Bibliography: Bilingual Education (page 251 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Madison. School of Education. Wisconsin Univ., American Indian Education, Nancy H. Hornberger, Edward L. Blansitt, Richard V. Teschner, Jaime A. Castellano, Robert St. Clair, Washington Commission on Civil Rights, William Leap, and Fall River National Assessment and Dissemination Center for Bilingual Education.

Commission on Civil Rights, Washington, DC. (1972). The Excluded Student; Educational Practices Affecting Mexican Americans in the Southwest. Mexican American Education Study. In this U.S. Commission on Civil Rights report, denial of equal opportunity to Mexican Americans by exclusionary practices in public schools is examined through information gathered at a Commission on Civil Rights hearing and a subsequent 1969 survey of school districts in Arizona, California, Colorado, New Mexico, and Texas having enrollments of more than 10% Spanish-surnamed students. Although some innovations oriented to closing the educational gap between Anglos and Mexican Americans were found, school systems generally had not recognized the culture and tradition of the Mexican American and had not adopted policies and programs enabling Mexican American students to participate fully in the benefits of the educational process. Of 3 types of programs that schools may use to meet the English language difficulty of Spanish-speaking students (bilingual education, English as a second language, and remedial reading), bilingual education was observed to be potentially the most advantageous to both Anglo and non-English-speaking students; however, bilingual programs were found in only 6.5% of the schools–possibly because of the great curricular change required. Suppression of the Spanish language was found to be the most overt area of cultural exclusion, followed by exclusion of relevant course content in terms of Indo-Hispanic history, heritage, and folklore. Exclusion of Mexican American community involvement was also noted: few school districts availed themselves of community advisory boards, contacts with the community, community relations specialists, and/or Mexican American educational consultants. Related documents are ED 052 849 and ED 056 821.   [More]  Descriptors: Bilingual Education, Community Involvement, Community Role, Cultural Awareness

Castellano, Jaime A. (2002). Special Populations in Gifted Education: Working with Diverse Gifted Learners. This book provides 13 readings on special populations in gifted education. It is based on the premise that gifted and talented students transcend (1) cultural, ethnic, and linguistic ties; (2) conditions that are disabling; (3) sexual orientation; (4) poverty; and (5) geography. Chapters are: (1) "Casting a Wider Net: Linking Bilingual and Gifted Education" (Jim Granada); (2) "ESL Students in Gifted Education" (Nilda Aguirre); (3) "The 'Browning' of American Schools: Identifying and Educating Gifted Hispanic Students" (Jaime A. Castellano); (4) "Gifted Education and African American Learners: An Equity Perspective" (Ken Dickson); (5) "Opportunities in Gifted Education for Haitian Students" (Jaime A. Castellano); (6) "Biracial and Bicultural Gifted Students" (Virginia Gonzalez); (7) "Gifted and Talented Females: The Struggle for Recognition" (Valentina Kloosterman and Keith Suranna); (8) "Gifted Education for the Native American Student" (Kevin Foley and Oliva Skenandore); (9) "The Gay Gifted Learner: Facing the Challenge of Homophobia and Antihomsexual Bias in Schools" (Sandy Cohn); (10) "Serving the Economically Disadvantaged in Gifted Education: The Palm Beach County Story" (Jaime A. Castellano and others); (11) "When the Gifts Are Camouflaged by Disability: Identifying and Developing the Talent in Gifted Students with Disabilities" (Terry Neu); (12) "Gifted Education in Rural Schools" (Clar Baldus); and (13) "Evaluating Progress toward Equitable Representation of Historically Underserved Groups in Gifted and Talented Programs" (Ernesto Bernal). (Individual chapters contain references.) Descriptors: Access to Education, American Indians, Bilingual Education, Black Students

