This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Yungho Kim, Steve Moreno, W. G. Shannon, John Markatos, Meng Vongkhamdeng, Rudolph C. Troike, Toronto. Ontario Dept. of Education, Irene Willis, Raj Balu, and Sacramento. Office of Bilingual Bicultural Education. California State Dept. of Education.
(1978). Spanish Reading Comprehension Test and English Reading Comprehension Test (Translated from the Spanish). Administration Manual (Grades 7-12 and Adult). An administrator's manual and two reading comprehension tests in Spanish and English for use in secondary grades and with adults are presented here. The Spanish reading comprehension test was developed, standardized, and normed in Mexico; the English reading comprehension test was translated from the Spanish test. The tests were designed to be used in the following ways: (1) to determine the level of Spanish achievement compared with Mexican norms; (2) as an evaluation instrument for bilingual education programs; (3) to measure progress of United States students who are studying Spanish; (4) to determine degrees of bilingualism by administering both English and Spanish versions at different times; (5) to measure and report Spanish reading comprehension skills of the students as well as information about English achievement; and (6) as a research tool. In addition to the above information, the manual covers the following topics: (1) the Mexican educational system; (2) suggestions for psychologists and educators; (3) test development; (4) interpretation of the scores; (5) general directions for administration as well as directions for administering both tests; (6) information on Spanish grade equivalents and percentile ranks; and (7) information about English norms, grade level equivalents and percentile ranks. Descriptors: Adult Education, Bilingual Education, English (Second Language), Language Tests
(1970). Curricular Implications of the Relationships Between Language and Thought. In bilingual education programs, instruction may be (1) "less-than-half," in which instruction is mostly in English except for such subjects as social studies and native language arts; (2) "half-and-half," in which instruction is half in the student's language, half in English; or (3) "more-than-half," which provides instruction entirely in the student's language, with the exception of one English period daily, for the first three to five years. The first curriculum is the least ambitious; the second, based on assumptions described by Skinner and by Macnamara concerning problems of interference and conceptual development, adopts the approach that the concepts developed in one language will more likely be transferred into the second language if the transfer is done as soon as possible–within the same day, if possible. This approach is considered "feasible and promising" because the problem of transfer, or changing language, is believed to be almost as simple as changing clothes. The author discusses "thinking" in a language and defines it as having a direct rule-organized system between thought and a particular language–in contradistinction to having two indirect and distinct rule-governed systems between thought and another language (e.g., one's native language) and another between the native language and the language of instruction. [More] Descriptors: Bilingual Education, Bilingual Schools, Cognitive Processes, Curriculum Design
(1979). Social Studies Units: An Idea Becomes Law [and] The State; Forms of Government and Political Systems. English-Laotian. Two secondary level social studies units concerning two aspects of American democracy, the legislative function of Congress and the basic forms of government and political systems, are translated into Lao and adapted for intermediate and secondary instructional levels. These units had originally been produced in Spanish and English for the federal bilingual education project. The text is divided into two sections. The first, entitled "An Idea Becomes a Law," includes information for the teacher; an introductory note to the students; information about how an idea is introduced in the legislature, bills and House committees, bills and Senate committees, and presidential action; a glossary; worksheets; and a test. The second section, entitled "The State; Forms of Government and Political Systems," contains information for the teacher; a note to the students; an introduction to the content; information about the origins of the state, forms of government, and political systems; a glossary; worksheets; and a test. The text is presented first in English and then repeated in Lao. Descriptors: Bilingual Instructional Materials, Government Role, Immigrants, Indochinese
(1984). Federal Programs and the Mission of the Predominantly Hispanic Community Colleges. Highlighting challenges facing leaders of Hispanic communities and colleges with predominantly Hispanic enrollments, this paper identifies some of the federal sources of assistance that should be explored to meet those challenges. First, information on Hispanic participation in the U.S. educational system is presented, focusing on low retention rates, limited educational opportunities, and specific educational needs. The issue of orienting Hispanic children to the traditions of U.S. government and society is raised prior to the identification of sources of funding for Hispanic education, including Title IV of the Higher Education Act, Bilingual Education and Minority Language Affairs programs, the National Science Foundation, and the Job Training Partnership Act. After listing issues that repeatedly arise in Congressional discussions of education, recent developments in federal offices and in Congress are highlighted. The paper concludes by calling attention to possible sources of political leverage and the need for more accessible and comprehensive information on the federal and state programs that may be useful to predominantly Hispanic community colleges and their constituencies. Descriptors: Bilingual Education, Community Colleges, Educational Legislation, Federal Legislation
