Bibliography: Bilingual Education (page 300 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Dell Hymes, Las Cruces ERIC Clearinghouse on Rural Education and Small Schools, Karin Abbey, Herbert J. Walberg, Wesley A. Hoover, Guadalupe Valdes-Fallis, Dorothy Waggoner, Bernard Spodek, John F. Kunkle, and Urbana ERIC Clearinghouse on Reading and Communication Skills.

Kunkle, John F. (1977). The "L" Connection: The Interdependence of Second Language Programs. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. A discussion of programs in foreign language, bilingual/bicultural education, and English as a second language (ESL) considers the unique aspects of each program, what they have in common, and areas in which closer cooperation might be developed. Foreign (or second) language programs are characterized by an attempt to give students some proficiency in one or more of the four language skills and also perhaps to increase their acquaintance with and appreciation for the populations that speak the target language. ESL programs are designed for those who do not speak or understand English well enough to perform at grade level in the classroom. In bilingual/bicultural education, two languages and cultures are developed simultaneously: English and the student's native tongue. Four distinctive types of bilingual/bicultural programs that have been delineated are transitional bilingualism, monoliterate bilingualism, partial bilingualism, and full bilingualism. Commonalities of the programs are specified for language skills, everyday culture, "belletristic" culture, and curriculum integration. Suggested areas in which cooperation is possible are in obtaining financial support, sharing resources, teacher training and personnel, material development and distribution, making use of research, sharing career education materials and testing materials, incorporating classroom techniques, and publicizing language programs. It is cautioned that a fusion of the programs may work to the disadvantage of one or more of the individual programs, particularly if there is a sudden decline in public support. Descriptors: Bilingual Education, Comparative Analysis, Cooperative Programs, Cultural Education

Arce, Aaron; Sosa, Xavier (1974). Parent Interview ESAA Bilingual/Bicultural Project, Formative Report No. 6. A summary report is presented of the first of two interviews with a random sample of parents of kindergarten and third grade students in the project. Undertaken as part of the evaluation of the Parental Involvement Component of the ESAA Bilingual/Bicultural Project, the interviews had a twofold objective: (1) to measure the degree of home support for project students' school activities and learning goals, and (2) to measure the degree of change in this support as a result of project activities. Two conclusions are drawn from an analysis of the results: (1) parents' support and knowledge of the children's school activities is generally satisfactory; and (2) acquaintance with their children's principal and teacher, visiting the school, and dialogue with other parents are areas needing improvement. Most importantly for the ESAA Bilingual/Bicultural Project, 62% had not received communication about the project, and 43% did not feel that they understood bilingual education. The interview form in Spanish and English and an analysis of responses to each item by school and grade level are attached.   [More]  Descriptors: Bilingual Education, Educational Assessment, Elementary Education, Formative Evaluation

Valdes-Fallis, Guadalupe (1976). Language Development Versus the Teaching of the Standard Language. Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue. This paper examines the problem of language development and language growth in the English-dominant Spanish-speaking student who intends to increase his total command of Spanish for the purpose of functioning in that language at a level equivalent to that of most educated Latin Americans. Observations are based on the experiences of English-dominant Spanish-speaking students wishing to pursue doctoral studies in bilingual education at a southwestern university. Two existing approaches in teaching ethnic students their mother tongue are discussed and compared: (l) the approach emphasizing the teaching of traditional grammar, and (2) the approach which teaches ethnic students the "standard" dialect of their mother tongue. These two methods are compared with a third, namely a total language development program, wherein attention is devoted to increasing oral command of the language, writing, composition, creative use of the language, reading skills, and exposure to topics and domains normally handled by the student in the dominant language. The linguistic characteristics of such English-dominant Spanish-speaking students are described.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, English

ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. (1978). Mexican American Education, A Bibliography of ERIC Documents. Supplement No. 8. A supplement to eight previous bibliographies, the present bibliography cites the latest research findings and/or educational developments in Mexican American education. Part I contains 227 citations which appeared in the June 1977 through June 1978 issues of "Resources in Education" (RIE). Part II contains 127 annotated journal article citations which appeared in "Current Index to Journals in Education" (CIJE) from June 1977 through June 1978. Entries are arranged by ERIC accession numbers (ED numbers for RIE and EJ numbers for CIJE), starting with the lowest number first. Heading each section is a subject index which will aid the reader in locating citations pertaining to a given subject area. Among the topics covered are academic achievement, bilingual education, bilingualism, career education, counseling programs, court litigation, cultural background, cultural differences, demography, educational problems and programs, English as a Second Language, handicapped students, higher education, language development, library services, literature, mental health, political power, senior citizens, testing, women, health care, and school integration. Also included are a list of the previous eight bibliographies, ordering information, and a list of the ERIC (Educational Resources Information Center) clearinghouses and their respective scopes. Descriptors: Academic Achievement, Adjustment (to Environment), Bibliographies, Bilingual Education

