Bibliography: Bilingual Education (page 266 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Eleanor Vargas, Joseph H Grant, Journal of the National Association for Bilingual Education, Juneau. Alaska State Dept. of Education, Carmen Arreaga-Mayer, Angelica Beltran, Claudia Perdomo-Rivera, Montclair Education Review, Sandra L. Stacki, and Vincent A. Anfara.

Montclair Education Review (1977). Status Report on Bureau of Bilingual Education. Included in this article are objectives of the Bureau and listing of numerous activities undertaken by the Bureau to attain each of them. Activities listed include mailings, meetings, proposal reviews, data collection, workshops, and information dissemination.   [More]  Descriptors: Bilingual Education, Educational Objectives, Educational Strategies

Anfara, Vincent A., Jr., Ed.; Stacki, Sandra L., Ed. (2002). Middle School Curriculum, Instruction, and Assessment. The Handbook of Research in Middle Level Education. This volume theorizes, describes, and explains practices and some specific programs designed to help meet the needs and demands of a diverse student population. The central point of this volume is that curriculum, instruction, and assessment in middle-level education is a dynamic, interrelated system undergoing change. The book contains the following chapters/articles: (Introduction) "Middle-Level Curriculum, Instruction, and Assessment" (S. Gross); (1) "Curriculum Integration: Theory, Practice, and Research for a Sustainable Future" (B. OSteen and others); (2) "Exploratory Education in a Society of Knowledge and Risk" (L. Waks); (3) "Developmental Appropriateness Versus Academic Rigor: An Untenable Dualism in Middle Level Education" (V. Anfara and L Waks); (4) "Culturally Responsive Instructional Processes" (D. Brown); (5) "Every Student and Every Teacher: Crossing the Boundaries of Middle Level, TESOL, Bilingual, and Special Education" (E. Skilton-Sylvester and G. Slesaransky-Poe); (6) "Authentic Curriculum: Strengthening Middle Level Education" (M. Caskey); (7) "The Relationship Between Middle-Grades Teacher Certification and Teaching Practices" (S. Mertens and others); (8) "Character Education Infused Into Middle Level Education" (T. Mandeville and R. Radcliffe); (9) "Reculturing Middle Schools to Use Cross-Curricular Portfolios to Support Integrated Learning" (S. Thompson); (10) "Enabling 'Algebra for All' With a Facilitated Instructional Program: A Case Study of a Talent Development Middle School" (R. Balfanz and others); (11) "Cohorts in Middle Level Teacher Preparation: Transformational Possibilities and Complexities" (J. Arhar and A. Crowe); and "Conclusion" (S. Stacki). Each chapter/article contains an abstract and a list of references. (Contains a subject index.) Descriptors: Academic Achievement, Academic Standards, Accountability, Core Curriculum

Grant, Joseph H; Goldsmith, Ross (1979). Bilingual Education and Federal Law: An Overview. This report examines the most prominent decisions resulting from the 1974 Supreme Court Lau v. Nichols ruling that public schools cannot ignore the problems faced by students whose native language is other than English. Special attention is focused on the remedies that have been ordered to cure "Lau" violations. The activities of the Office of Civil Rights in formulating and enforcing administrative remedies are also reviewed. The issue of whether a bilingual program is required as a "Lau" remedy — and, if so, what form that program must take — is explored. The effectiveness of bilingual programs as "Lau" remedies is reviewed in a discussion of potential arguments that might be used by a school district involved in a "Lau" action. Descriptors: Bilingual Education, Educational Change, Educational Policy, Elementary Secondary Education

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1973). Resource Material for Bilingual Education. Revised Edition. This handbook for primary school teachers and aides incorporates a variety of classroom ideas and materials related to the instructional component of the bilingual program. Written in English and Spanish, the handbook is designed to supplement the Fort Worth Public Schools bilingual curriculum, but it can also be used for language enrichment purposes. The material is presented in nine broad areas: (1) days, months, seasons; (2) colors, letters, numbers; (3) plants, animals; (4) self, family, community; (5) food, clothing; (6) holidays, special events; (7) classroom terms and expressions; (8) biographies; and (9) games, stories. The material has been organized in a format that allows supplementary material to be added as it is compiled, produced, and published. Terminology for mathematics, science, social studies, and health and safety have been included to supplement each area of the curriculum. Although no grade-level limitations have been placed on the use of the material, it is suggested that teachers adapt the ideas and activities suitable for their grade level to the curriculum for that grade.   [More]  Descriptors: Bilingual Education, Class Activities, Clothing, Color

