This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Nancy Baenen, Dorothy Waggoner, Albany. Bureau of School Programs Evaluation. New York State Education Dept., Inc. Aspira, Inc. Metis Associates, Josephine Wang, Columbus. Ohio State Dept. of Education, Kathryn Priscilla Haines Floca, H. Douglas Brown, and Wesley E. Budke.
(1977). On TESOL '77: Teaching and Learning English As a Second Language: Trends in Research and Practice. A selection of 27 papers presented at the 1977 TESOL convention is presented. Part one contains the four plenary-session papers which present: a comprehensive view of the teaching-learning process and related interdisciplinary research; the scope of research on language teaching; some of the larger issues in bilingual education; and a perspective on sociocultural variables in the education of black children. Part two, on the theory and practice of teaching, contains eight articles on classroom teaching procedures. Topics concern: a rationale for classroom grammatical explanations, a systematic outline of article usage in English, listening skills, tagmemic theory applied to teaching speaking skills, creative materials development for the language laboratory, reading skills, and understanding the reading process. Part three presents nine articles on recent trends in second language acquisition research. Topics include: an overview of recent trends and models, universal processes and second language data, discourse analyis and English as a Second Language, communicative strategies, and a Spanish immersion program. Part four includes six papers on organizing and evaluating teaching and learning. [More] Descriptors: Bilingual Education, Black Students, Communicative Competence (Languages), Curriculum Design
(1971). The Legality of Chicano Education. The thesis briefly analyzed the laws of the State of Texas and of the United States which directly affect the education of Texas Mexican Americans. The legal-political history of "Chicano" education in Texas was traced from the signing of the Treaty of Guadalupe Hidalgo in 1848 to August 1971. The educational "problems" of Mexican Americans were examined in light of their solutions as sought through legislative and judicial action. Most of the legislation discussed dealt with the use of the Spanish language in the schools and with bilingual education. Data were gathered from: (1) legal documents obtained from various court and law clerks and (2) parliamentary journals for both the House and Senate. Eight court cases involving Mexican American students and Texas schools were discussed: (1) Salvatierra vs the Del Rio Independent School District (I.S.D.); (2) Delgado Case; (3) Hernandez vs Driscoll Consolidated; (4) Pete Hernandez vs the State of Texas; (5) Ross vs Houston I.S.D.; (6) Perez vs Sonora I.S.D.; (7) Cisneros vs Corpus Christi I.S.D.; and (8) Good Neighbor Policy vs Class Apart Theory. Some of the topics discussed are: segregation, educational politics, private and parochial schools, compulsory school attendance, the Federal government's role, the economy, and adult education. Descriptors: Bilingual Education, Civil Rights, Court Litigation, De Jure Segregation
(1983). Strategies for Developing Language Programs for National Origin Minority Students. A handbook to assist school district personnel in designing special instructional programs for limited English proficient (LEP) students considers the variety of circumstances in individual school districts by providing program models appropriate for one or many language minority students. The first section provides background information on the aspects of first and second language acquisition that have the greatest impact on LEP students' academic success. The second section discusses the weaknesses and strengths of a variety of instructional approaches commonly used with LEP students, including the submersion approach, bilingual education, immersion, English as a second language programs with native language support services, inclass instruction, and individual tutoring. The third section presents steps to follow in planning and implementing the programs, including developing entry and exit criteria, developing instructional strategies, staffing, staff development, special education, and parent and community involvement. The fourth section discusses the identification and use of materials and personnel and funding resources, and the fifth section examines strategies for evaluating and monitoring the instructional program. A brief bibliography is included. Descriptors: Academic Achievement, Admission Criteria, Bilingual Education Programs, Classroom Techniques
(1979). Teaching the Linguistically Diverse. New York State English Council Monograph. The essays in this monograph are concerned with ways to build on the linguistic diversity found in the schools, turning to educational advantage the characteristics of the multicultural classroom. The following essays are included: (1) "Recent Trends in Bilingual Education" by V. John-Steiner and M. Cooper; (2) "Code-Switching in Spanish-English Speaking Kindergartners" by C. Genishi; (3) "Techniques for the Teaching of ESL in the Primary Grades" by L. New Levine; (4) "Dialect and Learning to Read" by J. Schwartz; (5) "Black Dialect and Reading: A First-Level Sociolinguistic Cathechism" by G. Maring; (6) "Black English and the Teaching of Spelling" by P. Groff; (7) "The Use of Street Games in Language Programs" by L. Mays; (8) "The Use of Black Rhetorical and Verbal Strategies in the Teaching of Composition" by E. Anderson; (9) "Encouraging Oral Language in the Reluctant Young Speaker" by M. Yonemura; and (10) "Participle Power–Seeing, Hearing, Writing: Composing" by R. Drdek. Descriptors: Bilingual Education, Black Dialects, Black Students, Code Switching (Language)
