Bibliography: Bilingual Education (page 243 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Sacramento. Bureau of Compensatory Education Evaluation and Research. California State Dept. of Education, TESOL Newsletter, David Freeman, Maria Grazia Asselle, Brooklyn New York City Board of Education, Washington Congress of the U.S., Juan Jose Gabina, Inc. Aspira, Trenton. New Jersey State Dept. of Education, and Amherst. Massachusetts Univ..

Gabina, Juan Jose; And Others (1986). EIFE (Euskararen Irakaskuntza: Faktoreen Eragina): Influence of Factors on the Learning of Basque. This study on Basque language learning is part of a project investigating alternative curriculum designs to promote native language maintenance in the Basque Country of Spain. The study measured the level of Basque and Spanish language proficiency in second- and fifth-grade students in three bilingual education program designs (Basque taught as a second language–Model A, Spanish-Basque bilingual–Model B, and instruction primarily in Basque–Model D); analyzed psycholinguistic, sociolinguistic, and other factors in teaching Basque; obtained specific quantitative and qualitative information on the educational system's language situation in the 1983-84 school year; developed methodology and instruments for the research; and created and developed instruments for measuring and evaluating language competence.   [More]  Descriptors: Basque, Bilingual Education, Change Strategies, Comparative Analysis

Bishop, Tom (1985). Listen, Practice, Converse: A Communication Approach to Second Language Acquisition in the Torrance Unified School District. (A Japanese and Korean Bilingual Program Funded under Title VII of the Elementary and Secondary Education Act.) First Annual Evaluation Report. A series of main goals and a number of secondary objectives for the Torrance School District (California) bilingual education program are outlined and their attainment assessed. The objectives apply specifically to Japanese and Korean students of limited English proficiency in four elementary schools. The goals envision the following outcomes: increased English language proficiency among program participants; reclassification of students as fully English proficient after instruction with the natural language approach; increased self-esteem through participation in a minimum number of cultural events; development of a continuum of language learning for the natural language approach; development and acquisition of instructional materials in reading and language arts; development and evaluation of testing materials; development of parent education materials; increased parent awareness of and participation in school activities; instructional staff inservice training in the natural approach to second language acquisition; and employment of a part-time resource teacher to coordinate activities. For secondary objectives, specific implementation activities and outcomes are noted. Descriptors: Achievement Gains, Asian Americans, Bilingual Education Programs, Cultural Education

Asselle, Maria Grazia; And Others (1988). John Jay High School Project TRIUNFE, 1986-1987. OEA Evaluation Report. In its fourth year at John Jay High School (Brooklyn) and funded under Title VII, Project TRIUNFE provided supplementary services to the regular bilingual education program for 290 Hispanic, Haitian, and Asian students of limited English proficiency. The project provided computer literacy training, computer-assisted instruction in English as a second language (ESL) and native languages, and content areas, vocational education, counseling, and job placement, parental involvement activities, and staff development activities. All but one program teacher were certified in their areas of instruction. Funding and resource problems limited the provision of some services. Analysis of student achievement data indicates that program objectives were met in ESL, mathematics, science, social studies, Spanish language development, French language development, attendance, student employment, and staff training. Parental involvement data were not available, but meeting attendance was relatively high. Recommendations for program improvement are given.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Computer Assisted Instruction, Computer Literacy

Freeman, David; And Others (1986). Success for LEP Students: The Sunnyside Sheltered Immersion Program. Tucson, Arizona's Sunnyside School District pilot bilingual education program is described. The program was begun in 1985 to help prevent academic failure in limited English-proficient, high academic risk students. The pilot program offered sheltered immersion instruction in biology and United States history for language minority students with a history of academic problems. The students in these courses were not required to compete with academically successful peers, but both content area and language needs were addressed. Despite long classes beginning early in the morning, attendance was excellent. The four teachers involved were given pre- and in-service instruction and a follow-up workshop, focusing on specific techniques to make content-area instruction comprehensible and maximize student success. Program students showed high academic achievement in grades and on pre- and post-test comparisons. The greatest gain was in reading comprehension. Student journal entries indicated a generally positive attitude toward the courses and improved self-confidence.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Biology, Classroom Techniques

Valadez, Concepcion M.; Gregoire, Clementina P. (1989). Curriculum Design Development in Effective School Districts, A Case Study from Southern California. This paper reports on a study of the curricular development in the ABC Unified School District in Southern California, over a span of 10-15 years, in response to an increase in limited-English-speaking students and legislative mandates. The case study was conducted through document review, observations, and interviews. The study focuses on key points at which decisions were made concerning instructional goals, staff development, teaching materials, and evaluation methods, emphasizing the change process. The study documents the conversion of the school district from one with low achievement scores among the Spanish- and Portuguese-speaking students and low staff morale to one that has gained a national reputation as exemplary in its application of principles of curriculum design.  The report concludes with a proposed prototype curriculum model for bilingual education.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Case Studies, Change Strategies

