Griego-Jones, Toni (1995). Implementing Bilingual Programs Is Everybody's Business. Focus: Occasional Papers in Bilingual Education 11. A discussion of the role of bilingual education programs focuses on their function as a district-wide or school-wide reform effort, rather than as a discrete program within a larger system. It is proposed that this approach requires changes in the traditional roles of school personnel and thoughtful attention to how to involve all participants. Recasting bilingual programs as district- or school-wide reform implies that non-bilingual personnel need to assume ownership for specific aspects of implementation, and that bilingual personnel must expand their activity into the total operations of schools and districts. A study of the perceptions of school district personnel involved in change efforts in urban schools, in which this issue emerged, is noted. Six factors identified as facilitating involvement of non-bilingual personnel in an inclusive implementation plan are outlined: (1) visible and strongly stated support from the superintendent; (2) specific and detailed guidelines for each unit in the district; (3) intensive and ongoing staff development; (4) organizational modifications; (5) use of classroom teachers as trainers; and (6) rotation of teachers in supervisory/mentor positions. Some additional considerations are discussed briefly. A bibliography is included.   [More]  Descriptors: Administrative Organization, Agency Cooperation, Bilingual Education Programs, Change Strategies

Pilotti, Maura; Gutierrez, Anna; Klein, Eric; Mahamame, Salif (2015). Young Adults' Perceptions and Use of Bilingualism as a Function of an Early Immersion Program, International Journal of Bilingual Education and Bilingualism. The main aim of the present study was to examine whether perceptions of bilingualism differed between two bilingual groups, those whose elementary education was shaped by a Spanish immersion program and those who had received an English-focused education. A structured interview was administered to gather information about self-perceived language proficiency, and views and use of bilingualism, whereas a naming task was utilized to assess objective proficiency in English and Spanish. Although groups did not differ in actual and perceived overall proficiency, a few differences existed in use and perceived utility of bilingualism. Results suggest that in a context where bilingualism has historical and cultural roots, and English is the dominant language in professional settings, earlier formal immersion in the nondominant language may do little to improve perceptions and use of bilingualism in everyday life.   [More]  Descriptors: Young Adults, Bilingualism, Bilingual Education, Immersion Programs

Zanger, Virginia Vogel (1984). The Social Context of Bilingual Education: Bilingual and Monolingual Students' Attitudes at a Boston High School. A study investigated the attitudes of bilingual (BL) and monolingual (ML) students at an urban high school with a large bilingual education program. The attitudes investigated included: (1) BL attitudes toward Americans; (2) how BLs think they are perceived by Americans; (3) ML attitudes toward BLs; (4) changes in BLs' attitudes toward Americans since arrival in the United States; (5) correlation of the amount of time in the United States and BL attitudes; (6) the nature of BL stereotypes of Americans; and (7) the nature of ML stereotypes of BLs. The 76 subjects included 45 ML program students and 31 BL program students in Vietnamese and Spanish classes. Results showed mixed BL perceptions of MLs, although a large minority felt positively. Vietnamese BLs felt more positively about Americans than did Hispanics, although 11% of the Vietnamese saw Americans in purely negative terms. A substantial minority of both sensed Americans felt negatively about them, and only a small minority predicted Americans would describe them positively. Most BLs felt Americans had mixed feelings about them. BL perceptions of American attitudes were fairly accurate. Most BL attitudes had not changed greatly since arrival, and length of residence did not affect attitudes. BL stereotypes focused on personal attributes; BL stereotypes focused also on language and background. The questionnaire is appended. Descriptors: Bilingual Education Programs, Bilingualism, Educational Environment, High School Students

Baetens Beardsmore, Hugo (1992). European Models of Bilingual Education: Practice, Theory and Development. Discussion of multilingual education looks at three European models, each designed for a different population, and compares them with the Canadian immersion model. The models are: (1) trilingual education applied to the entire school population of Luxembourg; (2) multilingual education in the nine-institution, five-city European School network, intended for children of European civil servants; and (3) the Foyer Project in Brussels (Belgium) to enable immigrant populations to benefit from mainstream education in a bilingual city. In each European model, at least three languages are involved. It is concluded that all four models show how different program designs can produce high levels of language proficiency, that such proficiency is tempered by contextual more than program variables, and that the former play a considerable role in determining achievement. Common variables seen as contributing to success include: focus on relevant language input and output; teachers highly proficient in the target language; strong encouragement of parental involvement in and understanding of the specificity of bilingual education; and early emphasis on first-language literacy. A major difference between the Canadian and European models is that in the latter, the target language is taught as a subject prior to its introduction as a medium of instruction, then in parallel.   [More]  Descriptors: Bilingual Education, Comparative Analysis, Comparative Education, Educational Trends