Alaska State Dept. of Education, Juneau. (1979). Criteria for Excellence: Bilingual-Bicultural Education. Promising Practices. Designed to be used by administrators, professional staff, and community representatives to assess bilingual-bicultural education programs, the booklet consists of checklists (rating aspects of the programs on a 5-point scale which ranges from "not started" to "achieved") and a district profile sheet. Areas covered on the checklists include philosophy, management, staff preparation and inservice, program design, materials and resources, program evaluation, and community involvement. Information generated from the checklists can also be used for: establishing program goals; validation of promising practices or exemplary programs; self-appraisal (school, district, or community level); planning inservice; planning and evaluating federal programs; and disseminating information.    [More]  Descriptors: Bilingual Education, Community Involvement, Educational Assessment, Educational Philosophy

Pemberton, S. Macpherson (1975). "A Better Chance to Learn: Bilingual Bicultural Education," U.S. Commission on Civil Rights. A Review and Analysis. The U.S. Commission on Civil Rights report, "A Better Chance to Learn: Bilingual Bicultural Education," is summarized from sociological, psychological, and anthropological perspectives to indicate its contribution to our understanding of the social, cultural, and intellectual aspects of education. This study summarizes significant facts from the report relating to immigration, language barriers, and the educational and learning difficulties of children from non-English speaking backgrounds. The paper outlines the recommendations of the report and concludes with a discussion of its policy implications.   [More]  Descriptors: Anthropology, Biculturalism, Bilingual Education, Civil Rights

Paris, Kay C. (1977). Approaches to Bilingual/Bicultural Education of the American Indian: A Survey of Periodical Literature, 1967-77. The bibliography lists approximately 300 English language periodical articles dating from 1967 to 1977 that are directly concerned with methods, projects, teacher education, and curriculum developments in bilingual/bicultural education of the American Indian. The entries are organized by topic: General, Federal Guidelines and Funding, Community Involvement, Preparation of Education Personnel, Curriculum and Methods, Testing and Research, and Demonstration Programs. Listed alphabetically by author, the entries include author's name, title, and periodical data. An annotated list of 8 reference sources, with the retrieval terms used in searching each one, is included. Descriptors: American Indian Education, American Indians, Bibliographies, Biculturalism

Bouffler, Chrystine M. (1978). Bilingual Education in Australia–An Overview, Australian Journal of Early Childhood.   [More]  Descriptors: Bilingual Education, Children, Educational Policy, Foreign Countries

Guskin, Judith T. (1981). Bilingual Education Community Study: Implementing Bilingual Education in an Urban Midwestern Context. Historical, linguistic, cultural, and political variables are important in understanding the development and implementation of Milwaukee urban bilingual education programs, established in 1969 and including kindergarten through 12th grades at 11 elementary and 4 secondary schools. Hispanics comprise 6% of school enrollment (5,334 pupils, of whom over 2,200 are in bilingual programs) including students directly from Mexico and Puerto Rico; those who followed step migration from the Southwest, East, or other midwestern cities; and many born in Milwaukee who have limited English proficiency or whose parents desire them to become fully bilingual. Over 70% of Milwaukee's Hispanics reside in one of three areas in the city. Bilingual programs in neighborhood schools are seen as essential to building community pride. The history of other ethnic groups in some now predominantly Hispanic areas, and the image Milwaukeeans have of their city as an ethnic city of good will may affect support for bilingual programs. The black drive for educational equity has used various strategies to confront those who hold power and to gain resources for community programs; this, among other things, has led to growing consciousness and increasing cohesiveness in the Hispanic community which have made implementation of educational reform possible. Descriptors: Adjustment (to Environment), Bilingual Education, Blacks, Community Attitudes

