Bibliography: Bilingual Education (page 276 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Cam Cobb, Raymond S. Simmons, Carlos A. Lista, George M. Blanco, Madelaine Ramey, Roberta Koopman, Natasha F. Rivera, Solomon Derewetzky, Elisabet Pladevall-Ballester, and Yanming Wu.

Berney, Tomi D.; Lista, Carlos A. (1990). Content Area Bilingual Education: Project CABE 1988-89. OREA Report. Project CABE (Content Area Bilingual Education) offered instruction in English as a Second Language (ESL) and Native Language Arts (NLA) to 823 limited English proficient Spanish-Speaking students in grades 1 through 9 in 34 schools in Manhattan, Brooklyn, and Queens (New York). All students were two or more years below level in mathematics and reading. Language skills development was provided through the content area subjects of mathematics, science and social studies. Career and vocational subjects were infused into the ESL, NLA, and content area curricula. Project CABE also provided resources to encourage staff development and parental involvement. Seventy-two percent of the students for whom pre- and post-test data on the Language Assessment Battery were available showed a gain in scores, indicating that the project fulfilled its English-as-a-Second-Language goals. The program's three components–classroom support services, Second Language Acquisition Centers and other staff development/parental participation activities were successfully implemented. Principals and teachers expressed satisfaction with the program. It was concluded that, based on findings of the evaluation, the project should investigate modifying objectives so that they are pertinent to the target population and can be easily evaluated.   [More]  Descriptors: Elementary Secondary Education, English (Second Language), Federal Programs, Limited English Speaking

Simmons, Raymond S. (1971). Final Evaluation Report for Colorado [City] Bilingual Education Program, Colorado [City] Independent School District, Colorado City, Texas. The final evaluation report for the Colorado City Bilingual Education Program is presented in this paper. The project was directed to kindergarten children from low-income disadvantaged homes; of 63 participants, 53 were Spanish-speaking children and 10 were monolingual English-speaking children. Project staff consisted of a bilingual teacher, a native English-speaking teacher, 3 bilingual teacher aides, and a bilingual director. The project, located at Kelley Elementary School, was evaluated in terms of its administrative component, instructional program, and community support. Pre- and post-test data were obtained using the following instruments: (1) Short Test of Educational Abilities, (2) Peabody Picture Vocabulary Test, (3) Tests of Basic Experiences, and (4) Check-List of English Words. The greatest weakness of the project was the evaluation design used, which was not an integral part of the instructional program. The greatest strength was the project's uniqueness of size, which permitted individual contact with all personnel. Included in the report are tables of test results.   [More]  Descriptors: Bilingual Education, English (Second Language), Language Instruction, Mexican Americans

New Jersey State Dept. of Education, Trenton. Div. of Compensatory/Bilingual Education. (1988). Compensatory and Bilingual Education Program Evaluation Summary, Academic Year 1987-88. A Guidelines and Instruction Manual. This handbook provides guidelines for the evaluation of compensatory and bilingual education programs in New Jersey. Each local education agency (LEA) is required to complete an annual evaluation of previous year program information for basic skills programs funded totally or in part by state and federal resources. Bilingual and English-as-a-second-language (ESL) programs have special reporting requirements. In addition, separate federal requirements exist for projects funded with resources under Chapter 1 of the Education Consolidation and Improvement Act. LEAs must report: (1) supportive services and participants; (2) program staff; and (3) racial and ethnic group summaries. Evaluations reported must contain dual process and outcome questions. Potential audiences and the questions an evaluation agency might answer for each audience are summarized in chart form. Instructions for completing the various evaluation forms to ensure that they are properly recorded are included, with sample forms. Ten appendices provide full-time equivalent and age-to-grade conversion tables, achievement data review checklists, a bilingual code sheet, test and subtest codes, a percentile-to-normal curve equivalent conversion table, equivalent statewide standards, empirical norming dates, and implementation codes. Descriptors: Bilingual Education, Compensatory Education, Educational Assessment, Elementary Secondary Education

