Bibliography: Bilingual Education (page 302 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Tomi D. Berney, L. David Wilkinson, Donna G. Davis, Charlene Rivera, Russell Gersten, Barney Berube, Suzanne E. Triplett, Alicia Sosa, Carlos M. Rosa, and Rosalyn Alvarez.

Swain, Merrill; And Others (1989). The Role of Mother Tongue Literacy in Third Language Learning. Several research and evaluation studies completed in bilingual education programs for language minority children in Canada are presented to support the claim that heritage, or first, language (HL) literacy plays an important role in the acquisition of a third language. A study completed by the Ontario Institute for Studies in Education investigated the learning of a third language (French) by eighth grade HL students (N=210) who had been enrolled in an English/French bilingual program since grade five. The level of proficiency attained in French by the HL students was compared to the level of proficiency attained by students enrolled in an early total French immersion program. The research questions addressed included: (1) the effect of HL literacy knowledge on third language literacy; (2) the difference in acquisition of French language skills based on whether the HL is a Romance language; and (3) the effects of socioeconomic variables on French language proficiency. It is concluded that literacy in the HL enhances performance in third language learning. The implications of these findings as they relate to educational programs for HL children are discussed.   [More]  Descriptors: Bilingual Education Programs, Case Studies, Comparative Analysis, English (Second Language)

Rivera, Charlene (1993). Testimony Presented to the Joint Committee on Standards for Educational Evaluation (Washington, D.C.). The utility of the proposed Program Evaluation Standards to educational practitioners, and the adequacy of some of the standards in addressing issues in evaluation in culturally and linguistically educational environments are discussed, drawing on the author's experience as Director of the Evaluation Assistance Center East in Arlington (Virginia). As it stands, the proposed document is well written and generally clear, but it may be too long and complex for some potential users. The standards as they are written will certainly confirm and support good practices in the evaluation of bilingual education programs. Six are worthy of particular comment. Utility Standard 1 addresses the audience for the standards, and it is recommended that it should mention language minority groups explicitly. With regard to Utility Standard 5, Report Clarity, and Utility Standard 6, the standard on report dissemination, it is again imperative that language minorities be mentioned specifically. Concern for those of limited English proficiency must be built into Propriety Standard 3, Rights of Human Subjects, and Propriety Standard 6, Disclosure of Findings. In a similar way, Accuracy Standard 5, Valid Measurement, should encompass a positive guideline that enjoins evaluators to consider all relevant characteristics of respondents, including language proficiency. (Contains 3 references.)   [More]  Descriptors: Academic Standards, Access to Education, Bilingual Education Programs, Cultural Differences

Hopstock, Paul; And Others (1993). Serving Different Masters: Title VII Evaluation Practice and Policy. Volume I–Final Report. A study was conducted to review local Title VII evaluation and improvement practices, focusing on local Transitional Bilingual Education and Special Alternative Projects. This final report summarizes the findings of the study, and includes a separate report on 18 case studies of evaluation systems of local Title VII grantees. The study reviewed the applications and reports of 200 Title VII projects and conducted a mail survey of directors and evaluators of all 655 projects funded in that fiscal year, followed by 18 case studies. It is concluded that the purposes and audiences of the program evaluations have not been clearly articulated by the ED and there has been no clear description of how the evaluations should be integrated or prioritized. Few of the many possible uses are being realized, so that reports are not being used in systematic evaluations at a higher level. Findings concentrate on: (1) purposes and uses of evaluations; (2) evaluation of implementation and student outcomes; (3) the quality and cost of evaluations; (4) qualifications of evaluators; and (5) evaluation assistance. Program options for the Federal Government are suggested, relating to the conduct and use of the evaluations. The report contains four tables of evaluation details. Appendix 1 presents the survey results, with 54 tables of responses from directors and evaluators. Appendix 2 is the summary of case findings from the 18 case studies.   [More]  Descriptors: Bilingual Education, Case Studies, Educational Policy, Educational Practices

Sosa, Alicia (1993). Thorough and Fair: Creating Routes to Success for Mexican-American Students. This monograph describes implications for public schools of rapidly growing populations of Mexican-Americans and other language minorities and recommends ways to eliminate institutional barriers to equity and excellence in education. It presents current information about such issues as dropout rates, reading levels, and participation in advanced mathematics and science courses. It includes a synthesis of research about current trends, including the growth of this population, changes in immigration patterns, and changes in the segregation of this population. Chapter 1 describes Mexican-Americans and other language-minority groups in terms of levels of educational attainment, cultural and language diversity, and population trends and projections. Chapters 2-4 address personal, instructional, and school factors important for the success of language-minority students and examine trends and issues in bilingual education. Chapter 5 discusses ways to create school systems that support instruction of language-minority students including: (1) knowing student rights; (2) imparting high expectations; (3) ensuring appropriate student placement; (4) working to reduce the achievement gap; (5) taking an advocacy position in testing and grade retention; (6) improving staff development and minority teacher recruitment; and (7) involving parents in meaningful activities. Chapter 6 covers policy recommendations that include disaggregating student data, demonstrating commitment to uphold civil-rights laws, pursuing excellence and equity (not simply compliance), identifying a top-level administrator as an equity advocate, and joining the equity network. Desegregation assistance centers and other organizations providing information about educational equity are listed. Contains 99 references.   [More]  Descriptors: Bilingual Education, Child Advocacy, Cultural Differences, Educational Strategies

