Bibliography: Bilingual Education (page 317 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Terrence G. Wiley, Rafael Valdivieso, Urbana ERIC Clearinghouse on Reading and Communication Skills, Austin. Good Neighbor Commission of Texas, C. J. Dodson, Elton D. Minkler, K. Balasubramonian, Arnold H. Leibowitz, Robert A. Dentler, and Gilbert R. Cavaco.

Oregon State Dept. of Education, Salem. Compensatory Education Section. (1975). Racial and Ethnic Survey '74-'75. This document, presenting a statewide racial and ethnic survey by determining the distribution and composition of student enrollments and school personnel in local districts, is said to represent the most comprehensive effort attempted by Oregon's Title IV Unit, whose purpose is said to lie in improving the quality of services to target clients, and in encouraging districts to adopt and implement comprehensive integration programs. A section on equal educational opportunity and perspectives provides information on desegregation, integration and the law, state authority, and the state education department's responsibility. Also listed in this section are the components and objectives of the Program Research in Multi-Cultural Education Model (PRIME Model), which is said to have been developed to eliminate racial isolation. The survey data is presented in seven tables that are subsequently summarized. A statement on Lau et al vs. Nichols, in which a precedent for assistance to cultural and linguistically different children was established, is made in reference to Oregon school districts with a significant enrollment of culturally different students. Three districts are currently operating bilingual education programs. Maps, along with county totals, grade totals, school district totals, and personnel totals, are provided.   [More]  Descriptors: American Indians, Asian Americans, Bilingual Education, Black Students

Minkler, Elton D. (1975). Migrant Education Programs Under ESEA Title I Migrant Amendment. (Programas de Educacion Migrante bajo el Titulo I de ESEA.). Migrant Education Programs are designed for those students who, because of the migratory nature of their parents' employment, are required to move from one school district to another during the school year. In many instances these students, because of sporadic attendance and discontinuity of their educational experiences, have found it difficult, if not impossible, to function in the regular school programs. Purpose of the Migrant Education Programs is to provide educational and support services necessary to accommodate the unique and specific needs of these students. In planning and administering these programs, provisions are made to create an environment compatible with and attendant to the social, cultural, educational, health, and nutritional needs of these students. Program objective is to identify the individual student's strengths and weaknesses and to prepare a program that will best serve his needs. Prepared for parents, project personnel, and other interested persons, this booklet summarizes the general concepts and requirements of the Migrant Education Programs funded under Elementary and Secondary Education Act Title I. Topics covered are: program funding, priorities, staffing, and evaluation; student eligibility; supplemental program funding; support services; parent involvement; the Migrant Student Record Transfer System; bilingual education; and in-service training.   [More]  Descriptors: Ancillary Services, Bilingual Education, Computer Oriented Programs, Educational Programs

Goodale, Ellen, Comp. (1974). Multicultural Teacher Training. This paper focuses on the Bilingual Department of the Boston Public Schools and how with the financial and technical support of the Institute for Learning and Teaching, funded in part under Title VII of the 1965 Elementary Secondary Education Act, it devised effective inservice training programs for bilingual teachers. Two points are of particular interest: (1) the shift from the piecemeal English as a Second Language program to the more comprehensive bilingual programs, and (2) the development of a process by which specific training needs could be identified and acted on. The passage of the Massachusetts Bilingual Law gave the Bilingual Department a huge responsibility. The expansion of its responsibilities to include providing principles and procedures for designing bilingual programs in individual schools for multicultural groups produced an expansion of the staff. Newly adaptive staffing patterns consisted of representatives from multicultural groups of teachers, regional responsibilities of a group of consultant-teachers, community coordinators, and guidance counselors. The staff's basic goals were to cooperatively develop, with individual schools, procedures for establishing effective bilingual education programs. They were responsible for providing program and curriculum advice, materials, and teacher training.   [More]  Descriptors: Administrators, Biculturalism, Bilingual Education, Curriculum Development

Leibowitz, Arnold H. (1971). Educational Policy and Political Acceptance: The Imposition of English as the Language of Instruction in American Schools. The purpose of this study is to analyze the reasons behind governmental decisions leading to the "English-only" instruction policy in the public schools and the recent softening of this policy by various state and local governments. The author's thesis is that such policies have considered neither the advantages which the child may have if he learns in his native tongue nor the willingness of the non-English speaking groups to learn English. He finds, rather, that official acceptance or rejection of bilingualism in American schools has depended on whether the group involved has been considered politically and socially acceptable, and that the decisions to impose English as the sole language of instruction have reflected the popular attitudes towards that particular ethnic group and the degree of hostility evidenced toward that group's natural development. The author analyzes the experience of five groups: German-Americans, Mexican-Americans, Japanese-Americans, American Indians, and Puerto Ricans in Puerto Rico. He shows the different behavior manifested by the government at various times towards these groups and how the requirement that English be the exclusive school language was imposed or withdrawn as government policy changed. Finally he examines the Bilingual Education Act and what it suggests as a government policy for the future.   [More]  Descriptors: American Indians, Bilingual Education, Educational Policy, English

