This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Denise Cantalupo, Alamosa San Luis Valley Board of Cooperative Services, Michael J. Schneider, Marta Rado, Brooklyn. Office of Educational Assessment. New York City Board of Education, Bronx Mobicentrics Inc., T. Page Johnson, Ruddie A. Irizarry, Alicia Mahone, and Yvette Boronow.
(1990). Bilingual Education Talented Academy: Gifted and Talented, Project BETA, 1988-89. Evaluation Section Report [and] Executive Summary. OREA Report. This evaluation report describes the Bilingual Education Talented Academy–Gifted and Talented Project (Project BETA) in its first year of a 3-year Elementary and Secondary Education Act Title VII funding cycle. The project served 307 students of limited English proficiency in two Bronx (New York) high schools. The predominant native languages spoken by participating students were Vietnamese, Korean, Chinese, and Spanish. The project's objectives were to help students achieve a high level of bilingual skills as well as English proficiency and to provide access to educational programs that had not been previously available to the bilingual gifted/talented student population. Project students received instruction in English as a Second Language, Native Language Arts, mathematics, science, social studies, computer science, and career education. The program provided educational options such as the Executive High School Internship Program, Cooperative Education Program, Shared Instruction Program, After School Occupational Skills Program, Talent Unlimited Program, and summer institutes. The project's non-instructional component included staff development, parental activities, the development of curricula and testing materials, and guidance and counseling. The report presents the evaluation methodology, program implementation, student outcome data, and recommendations. [More] Descriptors: Bilingual Education, Curriculum Development, English Instruction, English (Second Language)
(1976). Bilingual-Bicultural Education: A Preliminary View. A Legal Memorandum. There is no final answer to the question of whether a school district with non-English-speaking students has a legal obligation to provide a bilingual-bicultural education for those students. School districts subject to the provision of Title VI of the Civil Rights Act of 1964 may be required to provide the Office of Civil Rights with a plan for voluntary compliance with that statute and may be asked to prove that their methods are at least as effective as the approved bilingual-bicultural program endorsed by the Department of Health, Education, and Welfare (HEW). Although the courts have yet to define the requirement in the Equal Educational Opportunities Act of 1974 for "appropriate action to overcome language barriers," it is reasonable to expect that if such a definition becomes necessary, the courts will rely on the HEW regulations and policy statement for the enforcement of Title VI. It is clear that bilingual-bicultural education may be ordered by a federal district court as a portion of the remedy in cases of segregation of national origin-minority students in violation of the Equal Protection Clause of the Fourteenth Amendment. Descriptors: Biculturalism, Bilingual Education, Civil Rights, Court Litigation
(1974). Bilingual Education. Papers Presented at the Language Teaching Conference (3rd, La Trobe University, May 3-4, 1974). The conference was held to alert teachers and other interested persons to the complexities of linguistic diversity in Australia, with attention focused on the immigrant child. This report includes the individual conference papers, presented by Marta Rado, Bert Townsend, Michael Clyne, Alan Matheson, and Rede Lar, and the comments of symposium and forum participants. The implications of bilingualism and biculturalism are analyzed from the standpoint of language development, language contact, social integration, social mobility, and communication interference. Principals and teachers elaborate on the practical problems encountered in schools with a high degree of immigrant intake. The Multilingual Project, a form of bilingual education developed at La Trobe University, is discussed by school staff who had direct experience with the materials, and its theoretical foundations are described. English-speaking teachers can participate in this program with the help of bilingual pupils, parents, or other assistants. Materials are student-centered, with emphasis on conceptual development. Learners may study in the language of their preference. Project materials are produced in parallel forms of English and immigrant languages, and the units are suitable for independent or small group study. [More] Descriptors: Bilingual Education, Bilingualism, Community Involvement, Conference Reports
(1974). Happiness Is Bilingual Education for the Children in the San Luis Valley Schools, School Year 1973-74. The San Luis Valley Bilingual Bicultural Program was begun in 10 schools at the kindergarten level. Each year the next higher grade was to be implemented until the program was in existence from K-4. During 1972-73, there were 1,092 kindergarten and first grade children and 86 teaching staff participating in the program. Its primary goal was bilingual education (successful educational achievement using two languages proficiently, but acknowledging English as the basic language of instruction). Components considered essentail in order to meet the children's needs were: (1) the basic concepts taught in the child's home language; (2) language development provided in the second language; (3) development of self-image, success, and positive identity of his culture; and (4) subject matter and concepts taught in both languages. The Tests of Basic Experiences Levels K-L were administered to 325 students (137 in kindergarten and 188 in first grade) in September and again in April of the 1972-73 school year. Pretest scores were used to determine the strengths and weaknesses of both individual students and the total class. Posttest scores were used to determine the children's progress throughout the school year. Findings showed that all activities scheduled and conducted as prescribed for the year were successfully achieved. [More] Descriptors: Biculturalism, Bilingual Education, English (Second Language), Language Acquisition
