Bibliography: Bilingual Education (page 321 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Margarita Calderon, Austin. Texas Education Agency, William E. Hansen, Washington Congress of the U.S., Edwin T. Rios, Ruben Donato, Kenton Sutherland, Joel Walters, Tomi D. Berney, and Wendy DeMegret.

Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation. (1982). Annual Evaluation Report. Fiscal Year 1982. Presented in one volume, this 12th annual report to Congress provides program-by-program summaries of evaluation information on federally funded education programs as of July 1982 (including programs closed out under the Education Consolidation and Improvement Act). Introductory sections present the secretary's summary, listing important findings about major Department of Education (ED) programs; highlights of major evaluation studies completed in fiscal year (FY) 1982 on elementary, secondary, and postsecondary programs; and noteworthy uses of evaluation findings by ED staff and policy makers at federal, state, and local levels. Each program description describes the evaluation study's data sources and covers the program's mandating legislation, funding history, goals and objectives, operations, scope, progress and effectiveness, and contact person. Program descriptions are grouped under 6 ED offices, including elementary and secondary education (with 26 programs), bilingual education and minority language affairs (3 programs), special education and rehabilitation services (24 programs), vocational and adult education (8 programs), postsecondary education (31 programs), and educational research and improvement (17 programs). An appendix enumerates 52 active FY 1982 evaluation contracts, listing the contract number, funding history, brief description, contractor name, contract monitor name, and dollars obligated.   [More]  Descriptors: Adult Education, Bilingual Education Programs, Categorical Aid, Disabilities

Indian Education Training, Inc., Albuquerque, NM. (). Handbook: Title IV, Public Law 92-318, Johnson O'Malley, Public Law 874–Public Law 815, School Nutrition Programs, Other Related Federal Education Laws. The purpose of the handbook is to provide as complete a discussion as possible of all major Indian education laws and regulations and other education laws that affect Indian education. The intent is to increase knowledgeable Indian involvement in the educational process and the handbook is intended primarily for local use by Indian parents, Indian advisory groups, tribal education committees, Indian organizations and institutions, and others concerned with Indian education. The information is presented largely in question-and-answer format within a general outline. Detailed discussions of Title IV (PL 92-318 and PL 93-380) and the Johnson O'Malley Act include histories of the laws and some definitions, and stress participation by parents and community, eligibility criteria, and application procedures. Other programs discussed, usually in question-and-answer format, are PL 81-874, PL 81-815, Title VII, School Nutritional Programs (breakfast, lunch, and milk programs), and Title I of ESEA and Bilingual Education. Descriptors: American Indian Education, American Indians, Bilingual Education, Bilingual Teacher Aides

Aberdeen Coll. of Education (Scotland). (1974). International Conference on Education in Sparsely Populated Rural Areas (7th, Golspie High School, County of Sutherland, Scotland, July 9-17, 1974). Interskola Golspie '74 Report. Papers from a conference series initiated in the Aberdeen College of Education in 1968 and recently held in Golspie, Scotland (July 1974), address policy oriented recommendations relative to rural education. This conference report is intended to serve as a useful source of ideas; as background information on international rural educational thinking; as encouragement to others to associate themselves with this conference; and particularly this year, in the context of Scottish education, as a guide to the future for all concerned with problems in the enlarged perspective of the new Scottish Regions, especially administrative and professional staff in the Educational Offices and those in the Regional Education Committees. Designed to be of maximum relevance to the 1974 Scottish situation, conference themes are, nonetheless, applicable to rural areas in general. Themes include: (1) the educational implications of regionalization; (2) problems facing rural schools (primary, secondary, and administrative); (3) education and rural depopulation; and (4) problems of language and culture (special reference to Gaelic and bilingual education). Questions derived from these themes are presented in conjunction with individual working committee resolutions and/or recommendations (some 60 conference participants representing Norway, Scotland, Ireland, Sweden, and Wales).   [More]  Descriptors: Accountability, Administrative Problems, Bilingual Education, Conference Reports