California Univ., Santa Cruz. (1974). Spanish as a Second Language for Children. If children in a bilingual education program are to be equally competent in Spanish and English, there is a clear need for teaching Spanish. This can be done indirectly, by presenting curriculum material such as math, science and art bilingually or in Spanish, by telling stories in Spanish, and by using Spanish for various classroom and playground activities. The indirect method should be supplemented by a direct one, with Spanish language lessons. The present curriculum presents a set of 75 lessons designed to provide three years' work in Spanish as a second language and to be started in kindergarten or in the first grade. A language pattern for each lesson is provided and the outline for each lesson consists of the language patterns to be covered, materials needed, and teaching procedures. Various kinds of oral exercises are described, including repetition drills, substitution drills, chain drills and dialogue drills, along with suggestions for carrying them out. Record sheets are designed to record the evaluation of a child's performance, and review lessons are incorporated in the curriculum. The curriculum is designed to include the participation of bilingual students and monolingual Spanish speakers. Reading and writing activities are included more frequently as the curriculum progresses. Descriptors: Bilingual Education, Elementary Education, Elementary School Curriculum, Instructional Materials

ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. (1977). Mexican American Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 7. A supplement to seven previous bibliographies, the present bibliography provides a guide to the latest resource material, research findings, and/or developments in Mexican American education. Part I of the present bibliography contains 252 citations and abstracts which appeared in the April 1976 through May 1977 issues of "Resources in Education"(RIE). Part II contains 100 journal article citations which appeared in "Current Index to Journals in Education"(CIJE) from April 1976 through May 1977. Entries cover such topics as academic achievement, American Indians, biculturalism, bilingual education, bilingualism, Chicanas, Chicanos, cultural awareness, cultural factors, cultural pluralism, early childhood education, educational television, English as a second language, equal education, ethnic studies, health education, language instruction, language attitudes, Mexicans, minority groups, Spanish, Spanish Americans, reading achievement, sex role, Mexican American history, socioeconomic influences, parent and student attitudes, and teacher education. A combined RIE and CIJE subject index is provided to assist the user in locating citations pertaining to a given subject area. Also included are a list of the previous bibliographies, ordering information, and a list of ERIC (Educational Resources Information Center) clearinghouses and their respective scopes. Descriptors: Abstracts, Annotated Bibliographies, Biculturalism, Bilingual Education

Lopez-Emslie, Julia Rosa (1985). The Role of Oral Language and Reading in the Transfer of Skills from Spanish to English Reading. A study to determine the role of oral language and reading skills in the transfer from two years of reading in Spanish to reading in English had as subjects 191 fourth grade students in a bilingual education program. Students were tested and classified as efficient and non-efficient readers. It was found that: (1) there is a relationship between oral English language proficiency and English reading proficiency; (2) a relationship exists between Spanish and English reading proficiency; (3) certain skills were identifiable as indicative of reading efficiency or non-efficiency; (4) the "Inventario de Destrezas" does not identify the same Spanish reading skills as does a standardized reading test in Spanish; (5) the "Inventario de Destrezas" serves as a good indicator of reading ability 60% of the time; (6) the Oral Language Dominance Measure is a good indicator of future English reading success; (7) student age and sex do not make a significant difference when students are tested in Spanish and English reading; (8) birthplace and income level are significant when students are tested in English reading; and (10) English reading performance varies by school. It is suggested that some of the tests used to make student transfer decisions should be revised, and that a model suggested by the results of this study would supply information about specific skills transferable and non-transferable from Spanish to English reading. In addition, criterion-referenced tests are recommended over standardized tests as a means of assessing actual student learning. Descriptors: Bilingual Education Programs, Children, Classroom Techniques, English (Second Language)