(1992). Pronominal Differences in Languages of Sabah and Sarawak and the Effect on the Acquisition of Bahasa Malaysia. Bilingual education programs must be based on a sound understanding of the linguistic, social, psychological, and cultural factors affecting students. This paper is concerned with linguistic factors that affect the acquisition of Bahasa Malaysia (BM) pronouns by non-native speakers from Sabah and Sarawak. Properties in the personal pronoun systems of three Malaysian languages are compared in order to understand problems in the acquisition of BM by first-language speakers of Bongii from Sabah and Kelabit from Sarawak. Specifically, the problem of property mismatch in language differences in language acquisition is addressed through study of grammatical properties found in the three pronominal systems. These properties are categorized as case, person, noun, status, or definiteness. Singular/plural properties are found in BM, singular/plural/dual are found in Bongii, and singular/plural/dual/trial in Kelabit. It is suggested that acquisition of the property status is a formidable task for Bongii and Kalabit speakers to aspire to use BM pronouns appropriately. Contains 35 references. [More] Descriptors: Bilingual Education, Contrastive Linguistics, Descriptive Linguistics, Foreign Countries
(1992). LEA Title VII Program Evaluations. Panel Presentations. These panel presentations focus on LEA Title VII Program Evaluations. Raj Balu, an administrator of bilingual programs in Chicago presents information regarding the bilingual education program in the Chicago public schools, as well as information on Title VII programs and what kind of evaluation is being done. Jesus Salazar, who is currently evaluating the Eastman Project for the Los Angeles Unified School District (LAUSD) provides background information on the LAUSD, describes the Eastman project as an example of an effective academic excellence program, and offers recommendations for Title VII evaluations. Tomi D. Berney of the New York City Public Schools gives a detailed description of the process of evaluation and suggests that in order to maximize program effectiveness, it is of utmost importance to prioritize evaluation. In doing so, it is essential to continually assess both the process and the product of evaluation and to modify them as necessary. A discussion of the panel presentations by Robert Martinez of the University of New Mexico is appended. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, Limited English Speaking, Program Descriptions
(1985). Hispanic-Americans and Business in the United States: Linking Up for a Stronger Future. Report of the Aspen Institute Conference "Hispanic-Americans and the Business Community" (Santa Barbara, CA, August 7-10, 1985). In this report from the final session of a conference on Hispanic Americans and the business community, some general conclusions are presented. Participants, it is said, believed that the advancement of Hispanic-Americans in business depends on growing ties of mutual benefit between Hispanics and the general community. Despite the great attention paid to bilingual education, the most important educational concern of Hispanics is their high drop-out rate. Parents and businesses must work together to create educational environments that promote learning and keep students in school. Businesses, in particular, are encouraged to spend more time and capital on lobbying for public investment in education. Regarding the issue of immigration policy, the participants noted that, although Hispanic immigrants work at pay levels that no one else would accept, they often support marginal businesses that would otherwise fail. The immigration authorities must work to control illegal immigration. Stronger joint leadership from the United States and Mexican business communities is needed to help Mexico manage its debt and stimulate investment that would create more jobs. Finally, the participants urged Hispanic business leaders to participate more actively in voluntary community activities, and the mainstream business community is urged to recognize and address the importance of linking up with the Hispanic community as employees and consumers. Descriptors: Bilingual Education, Business, Business Responsibility, Educational Improvement
