Bibliography: Bilingual Education (page 306 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include J. Anthony Riffel, CA. San Ysidro School District, Lester S. Golub, Trudie Iuli Chun, D. Bruce Sealey, Ruth Bennett, Canberra. Australian Commonwealth Dept. of Education and Youth Affairs, Allan Petersen, Hollie B. Thomas, and Norma G. Hernandez.

Marangos, Mary Anna; Thomas, Hollie B. (1981). State Evaluation of Bilingual Vocational Programs in Florida. This study was conducted for the state of Florida to develop a component of the Vocational Education Instruction Program Review (VEIPR) for evaluation of bilingual vocational education programs. The study was aimed at Spanish-language bilingual vocational education programs. Standards and criteria that would ensure an effective vocational program for limited English proficiency (LEP) students were first ascertained through a literature review and interviews with supervisors of 67 school districts and 33 community colleges in Florida. From this material, a questionnaire was prepared, field tested, revised, pilot tested, and field tested by vocational education administrators throughout the state. Respondents evaluated the instrument as well as provided data on the status of LEP vocational education programs in the state. Analysis of data from the evaluation provided further validation of the standards and criteria for vocational programs with LEP students enrolled. Participants in the study responded that LEP students enrolled in vocational programs have additional needs for staff, staff skills, supplies, and curriculum components as compared to instruction of only English-speaking students. It appears that this is the first state evaluation component that was specifically developed for the review of vocational education programs with LEP students. It is a process model that identifies what is, rather than the outcome or product. Descriptors: Bilingual Education, Bilingual Students, Educational Assessment, English (Second Language)

New York State Education Dept., Albany. (1988). New York State Curriculum, Mandated Tests and Congruence. This brochure is designed to acquaint persons involved in elementary and secondary instruction in New York State with State syllabi and the State testing program. The New York State testing program was mandated to measure student achievement and program effectiveness in the areas of mathematics, English language arts (reading and writing), science, social studies, and bilingual education. These areas constitute the core of the curriculum provided in elementary and secondary schools. While the use of the state syllabi in these core areas is recommended, rather than required, the content of required state tests are directly related to the goals and objectives of these syllabi. This fact makes it essential that administrators, supervisory personnel, and teachers be aware of the philosophy, the content, goals, and objectives of each syllabus and the nature of the testing program related to each core area. The student outcomes expected in language arts, mathematics, science, and social studies should also apply to limited English proficient students. Addresses are provided for each subject area from which further information can be obtained. Descriptors: Academic Achievement, Achievement Tests, Bilingual Education Programs, Core Curriculum

Riffel, J. Anthony; Sealey, D. Bruce (1984). Education in Nelson House: A Report for Community Discussion. The purposes of this report are to assess the present N-9 school system in Nelson House (a Manitoba Cree Indian Reserve); to assess educational views held by teachers, administrators, and community members concerning the Nelson House school system; to recommend improvements for the present school system and plans for a new N-12 school; and to provide a basis for community discussion and involvement in education. Data were obtained from interviews, observation, and through examination of school documents. Twenty-six of 30 teachers provided information on educational goals, curriculum, instruction, special education, professional development, school organization, leadership, and their views on high school programs. Twenty-one community residents provided input on educational objectives, bilingual education, parental responsibility, satisfaction with the school, and changes since local control was implemented. The report is organized thematically in five sections: a brief history of education in Nelson House; information about the system of education, student achievement, and community opinions about education in Nelson House today; recommendations for the future of education in Nelson house; a schedule for implementation of recommendations; and appendices outlining approaches to teaching native studies in the elementary school, a curriculum for the new high school, and the mastery approach to teaching and learning. Descriptors: Academic Achievement, American Indian Education, American Indian Reservations, Bilingual Education

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1985). John Jay High School Project TRIUNFE, 1983-1984. O.E.A. Evaluation Section Report. Project TRIUNFE is a bilingual instructional program that served approximately 260 students of Hispanic, Asian, and Haitian backgrounds during the 1983-84 school year at John Jay High School in New York City. It is a transitional program whose major goal is to mainstream students in less than two years. Most significant is its pioneering effort to develop computer-assisted instruction and computer literacy in a bilingual education program. An evaluation of student achievement during the 1983-84 year found that, overall, program students exceeded the project proposal's criterion level on the Criterion Referenced English Syntax Test. Spanish-speaking students made significant gains in native language reading achievement, with Grade 10 and 12 students showing the greatest progress.  Data for French-speaking students were inconclusive. The results of a computer literacy test were positive, and students' overall passing rates were 70 percent or better in mathematics, science, social studies, and vocational courses. Finally, the attendance rate of program students was significantly greater than the schoolwide attendance rate. Despite the apparent success of Project TRIUNFE, the evaluators recommend: (1) the restoration of staff responsibilities according to the original project proposal; (2) strengthening the vocational education aspect of the project; (3) exploring the possibility of using students to help with some project work; (4) stressing the proposed alternative education for the marginal student; and (5) administering the instruments proposed to measure program objectives and revising program objectives as needed, based on students' past performance and on instruments available.   [More]  Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, Computer Assisted Instruction

