Bibliography: Bilingual Education (page 247 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Inc. Teachers of English to Speakers of Other Languages, Oakland National Hispanic Univ., Bruce L. Wilson, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training. State Univ. of New York, Washington Children's Defense Fund, Agnes Parker, Washington Congress of the U.S., Donall P. O'Baoill, Boston. Bureau of Operational Support. Massachusetts State Dept. of Education, and Nemi C. Jain.

Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. (1996). Promising Futures: ESL Standards for Pre-K-12 Students. TESOL Professional Papers #1. The guide is written for English-as-a-Second-Language (ESL) and bilingual education specialists, classroom teachers, building administrators, and parents. It outlines the vision of the Teachers of English to Speakers of Other Languages (TESOL) for the effective education of elementary and secondary school ESL students, and presents a framework for using TESOL standards in educational programs. It begins by explaining why ESL standards are needed and some myths about second language learning. It then outlines TESOL's vision of effective education for all students, and a number of general principles of language learning. It concludes by presenting the standards framework for ESL education in the form of three broad goals (use of English to communicate in social settings, use of English to achieve academically in all content areas, and use of English in socially and culturally appropriate ways), and within each goal, three more specific performance standards. Descriptors: Academic Standards, Behavioral Objectives, Communicative Competence (Languages), Educational Objectives

O'Baoill, Donall P., Ed. (1993). TEANGA: Journal of the Irish Association for Applied Linguistics, 1979-1993, TEANGA: Journal of the Irish Association for Applied Linguistics. This document consists of a complete run of the thirteen issues of "TEANGA" published since its inception in 1979 through 1993. Typical article topics include: linguistic research approaches and methodology; interlanguage, language transfer, and interference; second language instruction; language testing; language variation; discussion of specific languages and language patterns (Irish, English, English as a Second Language, Esperanto, French, and German); language acquisition; second language learning; speech pathology and therapy; parent role in language learning; child language; language curriculum and curriculum development; language error patterns; bilingualism and multilingualism; bilingual education; medium of instruction; language laboratories; phonology and phonetics; classroom teaching techniques and teaching styles; vocabulary and vocabulary development; native language instruction; reading instruction; translation; gender and language; and learner characteristics and attitudes. Book reviews are included in some issues.   [More]  Descriptors: Applied Linguistics, Irish, Language Research, Linguistic Theory

Massachusetts State Dept. of Education, Boston. Bureau of Operational Support. (1984). Boston School Desegregation. Report No. 3 to the United States District Court, District of Massachusetts, Volume I. An executive summary of findings, this is the first volume of the Third Monitoring Report on Boston Public School Desegregation. The report, covering Boston Public Schools operations from December 1983 through May 1984, was filed by the Massachusetts Board of Education and Commissioner of Education under Orders of Disengagement entered at Federal District Court on December 23, 1982. This volume has twelve main sections which correspond to each of the twelve monitoring areas enumerated in the Orders of Disengagement: student assignments, staff, special desegregation measures, special education, bilingual education, vocational and occupational education, transportation, facilities, safety and security, student discipline, institutional pairings, and parent and student organizations. Each section contains a description of objectives, procedures, findings and recommendations, as well as a summary of previous findings to provide a gauge of progress during the period of State Board monitoring. Two final sections briefly discuss the progress of disputes during the covered monitoring period and procedures for initiating modifications of existing orders. Descriptors: Compliance (Legal), Desegregation Effects, Desegregation Plans, Elementary Secondary Education

Children's Defense Fund, Washington, DC. (1997). Children in the States, 1997. This report from the Children's Defense Fund lists statistics on child and youth well-being for each of the states and the United States as a whole. Statistics are provided in the following categories: (1) children participating in federally subsidized programs (including Title 1 Education for the Disadvantaged, bilingual education programs, Individuals with Disabilities Education Act (IDEA) programs, Head Start, Supplemental Security Income, federal foster care, adoption assistance, Aid for Dependent Children; food stamps, and child support); (2) National School Lunch Program; (3) School Breakfast Program; (4) Women, Infants, and Children Food Program; and (5) Every day in [specific state], which provides statistics on infant mortality, suicide, murder, deaths by guns, prenatal care, low birth weight, teenage mothers, unmarried mothers, abuse and neglect, and health insurance. Descriptors: Adolescents, Birth Weight, Breakfast Programs, Child Abuse

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1991). A Compilation of Federal Education Laws. Volume II: Elementary and Secondary Education, Individuals with Disabilities, and Related Programs as Amended through December 31, 1990. Prepared for the Use of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Second Congress, First Session. (Committee Print.). Federal laws related to elementary and secondary education, individuals with disabilities, and other programs are compiled in this report. Part I, Elementary and Secondary Programs, contains: (1) the Elementary and Secondary Education Act of 1965 (which concerns basic programs, critical skills improvement, magnet schools assistance, special programs, drug education, projects and programs designed to address school dropout problems, bilingual education programs, and general provisions); (2) the Omnibus Budget Reconciliation Act of 1981; (3) Public Law 874, which concerns financial assistance for local educational agencies; and (4) Public Law 815, which concerns impact aid. Additional federal education laws are presented in sections on the education and training of individuals with disabilities; Native American education; refugee and immigrant education; homeless education; Native Hawaiian education; adult education; additional programs to improve elementary and secondary education; and public libraries and other public property.   [More]  Descriptors: Adult Education, American Indian Education, Disabilities, Educational Legislation

