This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Salem. Oregon State Dept. of Education, Austin Southwest Educational Development Lab., G. W. Bassett, Robin H. Farquhar, Stephen May, Moses Dirks, Brooklyn New York City Board of Education, Judith Lessow-Hurley, Jonathan J. Curtis, and Joseph O. Prewitt-Diaz.
(1993). Emergent Literacy in Early Childhood Education: Course on Emergent Literacy in Early Childhood Education (Haifa, Israel, October 25-December 20, 1992). The purpose of a 1992 course on emergent literacy in early childhood education was to formulate a shared definition of literacy; create awareness of the developmental process involved; test previous assumptions, methods, and techniques in the light of new knowledge; and develop pedagogic approaches and curricula relevant to the existing conditions in the course participants' communities. Following an introduction, this publication contains the major lectures delivered during the course: (1) "Introduction to Literacy" (Rina Michalowitz); (2) "Acquisition of Language and Literacy" (Dorit Ravid); (3) "Sensory-Motor Integration as a Precursor of Literacy Skills" (Luba Zuk); (4) "The Developmental Bases for School Adjustment" (Galia Rabinovitz); (5) "Language, Reading and Reading Programs" (Miriam Gillis-Carlebach); (6) "Emergent Literacy–From Theory to Practice" (Ilana Zeiler); (7) "Emergent Literacy: Children's Ways of Writing in Preschool Years" (Ana Sandbank); (8) "Literacy Acquisition in a Diglossia Situation" (Jihad Iraki); (9) "Literacy, Development and Bilingual Education" (Hanna Ezer); (10) "Bilingualism and Biliteracy" (Elite Olshtain); and (11) "Promoting Flexibility in Young Children's Minds within the Family–A Cross Cultural View" (Pnina Klein). References are included with all but the first lecture, and a list of course participants is appended. [More] Descriptors: Bilingual Education, Bilingualism, Child Development, Diglossia
(1977). Issues for Language Treatment in Australia: English in Australia. Language Planning Newsletter, Vol. 3, No. 2. English has by tradition been the major and official language used in Australia. Dependence upon Southern British norms of correctness has only gradually been eroded, and the establishment of Australian norms to replace them has been equally gradual. Agencies of language standardization do function in Australia and formulate on an ongoing basis standards of usage, for technical terms, place names, and for the selection of varieties in officially sanctioned situations. The provision of extended models of usage is undertaken by the mass media, broadcasters, in particular, and, less formally, the press. Recent changes in the composition and distribution of population and the introduction of new varieties with significant numbers of speakers are resulting in new social and linguistic situations which are exerting pressures on the traditional patterns of language treatment and are forcing new developments in them. The most significant recent changes in policy have been in broadcasting, where relaxation of restrictive legislation now permits programs in ethnic languages on special stations or access radio, and in education, where ethnic languages have entered the curricula of both primary and secondary schools and are available to matriculation. A bilingual education program for speakers of Australian Aboriginal languages is also being implemented. [More] Descriptors: Australian Aboriginal Languages, Bilingual Education, English, Language of Instruction
(1988). Bilingual Alternatives at the Post-Secondary Level: University Developments in Canada's Prairie Provinces. The bilingual educational opportunities in the universities of Canada's primarily anglophone provinces are reviewed, focusing on the prairie provinces (Alberta, Saskatchewan, and Manitoba). The information is drawn from a survey of the nine universities in the prairie provinces concerning courses offered in French to students from bilingual secondary programs. Survey responses indicated a varying levels of bilingual educational opportunities, from almost none to full-fledged bilingual programs. Examples of efforts made include: (1) committees considering the issue; (2) proposed French sections of multi-section courses; (3) teacher education programs to prepare additional qualified bilingual and immersion program teachers; (4) undergraduate bilingual degree programs; (5) French-language first-year courses in a variety of disciplines; (6) courses in the arts offered in French; (7) consideration of distance education in French; (8) introductory social sciences courses in French; (9) education courses in French; (10) French-language courses for the non-francophone parents of children in elementary and secondary immersion programs; (11) campus bilingual centers offering a variety of courses in French; (12) an undergraduate education degree program offered in French; and (13) affiliation with a francophone university. It is concluded that developments in postsecondary bilingual education in this region are limited and inconsistent, but that there is a growing movement to expand offerings. Descriptors: Bilingual Education, Bilingualism, Comparative Analysis, Educational Opportunities
