Bibliography: Bilingual Education (page 259 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert Rueda, Brooklyn. Office of Educational Assessment. New York City Board of Education, A. Lin Goodwin, Sandra H. Fradd, Washington Center for Applied Linguistics, Sharon Koenigs, Emiliano Gonzalez, Washington National Advisory Council on the Education of Disadvantaged Children, Erminda Garcia, and Carolyn M. Shields.

Duran, Daniel Flores; And Others (1977). A Bilingual and Bicultural Annotated List of Print and Multimedia Resources for the Puerto Rican Child, Grades K – 6. Latino Resource Series, No. 2. This annotated list of resources for the bilingual and bicultural education of Puerto Rican children in grades kindergarten through 6 covers the following areas: (1) print resources, including children's literature and historical and descriptive works for teacher and student use; (2) nonprint resources; and (3) professional resources, including bibliographies, sourcebooks, and newsletters. A list of corporate sources of materials is provided. Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Childrens Literature

Goddard, J. Tim; Shields, Carolyn M. (1997). An Ethnocultural Comparison of Empowerment in Two Districts: Learning from an American Indian and a Canadian First Nations School District, Journal of American Indian Education. Case studies compare Red Rock School District on the Navajo Reservation and Running Waters First Nation school system in Canada with regard to governance structures and their relationships to educational practices: bilingual and bicultural education, community participation, "transmission" versus interactionist pedagogy, and standardized versus locally developed assessment methods. Contains 46 references. Descriptors: American Indian Education, Bilingual Education, Canada Natives, Case Studies

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Bilingual Materials Development Project 1983-84. The aim of the New York City Board of Education's Bilingual Materials Development Project was to design and implement a process to produce culturally and linguistically relevant curricula and screening instruments for use with Chinese, Haitian, and Korean students of limited English proficiency (LEP) enrolled in Kindergarten through Grade 2. The project was centrally administered under the jurisdiction of the Office of Bilingual Education. Title VII funds supported a full-time project coordinator, resource specialist, secretary, and hourly consultants and teachers. In 1983-84, the project was able to: (1) conduct an extensive needs assessment to determine the need for, and availability and appropriateness of, curriculum materials at the Kindergarten level, for use with the targeted language groups; (2) develop a resource Kindergarten curriculum handbook in each target language; (3) develop a screening instrument for new entrants into Kindergarten through Grade 2 in Cantonese, Mandarin, Korean, and Haitian Creole; and (4) begin identifying sites and classroom teachers to pilot test the developed materials. In one year, the project was successful in meeting its objectives even though some objectives were based on a projected time schedule of three years. Descriptors: Bilingual Education, Bilingual Instructional Materials, Chinese Americans, Curriculum Development

Gray, Lois S.; Beamesderfer, Alice O. (1979). Schools and Dollars: Fair Share for Puerto Ricans?, Metas. Describes inequities in school finance. Examines Federal funding of bilingual and compensatory education programs and the impact of recent court decisions on finance reform. Considers the relationship between increased spending and educational outcomes for low-income children, and proposes research on the impact of educational funding on mainland Puerto Ricans. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Court Role

Fradd, Sandra H.; And Others (1988). Developing a Personnel Training Model for Meeting the Needs of Handicapped and At-Risk Language-Minority Students, Teacher Education and Special Education. The University of Florida's model for training in bilingual/English as a Second Language (ESL) with special education infuses the graduate-level special education core curriculum with content for meeting the needs of limited-English-proficient students. Four additional bilingual/ESL special education courses focus on specific areas outside the core curriculum. Descriptors: Bilingual Education Programs, Bilingual Teachers, College Curriculum, Disabilities

Duran, Daniel Flores; And Others (1977). A Bilingual and Bicultural Annotated List of Print and Multimedia Resources for the Mexican American Child, Grades K – 6. Latino Resource Series, No. 1. This annotated list of resources for the bilingual and bicultural education of Mexican American children in grades kindergarten through 6 covers the following areas: (1) print resources, including children's literature and historical and descriptive works for teacher and student use; (2) nonprint resources; and (3) professional resources, including bibliographies, sourcebooks, and newsletters. A list of corporate sources of materials is provided. Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Childrens Literature

Rueda, Robert; Garcia, Erminda (1996). Teachers' Perspectives on Literacy Assessment and Instruction with Language-Minority Students: A Comparative Study, Elementary School Journal. Examined the beliefs and practices of special education, credentialed bilingual, and bilingual-waivered teachers of Latino language-minority students. Found that no group supported a single view of literacy instruction or assessment. Differences between groups (primarily bilingual and special education teachers) were evident in beliefs about reading/literacy and assessment. No group showed a favorable attitude toward bilingualism/biliteracy. Descriptors: Beliefs, Bilingual Education, Bilingual Teachers, Bilingualism

