Bibliography: Bilingual Education (page 284 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Arlington Heights Bilingual Education Service Center, Washington Department of Education, Norma G. Hernandez, Diana Drake, Daniel Flores Duran, Washington National Association for Bilingual Education, Kenneth Goodman, IDRA Newsletter, Shereen Arraf, and Gloria Zyskowski.

Curry, Janice; Washington, Wanda; Zyskowski, Gloria (1997). Pre-K Best Practices Review, 1996-97. Although early childhood education is important for all children, research suggests that it is particularly important for low-income and educationally disadvantaged children. Of the 53 Austin Independent School District (AISD) elementary schools that provided prekindergarten education, five Title I schools with full-day prekindergarten programs were selected for this study to determine exemplary practices, based on program administrators' recommendations and longitudinal test data from 1993 to 1996 on the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagines Peabody. Findings indicated that factors contributing to program success were: (1) strong teacher commitment to developing an age- and developmentally-appropriate curriculum; (2) supportive principals who encouraged and respected teachers as professionals; (3) teacher participation in professional development; (4) emphasis on language building activities, first in the child's native language; (5) importance of teacher teamwork, school-wide and at individual grades; and (6) strong parental involvement. Educational strategies included informal and formal assessment, bilingual education, special education inclusion, and multi-age classrooms and activities. The developmentally appropriate program guidelines of the National Association for the Education of Young Children (NAEYC) provided the program's framework. Recommendations included the continued use of NAEYC guidelines, recruitment of certified early childhood and bilingual teachers, increased funds for teachers' professional development and children's field trips, funding of full-day programs, and encouragement of research-based instructional strategies. Follow-up achievement data indicated that the program benefited language development, especially for Spanish-speaking students. (Appendices include the interview questions and language and achievement test information.)   [More]  Descriptors: Developmentally Appropriate Practices, Educational Quality, Effective Schools Research, Low Income

Secada, Walter G., Ed.; Ortiz-Franco, Luis, Ed.; Hernandez, Norma G., Ed.; De La Cruz, Yolanda, Ed. (1999). Changing the Faces of Mathematics: Perspectives on Latinos. This book focuses on a number of salient research and practice issues in the teaching and learning of mathematics among the second largest minority group in the United States, Latinos. Chapters include: (1) "Understanding the Needs of Latino Students in Reform-Oriented Mathematics Classrooms" (Judit N. Moschkovich); (2) "Latinos, Income, and Mathematics Achievement: Beating the Odds" (Luis Ortiz-Franco); (3) "Isn't English a Trip?" (Jose Franco); (4) "Spanish-English Language Issues in the Mathematics Classroom" (Pilar Ron); (5) "Adapting Mathematics Instruction for English-Language Learners: The Language-Concept Connection" (Leslie Garrison and Jill Kerper Mora); (6) "The Mathematics-Bilingual Education Connection: Two Lessons" (Norma G. Hernandez); (7) "Mathematizing Children's Stories, Helping Children Solve Word Problems, and Supporting Parental Involvement" (Ana Maria Lo Cicero, Karen C. Fuson, Martha Allexsaht-Snider); (8) "Challenging Conventional Wisdom: A Case Study" (Lena Licon Khisty); (9) "Teachers and Students' Attitudes toward the Use of Manipulatives in Two Predominantly Latino School Districts" (Maria L. Bustamante and Betty Travis); (10) "Portafolio de Matematica: Using Mathematics Portfolios with Latino Students" (Leslie Garrison); (11) "Taking on the Challenge of Mathematics for All" (Richard G. Doty, Susan Mercer, and Marjorie A. Henningsen); (12) "Staff Development to Foster Latino Students' Success in Mathematics: Insights from Constructivism" (Gary Ivory, Dolores R. Chaparro, and Stanley Ball); (13) "TexPREP and Proyecto Access: Making Mathematics Work for Minorities" (Julio Guillen and Manuel P. Berriozabal); (14) "The Minority Mathematics and Science Education Cooperative (MMSEC) Success Story" (Olga M. Ramirez and John E. Bernard); (15) "A Model of Tutoring that Helps Students Gain Access to Mathematical Competence" (Yolanda De La Cruz); and (16) "There's More to Mathematics Than Choosing the Letter C: The Limitations of Test-Driven Intervention" (Milagros M. Seda and Carmen M. Seda). Descriptors: Bilingual Education, Elementary Secondary Education, Evaluation, Hispanic Americans