Seattle School District 1, WA. (1978). Industrial Arts Safety Guide. Japanese. Bilingual Education Resource Series. Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practice in both English and Japanese. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines, planer-surfacers, presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing material in Chinese, Korean, Thai, Cambodian, and Ilokano are available separately through ERIC–see note.)   [More]  Descriptors: Accident Prevention, Accidents, Auto Mechanics, Bilingual Education

Martinez Carrillo, Federico (1980). Assessment of Title VII Bilingual Education Needs in the AIBEC Service Area: 1980-81. A total of 150 questionnaires from directors, teachers, and paraprofessional personnel were used to ascertain local conditions and needs of 20 American Indian Title VII Projects and other educational programs within the American Indian Bilingual Education Center (AIBEC) service area in Arizona, Utah and New Mexico, and to assist AIBEC in making decisions concerning the types of training areas or other services which should receive priority in development and availability. A follow-up effort consisted of on-site visits and telephone interviews. Each project was asked to identify its training needs and the extent thereof and university/college courses which would help meet the needs of the bilingual staff. Navajo was the language reported for 87% of the students, 79% of whom were found in the Arizona projects and 21% of whom were found in the New Mexico projects. In-service workshops were preferred by 72% of the respondents as the type of activity for addressing training needs. The remaining 28% chose seminars or institutes. Results of the survey for each Title VII Project and other educational programs in AIBEC's service area who responded to the questionnaire were summarized, and the five training areas most frequently identified for each staff member were listed in the order of priority. Descriptors: Administrators, American Indian Education, American Indian Reservations, American Indians

Seattle School District 1, WA. (1978). Industrial Arts Safety Guide. Thai. Bilingual Education Resource Series. Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Thai. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing materials in Chinese, Korean, Cambodian, Japanese, and Ilokano are available separately through ERIC–see note.)   [More]  Descriptors: Accident Prevention, Accidents, Auto Mechanics, Bilingual Education

Albuquerque Public Schools, NM. Planning, Research and Accountability. (1986). Title VII Bilingual Education. 1985-86 Performance Report. This Elementary and Secondary Education Act Title VII project was designed to increase English Language proficiency in limited English proficient students in Lau categories A, B, and C (non-English speaking, English as a second language, or bilingual). The intensive, 9-month program included both English language instruction and teacher training in English as a Second Language (ESL). Four middle and high schools from the Albuquerque (New Mexico) Public Schools participated. Program objectives included: (1) ESL (oral skills)–60 percent of category A and B students will show gains on the Language Assessment Scales; (2) ESL (literacy skills)–60 percent of category A and B students will show 80 percent mastery of items on the Gates MacGinitie Reading Tests; (3) transitional English (literacy skills)–60 percent of the category C students will show gains in English language subtests of the Comprehensive Tests of Basic Skills; and (4) teacher training–sampled teachers will use 80 percent of the ESL teaching techniques presented in their classrooms, and within each project year, 70 percent of the teachers will add six credit hours toward certification in teaching ESL or bilingual education. Only baseline data were available regarding the second objective. All other objectives, except for the continuing teacher education, were achieved. Descriptors: Bilingual Students, Elementary Secondary Education, English (Second Language), English Teacher Education

Savaille-Troike, Muriel, Ed. (1973). Classroom Practices in ESL and Bilingual Education. Volume 1. This publication is the first in a series planned to acquaint classroom teachers with successful methods and materials being used in TESOL and bilingual contexts. M. Saville-Troike illustrates several types of conflict which may occur in elementary classrooms when teachers do not understand the nature of the linguistic and cultural diversity of their students. G. M. Blanco and C. F. Gregory explain the rationale behind their curriculum bulletin "Espanol para alumnos hispanohablantes." Several dialogue situations are discussed by A. S. Hayes and D. H. Anisman as examples of how failures in communication between teacher and student can occur. C. W. Kreidler suggests ways to improve the teaching of reading when English is a second language. Practical ways to use visual aids in teaching meaning and culture are suggested by C. J. Kreidler, and the teaching of composition is discussed in articles by M. Finocchiaro and E. Elmer. R. P. Klebaner speaks of adapting the entire school curriculum to different levels of English competence. Various methods used to stimulate student interest are described by C. Eisman, B. Matthies and J. Horan. C. Begay illustrates how cultural content can be included in a bilingual education program. The volume concludes with a selection of French games developed by the bilingual program in Lafayette, Louisiana.   [More]  Descriptors: Audiovisual Aids, Bilingual Education, Bilingual Students, Class Activities

