Bernal, Elias R., Comp. (1973). A Report of the Final Session of the National Bilingual/Bicultural Institute (Albuquerque, New Mexico, November 28-December 1, 1973). Attending the National Bilingual Bicultural Education Institute in Albuquerque, New Mexico on November 28-December 1, 1973, were 1,300 representatives from 25 states. Among the institute's objectives were: (1) to review present and pending state bilingual bicultural education legislation and appropriations; and (2) to develop new directions for bilingual bicultural education for the 1970's which will lead to national legislation. This report presents the participants' final deliberations and recommendations at the concluding general session. Topics covered are: financial support; Title I of ESEA (Elementary and Secondary Education Act); research; evaluation; teacher training; migrant education; NIE's (National Institute for Education) philosophy and operational policy for career education; and the National Task Force de la Raza's mandate. Some recommendations are that: (1) the National Task Force de la Raza request NIE's director to freeze all top level positions until the time when the Spanish speaking people can be identified and be able to compete for said positions; (2) an institute for training parents of the bilingual community be funded and implemented; and (3) criterion reference testing be administered in the child's dominant language. The New Mexico Caucus resolutions are given.   [More]  Descriptors: Agency Role, Biculturalism, Bilingual Education, Career Education

San Diego City Schools, CA. (1972). Materiales en Marcha para el Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), July 1972. This newsletter seeks to promote the concept of bilingual-bicultural education. Among its articles are "McGuffey, Move Over,""Nacho and Other Friends,""Naturaleza y Sociedad for First-Grade Social Studies," and "Field-Testing Favorites." Appended are lists of distributors of educational materials in Spanish and Portuguese, and recommended instructional materials. Some of the articles appear both in Spanish and English. Descriptors: Biculturalism, Bilingualism, Cultural Awareness, English (Second Language)

Chavez, Rafael, Ed. (1972). National Conference: Early Childhood Education and the Chicanito (Tucson, Arizona, August 3-5, 1972). This document reports on a national meeting organized by the State Training Office in Arizona through the combined efforts of Mexican American Systems and the Office of Child Development. The emphasis of the meeting was to encourage implementation of bilingual-bicultural education for Chicanitos at early stages of their development. The first section of the report presents summaries of the activities of 19 small group workshops, with topics incorporating problems of the Chicano child, Mexican-American life style, teacher training, existing bilingual programs, and new approaches to bicultural education. The second part of the report lists the companies who exhibited their bilingual materials at the conference. An abstract bibliography of 20 relevant papers, and a bibliography of 34 textbooks concerned in various ways with bilingual education are included. The final section of the document includes preconference correspondence from government officials, educational administrators, and professors. Results of the workshop evaluations are listed, based on rating scales completed by all participants. The publicity generated by the conference is reviewed, as are initial indications of lasting effects of the meeting.   [More]  Descriptors: Bilingual Education, Bilingual Students, Conference Reports, Cultural Context

Carrasquillo, Angela L. (1977). Competencies for Teaching Reading and Language Arts in Spanish. This master list describes the competencies that a bilingual education teacher should demonstrate in order to teach reading and language arts in Spanish. These competencies are divided into 12 areas: (1) commitment to the philosophy and principles of bilingual-bicultural education, of which Spanish reading and language arts are a necessary component; (2) knowledge of the Spanish language and proficiency in listening, speaking, reading, and writing in Spanish; (3) familiarity with the linguistic and cultural systems of Spanish; (4) knowledge of current research in Spanish reading and language arts; (5) knowledge of and skill in employing assessment tools in Spanish reading and language arts; (6) knowledge of the developmental stages of Spanish language acquisition; (7) knowledge of the student's cultural environment and ability to reflect the cultural values of the Spanish learner; (8) knowledge of effective teaching strategies and techniques for instructing Spanish-speaking students; (9) knowledge of effective classroom management techniques; (10) skills in utilizing resources in and out of the school; (11) skills in evaluation procedures; and (12) appreciation of the artistic and aesthetic contributions of Hispanic culture. Descriptors: Bilingual Education, Bilingual Teachers, Guidelines, Higher Education