New York State Education Dept., Albany. (1989). Bilingual Education. Regents Policy Paper and Proposed Action Plan for Bilingual Education. The New York State Board of Regents has established that state educational policy and practices must help limited-English-proficient (LEP) students enter the English mainstream as quickly as possible, while regarding the first language as an important cultural asset and a useful academic tool. These policies state the following: (1) all students must become proficient in English and, to the extent possible, in another language, and that all students should understand and respect their own and other cultures; (2) educational access, equity, and excellence are to be promoted for language-minority and LEP students, to develop English proficiency and maintain native language proficiency; (3) programs for language-minority and LEP students are to be staffed by qualified professionals; (4) parents and guardians of this population should be encouraged to participate in their children's education; and (4) the needs of the LEP population must be considered in the development of all state education department initiatives, with appropriate measures taken to address those needs. Appended materials include a list of references, definitions of terminology, notes on the legal rights of LEP and language-minority students, descriptions of common program designs, and a list of policy committee members. Descriptors: Access to Education, Bilingual Education Programs, Cultural Awareness, Educational Needs

Drake, Diana (1976). Bilingual/Bicultural Education, Educational Forum. If we wish to foster constructive learning and growth for all of our students, we need to plan educational programs that will empower children, and educational programs that will help them understand and respect the cultural diversity that is an integral part of life in our nation and world today. Descriptors: Biculturalism, Bilingual Education, Child Development, Cultural Differences

Hargett, Gary R. (1998). Assessment in ESL & Bilingual Education: A Hot Topics Paper. The purposes and methods of testing in bilingual and English-as-a-Second-Language (ESL) education are discussed. Different instruments, including specific published tests, are listed and described briefly. They include language proficiency assessments, achievement tests, and assessments in special education. Introductory sections address topics surrounding the testing itself, including the need to understand the purposes of the testing and of a specific test, the information needed about a student, specific uses of that information, when it is appropriate to test the student, and defining second language proficiency. (Contains 20 references.)   [More]  Descriptors: Academic Standards, Bilingual Education, Classroom Observation Techniques, Cloze Procedure

California State Dept. of Education, Sacramento. Bilingual Education Office. (1986). Phau ntawv nrog tes qhia txog California txoj kev kawm txuj ci rau cov niam txiv hais lus Pawg neeg tsawg = A Handbook on California Education for Language Minority Parents–Hmong/English Education. This bilingual handbook, presented in both Hmong and English, is designed to assist parents of language minority students who live in California. The book is part of the technical assistance effort of the State Department of Education to clarify the operations of the California schools to language minority parents so they can better support the education of their children. It provides information on the following: (1) the educational system, enrollment procedures and transportation, especially for elementary and secondary students; (2) basic school programs and curriculum; (3) grades, promotions and testing, with an explanation of the types of tests used in California, such as the California Assessment Program tests and the high school proficiency tests; (4) bilingual education and other services to students who are of limited English proficiency; (5) additional educational programs and services, such as vocational education, continuation education, advanced placement, adult education, child development programs, and summer school; (6) parental involvement with schools, teachers and administrators; and (7) the structure of the public school system.   [More]  Descriptors: Ancillary School Services, Asian Americans, Bilingual Education Programs, Elementary Secondary Education

Carrillo, Federico Martinez, Ed. (1979). Approaches to Assessing Bilingual/Bicultural Programs. The papers in this monograph reflect different approaches used in the assessment and evaluation of bilingual education programs. Doctors Harry Berendzen and Katherine Bemis provide some practical considerations for implementation of evaluation. They list responsibilities of an evaluator and offer an evaluation management plan which takes into consideration needs assessment, performance objectives, measurement of project impact, material development, staff development, and community involvement. Dr. Michael Massarotti offers a systematic procedure for collecting information based on pre-established objectives and subsequent analysis, reporting, and use of the information for the purpose of making decisions concerning program development. Dr. Charles Leyba provides an overview and design of Title VII program evaluation. He also discusses standardized testing and analysis of scores. Finally, the topics of Dr. Robert Reeback's paper include a critique of Title VII regulations concerning evaluation, some examples of misguided or inadequate evaluation, a review of some persuasive evaluation results, and suggestions for reconstituting evaluation in the context of Title VII and adjusting to it in the meantime. Descriptors: American Indians, Biculturalism, Bilingual Education, Compensatory Education