St. Clair, Robert, Ed.; Leap, William, Ed. (1982). Language Renewal among American Indian Tribes: Issues, Problems, and Prospects. The essays in this volume cover a range of sociopolitical aspects of Indian language planning (i.e., the politics of dialect, the role of the linguist, and the historical foundations of contemporary language problems), problems faced by the actual experiences of Indian language renewal efforts, and the relationship of Indian language renewal and Indian English proficiency. The articles include: (1) "What is Language Renewal?" by Robert N. St. Clair; (2) "Roles for the Linguist in Indian Bilingual Education," by William L. Leap; (3) "Language Renewal, Bilingualism, and the Young Child," by Dale E. Otto; (4) "Native Americans and Literacy," by Amy Zaharlick; (5) "Historical Foundations of Language Policy: The Nez Perce Case," by James Park; (6) "The Lushootseed Language Project," by Vi Hilbert and Thom Hess; (7) "Cultural Retention Programs and Their Impact on Native American Cultures," by Ralph E. Cooley and Ramona Ballenger; (8) "A Bilingual Education Program for the Yakima Nation," by Florence M. Pimms Haggerty; (9) "Phonologic Variations of Pima English," by Sharon S. Nelson-Barber; (10) "English Acquisition by Monolingual and Bilingual Pima Indian Children," by Mary R. Miller; (11) "The Educational Implications of American Indian English," by Mark S. Fleisher; and (12) "Semilingualism as a Form of Linguistic Proficiency," by William L. Leap.   [More]  Descriptors: American Indian Education, American Indian Languages, American Indian Studies, American Indians

American Indian Education (1976). Annual ASU Conference: 200 Years–What Now? Where Now?. More than 600 people attended the 17th annual Indian Education Conference at Arizona State University where 14 workshops were offered on such topics as: "Indian Elders Look at Education"; "Indian Youth Look at Education"; "Involvement of District, State, and Federal Agencies in Indian Education"; "Bilingual/Bicultural Education".   [More]  Descriptors: Agency Role, American Indians, Bilingual Education, Conference Reports

National Assessment and Dissemination Center for Bilingual Education, Fall River, MA. (1977). Proceedings of the Second National Portuguese Conference: Culture, Education, and Community. The following papers on Portuguese-American culture and education are included: (1) "Portuguese-American Folklore: An Alternative to the 'rancho folclorico,'" (2) "Creating Cultural Materials for the Portuguese Bilingual Classroom," (3) "Values and Ideology in the School Curriculum: A Case Study," (4) "Portuguese and Cape Verdean Women in Fiction and Family History," (5) "An Attempt to Understand the Immigrant's Socio-Cultural Background," (6) "Integrating Music into the Portuguese Curriculum as a Vehicle for Teaching Portuguese Culture" (Abstract), (7) "The Status of Portuguese Bilingual Education in the United States," (8) "Tests for Portuguese Bilingual Students," (9) "Organizing the Individualized Bilingual Classroom," (10) "A Sociolinguistic Approach to Second Language Teaching," (11) "Teaching Reading in the Portuguese Classroom" (Abstract), (12) "Integrating Career Awareness into the Portuguese Curriculum" (Abstract), (13) "The Portuguese-Dominant Student and College Admissions: A Case for the Portuguese as a National Minority in Higher Education," (14) "The Bilingual Child with Special Needs: Cultural Considerations in Evaluation," (15) "Conceptualizing Bilingual Education for Cape Verdeans in the United States," (16) "Cape Verdean Bilingual Program: The Cultural Perspective," (17) "Immigrants and the Medical Care System: The Example of the Portuguese," (18) "The Necessity of the Luso-American Community's Political Involvement" (Abstract), (19) "The Immigrant's World at Home and in the School," (20) "The Role of the Home-School Liaison in Parent Involvement" (Abstract), and (21) "The Portuguese Community and the Mass Media" (Abstract). Descriptors: Bilingual Education, Bilingual Students, College Admission, Cultural Background

Hornberger, Nancy H. (1987). Bilingual Education Success, but Policy Failure, Language in Society. Compares the use and maintenance of the Quechua language in a bilingual and nonbilingual education school and community. Findings indicate a significant change in teacher-pupil language use, an improvement in pupil participation in the bilingual school, and an improved attitude among the community members regarding the value of their language. Descriptors: Bilingual Education, Community Attitudes, Developing Nations, Educational Policy