Thomas, Carol H., Ed.; Thomas, James L., Ed. (1982). Bilingual Special Education Resource Guide. Intended as a resource guide for individuals involved with educational programming for the bilingual special child, the book's two parts include seven articles and essays by experienced professionals and a list of 343 sources of information and assistance. The book commences with a fact sheet on bilingual education for exceptional children. Part I of the book deals with such subjects as issues and concerns related to the education of exceptional bilingual students, assessment of the bilingual handicapped student, curriculum development for culturally different exceptional children, the children's social and emotional needs, communication with parents, career opportunities for bilingual special children, and teacher education. Part II lists 5 funding agencies, 29 agencies dealing with special education/handicapped issues, 22 national and regional centers, 49 desegregation assistance centers and training institutes, 18 teacher training programs, 22 bilingual/bicultural special education training projects, 2 networks, 12 indexes and databases, and 15 journals and newsletters. The book concludes with a directory of 101 individuals to consult for expert assistance, a listing of 68 producers and distributors of materials, and a 165-item bibliography of resources for further study. Descriptors: Agencies, Bilingual Education, Bilingual Students, Curriculum Development

Gonzales, Frank (1988). Federal Statutes & Directives Regarding National Origin Students. Technical Assistance Module. Federal statutes and directives regarding national origin students is the subject of this technical assistance module. It is a guide for trainers who seek to familiarize education personnel with the legal aspects of providing services to limited English proficient (LEP) students. Nine activities are described and materials, including 17 transparency masters and 2 handouts, are contained within the module. Background readings for presenters deal with legal matters; the first is by Gloria Zamora and the second is a chapter from "Bilingual Education and Bilingual Special Education" (Fradd, Tikunoff). Goals for the participants are the following: (1) to become familiar with the services available through Title IV of the Civil Rights Act for national origin minority populations; (2) to become familiar with the federal legal requirements concerning LEP students; (3) to become familiar with procedures necessary to insure the rights of LEP students; and (4) to develop recommendations for meeting the needs of LEP students enrolled in the local education agency (LEA). The suggested time for completion of the module is 3 hours. Nine training modules and two more technical assistance modules are available on topics related to desegregation and equity.   [More]  Descriptors: Bilingual Education, Compliance (Legal), Desegregation Methods, Educational Legislation

Tucker, Suzanne M. (1981). Mexican American Special Education. Fact Sheet. Exceptional Mexican American students face difficulties not experienced by their Anglo counterparts because the educational system is not set up to deal with members of ethnic and cultural minorities. Spanish-speaking students face the problem of gaining competence in their first language while learning English as a second language. Standard psychometric tests discriminate against cultural minorities. In particular, Mexican American students are apt to be misplaced in classes for the mentally handicapped or not identified if they are gifted. There is a shortage of certified bilingual teachers and of appropriate bilingual instructional materials. The Bilingual Education Act of 1968 encouraged bilingual-bicultural education and paved the way for programs that have improved education for Mexican Americans. Research is being done to develop culturally valid tests for identifying gifted as well as handicapped minority students. Pluralistic evaluation, which combines psychometric assessment and adaptive behavior tests, is resolving the problem of misplacement of Mexican American students in special education classes for the mentally handicapped.   [More]  Descriptors: Ability Identification, Bilingual Education, Cultural Influences, Culture Fair Tests

San Diego City Schools, CA. (1972). Materiales en Marcha para el Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism). September 1972. This newsletter seeks to promote the concept of bilingual-bicultural education. Among its articles are "The Indispensable Community Contribution,""Meaningful, Enjoyable Musical Experience,""A Breakthrough for Bilingual Science," and "Six Readers for Spanish-Speaking Fourth-Graders." There is a short essay on the importance of local participation in the educational system. A list of recommended instructional materials and another of distributors of educational materials in Spanish and Portuguese is included. Articles appear in Spanish and English. Descriptors: Biculturalism, Bilingualism, Community Involvement, Cultural Awareness

