This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Cassandra Leigh Perez, PJ Karr-Kidwell, Kingsville. Texas A and I Univ., Rodolfo Rodriguez, Atilano A. Valencia, Richard T. Hess, Marietta Saravia Shore, TX. Office of Research and Evaluation. Austin Independent School District, Albany. New York State Education Dept., and David G. Mason.
(1972). Educacion Bilingue: Una Declaraccion del Plan y Accion que Proponen los Regentes de la Universidad del Estado de Nueva York. Bilingual Education: A Statement of Policy and Proposed Action by the Regents of the University of the State of New York. Position Paper No. 16. Large numbers of Puerto Rican and other non-English-speaking students live in school districts throughout New York State. To enable these students to function in an English-speaking society while retaining their own culture, a policy to promote bilingual program planning was established by the Board of Regents of New York State in 1972. In this statement of that policy, communities are advised regarding strategies for determining local needs and identifying resources, within a framework of flexible program possibilities. The state's commitment to meeting the educational needs of minority citizens is reviewed through a summary of policy statements and programs sponsored by the Board of Regents. Priorities for action to implement the policy emphasize: (1) increased allocation of resources to bilingual education, (2) improvements in teacher training and teaching methods, and (3) state assistance to localities that bear the burden of program development. Appendices present data on: (1) academic success of Puerto Rican students in New York; (2) Title VII ESEA expenditures in New York, 1969-1972; (3) ethnicity in New York public schools; (4) English speaking ability of New York City public school students; and (5) ethnic idenity of undergraduates in New York colleges and universities. The document is presented in Spanish and in English. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Educational Policy
(1982). Title I Services to Students Eligible for ESL/Bilingual or Special Education Programs. A Special Report from the Title I District Practices Study. Data from a national study of Title I of the Elementary and Secondary Education Act were used to investigate existing patterns of services for students eligible for Title I and other categorical programs, district policies regarding the eligibility of handicapped and limited-English-proficient students for Title I services, and coordination of services among Title I, special education, and English as a second language (ESL)/bilingual education. This report focuses on two subgroups of the Title I population: students eligible for Title I and ESL/bilingual services and students eligible for Title I and special education. Among findings of this study are that 10.9 percent of districts responding include ESL in their Title I programs, while only 3.6 percent offer special education as part of Title I. In 44 percent of the districts, all handicapped students in Title I schools who meet cutoff criteria are eligible for Title I, whereas nonhandicapped students meeting these criteria are eligible in about 25 percent of districts. All limited-English-proficient students are considered eligible for Title I if they meet cutoff criteria in 67 percent of districts, while 5 percent of districts consider all limited-English-proficient students ineligible. Most respondents indicate that coordination among categorical programs at the district level is limited. [More] Descriptors: Bilingual Education Programs, Board of Education Policy, Categorical Aid, Compensatory Education
(1972). Content Analysis Schedule for Bilingual Education Programs: Bilingual Education in a Consortium. This content analysis schedule for the City of Lakewood School District of Lakewood, New Jersey, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Inserts include information on staff development, scheduling, and instructional materials. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1978). 1977-78 Evaluation Findings. Publication Number: 77.59. Summaries are presented of all research and evaluation work conducted by the Austin Independent School District during the 1977-78 school year. Summaries are divided into the following areas: 1978 at a glance; district priorities; basic skills achievement; systemwide achievement profiles; low socioeconomic status (SES) achievement; professional personnel evaluation; minimum competency; local/state bilingual; Elementary Secondary Education Act (ESEA) Title I; ESEA Title I migrant; ESEA Title VII bilingual; state compensatory education; Emergency School Aid Act (ESAA) basic; ESAA pilot; education for parenthood pilot; Project Parental Involvement, Academic Achievement, Vocational Programming, and Extra-Curricular Opportunities (PAVE); ad-hoc studies; and occasional papers, on such topics as minimum competency requirements, teacher competency testing, time use in schools, data processing systems for testing programs, and communication skills. [More] Descriptors: Academic Achievement, Annotated Bibliographies, Annual Reports, Basic Skills