Ascher, Carol (1993). The Changing Face of Racial Isolation and Desegregation in Urban Schools. ERIC/CUE Digest, Number 91. This digest focuses on several issues in school desegregation that stem from recent changes in demography, policy, and research. Change in student diversity, the first consideration, is even more marked in cities than in the country as a whole, with only 9 of 47 urban cities in the Great City Schools network having a majority white enrollment. There have been changes in national desegregation policies as well as voluntary desegregation through school choice. The recent influx in immigrant children has brought into new focus the potential conflict between school desegregation and bilingual education as children whose native language is not English have needed to be grouped together for instruction, or integrated into mainstream classes without native language instruction. As the 1954 suit, Brown v Topeka Board of Education claimed, racial balance does appear to affect achievement. The systemic inequities of segregated schools are a reason why resources and school effectiveness issues have joined racial balance as aspects of desegregation politics.   [More]  Descriptors: Black Students, Court Litigation, Cultural Differences, Demography

Jain, Nemi C., Ed. (1982). International and Intercultural Communication Annual, Volume VI, December 1982. Designed to serve as a forum for the exchange of ideas concerning international and intercultural communication, this annual volume contains articles that cover a variety of topics. The first half of the volume contains seven articles discussing the following: (1) a pragmatic approach to mass media development in three models of developing nations; (2) criticism and research of the cultural impact of American television abroad; (3) semiotics of cross-cultural communication in a Japanese film; (4) a communication perspective of the Osage Little-People; (5) conceptual comparisons between attraction and communication style of blacks and whites as determinants of interpersonal relationships; (6) critical issues for language planning in bilingual education; and (7) developing an elementary school curriculum with a global perspective. The second half of the volume contains reviews of several books on intercultural communication subjects, including the management of intercultural relations in international business, communication in the rural Third World, and the dynamics of folklore.   [More]  Descriptors: Communication Problems, Communication Research, Communication (Thought Transfer), Cross Cultural Studies

National Hispanic Univ., Oakland, CA. (1983). Mujeres de La Raza (Women of the Race). This unit profiles nine women of La Raza who have contributed to the betterment of humanity and Hispanic culture. It encourages students to learn about them and other Raza women as models of people involved in the Chicano community. The unit, offered in both Spanish and English, also teaches that these representative Raza women had to overcome impediments in their evolving consciousness. An introductory chapter describes early heroines of the Raza, including poet Sister Juana Ines de la Cruz and revolutionary Josefa Ortiz de Dominguez, both of Mexico. Those profiled in succeeding chapters include: United Farm Workers organizer Dolores Huerta; singer Vikki Carr; TV broadcaster Rita Trevino; ballet dancer Amalia Hernandez; Vilma I. Martinez, general counsel of the Mexican-American Legal Defense Education Fund; writer Estela Portillo de Trambley; and bilingual education advocates Mari-Luci Jaramillo, Susana Madrid Rivera, and Celia Zavala La Forge. The unit also includes 12 illustrations, a bibliography, and 5 suggestions for student activities. Descriptors: Bilingual Instructional Materials, Biographies, Cultural Awareness, Cultural Education

Scarborough, Rebecca H., Ed. (1989). Statewide Conference on the Education of Children of Limited English Proficiency Conference Proceedings) (1st, Dover, Delaware, May 19, 1989). Keynote papers from Delaware's first annual statewide conference on the education of children of limited English proficiency (LEP) are presented in this document. They include: "Delaware's Initiatives in the Education of Children of Limited English Proficiency" (William B. Keene); "Research and Issues in the Education of LEP Students" (Ramon Santiago); "Using Evaluation To Improve Instructional Services for Limited English Proficient Students" (J. Michael O'Malley); and "Integrating Language and Content: Improving Academic Achievement for LEP Children" (George Spanos and JoAnn Crandall). Appended materials include figures on Delaware's annual dropout rates and graduation rates for the class of 1986, a paper describing The Educational Advancement Model (TEAM) used in the state's dropout prevention program, a National Clearinghouse on Bilingual Education brochure, Delaware's policy statement on the education of LEP children, and a list of conference participants.   [More]  Descriptors: Academic Achievement, Curriculum Design, Dropout Prevention, Dropout Rate

State Univ. of New York, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training. (1992). Training and Coordination Topics. This booklet describes training offered by the Eastern Stream Center on Resources and Training (ESCORT) to educators working with migrant children. ESCORT publishes migrant education materials to assist educators and migrant families in meeting the educational needs of migrant students in the eastern stream states. The booklet includes the following topics: (1) student dropout prevention; (2) early childhood education; (3) English as a second language and bilingual education; (4) health related issues; (5) identification and recruitment of migrant students; (6) intrastate and interstate coordination; (7) mathematics; (8) multicultural issues; (9) parent involvement; and (10) whole-language literacy and process writing. The rationale and objectives of the training are discussed for each topic. Sample workshop titles are also listed for each topic.   [More]  Descriptors: Educational Needs, Elementary Secondary Education, Inservice Teacher Education, Migrant Children