Congress of the U.S., Washington, DC. Senate Committee on Human Resources. (1978). Youth Unemployment, 1978. Hearing before the Committee on Human Resources, United States Senate, Ninety-Fifth Congress, Second Session, on Examination of the Problems Facing Youths in the Job Market (July 31, 1978). On July 31, 1978, the U.S. Senate Committee on Human Resources held a hearing in Perth Amboy, New Jersey, on the problem of youth unemployment. In particular, the effectiveness of the CETA (Comprehensive Employment and Training Act) and YEDPA (Youth Employment and Demonstration Projects Act) programs concerned the Committee. Following an opening statement by Senator Harrison Williams, testimony and prepared statements were given by public officials of Perth Amboy and Middlesex County as well as by school officials, representatives of various community agencies, and CETA trainees. The majority of witnesses felt that CETA had achieved limited success in targeting services and jobs to those in need. The Puerto Rican Association of Human Development presented testimony and documentation on the failure of CETA to help Hispanics gain employment. It was recommended that CETA develop more sophisticated evaluation procedures, that local agencies have more input in funding distribution, bilingual programs be instituted, and CETA and the school districts increase their cooperative efforts. David H. Tyrrell of Middlesex County College testified on the relationship between CETA and colleges, stressing the need for ongoing commitment on the part of the government and the schools. He also emphasized the importance of bilingual education. (Also included are materials submitted by parties not present and an entry in the Congressional Record by Senator Williams summarizing the hearing.)   [More]  Descriptors: Bilingual Education, Community Organizations, Cooperative Programs, Coordination

Cowan, J Ronayne, Ed. (1977). Language for Special Purposes. Studies in Language Learning, Vol. 2, No. 1, Fall 1977. Special Issue. Languages for special purposes is the subject of this special issue. Seven articles are provided: "Special Courses in Russian" (Rasio Dunatov); "Learning to Read German: A Search for Relevant Models (Karl Fink); "The Comprehension of English for Science and Technology Arguments and Definitions" (John Lackstrom); "The Teaching of Pronunciation" (James Marchand); "Recent Developments in Memory Research and Their Implications for Foreign Language Teaching" (Bernice Melvin); "English for Special Purposes: An Analysis and Survey" (Peter Strevens); and "Trends and Issues in Teaching French to Migrant Workers" (George Zask). The subjects of the selected bibliographies are: the teaching of English for special purposes (J Ronayne Cowan); Soviet literature in special register Russian courses for beginners (Rasio Dunatov); and literature in German Special register courses and word frequency counts for German (Karl Fink). In addition, these books are reviewed: Philip Dale's "Language Development: Structure and Function"; Joshua Fishman's "Bilingual Education: An International Sociological Perspective"; D. B. Fry's "Acoustic Phonetics: A Course in Basic Readings"; and Insup Taylor's "Introduction to Psycholinguistics." Descriptors: Acoustic Phonetics, Bibliographies, Bilingual Education, College Language Programs

Calderon, Margarita; And Others (1997). Effects of Bilingual Cooperative Integrated Reading and Composition on Students Transitioning from Spanish to English Reading. Report No. 10. The effects of a cooperative learning program, Bilingual Cooperative Integrated Reading and Composition (BCIRC), on the Spanish and English reading, writing, and language achievement of second and third graders of limited English proficiency in Spanish bilingual programs in El Paso (Texas) were studied. BCIRC was expected to improve student achievement during the transition from Spanish to English by giving students daily opportunities to use language to find meanings and solve problems, and by applying well- established principles of cooperative learning to increase student motivation and achievement. A comparison of standardized test scores in three BCIRC and four comparison schools generally supported these expectations. On the Spanish Texas Assessment of Academic Skills, second graders scored significantly better than comparison students in writing and marginally better in reading. On the English Norm-referenced Assessment Program for Texas third graders scored better than comparison students in reading, but not language. Third graders in BCIRC for 2 years scored better than control students on both scales, and BCIRC third graders met criteria for exit from bilingual education at a significantly higher rate than did comparison students. Qualitative evidence shows that students in cooperative groups are making meaning for themselves, enjoying the program and having success in writing contests. (Contains 6 tables and 43 references.)   [More]  Descriptors: Academic Achievement, Bilingual Education, Cooperative Learning, Elementary School Students