(1993). Bilingual Education through Architectural Mathematics (Project BEAM), Community School District 7. Final Evaluation Report, 1992-93. OREA Report. Bilingual Education through Architectural Mathematics (Project BEAM) is a federally-funded program in its fourth year of operation in 1992-93. It served 226 limited-English-proficient Spanish-speaking students in two Bronx (New York) elementary schools. Students received instruction in English as a second language (ESL), native language arts (NLA), and mathematics through study of architecture. Parent involvement and staff development activities were also important program components. The program met its objectives for mathematics achievement, curriculum development, parent involvement, and student knowledge of and appreciation for architecture. While it met staff development objectives for instructional use of architecture and staff participation in workshops and conferences, it did not meet a staff development objective for enrollment in college courses. It did not meet objectives for ESL, NLA, or attendance. Recommendations for program improvement include: assessing reasons for lack of ESL achievement; considering intensive ESL literacy instruction, particularly for recent immigrants; exploring techniques to increase mathematics and NLA skills, possibly through peer tutoring and enrichment programming; reviewing the attendance objective; and encouraging project teachers to enroll in college courses. [More] Descriptors: Architecture, Attendance Patterns, Bilingual Education Programs, Curriculum Development
(1983). A Descriptive Study of the Classroom Instruction Component of the ESEA Title VII Bilingual Education Program. Technical Report. The technical report portion of a national survey of bilingual education programs funded under Title VII of the Elementary and Secondary Education Act is presented. The study, conducted during 1979-83, describes the characteristics of the programs' classroom instruction component. Basic project directors and parent advisory committee chairpersons were surveyed by mail, and 60 sites were visited and intensive interviews conducted with administrators, coordinators, teachers, and parent advisory committee chairpersons. Information is presented in these areas: (1) characteristics of a representative sample of projects; (2) identification of groups of projects representing distinctly different instructional approaches for children of limited English proficiency; (3) project objectives; (4) the relationship between skills actually addressed by the projects and the skills necessary to function effectively in an all-English classroom; (5) the degree of program implementation among local education agencies; and (6) factors impeding implementation. Overall, it was found that the program is: highly varied, with an emphasis on meeting individual students' needs; emphasizing English instruction, but with many projects making heavy use of the native languages; implemented successfully but in need of more staff training and parent participation; and only partially institutionalized locally, with Title VII remaining the primary source of funding. [More] Descriptors: Administrators, Advisory Committees, Bilingual Education Programs, Comparative Analysis
(1979). Systematic Approaches to Bilingual Education (Project SABE) and Bilingual Language Arts Services (Project BLAS). Final Evaluation Report, 1978-1979. The ultimate goal of Project SABE (Systematic Approaches to Bilingual Education) was to improve the linguistic and computational performance of 793 New York City students with limited proficiency in English and 141 English dominant students in grades K-4. The instrumental goal of the project was to improve the performance of the 34 bilingual teachers and 9 paraprofessionals involved in the program. Pupil instructional activities focused on the development of reading, writing, and mathematics competence. English as a Second Language instruction was offered as well as content area teaching in the child's dominant language. Teacher training consisted of orientation workshops, inservice programs, on-site observation and training by resource teachers, and college education programs. Project SABE also had a community and parental involvement component. Pre and posttest achievement data, interviews, and observation were employed to facilitate the development of recommendations for future program implementation. Kindergarteners were found to improve minimally in English and Spanish language arts skills. Students in grades 1-4 were found to have accomplished program objectives of statistically significant gains in English and Spanish reading and math skills. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers
(1990). Bilingual Education and Academic/Career Outreach for Newcomers: Project BEACON, 1988-89. Evaluation Section Report. OREA Report. The Bilingual Education Academic/Career Outreach for Newcomers Program (Project BEACON) completed its fourth year. The goals of Project BEACON are to facilitate acquisition of English proficiency, develop native language literacy skills, and provide instruction in bilingual and English content area/vocational classes. The project served 753 students of limited-English-proficiency at 5 high schools in Queens (New York). Participants were native speakers of Spanish, Chinese, and Korean. The program met its objectives for staff development and parental involvement activities. Students made significant gains in English language skills, and the project met its objective for career education. The native language skill development objective could not be assessed because of a lack of pertinent data. The project developed several curriculum materials, although this was not a specific objective. Evaluation recommendations include: (1) securing the services of a full-time, Spanish-speaking resource specialist for two of the high schools, if funds permit; and (2) acquisition and use of Spanish materials for content area courses. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, Curriculum Development
