This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Brooklyn New York City Board of Education, Charles D. Coletti, Inc. Association of Mexican-American Educators, Kendall King, Verne A. Duncan, IL. Chicago Board of Education, Grace Ibanez Friedman, Constance K. Knop, Diane Sperber, and Nicholas Argyros.
(1978). Access to Excellence: Recommendations for Equalizing Educational Opportunities. In this report, the plan for fulfilling the commitment of the Chicago Board of Education to increase the quality of educational opportunities for all students in desegregated settings is described. The plan, which is designed to be realized by the 1982-83 school year, is divided into three parts: (1) district programs, educational initiatives to be undertaken by each district to fulfill the need for basic skills education; (2) system programs, educational initiatives that will enroll students from all parts of the city, preschool through high school, in alternative educational programs that improve basic skills and develop special talents; (3) administrative actions, initiatives that give students the opportunity to enroll in summer school. The purpose, objectives, eligibility, location, schedule, implementation, and cost of activities to be implemented under each program are explained. Numerous charts illustrate the projections. Areas stressed in the plan are bilingual education, basic skills, advanced placement, career development, technical education, language and creative arts, and preschool education. Descriptors: Basic Skills, Bilingual Education, Career Education, Creativity
(1982). Limited English Proficiency Students in Wisconsin: Cultural Background and Educational Needs. Part II: Indochinese Students (Hmong and Vietnamese). The information presented in this manual is directed to teachers, administrators, and the general public who encounter students of limited English proficiency. It is divided into three sections: (1) "Historical Landmarks of Bilingual Education in Wisconsin and the United States," by Frank M. Grittner; (2) "Discussion Outline on Various Types of Programs for Meeting the Needs of Limited English Proficiency Students in Wisconsin," by Frank M. Grittner; and (3) "Indochinese Students in Wisconsin: Hmong and Vietnamese," by Teng Vang, Vue Yang, Xuan Tran, and Constance Knop. This section discusses the cultural background and educational needs of Hmong and Vietnamese students, provides a list of available tapes and suggested readings dealing with Indochinese students, and summarizes the contents of videotapes as well as discussion questions on the tapes. [More] Descriptors: Asian Americans, Audiovisual Aids, Bilingual Education, Bilingualism
(1988). Two-Way Bilingual Program Effects. The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a problem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. [More] Descriptors: Academic Achievement, Bilingual Education, Case Studies, Elementary Education
(1978). Proceedings of the Annual Conference of the Association of Mexican-American Educators, Inc., State of California (13th, San Francisco, California, October 26-28, 1978). Officially incorporated in 1965 to advocate for equal opportunity for all, especially students of Hispanic ancestry, and greater opportunities for Hispanic professionals at all levels of the teaching field, the Association of Mexican American Educators, Inc., held its 13th annual conference October 26-28, 1978. The five position papers included in the conference proceedings reflect the humanistic efforts of the Association. The papers are: "The California School Finance Reform Act (AB 65): Implications on Bilingual Education", by Joseph O. Garcia and Ruben W. Espinosa; "The Allan Bakke Decision: An Analysis of its Implications for Affirmative Action and Higher Education", by Manuel H. Guerra; "The Case for the Spanish speaking" by Ricardo A. Callejo; "The Future Needs of Chicano Studies Departments" by Joe Rodriquez; and "Teacher Training in Institutions of Higher Learning: Are the Trainers Prepared?" by Alba Moesser. Descriptors: Affirmative Action, Bilingual Education, Civil Rights, Court Litigation
(1981). DeWitt Clinton High School Bilingual-Bicultural Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the effectiveness of a bilingual education program for Spanish speaking students attending DeWitt Clinton High School, a specialized boys school located in Bronx, New York. The program emphasizes maintenance of students' native language skills and culture while, at the same time, improving participants' English language and general academic performance. Also included among the programs' goals are curriculum development, the provision of supportive services, increased parent involvement, staff development, and improved self-esteem among participating students. The evaluation carried out for the 1980-81 school year indicated needs in the areas of curriculum and staff development, but found the bilingual program to be an overall success in its effect on student self-esteem and in achievement of language objectives. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Community Involvement, Cultural Awareness