Congress of the U.S., Washington, DC. (1976). Public Law 94-482. Education Amendments of 1976. Ninety-Fourth Congress, Second Session. The Education Amendments of 1976 extend the Higher Education Act of 1965, extend and revise the Vocational Education Act of 1963, and make new provisions. Title I, which relates to higher education, includes amendments for community services and continuing education, college library assistance and library training and research, strengthening developing institutions, student assistance, education professions development, improvement of undergraduate education, construction of academic facilities, graduate programs, community colleges and state postsecondary planning, bilingual education, and funding requirements. Title II relates to vocational education. Title III contains extensions and revisions of other education programs, including career education and counseling. Title IV makes general education provisions, including those for federal research offices, admissions practices, Indian postsecondary schools, and sex discrimination. Title V makes technical and miscellaneous provisions.   [More]  Descriptors: Admission (School), Adult Education, American Indians, Bilingual Education

Augustin, Marc A. (1993). Higher Achievement and Improvement Through Instruction with Computers and Scholarly Transition And Resource Systems Program (Project HAITI STARS). Final Evaluation Report, 1992-93. OER Report. The Higher Achievement and Improvement Through Instruction with Computers and Scholarly Transition And Resource Systems program (Project HAITI STARS), a federally-funded bilingual education program, served 425 students of limited English proficiency at three high schools in New York City during its fifth contract year. Students received instruction in English as a Second Language (ESL), native language arts (NLA), mathematics, science, social studies, and computer science. Staff development and parent involvement through ESL classes and field trips were also program components. The project met its objectives for curriculum development, Haitian/French language arts, referral to remedial programs, attendance, staff awareness of pupil needs and problems, and grade retention/placement in special education. It partially met its objectives for gifted and talented programs/enrollment in postsecondary education, content area subjects, and staff development for continuing education. It failed to meet its objective for ESL. Achievement of the Spanish NLA objective was not possible due to lack of data.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Computer Science, Curriculum Development

Aspira, Inc., New York, NY. (1980). Trends in Segregation of Hispanic Students in Major School Districts Having Large Hispanic Enrollment. Desegregation and the Hispano in America: An Overview, Volume I. Final Report. Volume I of a five-volume study of the trends in segregation of Hispanic students in public schools contains a review of relevant litigation and legislation dating from the 1850's and notes the almost negligible effect on Hispanic desegregation of such landmark events as the 1954 "Brown" decision and the 1964 Civil Rights Act. The effects of desegregation on Hispanics in the areas of achievement, ability grouping, dropouts and suspensions, quality of education, curriculum, staff allocations, and bilingual services are described, as are community response to desegregation, the so-called "white flight", and busing. School desegregation remedies are examined, with emphasis given to community involvement and mandatory plans (which appear to be more successful than voluntary plans) and including a discussion of the role of bilingual education in desegregation. Finally, a theoretical framework for the research findings of the study as a whole is presented. Descriptors: Ability Grouping, Academic Achievement, Bilingual Education, Community Involvement

California State Dept. of Education, Sacramento. Bureau of Compensatory Education Evaluation and Research. (1975). Bibliography of Audiovisual Instructional Materials for the Teaching of Spanish, Kindergarten through Grade Twelve. This annotated bibliography is a list of an assortment of audiovisual instructional materials primarily of interest in the elementary or secondary classroom. Many of the materials listed are produced in the Spanish language; others are included because of their possible use with Spanish-speaking students or because of their value in providing various types of information about Spanish-speaking peoples and cultures. The bibliographical entries are organized into 17 subject categories: art, bilingual education, career education, culture, driver education, games and puzzles, guidance, health, language arts, literature, mathematics, music, physical education, science, social science, supplementary materials, and vocational education. Appendixes provide an index to instructional materials by type and a directory of distributors, publishers and manufacturers.   [More]  Descriptors: Annotated Bibliographies, Art Education, Audiovisual Aids, Bilingual Education

TESOL Newsletter (1982). TESOL Newsletter, Vol. 16, 1982. The 1982 volume of the Teachers of English to Speakers of Other Languages (TESOL) newsletter includes articles on: getting results from English programs, second language teacher burnout; employment practices; language-related national policies and legislation; English as a second language (ESL) teacher certification in Texas; library search strategies for international students; illiteracy; instructional materials in and for China, ESL and bilingual education in the next decade; a satirical look at ESL teaching; resume writing; assessing reading skills in beginning ESL students; going beyond career education; coping with the multilevel classroom; adult ESL; the elementary and bilingual teacher; teaching in a foreign university classroom; collective bargaining; federal legislative action; reconciling competing instructional approaches; and directions in applied linguistics. Professional announcements, association notes, book and materials reviews, and notes on successful teaching techniques are also included.   [More]  Descriptors: Adult Education, Bilingual Education, Classroom Techniques, Elementary Education