Jacob, Brian A.; Lefgren, Lars (2001). Remedial Education and Student Achievement: A Regression-Discontinuity Analysis. This study used a regression discontinuity design to examine the causal effect of summer school and grade retention on student achievement. In 1996, the Chicago Public Schools instituted an accountability policy that tied summer school attendance and promotional decisions to performance on standardized tests, which created a highly non-linear relationship between current achievement and probability of attending summer school or being retained. This study used the exogenous variation generated by the decision rule to identify the impact of these remedial programs. It utilized Chicago Public School data on test scores, demographics, bilingual and special education status, and residential and school mobility. Students in grades 3-6 were followed for 5 years. Results showed that summer school increased academic achievement in reading and mathematics and that these positive effects remained substantial at least 2 years following completion of the program. In contrast to prior studies, retention had no negative consequences on the academic achievement of students retained in third grade and in fact may have increased short-term performance. The impact of retention on older students was mixed, with no impact on math and a negative effect on reading. (Contains 7 figures, 9 tables, and 34 references.)   [More]  Descriptors: Academic Achievement, Academic Standards, Accountability, Elementary Secondary Education

Seattle School District 1, WA. (1978). Industrial Arts Safety Guide. Chinese. Bilingual Education Resource Series. Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Chinese. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines; planer-surfacers; presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing material in Korean, Thai, Cambodian, Japanese, and Ilokano are available separately through ERIC–see note.)   [More]  Descriptors: Accident Prevention, Accidents, Auto Mechanics, Bilingual Education

Seattle School District 1, WA. (1978). Industrial Arts Safety Guide. Korean. Bilingual Education Resource Series. Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Korean. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machinery, planer-surfacers, presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing material in Chinese, Thai, Cambodian, Japanese, and Ilokano are available separately through ERIC–see note.)   [More]  Descriptors: Accident Prevention, Accidents, Auto Mechanics, Bilingual Education

Seattle School District 1, WA. (1978). Industrial Arts Safety Guide. Ilokano. Bilingual Education Resource Series. Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Ilokano. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping, back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines, planer-surfacers, presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing materials in Korean, Chinese, Thai, Cambodian, and Japanese are available separately through ERIC–see note.)   [More]  Descriptors: Accident Prevention, Accidents, Auto Mechanics, Bilingual Education

National Clearinghouse for Bilingual Education, Wheaton, MD. (1987). Innovative Staff Development Approaches. New Focus, NCBE Occasional Papers in Bilingual Education, No. 4. A review of the literature on staff training for individuals working in programs for limited-English-speaking students suggests that eight characteristics should be considered and developed in a training plan: governance, needs assessment before program planning, analysis of local and other resources, determination of training objectives, trainee attendance incentives, a variety of training options, follow-up training, and evaluation of training program effectiveness. Discrepancies between these ideals and existing program characteristics persist. Research on effective program models reveals four types: social, information processing, personal, and behavioral systems models. Four program components, used in various combinations, appear to be necessary in an effective teacher learning process: theory, demonstration, practice, and feedback. Five approaches based on cooperative professional development, each using teacher teams for feedback through social support, focus on professional dialogue, curriculum development, peer supervision, peer coaching, and action research. Training programs exemplifying these trends include the Multidistrict Trainer of Trainers Institute (California and New York), the Bilingual Education Training Institute (New Jersey Department of Education), and the Language Development Specialist Academy (Hunter College, New York).   [More]  Descriptors: Bilingual Education Programs, Course Content, Educational Innovation, Elementary Secondary Education

Oklahoma Univ., Norman. Bilingual Education Multifunctional Resource Center. (1993). Bilingual Education Multifunctional Resource Center. Service Area 4. Annual Performance Report, 1992-1993. The federally funded Bilingual Education Multifunctional Resource Center (BEMRC) provides support services to programs and individuals serving students of limited English proficiency (LEP) in Alabama, Arkansas, Georgia, Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina, and Tennessee. LEP students in the mostly rural areas come from over 60 language groups. The largest groups are Native American, Hispanic, and Asian. During its first year of operation (October 1, 1992-September 30, 1993), BEMRC conducted 506 service activities, 502 of which were major workshops and technical assistance activities. Staff and consultants provided services to 19,210 individual clients, principally school personnel, at four levels (statewide, regional, multi-district, local), of four types (technical assistance, workshop, meeting, conference/institute), and on a variety of topics (project management, curriculum and instruction, culture/counseling, parent/community involvement). BEMRC invited state education agency representatives to meet to discuss procedures for coordinating and planning specific activities for each state. A 2-day regional workshop was held for all Title VII project directors or representatives, enhancing collaboration. BEMRC also conducted training workshops in areas of importance to various projects and provided on-site technical assistance services and workshops. Workshops were well received by participants. An additional product was a resource book on serving LEP students in vocational/career education programs.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, Inservice Teacher Education, Limited English Speaking