(1974). Title VII Bilingual Project "Let's Be Amigos": Evaluation of the Fifth Year, 1973-74. In its fifth year of operation, the project served about 2,000 students in the Philadelphia public schools. The three components of the project are: (1) Model A, providing bilingual education from prekindergarten to fifth grade, (2) Model B, parallel in pattern to Model A but serving grades 1-4 and grade 2 at othe schools, and (3) Arriba, designed to serve new arrivals to the mainland, mostly Spanish-dominant, in grades 3 through 12 in nine schools. The report describes the needs of the environment, the objectives and organization of the project and the modifications instituted in the fifth year. Testing and management problems are examined. Materials completed in 1973-74 are listed and a financial analysis is given. Statistical tables and graphs reflecting language and reading performance, self-esteem and readiness of pupils, and parental support, with an evaluation for each section, make up the bulk of the report. A cumulative abstract for the five years shows that the "Let's Be Amigos" program has improved performance of both English- and Spanish-dominant pupils in their mother tongues. Growth has occurred in second languages as well but has not been as rapid as anticipated by program planners. A bibliography is appended. [More] Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Schools
(1981). Projects in Progress–FY1980. A Report for the Coordinating Committee on Research in Vocational Education. This third annual compilation presents resources of 183 ongoing projects in career education, vocational education, and education and work, that are administered by such agencies as the U.S. Department of Education's Office of Career Education, National Institute of Education, Fund for the Improvement of Postsecondary Education, and Office of Special Education and Rehabilitative Services. Also included in the report are projects administered by the Office of Bilingual Education and Minority Language Affairs, National Center for Educational Statistics, and U.S. Department of Labor. The report is organized in three sections. Section 1 includes descriptions of the federal agencies and a list of key personnel; section 2 contains the project resumes; and section 3 is comprised of six indexes (subject, project director, organization, sponsoring agency, geographic location, and contract or grant number). Projects administered by the Office of Vocational and Adult Education are subdivided as follows: programs of national significance, programs for Indian tribes and Indian organizations, and Comprehensive Employment and Training Act (CETA) programs. Included in each resume are bibliographic information, subject terms describing the project, and an abstract focusing on project objectives and procedures. [More] Descriptors: Abstracts, Adult Education, American Indians, Bilingual Education
(1989). LEP–1988-89 Final Technical Report. Publication No. 88.M. This report on the progress of 1,251 limited-English-speaking (LEP) students in the Austin (Texas) Independent School District for 1988-89 presents findings on attendance and dropout rates and achievement in English, Spanish, and mathematics. Most LEP students are served in a transitional bilingual education program or an English-as-a-Second-Language program. Major findings of the report include the following: (1) compared to the previous year, English language mastery percentages increased in 8 of 15 comparisons by grade and subject areas; (2) of 11th-graders tested for the first time in the fall, 59% mastered mathematics and 36% mastered language arts (the latter number was lower than the previous year); 9 of the 24 district 12th-grade students who were denied diplomas because of failure to achieve state standards were LEP students; (3) Spanish mastery for first- and third-grade LEP students was high (86-98%); (4) LEP students with Hispanic backgrounds gained over 1 grade-equivalent in 1 year in about half the grade and subject-area comparisons; Vietnamese LEP students gained over 1 grade-equivalent in 25 of 36 comparisons; and (5) the dropout rate was lower than for the previous year at the junior high school level, with the opposite occurring at the senior high school level. Extensive data tables are appended. [More] Descriptors: Academic Achievement, Achievement Gains, Attendance, Bilingual Education Programs
(1979). Trends in Segregation of Hispanic Students in Major School Districts Having Large Hispanic Enrollment. Analytic Report, Volume III-A. Final Report. Analysis of 1968-76 data from the Office of Civil Rights indicated that Hispanics were highly segregated between school systems and between schools within systems. In 1976, nearly 80% of all the Hispanics enrolled in United States schools were enrolled in less than 5% of the nation's school districts, a level of segregation nearly twice that of blacks for the same year. Segregation was more severe at the elementary school level. Only modest relationships existed between segregation and participation in school programs (such as bilingual education or special education programs) and practices (such as grade retention and disciplinary action). Hispanic staff was found to be concentrated in more segregated schools and as separated from non-Hispanic staff as were Hispanic students from non-Hispanic students. Blacks were more segregated than Hispanics between schools and across school systems but black segregation had decreased more. Indications were that black desegregation had adversely affected Hispanic desegregation, which did not change dramatically during the eight years covered by the study. Descriptors: Bilingual Education, Blacks, Desegregation Effects, Discipline
