Bibliography: Bilingual Education (page 245 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Harrisburg. Pennsylvania State Dept. of Education, Ermaleen B. Etter, Fred L. Casmir, Charles R. Greenwood, Stephen Cooper, Benji Wald, Christine Rossell, Nancy Foster, IL. Dept. of Curriculum. Chicago Board of Education, and Stanley S. Seidner.

Cooper, Stephen (1981). ESL Theses and Dissertations: 1979-80. Language in Education: Theory and Practice, 35. This is the fifth annual compilation of graduate theses and dissertations in English as a second language (ESL). This series is intended to provide researchers in ESL, bilingual education, and related fields with specific information on current graduate-level studies. Each of the sixty-nine entries provides the writer's name, thesis or dissertation title, degree earned, university, year degree was granted, name of thesis adviser, department or program, and writer's address. A summary of thesis content is also included for most entries. The research categories included are adult education, bilingualism, contrastive studies, culture, curriculum, grammar, methods and materials, phonology, profession, psycholinguistics, reading, second language learning, sociolinguistics, testing, visual aids, vocabulary, and writing.   [More]  Descriptors: Adult Education, Bilingualism, Contrastive Linguistics, Cultural Education

Chicago Board of Education, IL. Dept. of Curriculum. (1977). Curriculum Guide for Polish Language Arts, Elementary Levels A, B Working Draft. = Program Nauczania Jezyka Polskiego Wskazowki Metodyczne, Poziomy elementarne A, B. A guide to assist teachers of Polish language arts as the first language of students in the Chicago public schools' transitional bilingual education program follows objectives parallel to those set out for English language instruction, to preserve the integrity of the Polish language. Lessons are presented as suggestions for teaching toward the stated objectives for word attack, comprehension, study skills, and literature at each of two elementary levels, and teachers are encouraged to add and develop their own activities. Evaluation criteria are provided at the end of each lesson. Space is provided in each lesson for teachers to note the materials and strategies found most successful. A 16-item bibliography is appended. Except for the preface and some bibliography items, the text is entirely in Polish. Descriptors: Class Activities, Curriculum Guides, Educational Objectives, Elementary Education

Gottlieb, Margo H. (1984). "Wholistic" Evaluation of Language Minority Students in Elementary and Secondary Schools. Whereas testing is limited to the parameters of the instrument used, evaluation is a broader assessment of a situation. Wholistic evaluation amplifies the concept to include both intrinsic and extrinsic factors. Student-centered evaluation acknowledges that differentiated inputs may attribute to differentiated outputs. Select sociolinguistic, psycholinguistic, and educational variables unique to limited-English-proficient (LEP) students contribute to language acquisition and learning. Their recognition and integration into an evaluation plan facilitates appropriate and meaningful educational opportunities for LEP students. Teachers are both a valuable source of data and a resource to be used in student evaluation. Teacher expertise or connoisseurship is the backbone of instruction and needs to be built into the assessment model. If English as a second language and bilingual education teachers are considered key components in student evaluation, and reliable and valid information is obtainable through informal and formal means, educational decisions that affect LEP students will be more sound, realistic, and useful.   [More]  Descriptors: Elementary Secondary Education, Holistic Approach, Individual Differences, Language Tests

Greenwood, Charles R.; And Others (1982). Minority Issues in the Education of Handicapped Children. Developed as part of an inservice program to acquaint teachers with issues in the area of special education for minority students, the text outlines a series of twelve 1.5- to 2 hour sessions. Each chapter includes a list of objectives, definitions, and study and review questions. In an introductory section minority handicapped children in one urban district (Kansas City, Missouri) are described in terms of demographics, home language, and social and historical background. Eight chapters feature the following topic areas (sample subtopics in parentheses): assessment issues (discriminatory placement, screening, referral); language issues (bilingual education); learning style (cultural determinants, effective teaching formats); educational objectives and multicultural curricula (individualized educational programs, or IEP); educational and vocational barrier issues (labels, stereotypes and expectancies of teachers); school policies (exclusion and suspension, implementing the IEP and least restrictive environment); community awareness (values of cultural, ethnic, and racial groups); and staff training (teacher competencies). A directory of community resources in the Kansas City area is appended.   [More]  Descriptors: Cultural Differences, Disabilities, Individualized Education Programs, Inservice Teacher Education