Dentler, Robert A. (1971). Innovations in Public Education in New York City. City Almanac, Volume 6, Number 4, December 1971. Five major themes mark the development of public education in New York City from its early nineteenth century beginning to the mid-twentieth century: (1) the effort to provide free education for all children through the twelfth grade; (2) the development of special schools and programs for gifted youth; (3) the development of programs for children with special difficulties; (4) the elaboration of a highly standardized grade structure, curriculum, and procedures for the mass of children; and, (5) a contrasting theme of experimentation and innovation. A strong impetus to innovation came in the mid-1960's with the passage of the Elementary and Secondary Education Act, which brought 60 to 85 million dollars a year for four years in to the system targeted explicitly for innovative programs in schools in poverty areas. Although the rate of success was not high, Federal aid did trigger a search for alternatives to the traditional school and stimulated the development of bi-lingual education in a number of schools, the introduction of the Open Door approach, and revised methods for teaching reading and mathematics in the elementary schools. Decentralization offers the potential for improvement in schools through the involvement of local residents as teacher aides and the effort to modify curriculum to fit the needs of the particular student body.   [More]  Descriptors: Bilingual Education, Compensatory Education, Curriculum Development, Decentralization

ASPIRA Association, Inc., Washington, DC. National Office. (1989). Facing the Facts. Hispanic Dropouts in Ten Urban Communities. This report is a publication of the Hispanic Community Mobilization for Dropout Prevention (HCMDP) project, a two-year demonstration program of the ASPIRA Association, Inc. Institute for Policy Research. The project's goals are to create Hispanic community awareness of the Hispanic students' educational problems, and to provide Hispanic parents with practical information to help them more effectively participate in their children's education and improve their children's chances of educational success. The reports present one-page fact sheets summarizing data on Latino education for the following U.S. communities: (1) Wilmington (Delaware); (2) Dade County (Florida); (3) Chicago (Illinois); (4) Newark and Camden (New Jersey); (5) New York (New York); (6) Philadelphia (Pennsylvania); (7) Canovanas and Carolina (Puerto Rico); (8) San Antonio (Texas); (9) Washington (D.C.); and (10) Milwaukee (Wisconsin). Each fact sheet includes data on some of the following subjects: (1) percentage of Hispanics among the total population; (2) economic status and poverty of Hispanics; (3) Hispanic student enrollment percentages; (4) Hispanic student dropout rates; (5) comparative ethnic and racial dropout rates; (6) student-teacher racial/ethnic ratios; (7) comparative statistics on educational attainment among Hispanics, Blacks, and Whites; (8) percentage of limited English proficiency (LEP) students by ethnicity and race; and (9) availability of bilingual education and English as a second language (ESL) programs. Each fact sheet includes one chart or graph illustrating statistical information. Descriptors: Bilingual Education, Demonstration Programs, Dropout Prevention, Dropouts

Dodson, C. J. (1967). Language Teaching and the Bilingual Method. The initial chapter of this volume is concerned with determining the variables involved in language learning. The procedures and results of experiments conducted in order to formulate learning and teaching principles are described. Experiments include testing different approaches used to help students acquire sentence meaning, discovering the most favorable combinations of stimuli to produce results in imitation exercises, and determining the usefulness and effect of the printed word on oral reading and of written exercises in the language learning process. I.Q. and age were also accounted for. In the second chapter, different methods of foreign language learning and teaching are described, including the direct (oral) method, the indirect (grammar) approach, and various eclectic methods. The bilingual method is then described in the third chapter. The eight major steps in this method are: (1) imitation, (2) interpretation, (3) substitution and extension, (4) independent speaking of sentences, (5) reverse interpretation (optional), (6) consolidation of question patterns, (7) questions and answers, and (8) normal FL conversation. The aims of bilingual education are fluency and accuracy in the spoken and written language. Its implementation and success at all levels in England, from primary schools to adult groups, is mentioned. The text concludes with a discussion of audiovisual aids for foreign language teaching, including the language laboratory. Descriptors: Audiolingual Methods, Audiovisual Aids, Bilingual Education, Educational Objectives

