This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington Department of Education, Margy Gilmour, James M. Royer, Donna Christian, Trudy Wasney, Carol Ann Stowe, Phil Moheno, Cindy Mahrer, Augusta. Maine State Dept. of Educational and Cultural Services, and Kathy Beland.
(1996). Guide to U.S. Department of Education Programs. This annual guide provides the information necessary to begin the process of applying for funding from individual federal education programs. It lists programs by popular name, by the substance of each program, and by the number assigned by the Office of Management and Budget (OMB). It also describes the application process for funding, the eligibility of private school students, and how to access the guide and the U.S. Department of Education's online library via the internet. Information is provided about programs supervised by the following offices: Elementary and Secondary Education; Postsecondary Education; Educational Research and Improvement; Bilingual Education and Minority Languages Affairs; Vocational and Adult Education; and Special Education and Rehabilitative Services. A list of the Secretary of Education's regional representatives and an index are included. [More] Descriptors: Adult Education, Bilingual Education, Compliance (Legal), Educational Objectives
(1993). Guidelines for Coordination of Special Program Services to Students of Limited English Proficiency. The guidelines specify principles and procedures for coordinating special services to members of Illinois' limited-English-proficient (LEP) school-age population, including transitional bilingual education and other transitional instructional programs, with other service areas. The first section presents the state board of education's vision statement, mission statement, and goals for public schools. Subsequent sections present guidelines for (1) integration and coordination of services to educationally disadvantaged children (Chapter 1 of Title I of the Elementary and Secondary Education Act); (2) integration and coordination with gifted education services; (3) integration and coordination with special education; coordination of vocational education programs for LEP students; (4) and integration and coordination with the Illinois pre-kindergarten at-risk program. The final section offers answers to common questions about coordination of services to the LEP population, including procedures for equalizing access to special programs, the responsibilities of school districts, and referral stages requiring parental involvement or consent. [More] Descriptors: Bilingual Education Programs, Compliance (Legal), Educationally Disadvantaged, Elementary Secondary Education
(1990). Creating Successful Learning Contexts for Biliteracy. Based on a long-term comparative ethnographic study in two Philadelphia (Pennsylvania) public schools, the study reported here describes what two teachers do to create successful learning contexts for the biliterate development of linguistic minority children in their classes. Two classrooms situated in contrasting community, program, and language contexts are examined: a fourth/fifth grade in a two-way maintenance bilingual education program for Puerto Rican children and a fourth grade in a mainstream/English-as-a-Second-Language pullout program for Cambodian children. The learning contexts are discussed in terms of four themes identifying critical aspects of contexts for teaching biliteracy: motivation, purpose, text, and interaction. Specifically, the study asks what it is that these teachers do that goes beyond good teaching to be good teaching for biliteracy, and how their approaches differ according to the particular configuration of biliterate contexts, biliterate media, and individual biliterate development of the linguistic minority children in their classes. [More] Descriptors: Bilingual Education Programs, Cambodians, Classroom Environment, Comparative Analysis
(1991). A Transformational Bilingual Model for Teacher Education. At San Diego State University, the training program for bilingual education teachers was developed to systematically accommodate changing needs in education, particularly the needs to educate students with academic proficiency in both Spanish and English and to have a multicultural perspective. The emerging teacher education model empowers prospective teachers to effect positive change by helping them understand how meaning is established in human systems in the immediate context and over time. One strategy for driving systematic change involves peeling back successive layers of political and cultural factors surrounding the system's core value structure. For example, teachers must learn to give clear explanations in Spanish through understanding of the cultural and political context of the explanation and appropriate vocabulary. A central goal of the program is to develop self-directed learning, and prospective teachers are exposed to teaching strategies that give them flexibility in classroom practice. [More] Descriptors: Bilingual Education, Case Studies, Change Strategies, Cultural Context
(1987). Bilingual Program Report 1986-87. Publication No. 510. This report provides information on the Bilingual education programs in the Los Angeles Unified School District (LAUSD), and describes the students, teachers, and administrators participating in these programs for 1986-87. The report summarizes information provided by the schools within the LAUSD, the outcomes of the identification and assessment of bilingual students, and the results of a survey conducted to gather information about the District's bilingual programs and participants. The Bilingual Program Survey gathers information on the following aspects of the District's classrooms: (1) classroom programs operating in 1986-87 (including bilingual, English-as-a-Second-Language and individual learning programs); (2) student enrollment in these programs; (3) teacher fluency; and (4) primary language instructional support available to program participants. Appended materials include identification and assessment procedures; information tables on general, elementary, secondary, and special education programs; and survey forms and instructions. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Enrollment