(1978). Atxax (Atka). Semi-dormant volcanoes, bombing by the Japanese, fierce storms, isolation, high fuel costs, and bureaucratic harassment are some of the conditions peoples of the Aleutian village of Atka, Alaska, have had to contend with in years past. In this illustrated booklet, printed in both Western Aleut and English, Lydia and Moses Dirks, lifetime residents of Atka, recount happenings from years past. The short stories tell of such events as fishing, reindeer hunting, fox trapping, the art of basket weaving, and of a storm so fierce people thought their homes would be blown away. A theme of dissatisfaction with various government policies emerges from some of the narratives. One story tells of the use of the island as an air strip during World War II and the mess that was left behind when the strip was closed. It is mentioned that some people think the U.S. Navy is trying to force the people to leave the island and examples are given of some Navy actions that seemingly lend credence to that idea. The sea otter is described as a nuisance, protected by the government, yet so abundant that otters are stripping the area of food sources commonly used by the Aleut people. This document is intended for use in bilingual education instruction. Descriptors: Alaska Natives, Bilingual Education, Books, Childrens Literature
(1979). An Analysis of the Effects of a Bilingual Curriculum on a Selected Group of Ninth Graders with Regards to Attitude toward School and Self Concept. A study was made of a group of ninth grade students to investigate the effects of a bilingual curriculum on monolingual Spanish (MS) students with regard to their self concept and attitude toward school. The research used one treatment group (MS) and two comparison groups: monolingual English Students (ME) and Bilingual Students (BI). The ME and BI groups were from a mainstream curriculum. These three groups of students were administered the following instruments: Self Esteem Inventory (Coopersmith, 1967), Self Appraisal Inventory (Frith and Nakimura, 1972), and the School Sentiment Inventory (Frith and Nakirmura, 1972) both at the beginning and at the end of the semester. The change between pre- and post-test administration was assessed by using an analysis of covariance for each dependent measure. The pretest became the covariate and the respective post-test because the dependent variable. The results of the analysis of covariance produced a significant difference in the dependent measure Self Esteem Inventory; the Self Appraisal Inventory yielded a significant difference between the groups in self concept; and the School Sentiment Inventory was statistically significant. The need for further research in secondary bilingual education and the importance of longitudinal studies are discussed. [More] Descriptors: Attitude Measures, Bilingual Education, School Attitudes, Second Language Learning
(1976). Guidelines for Selecting Test Instruments and Procedures for Assessing the Needs of Bilingual Children and Youth. Part I: Guidelines for Determining Student Eligibility for Bilingual Instruction. Part II: Revised Guidelines for Selecting Test Instruments and Procedures in Bilingual Instruction. It is required by Michigan Public Act 294 that local school districts having an enrollment of 20 or more students of limited English-speaking ability establish and operate bilingual instruction programs, and that the State Board of Education approve a testing mechanism suitable for evaluating the proficiency in English language skills of students of limited English-speaking ability. This document was designed to provide school districts in Michigan with a set of guidelines for determining student eligibility for bilingual instruction and a set of revised guidelines to be used in assessing students with a language background other than English. Guidelines are presented for: (1) establishing the role of the bilingual instruction eligibility committee; (2) establishing the procedure for determining eligibility; (3) documenting and recording each student's difficulties in performing ordinary classwork and test scores reflecting academic achievement; (4) utilizing test results; and (5) designating school districts for bilingual education. Appendices include a list of test instruments suggested for eligibility assessment; designated Michigan school districts; and a list of test instruments for assessment, prescription, and evaluation in bilingual instruction. [More] Descriptors: Achievement Tests, Administrator Guides, Bibliographies, Bilingual Education
(1986). George Washington High School Biliteracy Skills Development Program 1985-1986. OEA Evaluation Report. The Biliteracy Skills Development Project at George Washington High School (New York, New York) completed its final year of a three-year funding cycle in June 1986. Using a mini-school structure, the program sought to enable students to develop oral proficiency in English and literacy skills in both English and Spanish through intensive language instruction. The program served 221 students, most of whom were semi-literate (in Spanish) recent arrivals from the Dominican Republic. Students received intensive English as a Second Language (ESL) instruction, native language skills instruction, and bilingual instruction in content areas. Efforts were made to keep curricula and materials in the program courses parallel with those of mainstream courses, and the program included staff support (e.g., computer training) and parent education. In 1985-86, the project underwent several personnel and curriculum changes. A Literacy Assistance Project (LAP) was launched to plan further improvements in George Washington's bilingual education program. An evaluation of this year found that students were making good progress as a result of their involvement in the intensive language component of the program, and all program instructional goals were met. Bilingual students were considered better motivated and had better school attendance records than mainstream students, and the bilingual program received recognition within and outside the school for its student achievement. This evaluation report includes recommendations for improving the program's effectiveness and four appendices providing data on staff and course characteristics. [More] Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, Dominicans