Sutherland, Kenton, Ed. (1977). CATESOL Occasional Papers, No. 3. Winter, 1976-77. This volume of CATESOL (California Association of Teachers of English to Speakers of Other Languages) Occasional Papers includes the following: "ESL Adult Literacy," by Jack Wigfield; "Language Teaching as a Means to Self Knowledge, Self Acceptance, and Communication with Others," by Beverly Galyean; "Let Your Students Be Actors: Using Videotape to Teach English as a Second Language," by Suzanne M. Griffin; "Coordinated Teaching for Multi-Cultural Students: A Christmas Walking Tour," by Gordon Howell and Nancy Milton; "Techniques of Language Class Observation," by Gordon B. Becktold; "Policy on Services to Limited-English-Speaking Students" (State of California Board of Education); "Individualizing Instruction in the ESL Classroom through Grouping," by Janet G. Fisher; "Back from Wonderland – Reply to the Queen of Hearts," by Alan Marcus; "Teaching Composition to Low-Level ESL Students," by Barry P. Taylor; "On Using the 'National Observer' as an ESOL Teaching Device," by George W. Raney; "Make Your Own ESL Board Game," by Ola Jane Miller; "Bilingual Education and Ethnic Interest," by J. Donald Bowen; "A Comparison of Language Balance in Non-Bilingual Schools," by Robert L. Politzer; "Lau v. Nichols v. HEW," by Glendon F. Drake; and "Some Most Common Grammatical Errors Made in Written English by Chinese Students," by Mo-Shuet Lee. Descriptors: Adult Basic Education, Adult Education, Adult Literacy, Bilingual Education

de la Rocha-Petris, Gilberto (1980). Chimextla Project. A Summary Report on Educational Needs of Latinos: County of San Mateo. A survey was conducted by the San Mateo County Community College District in Fall 1979 to determine the demographic characteristics of the Latino population in San Mateo County (i.e., age, sex, place of residence, income, ethnic orientation, language of greater fluency, employment status, and occupation); Latino attitudes toward their educational needs and preferences; and assessments of these needs by professional groups who serve the community and by Hispanic faculty and staff. Seven groups were surveyed: (1) a random sample of Latino students enrolled at the District's three campuses; (2) a geographically balanced sample of Latino high school students in the county; (3) Latinos who graduated or received a certificate from one of the three campuses between September 1976 and June 1979; (4) Latino adults who were members of Hispanic community organizations; (5) Latino faculty and staff; and (6) county social and community service workers who served Latino clients. For each respondent group, the survey report provides a demographic profile and a textual and graphic analysis of the survey responses. Conclusions based on the findings are also provided, including recommendations for the increased use of Spanish media, the expansion of academic counseling services to meet the career information needs of Latino residents, and an increase in the emphasis on bilingual education. A Spanish translation and survey instruments are appended. Descriptors: Academic Achievement, Academic Aspiration, Adults, Age