(1982). A Handbook for Teaching Vietnamese-Speaking Students. This handbook describes the background, characteristics, and education and language needs of Vietnamese-speaking students in the United States. The handbook was designed to increase understanding of the Vietnamese language and culture among bilingual education specialists and other school personnel, especially in the California public schools. Section 1 describes patterns of Vietnamese immigration and settlement in the United States, particularly in California; the nature and quality of the immigrants' education in Vietnam; and their attitudes toward education in Vietnam. Section 2 discusses literacy programs in Vietnam, Vietnamese attitudes toward literacy, and patterns of English and Vietnamese usage among the Vietnamese in California. Section 3 analyzes the linguistic characteristics of and cultural influences on the Vietnamese language, and their implications for English instruction for Vietnamese in California. Section 4 discusses instructional and curricular strategies for Vietnamese students with limited English-speaking ability. Appendices include lists of references, educational and community resources, enrollment data on Vietnamese-speaking students in California school districts, and a Vietnamese linguistic table. [More] Descriptors: Bilingual Education, Cultural Background, Curriculum Development, Educational Background
(1967). Revision Provisoire/Guide Pedagogique a l'intention des Ecoles Bilingues (Provisional Revision/Teaching Guide to the Purpose of Bilingual Schools). GRADES OR AGES: K-6. SUBJECT MATTER: Bilingual education; French-English. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in French. It is divided into four straight-text chapters and an appendix and is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives are discussed in the introduction; no specific activities are mentioned. The first three chapters give general guidelines on classroom arrangement, lesson plans, and homework. Guidelines are specifically related to theories of education. INSTRUCTIONAL MATERIALS: The chapter on classroom arrangement mentions some manipulative materials. STUDENT ASSESSMENT: The fourth chapter presents guidelines for evaluating students and reporting the elevation, both in school records and to parents. The guidelines are specifically related to theories of education. In addition, the appendix contains a sample form to be used in reporting the academic ability and experiences of a student who is transferring to another school. OPTIONS: Guidelines presented are optional. They are intended to help teachers relate specific procedures to current educational theory. [More] Descriptors: Bilingual Education, Curriculum Guides, Elementary Education, English
(1982). Data Collection and Language Assessment Policy. This paper deals with the history and practices of the language assessment policy being used by the state of Illinois' transitional bilingual education programs serving over 42,000 students. The first section of the paper treats the history of bilingual program evaluation efforts. It divides the discussion into three periods, prior to 1976, from 1976 to 1979, and current activities and special projects. Part two deals with Illinois' uniform data collection procedures, which provide the framework for the longitudinal studies that began with the first annual "Program Summary and Evaluation Report" in 1980. The components of these procedures are the public school bilingual census, program application, student cumulative record, and the annual student report. The final section of the paper outlines the information that was obtained as a result of the data collection and language assessment policy. These findings derived from questions related to issues such as transition and exit rates, program participation information and student identification information, and analysis of achievement as a measure of program exit. A discussion of several language proficiency testing instruments completes the paper. Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Bilingual Students
(1991). A Guide to the Basic Skills Program Improvement Process. The Basic Skills Program Improvement Process (BSPIP) is a peer review opportunity offered to New Jersey School districts by the Division of Compensatory/Bilingual Education of the New Jersey State Department of Education. BSPIP is a project designed to encourage school personnel to examine the quality of their compensatory basic skills programs with regard to research factors known to be strongly related to school effectiveness. Training in how to conduct the review process, with emphasis on how to gather and analyze data, can be provided by the state education department; however, even without this assistance, participating staff should be able, using this manual, to conduct assessments of programs in their own and/or similar schools. The guide is divided into five sections. The first section orients the user to BSPIP. The next four sections describe the procedures and responsibilities associated with each of the following phases of the process: (1) initiation; (2) preparation for the external study team visit; (3) the external study team visit; and (4) follow-up. Appendixes include a sample visit schedule, summaries of the research used to focus the review, and descriptions of teacher and student behaviors for use in analyzing classroom observations. Twenty figures are included. Descriptors: Basic Skills, Compensatory Education, Data Analysis, Elementary Secondary Education