Rivera, Natasha F. (1992). Model Developmental Program of Bilingual Education, Community School District 3, 1991-92. Evaluation Report. A federally funded two-way bilingual education program implemented in New York City (New York) elementary and middle schools is described and evaluated. The program served 392 students in its second year, 158 of them limited-English-proficient (LEP) and 234 English-proficient (EP). It provided English-as-a-Second-Language (ESL) instruction to LEP students and Spanish language instruction to EP students, and content-area instruction with Spanish and English used equally in grades K-4 and English used about two-thirds of the time in grades 5-8. The project had an active parent involvement component, including ESL classes, educational field trips, and workshops involving both students and parents. Teachers could attend weekly staff development meetings and have college tuition reimbursed. The project met its objectives in ESL, content-area for LEP students, 4 of 5 staff development areas, and parent involvement. It did not meet content-area objectives for EP students, but their performance was comparable to city-wide performance. It did not meet objectives for Spanish as native and second languages. One staff development objective was not measurable. Recommendations include improved measurement of the unmeasured staff development objective or adjustment of the objective, and exploration of additional techniques to improve EP student English reading, mathematics, and Spanish reading.   [More]  Descriptors: Elementary Education, Elementary School Students, English (Second Language), Inservice Teacher Education

Irizarry, Ruddie A.; And Others (1979). Project ABLE–Achievement Through Bilingual Education at Theodore Roosevelt High School. Final Evaluation Report, 1978-1979. The Achievement through Bilingual Education Project (ABLE) served 360 Hispanic and Italian students in grades 9-12 in the Bronx, New York. Students received instruction in English as a Second Language, native language arts, and content areas (science, social studies, and mathematics) in their native languages. Additional program components included staff development, parental involvement, curriculum development, and supportive services. Program evaluation was completed using norm and criterion referenced tests of student achievement and evaluator observations. Findings indicated that (1) 47-60% of English as a Second Language goals were achieved by Spanish speaking students, (2) under 40% of all students showed gains in receptive and expressive English fluency, (3) all students made significant gains in native language reading, (4) most groups of ABLE students achieved the criterion in mathematics, social studies, and science. Project ABLE students surpassed school wide attendance rates. All additional program components except supportive services were found to be effective. Recommendations for future program implementation are included in this report.   [More]  Descriptors: Bilingual Education, English (Second Language), Italian, Program Descriptions

Ramey, Madelaine; Koopman, Roberta (1989). Results of the 1989 Needs Assessment for the Department of Transitional Bilingual Education. Report No. 89-5. This report summarizes responses to a survey about the effectiveness of the 1989 Transitional Bilingual Education (TBE) Program in Seattle (Washington). A large majority of TBE teachers and instructional assistants (IAs), and a little more than half of the principals of schools housing bilingual programs responded. The following findings are included: (1) a majority of staff agreed on the need for a standardized, sequential curriculum whose content is the same as the regular curriculum; (2) a large majority of teachers and principals agreed that the California Achievement Test (CAT) does not adequately reflect bilingual student progress; (3) a majority of IAs agreed that they were well-prepared for and clearly understood their roles, but less than half of the teachers and principals agreed with this assessment; (4) IAs were more satisfied with inservice training than teachers; (5) a majority of respondents agreed that facilities and space for the bilingual program were adequate, and were positive about working conditions; (6) respondents were generally satisfied with the performance of program administrators; (7) a strong majority of respondents agreed on the need for summer school; (8) a majority of teachers and IAs agreed that staffing was adequate; (9) a large majority of teachers felt that they used effective teaching and class management techniques, and the majority of IAs and principals supported that belief; and (10) a majority of IAs and principals agreed that all schools should offer services for both new and regular bilingual students. The responses to the survey questionnaire are appended. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers

Rosario, Jose; Love, John M. (1981). Evaluations of Bilingual Programs: Examples of the Reproductive Functions of Evaluative Research. Bilingual Education Paper Series, Vol. 4 No. 7. Using the American Institutes for Research (AIR) Report (1978) and evaluation of the Head Start Bilingual/Bicultural Curriculum Project by Juarez Associates as contrasting examples of bilingual research, the authors suggest a new direction for policy research in bilingual education oriented towards examining all factors affecting such policy formation within the larger relational nexus. To provide a context for the discussion, the Head Start Strategy for Spanish Speaking Children and the plans for the evaluation of its curriculum development component are described. An outline of the purpose and the design of the evaluation project follows. This involves not only the administration of tests to measure the impact of program objectives, but the collection of data to illustrate the nature and extent of program implementation over time, which can then be used to determine the feasibility of implementing the curriculum models at other sites; and collection of qualitative observation and change data over time for use as outcome data. The reproductive function this evaluation is likely to serve is then exemplified by drawing attention to how evaluative research can be used to legitimate social action programs. Future directions are also discussed.   [More]  Descriptors: Bilingual Education, Early Childhood Education, Evaluation Methods, Policy Formation