Pennsylvania State Dept. of Education, Harrisburg. (1986). Suggested Procedures for Meeting Needs of Limited English Proficient Students. Supportive Services. Second in a series of state publications providing suggestions to school districts for serving limited-English-proficient (LEP) students, the handbook on school support services discusses several areas that may require special attention: working with parents of LEP students; staff development or in-service education; transfer of student records; guidance services and programs; student health concerns; and using community resources. Substantial appended materials include: a description of the Santa Clara County (California) parent involvement project; a listing of York (Pennsylvania) vocational education offerings for LEP students; York City Schools forms and statements concerning discipline policy, absence, tardiness, and reduced-priced meals, in English and Spanish and in some cases, Vietnamese, Laotian, and Cambodian; a School District of Lancaster (Pennsylvania) bilingual education program description, in Spanish; the School District of Lancaster immunization form and policy statement, in English and Spanish; and lists of community agencies and resources. Descriptors: Administrator Guides, Ancillary School Services, Asian Americans, Community Resources

Wald, Benji (1980). Report on the Study of Limited Language Proficiency. The concepts of language proficiency, limited language proficiency, and comparably limited language proficiency are examined. Studies critical of the instruments used for making assessments according to these concepts are reviewed. The effects of these concepts on proposed legislation involving bilingual education are discussed. It is suggested that linguistic proficiency test results may be invalid because of problems in test administration and design or problems inherent in the child. A systematic attempt to describe the language behavior of comparably limited proficient children is suggested. Finally, it is hypothesized that (1) most language proficiency instruments are not an accurate indicator of actual language proficiency and school achievement; (2) studies of speech behavior would provide a more accurate diagnostic tool; (3) the comparably limited category is largely an artifact of inaccurate instrumentation and testing bias; and (4) school achievement does not directly correspond to tested or actual language proficiency.   [More]  Descriptors: Bilingualism, Elementary Education, Language Proficiency, Language Tests

Foster, Nancy (1980). Subject Headings Listing for Small Instructional Materials Centers. Intended to facilitate the cataloging of both print and non-print materials in small instructional materials centers, where each item may require original cataloging, this system of subject headings enables the cataloger to find appropriate subject headings by referring to a single subject area listing of terms that have been specifically developed for this kind of center. Subject areas include art; bilingual education; early childhood education; English/reading/language arts; foreign languages; general education and teacher training; health and physical education; mathematics; music; science; social studies–famous people in history; social studies–general and miscellaneous; U.S.–history, geography, social and political issues; vocational education; and world history, geography and cultures. Common cross-references are provided to assist the cataloger. Descriptors: Cataloging, Instructional Materials, Learning Resources Centers, Subject Index Terms

McLean, Marguerite (1982). An Approach for Identifying Language Minority Students with Exceptional Needs. Identification of language minority students with exceptional needs requires careful consideration. Students may be referred for no language proficiency, perceptual rather than academic difficulties, or lack of progress in current program. In California, team referral begins as an informal process. Among factors considered during the identification process are the student's language of instruction based on assessment of reading, writing, speaking, and comprehension; appropriate level of difficulty in materials; and the use of the support system to allow the student to move from the special education program into the bilingual and other regular programs. A flow chart specifies contingency steps in the identification process and presents an approach for meeting compliance issues in special education and bilingual education legislation. Descriptors: Disabilities, Elementary Secondary Education, Handicap Identification, Limited English Speaking

Rossell, Christine; And Others (1981). Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume V. A Review of the Empirical Research on Desegregation: Community Response, Race Relations, Academic Achievement and Resegregation. This literature review considers the impact of desegregation on community response, racial relations, academic achievement and resegregation. Chapter one examines the effectiveness of desegregation plans in reducing racial isolation and white flight, and in promoting a positive community response. Desegregation school practices and effects on intergroup relations among students are discussed in chapter two. A discussion of the effects of desegregation on minority group achievement in reading and language arts, the racial composition of desegregated schools, and implications for desegregation policy are presented in chapter three. The final chapter discusses resegregation as a result of assignment to academic programs, and the impact of discipline practices on resegregation. The relationship of desegregation to assignment procedures such as ability grouping and tracking, and the effect of desegregation on special education, bilingual education and compensatory education programs are also examined. Within each chapter, reference notes and a bibliography are appended.   [More]  Descriptors: Academic Achievement, Community Attitudes, Desegregation Effects, Desegregation Methods

Schuster, Charles I.; And Others (1987). Trends and Issues in English Instruction, 1987–Seven Summaries. Summaries of Informal Annual Discussions of the Commissions of the National Council of Teachers of English and the NCTE Standing Committee against Censorship. Information on current trends and issues in English instruction, compiled by directors of the following National Council of Teachers of English groups, is presented in this report: Commission on Composition (Charles I. Schuster); Commission on Curriculum (Eileen Lundy); Commission on the English Language (James C. Stalker); Commission on Media (David England); Commission on Reading (Dorothy J. Watson); Commission on Literature (Gladys Veidemanis); and Standing Committee against Censorship (John M. Kean). Some of the topics discussed include journal writing, test development and administration, teacher evaluation, class size, computer uses in education, language variation, bilingual education, phonics, state adoption of textbooks, preservice preparation programs for elementary language arts teachers, mass media in the English curriculum, basal readers, teacher empowerment, censorship, and the separation of teachers of literature from teachers of writing.   [More]  Descriptors: Censorship, Curriculum Development, Educational Media, Educational Trends