(1982). Los padres como maestros de los ninos. Los padres como recursos para los maestros. Serie E: [E1] logro de la participacion de los padres. cuadernos 1 y 2. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Their Children's Teachers. Parents as Resources for Teachers. Series E: Parent Participation, Book 1 and 2. Teacher Edition. Bilingual Education Teacher Training Packets). This guide on training bilingual education teachers focuses on parent participation in school activities. The guide addresses three groups of people: paraprofessionals and non-graduate students, bilingual teachers, and graduate students. Two units are presented, one dealing with the important influence parents have on their child's language acquisition, and the other dealing with how parents can be used by teachers as valuable resources. The first unit emphasizes that the bilingual teacher should be aware of: (1) the language the students speak at home; (2) language acquisition research; (3) attitudes of Mexican Americans towards Spanish; (4) language patterns in bilingual children's speech; (5) the importance of parents teaching such values as loyalty, obedience, and respect; (6) the different cultures in a multicultural classroom; and (7) avoiding stereotypes of minority children. The second unit discusses how the teacher can involve parents by: (1) participating in meetings with parents of bilingual children, (2) visiting the families to inform the parents of their child's progress, (3) facilitating interaction between parents and school personnel, (4) using parents as resources to help create a positive self-image for Mexican American children, and (5) encouraging group spirit among parents to reinforce the rich cultural heritage of Mexican Americans. Each unit includes objectives, questions, assigned reading, student activities, and a bibliography. [More] Descriptors: Bilingual Education Programs, Bilingual Teachers, Mexican American Education, Mexican Americans
(1978). Bilingual Bicultural Child Development Associate Training Program: A Competency Based Training Program for Preschool Child Care Givers. Introduction. This introduction to the Texas A & I Bilingual Bicultural Child Development Associate (CDA) Training Program curriculum, a competency based early childhood training program for teachers in bilingual-bicultural preschool education, explains the rationale for the curriculum, describes the curriculum, and provides a brief teacher trainer's guide. The curriculum, contained in six supplementary volumes, was developed for training child care workers teaching Spanish dominant migrant children, age 3 to school entrance age, in South Texas. The need for bilingual-bicultural preschool education for this population is discussed. An overview of the curriculum, consisting of 18 modules organized around the six major CDA competencies, is given. Learning modules are described, and the kinds of skills to be learned by the teacher in each module are outlined. A brief guide explaining how the trainer is to use the curriculum and samples the curriculum and samples of forms to assess the trainee's progress are included. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1978). Political Issues in Education. A Report of the 1978 Chief State School Officers Summer Institute. Collected in this volume are the papers presented at the 1978 Chief State School Officers Summer Institute. The program was devoted to political issues in education and focused on a number of current educational problems. Political issues were discussed in relation to a number of areas, including federal education priorities, federal-state relations, the education-state government relationship, local control of education, school finance reform, competency testing, vocational and career education, bilingual and bicultural education, teacher education and certification, past and future trends, and curriculum reform. Each issue was examined in the light of four interrelated questions: What actors are involved in the decisions? What ends do they seek and how? What reallocations of power, financial support, or other resources will have to be made to satisfy varied interests? and What action-alternatives are open to state school officers? Presentations were made by noted scholars and practitioners. [More] Descriptors: Administrator Role, Basic Skills, Bilingual Education, Career Education
(1995). Elementary Bilingual and ESL Education Programs and Their Effectiveness within Schools. A Descriptive Study, Teaching Methods, and Strategies. The purpose of this report was to collect a summary of information on instructional programs for bilingual students in Irving Independepent School District (Texas), so the parents of these students as well as staff members could evaluate the existing bilingual programs. The effectiveness of improving English-as-a-Second-Language skills for students, grades 1-5 at John Haley Elementary School (Texas) was also examined. The study measured the effectiveness of the programs using English- and Spanish-language parent and staff surveys and questionnaires that assessed the teaching methods and strategies used. Results suggest that 93.6% of parents agreed with the methodology used, while only 73.81% of teachers agreed with the methodology. It is concluded that the degree of effectiveness is in the eye of the beholder and that differences between parents and teachers could be connected to different expectations. The report recommends that each campus needs to make good, competent decisions in deciding which teaching methods and strategies should be used for bilingual students. Administrators, teachers, and parents need to take their individual student population into consideration. Further research on bilingual education is recommended as is a yearly survey to evaluate needs and expectations. Appendixes include copies of the English- and Spanish-language surveys and questionnaires, results pie-charted by grade, and parent and teacher comments on the program. (Contains 35 references.) [More] Descriptors: Bilingual Education Programs, Elementary Education, Elementary School Curriculum, English (Second Language)