Golub, Lester S. (1980). Literacy Development of Bilingual Children. This paper reviews research conducted in the field of bilingual literacy from 1966 to June 1980. Citing numerous research works, it focuses on the contributions to the understanding of the development of English reading and writing skills by Hispanic pupils in the United States. Congress requires bilingual education programs to assist educationally disadvantaged, limited English proficiency (LEP) children. These programs are typically transition- or maintenance-oriented. Six research categories which affect literacy development are discussed: (1) instructional methodology, (2) interference and linguistic constructs, (3) psychological and social variables, (4) code breaking and initial reading, (5) writing, and (6) testing and evaluation. Based on the research cited, five generalizations are formed: (1) given adequate attention, LEP Hispanic children can attain a level of functional literacy adequate for monolingual English school programs; (2) the literacy development of children in bilingual programs stressing native language maintenance may vary but will equalize over time; (3) little is known about how literacy affects cognitive development; (4) little is known about how literacy skills in the native language are transferred to English language literacy development; and (5) research needs to be done on the written English language proficiency of LEP students. Descriptors: Bilingual Education, Competency Based Education, Educational Legislation, Elementary Secondary Education

Hernandez, Norma G. (1979). The Education of the Mexican American–A Continuing Aspiration. Since 1971 the status of Mexican American education hasn't changed significantly in three important areas: students, curriculum, and educational finance and resources. Mexican American students are underrepresented at all academic levels, especially higher levels, and in advanced science and math courses. Educational efforts begun in the 1960s have been insufficient to make a noticeable impact on those Mexican American children currently between the ages of 9 and 17, who probably will not excel in technological areas. To prevent further loss of talent, intervention is essential. Bilingual education as part of the elementary core curriculum and stiffer bilingual teacher certification requirements can help. However, three increasingly popular attitudes (the "Proposition 13" attitude, the "back to the basics" attitude, and the "testing and tracking" attitude) have the potential to adversely affect Mexican American education. Proponents of these movements advocate limiting curricula to basic skills, tracking underachievers for remediation, and curtailing increases in educational funds and resources. Discrepancies in local funding, resulting from both parental and administrative attitudes, currently cause discrepancies in educational quality. If high-level Mexican American educational administrators begin to exercise their authority and public opinion of Mexico becomes more positive, the quality of Mexican American education may improve. Descriptors: Academic Achievement, Basic Skills, Bilingual Education, Curriculum

Petersen, Allan; Cepeda, Rita (1982). Bilingual Crosscultural Programs: A Plan for Community Colleges. This report presents the California Community Colleges (CCC) Plan for Bilingual Crosscultural Programs and explains the background and context of the plan's development. First, the report provides a summary of the history of the proposed plan; an overview of relevant federal and state legislation concerned with bilingual education; and the informational and procedural concerns of the CCC's Board of Governors in relation to the plan (e.g., its cost; the availability and training of teachers; consonance with community college missions, Board policy, and legislative authority of the state; and responsiveness to local college needs). Next, the plan itself is presented, beginning with a statement of its purpose, a historical overview, legislative and educational code provisions, and community college policies. Then, existing bilingual crosscultural programs are reviewed based on a survey of 107 community colleges. In the following section, a rationale is put forward for the continued development of bilingual crosscultural programs on the basis of demographic trends and projections. Then a structural framework is outlined, which would allow any community college student in any field to pursue a bilingual crosscultural option within their major. Included in this section are the master plan for the development of such an option, and discussions of its interdisciplinary applicability and general education and field study requirements. Definitions of terms and a bibliography are appended.   [More]  Descriptors: Bilingual Education, Bilingual Students, Community Colleges, Cross Cultural Training