New Jersey State Dept. of Education, Trenton. (1979). In the Matter of the Board of Education of the City of Trenton, Mercer County. Commissioner of Education Decision. This is a review of a case considered by the New Jersey Commissioner of Education regarding charges brought by the Puerto Rican Congress and Council of Puerto Rican Organizations against the Trenton, Mercer County, Board of Education. The Commissioner of Education evaluated the Trenton Board's performance in adhering to State laws in the following areas: (1) special education programs for handicapped children; (2) affirmative action plans; (3) provision of safe and suitable school facilities; (4) bilingual education programs; (5) the submission of required reports to the Commissioner; and (6) the efficiency of administrative procedures, the sufficiency of the 1978-79 school budget, and the employment of teaching staff members. The Commissioner's evaluation found that the Trenton Board had failed to meet State legal requirements in each of these areas. Recommendations for corrective action were offered for consideration by the State Board of Education. Descriptors: Affirmative Action, Bilingual Education, Boards of Education, Compliance (Legal)

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction. (1979). Minimum Teaching Essentials: Grade 6. This guide presents the "minimum teaching essentials" published by the New York City Board of Education for grade 6. Covered are the following subject areas: (1) art; (2) bilingual education; (3) career education; (4) health education; (5) library media; (6) mathematics; (7) music; (8) physical education; (9) science; and (10) social studies. Work study skills for these subjects, in addition to English as a second language and communication arts, are given with content areas and descriptors for specific skills and knowledge objectives. The communication arts section covers grades K-7 and the section on child development covers grades 6-9. Appended are phonemes tables and a list of curriculum publications. Descriptors: Art Education, Bilingual Education, Career Education, Child Development

Agell, Charlotte, Comp.; And Others (1992). Language and Cultural Minorities Resource Catalog. The revised and expanded 1992 version of the catalog lists almost 1,000 print and nonprint materials for use in elementary and secondary schools with linguistic minorities. The catalog contains 20 sections: Afghan; Asian and refugee; bilingual education; Chinese; civil rights; Poland; English as a Second Language (ESL); ESL instructional materials; French; German; Hmong; Khmer; Korean; Laotian; multicultural education; Native Americans; Pilipino/Tagalog; Spanish; testing and assessment; and Vietnamese. Each section cites resources appropriate for different groups: parents and community; teachers; administrators; and students and different instructional levels. The materials cited include instructional materials and items concerning culture, refugees, acculturation, resettlement, health, research, language, and curriculum content areas. Some of the resources focus on teaching methods and techniques. Forms for ordering both loan and free non-loan materials are included.   [More]  Descriptors: Acculturation, American Indians, Bilingual Education, Cambodian

Massachusetts Univ., Amherst. (1975). Cross Cultural Communication: Implications for Language and Ethnic Studies. The theme of this conference was the reality of the multicultural society and the role of educational institutions in utilizing its resources. The conference brought together people engaged in developing the field of cross-cultural communication. These people included panelists from different disciplines and different cultures and specialists in inter-cultural communication; bilingual education, media, community programs involving ethnic groups, and related interests. Speakers included the following: W.E. Lambert on "The Changing Role of Language Programs and Teachers"; S. Tjitendero on "The Intercultural Communication Workshop as a Vehicle for Culture Learning and Communication Skills Training"; C. Clason on "What is Bilingualism"; C. Stetler and A. Gillespie on "The Utilization of Cross-Cultural Experiences for Learning"; and J. Bostain on "Future Directions of Language Programs." Descriptors: Asian Americans, Bilingual Education, Bilingualism, College Language Programs

McFarland, Katherine P. (1995). Language Acquisition & Development for Bilingual/ESL Programs. The outline for a college-level education course on bilingual education and English-as-a-Second-Language (ESL) instruction is presented. Emphasis is placed on principles of dual language instruction and the Texas state education agency's plan for these areas of instruction. Major areas covered include language development, language learning theory, legal aspects, program design, curriculum design, instructional methods and strategies, assessment, and cultural issues in the classroom. The outline specifies course objectives and details course requirements, including those for attendance and participation, accommodation of student disabilities, quizzes and exams, a research program design paper, student portfolio, group presentations, shared readings, and interviews of self-reported good readers and writers. A course calendar is included, as are project scoring sheets, a list of study questions, a vocabulary list, shared reading exercise, grading criteria for shared reading, and student guidelines for the two interview projects.   [More]  Descriptors: Assignments, Bilingual Education, Course Content, Course Descriptions

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