societal curriculum, schools can plan how they will participate in the multicultural educational process. An effective multicultural education program must be integrated throughout the school curriculum, and ethnic studies and bilingual education must not be considered substitutes. Multicultural approaches and other educational/curricular reforms should be made mutually supportive. Inservice training programs should be available to increase multicultural awareness and improve the effectiveness of teachers and administrators. Finally, educators must solicit the involvement of parents, the community, and business in multiculturalizing the whole societal curriculum. Descriptors: Bilingual Education, Community Attitudes, Community Involvement, Cultural Awareness

Cook, Valerie; And Others (1981). Effective Strategies for Avoiding Within School Resegregation. This report provides the base of information necessary for the development of specific policy options to prevent or reduce school resegregation, i.e., the separation of racial and ethnic groups within desegregated schools. Following a chapter on the definition and background of resegregation, Chapter 2 discusses resegregation in academic programs–ability grouping, tracking, compensatory education, special education, and bilingual education–due to methods of student assignment and program organization, and to multiple eligibility for categorical programs. The impact of discipline policies on resegregation is also discussed. Chapter 3 offers alternatives to resegregative practices in terms of student assessment and assignment, instructional organization, and student discipline practices that recognize student diversity and facilitate interracial contact. The final chapter discusses Federal strategies for reducing resegregation. An appendix outlines five ways in which the Federal government might respond to the needs of local education authorities for technical assistance to facilitate effective desegregation.   [More]  Descriptors: Bilingual Education, Change Strategies, Compensatory Education, Discipline Policy

Dolson, David P. (1985). A Brief Case for Bilingual Preschools. Many more bilingual preschool programs are needed. Bilingual programs provide an environment where language minority students acquire English. Bilingual educators use innovative as well as time-tested methods to expose students to the English language. Instruction in and through the minority language assists students in developing the academic foundation that will serve as the basis for future academic and vocational success. Bilingual programs also seem to be conducive to positive psychosocial adjustment. Students develop constructive viewpoints about both their own ethnic group and mainstream society. A side benefit is bilingualism, an important national resource. When properly implemented, bilingual education can produce citizens with all the language, academic, and psychosocial attributes necessary to contribute to a progressive America. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Futures (of Society)

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