Donato, Ruben (1997). The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era. SUNY Series, the Social Context of Education. Challenging conventional wisdom that Mexican Americans were passive victims of their educational fates, this book examines the Mexican American struggle for equal education during the 1960s and 1970s in a California community "Brownfield." It looks at responses of a predominantly White school system and community to the growing number of Mexican American students in that era; Mexican American parents' confrontations with existing patterns of school governance; and the mix of federal, state, and local politics that produced educational reform. Chapter 1 provides a historical overview of Mexican American schooling experiences in the Southwest, particularly California, from the 1920s to 1954: how social, political, and economic trends shaped the schooling of Mexican American youth, and how ideologies of language, ethnicity, and culture were used to disenfranchise them. Chapter 2 gives background on Brownfield, including the politics of school district consolidation, which was pursued by educators and politicians for economic reasons but inadvertently improved educational opportunities for Mexican American children. Chapter 3 describes the mobilization of the Mexican American community and the challenges it mounted against the local educational power structure. Chapters 4-6 examine community controversies over year-round schooling, which adversely affected migrant families; bilingual education, mandated by state legislation but locally opposed in its implementation; and school desegregation, which was circumvented in White suburban areas. Contains references in notes, an extensive bibliography, and an index. Descriptors: Acculturation, Activism, Bilingual Education, Case Studies

Berney, Tomi D.; DeMegret, Wendy (1989). Project AMERICA, 1987-88. OREA Evaluation Report. The Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness (Project AMERICA) program for New York City bilingual high school students was a federally-funded program of instructional and support services. During the first year, the program targeted 369 limited-English-proficient Chinese and Arabic students, with limited native-language literacy, at two Brooklyn high schools. Project AMERICA provided instruction in English as a Second Language (ESL) to all students, and native language instruction and bilingual content instruction in mathematics, science, and social studies to Chinese-speaking students. The program also provided extracurricular activities, staff development activities, and opportunities for parent participation. Student achievement objectives were met in ESL, mathematics, and social studies. Noninstructional objectives were met in attendance and extracurricular activities. The project partially achieved its objectives for staff development, student counseling, and career advisement. Objectives for parental participation and cultural heritage could not be assessed. It is concluded that the program was well integrated with existing bilingual education programs in the schools, with adequate intersite coordination. Recommendations for improvement include offering native language instruction and extracurricular activities to Arabic-speaking students and encouraging parent participation in trips and other cultural activities.   [More]  Descriptors: Arabic, Attendance, Bilingual Education Programs, Career Awareness

Walters, Joel (1979). Language Variation in the Assessment of the Communicative Competence of Bilingual Children: Evidence for the Linguistic Interdependence Hypothesis. After a critical examination of four assumptions of current procedures in language assessment, it is argued that the pragmatic domain of language ability should be the first to be assessed. A study designed to determine the usefulness of language variation (the number of different structures a child can produce or comprehend) as an alternative approach to language assessment is discussed. Thirty-two elementary school children with Hispanic backgrounds were classified as balanced or non-balanced bilinguals on the basis of performance in the Peabody Picture Vocabulary Test. Request strategies in English and Spanish were elicited with the use of puppets in simulated settings. Balanced bilinguals produced more variation in their second language than non-balanced bilinguals. This finding supports Cummins' 1978 linguistic interdependence hypothesis by showing that a relationship exists between a bilingual speaker's two languages and that this relationship influences performance on certain tasks in the second language. Implications for bilingual education are briefly discussed, and a bibliography is appended. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Communicative Competence (Languages)

Texas Education Agency, Austin. (1983). Texas Public Schools: A Sampling of Excellence. Aimed at acquainting taxpayers with Texas public schools, this collection presents 14 illustrated articles describing examples of strong elementary and secondary school programs in districts across the state. The first three articles report on Wichita Falls' successful elementary reading instruction program; Houston's magnet schools, which offer specialized academic programs and promote desegregation; and Plains' learning resources center, which addresses a broad range of student and community interests. Next, an itinerant special education van servicing the Panhandle, a free enterprise economics course in Pine Tree High School, and rapidly growing Fort Bend's change management program are discussed. The articles following cover microcomputer education in Klein, El Paso's district planetarium, and stiffened promotion and graduation requirements in Dallas. Gifted and talented education in McAllen, an international baccalaureate program in Houston, and Cypress-Fairbank's freshman study skills program are also described. The final two reports are devoted to the restoration projects of Jefferson's Junior Historians and computer-assisted bilingual education in Mission. Descriptors: Academic Achievement, Bilingual Education Programs, Change Strategies, Community Involvement

