Bibliography: Bilingual Education (page 311 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Rosalyn Alvarez, Wendy De Megret, William Eggington, Phillip Gonzales, Irving M. Levine, Mary O'Connor, Charles L. Glenn, Miyeko Heishi, Helen Wren, and Donovan R. Walling.

Levine, Irving M. (1975). Social Policy and Multi-Ethnicity in the 1970's. Working Paper Series, Number 1. Some of the public policy problems currently facing the United States, which have been created by a reawakening to the real multiethnic character of society, are explored and developed in great detail in this paper. The analysis is confined to domestic affairs, but the significant impact of foreign affairs on ethnic group identity and intergroup relations in America is stated. A listing of central issues dealt with include the following: (1) quota and affirmative action–the most dramatic and most far-reaching in its implications; (2) ethnic studies–with the current rising demand of white ethnic groups to be included in the curriculum revision, there is real confusion among educators as to how to respond to the new surges and militancy that have arisen; (3) bilingual education–Spanish speaking groups have long perceived bilingualism as a key to their survival, and Chinese demands are currently litigating in the Supreme Court; (4) government reorganization–overlooked in the past is that there is no plan for the reorganization of municipal power which does not affect ethnic group relations quite dramatically; (5) racism–it has the most devasting consequences on intergroup relations in America; and (6) group identity–it has extensive public policy ramifications and is seen as deserving serious attention.   [More]  Descriptors: Affirmative Action, American Culture, Bilingual Education, Change Agents

Eggington, William, Ed.; Wren, Helen, Ed. (1997). Language Policy: Dominant English, Pluralist Challenges. This book examines the impact of English in countries in which it is taken for granted–Australia, Britain, Canada, New Zealand, and the United States. It explores how the impact of English affects the development of national language policies, the maintenance of minority languages, the ability to provide services in other languages, the efforts to promote first language and bilingual education programs, and the opportunities for adult and child second language literacy training. Language and language-in-education policies are examined and the extent to which English language dominance influences some policies and preludes others is discussed. The book also explores the professional viability of a statement on national language policies that could be adopted by the International Teachers of English to Speakers of Other Languages organization as a statement of principles. The book is divided into three parts: "The Dominance of English and National Language Policies: An Overview"; "Language and Language-In-Education Policies in English Dominant Nations"; and "Teaching Within Language and Language-In-Education Policies." Extensive references are found at the conclusion of each chapter. Descriptors: Adult Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. (1977). Migrant Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 7. A supplement to seven previous bibliographies, this bibliography provides access to some of the latest resource material, research findings, and/or developments in migrant education. Part I contains 175 citations and abstracts which appeared in "Resources in Education" (RIE) from January 1976 through December 1976. Part II includes 14 citations of journal articles which appeared in "Current Index to Journals in Education" (CIJE) from January 1976 through December 1976. In addition to migrant education, the citations cover such topics as academic achievement, agribusiness, agricultural laborers, American Indians, ancillary services, bilingual education, child care, compensatory education programs, computer oriented programs, day care services, early childhood education, economic factors, educational assessment, educational programs, employment trends, English as a Second Language, family programs, Federal legislation, Federal programs, interstate programs, manpower utilization, Mexican Americans, migrant children, health services, housing, migrant workers, mobile educational services, parent participation, program effectiveness, Puerto Ricans, resource allocations, rural population, state programs, and tutorial programs. A combined RIE and CIJE subject index is provided. Ordering information and a list of the 16 ERIC clearinghouses are included. Descriptors: Abstracts, Agricultural Laborers, Annotated Bibliographies, Bilingual Education

Gonzales, Phillip (1979). Culture Capsules: A Route to Biculturalism. Biculturalism is considered a necessary curricular component in bilingual education. In the attempt to meet this challenge, schools often adopt a combination of cultural curriculum models currently available. While these models have intellectual advantages, they lack inclusion of affective considerations. The bicultural approach, on the other hand, actively and directly familiarizes students with the attitudes, value systems, communication styles, and thinking and behavioral patterns consistent with and necessary for the development of bicultural abilities. "Culture Capsules," or minidramas portraying actual or potential real life situations, are a strategy designed to assist teachers facilitate the development of biculturalism. The rationale behind them is: (1) teachers and other school personnel must be cognizant of the nature of culture and biculturalism; (2) they need to realize the basis for conflicts that may occur between culturally divergent groups; and (3) they need to be familiar with the process of operationalizing an atmosphere required in fostering biculturalism. Three sample culture capsules designed for use at three different educational levels are presented. The objectives, uses, types of problems that are suitable for such capsules, adjustment of the capsule to participants' needs, and the components of a capsule are discussed. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Class Activities