(1977). Our Language Heritage: A Historical Perspective. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. Examination of the historical facts surrounding the American linguistic heritage and application of theories of language policy and planning may help to clarify possible future directions for the role of language not only in the classroom but in the pluralistic cultures of the United States and the world. The need to revitalize the bilingual tradition in the United States has brought forth questions regarding the role of linguistic uniformity in national unity. Both the maintenance of languages other than English among ethnic groups and the teaching of foreign languages to native Americans are central policy issues. The centrality of language in social, political, and ideological issues accounts for both the frequency and intensity of language heritage debates. There has been a lack of attention to specific language policy in the United States. The Civil Rights Act of 1964 and the Bilingual Education Act in 1967 promoted recognition of the educational role of languages other than English for ethnic groups. Colonial and early national proposals, court cases concerning language and educational policies, developments concerning the education and socioeconomic and political status of immigrants, academic approaches to modern language teaching, and practical benefits of foreign language study in the second half of this century are considered. Descriptors: Bilingual Education, Bilingualism, Cultural Influences, Educational History
(1975). The New York State Annual Evaluation Report for 1974-75 Fiscal Year. Section II: Achievement Summary. Elementary and Secondary Education Act of 1965, Title I. This report presents a description of the Title I Elementary and Secondary Education Act program in New York State. The report describes the evaluation of programs in reading, mathematics and bilingual education. The project participants were 150,000 Upstate New York children and 150,000 New York City children. Among the findings of the report are the following: the group means for Upstate and New York City children were found to be significantly different and positively related to pretest and posttest distribution in reading and mathematics skills after exposure to Title I services. Approximately 73 upstate and 8,000 New York City non-English or limited English speaking pupils showed improvement beyond their performance at the outset of the projects in English language fluency. About 12,000 bilingual students from both Upstate and New York City demonstrated an increase in their capacity to read English. Moreover, 1,000 Spanish-dominant students increased in their capacity to read Spanish. There were also gains in remedial reading and remedial mathematics for both Upstate and New York City children. [More] Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Evaluation Methods
(1993). Limited English Proficient Students in Intermediate Schools and in High Schools.A Concern About... The typical public school classroom is more diverse, linguistically and ethnically, than 20 years ago, with a dramatic increase in the proportion of limited-English-proficient (LEP) students. This pattern is reflected in secondary as well as elementary schools. Research indicates many of these students are at risk of failure or dropping out. A telephone survey of 33 state education agency bilingual education directors revealed a number of areas in which barriers to LEP student progress occur. These include: limited access to the core curriculum because of limited language skills; lack of native language literacy skills; isolation in rural areas; dearth of counselors with appropriate language skills or training in evaluating foreign educational credentials; limited instructional materials at the secondary school level; and outdated English-as-a-Second-Language (ESL) methodology. Practices that hold promise for addressing these problems include: team teaching to improve access to content areas; parent outreach; use of interactive technology to support native language and ESL instruction; and temporary English teaching certificates for teachers who are bilingual and have content knowledge. Additional recommendations include: linking these changes with overall reform initiatives; modifying teacher training; allowing LEP secondary students extra time to attain credits for graduation; and more local responsibility for inservice teacher training. [More] Descriptors: Access to Education, Bilingual Education, Bilingual Teachers, Change Strategies