Rios, Edwin T.; Hansen, William E. (1978). Career and Vocational Development of Bilingual Students. Information Series No. 136. A study was conducted to explore the evolution of career education concepts and its application to the bilingual population. The literature search reviewed theory as well as research papers, surveys, other literature searches, program descriptions, and state vocational/career education plans. Agencies which produce literature and other career education support of bilingual families and their children were also reviewed. The findings were synthesized to identify programmatic requirements and to establish directions for national and state planning efforts. Among the findings are these: (1) language is a critical factor in planning specific career education programs for bilingual persons; (2) children of bilingual families, where two languages are critical for survival, demonstrate distinctive, more adult, social maturity; (3) the school system loses its "holding power" on bilingual children during the seventh through ninth grades; (4) career-related materials in bilingual format are virtually non-existent; and (5) state and local planning of career and vocational education, bilingual education, and migrant education have not been coordinated. One of the four major recommendations suggests that bilingual career awareness materials (K-6) and bilingual career exploration materials (K-7) be developed concurrently in terms of career education concept development, languages appropriate for student and/or parents, and the environment of the bilingual family.   [More]  Descriptors: Bilingual Education, Bilingual Students, Career Awareness, Career Development

Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children. (1979). Fact Sheets from the ERIC Clearinghouse on Handicapped and Gifted Children: 1979 Series. A series of 20 fact sheets is provided giving basic information on specific subjects of interest to those working with handicapped and gifted children. The fact sheets, developed by the ERIC (Educational Resources Information Center) Clearinghouse on Handicapped and Gifted Children during fiscal year 1979, are designed in question/answer format and have resource references. Following are the topics of the fact sheets: career education, how a parent group can effect legislation for the gifted and talented, the special education job market, federal resources for special education, assessment of minority students, cultural values and motivation, educational rights of American Indian and Alaska native handicapped children, special problems of handicapped minority students, multicultural education and the exceptional child, self identity and the culturally diverse child, affirmative action for the handicapped, reaching handicapped children in their early years, the argument for early intervention, the IEP (individualized educational plan) review, parents' rights and responsibilities, privacy and confidentiality, adjudicated handicapped youth, responsibilities of regular classroom teachers for handicapped students, higher education for handicapped students, and bilingual education for exceptional children. Descriptors: Alaska Natives, American Indians, Bilingual Education, Career Education

Krauss, Michael E. (1980). Alaska Native Languages: Past, Present, and Future. Alaska Native Language Center Research Papers No. 4. Three papers (1978-80) written for the non-linguistic public about Alaska Native languages are combined here. The first is an introduction to the prehistory, history, present status, and future prospects of all Alaska Native languages, both Eskimo-Aleut and Athabaskan Indian. The second and third, presented as appendixes to the first, deal in greater depth with the future of all the languages and then with the past, present, and future of the Alaskan Indian languages. The main paper contains: a section devoted to Haida and Tsimshian; general prehistory of Eskimo-Aleut languages and of Athabaskan, Eyak, and Tlingit; notes on the present status of Tsimshian, Haida, and Tlingit, of Eyak, of the Athabaskan languages in general, of Aleut, and of Eskimo languages in general; and an overall assessment of the future for Alaska Native languages. The paper on the future of Alaska Native languages, looks at whether the future holds survival or extinction, the role of schools, bilingual education, and mass media in saving the languages, and community responsibility for cultural survival. The third paper, on Eskimo languages, discusses general status, government policy concerning language education and maintenance, and specific situations of Alutiiq, Central Alaskan Yupik, Siberian Yupik, and Inupiaq.   [More]  Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education

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