Bibliography: Bilingual Education (page 242 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Carson City. Nevada State Dept. of Education, Clyde Thogmartin, Denver Education Commission of the States, Alamosa San Luis Valley Board of Cooperative Services, Kenneth A. Harris, Washington ERIC Clearinghouse on Languages and Linguistics, Las Cruces ERIC Clearinghouse on Rural Education and Small Schools, Donald L. Kester, Toronto (Ontario). Canadian Education Association, and John Plakos.

Canadian Education Association, Toronto (Ontario). (1983). French Immersion and School Boards: Issues and Effects. Results of a February 1983 survey of 96 Canadian school boards concerning French immersion instruction enrollments and program administration are presented. The survey revealed that 69 boards offered French immersion instruction (61 had early immersion, with an elementary level program in every province), 14 offered bilingual education, 23 offered an extended program, and 87 offered a core curriculum. Most immersion programs have been introduced in the last few years. The report outlines and discusses the experiences of the school boards in starting an immersion program, program enrollment patterns and numbers, considerations of program location and transportation, the effects of immersion on schools and classes and on the school board staff and budget, and instructional quality issues. A selected bibliography and a list of the school boards participating in the study are included. Descriptors: Bilingual Education Programs, Boards of Education, Budgeting, Educational Quality

San Luis Valley Board of Cooperative Services, Alamosa, CO. (1974). San Luis Valley Board of Cooperative Services Bilingual-Bicultural Program. Curriculum: Kindergarten Through Third Grade. For the children in the San Luis Valley (Colorado), bilingual education has provided a successful atmosphere for both the monolingual English speakers and the non-English speakers. They teach each other, learn about each other's culture, and appreciate and understand others better. This curriculum guide, funded by Title VII of the Elementary and Secondary Education Act of 1965, was prepared for use in grades K-3 of the San Luis Valley Bilingual-Bicultural Program. The units cover the subjects of colors, shapes, reading, body and self, family, clothing, the community, culture, counting numbers, seasons and holidays, the calendar and temperature, domestic and wild animals, plants and nursery management, time and money, transportation, simple machines, and space. Given for each subject are the educational and behavioral objectives and suggested related activities, materials, resources, and evaluation techniques. Some of the lessons are for Spanish instruction.   [More]  Descriptors: Bilingual Education, Concept Formation, Cultural Awareness, Curriculum Guides

Bird, Thomas E., Ed. (1968). Foreign Language Learning: Research and Development: An Assessment. Reports of the Working Committees of the Northeast Conference on the Teaching of Foreign Languages, 1968. Included in this volume are the reports on foreign language research and development produced by the three working committees of the fifteenth annual Northeast Conference on the Teaching of Foreign Languages. Discussions of (1) the Indiana and Washington State programs, (2) "Artes Latinae," a complete project of programed learning materials for the first level of Latin, and (3) the two patterns of bilingual education employed in Dade County, Florida public schools comprise the report on innovative foreign language programs developed by the committee headed by Oliver Andrews, Jr. The group chaired by Seymour O. Simches compares the foreign language classroom, student, teacher, and instruction in 1898 and 1968. In the report on the achievement of liberated expression, the committee headed by Mills F. Edgerton, Jr. discusses (1) relevant psycholinguistic considerations, (2) desiderata and existing materials, and (3) reasons why the "semantic component" must be treated explicitly in formal foreign language instruction. Descriptors: Bilingual Education, Comparative Analysis, Conference Reports, Experimental Programs

ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. (1976). Mexican American Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 6. A supplement to six previous ERIC/CRESS bibliographies, the present bibliography was compiled to provide access to some of the latest resource material, research findings, and/or developments in Mexican American education. Part I of the present bibliography contains 205 citations and abstracts which appeared in the April 1975 through March 1976 issues of "Resources in Education" (RIE). Part II contains 80 journal article citations which appeared in "Current Index to Journals in Education" (CIJE) from April 1975 through March 1976. Entries cover such topics as bilingual education, English as a second language, Spanish, program evaluation, Chicanos, Spanish Americans, Spanish speaking, teacher education, language instruction, academic achievement, bilingualism, culture, ethnic studies, and reading instruction. A combined RIE and CIJE subject index is provided to assist the user in locating citations pertaining to a given subject area. Ordering information and a list of standing order microfiche collections are also included.   [More]  Descriptors: Abstracts, Annotated Bibliographies, Biculturalism, Bilingual Education