Arreaga-Mayer, Carmen; Utley, Cheryl A.; Perdomo-Rivera, Claudia; Greenwood, Charles R. (2003). Ecobehavioral Assessment of Instructional Contexts in Bilingual Special Education Programs for English-Language Learners at Risk for Developmental Disabilities, Focus on Autism and Other Developmental Disabilities. Thirty-six English language learners at-risk for developmental disabilities were observed for six days within 4 elementary schools and 26 classrooms. The most frequently taught subjects were math, reading, and language arts. English was the most frequently used language of instruction and students engaged in academic behaviors 44% of the time. (Contains references.) Descriptors: Academic Education, Bilingual Students, Developmental Disabilities, Elementary Education

Iiams, Thomas M. (1977). The Gathering Storm over Bilingual Education, Phi Delta Kappan. Hispanic and French Canadian experience have shown that culturally advantaged middle-class students usually have an easier time acquiring a second language than do more socially deprived young people whose parents are not future-oriented–ethnic background is important because some groups place a higher premium on learning another language.   [More]  Descriptors: Academic Achievement, Bilingual Education, Cognitive Development, Elementary Secondary Education

Sousa, Ronald L. (1976). Designing and Implementing a Bilingual Multicultural Education Program for Winton Junior High School. A bilingual multicultural education program was implemented to solve the language and communication problems of the non-English and limited-English speaking students at Winton Junior High School. A needs assessment identified broad program goals as well as individual student performance objectives. The program evaluation and follow-up functions are discussed; results to date, because on norm- and criterion-referenced tests and on teacher, parent and student attitudes, are positive but not definitive. The criterion referenced tests that measured student performance objectives are included in this practicum report. Descriptors: Biculturalism, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers

Journal of the National Association for Bilingual Education (1976). Bilingual Education Issues in the Community. Provides a list of the national and regional Lau Centers which provide assistance to school districts in resolving desegregation problems related to English language ability of non-English speaking students.   [More]  Descriptors: Agency Role, Bilingual Education, Community Action, Community Involvement

Ruiz, Nadeen T.; Vargas, Eleanor; Beltran, Angelica (2002). Becoming a Reader and Writer in a Bilingual Special Education Classroom, Language Arts. Focuses on interactive journals and literature study to illustrate four principles: connect students' background knowledge and personal experiences with literacy lessons; foster the use of students' primary language in literacy lessons; create opportunities for students to meaningfully and authentically apply their developing oral language and literacy skills; and foster increased levels of interaction among students and teachers. Descriptors: Bilingual Education Programs, Case Studies, Grade 2, Instructional Effectiveness

Milwaukee Public Schools, WI. Dept. of Educational Research and Program Assessment. (1976). ESEA Title VII Bilingual/Bicultural Education Program; Programa de Educacion Bilingue/Bicultural 1975-1976. This is the annual evaluation report of the Title VII components of the Milwaukee Bilingual/Bicultural Education Program funded by Title I and Title VII of the Elementary and Secondary Education Act of 1967 and the Milwaukee Public Schools. The results of the 1975-76 assessment of pupil progress toward achievement of the program's academic and affective goals in elementary and secondary schools are detailed. It includes observations by parents, teachers, administrators, and the Educational Resource Team. Standardized test results indicate the goal of grade level progress was achieved at kindergarten, lower and upper primary in readiness, English reading, and mathematics when Bilingual Program performance was compared with national norms and Title I or Spanish-surnamed comparison groups. Half-day kindergarten children reached the same achievement level as those in full-day classes. Equivalent progress was not demonstrated at middle primary, the level at which many pupils were introduced to reading in their second language. At upper primary, Bilingual Program achievement exceeded that of the Title I Reading and Mathematics Programs. In addition, Spanish reading achievement was high. Both bilingual and comparison pupils tested positive on a self-concept test. A sample of students indicated positive attitudes toward Mexican and Puerto Rican cultures and a high level of cultural knowledge. Career Orientation, Bilingual Typing, and English for Latinos were innovative secondary school courses. Secondary students endorsed bilingual education. Teachers and parents gave the program high ratings in meeting the goals of grade level achievement and improved student self-esteem. Suggestions for program improvement were made. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Career Education

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