This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Floyd Boschee, Rita van Loenen, Judy Kennedy, Kerri Lynne Thomsen, Perry Kay Haley, Ricardo L. Garcia, Marianne Lee, Joan E. Friedenberg, Susan L. Reichman, and Norwood Andrews.
(1997). Language, Culture, and Power. Bilingual Families and the Struggle for Quality Education. SUNY Series, the Social Context of Education. This book presents a case study of a Puerto Rican community in an industrial city, exposing conflicts surrounding the education of language and ethnic minority children and the resistance of many "Anglos" toward parents and community as sources of knowledge. Over 9 years, data were collected from bilingual families living in Steel Town, Pennsylvania, regarding their educational experiences. In 1993, the local school board decided to eliminate its 20-year-old bilingual education program. Local bilingual families organized to speak out on the issue. The political struggle that ensued led to asymmetrical power relations. The voices of the bilingual community were disregarded by decision makers. Seven chapters include: (1) "Overview;" (2) "The Community: 'Swallowing Hard';" (3)"Success Stories: 'Our Language is at the Heart of Our Culture'; "(4) "Early Schooling: 'En Esta Escuela No Se Habla Espanol';" (5) "Agueybana Families: 'Sit Down and Shut Up';" (6) "Media Accounts: The 'Blue E';" and (7) "Restoring the American Dream: A Light Shines in Steel Town." Four appendixes offer bilingual program recommendations submitted by the Bilingual Committee; the superintendent's response to the Bilingual Committee; report from the English Acquisition Committee; and sample interview questions. (Contains approximately 160 references.) Descriptors: Bilingual Education Programs, Bilingual Students, Community Involvement, Elementary Secondary Education
(1970). Institute in Portuguese (EPDA), June 23, 1969 to August 8, 1969. Report. Vanderbilt University's 1969 EPDA Summer In-Service Institute for Training in Portuguese was a flexible, dual program in the fields of foreign language (specifically Portuguese) and English as a second language. Objectives were to provide: (1) adequately trained personnel to maintain and develop existing conventional secondary school Portuguese language programs; (2) trained personnel to implement new such programs in previously identified nuclei of interest; (3) personnel trained in the Portuguese language, Portuguese cultural and civilizational background, and relevant methodologies to staff ESOL programs for monolingual Portuguese-speaking immigrant students. In this last context, it was conceived as a pilot program leading toward the establishment of true bilingual education in the areas in question (principally southeastern Massachusetts, northeastern Rhode Island, and parts of California) through the training of a nucleus of staff. (This report consists of the Director's Report and various appendixes, including staff evaluations of the program and specific courses, participants' evaluation of the program, and communications to participants. The staff evaluation of participants is not included in this document.) [Not available in hardcopy due to marginal legibility of original document.] [More] Descriptors: Audiolingual Methods, Bilingual Education, Cultural Context, English (Second Language)
(1988). Improving Title VII Evaluations through Technical Assistance: Are There Approaches Which Can Enhance the System?. The functions of the Evaluation Assistance Center-East (EAC-E), funded under Title VII of the Elementary Secondary Education Act are described. The EAC-E focuses on providing technical assistance (TA) to state and local educational agencies related to the evaluation of bilingual education programs. How TA is provided with regard to improving evaluation practices, service techniques that work, limitations to the provision of TA, and ways in which TA systems might become more effective are discussed. Premises under which the EAC-E operates include: (1) that services should be proactive as well as reactive; (2) that services should be closely coordinated with each state agency and other service providers in the region; (3) that TA must be feasible rather than merely theoretical; and (4) that a variety of techniques for providing TA are appropriate. These techniques include: (1) conference presentations; (2) workshop training sessions; (3) on-site visits to clients; (4) telephone and written communications; and (5) development and use of print materials. The overall quality of services provided to the limited-English proficient student can be improved by evaluation TA. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, Federal Aid, Federal Programs
(1976). Proceedings of the National Exploratory Conference on Chicano Sociolinguistics (Las Cruces, New Mexico, November 6-8, 1974). Purpose of the conference was to develop a set of priorities for sociolinguistic research on the Chicano community over the next 3 to 5 years. The conference was designed to develop guidelines for such research. Workshops dealt with specific areas of sociolinguistic theory, applied sociolinguistics, and sociolinguistic research policy guidelines. Topics covered were: (1) language varieties and attitudes toward language, (2) sociolinguistics and bilingual education, (3) Spanish language instruction for Chicanos, (4) language creativity in the Chicano community, (5) language policies and the Chicano community, (6) publication and dissemination of Chicano language materials, and (7) guidelines for sociolinguistic research. After the workshops, a plenary session was held to present workshop summaries and resolutions to the group as a whole. Prepared from transcriptions of recorded sessions and from notes taken at the workshop sessions, this report includes a summary of the workshop discussion and recommendations, a brief analysis of the workshop proceedings, a presentation of the final plenary session, and a list of participants. The proceedings appear in both English and Spanish in order to reproduce the actual linguistic setting of the workshops. Where the workshop was conducted primarily in Spanish, a short summary in English is provided. [More] Descriptors: Attitudes, Bilingual Education, Community Influence, Conference Reports