Mazon, M. Reyes (1976). Overview of the LAU Center Technical Assistance Process and the Office for Civil Rights Task Force Remedies: Phase 1 Manual. This manual, first in a series dealing with the Lau Center technical assistance approach, is designed to assist school districts in their efforts to develop an educational master plan to meet Title VI (1964 Civil Rights Act) compliance guidelines. The manual summarizes the legislation, judicial decisions, and the Task Force Remedies which have given birth to bilingual education programs. The major portion of the guide describes the Lau General Assistance Centers, the function of which is to solidify coordination of bilingual programs throughout the country. Following this mandate, the following are provided here: (1) a definition of bilingual-bicultural education; (2) a method by which school districts can determine if a need for such a program exists in their jurisdiction; (3) suggestions for the kinds of programs and their emphases at the elementary and secondary levels; (4) a discussion of the CHCALT (Community, Home Cultural Awareness and Language Training) Model and its implications for teacher training; and (5) suggestions for the evaluation of such programs. Descriptors: Bilingual Education, Curriculum Design, Curriculum Evaluation, Educational Planning

Hermenet, Argelia B.; Valencia, Atilano A. (1974). Bilingual-Bicultural Curriculum. While bilingual-bicultural education continues to be one of the most significant thrusts in the final decades of the 20th Century and numerous articles are found on this topic, many interested people are still searching for a clear, simple, and acceptable meaning of the term. Perhaps the term can be clearly defined only by a complete and comprehensive treatise on the subject. This paper attempts to state and clarify severalterms found in bilingual-bicultural literature, as well as to provide a more comprehensive view of the topic and a description of selected prospective and practical curriculum models in bilingual-bicultural education. Term definitions include bilingualism, biculturalism, Monolingualism and monoculturalism, language dominance, native language, second language, and bilingual-bicultural education. Three bilingual-bicultural curriculum models are illustrated for monolingual Spanish Speakers, monolingual English speakers, and bilingual speakers (Spanish-English). Implications for designing a practical and comprehensive bilingual-bicultural K-C curriculum model are discussed. The addendum covers: 1) curriculum components related to language development, counseling, instruction, learning materials, communications, in-service training, and evaluations; and 2) samples of ongoing bilingual-bicultural programs. Descriptors: Biculturalism, Bilingual Education, Curriculum Development, Definitions

Ochoa, Alberto M., Ed.; Hurtado, Juan, Ed. (1982). Special Education and the Bilingual Child. Proceedings of Conference Held at Pasadena Hilton (Pasadena, California, December 3, 1981). The following eleven papers and appendixes were presented at this conference: (1) "The Exceptional Child: A New Challenge for Exceptional People," by Leonard Baca; (2) "A Theoretical Framework for Bilingual Instruction: How Does It Apply to Students in Special Education," by Fred Tempes; (3) "An Overview of the Requirements of Special Education (SB 1870) and Bilingual Education (AB 507)," by Eunice Cox and Maria Vasquez; (4) "Issues Regarding the Use of Interpreters and Translators in a School Setting," by Victoria Medina; (5) "Second Language Acquisitions: Implications for Assessment and Placement," by Jackie Kiraithe; (6) "Developing a Bilingual Individual Education Plan for Language Minority Students," by Henriette Langdon and Dennis Parker; (7) "An Approach for Identifying Language Minority Students with Exceptional Needs," by Marguerite McLean; (8) "Technical Aspects of Formal and Informal Assessment of Language Minority Students: A Practical Approach," by Hilda Carder and Jim Morrison; (9) "How to Utilize Various State and Federal Agency Resources for Limited English Proficient Pupils with Exceptional Needs," by Irene Martinez, Penni Foley, and Maria Vasquez; (10) "One Approach In Teaching the Special Education Child," by Richard Pacheco; (11) [Perspectives on Special Education Services for LEP Students], by Olivia Martinez and others.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, Limited English Speaking, Special Education