(1980). Project: Ways to Improve Education in Desegregated Schools (WIEDS). Final Interim Report. The purpose of the WIEDS Project (Ways to Improve Education in Desegregated Schools) was to develop a model and guidelines for use in planning inservice education programs to promote integration. This final report examines the procedures and methodology used for achieving the objective, the results of data analysis, and conclusions and recommendations for future research and action. The major research questions considered are: (1) What are the existing models for Inservice Education (IE)? (2) Can any of these models be applied to facilitate effective desegregation/integration? and (3) What new models for IE need to be developed? The report discusses several inservice training models that are defined according to governance strategies, such as sources of authority and planning, views of individual needs, training contexts, and research functions. The final report examines specific guidelines for use in planning and developing IE models designed to deal with problems in conflict management as it relates to desegregated school settings; change teacher perceptions and behavior with respect to Mexican American students; implement guidelines for teachers in regard to bilingual education; and develop desegregation workshops for students, teachers and the community. [More] Descriptors: Administrator Role, Bilingual Education, Desegregation Effects, Educational Improvement
(1976). New Directions in Australian Education. This book consists of 16 selected papers that focus on the broad topic of new trends in Australian education. All the papers were originally presented at the Seventeenth Annual Conference of the Australian College of Education, which was held in May 1976. Titles of the papers include "Perspectives on Recent Changes in Australian Education,""Labor's Achievements in Australian Education 1972-1975,""The Political Economy of Educational Advancement,""Accountability in Australian Education,""Community Involvement in Education,""The School in the Community,""New World in the Morning?""The Dilemmas of Australian Preschool Education,""An Historical/Empirical Examination of the Effectiveness of Primary Teacher Preparation in Australia,""The Personal Development Programme in N.S.W. Secondary Schools: Rationale and Critique,""The 'Special Child' in Contemporary Australian Education,""Bilingual Education in the Northern Territory,""The Social Education Materials Project: A Review,""Directions in Advanced Education–Indicators and Influences,""A Model for Regional Tertiary Education," and "Policy Orientated Educational Research." [More] Descriptors: Accountability, Bilingual Education, Educational Change, Educational Policy
(1984). United States Language Policy in Micronesia: A Study in Ambivalence. Past and current education and language policy in the Federated States of Micronesia (FSM), which was formerly the U.S. Trust Territory of the Pacific, is discussed. Although under U.S. Navy administrative control since 1947, FSM is currently being divided into independent nations. The area has been influenced by colonization by Germany and Spain as well as by Japanese domination which ended with World War II. Over the last three decades, educational policy has vacillated between English-only instruction and primary language instruction as a tool for transition to English. Despite the fact that English has become a lingua franca in the Trust Territory and in FSM, the educational system has not developed approaches to develop English proficiency for Micronesian students. Overall problems of administering schools in a nation of diverse and distant islands are exacerbated by the multiplicity of languages and cultures, lack of standardized and disseminated orthographies, and insufficient or inadequate materials. Additional problems include lack of English proficiency among Micronesian teachers, resistance to primary language instruction on the part of Micronesian policymakers, and lack of consistent funding or support for bilingual education. Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)
(1981). Title VII Pre-Kindergarten, 1980-81: Final Technical Report. Data were collected relevant to the major decision and evaluation questions concerning the Title VII Pre-Kindergarten Program. This volume is a reference for those interested in replicating or studying the research and evaluation of this project. The instruments used to evaluate students and teachers are explained and evaluated. The Peabody Picture Vocabulary Test, English and Spanish versions, was administered to preschool participants twice during the school year. A teacher's interview was conducted to survey the concepts, attitudes, and opinions of Title VII teachers. The interview included commentaries about the class, training activities, parent participation, curriculum, and interaction with the administration. The teachers made suggestions for improvements in the program. They were satisfied with the program and believed it had an essential role in the language development of the students. Classroom observations were conducted and recorded by evaluators. Instruction time was classified and evaluated. A parent's questionnaire, written in English and Spanish, was administered. The major topics in the questionnaire were parental involvement, at-home activities, recruiting, and suggestions. Documentation from the bilingual education department was used to decide upon the components which needed modification. The costs associated with the program were determined from this information. [More] Descriptors: Bilingual Education, Bilingual Students, Classroom Observation Techniques, Interviews