(1990). Adha Gara Tidi: Cultural Sensitivity in Western Torres Strait. Work Papers of SIL-AAIB, Series B Volume 14. This series of articles, focusing on the Western Torres Strait Islander people, presents the following: "A Brief Introduction to Torres Strait Culture" (Rod Kennedy); "Some Guidelines for Relating to Torres Strait Islanders" (Rod Kennedy); "One Mouth Two Hands" (Rod Kennedy); "My Trading Friend in the Village of Mari" (Charlie Gibuma); "Islanders: A Different Work Ethic" (Rod Kennedy); "Working Together, Helping Each Other" (Jerry Anau); "Meetings and Discussions: Contrasting Styles" (Rod Kennedy); "Excerpts from an Interview with Canon Dai on Consensus and a Common Project" (Rod Kennedy); "Grass Roots Bilingual Education: A Note of Caution" (Rod Kennedy); "Sitting on the Mat of an Evening–Helping Our Children" (John Peter); "Wife-Lending: Conflicting Values" ((Rod Kennedy);"Adoption and Marriage in the Western Strait" (Rod Kennedy and Judy Kennedy); "Feasts: Celebration or Obligation?" (Judy Kennedy); and "The Intermediary and Social Distance in the Western Torres Strait" (Rod Kennedy). Recommended readings on Torres Strait culture and an order list of available work papers are appended. Papers by Gibuma, Anau, and Peter are presented in both vernacular text and English translation. [More] Descriptors: Bilingual Education, Communication Research, Cultural Traits, Foreign Countries
(1997). Special and Compensatory Programs: The Administrator's Role. This textbook provides a comprehensive look at the vast knowledge base supporting special and compensatory education. Each chapter begins with a context and concludes with a section on the school administrator's role in promoting and leading others in each of the special and compensatory programs. Chapters include: (1) "Special Education," which discusses the legal basis of services for children with disabilities, funding, disability classifications, programs and services, meetings and hearings, and inclusion; (2) "Gifted and Talented," which includes information on the definition of a gifted child, the legal basis and funding of gifted programs, existing programs, program implementation, and program assessment; (3) "Title I: Helping Disadvantaged Children Meet High Standards," which describes the Chapter 1 program; (4) "Reading Programs," which reviews research on reading and specific reading programs; (5) "Bilingual Education," which describes instructional approaches, bicultural programs, and parent involvement and support; (6) "Vocational, Tech-Prep, and Career Education Programs," which discusses the legal basis and funding of each program and necessary resources and support; (7) "Multicultural Education," which provides sample state mandates for multicultural education and discusses curricular basics for multicultural education; and (8) "Student At-Risk Programs," which provides an overview of characteristics of students at-risk and programs for dealing with these students. (Contains biographies and index.) Descriptors: Administrator Role, Bilingual Education, Compensatory Education, Disabilities
(1994). Consultation and Collaboration: English as a Second Language and Regular Classroom Teachers Working Together. Collaboration between bilingual education and regular classroom teachers, drawing on research and experience in special education. Several models for consultation used in special education are outlined: process consultation, used to help the teacher clarify student needs and develop solutions through a prescribed set of activities; the doctor-patient model, which is largely prescriptive; and the "purchase" model, in which service to the children are bought. Factors in the consulting relationship are discussed, including resistance, listening and communication skills, shared responsibility, content knowledge needs, and pre-referral intervention. These principles of consultation are then applied to bilingual and English-as-a-Second-Language (ESL) education as provided in pullout programs, focusing on the benefits of consultation and the special considerations inherent in bilingual and ESL instruction. One such program in an elementary school is described, and its characteristics illustrated in one interdisciplinary instructional unit. It is concluded that consultation programs offer benefits to both students and teachers, particularly when language and content area instruction are integrated. [More] Descriptors: Bilingual Education, Bilingual Teachers, Case Studies, Consultants