IDRA Newsletter (1995). Civil Rights in Education, Revisiting the Lau Decision. IDRA Focus. This newsletter contains seven articles related to the educational rights of culturally diverse language-minority students. "20 Years after Lau: In Pursuit of Equity Not Just a Language Response Program," by Alicia Salinas Sosa, points out that educational responses to Lau vs. Nichols have been minimum-compliance programmatic responses rather than efforts to provide equal education to limited-English-proficient students. "The Fourth Generation of Desegregation and Civil Rights," by Bradley Scott, outlines the focus and desegregation concerns of three generations of school desegregation and identifies emerging concerns for equal education. "Is 'Americanization' Possible? Criticism of Bilingual Education Is Based on Myths and Fears," by Elizabeth Weiser Ramirez and Jennifer Yanez-Pastor, is a response by the Hispanic Education Coalition to an attack on bilingual education. "Parent Involvement and Students' Educational Rights," by Mikki Symonds, examines barriers to parent involvement and strategies to overcome them. "Assessment and Evaluation of Language Minority Pupils: 20 Years since Lau vs. Nichols," by Albert Cortez, traces development and trends toward reform in assessment of student language proficiency and in evaluation of programs serving language minority students. "Technology and Equity: From Oxymoron to Partnership," by Felix Montes, examines ways in which information and educational technologies can advance equity for minority and low-income students. "Bilingual Intelligence Testing," by Jose A. Cardenas, examines problems with assumptions about intelligence testing and with Spanish language intelligence tests. This newsletter also contains reflections of a child advocate, a book review, and a list of additional readings on civil rights in education. Most articles contain references.   [More]  Descriptors: Bilingual Education, Civil Rights, Elementary Secondary Education, Equal Education

Blansitt, Edward L., Jr., Ed.; Teschner, Richard V., Ed. (1980). A Festschrift for Jacob Ornstein: Studies in General Linguistics and Sociolinguistics. Among the 29 articles collected here are the following: (1) "On Markedness and Sociolinguistic Variation" (Amastae); (2) "On the Form of Bilingual Grammars: The Phonological Component" (Elerick); (3) "On Negation in Comparative Constructions" (Fries); (4) "Class by Value System: Implications for Bilingual Education" (Hoffer); (5) "Intergenerational Language Shift in an Albuquerque Barrio" (Hudson-Edwards and Bills); (6) "Continuity in the Study of Sociological Varieties of Language" (Lehmann); (7) "English Tense Development in a Spanish-Dominant Child" (Lozano); (8) "The Creole Dilemma" (Mackey); (9) "'Lexical Insertion' as a Sociopsychological Event: Evidence from Poetic Behavior" (Makkai); (10) "Bilingualism of Mexican-American Children: Language Characteristics" (Matluck); (11) "Contrastive Linguistics and the Preparation of Bilingual Education Teachers" (Natalicio); (12) "Student Reactions as Indicators of Teaching Efficiency" (Politzer); (13) "El lenguaje de la publicidad en Puerto Rico–Usos y efectos del ingles" (Resnick); (14) "On Transference and Inversion" (Sobin); (15) "Language Usage Patterns among a Young Generation of Cuban-Americans" (C. Sole); (16) "The Spanish/English Contact Situation in the Southwest" (Y. Sole); (17) "Language and Diversity: A Sociolinguistic Perspective" (St. Clair); (18) "The Problem of Comparing Variable Rules across Dialects: Some Examples from Spanish" (Terrell); (19) "Is Code-Switching Interference, Integration, or Neither?" (Valdes); and (20) "Pidgins (and Creoles?) on the U.S.-Mexican Border (Webb). Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), Contrastive Linguistics

San Diego City Schools, CA. (1973). Materiales en Marcha para el Esfuerzo Bilingue-Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism, August 1973). This newsletter is designed to promote the concept of bilingual-bicultural education. The following articles are included in this issue: (1) Elementary Art in the Push-Button Era, (2) Games Pupils Play (and Teachers Too), (3) Field-Testing Favorites, (4) Sample Lesson on Mayan Culture, and (5) Using RAF Charts in Science and Reading. Included is a list of suggested U.S. distributors of educational materials in Spanish and Portuguese.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Books

Guam Dept. of Education, Agana. (1972). Kolehion Mandikike Project. This manual describes the Kolehion Mandikike English-Chamorro bilingual/bicultural education project in Guam. Begun in 1970, the project is located at Price Elementary School in Mangilao and Torres Elementary School in Santa Rita. A general overview of the project is presented here, along with a discussion of training for staff members, materials development, and parent involvement. The text is in English and Chamorro.   [More]  Descriptors: Biculturalism, Bilingual Education, Chamorro, Elementary Education