(1988). Language and Cultural Minorities Resource Catalog. The revised edition of the resource catalog lists nearly 1,000 print and non-print materials for use in Maine schools where close to 7,000 children of linguistic minorities are enrolled. There are 19 sections on these groups or topics: Afghan, Asian and refugee, bilingual education, Chinese, civil rights, Eastern Europe, English as a Second Language, French, German, Hmong, Khmer, Korean, Lao, multicultural education, native Americans, Pilipino/Tagalog, Spanish, testing and assessment, and Vietnamese. Each resource listed is recommended for use with different groups, including parents and community, teachers, administrators, or students at the elementary, middle/junior high, and secondary levels. Some resources focus on instructional methods and techniques; others provide cultural information, research findings, and other materials for classroom use. All materials are available free of charge, some by loan. Request forms are appended. Descriptors: Acculturation, Bilingual Education, Cambodians, Chinese
(1990). Bilingual Specialized Programs in New York City High Schools, 1988-89. OREA Evaluation Section Report. The Bilingual Specialized Programs in New York City High Schools project was supported by tax-levy, Pupils with Compensatory Educational Needs, and state Categorical Aid to Bilingual Education funds. The program functioned in 15 high schools in Manhattan, Brooklyn, and Queens. The program's aim was to provide students of limited English proficiency with equal access to educational-option, academic comprehensive, and vocational/technical high schools. All sites offered English as a Second Language (ESL), content area, and vocational courses. The major program weakness was the shortage of qualified bilingual teachers and counselors. Major strengths included increasing administrator and teacher support at all sites and the eagerness of schools to expand their services to program students. Recommendations for program improvement include arranging for bilingual teachers and guidance counselors to work at more than one site to broaden service coverage, developing a cooperative program for on-the-job training, and increasing emphasis on speech in ESL classes. [More] Descriptors: Academic Achievement, Access to Education, Attendance, Bilingual Education Programs
(1992). Segundo Paso. Grados 1ro – 3ro (Second Step. Grades 1-3). This document is the Spanish language supplement to "Second Step, Grades 1-3," a violence-prevention curriculum designed to reduce impulsive and aggressive behavior in young children and to increase their social competence. The supplement cannot be used by itself, as only a portion of the entire curriculum has been translated into Spanish. These portions include stories and discussion, role plays and activities, take-home letters, homework, and posters. The supplement is designed to work with different philosophical orientations to bilingual education. The translated lessons for grades 1 through 3 include: (1) 17 lessons on empathy, recognizing and controlling feelings and accepting differences; (2) 19 lessons on the controlling of impulses and building skills in areas such as resisting temptation and solving conflicts; and (3) 15 lessons on managing anger. Descriptors: Aggression, Behavior, Bilingual Education, Curriculum
(1992). Two-Way Bilingual Programs in the United States, 1991-1992. The information on two-way bilingual programs presented in this volume was gathered as the first phase of a study for the National Center for Research on Cultural Diversity and Second Language Learning. Two-way bilingual programs integrate language minority and language majority students and provide instruction in and through two languages. This volume updates and expands upon information identified by Lindholm in 1987. Profiles of 76 programs are provided, representing 124 schools in 13 states. The entries reflect the wide variability in descriptions of the implementation of two-way bilingual education, including two-way bilingual, developmental bilingual, bilingual immersion, double immersion, interlocking, and dual language programs. The contents of this volume are as follows: introductory narrative; list of programs by state; program descriptions by state (California, Colorado, Connecticut, District of Columbia, Florida, Illinois, Massachusetts, New York, Oregon, Pennsylvania, Texas, Virginia, and Wisconsin); index of programs by schools and school districts; and a list of abbreviations used. [More] Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Elementary Secondary Education, English (Second Language)
(1988). Los Angeles Unified School District Bilingual Program Survey Report, 1987-88. Publication No. 527. The Los Angeles Unified School District's bilingual education program provides elementary school limited-English-proficient (LEP) students with full bilingual classroom programs and individual learning programs, based on LEP population. The program also provides secondary school students with instruction in English as a Second Language and communication classes in their primary language. This report presents information on LEP student enrollment levels and trends, proportions represented by different language groups at the elementary and secondary levels, the adequacy of the programs provided, the linguistic and professional qualifications of the staff teaching LEP students, and the progress made by LEP students toward acquiring English language proficiency. Recommendations for program improvement at the elementary level focus on improving the qualifications of personnel, and at the secondary level target improved identification, remediation, and monitoring of LEP students. Qualifying tests for new secondary instructors are also recommended. Numerous data tables, graphs, and other figures supplement the text. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Enrollment Trends
