Bibliography: Bilingual Education (page 248 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Washington Congress of the U.S., David L. McArthur, TX. Office of Research and Evaluation. Austin Independent School District, Leland M. Perry, Judy Kwiat, James D. Quisenberry, B. Larrimore, Sacramento. California State Dept. of Education, Albany. Education Study Unit. New York State Div. of the Budget, and Hakan Ringbom.

Larrimore, B., Ed. (1984). Papers in Literacy. Work Papers of SIL-AAB, Series B, Volume 12. Four papers relating to literacy education for Australian Aboriginal peoples are presented. "Testing Epenthetic Vowels in Anindilyakwa" by Velma J. Leeding reports on a study of Aboriginal perceptions of a short transitional vowel. In "Diagnostic Testing of the Anindilyakwa Orthography for Both Reading and Writing," Velma J. Leeding outlines the content and results of the tests designed to determine the viability of the Anindilyakwa orthography chosen by the Aborigines at Umbakumba, Groote Eylandt, Northern Territory. "Preparing Vernacular Beginning Reading Materials for the Ndjebbana (Kunbidji) Bilingual Education Program: Some Linguistic Aspects" by Graham R. McKay discusses linguistic issues in the development of instructional materials for a literacy program in Northern Territory schools. "Reports on Warlpiri Literacy Workshops" by Stephen M. Swartz describes a literacy teacher training program and a writers' workshop at Lajamanu, and includes materials from both programs.   [More]  Descriptors: Aboriginal Australians, Bilingual Instructional Materials, Creative Writing, Creoles

Perry, Leland M. (1987). School Reform in the USSR. The Soviet Union has embarked upon a five-year plan to improve education at all levels. Some of the major aspects of the reform movement include: (1) improving the status of teachers by providing salary increases from 25 to 35 percent and trying to entice more men to enter teaching; (2) trying to increase the birthrate by emphasizing preschool education and providing paid maternity leave for two months before and after the birth of the child; (3) changing the age of entrance to the primary school from seven to six; (4) emphasizing vocational training at the secondary school level by combining a secondary education with vocational training; (5) improving textbooks by revising them every five years; and (6) increasing the quality of teaching by improving teacher education in the Pedagogical Academy. Other aspects of the USSR educational system discussed are: the middle school, special education programs, bilingual education, grading, pedagogical academics, discipline, and student motivation. Descriptors: Birth Rate, Computer Literacy, Educational Change, Educational Improvement

Council of the Great City Schools, Washington, DC. (1986). The Condition of Education in the Great City Schools. A Statistical Profile 1980-1986. This report provides statistical information on the 35 large urban school systems that comprise the Council of Great City Schools. Data are organized into the following categories: (1) enrollment and demographics (including racial composition, children below poverty level, and private school, handicapped, vocational education and limited English proficient enrollment); (2) staff and organization (including school board size, school board selection, frequency of school board meetings, superintendent and teacher characteristics, average teacher salaries, and grade level organization of the district); (3) finances (including expenditure per pupil, property tax rates, bonded debt rating, total local and state revenues); (4) federal allocations to selected programs (including ECIA Chapter 1 and 2, Impact Aid, Education of the Handicapped–Public Law 94-142–vocational education, bilingual education, magnet schools, child nutrition, job training, Head Start, and day care); and (5) educational indicators (including attendance rates, testing requirements, requirements for graduation, and homework policies).   [More]  Descriptors: Academic Standards, Board of Education Policy, Boards of Education, Elementary Secondary Education

McArthur, David L. (1981). Detection of Item Bias Using Analyses of Response Patterns. Item bias, when present in a multiple-choice test, can be detected by appropriate analyses of the persons x items scoring matrix. Five related schemes for the statistical analysis of bias were applied to a widely used, primary skills multiple-choice test which was administered in either its English- or Spanish-language version at each of the two levels, to 1259 students in bilingual education programs. The results indicate that from one-fifth to one-third of the items in the tests show strong evidence of bias, corroborated by a separate analysis of linguistic and cultural sources of bias for both the biased items and those items with no statistical findings of bias.   [More]  Descriptors: Comparative Analysis, Elementary Education, Multiple Choice Tests, Spanish

Austin Independent School District, TX. Office of Research and Evaluation. (1982). State Compensatory Education, Final Technical Report. Appendixes. This volume summarizes the results of the evaluation of the Austin (Texas) Independent School District 1981-82 State Compensatory Education Program. This technical report is organized into eight appendixes. Each appendix reports the information collected by a specific measure. Each appendix consists of (1) an instrument description, (2) purpose of the measure, (3) procedures used to collect the data, (4) summary of results, and (5) tables and figures presenting the data. The appendixes describe the following measures: (1) teacher service report, (2) counselor service report, (3) writing composition laboratory records, (4) transitional bilingual education, (5) planner logs, (6) Language Assessment Battery, (7) Iowa Tests of Basic Skills, and (8) Sequential Tests of Educational Progress.   [More]  Descriptors: Achievement Gains, Achievement Tests, Basic Skills, Bilingual Students