Library of Congress, Washington, DC. Congressional Research Service. (1988). Federal Aid to Elementary and Secondary Education: A Side-by-Side Comparison of Current Law with H.R. 5, as Passed by the House of Representatives (The School Improvement Act of 1987) and by the Senate (The Robert T. Stafford Elementary and Secondary Education Improvement Act of 1987). CRS Report for Congress. (Revised Edition). This report provides an overview of major differences between current law and the House and Senate versions of educational legislation (H.R. 5) expected to be considered early in the second session of the 100th Congress, as well as a side-by-side comparison of the current and proposed legislation. Program areas covered in both the overview and the comparison include: (1) education for the disadvantaged, including grants to local education agencies, state agency programs, Even Start, dropout prevention and secondary school basic skills instruction, and general provisions; (2) state education block grant; (3) bilingual education; (4) science, mathematics, and foreign language education; (5) adult education; (6) impact aid; (7) magnet schools; (8) gifted and talented education; (9) drug abuse education; (10) immigrant education; (11) Indian and Native Hawaiian education; (12) special programs, including effective schools, Ellender Fellowships, family-school partnership, the Excellence in Education Program, the Fund for the Improvement and Reform of Schools and Teaching, optional tests for educational excellence, parental choice open enrollment demonstration, rural education opportunities, Secretary's Fund for Innovation in Education, territorial assistance, women's educational equity; (13) administrative provisions, including audits, Center for Education Statistics, and National Assessment of Educational progress; (14) vocational education; (15) comprehensive child development program; (16) education and training of disabled persons; and (17) obscene telephone calls.   [More]  Descriptors: Adult Education, American Indian Education, Bilingual Education, Block Grants

San Ysidro School District, CA. (1983). Learning How to Learn. Preschool Curriculum. This comprehensive replication model for a preschool bilingual education curriculum presents learning strategies in developed lesson plans encompassing English syntax, Spanish syntax, phono-visual skills, and auditory strand and content. Preceding the lesson plans the document provides a statement of educational philosophy composed of itemized lists of student, teacher, and parent rights and responsibilities; a curriculum design consisting of a Student Growth Chart and a Subject Growth Chart; and curriculum tasks accompanied by instructional hypotheses organized into three pedagogical formats (Open Structure, Contract, and Group). Also provided are daily a.m. and p.m. schedule forms, lists of outdoor and indoor choosing activities and art projects, and units of study for social living. The lesson plans for each subject area provide guidance to the teacher in organizing the class session as well as in teaching, testing, and reviewing the unit material. Itemized activities within the lesson units are accompanied by additional notes to assist the teacher in engaging children in learning activities.   [More]  Descriptors: Auditory Training, Bilingual Education Programs, Classroom Techniques, Curriculum Guides

Chun, Trudie Iuli (1985). Bilingual Framework in American Samoa 1980-1985. Bilingual education in American Samoa is hampered by several factors: lack of native language materials, inconsistent support for materials and program development, the prominence of English in the modern culture, and teacher discomfort with teaching in Samoan. In the process of developing curriculum and materials, the existing materials were sorted out and a core curriculum was outlined. The provision of a Samoan Language Arts period in the school schedule aided in program development and gave legitimacy to the subject matter. An instructional schedule gradually introducing English was developed for the elementary and secondary grades, but it was discovered that while the teachers were speaking in English, students were continuing to speak mostly in Samoan. Although a full language maintenance program is the objective, the reality is that the program is transitional. Some additional work is being undertaken in developing science materials in Samoan. The next steps to be taken include mandating a language policy, encouraging those outside of curriculum development to write materials, refining existing materials, providing a Samoan language teaching component in local capacity building efforts, and setting up a language commission. Descriptors: Articulation (Education), Bilingual Education Programs, Bilingualism, Curriculum Development

Clark County School District, Las Vegas, NV. (1981). Executive Abstracts, 1980-81. Presented here is a collection of assessment and evaluation abstracts of local, State and Federal programs in the Clark County School District in Nevada. In the first section, the district-wide aptitude and achievement testing measures are described, and the results of testing are presented. Section two provides information on program evaluations in the areas of desegregation, student characteristics and absentee patterns, instructional computing, measurement of achievement gains in Title I reading and math programs, the Office for Civil Rights Compliance Plan, and the Structure of Intellect Pilot Program. The abstracts of Federal projects include reports on the following: (1) Elementary and Secondary Education Act (ESEA) Title I; (2) ESEA Title IV-B: Library and Media Resources Project; (3) ESEA Title IV-C: Developmental Therapy for the Handicapped Program and Fine Arts Project; (4) ESEA Title VII; Bienvenido Bilingual Education Project; and (5) the Clark County Teachers Center Project. Also presented is an abstract for the Indian Education Comprehensive Program. A description of services successfully completed during the 1980-81 school year is appended. Descriptors: Academic Achievement, Achievement Gains, American Indian Education, Bilingual Education

