This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Arlington National Clearinghouse for Bilingual Education, Barbara J. Burnaby, Robert J. Anthony, Washington National Clearinghouse for Bilingual Education, Diane Herrera, Cora Brent-Palmer, Rosslyn InterAmerica Research Associates, Jim Cummins, Gail L. Thompson, and Sacramento. Bilingual Education Office. California State Dept. of Education.
(1980). Directory of Asian and Pacific American Bilingual Programs in the United States. Included in this booklet are Federal, State, and locally funded Asian and Pacific bilingual programs. The directory is divided into five sections, which are sub-divided by State and city. The first section lists Basic Education Programs. Citations include the name, address and telephone number of each district, schools within the program, language(s) and grade level(s), contact person, funding source, and program model(s). Section Two lists Elementary and Secondary Education Act (ESEA) Title VII Network Centers. Three categories are included: Dissemination and Assessment Centers publishing Asian and Pacific bilingual materials, Bilingual Education Service Centers serving Asian and Pacific languages within their regions, and Materials Development Centers producing Asian and Pacific curricula. Section Three cites ESEA Title VII Fellowship Programs. For each institution of higher education engaging in graduate level bilingual programs emphasizing Asian and Pacific languages, the institution name, address, telephone number, director, languages, degrees awarded, and number of fellowships are listed. Section Four lists ESEA Title VII Training Grants. Each grant is listed with institution name, address, telephone number, contact person, languages served, and activities. Section Five lists National Origin Desegregation Assistance Centers (NODACs) funded under Title IV of the Civil Rights Act. NODACs are listed by service regions and States where assistance is provided. Descriptors: Asian Americans, Bilingual Education, College Programs, Elementary Secondary Education
(1973). Puerto Ricans in the United States: A Review of the Literature. This document was developed by the New York Component of the Multilingual Assessment Program and disseminated by a federally funded project under Title VII of the Elementary and Secondary Act of 1965, as amended. Intended for educators, this document is an extensively annotated resource book, providing up-to-date information on current advances of bilingual education as well as information on the historical, economic, sociological, and anthropological aspects of the Puerto Ricans, Mexican Americans, Blacks, Cubans, American Indians, Jews and other minority groups. Emphasis is on testing, cognitive style, and teacher training. The original purpose of this project was to review all the available literature on the educational experience of Puerto Rican children on the mainland, with an emphasis on educational testing, cognitive style, and teacher training. Subsequently it was decided to expand the scope of the study to include materials which have historical, economic, sociological, and anthropological relevance to the Puerto Rican experience as a whole. Among the sources used in preparation of this bibliography are Research in Education, Current Index to Journals in Education, Education Index, Exceptional Child Abstracts, Psychological Abstracts, and Dissertation Abstracts International. Entries are complete through December 1972. [More] Descriptors: American History, Biculturalism, Bilingual Education, Bilingual Students
(1986). A Handbook on California Education for Language Minority Parents–Cambodian/English Edition. This bilingual handbook, presented in both Cambodian 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, Cambodians
(1984). Review of the State-of-the-Art of Educational Technologies Implemented in Programs Serving LEP Students Funded by the Department of Education. Final Report. A study examines the effectiveness of two major types of instructional technology used in a majority of federally supported bilingual education programs, computer assisted instruction, and video instruction. The videotape technologies examined were bidirectional or interactive television and videotape. The variations of computer technology examined were determined by the configuration of the computing equipment. The study found that technology can have a significant positive effect on limited-English-proficient (LEP) students. In the case of video, the effect was concentrated in two areas: bidirectional television was found to make scarce resources available to geographically dispersed students, and videotape brought the outside world into the classroom while giving the teacher a versatile tool. Computers were found to have the potential for permitting students to learn at their own speed in a highly motivating and non-threatening environment. It is suggested that to maximize the computer's potential, administrators and teachers need training structured for computer application to educational problems. The major impediment to the use of video technology in schools was found to be cost; impediments to the use of computer technology were the lack of instructionally and technologically sound software and lack of training in computer use and planning. [More] Descriptors: Bilingual Education, Classroom Techniques, Computer Assisted Instruction, Educational Assessment
(1986). A Handbook on California Education for Language Minority Parents–Armenian/English Edition. This bilingual handbook, presented both in Armenian 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, Armenian, Bilingual Education Programs, Educational Facilities