O'Connor, Mary (1976). Equal Educational Opportunity for Puerto Ricans. Puerto Ricans as a group are more disadvantaged economically, politically, and socially than any other ethnic minority. This marginalization is partly due to the educational system's discriminatory practices which deprive the vast majority of Puerto Rican children of equal educational opportunities. The educational problems of Puerto Ricans stem both from substandard educational facilities in low income areas and from the neglect of special language problems in the group. The problems involved in education and language are not simple, and the picture that emerges from a discussion on equal educational opportunities for Puerto Ricans is that both bilingual education and teacher training programs are needed to break the vicious circle of illiteracy, poverty, and unemployment which is associated with this ethnic group. Topics discussed are: (1) educational opportunity for Puerto Ricans in New York City, Chicago, Newark, and Boston; (2) policy implications in educational programs for the ethnic group; (3) Puerto Ricans and internal colonialism; (4) the island colony; (5) ethnic, geographic, and demographic dimensions; (6) patterns, processes, and indicators of marginality; (7) mechanisms of colonialism; and, (8) adaptive responses in Puerto Ricans.   [More]  Descriptors: Bilingual Education, Change Agents, Demography, Disadvantaged

Walling, Donovan R. (1993). English as a Second Language: 25 Questions and Answers. Fastback 347. Frequently-asked questions about English-as-a-Second-Language (ESL) instruction are posed and answered. Questions address the following: the goals of ESL instruction; how ESL differs from bilingual education; how students needing ESL are identified; where interpreters are found; the "Lau Decision"; how to find out how much English the student understands; the distinction between conversational and academic proficiency in English; ESL and age-appropriate placement; the ESL teacher's role; early childhood ESL programs; how much ESL is enough; how soon ESL students should be mainstreamed; dealing with special education needs; what regular classroom teachers should do to help ESL students; sheltered English; the role of bilingual aides; ESL students' use of their native language in school; grade retention and promotion and academic standards; parent involvement; instructional materials; use of instructional technology; ESL program funding; program recordkeeping; ongoing professional training for ESL teachers; and ESL inservice education for regular teachers. Lists of print materials, publishers and distributors of ESL materials, and organizations useful as resources are appended.   [More]  Descriptors: Academic Ability, Academic Standards, Bilingual Education, Bilingual Teacher Aides

Lange, Dale L., Comp. (1976). 1973 ACTFL Annual Bibliography of Books and Articles on Pedagogy in Foreign Languages. This bibliography is the seventh annual listing, by the American Council on the Teaching of Foreign Languages, of articles and books on the teaching of foreign languages. It has been compiled from a master list of about 300 journals relating to the field and from various book sources. Books and articles concerned with pedagogy in modern foreign languages, Latin and Greek, English as a foreign language, and applied linguistics have been included. A fundamental principle of the bibliography is that each item is entered only once, in the place where it will attract the largest number of users. The bibliography consists of eleven sections of concern to language teachers: (1) bilingual education; (2) linguistics; (3) culture; (4) literature; (5) curriculum; (6) materials; (7) physiology and psychology of language learning; (8) teacher education; (9) methodology; (10) equipment; (11) testing. These eleven sections are preceded by a general section. Since items may be pertinent to more than one section, a cross-referencing system is also used. Descriptors: Applied Linguistics, Audiovisual Aids, Bibliographies, Bilingual Education

Berney, Tomi D.; Watson, Heriberto (1989). Project Triunfe, 1987-88. OREA Report. In its fifth year of funding, Project TRIUNFE served 413 limited-English-proficient speakers of Spanish, French/Haitian Creole, Asian languages, and Polish at John Jay High School in Brooklyn. The program's aim was to supplement the high school's transitional bilingual education program, emphasizing computer instruction, partial English immersion, vocational training, job placement, and counseling. The program provided English-as-a-Second-Language (ESL) instruction to all students, native language arts to Hispanic and Haitian students, and bilingual content area instruction to Hispanic students. It also offered computer literacy and computer-assisted instruction in ESL, Spanish and French native language arts (NLA), and content areas. Staff development and parent involvement activities were included in the program. Project TRIUNFE accomplished its stated objectives in non-instructional areas (attendance, staff development, parent involvement, and most areas of curriculum and materials development), ESL, most aspects of NLA instruction, and most content area classes. Recommendations for program improvement include three daily periods of instruction for beginning ESL students, computer upgrading, provision of more individualized and/or small group instruction, and continued attempts to increase parent participation.   [More]  Descriptors: Bilingual Education Programs, Computer Science Education, Counseling Services, Curriculum Development