Duran, Daniel Flores; And Others (1977). A Bilingual and Bicultural Annotated List of Print and Multimedia Resources for the Mexican American Child, Grades 7 – 12. Latino Resource Series, No. 3. This annotated list of resources for the bilingual and bicultural education of Mexican American children in grades 7 through 12 covers the following areas: (1) print resources, including literary works, information analyses, and historical and descriptive works for teacher use both within and outside the classroom; (2) professional resources, including bibliographies, sourcebooks, and newsletters; and (3) nonprint resources. A list of corporate sources of materials is provided. Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Bilingual Instructional Materials

Bilingual Education Service Center, Arlington Heights, IL. (1975). Supportive Services for ESL Adult Education Programs: Final Summative Report. The document reports on the accomplishment of each of nine objectives designed to provide supportive services for ESL (English as a Second Language) adult education programs in Illinois. The objectives (met fully or partially with a 9 1/2 to 12 month period) involved: (1) expansion of the Bilingual Education Service Center's curriculum center to include ESL adult education materials, (2) dissemination of an annotated list of ESL screening and placement instruments to program directors, (3) development of "An Instructional Process Evaluation Kit," (4) development and dissemination of a brochure describing ESL services, (5) development of an ESL/ABE Administrator's Handbook, (6) preparation and dissemination of an annotated list of ESL materials for adult education programs, (7) provision of consultant and demonstration services to individual ESL adult education programs (a partial list of agencies and programs served is included), (8) establishment of regular communication and coordination meetings with representatives of the Adult and Continuing Education Section of the Illinois Office of Education (agencies and institutions worked with are listed), and (9) formulation of strategies for the development of inservice programs. A list of supportive services objectives for fiscal year 1976 concludes the report.   [More]  Descriptors: Adult Basic Education, Adult Education, Adult Programs, Ancillary Services

Goodman, Kenneth; And Others (1979). Reading in the Bilingual Classroom: Literacy and Biliteracy. The issues of reading in bilingual education are examined with a primary focus on the contemporary classroom in the United States. Within bilinqual education, concern for reading has seldom reflected current research and theory, and little research has focused on reading within bilingual programs. In addition to focusing on the specifics of the classroom, issues are discussed in the context of human language and language use now and in the past. The development of literacy in multilingual countries must be based on understanding of linguistic realities in specific locations and must be in tune with political, economic, and cultural realities. The range of possibilities in the school's responses to bilingual or multilingual realities and the kind of literacy program each alternative requires are presented. The series of alternatives focus on maintenance, transitional, and English as a second language programs. Three common assumptions that have dominated curricular suggestions in bilingual literacy programs are discussed, and the range of ways to attend to reading issues in schools with bilingual pupils are examined. Teaching methods, instructional materials, and program evaluation for reading instruction in a bilingual, biliterate curriculum are covered. A list of references and information sources for bilingual bicultural materials is included. Descriptors: Bilingual Education, Cultural Influences, Cultural Pluralism, Elementary Secondary Education

Department of Education, Washington, DC. (1999). Educational Excellence for All Children Act of 1999: An Overview of the Clinton Administration's Proposal To Reauthorize the Elementary and Secondary Education Act. This volume discusses "Educational Excellence for All Children Act of 1999, the proposed reauthorization of the Elementary and Secondary Education Act (ESEA), which was established in 1965 as part of Lyndon Johnson's "War on Poverty" program. The proposed 1999 Act builds upon the 1994 reauthorization of ESEA titled "Improving America's Schools Act" and the "Goals 2000: Educate America Act." The four guiding principles for ESEA in 1999 are: (1) high standards in every classroom; (2) improving teacher and principal quality; (3) strengthening accountability; and (4) ensuring that all children can learn in environments that are safe, disciplined and drug-free and where their parents feel welcome and involved. The discussion of each of the 11 Titles in the proposed legislation includes a summary of: "What's New"; "What We've Learned"; and "What We Propose." In the Act are the following: Title I–Helping Disadvantaged Children Meet High Standards (covering basic grants, comprehensive school reform, Even Start Family Literacy, education of migratory children, neglected or deliquent children and youth, reading excellence); Title II–High Standards in the Classroom (covering teaching to high standards, transition to teaching–troops to teachers, early childhood educator professional development, and technical assistance); Title III–Technology for Education; Title IV–Safe and Drug-Free Schools and Communities Act; Title V–Equity, Excellence, and Public School Choice (covering magnet schools, public charter schools, OPTIONS–Opportunities to Improve Our Nation's Schools, and the Women's Educational Equity Act); Title VI–Class-Size Reduction; Title VII–The Bilingual Education Act; Title VIII–Impact Aid; Title IX–Indian, Native Hawaiian and Alaska Native Education; Title X–Programs of National Significance (covering the Fund for the Improvement of Education, gifted and talented students, international education, arts in education, inexpensive book distribution, civic education, 21st Century Community Learning Centers, elementary school foreign language assistance, and the National Writing Project); and Title XI–General, Provisions, Definitions, and Accountability. A discussion of the Stewart B. McKinney Homeless Assistance Act–Education for Homeless Children and Youth concludes the volume. (Contains 209 references.)   [More]  Descriptors: Educational Improvement, Educational Legislation, Educational Quality, Elementary Secondary Education