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1983). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1983 (Vol. 44 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with the following topics: (1) identifying gifted limited Engish speaking Indochinese third, fourth, and fifth grade students; (2) a successful inner city classroom; (3) interactional factors affecting access of black kindergarten students to participation structures and reading information; (4) a generic model for planning and evaluating basic skills programs in language arts for secondary school students; (5) transfer of beginning reading skills from Spanish to English among Spanish-speaking children in second grade bilingual classrooms; (6) a cultural approach to the study of attitudes and admission to literacy; (7) reading instruction in four urban third grade classrooms; (8) effectiveness in preaching; (9) the impact of a workshop approach on the process of composing expository writing for twelfth grade inner city college-bound students; (10) bilingual education to meet proficiency standards; (11) speech recoding and the reading process; (12) measuring the performance of nonstandard English speakers in an inner city high school; (13) the relationship between integrative motivation and standard English in black dialect speaking high school students; and (14) the assessment of inner city high school student writing.   [More]  Descriptors: Annotated Bibliographies, Bidialectalism, Bilingual Education, Black Youth

Good Neighbor Commission of Texas, Austin. (1971). Texas Migrant Labor. Annual Report, 1971. The Good Neighbor Commission of Texas, organized under a Federal grant in 1943 and later constituted as an agency of state government by legislative mandate, is charged under its basic law to coordinate the work of the Federal, State, and local government units endeavoring to improve the travel and working conditions of Texas migrant farm workers. A basic responsibility in this effort is to survey conditions and determine problem areas related to migrant workers and take an active part in the development of assistance programs. The Commission's efforts in correlating and evaluating operational programs for migrants and their families is the basis for this annual report. An overview of Texas migrant labor describes the emergence and finally the domination of the seasonal agricultural labor force by Spanish-speaking people. Topics discussed include Texas agriculture and migrant labor, the Texas Inter-Agency Task Force on Migrant Labor, the role of the Church in migrant matters, bilingual education in Texas, alien labor and immigration, and a description of the Farmers Home Administration. Current developments in education, housing, health, job development and employment, and resumes of specific Federal programs are also presented. A look at the trends in farm labor and what has been happening to the local domestic, migratory, and foreign worker in the past decade comprises the summary of data for 1971. A related document is ED 057 936.   [More]  Descriptors: Agricultural Laborers, Annual Reports, Bilingual Education, Education

Seelye, H. Ned; Balasubramonian, K. (1973). Accountability in Educational Reform Programs through Instrumentation Analyses and Design Variation: Evaluating Cognitive Growth in Illinois Bilingual Programs, 1972-73. The bilingual situation in Illinois is described briefly, and an outline of the instructional objectives of local bilingual programs is given. The programs are to be: (1) measurable and oriented toward the end-of-year-product, and (2) organized within the guidelines for state-funded bilingual programs. The main part of the report describes the design of the procedures set up to evaluate these programs based on the following recommendations from the Office of the Superintendent of Public Instruction: (1) prior to implementing a bilingual program in a community a sociolinguistic survey should be conducted there; (2) priority should be given to early childhood programs, preferably pre-school and kindergarten; (3) 'standardized' instruments, rather than criterion-referenced tests should be selected as measurement tools; and (4) insofar as possible, a true experimental evaluation design should be employed, with randomly assigned treatment and control groups. The aim was to select and implement the combination of designs and instruments which would most effectively give an accurate picture of local bilingual education programs. Actual evaluation findings are not reported here. Anticipated design refinements for future years are mentioned, and three tables give: (1) a description of the measuring instruments, (2) statewide evaluation designs and project sites, and (3) between-groups hypothesis.   [More]  Descriptors: Accountability, Bilingual Education, Bilingualism, Cognitive Measurement

Cavaco, Gilbert R. (1969). The Teaching of Portuguese in the United States. This paper provides a survey of the field of the teaching of Portuguese as of 1969 based on material gathered by the author for the Luso-Brazilian Studies Survey. A general increase in enrollment and in the number of institutions teaching Portuguese on all levels of education is noted. Nineteen elementary schools, 44 high schools and an estimated 160 colleges and universities were found to teach Portuguese; figures on student enrollment are also given. For the college level, statistics on the number of students with Portuguese as major or minor subject on all degree levels are given, as well as figures on the number of persons involved in teaching Portuguese and some information on their language backgrounds. The problem of the lack of a college entrance examination (CEEB test) for Portuguese and the effect which this has on high school enrollment is dealt with in some detail. Also discussed are: teaching methods, teacher needs, the question of whether Peninsular or Brazilian Portuguese should be taught, and the possibilities for bilingual education programs in Portuguese and English. The author feels that despite seeming gains, the overall outlook for Portuguese teaching is not particularly positive. The closing of the summer institute at Vanderbilt University is seen as an especially discouraging occurrence.   [More]  Descriptors: Bilingual Education, College Entrance Examinations, College Instruction, FLES