(2015). Convergence in the Domains of Static Spatial Relations and Events of Putting and Taking: Evidence from Bilingual Speakers of Romansh and German, International Journal of Bilingual Education and Bilingualism. In this article the way bilinguals handle differing semantic categories in their two languages will be investigated. Drawing on bilingual data from multilingual speakers of Romansh as well as from speakers of (Swiss) German, the tensions that emerge from "conflicting habits" in the two languages are analyzed in the semantic domain of spatial relations. A particular focus will lie on spatial categories that differ across the two languages, e.g. the regular usage of several different verbs of putting in German vs. one general verb in Romansh. The analyses show differing degrees and different ways of reducing these tensions (convergence) in the bilingual subjects. Data from the domain of putting and taking events are analyzed, and multiple comparisons (cross-linguistic between speakers, cross-linguistic within speakers, variation in the responses to individual stimuli, etc.) are carried out. Measures of consensus vs. dissent are presented, allowing for comparisons of semantic categories, languages, and idiolects. [More] Descriptors: Bilingualism, Romance Languages, Semantics, Verbs
(1994). Bilingual/Bicultural Deaf Education Is Appropriate. Occasional Monograph Series, Number 2. This discussion focuses on the growing trend in deaf education toward bilingualism/biculturalism, with special emphasis on schools for the deaf in Canada. American Sign Language and la Langue Signes Quebecois on the one hand and English and French on the other are used as examples of bilingualism. Biculturalism is seen in the deaf individual's participation in both deaf and hearing cultures around the world. Theoretical assumptions of monolingual/monocultural approaches are contrasted to those of bilingual/bicultural education. Trends at specific schools in Canada, the United States, and Sweden are examined. An evolving paradigm which sees English as a second, rather than first, language for people with deafness is noted, as are trends toward increased community support for deaf bilingual/bicultural education and for general bilingualism. Trends in research are also identified, including new insights into how deaf children read and a paradigm shift which views deafness as a difference rather than a deficiency. Theoretical aspects of bilingualism are reviewed and a new model of deaf education is formulated. Specific implications of this model are drawn for families and for universities. An appendix summarizes course requirements in 33 programs for preparing teachers of individuals with deafness in the United States and Canada. (Contains 47 references.) [More] Descriptors: American Sign Language, Bilingual Education, Bilingualism, Cultural Differences
(1982). Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: [E1] logro de la participacion de los padres. cuaderno 3. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Parent Participation, Book 3. Teacher Edition. Bilingual Education Teacher Training Packet). This guide on training bilingual education teachers focuses on parents as advisors in the decision making process at bilingual schools. The two units, "An Introduction to Parent Participation" and "Parent Participation in Educational Decision Making," include objectives, definitions of terms, lists of materials and equipment, and learning activities. The goals of the guide for teacher trainees include being able to: (1) identify three main types of parent participation, (2) describe the fundamental differences in parent participation in the "deficit" and "Reforma Escolar" modules, (3) discuss at least three reasons for parent participation in decision making processes, (4) describe five levels of parent participation in educational decision making, (5) describe a leadership training plan for parents, (6) demonstrate an understanding of the important role of parent participation by understanding relevant research on the topic, (7) differentiate between formal and informal community participation, (8) analyze a current parent participation program, (9) write a plan to recruit parent volunteers, and (10) design a parent-teacher conference. A bibliography and a list of resource organizations are appended. [More] Descriptors: Bilingual Education Programs, Decision Making, Mexican American Education, Multicultural Education
(1971). Bilingual/Bicultural Education — An Effective Learning Scheme for First Grade and Second Grade Spanish Speaking, English Speaking, and American Indian Children in New Mexico. The 1970-71 evaluation of the Grants, New Mexico, Bilingual Education Project is reported through narrative description of tests administered and their results, statistical findings from analyses of variance or covariance of test results, and conclusions and recommendations based on test results. In the evaluation, the 147 students in the experimental and the 35 students in the control group–representing 6 schools and 4 language references (Keresan, English, Spanish, and Navajo)–were given various tests for which a pre-test/post-test measure was used to ascertain significant experimental group gains over an 8-month period: the Southwestern Cooperative Educational Laboratory Test of Oral English Production; the California Achievement Test; the Test of Basic Experiences (a Spanish-language instrument measuring concept comprehension in science, social studies, and mathematics); the Caldwell Test (a Spanish-language instrument for measuring a child's ability to provide responses about himself and his role activities); and the author's Cultural Sensitivity Instrument (a pictorial and manipulatory measure of perceptions and attitudes concerning Anglo Americans, American Indians, and Mexican Americans). Also, a questionnaire was designed and administered to ascertain perceptions and attitudes of school personnel about the bilingual program components. There are 24 tables. [More] Descriptors: Achievement Tests, American Indians, Anglo Americans, Attitude Measures