(1980). Project P.R.O.B.E., Title VII. Community School District 7. Final Evaluation Report, 1979-1980. During the 1979-1980 school year Project Primary Reading Objectives for Bilingual Education (P.R.O.B.E.) was involved in improving the rate of reading growth and cognitive development of four and five year olds from the Bronx, New York. In bilingual classes that were conducted primarily in Spanish, the 153 program participants received instruction that emphasized oral language readiness for reading; sensory-motor coordination; training in reasoning; cultural heritage; self-concept; and a language experience approach to curriculum areas. P.R.O.B.E. was evaluated through observations by a consultant and through pre- and post-test data from the Boehm Test of Basic Concepts. Both the pre-Kindergarteners and Kindergarteners exceeded the expected level of achievement. The consultant found that the program successfully created a stimulating and effective learning environment. [More] Descriptors: Academic Achievement, Bilingual Education, Early Childhood Education, English (Second Language)
(1979). Evaluative Aspects of Bilingual Programs: A General Guide. This guide is designed to help administrators, program coordinators, and teachers of bilingual children devise more effective ways of helping children learn. The role of evaluation in program planning and execution is described and some general factors to be considered when planning and evaluating bilingual education programs are reviewed. The roles of formative and summative evaluation are discussed as feedback for pupils, teachers, and program administrators. Aspects of standardized tests are explained and features of good program objectives are presented. Eight general categories of language skills encompassed by bilingual programs are illustrated in a bilingual language skills matrix. Linguistic competence and linguistic performance are differentiated and it is shown that only linguistic performance, that is, the degree of mastery of language skills as demonstrated or assessed in the classroom, can be assessed with confidence in school settings. The various roles of testing and evaluation are described in the broader contexts of bilingual program planning. A selected bibliography is appended. Descriptors: Bilingual Education, Communicative Competence (Languages), Educational Objectives, Elementary Secondary Education
(1980). The Native Language Reading Approach Training Program. ESEA Title VII. Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual education project, the Native Language Reading Approach, conducted in the New York City Schools in 1979-80. The program was designed to serve as an exemplary reading and native language arts project in elementary schools for a largely Hispanic student population, but also served speakers of Italian, Greek, Creole/French, and Chinese. Contained in the report is information regarding: (1) program and school sites; (2) site selection; (3) student eligibility criteria; (4) characteristics of the target population; (5) program staffing; (6) program implementation; (7) instructional approach; (8) materials development and dissemination; (9) staff development; and (10) parental involvement. The evaluation concludes with a discussion of the benefits and drawbacks of the project, and some recommendations to improve implementation. [More] Descriptors: Bilingual Education, Chinese Americans, Curriculum Development, Elementary Education
(1987). Chamorro Language Issues and Research on Guam. A Book of Readings. A collection of research reports concerning language issues on Guam includes: "Language Survival, the Ideology of English and Education in Guam" (Robert A. Underwood); "American Policies and Practices Affecting Language Shift on Guam: 1898-1950" (Rosa S. Palomo); "Is Bilingual Education a Friend or Foe of the Indigenous Languages of the Marianas?" (Samuel Betanes); "Chamorro Child Language" (Carol Odo); "Studies of Chamorro and English Oral Language Proficiency with Chamorro Children in Guam" (Mary L. Spencer, Rosa Palomo, Nelia Vela); "A Survey of Language Use Attitudes in Guam" (Carol Odo); "The Development of Linguistic Attitudes Toward Guamanian Dialect English and Standard English" (Julieta Babasa); "Ethnic Inequalities in Guam's Special Education Programs" (Nerissa Lee); and a discussion of the implications for research and development (Mary Spencer). Descriptors: Bilingual Education, Chamorro, Child Language, Diachronic Linguistics
(1980). IMPACT II: Catalog of Programs, 1979-1980. IMPACT II is a program administered by the New York City Board of Education designed to identify, support, document, describe, and replicate successful classroom-based programs developed by teachers. During the first year of IMPACT II, approximately 100 exemplary programs were identified. This publication is a collection of profiles of these programs. The profiles document and describe each program and are organized by elementary, junior high and high school levels, with a separate section for special education. Within these categories, program profiles are ordered by subject area, including: art, bilingual education, career and occupational education, communication arts, foreign language, health education, library media, mathematics, physical education, science, and social studies. Listed at the end of each exemplary program profile are the originating teacher's name, the address and telephone number of his or her school, and the school principal's name. Descriptors: Art Education, Bilingual Education, Career Education, Class Activities