(1982). An Appraisal of Language and Communication Skills in Contemporary Education: Exploring Mutual Concerns of Bilingual Education, TESOL, and Intercultural Communication. The current growth of interest in intercultural communication skills may be poorly directed. Unlike TESOL programs, bilingual and intercultural communication programs are designed to promote knowledge and experience in more than one language culture. Bilingual education's transformation into a program directed not at promoting true bilingualism, but at a "problem" group of nonnative speakers should serve as a warning to intercultural communication programs. The targets of such education should not be seen as problem people; indeed, Americans may be more in need of intercultural communications skills than members of other groups. Some research in bilingualism indicates that our initial predispositions toward positive effects of intercultural communication training must be tempered by a willingness to grapple with potentially negative effects as well. More good research in linguistics and in the acculturation process is also needed to create a firmer basis for choosing among various potential pedagogies. Armed with accurate knowledge and training, people in the field of intercultural communication will be uniquely positioned to contribute to bilingual and TESOL programs as well. Descriptors: Bilingual Education, Bilingualism, Communication Problems, Communication Research
(1984). Training Manual for the Implementation of a Bilingual Education Instructional and Training Materials Development Process/Model. The report describes a federally funded project to develop a program process and model through which urban educators can be trained to develop locally appropriate bilingual education instructional materials. The first chapter summarizes the procedures used in the project, from needs assessment and literature review through formation, efforts, and conclusions of a technical team. The second section describes the resulting process by which an urban school district can develop bilingual curriculum and teacher training materials. Broadly, the steps in this process include: assessing needs and reviewing past efforts; determining a structure and procedure for deliberation and decision-making; identifying key process issues and their interaction; and developing materials. An outline for this process defines, in 19 distinct steps, the school district's responsibility, materials development group's responsibility, and resulting product desired. The third section discusses a number of major issues likely to arise, including adoption and internalization of the process, adoption of appropriate implementation strategies and policy, and expansion of successful material development to other language groups, grade levels, and subjects. Appended materials include suggestions and forms designed to facilitate the material development process. [More] Descriptors: Bilingual Education, Bilingual Instructional Materials, Committees, Curriculum Development
(1986). Adlai E. Stevenson High School Bilingual Education and Career Awareness Program, 1985-1986. OEA Evaluation Report. In 1985-86, the Bilingual Education and Career Awareness (BECA) Program at Adlai Stevenson High School (Bronx, New York) completed the final year of a three-year funding cycle. The program offered a bilingual academic and industrial arts/vocational education program to 250 Hispanic students of limited English proficiency (LEP) in grades 9-12. The program's main goals were to increase students' English and Spanish proficiency, to help them meet high school graduation requirements, and to sharpen their vocational goals. Title VII provided funds for administrative and support services staff; other personnel, including the project director and classroom teachers, were funded through other means. In addition to regular academic and language classes, Project BECA provided student support services (including individual and group guidance sessions) and conducted successful staff development and parent participation activities. In general, Project BECA achieved its primary academic and career awareness goals and is effectively integrated with the school's activities. Most instructional goals were met (the achievement scores of program participants were high) and students met proposed objectives in attendance and dropout reduction. This report includes recommendations for a new program, and appendices which provide supplementary data on staff, students, and course offerings, a student publication, and an outline of a bilingual course in recordkeeping. Descriptors: Bilingual Education Programs, Career Education, Curriculum Development, High Schools