(1992). At Risk–Language Minority Preschool Children. Language minority children (those whose primary language is other than English) are significantly more likely than their non-minority peers to live in poverty, thereby qualifying for federal Head Start and bilingual education programs. An examination of the policies in these programs focuses on their area of overlap. It begins with an overview of the origins of the programs, the specific federal legislation and policy initiatives for them, the practice and theory underlying each, and public perceptions. A parallel examination of the programs and their policies looks at similarities and differences, weaknesses and strengths, and differences in their funding agencies. It is argued that interagency collaboration and coordination of funding would strengthen both programs and make them more efficient. A 68-item bibliography is included. [More] Descriptors: Bilingual Education, Comparative Analysis, Cooperation, Educational Finance
(1988). Cultural and Linguistic Influences on Latino Testing. An overview of contemporary assessment practices often used with Latino students is provided, and it is maintained that these practices often overlook the influence of culture and linguistic proficiency on cognitive performance. A new approach, the Sentence Verification Technique (STV), is proposed as an alternative method to assess the linguistic proficiency of language minority populations. The STV, developed as a technique for measuring reading and listening comprehension, requires the student to develop one of four types of test sentences from each sentence appearing in a test passage. The four sentence types include: copying an original sentence, paraphrasing a sentence, changing the meaning of a sentence, and constructing a distractor sentence that is similar in vocabulary and syntactic structure to the sentences in the passage but unrelated in meaning. The effective application of the STV in a transitional bilingual education program in Holyoke, Massachusetts, is described, and the future needs and directions of linguistic proficiency assessment of Latino students are discussed. [More] Descriptors: Bilingual Education Programs, Cognitive Ability, Cultural Influences, English (Second Language)
(1994). The Educational Implications of NAFTA. The transcript provided in this document is from a symposium set up to explore the educational implications of the North American Free Trade Agreement (NAFTA). NAFTA, which will remove trade barriers between the United States, Mexico, and Canada contains no educational provisions. The panelists discuss the new educational challenges that NAFTA may create and look at ways to maximize the effectiveness of this new situation for education. Panelists include the following: Jonathan Davidson, Head of Academic Affairs, European Community Delegation; Peter Stephens, Assistant Academic Relations Officer, the Canadian Embassy; Eugene Garcia, Director of the Office of Bilingual Education and Minority Languages, U.S. Department of Education; Ramon Ruiz, Deputy Director, Office of Migrant Education, U.S. Department of Education; Mauro Reyna, Consultant, Southwest Educational Development Laboratory; and Gregorio Luke, Deputy Director, Mexican Cultural Institute. A question and answer session concludes the transcript. [More] Descriptors: Bilingual Education, Curriculum Development, Educational Change, Educational Trends
(1993). Project Clinico. Final Evaluation Report, 1992-93. OREA Report. Project Clinico, a federally-funded bilingual education project, served 356 special education students of limited English proficiency in its second year of operation at six elementary schools in New York City (New York). The project provided special and modified instructional services for these students, consultation and training to teachers, paraprofessionals, and support team members, and parent activities. It offered a language enrichment program to participating students and parents to promote parental support of student work at home. While the project had only third-year objectives, significant progress toward achievement of them was noted. Objectives were for student achievement, consultation intervention, staff training, and parent involvement. The primary recommendation for program improvement at this stage was to make greater effort to reach out to parents and encourage their participation in training activities. [More] Descriptors: Bilingual Education Programs, Consultation Programs, Elementary Education, English (Second Language)
(1985). Arctic Land Animals: A Language Development Unit for Science Life and the Environment Living/Non-Living Things. Grade One. Successful bilingual education requires good teaching in both languages. For many years northern Canadian educators have wrestled with the difficulties of teaching English with inappropriate commercial materials from the south. These units were developed by the Department of Education using the Language Development Approach, which is seen as the most effective and efficient method to teach English-as-a-Second Language/dialect (ESL/D) students. The guidebook contains teacher's notes, resources, initial assessment activity, lesson plans, culminating activities, evaluation activities, poems, songs, and stories. Lesson topics include living/nonliving things, appearance and behavior, animal homes, food, life cycles, people, and land animals. Interdisciplinary activities for each unit are provided. Each lesson includes a list of English vocabulary, sentence patterns, and concepts developed in the lesson; special materials required; concept development/language exposure; language practice; and applications. Descriptors: Animals, Bilingual Education, Elementary School Science, English