Etter, Ermaleen B. (1986). What Is Occurring in Higher Education and How Does This Affect the Training of Educators Who Teach the Handicapped Population? A Response to the "Training of Parents of Exceptional Children" TOPEC Project Directors. Observations on teacher education are offered from the point of view of a parent of a learning disabled child who is also supervisor of student teachers in elementary and special education. Implications of a movement which advocates phasing out traditional 4-year undergraduate teacher education academic programs and substituting graduate programs are noted. Also cited are the discouragingly small percentages of minority students in teacher preparation programs and the need for decisive action in terms of bilingual education. Resistance to including cultural pluralism in teacher education programs is noted as well. Difficulties produced by inconsistent interpretations of mainstreaming are reviewed. The paper concludes with a plea for a spirit of shared responsibility among parents, regular education teachers, and special education teachers. Descriptors: Disabilities, Elementary Secondary Education, Higher Education, Mainstreaming

Chicago Board of Education, IL. Dept. of Curriculum. (1978). Curriculum Guide for Polish Language Arts, Elementary Levels C, D, Working Draft = Program Nauczania Jezyka Polskiego Wskazowki Metodyczne, Poziomy elementarne C, D. A guide to assist teachers of Polish language arts as the first language of students in the Chicago public schools' transitional bilingual education program follows objectives parallel to those set out for English language instruction, to preserve the integrity of the Polish language. Lessons are presented as suggestions for teaching toward the stated objectives for word attack, comprehension, study skills, and literature at each of two elementary levels, and teachers are encouraged to add and develop their own activities. Evaluation criteria are provided at the end of each lesson. Space is provided in each lesson for teachers to note the materials and strategies found most successful. Except for the preface, the text is entirely in Polish. Descriptors: Class Activities, Curriculum Guides, Educational Objectives, Elementary Education

Casmir, Fred L. (1987). International, Intercultural Communication: Selected Annotated Bibliography. Designed to assist the student, scholar or practitioner interested in the role of culture in communications and human organization, this annotated bibliography cites sources since 1972 on intercultural and international communication. The 78 references are organized as follows: (1) books (including general handbooks for training sojourners or expatriates and those who work with them, anthologies of studies on teaching and intervention, teaching guides and class curricula, guides for developing intercultural awareness, translation guides, surveys of bilingual education, and other general works); (2) articles (including studies of internationally oriented education, analyses of international public relations and policies, and summaries of research on intercultural aspects of values, adjustment, cultural difference, integration, commerce, and work); and (3) ERIC documents (covering education and training in developing nations, development of intercultural communication theories, course curricula, and reviews of research). Most of the publications cited include bibliographies.   [More]  Descriptors: Annotated Bibliographies, Communication Research, Cross Cultural Studies, Cross Cultural Training

Sanchez, James Joseph; And Others (1985). Bibliography of Universally Available Curriculum Materials for the Chinese Language. Bibliography 8. An annotated bibliography of curriculum materials for the Chinese language consists of 81 items universally available through the Educational Resources Information Center (ERIC) or the National Technical Information Service (NTIS). The materials concern the teaching of Mandarin, Cantonese, and Foochow, and relate to the following topics: scientific and technological vocabulary (automation, computer technology, aviation and space, electronics, telecommunications, physics, rocketry, radio); bilingual education; Chinese language and culture for speakers of other languages; calligraphy as an instructional strategy; dialect glossaries and vocabularies; the Chinese calendar and telegraphic code; language course outlines and modules; dictation materials; oral language; art history; sociology and anthropology; Pinyin romanization; standard term translation; linguistics; children's songs; vocabulary for newspaper and periodical readers; the writing system; Chinese New Year; literary instruction; and business communication. Descriptors: Annotated Bibliographies, Art Song, Chinese, Course Descriptions

Seidner, Stanley S., Ed. (1983). Issues of Language Assessment. Volume II: Language Assessment and Curriculum Planning. These 25 papers address issues of second language assessment and curriculum planning. The papers are divided into three categories: theoretical foundations, assessment approaches, and research and policy. Among the specific topics discussed are: whether tests measure language or intelligence, additive versus subtractive bilingualism, the implications of image production in two languages for testing the bilingual child, a bilingual perspective on language and cognition, the use and misuse of instruments, a review of the IDEA Oral Language Proficiency Test, use of native language tests for program planning purposes, assessment considerations for limited English proficient vocational students, test and spontaneous language behavior of bilingual preadolescents, influence of public policy on language assessment, and estimating bilingual education populations.   [More]  Descriptors: Bilingualism, Child Language, Communicative Competence (Languages), Curriculum Development

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