Muller, Thomas (1993). Immigrants and the American City. A Twentieth Century Fund Book. The latest immigration surge, which began in the 1960s, has facilitated urban renewal by strengthening small businesses, providing low-wage labor, and maintaining the population base needed to sustain a high level of economic activity. In spite of the contributions of immigrants, American central cities continue to face serious economic disruptions and problems. This examination of the new immigration argues that the benefits of immigration will come to outweigh the costs. In the examination of the entire immigrant question, the author touches on a number of issues related to education, beginning with the educational backgrounds of different ethnic and national-origin groups. Implications of the new immigrant worker for occupational education and for adult education and training are discussed. Particular attention is paid to the controversy surrounding bilingual education, and the problems faced in trying to educate a diverse population of children are briefly reviewed. School districts face a multitude of problems in trying to accommodate an increasingly diverse, and frequently low-income population, without an accompanying increase in economic support. Education is a vital factor in assuring that immigrants bring to America today the many benefits they have brought in the past. Descriptors: Adult Education, Bilingual Education, Cultural Differences, Economic Factors

Gersten, Russell; And Others (1992). Bilingual Immersion: A Longitudinal Evaluation of the El Paso Program. A study assessed and compared the effectiveness of two distinct approaches of bilingual education used within a single school district in El Paso (Texas). The program designs, one a traditional transitional bilingual and the other a bilingual immersion, were implemented under similar conditions of resources, school year length, class size, and other instructionally relevant variables. The immersion program used whole language, natural language, and sheltered English methodologies; the transitional program was characterized by teaching of basic concepts, basic language arts, and subject matter in the native language, with gradual introduction of English to teach subject matter and concepts. Data on student achievement were collected between 1985 and 1991 on over 350 limited-English-proficient students in 10 elementary schools, and a detailed longitudinal analysis was conducted on 230 students. Results show that in fourth grade, immersion students performed better in all aspects of academic performance, and particularly language skills, but by seventh grade, no significant differences were found in any aspect. Surveys of and interviews with bilingual program teachers, parents, and students revealed strengths and weaknesses, but general support. These results are detailed. Contains 59 references.   [More]  Descriptors: Bilingual Education Programs, Comparative Analysis, Educational Strategies, Elementary Secondary Education

Davis, Donna G. (1989). Empowering the Hispanic Female in the Public School Setting. Part I. Evaluation Department Report No. 617. This report investigates low academic achievement and high dropout rates among Hispanic female students in San Diego (California) City Schools. The study examines factors contributing to the academic success of high achieving Hispanic female students and looks at causes of lower achievement among other Hispanic females. It also identifies psychological factors contributing to low achievement and suggests the following themes in studies of Hispanic American educational outcomes: (1) dead-end tracking; (2) failure to address the needs of limited English proficient students; and (3) lacks in parent involvement, counseling services, and general support for bilingual education. Nine primary evaluation questions informed the study. The study sample, methodology, and limitations are described. Students were both interviewed and tested to measure academic achievement and self-concept. Results showed that the causes of low achievement are diverse, complicated, and strong. Six areas for further research are described. The results are presented on 12 statistical tables. The appendix, a paper entitled "Review of Literature Concerning Hispanic Female Students," by Elizabeth Weiss, includes a list of 13 references. Descriptors: Academic Achievement, Academic Persistence, Bilingual Education, Dropout Rate

Berney, Tomi D.; Hriskos, Constantine (1990). Program Assistance for Neophytes. Project PAN, 1988-89. OREA Evaluation Section Report. In its fourth year, Program Assistance for Neophytes (Project PAN) served 455 students at 2 high schools. The program provided support services and supplemental instruction to students of limited English proficiency (LEP) as well as English-proficient (EP) students. The project provided LEP students with a transitional period of bilingual education. Native language arts (NLA) classes were available for EP students deficient in their native languages. The project targeted students whose native languages were Chinese, Korean, Vietnamese, or Urdu, and provided English-as-a-Second-Language (ESL) and NLA instruction (in Chinese and Korean), as well as bilingual mathematics, science, social studies, and career classes. Staff and curriculum development activities and ESL for parents were also offered. Three mini-projects functioned within the larger project, two pairing LEP and EP students for peer tutoring and extracurricular activities, and one providing computer instruction. Objectives in ESL instruction, parent involvement, and attendance and one objective in NLA were met. Program strengths include the instructional components, curriculum development, and peer pairing. The major weakness was a lack of supplementary services in the native language for students who were not Chinese or Korean.   [More]  Descriptors: Bilingual Education Programs, Career Education, Chinese, Curriculum Development