Glenn, Charles L. (1997). "Improving Schooling for Language Minority Children: A Research Agenda." A Review of the National Research Council Study. READ Abstracts. A recent National Research Council study, "Improving Schooling for Language-Minority Children: A Research Agenda" examined the status of bilingual education research and the direction of future studies. The report is discussed here, in a format corresponding to the report's sections on domains of research and practice: bilingualism and second-language learning; cognitive aspects of school learning: literacy development and content learning; the social context of school learning; student assessment; program evaluation; studies of school and classroom effectiveness; preparation and development of teachers; estimating population parameters; issues related to the research infrastructure; and priorities for research. The report concludes that while research has revealed a significant amount about how a second language is learned, it has shed little light on whether language minority children are doing so or how to help them succeed academically. The critique finds that the report overemphasizes how research has not been fruitful, and suggests that the interests of language-minority children would be better served by theory-based experimentation on effective schooling of poor children in general, not relying as heavily on second language acquisition research or remaining preoccupied with language of instruction.   [More]  Descriptors: Bilingual Education, Bilingualism, Demography, Educational Environment

Berney, Tomi D.; Carey, Cecilia (1989). Project RECURSO, 1987-1988. Project RECURSO, a federally-funded project in its third year of operation, attempted to improve: (1) assessment procedures for limited-English-proficient (LEP) students with handicapping conditions; (2) the skills of teachers and school-based support team members (SBSTs) who work with this population; and (3) the quality of interaction between these children's parents and their schools. The project provided inservice training to 410 SBSTs and 135 teachers serving 308 elementary students in 15 schools. Two teacher trainers provided classroom teachers with individual and group training in effective bilingual education techniques. SBSTs were familiarized with new tools and strategies for assessing LEP special education students. A series of regional parent workshops familiarized parents with the policies and procedures of the city's Division of Special Education and taught them how to help their children learn. Participating students showed significant gains in their English language skills, but did not meet program objectives in native language skills. Objectives were met in mathematics and social studies instruction, but not in science. Objectives were met in staff development, but not in identifying or developing assessment instruments. Evaluation of the parental involvement segment was not possible, and the program served fewer students but more staff members than the year before.   [More]  Descriptors: Bilingual Education Programs, Disabilities, Elementary Education, English (Second Language)

Salazar, Jesus; Heishi, Miyeko (1988). Eastman Curriculum Design Project: First-Year Implementation Report, 1986-87. Publication No. 512. The Eastman Curriculum Design Project was intended to replicate, in seven selected schools, the modified bilingual education program implemented successfully at the Eastman Avenue Elementary School. Program features include: grouping by language proficiency for core subject instruction; separation of languages (no translation or concurrent teaching in two languages); introduction of sheltered English for limited-English-proficient (LEP) students; a balanced curriculum for all students, regardless of language proficiency; emphasis on communicative English; transitional reading program for Spanish-speakers; and emphasis on oral English for both LEP and English-speaking students. Program evaluation showed the following results: staff development was effective in helping teachers implement instructional activities; concurrent instruction decreased from 33% to 3% after one year, in comparison with 29% at other schools; academic gains are likely to be gradual, becoming apparent after 3-5 years; former LEP students transitioned into mainstream instruction (reclassified as fluent English proficient or FEP) outperformed counterparts at other schools in reading and math; project teachers and parents were more satisfied than others with the instructional program; and reclassified FEP students had the highest self-esteem scores of all language classification students at any school. Tables, figures, instruments and training schedules are appended.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Communicative Competence (Languages), Curriculum Development

