This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ottawa Board of Education (Ontario)., Olympia. Washington Office of the State Superintendent of Public Instruction, Los Angeles. National Dissemination and Assessment Center. California State Univ., Buzzards Bay. Center for International Education. Massachusetts State Coll. System, Anna O. Soter, 1975, James A. Mecklenburger, Lansing. Michigan State Dept. of Education, Washington Association of American Colleges, and CA. Compton City Schools.
(1975). Programs, Services and Assistance for Indo-Chinese Migrants and Refugees. Among the services, programs, assistance, and contact persons included in this document are several types of assistance provided by HEW for the educationof Vietnamese and Cambodian refugees, the national Indochinese Clearinghouse, the college assistance hotline, fellowship offerings, the refugee orientation handbook, and Red Cross aid. A general information series section addresses such issues as fundamental principles and curricula of education in Vietnam, elementary curriculum guides for grades one through five, testing English language proficiency, and hints for tutors. A section on the elementary education series includes the topic of keeping lines of communication with Indochinese children open. Suggested here are the use of services of a Vietnamese speaking teacher or teacher aide and peer group instruction in the child's language. An educational administrator series section covers the English language needs of Indochinese students, and the assimilation of Vietnamese and Cambodian students into U.S. Schools. A brief guide to bilingual education programs is also provided. Descriptors: Asian Americans, Bilingual Education, Educational Needs, Educational Programs
(1977). Bilingual Resources, Vol. 1, No. 1, Fall 1977. This journal, the first in a new series of publications, consists of guides to instructional materials and articles on subjects of interest to teachers in bilingual education programs. The following articles and regular features appear in this issue: (1) Publications of the National Dissemination and Assessment Center, Los Angeles, a list of selected bilingual curricular and testing materials; (2) Instructional and Resource Materials: Annotations; (3) "Reading and the Bilingual Child," by Doris Ching, an excerpt; (4) The Misinterpretation of Grade Equivalents; (5) Selected Principles on Culture-Fairness in Testing; (6) Test Review: SWRL Proficiency Verification Systems in Mathematics; (7) A Feature Review, Chinese Cultural Heritage in America: Children's Readers of Festivals, includes brief descriptions of the individual booklets in the series; and (8) National Network Highlights, discussing the Asian American Bilingual Center, Berkeley. Descriptors: Biculturalism, Bilingual Education, Book Reviews, Chinese Americans
(1981). Hispanics and Grantmakers: A Special Report of Foundation News. The culmination of an 18-month effort, this special report is aimed at improving communications and relationships between foundations and Hispanics by fostering skillful and sensitive grantmaking and focusing attention on underserved Hispanic populations. Presented in journalistic form, the report contains an introductory section; 51 articles; an editorial wrapup; and addresses and telephone numbers of organizations, Hispanic research centers, and Hispanic foundation trustees, staff, and consultants. The issue includes several articles that explain the grant application system. Other articles chronicle the nascent development of Hispanic groups in Chicago, Seattle, Philadelphia, and Hartford. Still others describe the changing Cuban community, concerns of Hispanic women, health needs, business and economic development, Hispanic youth unemployment, problems of aging Hispanics, and the forgotten migrant worker. Also included are basic demographic, social, and economic data on Hispanics and facts and figures on bilingual education. Descriptors: Bilingual Education, Change Strategies, Demography, Economic Development
(1972). Bilingual Program Application for Continuation Proposal: Compton Unified School District. This document contains the continuation proposal for the fourth grade Compton bilingual education program. A review of the third year is included with details on process evaluation, project personnel and duties, new vocabulary developed by the project for lexical references, and inservice training of teachers. Information concerning the proposed fourth year covers personnel, long range program goals, immediate fourth-year goals, audit planning, details on program management, budget requirements, curriculum, instructional materials, behavioral objectives, and evaluation design. Appendixes include related documents, many in Spanish, on a variety of topics: program philosophy and principles, reading instruction and testing, vocabulary, instructional materials, inservice training for teachers and paraprofessional school personnel, and a plan for parent participation. [More] Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Teacher Aides, Curriculum Design
(1996). Comparative Outcomes and Impacts of Early, Middle and Late Entry French Immersion Options: Review of Recent Research and Annotated Bibliography. The report reviews current research findings related to the three entry points (early, middle, late) for French immersion programs in Ottawa (Ontario) elementary and secondary schools. It consists of: an executive summary and brief overview; an annotated bibliography covering authoritative immersion research reviews and reports published since 1987; a list of 82 references either cited or consulted for the report; and appended data tables showing French enrollment trends for the Carleton (1978-94) and Ottawa (1970-96) Boards of Education. The annotated bibliography is divided into five sections: (1) research overviews comparing three French immersion programs (9 citations); (2) empirical studies comparing three French immersion programs (24 citations); (3) empirical studies of alternative intensive French second language programs (3 citations); (4) other documents, including provisional policy statements and internal school board reports (6 citations); and (5) recent bibliographies of immersion and bilingual education research (5 citations). [More] Descriptors: Age Differences, Annotated Bibliographies, Bilingual Education, Comparative Analysis