Berube, Barney (1992). Data Collection Report on Language Minority Children. Data on language minority children and related services in Maine are presented in tables, charts, and graphs, without narration. Data are presented in these forms: numbers of language minority and limited-English-proficient (LEP) children in public schools (by school district) and non-public schools (by school); additional characteristics of language minority and LEP children, including time in United States, refugee status, receiving supplemental instruction or not, retained in same grade in 1990, referred and/or placed in special education, dropped out, enrolled in vocational education, enrolled in Chapter 1 programs (Elementary Secondary Education Act); support services for LEP children beyond the regular classroom, including bilingual education, English-as-a-Second-Language (ESL) instruction, ESL in lieu of English language arts, ESL pullout, ESL tutoring, ESL after school, summer school ESL, adult education ESL, and sheltered English); methods of identifying LEP children; local public and private costs of LEP children's support services, by service; native languages spoken; trends in bilingual and language minority enrollments since 1985-86; districts with high concentrations of language minority enrollment; enrollment patterns in districts with low-incidence language minority enrollment; patterns in Title VII funded projects; and language minority performance on the Maine Educational Assessment, 1988-92.   [More]  Descriptors: Academic Achievement, Bilingual Education, Children, Elementary School Students

Berney, Tomi D.; Alvarez, Rosalyn (1989). Technological Enrichment and Achievement for Cambodians and Hispanics: Project TEACH, 1987-88. Evaluation Section Report. Project TEACH (Technological Enrichment and Achievement for Cambodians and Hispanics) completed the first year of a 2-year extension of federal funding. Administered by Theodore Roosevelt High School's foreign languages and bilingual education department, the project's major goal was to provide students with bilingual instruction in computer technology and business. It served 247 new students of limited English proficiency in grades 9-12. These students were all from low-income families and had little formal education before immigration. The project offered courses, including English as a Second Language (ESL), Spanish, bilingual content areas, computer technology, and business. Project TEACH provided personal counseling, staff development, and parent involvement activities.  Students achieved program objectives for ESL, native language arts, and attendance. Objectives were partially met for content area courses, staff development, and parent participation. Major program strengths continue to be academic, career, personal counseling, and a high attendance rate. Major weaknesses include a low level of parent participation and an inability to offer native language arts to Cambodian students. Recommendations for improvement include increasing parent attendance at ESL and computer classes by holding these classes on weekends, and increasing activities for helping Khmer and Hispanic students understand each other's cultures and values.   [More]  Descriptors: Bilingual Education Programs, Business Education, Cambodians, Computer Science

Brandenburg, Ira J. (1992). The Special Incentive Programs (Revised). Final Evaluation Report. OREA Report. Nine of 10 programs, known collectively as the Special Incentive Programs of the New York City public schools, were evaluated by the Office of Research, Evaluation, and Assessment of the New York City Board of Education. The nine programs are: (1) Intensive Teacher Institute in Bilingual Education and English as a Second Language; (2) Scholarship Program; (3) Special Education Professional in Training Program; (4) Psychologist-in-Training Program; (5) Principals' Institute; (6) Loan Forgiveness Program; (7) Substitute Vocational Assistant Program; (8) Foreign Language Immersion Program (FLIP); and (9) Assistant Principals' Internship Program. The goals of all these programs were to increase the incidence of professionals in each field, with a concentration on women and minorities. Programs were generally evaluated through participant questionnaires, and each was evaluated individually. Across all programs, out of 967 questionnaires, 424 (43.8 percent) were returned. Overall, the programs were favorably rated by participants, who had two main desires: to be treated as an individual, and to have the program fully explained before it began. Most respondents considered the programs career-enhancing, and most thought the experiential aspects were more valuable than the classroom sessions. Recommendations are made for improvement and continuation of the programs. A statistical appendix contains 10 tables of responses. The nine questionnaires are included.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, English (Second Language), Equal Opportunities (Jobs)