Center for Applied Linguistics, Arlington, VA. (1976). Information for Administrators and Teachers. Bilingual/Bicultural Series, No. 1. Indochinese Refugee Education Guides. This bulletin attempts to underscore the numerous school-related difficulties experienced by students whose dominant language is not English, and suggests steps that school administrators and teachers may take to alleviate the problems. Among the issues considered are: types of entering language behavior, possible problematic combinations of home language and school language, dual language maintenance programs, optimum type of bilingual/bicultural education, support bilingual programs, and suitable language learning environments. A brief annotated bibliography is also provided.   [More]  Descriptors: Adjustment (to Environment), Biculturalism, Bilingual Education, Bilingualism

Aguirre, Adalberto, Jr.; Fernandez, Celestino (1976). Mexican Americans and Bicultural Education: A Sociological Analysis, Atisbos Journal of Chicano Research. The paper is a study of bilingual/bicultural education in the process of Anglo American educational technology and an overview showing some of the important problem areas: inadequate concern with sociocultural variables affecting Mexican American educational attitudes; assumptions of homogeneity regarding Mexican American students; immediate implementation of educational alternatives for Mexican American students without considering the importance of sociocultural variables (e.g., socialization practices of Mexican Americans); and isolation of stereotypic cultural and social behavior of Mexican Americans. Descriptors: Bilingual Education, Cultural Education, Educational Change, Educational Sociology

Wisconsin Univ., Madison. School of Education. (1977). An Urban-Oriented Fieldwork and In-Circuit Television Based Teacher Training Program for Bilingual Bicultural Education Focusing on Teachers of Limited English Speaking Ability School Age Students: A Model Program for the Urban Middlewest Schools (Milwaukee, Wisconsin), 1976-1977. Year 1. Final Report. A detailed program description and evaluation are contained in the final report of a demonstration project designed to prepare certified teachers of limited English speaking ability students for bilingual bicultural education programs. The introductory section summarizes the purpose of the program, which offered traineeships to individuals intending to acquire a major or minor in bilingual education and to become proficient in both Spanish and English. The second section, the bulk of the report, presents objectives and courses for the four-year degree program leading to Wisconsin certification. Required and elective courses are listed by age levels (early childhood through secondary) and by program components (language, culture, professional preparation, and fieldwork in urban classrooms). Subsequent sections discuss selection of trainees, coordination between the university and local education agencies, and collaboration with the Center for Latin America. The final section contains the program evaluation, conducted by an independent evaluator and based on questionnaires administered to all staff and student members of the project. Appendices include a variety of project correspondence and the traineeship application and selection forms.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Demonstration Programs, Educational Objectives

Hopstock, Paul; Young, Malcolm (1993). The Status of Title VII Evaluation Practice: A Summary of a National Review of Title VII Evaluation and Improvement Practices. A Summary of a Report. In 1989 the Department of Education contracted with Development Associates, Inc., to conduct a review of the evaluation and improvement practices of projects funded under Title VII of the Elementary and Secondary Education Act, often known as the Bilingual Education Act. The study focused on local transitional bilingual education and special alternative projects and was designed to describe and assess local evaluation practices and the use of evaluation results. This paper summarizes some of the highlights of the findings and conclusions of the study. Three major activities were conducted: (1) a file review of the applications and evaluation reports of a stratified random sample of 200 Title VII projects funded in fiscal year 1989; (2) a mail survey of all project directors and evaluators of 655 projects funded in that year; and (3) case studies of evaluation systems of 18 local projects. Findings indicate that the purposes and audiences for Title VII evaluations have not been clearly articulated by the U.S. Department of Education, and that there has also been no clear description of how the evaluation needs of the department and local projects should be integrated or prioritized. It was also found that evaluation reports are integrated or prioritized has not been made clear. Evaluation reports are not being used systematically, and, in general, their quality is only poor to adequate. It is concluded that there is an inherent tension between evaluation that is primarily conducted for a federal sponsor and that which is conducted for a local project. Two tables summarize evaluation purposes and needs.   [More]  Descriptors: Bilingual Education, Case Studies, Elementary Secondary Education, Evaluation Methods

Lindahl, Marie (1981). Equal Educational Opportunity in Special Education: Legal Mandates and Strategies for Planning, Chapter 766. The paper presents a history of the legal mandates (both legislative and judicial) for equal educational opportunity for linguistic and cultural minorities and describes the denial of this right in Massachusetts, as evidenced by overrepresentation of minorities in special education. Aspects of testing protocol, prereferral modification, and bilingual/special education are among factors considered. Guidelines are offered to help local school districts evaluate their progress in providing equal educational opportunity. Descriptors: Bilingual Education, Compliance (Legal), Court Litigation, Disabilities

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