(1980). Institutionalizing Bilingual Education in Schools, Colleges and Departments of Education: Programmatic Concerns at Institutions of Higher Education. Inclusion of bilingual education in higher education, both as an area of study and as a medium of instruction, will facilitate an increased level of academic achievement for Hispanic students. Hispanics as a group do not exhibit like characteristics in language proficiency in either English or Spanish, or like characteristics in cultural or socio-economic orientations. A non-traditional approach is necessary to address the problem of underachievement of minority groups. University concerns with maintenance of academic quality must also be based on freedom from prejudice on ethnic, racial, or cultural differences. Care should be exercised relative to undergraduate admissions; however, reliance on standardized test scores casts doubt on the fairness of universities using this criterion while charged with providing equal education opportunities to all students. Programs must be modified and developed to meet student needs. Traditional courses should be taught two ways: completely in Spanish and bilingually in English and Spanish. If postsecondary institutions are to reach Chicanos at the lower economic level, bilingual models must be used, and the institution of continuing education must be brought to the barrios. There Hispanics should be utilized as instructors. Only non-traditional, creative methods based on sound educational, socio-psychological, and philosophical principles can produce quality education for all. Descriptors: Bilingual Education, Educational Change, Educational Opportunities, Educationally Disadvantaged
(1973). An Evaluation of the 1972 Bilingual Education Program, ESEA Title VII, Community School District 9, Bronx, New York. This program, funded under Title VII of the Elementary Secondary Education Act of 1965, was designed to provide an open learning environment in which students could learn to function in both English and Spanish. The classrooms were large and for the most part contained several grades which were divided into separate classes by means of dividers. The program operated with a staff of 15 teachers, 1 director, and 6 paraprofessionals for 365 students. The activities of the program included instruction in both dominant and secondary languages, culture and heritage, math, social studies, reading and language arts. The primary objectives of the program were: (1) the mean scores of students on various tests should significantly increase between pre- and posttesting; (2) teachers would attend preservice and inservice training in the teaching of language arts, math, and reading; (3) teachers would enroll in a bilingual education program at a metropolitan university; (4) academic materials would be developed and acquired; and (5) an exchange of materials with a sister school in Puerto Rico would be set up. The primary medium of instruction was the students' dominant language, English. There appeared to be a marked increase in Spanish as a medium of instruction over the year. Descriptors: Bilingual Education, Bilingual Students, Curriculum Development, Disadvantaged Youth
(1986). Adlai E. Stevenson High School Bilingual Education and Career Awareness Program 1984-1985. OEA Evaluation Report. The Bilingual Education and Career Awareness Program (BECA) at Adlai E. Stevenson High School, The Bronx, completed the second of its 3-year funding cycle in June 1985. BECA offered a bilingual academic program with a business-technology (industrial arts) emphasis to 254 Hispanic ninth through twelfth graders of limited English proficiency (LEP) from Spanish-speaking homes. Main goals include increasing students' English and Spanish language proficiency, helping meet graduation requirements, developing career awareness and vocational aims, improving attendance, and lowering suspension rates. Full-year courses at three levels were offered in English as a second language (ESL), English reading, and Spanish for native speakers, along with a one-semester transitional course, and four one-semester enrichment courses for advanced students. Program objectives were assessed in English language and native language development, bilingual industrial arts and business education classes; and attendance and suspension rates. Objectives were met for English and Spanish language development, passing rates in business and industrial arts classes, attendance and suspension rates. Recommendations include: (1) hire a clerical staff member; (2) analyze low enrollment in some industrial arts courses; (3) increase activities of parental advisory committee; (4) implement previous recommendations; and (5) give first priority to strict compliance with program proposal. Descriptors: Academic Achievement, Bilingual Education Programs, Business Education, Career Awareness
(1991). Bilingual Education Through the Arts (Project BETA) Community School District 7. 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Bilingual Education Through the Arts program (Project BETA), which served poor, language minority elementary school students. The project enrolled 366 Spanish speaking kindergarten through sixth grade students at 2 elementary schools. Ninety-seven percent of the students were eligible for the Free Lunch Program. Project BETA targeted schools with a recent influx of immigrants and served Spanish-speaking students with limited English proficiency. The Project adapted the Learning to Read Through the Arts program for students' linguistic development. Students received a weekly 1.5-hour period of English as a Second Language (ESL) and Spanish reading as well as workshops in musical arts or visual arts. Students also attended a variety of art events and museums throughout the city. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program directors. Results indicate that program strengths lay in its positive impact on students across the curriculum, with students showing increased enthusiasm and motivation. Project BETA was fully implemented and met its objectives for ESL, arts appreciation, staff development (two out of three objectives), curriculum development, and parental involvement. Two appendices summarize the data collection and analysis procedures and list instructional materials. [More] Descriptors: Art Education, Bilingual Education Programs, Compensatory Education, Disadvantaged Youth