(1989). Respecting Differences: The Hope for a Global Community. Annual Bilingual Multicultural Education Conference (15th, Anchorage, Alaska, January 30-February 3, 1989). This booklet lists the organizers and describes the agenda of a conference on the theme of respect for, and understanding of, cultural differences as the basis of global community. Workshop sessions are described and three keynote speeches are reprinted, together with four student essays that best captured the conference's theme. The keynote speeches generally promoted bicultural and bilingual education as means of opening up students' understanding of the world. Ted Mala (director of the Institute for Circumpolar Health Studies at the University of Alaska, Anchorage) emphasized the value of programs which allow Native Alaskans to communicate with their circumpolar counterparts in the Soviet Union across the Bering Straits. Howard Rainier (assistant director of the American Indian Studies Program at Brigham Young University, Provo, Utah) stressed the value of multicultural education as nurturing a sense of Native pride. Janie Leaske (member of the Alaska State Board of Education and president of the Alaska Federation of Natives, Anchorage) offered statistical analysis of Native Alaskan education, emphasizing the necessity of improving bilingual/multicultural programs. [More] Descriptors: Alaska Natives, Bilingual Education, Bilingual Education Programs, Conferences
(1989). Comprehensive Bilingual Vocational Education for Refugee Youth. Improving Vocational Education through Community-Based Organizations. Final Report. A cooperative program was conducted by the Connections Program of Catholic Charities of Richmond, Virginia, the Chesterfield and Henrico County Schools and the Richmond City Schools to provide bilingual education for high-school-age refugees. In Chesterfield and Henrico Counties, Connections provided the project director, bilingual assistance, instruction in job readiness and independent living skills, and supportive services to the schools. The school systems provided instructors, facilities, and materials for all vocational and English-as-a-Second-Language (ESL) courses. Richmond City Schools received bilingual assistance in vocational classes. The full program consisted of the following components: outreach, referral, assessment, admission, ESL (regular, vocational, and content), independent living skills, job readiness skills, and bilingual vocational training. During the program, which ran through the school year 1988-89, 52 students were served, and only three students dropped out. All project objectives were achieved, resulting in a significantly higher success rate for these students than for the general limited-English-proficient (LEP) population. Many of these at-risk students chose to remain in school to receive their diploma. Feedback from students, teachers, school administrators, and supervisory personnel was all positive; all concerned requested that the program be continued for the 1989-90 school year. (Appendices contain guidelines for conducting vocational assessments of LEP students, vocational ESL teaching strategies, members of participants in the bilingual program, and a paper titled "Limited English Proficient Students: A New Vocational Clientele" by Mary Beth Ryan.) Descriptors: Adult Basic Education, Bilingual Education, Daily Living Skills, English (Second Language)
(1994). Bilingual Education: A Look to the Year 2000. Focus: Occasional Papers in Bilingual Education, 9. A discussion of the future of education for language-minority students in the United States looks at proposed legislation and other government initiatives and prevailing educational reform movements. It is argued that reform in this country must begin with a change in attitudes toward and expectations of language-minority and limited-English-speaking students, and followed up with carefully planned instructional approaches. Significant recent initiatives are cited, including the National Educational Goals statements, Goals 2000–The Educate America Act of 1993, the School to Work Opportunities Act, and the Improving America's Schools Act, the reenactment of the Elementary and Secondary Education Act. It is proposed that to create and sustain the change needed, two elements will be required: bold, innovative action and certain specific expectations of schools, state education agencies, colleges and universities, parents, and the Department of Education. Expectations for each of these groups are outlined, and a vision of the future of education in the United States is offered. A list of references, a brief annotated bibliography, and a list of resource organizations and projects are appended. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Change Strategies, Educational Change