(1994). Making Multicultural Education Work. The Language and Education Library 7. The implications of critical multiculturalism for practice are illustrated through the ethnographic study of Richmond Road School, an inner-city elementary school in Auckland (New Zealand). Richmond Road, under the leadership of its Maori principal James Laughton, developed a critically conceived, reflective, and holistic conception of multiculturalism through a process of whole-school reform. The school's approach demonstrates how critical theory and practice can be effectively combined in a model of multicultural education that offers considerable hope for change. This model can be achieved if the advocacy of cultural pluralism associated with the field is complemented by a recognition of the need for structural pluralism, that is structural or institutional change in the school. Outlines of various policies of Richmond Road School are presented as examples of organizational reform that can be applied elsewhere. Particularly interesting is the school's family-grouping ("ropu") structure that places students of various ages together in differing kinds of bilingual education. (Contains 130 references.) Descriptors: Bilingual Education, Critical Theory, Cultural Pluralism, Educational Change
(1991). Literacy, Language Planning, and Pedagogy. Various groups of Native American peoples and other non-English speakers are required to become literate in English and are promised that literacy will solve their social, economic, and political problems. Yet, having achieved some level of English literacy, many of these people find that not much has changed. The educational system attributes their lack of success to something "wrong" with the learners. The problem, however, is more complex, having roots in the way educational planners go about their business, in the history of written language, and in a general failure to perceive that various forms of written language serve different purposes. The absence of literacy is a natural human condition, and literacy is a complex and rich technology that is useful only under certain conditions. Government-supported language planning is fraught with dangers. Governments often have accepted the notion that monolingual literacy is desirable, ignoring the fact that orality and literacy serve different societal functions and that a lack of fit may exist between the dominant language and a minority (oral) language with regard to minority community needs. Other policy problems lie in the inability of the education sector to permeate an entire culture, the lack of written materials in certain languages, and the fact that process-based literacy training provides functional skills but not access to the language used in societal power structures. Policy suggestions for bilingual education in Alaska and the preservation of Native American languages are included. This paper contains 32 references. [More] Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Educational Policy
(1980). Migrant Education Projects. Projectos de Educacion Migrante. Oregon Migrant Education. Written in both English and Spanish, this booklet briefly summarizes the general concepts and requirements behind Title I Migrant activities for use by project personnel, parents, and others interested in those projects. After a brief discussion of project funding and definitions of commonly used terms, there is an outline of requirements which school districts must meet to qualify for Title I Migrant funding. Next is a list of priority needs applicable to Title I Migrant projects and endorsed by the Oregon State Board of Education. The list is followed by summaries of regulations concerning title and control of property, adjustment of project funding, child eligibility, grants to public or private non-profit agencies, preschool instruction programs, services to formerly migrant students, comparable access, parental involvement, support services, day care services, the supplementary nature of the program, and project proposal approval. The section on program implementation briefly discusses project staffing, parent involvement in classroom activities, home-school consultants, the Migrant Student Record Transfer System, bilingual education, purchase of equipment, and inservice training. [More] Descriptors: Bilingual Education, Definitions, Elementary Secondary Education, Financial Support
(1979). An Evaluation of the Impact of HEW Assistance on Recent Immigrants in the State of Hawaii. A Study of Health, Education and Welfare Service Delivery to Hawaii Immigrants: Recommendations to the U.S. Department of Health, Education, and Welfare. This study identifies the problems and needs of recent immigrants to Hawaii, identifies those factors that hinder the effective delivery of Federally funded health, educational, and social services to immigrants, and recommends ways in which government agencies can meet immigrant needs in Hawaii. The study is based on a 1978 survey in which immigrant parents, educators, social and health agency workers, immigrant community leaders, and administrators and/or policy makers were questioned regarding problems faced by immigrants. Problems that were identified by all groups were (1) language and communication and (2) cultural dlfferences. Other problem areas identified included education, employment, housing, and health care. Individuals surveyed also rated available services in these areas. The study details the different groups' responses to the survey and discusses Federal versus State responsibility for funding programs to assist newly arrived immigrants. It also presents recommendations for improving the delivery of services to these persons. Appended are notes from local meetings on immigrant related issues, the text of two bills for Federal assistance to immigrants introduced by United States Senator Inouye, a discussion of bilingual education problems, the report of a State Committee on immigrant problems, and a letter outlining a Federal Review of the Title VI progrmas in Hawaii. (SC) rated available services Descriptors: Bilingual Education, Cultural Differences, Delivery Systems, Education