This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Adel Safty, Frank M. Goodman, Robert D. Lehman, Edward R. Copra, James Stephen Gillett, Armando Rodriguez, Barbara H. Bortin, Evan McFee, Education Journal of the Institute for the Development of Indian Law, and Rudolph C. Troike.
(1990). Using Interactive Videodiscs for Bilingual Education, Perspectives in Education and Deafness. This article describes "Hands On," a research project employing interactive computer/videodisc technology to teach English to deaf children with American Sign Language (ASL) skills. Elementary school students can read a story in printed English text, watch an ASL-signed version of the story, access a list of vocabulary words, or caption a story told in ASL. Descriptors: American Sign Language, Bilingual Education, Captions, Computer Assisted Instruction
(1989). Maori Bilingual Education and Language Revitalisation, Journal of Multilingual and Multicultural Development. Describes several preschool, elementary, and high school Maori immersion and bilingual programs in New Zealand, focusing on how the programs define and establish Maori space in the schools, local and tribal concerns, and the basis for the revitalization of the language. (29 references) Descriptors: Bilingual Education, Elementary Secondary Education, Foreign Countries, Immersion Programs
(1993). Bilingual Education for Majority English Speaking Children, European Journal of Psychology of Education. Reports on a 3-year study of approximately 100 students through grades 4, 5, and 6 on the impact of a variety of second-language learning options among English-speaking children in francophone Canada. Finds that those options that use early, French-only environments were most effective. Descriptors: Bilingual Education, Educational Policy, Elementary Education, Foreign Countries
(1978). Milwaukee Bilingual Education Program 1977-1978. This evaluation report describes the outcomes of the third year of an ESEA Title VII continuation grant to refine an exemplary bilingual/bicultural kindergarten-primary prototype program and to develop three new secondary subjects: English for Latinos, Bilingual Typing, and Career Orientation. The 1,004 pupils in the 1976-77 program varied in language dominance from monolingual English through bilingualism to monolingual Spanish. For these pupils in a "developmental" model, bilingual teachers presented the regular curricula in both Spanish and English in a program emphasizing Hispanic culture. The bilingual/bicultural program and the evaluation design are described. Results are presented for kindergarten, English reading, Spanish reading, bilingual language skills, mathematics, secondary school programs, English for Latinos, and bilingual typing. Additional studies include attitudes toward school, a parent survey, a bilingual typing survey, a modified cloze test for Spanish reading comprehension, a census of limited-English-speaking pupils, and evaluation of a preservice workshop. Descriptors: Academic Achievement, Bilingual Education, Educational Assessment, Elementary Secondary Education
(1987). Bilingual Education and Hispanic Reading Achievement, Contemporary Education. Analysis of data from the High School and Beyond national survey, focusing on Hispanic language minority students, suggests that language of instruction during elementary education has a strong impact on students' subsequent educational achievement. Descriptors: Academic Achievement, Educational Attainment, Elementary Secondary Education, English (Second Language)
(1987). Ethnic Bilingual Education for Canada's Minority Groups, Canadian Modern Language Review. Historical forces and factors affecting the development of Canada's bilingual programs for ethnic minorities include changing immigration policies, a decline in Anglo-conformism and growth in multiculturalism, fears about native language maintenance and second language learning, and language and cultural attitudes in second language learning. Descriptors: Bilingual Education, Cultural Pluralism, Educational History, Educational Policy
(1970). Compton Bilingual Education Plan: 1969-70. Design and implementation of a bilingual curriculum for Spanish-language dominant children in kindergarten and first grade are reported in this study. The general philosophy of the project is expressed in six sections including: (1) introduction, (2) school environment, (3) hypotheses and experimental design, (4) review of the first year's activities, (5) program description, and (6) project results and discussion. The scope of the program description encompasses material on personnel, philosophy, experimental procedures, instructional materials, curriculum, community involvement, public relations, and budgetary considerations. The appendix contains two sample bilingual picture-vocabulary tests and other statistical information concerning evaluation of students and of instructional materials. Sample classroom materials are also furnished. [Not available in hard copy due to marginal legibility of original document.] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1973). SCIS and Bilingual Education in Science, American Biology Teacher. Science Curriculum Improvement Study (SCIS) units are suitable for Central American bilingual schools. Practical experience with physical objects seems to interest children more than does reading a textbook. Children learn a second language easily while engaged in activities as outlined in the SCIS materials. [More] Descriptors: Bilingual Schools, Bilingual Students, Curriculum, Elementary School Science