Hoboken Board of Education, NJ. (1969). Assimilation thru Cultural Understanding. ESEA Title III – Phase III. Part II: Narrative Report; Application for Continuation Grant. Part III: Projected Activities. Attachments. This application for continuation grant seeks $178,827 under Title III, E.S.E.A. to continue the implementation of such Phase II goals as the identification, assessment, and further development of the potential of culturally handicapped children, the development of a productive community and classroom rapport, the development of an effective Bilingual curriculum, the preparation and training of present staff and prospective teachers to adequately meet the needs of classes composed of high percentages of linguistically and culturally handicapped children; the utilization of all resources available to the community; and the serving as a demonstration arena for the development of new practices and procedures in this area. Of particular note as an area of innovation is the proposed"work-study" Bilingual Jr. and Sr. High School "Student-Teacher Aides" project. The proposal includes comprehensive summaries and evaluation of such Phase II activities as Bilingual Education at Hoboken, N.J., the Teacher Attitudinal Survey, the Student Teacher Aide program, and the Human Resource Center. See also ED 024 712 and ED 024 713 for earlier documents in this series. [Not available in hard copy due to marginal reproducibility of original document].   [More]  Descriptors: Acculturation, Bilingual Education, Bilingual Students, Community Involvement

Wiley, Terrence G. (1996). Literacy and Language Diversity in the United States. Language in Education: Theory and Practice 87. This book was written for scholars, policymakers, and educators and provides both an introduction to issues in literacy and language diversity and compelling questions for those who work in the field. Based on national data, the extent of language diversity in the United States is explored; what is known about English literacy, native language literacy, and biliteracy is considered; and what is needed to make informed national policy decisions about this subject is discussed. This book is written from a pro-language diversity point of view and critiques policies and practices that view language diversity as a problem that must be remedied through education. It highlights recent positive developments in adult literacy that incorporate language diversity as a resource. Chapter titles include the following: "Common Myths and Stereotypes about Literacy and Language Diversity in the United States"; "Literacy and the Great Divide: Cognitive or Social?"; "Defining and Measuring Literacy: Uses and Abuses"; "Literacy, Schooling, and the Socioeconomic Divide"; "Language, Diversity, and the Ascription of Status"; "Literacy and Language Diversity in Sociocultural Contexts"; "Contemporary Bilingual Education Theory and the Great Divide"; and "The Impact of Literacy Policies and Practices on Language Minority Learners." Numerous tables, illustrations, and figures appear throughout the text. Each chapter concludes with suggestions for further reading. (Contains an index and approximately 350 references.)   [More]  Descriptors: Adult Education, Bilingual Education, Bilingual Education Programs, Elementary Secondary Education

Valdivieso, Rafael; Nicolau, Siobhan (1992). Look Me in the Eye: A Hispanic Cultural Perspective on School Reform. Hispanics are a diverse group with considerable differences in country of origin, social class, race, educational status, and level of assimilation. Nonetheless, what does characterize all the major groups except the Cubans, albeit in varying intensities, are high levels of poverty and low levels of educational achievement. Cultural differences between Hispanics and non-Hispanics often put Hispanic children at a disadvantage when they enter school. Some guiding principles for educational reform efforts to increase Hispanic student learning are: (1) creating a comprehensive sense of student responsibility for the well-being of the school; (2) demonstrating care and concern for every member of the school community; (3) expecting academic excellence; (4) grouping heterogeneously (and eliminating tracking); (5) requiring involved, active learning; (6) strengthening the counseling function; (7) involving and educating parents; (8) connecting school and work; (9) immersing students in family and life planning; and (10) providing opportunities for advancement upon high school graduation. Despite the controversy surrounding bilingual education, the issue of how to teach English to language minorities must also be addressed. This paper contains "thumbnail histories" of the major Hispanic groups in the United States. (Contains 28 references.)   [More]  Descriptors: Bilingual Education, Cubans, Cultural Differences, Educational Attainment

Jones, Toni Griego (1990). School District Personnel Describe One Example of Effective Change Implementation. Three large urban school districts located in the Midwest, Southwest, and West Coast regions were involved in a study designed to reveal district personnel's perceptions of change within their school district. After describing the study, this document analyzes perceptions of change related to one district's new bilingual program that was identified by district respondents as an example of effective districtwide change. Following a description of the school district, direct quotes from study participants reveal their perceptions of change in the district. Their positive impressions of the bilingual program implementation are discussed, and elements identified as crucial to the implementation process are presented: (1) intensive and ongoing staff development; (2) use of classroom teachers as trainers and nationally recognized experts; (3) rotation of teachers in supervisory positions; (4) specific and detailed guidelines in each area of district implementation; (5) visible and strongly stated support from the superintendent; and (6) organizational modifications to existing practices. Additional factors perceived as important to the positive impressions of the program implementation are discussed, and implications of study results for bilingual education program implementation are suggested. (17 references) Descriptors: Bilingual Education, Change Strategies, Educational Attitudes, Educational Change

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