Triplett, Suzanne E. (1986). Federal Programs Information on School and School District Universe Files. Improving Universe Data on Schools and School Districts. Specific issues to be resolved, prior to including federal programs information on school and school district universe files, are identified and discussed as part of the Education Data Improvement Project of the Council of Chief State School Officers. Goals of this Project are to describe state collection of data elements currently in the common core of data of the National Center for Education Statistics and to present recommendations to make the common core of data more comprehensive, comparable, and timely. These profiles represent a sampling of individual state data collection practices in isolation from other states. They are continually being revised. Analysis will result in matrices comparing, state-by-state, the practices reflected in the profile. Profiles contain information about six federally-funded programs: (1) Chapter 1 of the Education Consolidation and Improvement Act; (2) Bilingual Education; (3) Migrant Education; (4) Special Education; (5) Vocational Education; and (6) Food and Nutrition Services. They include the state definitions of the programs and a summary of data that the states currently collect. The profiles and recommendations to improve them are summarized in three tables. Five additional tables give the state-by-state components of definitions used in the school and school district universe files.   [More]  Descriptors: Bilingual Education Programs, Comparative Analysis, Data Collection, Databases

Berney, Tomi D.; Friedman, Grace Ibanez (1989). State Incentive Grants: Language Development Support Systems; Intensive Second Language Development for CAR Schools; Curriculum Development Project, 1987-88. OREA Evaluation Report. Three New York City public school projects funded by the New York State Education Department's Bureau of Bilingual Education had the common goal of improving the quality of instruction in schools that the state's Comprehensive Assessment Report (CAR) had designated as needing special assistance for raising low student performance levels. The Language Development Support Systems (LDSS) provided instruction in computer literacy and English as a Second Language (ESL) to third through sixth grade unentitled language minority students at one Bronx and one Manhattan public school, and in-service training to teachers who served pupils in these schools. This project was delayed by theft of equipment. The project did not meet the student achievement objective, and met only one staff development objective. The Intensive Second Language Development for CAR Schools provided citywide workshops for ESL coordinators, special education coordinators, and curriculum/instructional personnel at CAR schools and, by request, workshops for classroom teachers. This project was fully implemented and met its staff development objective. The Curriculum Development Project used the services of a linguist to update and revise previously-written curriculum guides. This project could not be fully assessed. Recommendations for improvement include provision of adequate storage and work space and additional security measures for the LDSS program.   [More]  Descriptors: Bilingual Education Programs, Curriculum Development, Elementary Education, English (Second Language)

Rosa, Carlos M.; And Others (1989). A Comparison of Two Standardized Reading and Mathematics Achievement Tests in the Native Language for Hispanic Limited-English-Proficient Students. A study was undertaken to examine psychometric properties of "La Prueba Riverside de Realizacion en Espanol" (PRRE) and the "Spanish Assessment of Basic Education" (SABE) when administered to a sample of limited-English-proficient students, grades 1 through 8. Spanish-language versions of both tests were used for the study. Subjects included a total of 2,634 students who were enrolled in 19 elementary schools in Chicago and who participated in a Spanish bilingual education program. The instruments, both of which include reading and mathematics subtests, were administered by bilingual teachers who received inservice training to prepare them for their part in the study. In addition to analyses of test results, questionnaire data from participating teachers were assessed. The teacher questionnaire covered seven areas–item difficulty, test instructions, test fit with the curriculum, language correctness and appropriateness, racial or ethnic test bias, print size and illustrations, and cultural relevance of items. Results indicate that the PRRE and SABE are acceptable for the population assessed. The instruments are essentially similar in terms of psychometric properties and in teachers' ratings of test characteristics. Nine data tables are included.   [More]  Descriptors: Achievement Tests, Bilingual Education, Comparative Analysis, Cultural Background

Wilkinson, L. David (1993). Serving the Stronger "Swimmers": A Longitudinal Study of Instructional Approaches for Limited-English-Proficient (LEP) Students with Greater English Ability. Publication No. 92.13. An Austin, Texas, program regarding the identification and placement of Hispanic, limited-English-proficient (LEP) elementary school students is reported. They were assigned to one of three programs: bilingual education; English as a Second Language (ESL); or Language Arts Mastery Process (LAMP). The Austin Independent School District evaluated the effects of the placements based on data from central computer files and personal interviews. After 3 years of study the major findings were as follows: (1) the achievement of LEP students in LAMP exceeded that of students in both the bilingual and ESL programs in the first year, but subsequent years showed no distinct superiority of one program over the other two; (2) attendance and exit rates did not indicate any clear superiority for one program over the others; (3) students' language dominance appears to have changed little since original identification; (4) demographic characteristics of students in all three programs are very similar and have changed little during the 3 years; (5) after a large initial shift in 1989-90 from students being served in the bilingual program to the ESL and LAMP programs, little additional shift occurred in 1990-91; and (6) new procedures may prevent some false identification of students as LEP. Contains 4 references.   [More]  Descriptors: Academic Achievement, Attendance Patterns, Bilingual Education, Bilingual Students

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