California State Dept. of Education, Sacramento. (1984). A Handbook on California Education for Language Minority Parents (English Version). More than 900,000 California students during the 1983-84 school year used languages other than English as their primary home language. Of that number, approximately 470,000 were identified as limited in English proficiency. This handbook for language minority parents was developed to help new immigrant parents make better use of educational opportunities in the California public schools. The handbook includes information on student enrollment and attendance, basic school programs, curriculum, graduation requirements, grades, promotion, testing, transportation, bilingual education, parent involvement, year-round education, child development, transportation, and so forth, which will permit parents to provide immediate assistance to their children. It also provides information about programs such as alternative education, vocational education, continuation education, work experience education, and adult education, which may benefit not only limited English proficient (LEP) students but also parents who seek further educational opportunities in California.   [More]  Descriptors: Continuing Education, Elementary Secondary Education, Limited English Speaking, Minority Group Children

Hawaii State Dept. of Education, Honolulu. Office of the Superintendent. (1984). A Guide to Federal Programs Operated in the State Department of Education. [Revised.]. This guide outlines the purposes, rules, procedures, funding, and status of federal education grant programs in Hawaii. These projects–funded by the United States Department of Education's Offices of Elementary and Secondary Education, Vocational and Adult Education, Special Education and Rehabilitative Services, Educational Research and Improvement, and Bilingual Education and Minority Languages Affairs, and also by the U.S. Departments of Agriculture and Health and Human Services–are described in order, according to grantor and then by type of grant. Each program description summarizes eligibility requirements, basic provisions, significant rules and regulations, application and disbursement procedures, and matching provisions; lists the state agency and officers administering the grant; tabulates federal allocations for the years since the program's inception; and briefly reviews the program's activities. An appended table compares federal funds received in fiscal year 1983 with those received in 1984.   [More]  Descriptors: Block Grants, Categorical Aid, Delivery Systems, Elementary Secondary Education

Kim, Kenneth Kong-On; And Others (1981). Korean Language Maintenance in Los Angeles. Professional Papers K-1. Characteristics of the Korean population in Los Angeles, intergenerational cultural problems, and efforts to promote language maintenance are described. The majority of Koreans in Los Angeles have been in the United States less than 10 years. A high percentage are from middle class and professional backgrounds. The traditional hierarchical family structure is being challenged by the younger generation that has been educated with the American values of independence and individual freedom. This conflict between children and their elders is frequently aggravated by lack of communication caused by language differences. Organized community efforts to maintain Korean language and culture include Korean churches, Korean language schools, Korean language mass media, bilingual education in public schools, and business and social organizations. The outcome of these efforts will be influenced by a variety of both negative and positive factors such as the pressure to change from both within and outside the community.   [More]  Descriptors: Acculturation, Culture Conflict, Korean, Korean Americans

Berdan, Robert; And Others (1982). Language among the Cherokee: Patterns of Language Use in Northerastern Oklahoma. Part I: Preliminary Report. Preliminary findings of a survey of Cherokee language and education and the data collection and analysis methods are reported. The survey was designed to study language use, bilingualism, and education in the Cherokee community. The scope of the survey encompassed Cherokee children between the ages of 5 and 14 who attended public school and lived within the traditional area of the Cherokee Nation. A total of 198 children were randomly selected from eight schools within this area. Major findings are summarized regarding (1) household language use, (2) individual language use and change across generations, (3) children's language proficiency, (4) opinions about languages and bilingualism, (5) bilingual education, (6) language learning and teaching at home, and (7) the impact of television and radio. Information is provided on how the survey was organized, designed, and conducted. The procedures for selecting the respondents and the characteristics of the respondents are described.   [More]  Descriptors: American Indians, Bilingualism, Cherokee, Elementary Secondary Education

Quisenberry, James D., Ed.; And Others (1982). Changing Family Lifestyles: Their Effect on Children. This collection of 13 articles reprinted from the journal "Childhood Education" is organized into three sections: (1) Families: Structure, Status, and Stresses; (2) Parenting; and (3) Schools and the Family. The first section consists of six articles dealing with issues surrounding the changing family and early childhood education, family folklore, support systems for black families, divorce and children, bilingual education and family needs, and helping abused and neglected children. In the second section, four articles examine the historical role of parenting, children's stress and the parent role, crises in adolescence, and new options for fathers in childrearing. Finally, improving the quality of family life, establishing a parent education resource center, and involving working parents in school are discussed in the collection's third section. Descriptors: Adolescents, Divorce, Early Childhood Education, Family Life