(1975). Teacher Resource Packet for Vietnamese Students. This packet provides information for classroom teachers who will be working with Vietnamese students. Among the subject matter discussed in the history and general information section are the Republic of Vietnam, family loyalty, professional man, politeness and restraint, village life, fruits and vegetables, meat dishes, festivals, and religion. Other sections include a summary of some cultural differences, a Vietnamese language guide, and Asian immigrant impressions. A section on bilingual education information discusses theory, definition, and the legal situation concerning bilingualism and English as a second language. Suggestions for interacting with non-English dominant students in all grade levels in either a regular classroom setting or a secondary school setting are provided. Relevant resources, such as materials that can be used for basic instruction in English (as a second language) classes, reading resources, and community resources are enclosed. [More] Descriptors: Asian Americans, Bilingual Education, Bilingual Students, Educational Resources
(1985). Communicative, Language, and Academic Proficiencies of Limited English Proficient and Native English Speaking Elementary School Students. A research project investigated communicative language skills and the academic proficiency of native English speakers and limited-English-speaking (LEP) elementary school students. The subjects were 304 native English speakers and bilingual program participants, speakers of Lao and Spanish. The data are derived from a locally developed assessment system that has been validated. The results, based on analysis by language subsample, by grade and across grades, confirm that there are qualitative and quantitativce differences between the groups in all the investigated facets of English language proficiency. Meaningful intercorrelations among second language, school-based proficiencies are found in LEP students. A statistically significant association between receptive communicative proficiency and academic proficiency emerges for younger, but not older, native English speakers. A theoretical framework that captures the relationships among the stated proficiencies is found viable for both LEP and native English-speaking students. The implications of these findings for ESL and bilingual education programs are discussed. [More] Descriptors: Academic Achievement, Bilingual Education, Communicative Competence (Languages), Comparative Analysis
(1989). Cognitive and Social Correlates of Bilinguality. A discussion of research on the cognitive, personal, and social correlates of bilingualism focuses on those consequences for individuals who are "caused" to become bilingual by their participation in innovative language education programs such as immersion, bilingual immersion, interlocking, or two-way bilingual programs. The purpose of this paper is to counter-balance the negatively-charged debate surrounding a proposed amendment to the United States Constitution declaring English to be the sole and official language of the country. Fuel for the controversy is seen as hinging on misunderstanding of issues related to bilingual education. The changing language education needs of language minority and language majority children are discussed, an innovative approach to language education designed to foster additive bilingualism is described, and the likely correlates of such bilingualism are identified, based on a review of relevant research literature. [More] Descriptors: Bilingualism, Cognitive Processes, Educational Planning, Educational Policy
(1977). Bilingual Instruction in Michigan: A Position Statement by the State Board of Education. This paper sets forth the position of the Michigan State Board of Education regarding bilingual instruction. First is a summary of policies already established as a result of the adoption of "The Common Goals of Michigan Education," the rulings of the U.S. Supreme Court as enunciated in Lau vs Nichols, federal legislation (ESEA Title VII, 1965 and Civil Rights Act, 1964) and state law (Public Act 294, 1974). The second part is a position statement containing seven guides for action which should fully implement Act 294 and encourage bilingual education to become an integral part of a program of quality education. It attempts to achieve a balance between the traditional American educational institution's assimilationist view and the right of individuals and groups to maintain their particular identities within a pluralistic society. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1979). What Priority for "Global Education". An NSBA Survey of School Board Members and School Superintendents. Results of a nationwide survey of school board members and superintendents indicate that although most districts approve of global education, other priorities are seen as more pressing. Responses were received by 215 school board presidents and 833 superintendents, for a total sample of 1,048. Participants were questioned about general educational trends and priorities before being questioned about global education specifically. The respondents preferred an emphasis on career, family, and consumer education. They believed that curriculum expansion should occur in vocational, industrial, economic, and basic education. Areas of least interest, and financial support included bilingual education, foreign language, field trips, and student exchange programs. On questions concerning global education specifically, 60% indicated that global education is an important issue and 80% suggested that it is an approach that school boards need to know more about. Impediments to global education were identified as concerns for the basics, higher priorities, funding, and lack of teacher preparation. Descriptors: Administrator Attitudes, Boards of Education, Educational Needs, Educational Objectives
