Bibliography: Bilingual Education (page 307 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Washington Education Funding Research Council, Austin. Div. of Curriculum Development. Texas Education Agency, D. E. Ingram, St. Paul. Indian Section. Minnesota State Dept. of Education, Robert B. Macbeth, Tad Thompson, Neal Finere, Shitala Mishra, CT. Hartford Public Schools, and Iris Berke.

Ligon, Glynn; And Others (1974). ESAA Bilingual/Bicultural Project [Executive Summary]. 1973-74 Evaluation Report. Austin's Bilingual/Bicultural Project was designed to establish a comprehensive program of bilingual education in Spanish and English in schools with the highest concentration of Spanish dominant Mexican American students. The four participating elementary schools had already completed three years of a modest, locally sponsored bilingual project begun in 1970; in 1973 the Bilingual/Bicultural Project expanded activity at the elementary level and began an entirely new secondary program at two junior and two senior high schools. Some of the outcomes and observations at the year's end included: increased English communication skills at all levels; increased Spanish communication skills at elementary and secondary levels; uneven input of materials, staff training, and parent participation, with delivery of instructional materials and equipment delayed; except for a few classrooms, little successful incorporation of the background and culture of students into regular classroom activities. Evaluation staff summarized the data as related to "system level" or "program level" questions that should be addressed by district officials. System level recommendations were to continue the program at its present level and to include cultural studies in the curriculum for all grade levels. Program level recommendations were to continue team teaching between bilingual and monolingual teachers, and to include specific teacher training in classroom management and the use of methods and materials.   [More]  Descriptors: Bilingual Education, Communication Skills, Elementary Secondary Education, English

Bruckner, D. J. R., Ed. (1980). Politics and Language: Spanish and English in the United States. The book contains eight papers originally presented at a University of Chicago conference on October 27-28, 1978, to discuss the socio-political consequences of different policies toward the Spanish language in the United States. Each pair of papers is followed by the remarks of the official discussants. The papers and their authors are: "Bilingualism in America," Pastora San Juan Cafferty; "Language and Political Consciousness among the Spanish-speaking in the United States: A Demographic Study," Leobardo F. Estrada (discussant: Theresa A. Sullivan); "Ethnicity and the State," Brian Barry; "Social and Political Implications of Language Policies: Observations on the Canadian Experience," Raymond Breton (discussant: Sigmund Diamond); "Bilingual Education in the United States: The'Either/Or' Mistake," Noel Epstein; "Psychological Conflicts in Bilingual American Residents: A Case Study," Dr. Horacio Fabrega (discussant: John Carroll); "Political Demands of Spanish-speaking Communities in the United States," Isidro Lucas; and "Discrimination Against the Spanish Language in Public Service: A Policy Alternative," Mario Obledo and Carlos Alcala. A final discussion and summary by James Coleman notes three major issues raised at the conference: should bilingualism be encouraged; should services and facilities be bilingual; and should cultural pluralism be encouraged. A list of participants is included. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Demography

Ligon, Glynn (1974). Fall 1974–Parent Interviews. ESEA Title VII Bilingual Project. Formative Evaluation Report No. 8. A summary report is presented of the first of two interviews with a random sample of parents of kindergarten, third and sixth grade students in the project. Undertaken as part of the evaluation of the Parental Involvement Component of the Title VII Bilingual 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 improvements. Most importantly for the Title VII Bilingual Project, 37% had not received information about the project and 23% 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, Federal Programs

Texas Education Agency, Austin. Div. of Curriculum Development. (1981). Second Language Education in Texas: Programs and Prospects. This publication presents the foreign language profession's consensus on selected topics and is designed to address areas of interest to instructional leaders and practitioners who are concerned with developing and maintaining effective second language programs. The topics are grouped into four sections: "Preparing for the Future,""Sharing Responsibilities,""Building for Better Content and Approach," and "Developing a Texas Plan." Some specific considerations are: (1) competency-based education, funding sources, second language requirements, rationales and objectives, and promotion of language study; (2) global education, language study for special purposes, bilingual education and English as a Second Language, career education, and humanities; (3) professional preparation and growth, teaching methods and instructional resources, communicative competence, individualized instruction, the position of Spanish in Texas, student and teacher evaluation, and beyond the second language classroom; and (4) flexible curriculum, sequential and nonsequential offerings, second languages on each level of education, and program evaluation. Descriptors: Bilingual Education, Competency Based Education, Curriculum Design, Elementary Secondary Education