National Council of La Raza, Washington, DC. (1989). Reversing the Trend of Hispanic Undereducation. This paper answers specific questions about present and future issues concerning the undereducation of Hispanic students. The following topics are covered: (1) the educational status of Hispanics; (2) the role of federal education programs–including Head Start, Education Consolidation and Improvement Act, Chapter 1, Pell Grants, and bilingual education programs–in the education of Hispanics; (3) what an Executive Order on Hispanic Education might achieve; and (4) how the Executive Order might help the nation as a whole. Two charts depicting the number of school years completed by Hispanics and non-Hispanics 25 years old and over, derived from 1970 and 1980 census data and from the March 1988 Current Population Survey, are included, along with a chart depicting the educational achievement of Whites, Blacks, and Hispanics in 1984. Descriptors: Academic Achievement, Blacks, Census Figures, Compensatory Education

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources. (1990). Teacher Excellence: Recruitment and Training. Hearings before the Committee on Labor and Human Resources and the Subcommittee on Education, Arts, and Humanities. United States Senate. One Hundred First Congress, Second Session (Washington, DC, January 30, February 22, and March 2, 1990; Providence, RI, February 16, 1990). These hearings addressed three measures introduced to the Senate: the Excellence in Teaching Act, S. 1675; the National Teacher Act of 1989, S. 1676; and the Teacher's Professional Development Act, S. 498. The key provisions of the bills focus on: (1) addressing the teacher shortage through a revitalized Teacher Corps Program providing scholarships to college and graduate students who agree to teach for 5 years after graduation; (2) placing special emphasis on training teachers in areas of urgent need, such as math, science, bilingual education, special education, and early childhood education; (3) encouraging minority recruitment through magnet schools, residential summer institutes for disadvantaged high school students, education programs at historically black colleges and universities, and improved coordination between two- and four-year institutions; and (4) providing inservice training through professional development academies and offering a range of incentives for teachers to continue in the profession.   [More]  Descriptors: Elementary Secondary Education, Excellence in Education, Federal Aid, Hearings

Parker, Agnes; Williams, Linda (1992). Compendium of Program Facts and Executive Summaries. 1990-91 Evaluation Reports. This compendium provides an overview of evaluation reports on specially funded programs that operated in the Detroit Public Schools during the 1990-91 school year. The programs are those funded by either the Detroit Board of Education, Chapter 1 of the Elementary and Secondary Improvement Amendments, Article 3 of the State Aid Act, Gifted and Talented Program of the State Aid Act, Bilingual Education Acts, or grant monies from foundations. For each program evaluated, the compendium includes a Program Facts page which provides funding, staffing, and student participation information. An Executive Summary that describes the purpose of the program, salient features, evaluation methodology, and significant findings and recommendations, is included for each program.   [More]  Descriptors: Compensatory Education, Elementary Secondary Education, Evaluation Methods, Financial Support

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. (1988). Proyecto Principal de Educacion en America Latina y El Caribe. Boletin 15 (Main Project for Education in Latin America and the Caribbean. Bulletin 15). Countries in Latin America and the Caribbean face severe financial restrictions in educational funding. Responses to these restrictions are complex and require strong experimental efforts and adaptation to distinct and changing national situations. The articles in this bulletin respond to various proposals and situations that illustrate the search for innovative alternatives to provide equal educational opportunities. The articles included are: (1) "New Strategies for the Financing of Education and Training in the Third World" (Sylvain Lourie); (2) "Teaching Mathematics at the Basic Level" (Grecia Galvez; Irene Villarroel); (3) "Essentials for Improving the Quality of Education" (Pedro Lafourcade); (4) "Textbooks in Student Development and Teaching Methodology: Jamaica" (Nancy A.  George); and (5) "Support Materials for Teacher Education in Multicultural Bilingual Education" (Massimo Amadio). Descriptors: Adult Education, Curriculum Development, Developing Nations, Educational Development

Wilson, Bruce L.; And Others (1983). Effect of Task and Authority Structures on Student Task Engagement. This study examines the effects of task arrangements and management systems on student engagement rates. It is argued that the complexity of classroom arrangements influences the form and content of management systems, and that management decisions impact levels of student engagement. Intensive observation of 63 third and fourth grade students receiving bilingual education instruction under a federal Title VII grant and their teachers from nine California mathematics classrooms over a six-month period are the data source. The results provided partial confirmation of the hypothesized relationships. In low-complexity classrooms, engagement was related to one aspect of management, the offering of instructional explanations. In high-complexity situations engagement was positively associated with the management strategy of developing lateral relations. The paper concludes with implications for research concerning the contribution of organizational theory to classroom studies and for practice concerning the question of how strategies for management of classrooms can be adjusted to best suit the materials being presented. Descriptors: Classroom Observation Techniques, Classroom Techniques, Contingency Management, Educational Research

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