Hymes, Dell (1978). Language in Education: Forwards to Fundamentals. Keynote Addresses from the Horace Mann Lecture Series and the Paul Masoner International Lecture Series, 1972-1978. The need for change in the way language is understood and treated in schools is discussed. It is important: (1) to see the need for knowledge of the language situations of the United States, (2) to support training and research to obtain such knowledge, and (3) to change the relationship between linguistics and education. The language situation of Black Americans, Native Americans, and Spanish-speaking Americans, uses of language and ethnic heritage, and the issue of bilingual education for communities of Chinese, Japanese, Filipino, and others are addressed. Initially in the field of linguistics, language structure was divorced from language use, but now language use is included by most along with language structure. A linguistics that is truly the science of language and a foundation for education will need to be part of the study of communicative interaction. Linguistic competence needs to be viewed as part of communicative competence, and the character of competence needs to be understood in relation to the social history and social structure that shape it in a given case. The concepts of inherent heterogeneity and hidden hegemony in relation to language problems are discussed. Equality of opportunity and the development of the fullest linguistic potential of the child are also addressed.   [More]  Descriptors: American Indians, Bilingual Education, Blacks, Communicative Competence (Languages)

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1978). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through October 1978 (Vol. 39 Nos. 1 through 4). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with the following topics: first- and second-language oral reading of Mexican-American children; language development of Chicano and Anglo kindergarten children; teachers' perceptions of black dialect; elements of Mexican-American culture in three Spanish/English bilingual programs in Texas; the development of reading materials for Navajo students; auditory discrimination and echoic production in black speakers of Black English and standard English; guidelines for English as a second language in Navajo/English bilingual education; the relationship between Hebrew and English reading achievement in a bilingual program; the effects of students' dialect and ethnicity on teacher candidates' expectations for students; the effect of bilingual instruction on achievement and self-esteem of Mexican-Americans; reading miscues of Spanish-speaking children; characteristics of Spanish surnamed pupils limited and not limited in English speaking ability; the speech of black adults in Columbia, South Carolina; teacher attitudes and behavior toward black dialect speakers; the effect of the Maine Down East Dialect on reading; the effects of standard and nonstandard English on the communication process; and mass media habits and attitudes of Mexican-American college students.   [More]  Descriptors: American Indians, Annotated Bibliographies, Bilingual Education, Bilingualism

Hoover, Wesley A. (1982). Language and Literacy Learning in Bilingual Instruction: Preliminary Report. Cantonese Site Analytic Study. A segment of a study of the acquisition of English literacy among limited English speaking students in selected bilingual education programs examines student characteristics and program elements at one site, among native Cantonese-speaking children. The analysis focused on these issues: (1) the bilingual instructional practices that best foster the acquisition and development of school-related English language skills in bilingual students, and (2) the student factors (such as age at onset of extensive exposure to English or degree of bilingualism at program entry) that interact with instructional practices to affect acquisition of English language skills. The report begins with a description of the site and sample selection. A subsequent section on the measures used in the study outlines (1) the interactive reading assessment systems in English and Cantonese, (2) the informal writing inventory, (3) tests of formal language tasks (by student interview and passage retell), (4) standardized achievement test scores, (5) parent interview concerning student language background and exposure, and (6) measures of first- and second-language literacy training. The design of the research and analysis is also described. A final section presents a general analysis and the results of the analysis for each measure. Appendixes include the formal language assessment scales for the student interview and passage retell and the forms used for parent, student, and teacher interviews.   [More]  Descriptors: Academic Achievement, Asian Americans, Bilingual Education, Cantonese

Evans, G. Edward; Abbey, Karin (1979). Bibliography of Language Arts Materials For Native North Americans: Bilingual, English as a Second Language and Native Language Materials, 1975-1976 With Supplemental Entries for 1965-1974. American Indian Bibliographic Series, No. 2. The bibliography includes 369 works, printed or reprinted in 1975 and 1976, which have been or might be used in native language education, bilingual education, or English as a Second Language education for Native North Americans. In addition, 42 items published between 1964 and 1974 are incorporated in the listing. Only English language materials whose main purpose is language instruction and all available materials written wholly or partially in Indian or Eskimo languages are included. These encompass religious tracts, transcriptions of traditional texts, and reprints of earlier works. Entries are presented alphabetically under the native language group for which they were developed. Within each native language, materials are subdivided into bilingual material (both English and the native language); materials monolingual in the native language; materials monolingual in English; and materials of which the language composition is unknown because neither the materials nor an adequate description of them was available. The notation for each entry includes as much bibliographic information as was available from the work itself and from research; in many cases, the information is less complete than one might wish. Following the specific language section is a general language section containing materials not addressed to specific native language groups. Also included are a brief review of government supported Indian education programs and a listing of colleges teaching courses in American Indian languages. Descriptors: Alaska Natives, American Indian Languages, American Indians, Annotated Bibliographies