(1990). Justice and School Systems: The Role of the Courts in Education Litigation. The effectiveness and deficiencies of judicial intervention in solving the problems of discrimination in the nation's schools are examined in this book. Case studies, surveys, and interviews with lawyers and judges involved in the leading cases are presented in nine chapters by nine contributors, each of whom is a recognized authority in educational or constitutional law, the judiciary, or other pertinent field. Unresolved critical issues of educational litigation of the last decade–racial desegregation, inclusion of bilingual education, education of the disabled, and sex discrimination–are addressed. Court solutions, outcomes, and factors involved are also analyzed. Part 1 consists of an overview of judicial activism in education litigation by Howard I. Kolodner, and part 2 consists of two chapters by Michael A. Rebell examining educational opportunities for children with handicaps. Focus is on special education reforms in New York City and Boston, respectively. Equal educational opportunities for women are discussed in part 3 in a chapter by Rosemary Salomone focusing on the Adams and WEAL litigation. Part 4 examines access and educational opportunities for racial and linguistic minority students, presenting cases from Denver, Chicago, and St. Louis in chapters contributed by James J. Fishman and Lawrence Strauss; D. Bruce La Pierre; and Allen F. Schoenberger. The role of the court is assessed in the fifth part in two chapters, one concerning the views held by judges, by Barbara Flicker, and the other on the views of litigators by Paul L. Trachtenberg. References accompany each chapter. Descriptors: Bilingual Education, Civil Rights, Constitutional Law, Court Litigation
(1994). Experiencing Diversity: Toward Educational Equity. The Second Annual Yearbook of the Bank Street College of Education: Thought and Practice. Equity issues in education and the conditions out of which they emerge frame the chapters of this yearbook. These chapters analyze the arenas in which our society must seek greater equity, but they do not offer a blueprint, or any singular theory or body of knowledge. The chapters are: (1) "Community Education and Education for Community" (Colin Greer); (2) "A Different Perspective on Educational Inequality" (Stanley Aronowitz); (3) "Talking Back: The Portrait of a Student Documentary on School Inequity" (Steven Goodman); (4) "Beyond Difference: Toward Inclusion and Equity" (John Wolfe); (5) "Bilingual Education: A Double-Edged Sword in the Struggle for Equity" (Olga Romero); (6) "'I Will Have a Child in My Class with Two Moms, Two Lesbians. What Do You Know about This?'" (Elaine Wickens with Steven Schultz); (7) "Striving for Equity in Mathematics Education" (Barbara Dubitsky with Phyllis Eilenfeldt, Linda Metnetsky, and Michelle Morales); (8) "Breaking Labels and Breaking Promises: The Liberty Partnership at Bank Street College, 1893-1993" (David Penberg); (9) "Talking about Equity and Excellence" (Herbert Kohl); (10) "Shifting the Paradigm: You Must Have a Dream To Build a School" (Herb Rosenfeld); and (11) "'Did You Notice that They Didn't Eat?' Power and Culture in Ethnographic Evaluation Research" (Nancy Barnes). Chapters contain references. Descriptors: Access to Education, Bilingual Education, Community Programs, Cultural Awareness
(1991). Annual Evaluation Report, Fiscal Year 1990. This report covers the purpose, funding, services, administration, and effectiveness of 132 programs administered by the United States Department of Education during fiscal year 1990. This is the 20th annual report to the Congress on federally funded education programs and the 11th such report submitted by the Department of Education. It also briefly describes planned studies. Relevant chapters contain a new subsection, "National Goals Addressed," that describes how the programs help to implement the six national goals for education adopted by the President and Governors in September 1989. The report summarizes evaluation findings about what helps program participants to increase their achievement or improve their performance. It also describes management initiatives and reforms and changes in priorities under the Department's accountability initiative. Chapters describe programs that are administered by the Office of Elementary and Secondary Education, Office of Bilingual Education and Minority Languages Affairs, Office of Special Education and Rehabilitative Services, Office of Vocational and Adult Education, Office of Postsecondary Education, and the Office of Educational Research and Improvement. Numerous tables and references are included throughout the document. A list of evaluation contracts active in the Office of Planning, Budget and Evaluation (OPBE) during fiscal year 1990 is appended. [More] Descriptors: Adult Education, Bilingual Education Programs, Educational Finance, Elementary Secondary Education
(1997). READ Perspectives 1997, Read Perspectives. This document comprises the two 1997 issues of the journal. Articles include the following: "The Importance of Learning English: A National Survey of Hispanic Parents" (Michael La Velle); "The Languages of Immigrants" (Charles L. Glenn); "Follow-Up Study on the Bethlehem, PA School District's English Acquisition Program" (Ann Goldberg); "The Cost of Bilingual Education: Updating a National Study" (Terry Graham); "LEP Students in Secondary Schools: A Critique of the U.S. Department of Education Study" (Kevin Clark); "Irreconcilable Differences: Two Approaches to Educating LEP Students" (Barbara Mujica); "How Immigrants Fare in U.S. Education" (Georges Vernez and Allan Abrahamse with Denise Quigley); and "What Does the National Research Council Study Tell Us about Educating Language Minority Children?" (Charles L. Glenn). Extensive references, appendices with data, and survey instruments are included with some articles. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1995). The Vocational and Language Development of Limited English Proficient Adults. Information Series No. 363. This critical review of the literature examines the characteristics and needs of limited English proficient (LEP) adults and the programs and services typically available to them. The complexities of the LEP population are explored first, including differences in education, English proficiency, labor market experience, and economic status. Availability of programs and services for LEP adults in both the public and private sectors is described. Private sector initiatives in business and industry and community-based organizations are discussed. The vocational instructional delivery system for LEP persons includes several approaches: bilingual education, "sheltered" content instruction, and multilingual/multicultural methods. To increase awareness of the issues involved, the paper discusses how people acquire a second language and what methods are most beneficial in aiding second language development. The monograph concludes by decrying the lack of reliable information about the LEP population and the bias against instruction in the native language. Recommendations for improving access to programs and services encompass a number of areas: enforcement of civil rights legislation, more support for bilingual/multilingual instruction, improvement in the research base, more training for service providers, and collaboration among organizations. The paper contains 60 references and a glossary. [More] Descriptors: Adult Education, Bilingual Education, Immigrants, Language Acquisition
(1981). Education for Cultural Pluralism: Global Roots Stew. Fastback 159. The purpose of this monograph is to explore some of the approaches and programs that have recently emerged in schools and colleges throughout the United States to cope with increasing ethnic and cultural diversity among students. Information is presented on cultural pluralism, the relationship of cultural pluralism to ethnic and cultural consciousness, integrating immigrants into the school system, global education, multicultural education, intergroup education, bilingual education, and educational opportunity for culturally different students. For each of these approaches, information is presented on background, definition, variations in types of programs based on the general approach, scope, benefits and shortcomings, synthesis of literature describing and evaluating the approach, and a brief overview of related legislation. The author suggests, generally, that schools do as much in the area of cultural education as can be done well, and, specifically, that schools implement at least one of the programs described in the monograph as culturally-related. Conclusions from this overview of culturally-related programs and approaches are that cultural educators should solidify their efforts and that students will gain in self-awareness if they participate in an investigation of their ethnic heritage, their current ethnic or cultural group status, and the linkage between their national group and their countries of origin. Descriptors: Bilingual Education, Cultural Awareness, Cultural Education, Cultural Enrichment
(1995). English as Official Language: An Act of Unification or Segregation?. This report discusses four bills that have been introduced to the House of Representatives to amend Title IV of the United States Code to declare English as the official language of the United States, as well as for other purposes. The first two bills, H.R. 123 and H.R. 345, are both entitled the Language Government Act. they are very similar in that they recognize the ethnic, cultural, and linguistic diversity of the United States and propose the declaration of English as the official language of the United States as a means to unify the nation. H.R. 739, entitled the "Declaration of Official Language Act" was submitted to the House of Representatives on January 30, 1995. This bill is much more sweeping than the previous two in that it would not only establish English as the official language of the government but also as the "preferred" language of communication among citizens of the United States. The National Language Act, H.R. 1005 calls for termination of bilingual education programs and the repeal of bilingual voting requirements, but also goes into much more detail about how this should be done. It is suggested that the declaration of English as the official language will result in the opposite of what it intended; instead of integration, it will promote frustration, segregation, and discrimination between those who speak English and those who do not. [More] Descriptors: Bilingual Education, English, Federal Legislation, Official Languages
(1970). Bilingual School Readiness Evaluation in English and Spanish. Preliminary Teacher Edition. This document is an examination, formulated by the Council of Mexican-American Affairs Head Start Bilingual Education Committee, designed to correlate the experiences in preschool education of the children tested to the educational background generally expected of a child entering a typical American public school. It is designed for administration by the classroom teacher, at the beginning of kindergarten or first grade; or at the end of Head Start of any other preschool program. The test booklet is prefaced by an instructional information section that includes an introduction, general instructions, information on recording and scoring, specific instructions, and a bibliography. The test is composed of three parts: Part I deals with selected concept areas; self identification, motor development and academic development. Part II consists of an observational checklist to be completed by the teacher after at least 10 periods of observation, and Part III tests language preference. This evaluation was designed to allow for cultural differences and can be used with monolingual as well as bilingual children. [More] Descriptors: Bilingual Education, Bilingual Students, Early Childhood Education, English