Finere, Neal (1978). Unidad: Las influencias culturales en el arte mexicana (Unit: Cultural Influences in Mexican Art). Dos semanas. This two-week unit, appropriate for bilingual education settings as well as foreign language programs, deals with the three primary cultural influences found in Mexican contemporary art. The multisensory materials, pragmatic focus, and direct creative student involvement are designed to make it a microcosmic, real-life experience. The first part of the unit, in Spanish, deals with artistic expressions that reflect a mixture of various cultural influences. These include international influences in the modern period, Hispanic, French and Arab influences in the colonial period, and indigenous influences in the Precolumbian Period. The second part, in English, covers artistic expression in home furnishings and decorations. These reflect wide variation in materials, pluralistic cultural influences, and multiple levels of sophistication. Each section provides the following: (1) lesson objectives; (2) suggested and recommended activities; and (3) creative project suggestions including the rationale for them, requirements, procedures for the operational classroom experience, and a list of areas from which to choose the project item. The unit includes step-by-step instructions for the teacher, illustrations, and a list of reference materials. Descriptors: Art Expression, Bilingual Education, Cultural Education, Cultural Influences

Mishra, Shitala; And Others (1977). An Approach for Implementing a School District Wide Needs Assessment. A manual was developed to assist administrators to assess the needs of their institutions, parents, students, staff, and educational programs relative to bilingual program planning. A second area of focus is the identification of Lau students, or students whose home language is other than English and who are not performing conceptually and linguistically at a level equal to or better than the district standard of proficiency. The core of the manual is a Needs Assessment Bank of Questions addressed to different role groups and covering a wide range of issues. Questions pertinent to particular needs and addressed to specific role groups can be selected for survey instruments, interview questionnaires, and other devices. The purpose and use of needs assessment for bilingual education planning are discussed to provide a general approach to needs assessment implementation. The discussion focuses upon: (1) identification of goals, (2) design of assessment procedures, (3) development of assessment instruments, (4) development of sampling plans, (5) collection of data, and (6) analysis of data. A brief discussion of the purpose and methods of conducting a sociocultural survey of the students' community is included. Descriptors: Bilingual Education, Community Surveys, Cultural Background, Data Analysis

Kirkness, Verna J. (1976). Manitoba Native Bilingual Program: A Handbook. Aims, design, curriculum materials, and evaluation results of a bilingual education pilot project which began in 1971 in several Manitoba schools are presented in this handbook. Designed to instruct native children in their own language, the project was begun to combat high failure and dropout rates among native children being taught wholly in English. The handbook outlines the language shift pattern used during the five-year period from kindergarten one to grade three, beginning with total instruction in the native language and ending with all instruction in English except for a time space allotted for teaching of the native language as a second language. Brief descriptions of the approach used for each year are given, along with a listing of curriculum materials developed to meet the needs of native children as they relate to language and cultural heritage and those commercially developed materials which were also used. Results of an evaluation made during the fourth year of the pilot project are given, showing that attitudinal and self-concept scores were higher for pilot schools and that instructing English as a Second Language is as effective as a total English immersion program. The handbook contains a list of the Manitoba pilot schools and of other information available about the bilingual program. Descriptors: American Indians, Arithmetic, Bilingual Education, Canada Natives

Minnesota State Dept. of Education, St. Paul. Indian Section. (1976). Consortium of States to Upgrade Indian Education through State Departments of Education. Final Report, May 26, 1976. Presenting information regarding the inception and first-year activities of the Consortium of States to Upgrade Indian Education through State Departments of Education, this report includes: acknowledgments; data re: funding; an introduction; participation (a map depicting the 13-state membership and a list of Consortium participants); project objectives; meeting sites and dates (Washington, D.C., Juneau, Minneapolis, and Albuquerque); topics covered (meeting topics were progressive in that the Washington, D.C. meeting was concerned with orientation and opening, while the three following meetings were concerned with individual states' presentations and Alaska programs; workshops on philosophy, goals, and recommendations; and legislation, finance, American Indian Policy Review Commission, Johnson O'Malley, Title IV, and bilingual education); participants' evaluations; projects completed or begun; and conclusion. The Appendices include: meeting agendas; a list of participants; the May 1975 questionnaire; Alaska Evaluation; Message to Chief State School Officers; and tables depicting Indian Education Units and Number of Local Education Agencies. Among the achievements cited for the year are: shared materials and papers via copied distribution; discussion of key legislation and submission of specific bills for duplication and dissemination; and the explanation of specific programs (e.g., Intercultural Programs at Ft. Lewis, Colorado; Alaska's Title V programs, etc.). Descriptors: Activities, Agency Cooperation, Agency Role, American Indians