(1979). A Sociolinguistic Assessment of the Notion 'Im/migrant Semilingualism' from a Social Conflict Perspective. Working Papers on Bilingualism, No. 17. This study challenges the Toukamaa and Skutnabb-Kangas theory of semilingualism and suggests that an integrated set of sociological and sociolinguistic factors can predict the performance of minority bilinguals in school. Semilingualism is described as a low level of competence in the minority language, a linguistic handicap that prevents the individual from acquiring the linguistic skills appropriate to his original language capacity in any language. Within the framework of a social conflict theory of power, sanctions, and conflict, where there are subordinate and dominant language groups, numerous examples are presented of social class and language-related differences that suggest that existing bilingual education programs neither provide for nor test for ethnolinguistic differences. Because subordinate immigrant language groups develop contact-dialects and non-standard varieties of both the native and the dominant language, instruction in the schools could be built around the vernacular and allow for gradual transition to standard versions of either the native or the dominant language. Conventional researchers from dominant language groups need to take into account sociological and sociolinguistic factors that contribute to subordinate language groups' use of the dominant language. Information is needed for: (1) support for the subordinate languages in education; (2) degree of language shift in the subordinate language community; (3) the contrast between the home language code/performance style and that of the school; and (4) ways that teaching and testing can be changed to accommodate subordinate language-group children. Descriptors: Bilingual Education, Code Switching (Language), Cognitive Development, Cognitive Tests
(1979). Orthography Choice for Cree Language in Education. Working Papers on Bilingualism, No. 17. This study examined the psycholinguistic implications of using either of two different types of orthography–syllabic and roman–in Native language programs for Cree children with regard to readability, learnability, and the transfer of reading skills to and from reading in an official language (English or French). This study can also be applied to Ojibwa and Montagnais languages, which share structural features and orthographic problems with Cree. Elementary school children in Ontario of Cree background were studied both through limited research conducted on a psychological level and more broadly through reading instruction classes in bilingual education programs. While the orthographies of the official languages represent a more abstract level, both types of Cree orthographies tend to represent the phonemic level and generally operate similarly. Results show the following differences: (1) it may be easier for very young children to manipulate syllables rather than phonemes; (2) words written in syllabics may be shorter and less complex than those written in the roman script; (3) certain grapheme reversals may cause more problems for learners of syllabics than of the roman system; and (4) if students are going from one orthography to a different type (syllabics to official language and vice versa), they will have to learn new materials and concepts. However, if the transfer is made from a Native roman orthography to an official language or vice versa, the risk of confusion of the two systems is much greater. Implications for further research are discussed. [More] Descriptors: Alphabets, American Indian Languages, Beginning Reading, Bilingual Education
(1973). Puerto Ricans in the United States: A Review of the Literature. This bibliography of 2,155 items is a resource book intended for educators. It provides up-to-date information on current advances in bilingual education as well as information on the historical, economic, sociological and anthropological aspects of Puerto Ricans, Mexican Americans and other minority groups. Emphasis is on testing, cognitive style and teacher training. Many of the entries are annotated. Part 1 is a listing of other bibliographies. The entries in part 2 are concerned with the Puerto Rican child in the American educational system. This section deals with the child's socioeconomic and sociocultural characteristics, intelligence and cognitive development; measurement of the child's self-concept, socialization, language competence and scholastic achievement; special educational programs for Puerto Ricans and other non-English speakers; educational materials for teachers; and teacher training and attitudes. The entries in part 3 deal with the Puerto Rican experience on the mainland. The topics covered here include demographic studies and migration patterns, the psychological adjustment of migrants, sociological and anthropological studies of communities, and the group's experience as it is portrayed in Anglo and Puerto Rican literature. Part 4 is a bibliography of unpublished materials. [More] Descriptors: Anthropology, Bibliographies, Biculturalism, Bilingual Education
(1986). A Handbook on California Education for Language Minority Parents–Laotian/English Edition. This bilingual handbook, presented in both Laotian 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 California schools to language minority parents so they might 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
(1995). Forming New Partnerships for Educating All Students to High Standards. An Idea Book. 1994 Federal Educational Legislation. Federal legislation to improve education passed in 1994 is reviewed and two major bills are discussed in greater detail. Emphasis is on the legislation's provisions for improvement of educational standards and access to improved education for all students, especially the disadvantaged. An introductory section highlights the provisions of three pieces of legislation: Goals 2000: Educate American Act; the School-to-Work Opportunities Act; and the Improving America's Schools Act (IASA), especially five of its 14 titles that affect the education of linguistically and culturally diverse students. These elements of Goals 2000 are explained: the call for systemic school reform; federal funds to support reform; the objective of high standards for all students; excellence principles; and new ways of assessing student achievement. Discussion of IASA focuses on the provisions of Title I (helping disadvantaged children meet high standards), Title II (professional development), Title VII (bilingual education, language enhancement, and language acquisition programs), and Title XIII (technical support and assistance to improve education). Contains 10 references. [More] Descriptors: Academic Standards, Bilingual Education, Change Strategies, Disadvantaged