Harris, Kenneth A.; And Others (1982). Profile of Detroit's High Schools: 1975-1981. A Monitoring Commission Report. Summary profiles of Detroit, Michigan, public high schools for the period 1975-1981 are presented in this report which is based on the results of a criteria-based monitoring project to determine the success of court-ordered school desegregation programs in Detroit. Included in the report are: (1) a description of project organization, project implementation, assessment methodology, and assessment criteria; (2) summary findings of the status of implementation of such program components as bilingual education, counseling and career guidance, staff training, reading, school-community relations, student codes of conduct, testing, and vocational education; (3) profiles of individual high schools as shown in tables and graphs of student attendance, attrition, suspensions and exclusions, and academic achievement and assessment indices on the different program components; (4) an explanation of the assessment indicators; and (5) statistical data on which the assessments were based. Descriptors: Academic Achievement, Bilingual Education, Codes of Ethics, Community Involvement

Garcia, Eugene E. (1988). Interactional Style of Teachers and Parents during Bilingual Instruction. Spanish/English bilingual kindergarten teachers and parents serving as instructional aides in the same bilingual education classrooms served as subjects in a study on classroom interaction. Audio/video recordings of small-group instruction sessions of teachers and parents were subjected to discourse analysis. A point of interest was the qualitative character of teacher/parent interaction, with specific attention to linguistic and cognitive attributes. Results indicate that both teacher and parent discourse is highly teacher-oriented, with both parents and teachers dominating lesson discourse and keeping children to the topic. Such a similarity between teachers and parents is examined with regard to the language development needs of language minority students in early childhood.    [More]  Descriptors: Audiotape Recordings, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers

Ventouratos, Despina (1993). Enhancement of Learning through an Integrated Teaching Environment (Project ELITE) Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OER Report. Enhancement of Learning through an Integrated Teaching Environment (Project ELITE), a federally-funded bilingual education program, served 233 students of limited English proficiency in two high schools in Queens (New York) in its second year of operation. Participating students received instruction in English as a Second Language (ESL), mathematics, science, and social studies. The project also offered students occupational information, guidance, and an internship program. Staff development activities included individual training for new teachers, workshops, training sessions, monthly meetings, and conference attendance. Parent involvement activities included ESL instruction, multilingual education, parenting classes, and informational meetings held in English, Chinese, Korean, and Spanish. The project met all its objectives in ESL, content areas, dropout prevention, career orientation and counseling, attendance, staff development, and parent involvement. Recommendations for program improvement include grouping project students in a limited number of official classes to facilitate project-related communication, and stimulating parent attendance at ESL classes at one site.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Career Counseling, Dropout Prevention

Kester, Donald L.; Plakos, John; Santos, Will (1997). Evaluation of the Family/School Partnership Project, Year III, 1996-97. The report details the third-year evaluation of a transitional bilingual education project at Chester W. Nimitz Middle School in Huntington Park, California. The Family/School Partnership Project is designed to assist limited English proficient students in mastering English skills to transition to regular classroom activities by integrating current language research, the state curriculum framework, and computer technology in a nonthreatening learning environment. The instructional program focuses on four areas: English and native language proficiency; mathematics, science, and social science; cultural heritage education; and self-esteem building. The report outlines specific objectives in each of these areas and statistical data on the program's success in meeting them.  Supporting documentation, including samples of student work, is appended.   [More]  Descriptors: Bilingual Education Programs, Computer Oriented Programs, English (Second Language), Family School Relationship

Jayatilleke, Raja (1975). The Education of Asian Americans: A Bibliography. Urban Disadvantaged Series, No. 43. This partially annotated bibliography on the education of Asian Americans is said to serve the purpose of contributing to the understanding of a mostly heterogeneous population that includes subgroups such as Filipinos, Chinese, Japanese, Koreans, East Indians, Vietnamese, Indonesians, and others. Documents on these Asian American ethnic groups and their education were identified by means of a computer search of the ERIC data base through 1974 and a manual search of items from January 1975 through July 1975. Brief annotations accompany documents drawn from this source. Most of the other references were said to be found in journals, books, documents, and reports not in the ERIC system, and are unannotated. The 396 items are arranged in alphabetical order by author, editor, compiler, or institutional source, and cover such areas as educational status, bilingual education, the effects of family life, effects of migration, adjustment problems, race relations, and personality characteristics. A subject index to the citations is included.   [More]  Descriptors: Annotated Bibliographies, Asian Americans, Bilingual Education, Cambodians

Nevada State Dept. of Education, Carson City. (1969). Compensatory Education Programs; Activities in Nevada, 1969. ESEA Title I. This report is comprised of a series of descriptions of compensatory education programs. Programs included provision of: health information, health examinations and follow-up treatment, individualized counseling, bilingual education, and remedial instruction. Special help programs for migrant, orphaned, emotionally disturbed, rural, and reservation Indian children, programs aimed at improving verbal and academic skills, and programs providing individualized instruction along with health services and nutritional services are described. Because the target population comprised many children from isolated areas with negative attitudes toward school, behavior modification techniques were incorporated into many programs to help students adjust to the classroom situation. A heightened sense of self-esteem and increased potential were also emphasized throughout these programs.   [More]  Descriptors: American Indians, Behavior Change, Bilingual Education, Compensatory Education