New York State Div. of the Budget, Albany. Education Study Unit. (1982). Description of 1982-83 New York State Special Message Recommendations Relating to State Support for Public Schools. The budget proposal presents New York State's recommendations regarding state support of public schools. The report is organized into five main sections (sample subsections in parentheses): overview of the fiscal year and school year (1982-83) changes in general support for public schools (provisions for public school support through a new fund structure); impact of general support formula proposals (impact on the big five cities'–New York, Buffalo, Rochester, Syracuse, and Yonkers–combined impact on districts in 17 largest counties); school year analysis of changes in individual aid formulas (recommended changes in operating aid, fiscal impact on school districts, excess costs for handicapped pupils); recommendations affecting other general support aids (magnet schools, formula based grant program); and additional appropriations affecting public schools (new policy proposals, other general fund aid programs such as bilingual education and adult high school education). Descriptors: Disabilities, Elementary Secondary Education, Finance Reform, Financial Policy

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1987). Federal Assistance for Elementary and Secondary Education: Background Information on Selected Programs Likely To Be Considered for Reauthorization by the 100th Congress. Prepared for the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. Committee Print. The Congressional Research Service has compiled the information in this document in order to assist the 100th Congress as it considers reauthorization of most of the major Federal elementary and secondary programs. For each program, basic statistics, a short history, and a summary of the major issues confronting the Congress in reauthorization are presented. The specific programs discussed include: (1) Education Consolidation and Improvement Act, as amended–education for disadvantaged students and elementary and secondary education block grants; (2) Bilingual Education Act, as amended; (3) Impact Aid, as amended; (4) Adult Education Act, as amended; (5) Education for Economic Security Act, as amended; (6) Indian Education Act, as amended; (7) Emergency Immigrant Education Act; (8) Magnet Schools Assistance, as amended; (9) Women's Educational Equity Act, as amended; (10) Excellence in Education Act, as amended; (11) "Territorial" Assistance, as amended; and (12) Ellender Fellowships, P.L. 92-506, as amended.   [More]  Descriptors: Elementary Secondary Education, Federal Aid, Federal Legislation, Federal Programs

Kitao, Kenji; Kitao, S. Kathleen (1987). Intercultural Communication Bibliography (Part 3). Compiled for Japanese teachers of English who are interested in intercultural communication, this bibliography is broken down into 16 subcategories. Most items in the bibliography come from primary sources, and for each source available at the Michigan State University Library, the bibliography provides call numbers. The first section lists books and journals that frequently appear in the listings, while the second lists the material on intercultural communication and its different aspects. The subcategories under which the references are grouped are: (1) general, (2) theory, (3) nonverbal communication, (4) area study (subdivided into English speaking countries, the United States, Japan, and other, (5) cross cultural study (subdivided into U.S. and Japan, and other), (6) interpersonal communication, (7) multiculture, (8) training, (9) research, (10) bilingual education, (11) culture in language teaching, (12) teaching culture, (13) teaching English, (14) counseling, (15) teaching intercultural communication, and (16) nonnative speakers and the law.   [More]  Descriptors: Communication Problems, Communication Research, Cross Cultural Training, Cultural Awareness

Kwiat, Judy (1988). A Peer Coaching Model for Teachers of Limited English Proficient Students. This paper examines the hypothesis that teachers can experience significant positive changes in teaching behaviors given an appropriate peer coaching staff development program which ensures accountability, support, companionship, and specific feedback in manageable chunks over an extended period of time. A discussion of the effectiveness of different types of teacher training, the process of coaching, and the characteristics of peer partners includes the implications of coaching for teachers of limited English proficient students. A description is given of a study that implemented a peer coaching model of staff development for mainstream classroom teachers, bilingual education teachers, and English as a second language teachers of students in grades K through 12. The treatment is uniform across teacher groups. Intensive training occurred over a 3-day period at a central location, and is being followed by in-district implementation over a 6-month period. The data presented in this paper reflect preliminary findings after 3 months of implementation. Descriptors: Elementary Secondary Education, English (Second Language), Inservice Teacher Education, Language Teachers

Ringbom, Hakan, Ed. (1985). Foreign Language Learning and Bilingualism. Publications of the Research Institute of the ABO Akademi Foundation NR 105. This collection of six essays and one bibliography on second language learning includes: (1) "Transfer in Relation to Some Other Variables in L2-Learning" (Hakan Ringbom); (2) "Word Frequencies in Finnish and Finland-Swedish Learner Language" (Hakan Ringbom); (3) "The Influence of Swedish on the English of Finnish Learners" (Hakan Ringbom); (4) "On Errors Made by Finnish-Speaking and Swedish-Speaking University Students in Oral Production in French" (Anja Elo); (5) "How Much English Vocabulary Do Swedish-Speaking Primary-School Pupils Know before Starting to Learn English at School?" (Rolf Palmberg); (6) "Bilingual Education: A Study of the French Immersion Program in Canada Considering the Possibilities of Adaptation to Finnish Schools" (Tuija Helle); and (7) "Linguistic and Psycholinguistic Approaches to Multilingualism: A Bibliography" (Yvonne Henriksson and Hakan Ringbom). Descriptors: Bilingualism, English (Second Language), Error Analysis (Language), Finnish

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