Ligon, Glynn; And Others (1974). ESAA Bilingual/Bicultural Project. 1973-74 Evaluation Report. Designed to establish a comprehensive program of bilingual education in Spanish and English in schools with high concentrations of Spanish dominant Mexican American students, the project aimed to: increase the achievement levels of minority students in the communication skills areas; provide for their special learning needs through a staff with special skills; increase their experience backgrounds; increase the home support for the students' learning goals; improve their self-concept through awareness of their cultural heritage. For evaluation purposes, project objectives were categorized into input, process, and outcome objectives. These were then evaluated via classroom observations, parent and teacher interviews, questionnaires, and standardized tests–the Boehm Test of Basic Concepts, Prescriptive Reading Inventory, California Achievement Test, Prueba de Lectura, Secondary Vocabulary Test, Primary Self-Concept Test, and Piers-Harris Children's Self-Concept Test. Findings included: there was a significant increase in Spanish reading skills; there were high and low gains in English reading skills; observations revealed generally adequate levels of appropriate classroom instructional activities but very low level of incorporation of minority group students' backgrounds and cultural heritage into these instructional activities; successful staff training was conducted for 9 of the planned 20 days due to the delay of the delivery of materials and equipment for instruction.   [More]  Descriptors: Academic Achievement, Bilingual Education, Classroom Observation Techniques, Comparative Analysis

Thompson, Tad (1975). Fill Swings–Feed Minds: Report of the Fiscal 1975 Program for the Education of Children of Migrant Farmworkers in New York State. Goal of the New York State migrant education effort is to provide each eligible child supplemental education programs that will best meet his assessed needs. Designed to provide migrant children with worthwhile educational experiences while they are in the period of migration, the programs are linked to the work of other State agencies which provide services to migrant children. During fiscal year 1975, programs carried out by local educational agencies, Boards of Cooperative Educational Services, State University of New York units, and private agencies were funded. Although efforts to improve skills in reading, mathematics, and bilingual education were stressed, the programs undertaken aimed to improve health and nutrition, provide recreational activities, and bolster positive self-concepts. The programs undertaken included: a census project, Learn and Earn, Tutorial Outreach Program, summer school programs, Preschool Migrant Child Development Program, and Information Dissemination Project. Data on the children as they traveled from one state to another were obtained by use of the Migrant Student Record Transfer System. Attention was also given to inservice education in order that teachers and others concerned with improving the migrant child's education could have the opportunity to learn from those who are leaders in the field of migrant education.   [More]  Descriptors: Annual Reports, Bilingual Education, Career Awareness, Computer Oriented Programs

Macbeth, Robert B., Comp. (1980). The Challenge of the Eighties: Southeast Conference on the Education of Hispanics (Miami, FL, May 7-9, 1980). Focusing on the problems of and recommendations for identified areas of concern in the education of Hispanics in the Southeast, this conference report has three major sections. Section I, "Conference Report," outlines the conference proceedings and presents a compilation of critical issues and recommendations concerning affirmative action, linguistically and culturally relevant program delivery, special needs, tests and research, bilingual instruction, access to Federal funds, parent and community involvement, and politics and Hispanic education. Section II, "Hispanic Educational Concerns," lists 13 issues and recommendations presented to the United States Secretary of Education. Broad major areas of concern include Hispanic representation in the Department of Education, bilingual education, effective programs for the disadvantaged, the Lau Remedies, recognition of foreign degrees, and the role of advocacy offices in the Department of Education. Section III, "Hispanic Parents and the Schools," recounts the extent to which Hispanic parents have been involved in the educational processes of their children, describes a program to promote parental involvement in the tutoring of their own children in the basic skills, and proposes a set of recommendations for those individuals involved in parental programs. Descriptors: Adult Vocational Education, Affirmative Action, Bilingual Education, Educational Policy