(1988). The New York City Staff Development Program for Bilingual/E.S.L. Kindergarten through Ninth-Grade Teachers and Supervisors 1986-1987. OEA Evaluation Report. In 1986-87, the New York City Staff Development Program for Bilingual/English as a Second Language (ESL) Kindergarten through Ninth-Grade Teachers and Supervisors provided in-service training in bilingual education theory, policy, and practice to about 500 teachers and administrators serving limited-English-proficient (LEP) students in the city's 32 community school districts. Each participant received about 12 hours of training in a series of sessions geared to supervisors and coordinators, experienced teachers, or new teachers. Workshops were offered in different locations. The program evaluation gathered information about participant characteristics, training, and experience. The program met and surpassed its objectives in attendance rates and participant satisfaction. Recommendations for program improvement include follow-up conferences, and specialized training for teachers in other than Spanish bilingual programs. [More] Descriptors: Bilingual Education, Bilingual Teachers, Classroom Techniques, Educational Policy
(1976). After Ten Years of Progress, Then What in Migrant Education. The Annual Eastern Stream Regional Conference for Migrant Education (7th, Virginia Beach, Virginia, March 7-12, 1976). A Report. The conference had three stated major goals: (1) to provide an opportunity for migrant personnel to share and exchange information in mutual areas of concern; (2) to promote interstate cooperation and to ensure continuity of interstate programs for migrant children; and (3) to promote esprit de corps of the conference by the use of the keynote speaker. Specific objectives for meeting each goal were identified by the type of sessions planned. Group discussions were held on successful programs in the areas of: reading-language arts; mathematics; bilingual education; career education and awareness; movement education, art and music; preschool; health services; administrators; librarians and media specialists; interagency cooperation and community involvement; and terminal operators. Rationale, objectives, conclusions and agreements were determined in each group discussion. The 522 participants were from the 20 eastern states as well as Arizona and California. An evaluation summary, group evaluation sheet, and a needs assessment summary are appended. Descriptors: Administrators, Agency Cooperation, Art Education, Bilingual Education
(1980). Policy Options for Insuring the Delivery of an Appropriate Education to Handicapped Children Who Are of Limited English Proficiency. The report analyzes policy issues in the education of bilingual exceptional students. Chapter 1 provides a historical review of the question, including overviews of litigation and legislation and findings regarding the effectiveness of bilingual education. Significant issues are considered in Chapter 2, including programmatic options, removable barriers, specially designed instruction, program costs, teacher competencies, needed changes in teacher programs, and parental involvement. Current practices in the state of Massachusetts and in the Waukegan (Illinois) public schools are cited. The final chapter lists six current requirements for serving bilingual handicapped students and notes policy options (with potential positive and negative effects) for 19 aspects, including screening, bilingual advocacy, establishment of primary need, parent and community involvement, accessibility, minimum services, and inservice training. [More] Descriptors: Bilingual Education, Court Litigation, Disabilities, Educational Policy
(1979). Second Languages in Oregon Schools. This guide to second language instruction is intended to help teachers implement the state's goal-based educational model. The material is presented in two parts: (1) planning instruction in second languages, and (2) performing in second languages. Part One provides information on the reasons for studying a foreign language, program and course goals by level, content matter for each level, lesson planning and sample lesson plans, and a guide to assessment activities. The second part of the document provides ideas, examples, and addresses for instructional aids, supplementary activities, tests, travel and study programs, supplementary materials, and reference books. Also included in the second part are sections on culture, careers, English as a Second Language, bilingual education, and second languages in the elementary schools. An appendix lists professional organizations for teachers of second languages. [More] Descriptors: Bilingual Education, Careers, Cultural Education, Culture
(1994). Acquisition Planning, Ethnic Discourse, and the Ecuadorian Nation-State, Working Papers in Educational Linguistics. This paper examines the language planning efforts of the government of Ecuador and groups representing the indigenous peoples of the country. Government sanctioned policy and practice, as well as the grassroots efforts of the Indian population, both aim to influence language behavior and both have ultimately been directed at social and political goals. Government language planning until recently has sought to unify the diverse nation through Hispanicization and acculturation into the mainstream Spanish-based culture. During the last several decades, Indian organizations have sought to promote indigenous languages and the maintenance of Indian culture through bilingual and bicultural schools and programs controlled by the Indians themselves. Several of the education programs are examined. During the 1980s the government recognized bilingual education, largely due to the increasing political influence of Indian groups. [More] Descriptors: American Indian Culture, American Indian Languages, American Indians, Bilingual Education