Spodek, Bernard, Ed.; Walberg, Herbert J., Ed. (1977). Early Childhood Education: Issues and Insights. The National Society for the Study of Education Series on Contemporary Educational Issues. This book, a collection of articles by early childhood specialists, represents an attempt to identify issues and major concerns in the field, and analyze selected aspects of knowledge pertaining to early childhood education. The articles are: (1) "Introduction: From a Time of Plenty" by Bernard Spodek and Herbert J. Walberg; (2) "Affective and Social Learning in the Early School Environment" by Patricia Minuchin; (3) "Contrasting Views of Intellectual Functioning and Their Implications for Education" by Herbert Zimiles; (4) "Cognition in Early Childhood Education: A Historical Perspective" by Barbara Biber; (5) "Perspectives on Bilingual Education" by Vera John-Steiner and Ellen Souberman; (6) "Understanding Infants" by J. R. Ronald Lally; (7) "Early Education of the Handicapped: Issues and Alternatives" by Merle Karnes and Reid Zehrbach; (8) "Curriculum Construction in Early Childhood Education" by Bernard Spodek; (9) "Behavior Analysis Applied to Early Childhood Education" by Sidney Bijou; (10) "Education and Evaluation: Cutting Throught the Rhetoric" by Edna Shapiro; (11) "The Socialization of Teachers" by Lilian Katz. Descriptors: Behavior Change, Bilingual Education, Child Development, Cognitive Development

Waggoner, Dorothy (1984). Language Minority Children at Risk in America: Concepts, Definitions and Estimates. Differences in definitions (and underlying concepts) of "language-minority children at risk" and how these differences affect the results of research on the numbers needing special services are examined in this document. Citing the 1974 Amendments to the Bilingual Education Act as the beginning of a Federal effort to estimate the numbers and particular needs of students lacking in English proficiency, the paper focuses on four subsequent surveys: the 1976 Survey of Income and Education; the 1978 Children's English and Services Study; the 1980 Census; and the 1982 English Language Proficiency Study (ELPS). Discussion centers on the studies' varying notions concerning the impact of mother tongue, ethnicity, and socioeconomic status on a child's ability to learn a second language.  In general, language background and usage are imperfectly related to English language proficiency. To assure that the needs of all limited-English-proficient language-minority children are met, definitions which are not restricted by concepts of language dominance or usage, and methods of identification which are not limited to the examination of English-speaking skills, must be used. The ELPS offers a new and powerful tool to update the estimates of the number of language minority children. The paper concludes with a list of sources of additional information. Descriptors: Bilingual Education, Definitions, Elementary Secondary Education, English (Second Language)

Sung, Betty Lee (1979). Transplanted Chinese Children. The purpose of this study is to find out what happens in the lives of Chinese immigrant children and youth when they come from the Orient to the United States. The study, confined to New York City immigrants, presents a brief historical background, describes the immigrant experience of family, school and neighborhood, identifies problem areas such as bilingual education, bicultural conflict and gangs, and outlines support systems such as after-school programs and peer groups. The immigrant experience of changing status and roles and social and psychological adjustment are also investigated. Information was obtained from school records and through home visits, participant observation and a survey questionnaire. Findings are summarized at the end of each of 11 chapters. It is concluded that the children in general are doing well academically and exhibit few behavioral problems. The Chinese family is altered by life in the United States; particularly, parental absence is a common feature of the new life. Ethnic community structures and institutions are not equipped to handle the large number of recent immigrants. Policy recommendations are offered. Descriptors: Adjustment (to Environment), After School Programs, Bilingual Education, Children

Cummins, Jim (1983). Language and Literacy Learning in Bilingual Instruction: Policy Report. Summary. A study undertaken by the Southwest Educational Development Laboratory (SEDL) to assess the bilingual language and literacy education services made available by the school district to a group of Chinese American elementary school children in Seattle is the focus of a discussion on bilingual program policy formation. The role of theory in the policy-making process is considered, and it is concluded that part of the controversy and confusion about bilingual education comes from educators' and policy-makers' leap directly from research findings to policy implications without the intermediate step of theoretical interpretation of the findings. The major findings of the SEDL study are reviewed and related to previous research and theory concerning linguistic mismatch occurring when instruction is in a language not fully understood, the maximum exposure hypothesis of language learning, and the interdependence of first- and second-language skills. It is concluded that rational policy in regard to the education of minority students must abandon simplistic conventional wisdoms and acknowledge what is known and what is not yet known about second language learning and linguistic factors in academic learning.   [More]  Descriptors: Asian Americans, Bilingual Education, Cantonese, Educational Policy

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