(1989). ESL Students in the English/Language Arts Classroom. An Annotated Bibliography for the Regular English/Language Arts Teachers. This bibliography lists 43 citations of articles, reports, books, and chapters of interest to English and language arts teachers who teach both native and non-native speakers of English. The works cited include information on writing instruction, peer tutoring, student labeling and tracking, instructional materials, mismatch between home and school environment, bridging the cultural gap, content and formal schemata in reading, teaching approaches, rate of second language acquisition, bilingual student attitudes, empowering minority students, first and second language literacy, myths about first language acquisition, promotion of standard vs. nonstandard English, teacher language use, observing the language learner, classroom communication and learning, the changing role of ESL in bilingual education, the teacher's perspective, and learning style preferences. Descriptors: Annotated Bibliographies, Bilingualism, Classroom Communication, Cognitive Style
(1988). A Resource Compendium of Assessment Instruments Which Can Be Used To Help Schools in the Education of LEP Students. Test instruments designed for limited English proficient (LEP) students from pre-school through adult are reviewed in this annotated bibliography. The assessments cited have been evaluated for reliability, validity, and equity, the latter being an emerging criterion in the process of evaluating assessment instruments. The tests most commonly used in bilingual education environments are represented, but it is noted that there is no 100% reliable instrument that is tailored to individual LEP student needs. The tests are grouped under the following categories: achievement tests (17 tests); language proficiency (23 tests); tests of aptitude, general ability, intelligence or cognitive development (13 tests); vocational, career, and attitudinal inventories (four inventories); and personality inventories (two inventories). Each citation includes a description, author, grade level, administration time, type of administration, language(s) assessed, and publisher. [More] Descriptors: Achievement Tests, Annotated Bibliographies, Aptitude Tests, Elementary Secondary Education
(1980). Keynote Address and Background Papers. National Assembly on Foreign Language and International Studies (Racine, Wisconsin, October 30-November 1, 1980). The conference papers presented here discuss the need for and means of implementing changes in educational design and emphasis that will recognize the need for Americans to incorporate foreign language and international studies into their education. In addition to the opening address by Richard Berendzen, the following papers are included: (1) "Developments and Prospects Following the President's Commission on Foreign Language and International Studies" by Sven Groennings; (2) "Foreign Language Teaching" by Richard Brod and Peter Eddy (discusses college foreign language requirements, secondary-higher education coordination, linguistics and language teaching, and cooperation between bilingual and foreign language educators); (3) "Curriculum Development in International Studies" by James E. Harf; (4) "Interinstitutional Cooperation: An Avenue to the World" by Werner Prange; (4) "Faculty and Program Development in Foreign Languages" by Guy Stern; and (5) "Multicultural Education, Bilingual Education and Ethnic Studies: Implications for Foreign Language and International Studies" by Carlos E. Cortes. Descriptors: Bilingual Education, College Role, Curriculum Development, Educational Needs
(1974). Report of the Bilingual-Bicultural Workshop, August 20-23, 1974 Sponsored by the Center for International Education. The purpose of this conference was to produce a set of recommendations and suggestions that could be available to teacher training institutions, state education agencies, and other private and public institutions concerned with the study of ethnicity and bilingualism/biculturalism. Five major topics that form the basis for the report are training programs, training programs (related services and aides), overlapping programs, ethnicity, and supply and demand. Recommendations are brought together under 12 headings. Brief summaries of the rationales leading to and suggestions for implementation of each recommendation are included under each recommendation. Among the major headings dealt with are preparation of American teachers for teaching services in a foreign country, preparation of teachers trained abroad for teaching in the U.S., preparation of bilingual teachers to teach adult basic education programs, upgrading of certification requirements and techniques, training for persons in related services in second language experience, the expansion of present bilingual programs, and research on bilingual education. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1990). American Indian Education: A Directory of Organizations and Activities in American Indian Education. Document No. 29. Revised. This expanded and updated edition of the ERIC/CRESS American Indian Education Directory was compiled through a telephone survey and follow-up mail survey. Sections contain entries for: (1) 20 national Indian organizations; (2) 13 national and regional programs and information centers that benefit American Indians and Alaska Natives; (3) 5 regional resource and evaluation centers that provide technical assistance and training related to Title V projects; (4) multifunctional resource centers and evaluation assistance centers providing services in 16 regional service areas under the Bilingual Education Act of 1984 (Title VII); (5) 14 state Indian education organizations; (6) state department of education staff responsible for American Indian education in all 50 states; (7) 7 American Indian journals; and (8) relevant Congressional committees. Most entries include address, phone number, and contact person; some contain a short description. [More] Descriptors: Alaska Natives, American Indian Education, American Indians, Canada Natives