(1967). An Approach to Migrant Bilingual Education. The increased number of Spanish-speaking migrant workers utilized in New Jersey agriculture has made it necessary for the public schools to provide educational programs for bilingual students. This document presents activities and rationale designed to help such children in becoming bilingual and bi-cultural. Included are English-to-Spanish word lists (with phonetic spellings) to familiarize teachers with a basic Spanish vocabulary. Selected instructional activities are presented for elementary, middle, and upper level students. The emphasis of the program is on student involvement in oral activities to increase communication skills in an unfamiliar language. [More] Descriptors: Bilingual Students, Cultural Activities, Cultural Enrichment, English (Second Language)
(1975). Lau vs. Nichols: Landmark in Bilingual Education, Bridge. Presents some reflections and perspectives on Lau vs. Nichols and on the bilingual educational issue from the standpoint of an Asian American, who, as a community worker and a teacher in the Chinese community, has seen countless examples of the need for better educational programs to serve our children. [More] Descriptors: Bilingual Education, Chinese Americans, Educational Needs, Educational Policy
(1968). Bilingual Education and the Foreign Language Teacher. The enactment of Title 7 of the Elementary and Secondary Education Act has sharpened the increasing emphasis on the education of the bilingual-bicultural student, especially the Mexican American. Although the guidelines, regulations, and the amount of the appropriations for this new program remain unknown factors, its ultimate goal of providing an opportunity to teach each bilingual child educational concepts in all phases of the curriculum in his mother tongue and another language at the same time has been clearly established. Many of the 100,000 bilingual teachers so essential for the success of this new educational venture exist, but must be quickly identified and trained to teach hundreds of thousands of youngsters in the United States to function and be a part of two cultures. Teachers of Spanish and Portuguese can assist the new program by breaking out of the narrow academic community in which they have long been placed by supporting the new concept in their communities and by helping school systems develop and carry out the program. Unless foreign language teachers assume the leadership of this new movement, their role in influencing its direction will be diminished and eventually lost. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Cross Cultural Training
(1978). Research Evidence for the Effectiveness of Bilingual Education. Despite limited research due to lack of funding and inadequate program evaluations, enough evidence has accumulated to indicate that quality bilingual programs can meet the goal of providing equal educational opportunity for students from non-English speaking backgrounds. A review of existing research supports this statement. In almost all cases, children in the bilingual programs performed as well as or significantly better than those in the control group. One carefully conducted longitudinal study showed mixed results, possibly because students in the bilingual program were introduced to reading in Spanish and English at the same time. A recent study by Finnish researchers on the achievement of Finnish immigrant children in Sweden may have revolutionary significance for the education of linguistic minorities. Their evidence suggests that if children are submersed in instruction in another language before the age of ten, this exerts a destabilizing effect on the development of their native language as a tool for cognitive organization, especially if the children are members of a minority group. At a more fundamental level, the issue may be one of the relative social and cultural status of groups in the community. These issues, vital to the success of bilingual education, can be resolved only by continued research. Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Bilingual Schools
(1982). Problems in the Comparative Analysis of Bilingual Education. A review of research reveals little attention paid to the problems of a comparative approach to the analysis of bilingual education (BE). This paper explores some of the functions and problems of a comparative study of BE to clarify the question of whether BE research can be generalized. While problems of comparative research are common to all social and behavioral research, in BE research there is the frequent phenomenon of contradictory data. This has led to the need for cross societal, cross cultural, and cross national approaches. In order to identify the conditions under which children will master two languages, a case study approach is called for. This approach, although an appropriate one, brings with it the problem of comparability of variables, such as the comparison of programs for migrant children with Canadian immersion programs. Other difficulties are the problems of sampling, finding indicators that are unique to research on bilingualism, the matter of quantitative and qualitative data, and the problem of testing. In addition to these methodological problems, there are also theoretical, analytical, and ethical problems. It is hoped that this review of problems will contribute to researchers' good judgment in understanding the problems specific to BE research. [More] Descriptors: Bilingual Education Programs, Bilingualism, Case Studies, Comparative Analysis
(1973). A Bilingual Education Project in Choctaw. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Choctaw
(1992). French Immersion: Bilingual Education and Unilingual Administration, Interchange. Focuses on the question of administration when French language immersion programs are integrated into English instruction schools. It is argued that bilingual administration would be better than unilingual in fulfilling immersion teachers' needs, helping lessen conflict, and provide the leadership needed for program integration into the school culture. Descriptors: Administrator Effectiveness, Bilingual Education, Clinical Supervision (of Teachers), Educational Administration