Golub, Lester S. (1984). The Design, Implementation, and Evaluation of a Bilingual Placement and Monitoring Center. In 1981, the Bilingual Placement and Monitoring Instructional Support System (BPMIS) Center in the School District of Lancaster (Pennsylvania) was established. Partially supported by Title VII funds, the Center provides comprehensive services to assure sound educational placement, continuous monitoring, successful transition into all English-medium instructional classes, and effective counseling and support services to limited English proficient (LEP) students (Puerto Rican and Indochinese immigrants) and the instructional staff. The BPMIS Center program was evaluated in terms of the performance objectives for each of the first three years of implementations. Pretests and posttest scores in the Language Assessment Battery and the Iowa Tests of Basic Skills were used to analyze pupil linguistics and academic achievement. Questionnaires and interview schedules were used where qualitative judgements were required. Previous evaluations of the bilingual education program had not produced favorable pupil achievement. Pupils having BPMIS Center treatment showed significant linguistic and academic achievement. When transferred to the all-English program, they achieved reading and mathematics scores at grade and class level. Test scores are summarized in 28 tables. Descriptors: Achievement Gains, Bilingual Education, Elementary Secondary Education, Evaluation Methods

Australian Commonwealth Dept. of Education and Youth Affairs, Canberra. (1983). Immigrant and Refugee Youth in the Transition from School to Work or Further Study. Report of Ethnic Liaison Officer Working Party No. 2. A study assessing the welfare of immigrant and refugee youth in Australia is reported on in this document, which is divided into five chapters. Chapter 1 summarizes findings and presents recommendations for government action and policy; overall, it was found that the personal, social, educational, and employment needs of the teenage immigrant population are not presently being acknowledged or met. Chapter 2 describes the background of the Ethnic Liaison Officer Working Party No.2, the government-appointed body that prepared the report. Chapter 3 reviews Australian literature on schooling and the adolescent immigrant. The review points to a need for research on the English language, education, and training needs of immigrants and refugees who arrive in Australia as young adults.  Chapter 4 provides an overview of educational choices available to the immigrant student, including English as a Second Language and bilingual education programs. Chapter 5 assesses the educational needs of immigrants who are beyond the age of compulsory schooling. Problems of unemployment and acculturation are given special focus. The appendices list the Working Party's terms of reference and membership, and outline the information needs identified by the Working Party.   [More]  Descriptors: Adolescents, Adult Education, Bilingual Education, Educational Finance

Bennett, Ruth (1986). Sentence Building with a Macintosh Microcomputer. A study using microcomputers for instruction in sentence-building skills with two groups of American Indians in bilingual education programs found computer-assisted instruction to be effective in developing differential skills in the different age groups. The method used small group activity at the computer, emphasizing the cooperative learning environment preferred by Native American students, and encouraged the students to create their own fonts on the computer as a means of focusing attention on the task. Same-age and older-younger peer interaction was observed and recorded. It was found that the students were willing to spend the necessary time on the task, and communicated with the instructor and with peers about it. Older students were found to show more learning initiative than younger students. It is concluded that the use of computers for developing and holding interest in language skill learning holds potential for a group culturally predisposed to negative attitudes about language learning and lack of language proficiency.   [More]  Descriptors: American Indian Education, Bilingual Education Programs, Computer Assisted Instruction, Cultural Context

Martinez, Herminio, Ed. (1981). Special Education and the Hispanic Child. Proceedings from the Annual Colloquium on Hispanic Issues (2nd, New York, New York, February 5-6, 1981). ERIC/CUE Urban Diversity Series Number 74, August 1981. This collection of papers examines contemporary issues and problems in bilingual special education. The first paper, by Lizette A. Cantres, discusses Federal and State laws and regulations related to bilingual special education, with respect to litigation in the case of "Jose P." The problems of assessment of bilingual children under a monolinguistic testing system are examined in the second paper, by Rafaela E. Weffer; the author presents a study of twenty Hispanic children and explores issues raised by a review of the literature. A third paper, by Eva M. Gavillan-Torres, examines the processes for diagnosing and serving Hispanic children who are believed to be mentally retarded or to have learning disorders or speech and hearing impairments. In the fourth paper, author Rosa Maria Gil examines the relationship between cultural attitudes toward mental illness and the use of mental health services among groups of Puerto Rican mothers and their elementary school children. The final paper in the collection is by Carmen D. Ortiz and discusses the masters degree program in special education at Bank Street College of Education as a model for standards in teacher training; this paper identifies a variety of special education professionals and defines their functions and required competencies.   [More]  Descriptors: Bilingual Education, Children, Court Litigation, Cultural Influences

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