(1978). State Education Agencies and Language-Minority Students. A summary is presented of the survey of "State Education Agencies on Limited-English-Speaking Persons from Non-English-Dominant Backgrounds." The survey was designed to determine: (1) the extent of data currently available at the state level on the numbers of persons in the potential target group in each state, (2) the numbers who were served with special state and/or local programs in 1974-75, and (3) the personnel working with programs at the local and state levels. It was a preliminary effort to learn something about the extent of state and local effort to meet the needs of this group. It was also an attempt to obtain information about the extent of available data on special programs under Title I of the Elementary and Secondary Education Act and participation in them by limited-English-speaking persons. Information is presented on the legislative authority for bilingual education programs and certification of teachers for programs for persons from non-English-dominant backgrounds. Statistical data and a sample survey questionnaire are included. [More] Descriptors: Bilingual Education, Educational Assessment, Federal Legislation, Language Programs
(1987). Analysis of New York City's Adult Literacy Data: 1985-1986. Final Report. The New York City Adult Literacy Initiative was instituted in 1984. Approximately 22,000 students attended the city's literacy program in 1984, with the number increasing to nearly 50,000 by 1986. A study examined one year, 1985-1986, of the program's operation. Of the 49,986 students enrolled in 1985-1986, 40,754 were in bilingual education (BE) or English for speakers of other languages (ESOL) programs. The remaining 9,232 were enrolled in high school equivalency or other adult reading programs. Fifty-nine percent of the BE and ESOL students were female; 58.6 percent of the BE students were Black and 30.4 percent were Hispanic. Of the BE and ESOL students, 37.2 percent were employed full-time, 8.7 percent were employed part time, and 40.1 percent were unemployed. The average BE and ESOL student is 33.33 years old. Very few reported their incomes. For those who did, the average annual income was $7,773. Almost 25 percent of the BE students and just under 20 percent of the ESOL students separated from the program during the course of the fiscal year. The BE students averaged achievement gains of about 8.5 months, and the ESOL students averaged gains of 13.2 raw score points. (Appendixes contain a discussion of the creation of the data files used in the analysis and a guide to the tables of demographic data.) [More] Descriptors: Access to Education, Adult Basic Education, Adult Literacy, Adult Reading Programs
(1984). Entering the Mainstream. A Report of the East Coast Asian American Education Conference (5th, Washington, District of Columbia, April 1984). Summaries of 40 papers on the broad topic of entering the mainstream are provided. Three keynote speakers spoke on the problems of entering the mainstream, on the commission on excellence in education, and on the Asian American contribution to the American Dream. The first session discussed Congressional developments in education and new theories of education. The second session addressed the issues, myth, and realities of refugee education; ESL methodologies; and U.S. Department of Education Grant Programs on international education. The third session dealt with Asian Americans and the work of national associations; Asian Americans, bilingual education, and desegregation in Massachusetts; teenagers' views on mainstreaming, on American attitudes toward Vietnamese immigrants, and on the disadvantages facing Asian Americans growing up in the United States; and special education and Asian Americans. A further session was devoted to international and global education; vocational education; adult education; and one administrator's view of his career. In the fifth session, strategies for getting a job; teenagers' views on excellence in teachers; and the role of parents in education were all discussed. The penultimate session addressed the problems of managing communication skills; crosscultural counseling; Asian American child rearing; and Asian language schools. The final session focused on the identities of Asian American teens; Asian American race relations; intracultural awareness; and assertiveness training. Descriptors: Academic Achievement, Acculturation, Adolescents, Adult Education
(1974). Tokec, Katop (Qenoq) Sipkiw (For Now, but Not for Long). This reader, intended for use in a bilingual education program, tells the story of the Indians' struggle to keep their land along the St. John River during the American War for Independence. Written from the Indian point of view, the text is based largely on the journal of John Allan, a white man living in Nova Scotia, who was sympathetic to the American cause and friendly to the Indians. The narrative tells of the efforts of John Allan to get recognition of the Indians by the American Congress, the differences of opinion among the Indians themselves on the advisability of helping either side, and the battle at Machias in which the Indians forced the British warship "Hope" to leave their territory. The text is in English with the exception of one account of a conversation around a campfire when the native Indian language is also used. The illustrations are pen and ink maps and drawings by the students at Indian Township School. Also included are excerpts from original historical documents and correspondence related to the subject matter. [More] Descriptors: American History, American Indian Culture, American Indian Languages, American Indians