Jacobson, Steven A.; McGary, Jane, Ed. (1984). Central Yup'ik and the Schools. A Handbook for Teachers. This is one of a series of handbooks designed to assist classroom teachers, bilingual-bicultural education and special education program staff, counselors, and school administrators in instructional services for students from native Alaskan language groups. The unique sociocultural and linguistic characteristics of Yup'ik speakers as they relate to the school setting are addressed in this volume. Educational resources such as recommended readings; a listing of school districts enrolling students from this group; and sources of information, materials, and instructional assistance are provided. A map shows the distribution of Eskimo languages throughout the Arctic and a prefatory section discusses the study of language in general. Subsequent sections address these topics: the Aleut-Eskimo language family and the place of Yup'ik in it, dialects within languages, literacy and education in Central Yup'ik, the Yup'ik writing system, bilingual education, a comparison of Yup'ik and English (phonology, grammar, local English, Yup'ik-influenced English, discourse and nonverbal communication, linguistic borrowing, the Yup'ik numeral system, and the teacher's role), and the Yup'ik Eskimo culture. A Yup'ik alphabet chart, lists of resources, and enrollment data are also included.   [More]  Descriptors: Alaska Natives, Bilingual Education, Cultural Influences, Dialects

Macias, Reynaldo F. (1989). The National Need for Bilingual Teachers. Executive Summary. The national movement to reform education has paid little attention to the preparation and development of bilingual teachers. Recruitment and retention of bilingual teachers and the adoption of competencies and standards for bilingual teachers and teaching are two of the most important and pressing issues facing bilingual education in this country. This report discusses the desired elements for preservice and inservice bilingual teacher education. Analysis of data on teachers who have received bilingual training suggests that bilingually prepared teachers have been underutilized in the past. Recommendations made for preparation and training of bilingual teachers focus on four issues: (1) follow-up-transfer of competencies; (2) bilingual and second language teaching methodologies and multicultural education teaching strategies needed for all teachers; (3) assurance of opportunities for developing nonEnglish language fluency; and (4) training for aides to be more effective. Five recommendations are made which relate to areas where national leadership and support are needed: competencies and standards; national leadership and funding; dissemination of information; facilitation of earlier teacher preparation and career growth; and facilitation of recruitment and exchange of foreign trained teachers. Descriptors: Bilingual Education, Bilingual Teachers, Educational Environment, Elementary Secondary Education

Volterra, Virginia; And Others (1995). Advanced Learning Technology for a Bilingual Education of Deaf Children, American Annals of the Deaf. Twelve deaf children (ages 6 to 16) in Italy utilized a computer-assisted interactive multimedia program designed to facilitate their access to new information via both Italian Sign Language and Italian written text. All the children used and profited from the application. Findings are discussed in terms of bilingual methods of education for deaf children. Descriptors: Access to Information, Bilingual Education, Computer Assisted Instruction, Deafness

Pfeiffer, Anita Bradley (1974). Designing a Bilingual Curriculum. Several things need to be considered when designing a bilingual curriculum for and with the Navajo community. The major consideration should be the involvement of Navajo parents and the leadership of Navajo school boards. The curriculum should be developed from the Navajo point of view about their world. Designers of a bilingual education curriculum also need to consider the: (1) community's makeup, aspirations, goals, and needs; (2) skills, attitudes, values, and goals which the community desires for its students; (3) school community relationship; (4) school's relationship with external agencies (i.e., the State, Tribe, Bureau of Indian Affairs); and (5) Tribe's attitude toward bilingual bicultural education. Curriculum designers should have some data which reflect the bilingual program's intensity; whether this intensity would require them to reflect a goal of uniliterateness or promote biliterateness; and whether the program and, therefore, the curriculum would promote full bilingualism. When designing the curriculum, the Navajo calendar, importance of the home, cultural behavior differences, and teacher qualifications must be taken into account. This paper focuses on the educational process developed within the Rough Rock Demonstration School, a community based educational program on the Navajo Reservation in northeastern Arizona.   [More]  Descriptors: American Indians, Bilingual Education, Cultural Influences, Curriculum Design