ERIC Clearinghouse on Languages and Linguistics, Washington, DC. (1981). Indochinese Students in U.S. Schools: A Guide for Administrators. Language in Education: Theory and Practice, No. 42. The purpose of this report is to acquaint the reader with the culture of the refugees entering American schools, to identify some of the educational problems they and educators face, and to help identify solutions or possibilities within educational management terms. In the first section of the report, the values, customs, traditions, beliefs, and histories of the recent refugees from Indochina are discussed. This section is of primary importance due to the fact that many areas of interaction can create practical problems if school personnel and refugees are unaware of the differences in their behavioral patterns. The second section of the report deals with educational problems and discusses traditional education and education in refugee camps, bilingual education, enrollment and placement, learning English, bilingual aides, and social adjustment. Sample evaluation tests of reading, writing, alphabet, literacy, arithmetic, Arabic numerals, and oral language skills are included. Section three consists of a directory of organizational resources and publications for serving Indochinese students.   [More]  Descriptors: Administrator Guides, Adult Education, Arithmetic, Bilingual Education

Jarvis, Gilbert A., Ed. (1974). Responding to New Realities. ACTFL Review of Foreign Language Education, Vol. 5. This volume concerns the realities surrounding the foreign language profession, reactions to the state of the profession, and responsibilities of educators and professionals. The following chapters are presented: (1) "The Realities Facing the Profession," by Stephen L. Levy; (2) "Many Learners, Many Goals, Many Curricula," by Wahneta M. Mullen; (3) "Bilingual Education: The National Perspective," by Maria M. Swanson; (4) "Interdisciplinary Studies," by Thomas E. Kelly; (5) "Career Education," by Kenneth A. Lester and Toby Tamarkin; (6) "Literary Studies in a Broader Context," by O. R. Dathorne; (7) "Individualization and Personalization," by June K. Phillips; (8) "Empathy for a Second Culture: Motivations and Techniques," by Howard L. Nostrand; (9) "Theoretical Foundations in Linguistics and Related Areas," by Terence J. Quinn; (10) "Quality and Relevance in Teacher Education," by William E. De Lorenzo; and (11) "The Future of Professional Associations" by C. Edward Scebold. Descriptors: Accountability, Bilingual Education, Career Education, Cultural Education

Khine, Myint Swe (1994). Development and Status of Educational Technology in Brunei Darussalam. This paper describes some development and initiatives in educational technology in Brunei Darussalam. The benefits of educational technology to the teaching-learning process are listed, and a brief description of Brunei, its schools, educational policy, and bilingual education system is given. Topics include: (1) media approaches to teaching, especially the use of educational television; (2) development of Educational Media Resources Units (EMRU); (3) a computer studies course for lower secondary school students; and (4) teacher training programs, including a mandatory course in educational technology. The conclusion notes that, because this is an age of accelerated technological advances, educators have a critical responsibility to prepare students for a future in which they will be constantly tested by change and challenged with new information.   [More]  Descriptors: Bilingual Education, Computer Literacy, Computer Science Education, Educational Media

Thogmartin, Clyde (1975). A Bibliography of Empirical Investigations of Certain Aspects of Foreign Language Teaching and Learning, 1925-1975. This 647-item bibliography is limited to reports on empirical research and discussions of research reports on various aspects of foreign language learning, mostly drawn from American and British journals and Ph.D. dissertations since 1925 and from ERIC documents. Principal topics include content of teaching materials, cognitive effects of bilingualism, measurement of bilingual proficiency, psychological studies of bilinguals, relationships between various language skills, the psycholinguistics of second language learning, transfer and interference, error analysis, vocabulary learning, bilingual education, foreign languages in the elementary schools, individual differences in language learning success, prognosis, teaching methods, equipment, media, testing, language difficulty, and effects of language learning on attitudes, cognition and grades in other courses. The arrangement of topics is similar to that in the ACTFL Annual Bibliography. Cross-references and an author index are included.   [More]  Descriptors: Academic Achievement, Bibliographies, Bilingual Education, Bilingualism

Education Commission of the States, Denver, CO. (1997). Collection of "Clearinghouse Notes," 1995-96. During the 1995-96 year, the Education Commission of the States (ECS) Clearinghouse issued almost three dozen "Clearinghouse Notes" on a wide array of education issues. The notes, which are usually one to two pages long, show at a glance state legislation passed or pending on specific education issues. This packet contains the complete set of published notes for 1995-96. The notes cover the following topics: accountability, assessment, alternative schools, at-risk funding programs, attendance, bilingual education, charter schools, discipline, dual enrollment, exit exams, finance, flexibility, governance, incentives/sanctions, open enrollment and school choice, parent involvement, school districts, secondary education, teachers, school uniforms, scheduling, special education, technology, and textbooks.   [More]  Descriptors: Accountability, Bilingual Education, Charter Schools, Discipline Policy

Leave a Reply