National Association for Bilingual Education, Washington, DC. (1992). Professional Standards for the Preparation of Bilingual/Multicultural Teachers. In 1989, at the General Membership Meeting held during the annual conference of the National Association for Bilingual Education (NABE), members approved a formal resolution calling for the development of national standards for the preparation of bilingual/multicultural teachers. The standards presented in this document represent the culmination of work following that resolution; they represent standards for teachers in the United States only. It is noted that quality education for language-minority students can be realized only when the larger school environment addresses the unique educational needs of these students. Six standards are presented in the following categories: (1) institutional resources, coordination, and commitment; (2) recruitment, advisement and retention of potential teachers; (3) bilingual/multicultural coursework and curriculum; (4) language proficiency in English and non-English languages and abilities to teach in those languages; (5) field work and practicum experiences in bilingual/multicultural classrooms. Specific objectives and 10 to 15 indicators are provided for each of the 6 standards.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Cultural Pluralism, Elementary Secondary Education

Zucker, Cindy (1995). The Role of ESL in a Dual Language Program, Bilingual Research Journal. Inter-American Magnet School in Chicago, a highly acclaimed Spanish-English dual-language elementary school, established pull-out English-as-a-Second-Language (ESL) classes to provide extra English instruction, primarily for new immigrants. Describes the school's founding and development, students, innovative bilingual staff, multicultural education, parent and community involvement, classroom setting, ESL approaches and activities, and administrative problems. Descriptors: Bilingual Schools, Elementary Education, Elementary Schools, English (Second Language)

IDRA Newsletter (1997). Instructional Technology. IDRA Focus. This theme issue includes five articles that focus on implementing instructional technology in ways that benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Cruising the Web with English Language Learners" (Laura Chris Green) presents three scenarios using the World Wide Web in classrooms, and discusses the benefits and barriers to educational uses of the Web. "Schools in the Information Society: Make Children Central" (Felix Montes) presents strategies for embracing the technological revolution as a means to implement the educational changes needed to serve students more effectively. "China and the New Technology" (Jose A. Cardenas) is the story of a frustrated attempt to buy an English-Chinese electronic translator; it makes the point that schools are not properly training students to function in a high-tech society. "A Checklist for Successful Distance Learning" (Charles A. Cavazos) presents 11 tips for teaching distance students successfully based on the principals of knowledge, communication, and interaction. "Technology in Education: Time To Face the Monster" (Josue M. Gonzalez) warns that educators will have to reexamine some basic educative values in order to successfully integrate the technological revolution into education. Sidebars describe how to use the Internet to track federal and Texas state legislation from the proposal stage to policy enactment and provide Internet addresses of 43 Web sites concerned with bilingual education, multicultural education, English as a second language, and English language arts.   [More]  Descriptors: Bilingual Education, Change Strategies, Computer Uses in Education, Distance Education

Arraf, Shereen; And Others (1995). Integrating Title I and Title VII: The Evolving Model of Dearborn Public Schools, Michigan. NCBE Program Information Guide Series No. 21. This report offers insights on the experiences and techniques used in the Dearborn Public Schools effort to integrate Title VII and Chapter 1 programs prior to their reauthorization. The school system is located near metropolitan Detroit, Michigan, and has over 14,500 students representing 24 languages, many from the Middle East, Romania, and Albania. The system includes 26 elementary schools, 5 middle schools, and 3 high schools; approximately 5,000 students were eligible for bilingual education services. Program goals stem from the philosophy that all children can attain language competency and academic success through the shared vision and focused efforts of teachers. Results of a preliminary needs assessment survey and later parent interest survey suggest the establishment of a strong partnership between home and school and a collaborative, systemic, and student-centered educational reform system. Restructuring must make schools more responsive to students through various forms of individualization and the elimination of stereotypical labels, such as slow or special need, and intensive staff development plans should focus on preparing teachers to work effectively with language minority as well as majority students. (Contains 23 references.)   [More]  Descriptors: Bilingual Education, Educational Change, Educational Objectives, Elementary Secondary Education

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