(1992). Comparing Superintendents', Title VII Directors', and School Principals' Perceptions of Capacity Building Success. The Title VII Bilingual Education Act was enacted in 1968 and reauthorized in 1988 to counteract the low academic achievement of limited-English-proficient students (LEPs). Through a competitive grant program, funds are provided to local education agencies (LEAs) to establish programs to serve LEP students. Based on findings of a national study that examined the impact of Title VII grants on LEA capacity building, i.e., the institutionalization of effective strategies for serving LEP populations, this paper describes respondents' perceptions of the capacity-building effectiveness of their districts. Four self-administered questionnaires were mailed to 201 superintendents, 204 project directors, and 322 principals from 550 school districts with project grants for the 1987-88 academic year. A total of 205 usable responses were obtained. Approximately one-half of the three groups combined reported that their districts' capacity-building efforts had been very effective. However, the majority of principals rated their districts as "somewhat effective." Each group shared similar and accurate perceptions of program accomplishments, which included identifying and assessing LEP students, recruiting and training bilingual staff, developing bilingual materials, integrating students with regular instructional programs, and securing mainstream support. Two tables are included. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, Federal Legislation
(1981). Assessing Successful Strategies in Bilingual Vocational Training Programs. Based on the findings of a study investigating the factors and practices that have contributed to the successful outcomes of nine existing bilingual vocational training (BVT) programs, this guide is designed to provide practical ideas and information to program administrators and others interested in initiating and improving vocational training programs for persons with limited English speaking ability. Following a discussion of the study on which the guide is based, brief descriptions are provided of the BVT programs studied. Explained next are various successful program strategies utilized in the following BVT program areas: program administration, staff development, staff recruitment, trainee recruitment, trainee selection, program orientation, bilingual vocational skills instruction, advisory committees, curriculum development, counseling, cross-cultural training, linkage activities, on-the-job practice, job development and placement, program records, and institutionalization. Various criteria for success in bilingual education are discussed. Covered next are such aspects of planning BVT programs as needs assessment, linkage activities, administrative structure, program design, scheduling, staff development, coordination, and evaluation. Included in appendixes to the guide are checklists of criteria for successful strategies in BVT programs and passages from pertinent federal legislation. [More] Descriptors: Administrator Guides, Bilingual Education Programs, Check Lists, Definitions
(1979). Social Studies Units: An Idea Becomes Law [and] The State; Forms of Government and Political Systems. English-Vietnamese. Two secondary level social studies units concerning two aspects of American democracy, the legislative function of Congress and the basic forms of government and political systems, are translated into Vietnamese and adapted for intermediate and secondary instructional levels. They had originally been produced in Spanish and English for the federal bilingual education project. The text is divided into two sections. The first, entitled "An Idea Becomes a Law," includes information for the teacher; an introductory note to the students; information on how an idea is introduced in the legislature, bills and House committees, bills and Senate committees, and presidential action; a glossary; worksheets; and a test. The second section, entitled "The State; Forms of Government and Political Systems," contains information for the teacher; a note to the students; an introduction to the content; information about the origins of the state, forms of government, and political systems; a glossary; worksheets; and a test. The text is presented first in English and then repeated in Vietnamese. Descriptors: Bilingual Instructional Materials, Government Role, Immigrants, Indochinese
(1978). Spanish Reading Comprehension Test and English Reading Comprehension Test (Translated from the Spanish). Administration Manual (Grades 1-6). An administrator's manual and two reading comprehension tests in Spanish and English for use in elementary grades are presented here. The Spanish reading comprehension test was developed, standardized, and normed in Mexico; the English reading comprehension test was translated from the Spanish test. The tests were designed to be used in the following ways: (1) to determine the level of Spanish achievement compared with Mexican norms; (2) as an evaluation instrument for bilingual education programs; (3) to measure progress of United States students who are studying Spanish; (4) to determine degrees of bilingualism by administering both English and Spanish versions at different times; (5) to measure and report Spanish reading comprehension skills of the students as well as information about English achievement; and (6) as a research tool. In addition to the above information, the manual covers the following topics: (1) the Mexican educational system; (2) suggestions for psychologists and educators; (3) test development; (4) interpretation of the scores; (5) general directions for administration as well as directions for administering both tests; (6) information on Spanish grade equivalents and percentile ranks; and (7) information about English norms, grade level equivalents and percentile ranks. Descriptors: Bilingual Education, Elementary Education, English (Second Language), Language Tests