Koenigs, Sharon, Comp.; And Others (1983). Sharing Successes Across Network Institutions: A Status Report 1983. In this report by the Urban Education Network, educational programs in the Midwest seen as having the potential to ameliorate urban school problems are described. The programs are grouped into the following 11 sections, according to content: (1) alternative schools and programs/arts; (2) bilingual education/special education/student behavior and discipline; (3) computer technology; (4) effective schools/school improvement/instructional management/curriculum design; (5) environmental education/science/social studies; (6) gifted and talented/vocational education; (7) institutional description/policy/desegregation/public relations; (8) reading/mathematics/writing/language arts; (9) research/evaluation/testing/dissemination; (10) staff development: teachers and administrators; (11) urban education/business partnerships. For each program the following information is provided: a brief description; staff size and composition; scope; number of individuals served; number of schools served; whether evaluation reports and/or descriptive materials are available; and an address for further information. There are two appendices: a list of programs by district and state and an index by topic area.   [More]  Descriptors: Art Activities, Bilingual Education, Computer Science, Cooperative Education

Center for Applied Linguistics, Washington, DC. (1989). Dialogue. Newsletters from 1982-1989, Plus a Recent History of Dialogue Journals, Abstracts of Major Research Projects and Dissertations, and List of Dialogue Journal Publications. Issues of the newsletter, "Dialogue," covering 7 years in the 1980s are compiled in this publication, which contains an introductory section that lists the articles published in each issue. The first issue of "Dialogue," which appeared in April, 1982, explains the Dialogue Journal Project at the Center for Applied Linguistics. Subsequent issues cover various themes related to dialogue journals, such as the following: applications; research; uses in higher education; uses with students with special needs; dialogue journals as a reading event; applications in English-as-a-Second-Language settings; developing literacy in refugee, migrant, and adult basic education; teacher benefits, strategies, and time; helping students change attitudes and behaviors; interactive writing in deaf education; international settings; teacher education; bilingual education; elementary education; and promises and practices of content area instruction. An 8-page history of dialogue journals is included, as well as abstracts of 16 research studies, and a bibliography that contains approximately 75 references.   [More]  Descriptors: Bilingual Education, Deafness, Dialog Journals, Doctoral Dissertations

Rothman, Don (1988). Ten Years to Build a Bridge Ten Miles, Quarterly of the National Writing Project and the Center for the Study of Writing. Describes the author's involvement in starting the Central California Writing Project in 1977. Relates anecdotes told by bilingual teachers about their experiences in bilingual and multicultural education. Observes that illiteracy is often accompanied by a silence that resembles censorship, and that writing (and writing projects) can empower students. Descriptors: Activism, Bilingual Education, Higher Education, Illiteracy

Torres-Guzman, Maria E.; Goodwin, A. Lin (1995). Urban Bilingual Teachers and Mentoring for the Future, Education and Urban Society. Reviews the literature on mentoring teachers, focusing on bilingual and bicultural education and emphasizing issues relevant in urban settings. An interactive model of mentoring is proposed in which bilingual teachers, whether mentors or new teachers, can share perspectives sorely needed in this age of increasing cultural diversity. Descriptors: Beginning Teachers, Bilingual Education, Bilingual Teachers, Cultural Awareness

Arthur, Jo (1994). Talking Like Teachers: Teacher and Pupil Discourse in Botswana Primary Classrooms, Language, Culture and Curriculum. The role of teacher-talk in Botswana primary schools is discussed in view of evidence that pupils' contributions are outweighed by those of their teachers. The development of a genuinely bilingual model of education is advocated in which both teachers and pupils make full use of their linguistic resources. (17 references) Descriptors: African Languages, Bilingual Education, Classroom Communication, Elementary Education

Tomlinson, Sally (1989). Asian Pupils and Special Issues, British Journal of Special Education. This article examines: the under- and over-representation of Asian pupils in British special education programs; assessment problems, particularly those related to language and bilingualism; the relations between Asian parents and school professionals; curriculum issues; and the employment of Asian teachers and professionals in bilingual and special education programs. Descriptors: Bilingual Education, Curriculum, Disabilities, Elementary Secondary Education

Gonzalez, Emiliano (1994). Review of "Learning in Two Worlds: An Integrated Spanish/English Biliteracy Approach," by B. Perez & M. Torres-Guzman, Bilingual Research Journal. Reviews a book that provides an understanding of the lives of individuals living in two cultural worlds, while at the same time defusing misinformation and skepticism concerning bilingual approaches to education. The book offers many theoretical and practical classroom suggestions as it advocates strengthening first-language literacy in order to support second-language acquisition and the development of true biliteracy. Descriptors: Bilingual Education, Bilingualism, Book Reviews, Culturally Relevant Education

National Advisory Council on the Education of Disadvantaged Children, Washington, DC. (1975). 1975 Annual Report to the President and the Congress. [National Advisory Council on the Education of Disadvantaged Children]. The report makes recommendations in the following areas: school finance, urban education, handicapped education, nonpublic schools, parents' rights, staff development, early childhood, career education, bilingual education, migrant education, and education for the neglected and delinquent. The document contains a review of pertinent legislation and brief summaries of exemplary Title I programs in urban and rural school districts. It includes various ethnic groups, cites the kinds of problems students are encountering in various geographic areas and reviews the programs which are being attempted in these areas. All reading and mathematics programs described have accomplished a month-per-month gain in students' achievements. Programs serving the children in state and local institutions reflect the recidivism rate for those students which had been reduced by one-half when they entered the program. The major categories of information studied are: (1) area of concentration, (2) goals of the programs, (3) gains made in student achievements, (4) statistics on student participation, and (5) curriculum employed.   [More]  Descriptors: Bilingual Education, Career Development, Compensatory Education, Delinquency

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