Pladevall-Ballester, Elisabet (2015). Exploring Primary School CLIL Perceptions in Catalonia: Students', Teachers' and Parents' Opinions and Expectations, International Journal of Bilingual Education and Bilingualism. Analysing participants' perceptions of a Content and Language Integrated Learning (CLIL) experience is essential in order to provide a clear picture of whether CLIL is effectively implemented. This becomes extremely relevant in primary school contexts, where the way the different groups involved in an educational experience feel tends to be highly related to its potential success. The present paper presents an overview of the students', CLIL teachers' and parents' perceptions after a year of CLIL implementation in five primary schools obtained by means of opinion questionnaires and interviews. Children, except for low achievers, report general satisfaction, mainly because they realise their use of English is meaningful and feel capable of understanding concepts in English. Teachers' main concerns included their students' low level of English, lack of materials, lack of institutional and peer support and not being competent enough in the content subject. Parents unrealistically perceive CLIL as the only solution to their children's low level of English or fear it might be a threat to the students' L1 and content knowledge. Although a great effort on the part of all parties involved in the process is required, CLIL is already perceived as a positive practice that promotes motivation, learning and interest in the foreign language.   [More]  Descriptors: Foreign Countries, Teacher Attitudes, Student Attitudes, Parent Attitudes

Derewetzky, Solomon (1993). Scholastic Achievement through Bilingual Education and Multicultural Activities Seminars (Project SABE MAS). Final Evaluation Report. 1992-93. OER Report. This report presents an evaluation of Scholastic Achievement through Bilingual Education and Multicultural Activities Seminars (Project SABE MAS), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at Theodore Roosevelt High School in the Bronx (New York). Project SABE MAS served 294 students, 267 of whom were of limited English proficiency (LEP) and 27 of whom were English proficient. Participating LEP students received structured English instruction in English as a Second Language (ESL) and native language arts (NLA), and bilingual instruction in the content areas of mathematics, science, and social studies. The project was fully implemented at the school and met its objectives for NLA, the content areas, cultural heritage, community awareness, career advisement, attendance, staff development, curriculum development, and parent involvement. The project failed to meet its objective for ESL. Recommendations for program improvement are included. Three appendixes provide lists of instructional materials used in the program and class schedules, along with a copy of a multicultural questionnaire.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education, Bilingual Education Programs

Mazak, Catherine M.; Herbas-Donoso, Claudia (2015). Translanguaging Practices at a Bilingual University: A Case Study of a Science Classroom, International Journal of Bilingual Education and Bilingualism. The objective of this ethnographic case study is to describe in detail one professor's translanguaging practices in an undergraduate science course at an officially bilingual university. The data-set is comprised of ethnographic field notes of 11 observed classes, audio recordings of those classes, an interview with the professor, and artifacts including the professor's presentations, academic readings assigned, quizzes, and exams. Translanguaging practices–moments when both Spanish and English were used in presentation of academic content–are identified, analyzed, and presented in detail. Results show that translanguaging was strategic, dynamic, and woven through the presentation of academic content. In addition, translanguaging served to apprentice the Spanish-dominant students into English for scientific purposes. The translanguaging practices documented here illustrate the possibilities for other multilingual university classrooms around the world.   [More]  Descriptors: Code Switching (Language), Spanish, College Faculty, Science Instruction

New York State Education Dept., Albany. Information Center on Education. (1979). Summary Report on Postsecondary Bilingual and Bicultural Education by Sector. New York State. Final Report. Tables in this paper present statistical data for 1978 relevant to bilingual and bicultural education gathered from a survey of postsecondary institutions in New York. Statistics are given concerning the institutions providing bilingual or bicultural education, total registrations and credits in bilingual or bicultural instruction, courses and course sequences in bilingual instruction, bicultural instruction taught in English or a foreign language, total registrations, credits and instructors in English as a Second Language (TESL) and in English as a Foreign Language (TOEFL), and courses and average number of times a one level course may be repeated in both TESL and TOEFL. Also provided are statistics on the number and percent of institutions offering counseling, tutoring and other supportive academic services, the number and percent of counselors and the number and percent of cultural groups for which tutoring is provided and number and percent of tutors. A sample of the survey form which was used in collecting the data is appended.   [More]  Descriptors: Bilingual Education, Counseling Services, English (Second Language), Multicultural Education