Jones, Mary Lynne (1997). Intercultural Programs Program Evaluation. The report evaluates the programs of the Des Moines (Iowa) Public Schools' Office of Intercultural Programs' services. The programs are designed to provide educational equity and serve as a resource for students, parents, community, and staff in a variety of areas, including: a voluntary transfer program; paired and magnet schools; extended day kindergarten; English as a Second Language and bilingual education; minority and bilingual community liaisons; multicultural, non-sexist education; cross-cultural awareness training; minority achievement; affirmative action; discrimination compliance; and sexual harassment training. The Office provides leadership, guidance, training, and support to its constituencies; works toward program enhancement and external funding for programs; and has established a partnership with the National Coalition of Advocates for Students. It developed a process for examining the district's desegregation efforts, worked in conjunction with building personnel to provide services for a significant increase in limited-English-proficient students, and provided technical assistance and services to support compliance with anti-discrimination laws and improve complaint processing. Plans include enhancement and expansion of services, changes in the voluntary transfer program, enhanced instructional delivery for LEP students, sexual harassment awareness training for staff and students, and improved accommodation of individuals with disabilities.   [More]  Descriptors: Affirmative Action, Bilingual Education Programs, Compliance (Legal), Cross Cultural Training

Revista Investigacion Educativa (1995). Revista Investigacion Educativa, 1992-1995. This document consists of the eight issues of the series "Revista Investigacion Educativa" published during the 4-year period 1992-1995. This review of educational investigation seeks to promote the exchange of information about empirical research in education. It is published semiannually, and includes reports of both quantitative and qualitative research as well as articles on research methodology. Studies at all levels of education, from early childhood education to graduate study, are included. All articles are in Spanish, but English abstracts of each article are provided. The eight issues included in this group, dating from 1992 through 1995, contain articles on a wide range of topics, including bilingual education, mathematics instruction, curriculum design and development, teaching skills and qualifications, reflective teaching, science instruction, the purposes and uses of research, cooperative research, articulation, external and internal program evaluation, educational reform, social aspects of education, diagnostic evaluation, mainstreaming, classroom teaching techniques, special education, educational psychology, qualitative research methods, various methods of statistical analysis, and research design. A number of articles refer specifically to the Spanish educational system.   [More]  Descriptors: Action Research, Articulation (Education), Bilingual Education, Classroom Techniques

Berney, Tomi D.; Alvarez, Rosalyn (1989). Bilingualism in the Computer Age. 1987-88. OREA Evaluation Report. Bilingualism in the Computer Age, a federally-funded bilingual education program at Morris High School in the Bronx (New York), served 197 native low-income Spanish-speaking students in its second year of funding. Program objectives were to improve students' English language proficiency and mainstream them as quickly as possible, develop their native language skills, enhancing their self-image, and provide career-oriented training in computer use. Extensive support services were also provided. The program achieved its objectives in English as a Second Language, native language arts, computer instruction, career orientation, attendance, and one staff development objective; the second staff development objective could not be assessed as proposed. The program did not meet its objectives in content-area subjects or New Environmental Workshops, and it could not be determined whether objectives in cultural awareness and dropout rates were met. Program participation and staffing dropped during this funding year. Major program strengths included incorporation of computer learning in the content areas and the commitment of staff. Major weaknesses were lack of teacher training in computers, lack of needed social work personnel, and late receipt of program funds. Recommendations for improvement include staff training in computer use, additional social support personnel, increased content area offerings, and rewriting of the cultural awareness objective.   [More]  Descriptors: Attendance, Bilingual Education Programs, Computer Literacy, Cultural Awareness

Berney, Tomi D.; De Megret, Wendy (1989). Project Go-For-It, 1987-1988. OREA Report. In the first year of a 3-year funding cycle, Project Go-For-It, a multisite bilingual education project, provided instructional and support services to 292 gifted and talented limited-English-proficient speakers of Haitian Creole/French, Vietnamese, Chinese, Spanish, and Italian at 3 high schools. The project's aim was to provide individualized instruction in English as a Second Language (ESL) and content area subjects. Project Go-For-It met its ESL objective, but did not meet stated content area course objectives. Non-instructional objectives that were accomplished include attendance rate and staff development. It was not possible to assess whether objectives in parent involvement and guidance and counseling were met. Stated objectives for curriculum and test development were not met. Program weaknesses include insufficient intersite coordination, inadequate space for the resource center at two sites, and an unrealistic criterion for content area passing grades. Program strengths include successful implementation of the ESL component and staff development activities. Recommendations for improvement include an improved passing criterion for content area courses, coordination of site activities to ensure similar duties among personnel and promote the exchange of ideas, and additional encouragement for parent participation in project-sponsored activities.   [More]  Descriptors: Attendance, Bilingual Education Programs, Career Counseling, Chinese

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