Ingram, D. E. (1978). The Case for a National Language Policy in Australia. The present state of language programs in Australia, the lack of a coherent language policy, important considerations for developing a national language policy, and long-term outcomes of a language policy are considered. Australia needs to consider the role of languages in society and the society's need for language skills. Among the present conditions are: declining language enrollments, lack of bilingual education instruction, poor translation and interpreter services, and reduced employment opportunities for adults who lack English skills. There has been a failure to respond to the nation's linguistic diversity. The interaction of cultures will be affected by the country's language policy. It must be decided whether multiculturalism also means multilingualism, and ways of developing favorable cross-cultural attitudes must be analyzed. In planning, a clearly defined and nationally accepted proficiency scale is needed. Adoption of the national language policy entails a statement of national belief in certain cultural, linguistic, and social values, and the policy must be embodied in legislation to guarantee linguistic and cultural rights. Adoption of a national language education policy is necesssary for the success of a national language policy. Descriptors: Bilingual Education, Cultural Influences, Cultural Pluralism, Educational Policy

Berke, Iris; And Others (1976). The Impact of State Mandated Evaluation Procedures upon the Educational Programs of Local School Districts in California. Data were collected from 15 school districts in northern California to assess three state-mandated evaluation procedures: (1) a comprehensive program planning report; (2) a year-end report on expenditures and attainment of objectives; and (3) a monitor and review visitation whose purpose was to monitor program compliance, observe improvements in instruction and school administration, and assess participation by school staff and parents in educational decision making generally. The participating schools received funds from at least two of the following state or federal programs: Title I of the Elementary and Secondary Education Act, Educationally Disadvantaged Youth, Early Childhood Education, and Bilingual Education. The planning report and the site visit improved participation and awareness among staff and active parents; these two procedures also influenced instruction and management. The expenditure report, however, had little impact; it was regarded primarily as a requirement for further funding, but not perceived to be as helpful as the other two procedures. The state-mandated evaluation focused school site planning on the total educational program of the school, rather than on individual funding sources. (The site-visit interview form and the detailed questionnaire preceding the visit are appended). Descriptors: Bilingual Education, Citizen Participation, Compensatory Education, Early Childhood Education

Education Funding Research Council, Washington, DC. (1980). 1980 Federal Funding Guide for Elementary and Secondary Education. This guide is intended for those interested in applying for federal assistance for elementary or secondary education programs. It describes 91 programs mandated by Congress, with information on eligibility, restrictions, and awards. This 1980 edition contains material that is all new or updated since the last edition. Some of the new features include articles on the A-95 clearinghouse procedure (a clearance procedure to avert duplication and conflicts in community development programs), information on private foundations, a new section on what grant reviewers look for in an application, and the fiscal year 1980 allocations for the Title I basic and concentration grants, Title IV programs, and handicapped programs. The guide is divided into the following sections: tips for the federal aid coordinator, an overview of the Department of Education, and descriptions of federal aid programs. The programs described include special education, vocational education, bilingual education, nutrition and food service, and Indian education. A feature new with this edition is the "Quick Check" that offers brief information allowing readers to tell at a glance if a particular program would fulfill their needs. Descriptors: American Indian Education, Bilingual Education, Elementary Secondary Education, Federal Aid

Hartford Public Schools, CT. (1978). 1977-78 Evaluation of the Title VII Bilingual Program Project Exito at the Ann Street Bilingual School of Hartford, Connecticut. Evaluation results for Hartford, Connecticut's 1977-78 Title VII Bilingual Education Program at Ann Street School are presented. Student and staff accomplishments, a section on selected curricular activities, a restatement of the 1977-78 results in terms of the Title VII proposal objectives, and conclusions and recommendations for consideration of the bilingual school staff are presented. Information is provided on: (1) student accomplishments for grade levels kindergarten through grade six; (2) achievement compared to national norms and previous year results; (3) consecutive years results compared to national norms; (4) student attitudes toward school subjects; (5) student views of their school progress; (6) student aspirations beyond high school; (7) parent aspirations for their children and views about instruction and enrichment activities; (8) instructional time for English and Spanish language arts; and (9) student school attendance. Information on staff accomplishments concerns college credits earned by teachers; conferences and workshops attended by teachers; after school activities and community services of teachers; college and inservice credits earned by paraprofessionals; conferences and workshops attended by paraprofessionals; parent visits to classroom; and teacher visits to homes of students. The curricular activities described include the science curriculum project, the bilingual school science fair, and famous black Americans. Results and interpretations of five Title VII proposal objectives are presented, and sample student and parent questionnaires and supplementary materials are attached. Descriptors: Achievement, Bilingual Education, Course Descriptions, Cultural Awareness

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