Blanco, George M. (1976). Spanish-Language Assessment in a Bilingual Teacher Education Program. A diagnostic Spanish proficiency exam for a bilingual education teacher preparation program was pilot tested with 38 students, both native and non-native speakers. Other standardized proficiency exams were considered but judged inappropriate. The Modern Language Association Cooperative Foreign Language Proficiency Test: Spanish seemed more useful for Spanish literature majors because of its literary orientation and use of peninsular dialect. The College Board's Spanish Proficiency Exam assesses only a passive knowledge of Spanish listening comprehension and reading. Accordingly, a test was developed specifically for the teacher preparation program. Its purposes were (1) to objectively assess listening, speaking, reading, and writing skills; (2) to assess phonological, grammatical, and lexical items; (3) to recommend remedial courses, if necessary; (4) to document linguistic growth; and (5) to make this assessment in a relatively reasonable period of time. The locally popular Northern Mexican dialect was used in preference to the peninsular dialect. The test consisted of a conversational oral interview and four other subtests–speaking, listening comprehension, reading, and writing. Results of the pilot testing indicated a positive correlation between proficiency ratings on the interview and the speaking and listening comprehension scores. Native speakers' ratings on the interview correlated positively with every subtest except reading; however, non-native speakers showed no clear correlation trends. The test is being modified to reduce administration time from four to two hours. Descriptors: Bilingual Education, Bilingual Teachers, Higher Education, Language Proficiency

Lin, Angel M. Y.; Wu, Yanming (2015). "May I Speak Cantonese?"–Co-Constructing a Scientific Proof in an EFL Junior Secondary Science Classroom, International Journal of Bilingual Education and Bilingualism. In this paper, an excerpt of teacher-student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher-student dialogue.   [More]  Descriptors: English (Second Language), Sino Tibetan Languages, Second Language Learning, Science Instruction

Cobb, Cam (2015). Is French Immersion a Special Education Loophole? … And Does It Intensify Issues of Accessibility and Exclusion?, International Journal of Bilingual Education and Bilingualism. What happens when children are asked to give up their right to special education in order to access a French immersion program? By examining one mother's efforts to secure gifted support in a French immersion program, this critical inquiry offers a parental perspective of the special education issues of accessibility and inclusion. The two children at the center of Beatrice's narrative, Julie and Liz, initially received attention deficit/hyperactivity disorder (AD/HD) and attention deficit disorder (ADD) diagnoses and were subsequently identified with a gifted exceptionality. After outlining Beatrice's interlocking challenges with special education identification and support in French immersion, key themes are discussed along with their related implications for research, policy, and practice. In Beatrice's experience, a bilingual program proved to be a loophole, where one's legal right to access gifted special education support was circumvented. While the author focuses on a Canadian French immersion setting, the findings outlined in this paper have larger implications for bilingual programs around the world, such as dual language education programs.   [More]  Descriptors: French, Gifted, Special Education, Immersion Programs

Reyhner, Jon (1989). A Description of the Rock Point Community School Bilingual Education Program. Rock Point Community School's bilingual program is described. Located in the Navajo Nation in Northeast Arizona, the school began its English-as-a-Second-Language (ESL) instruction in 1960 and bilingual education in 1967. In 1982, the first high school seniors were graduated. By 1988, 43 percent of Rock Point students were dominant Navajo speakers and only 5 percent were dominant English speakers. Under the Rock Point bilingual curriculum instituted in 1967, kindergarten students are taught reading in Navajo. The program features a locally trained Navajo teaching staff and a bilingual curriculum that is not dependent upon supplemental funding. Navajo language teachers in grades K-12 are paid from the same main contract funds as most English language teachers. The bilingual program is viewed as both a coordinate and a maintenance program, with instruction in the two languages kept separate but complementary. A summary of the Navajo and English curriculum for grades K-6 is illustrated. Research support for the Rock Point program is reported, including educational areas that need to be addressed to empower Indian students. The development of Navajo curriculum materials is also described, and the use of standardized tests to evaluate the Rock Point program is discussed. Finally, community involvement is cited as a component in the success of the Rock Point program. Contains 17 references.   [More]  Descriptors: Academic Achievement, American Indian Languages, Bilingual Instructional Materials, Curriculum Development

Leave a Reply