(1979). Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19. The existence of a global language proficiency factor is discussed. This factor, cognitive/academic language proficiency (CALP), is directly related to IQ and to other aspects of academic achievement. It accounts for the bulk of reliable variance in a wide variety of language learning measures. Three propositions concerning CALP are reviewed. (1) CALP can be empirically distinguished from interpersonal communicative skills such as accent and fluency in first language (L1) and second language (L2). (2) CALP proficiencies in both L1 and L2 are manifestations of the same underlying dimension. (3) Because the same dimension underlies CALP in both L1 and L2, older learners, whose proficiency is better developed, will acquire L2 CALP more rapidly than younger learners. The relevance of this analysis for the concepts of semilingualism, code-switching, and bilingual education is outlined. Semilingualism is a manifestation of low CALP in both languages. CALP will be less active and effective when the L1 and the L2 are very dissimilar. In the presence of negative affective variables such as low motivation, CALP will not be applied to learning L2. If motivational involvement and adequate exposure to an L1 or L2 exist, CALP will be promoted in both languages regardless of which is the language of instruction. [More] Descriptors: Academic Achievement, Age, Bilingual Education, Bilingualism
(1986). Manual sobre la Educacion en California para Padres de Idiomas Minoritarios = A Handbook on California Education for Language Minority Parents–Spanish/English Edition. This bilingual handbook, presented in both Spanish and English, is designed to assist parents of language minority students who are residing 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, Bilingual Education Programs, Educational Facilities, Elementary Secondary Education
(1984). High School Graduation Requirements for Limited English Proficient Students. Revised. The document begins by outlining and discussing the issues of English proficiency for graduation and the amount of time needed for appropriate instruction to meet that proficiency level. The history of bilingual instruction in the state and the student population affected by the requirements are described. The requirements for students entering the system before grade 9 and between grades 9 and 12 are outlined, with their rationales. The effective dates for phasing in the new policy, and student requirements under the interim policy, are discussed. Implementation issues such as student and parental notification, required implementation activities, and program expansion at the elementary level, and implications for the certification of bilingual teachers are also examined. In a concluding statement it is emphasized that bilingual education programs must be transitional; that no bilingual programs are to be conducted solely in the native language; and that beginning in 1985 districts will have to present clear evidence to explain why students have not exited from the bilingual program after three years. A glossary of commonly used terms and abbreviations and a question-and-answer section are appended. Descriptors: Bilingual Education, Certification, Educational Policy, English (Second Language)
(1995). My First Journey. A Haitian Immigration Story. A Learner-Centered Model Guide for Teachers. This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own countries and migrated to the United States. Each guide contains two versions of the same story, a shorter version with illustrations and a longer version with few or no illustrations. This guide is based on the story of a young girl who leaves her village in Haiti to come to the United States in 1951. The child leaves her mother, brother, and sisters, who have gone into hiding from political oppression, to come to the United States with an aunt and cousin. They encounter many hardships, and the children are separated from the adult. They eventually are taken in by foster parents, who help them re-establish contact with their family in Haiti. The model begins with reading the story aloud. From the story learners will connect many of the experiences to the different disciplines, including language arts, mathematics, and social studies. The guide contains many suggested activities using cooperative learning, hands-on experiences, and various types of group and individual work. The first appendix discusses authentic assessment, including portfolio assessment, and the second explores parent involvement. A third appendix suggests activities arranged by subject area. [More] Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Elementary Secondary Education
(2000). The Real Deal on Bilingual Education: Former Language-Minority Students Discuss Effective and Ineffective Instructional Practices, Educational Horizons. Narratives from 10th graders whose first language is Spanish identified strategies that aided their English proficiency: literature-based activities, oral practice, individual help from tutors and aides, peer interaction, and games. What they found ineffective or harmful were having to read aloud in class and being interrupted or corrected when reading or speaking. Descriptors: Bilingual Education, Educational Practices, Elementary Secondary Education, English (Second Language)