Bibliography: Bilingual Education (page 323 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Shirla R. McClain, JoAnn Crandall, Washington Office of Evaluation and Program Management (ED), Lori A. Fitzgerald, Rodrigo A. Patino, Norma L. Spencer, Focus in Change, Leticia Saucedo, Los Angeles. National Dissemination and Assessment Center. California State Univ., and M. Donald Thomas.

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). Limited Resources, Unlimited Wants. Environment Booklet 2. Teacher's Edition=Recursos limitados, deseos ilimitados. Libro del medio ambiente 2. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and are designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet begins with an introduction to ecology and continues with the theme of limited natural resources. Three case studies address: how individual social behavior maintains, alters, or destroys the environment and how dependence on a single natural resource can be counterproductive; pollution of a basic resource in a farming community; and the need for careful energy-producing resource planning. A glossary and resource lists are included.   [More]  Descriptors: Agriculture, Bilingual Instructional Materials, Conservation (Environment), Ecology

Crandall, JoAnn (1993). Improving the Quality of Adult ESL Programs: Building the Nation's Capacity To Meet the Educational and Occupational Needs of Adults with Limited English Proficiency. The paper, prepared as a background paper for a larger project on adult English as a Second Language (ESL), discusses a variety of issues and challenges in improving adult ESL services in the United States. An introductory section offers an overview of demographic and educational factors affecting the education of limited-English-proficient (LEP) individuals. Challenges facing adult ESL instruction are then enumerated, including cultural diversity, fragmentation of effort, instability of program funding and support, and the marginalized status of such programs. Factors in the development of quality adult ESL programs are explored. These include: appropriate program design; a learner-centered curriculum and instructional approach; a professional staff treated as professionals; and adequate resources, facilities, and support services. Two initiatives aimed at improving education for language minorities are described and their accomplishments outlined: the 1967 Bilingual Education Act and the federal refugee program. Finally, a series of recommendations for expanding and improving adult ESL instruction are made, predicated on establishment of a new Department of Education office for language minority adult education. Contains 32 references. (MSE)   [More]  Descriptors: Adult Education, Curriculum Design, Demography, Educational Needs

Focus in Change (1994). Language, Culture, and Identity. This theme issue, devoted to the relationship between language, culture, and identity, contains three articles, all by Anne Turnbaugh Lockwood, and a commentary by Florence L. Johnson. The first article, entitled "The Heart of Culture," reports on an interview with Henry T. Trueba, an educator specializing in the roles of language, culture, and identity in the schooling of language minority children. In it, the experience of immigrants in a new society is examined and the ideal bilingual education experience is discussed. "Coming to America" profiles a Mexican immigrant boy who grows to manhood in the United States and copes successfully with the challenges of maintaining his native language and learning and new language and culture, and then became an elementary school teacher."Language, Culture, and Education" presents the story of one elementary school teaching an increasingly diverse student population, using creative solutions to difficult challenges. Florence Johnson's commentary and review of literature focuses on three concerns about schooling in the United States: (1) how teachers' perceptions, expectations, and educational practices are influences by children's race, culture, language, and social class; (2) the effects of these on student outcomes; and (3) what schools can do to create positive experiences for children. Descriptors: Academic Standards, Acculturation, Curriculum Design, Elementary Secondary Education

Fitzgerald, Lori A. (1994). A Musical Approach for Teaching English Reading to Limited English Speakers. An experiment using music activities in the classroom to teach English-as-a-Second-Language reading to limited-English-proficient elementary school students is described, focusing on the teacher's discovery process as well as the students' progress. The students were 23 native Spanish-speaking first-graders in a self-contained bilingual education class with generally high achievement levels and parents who were involved in their schooling. The children sang in English from the first day of class, and sang daily as part of the curriculum, both in their own class and with a native-English-speaking class. Spanish-language songs were also incorporated. Often, the words to the song were indicated as it was being sung. Despite the songs' simplicity, students initially had difficulty pronouncing English words. However, they responded well to music and liked to dance to it. Background music was provided during some science and math activities. Other music, rhythm, and rhyming activities were popular with the children. Some songs involved counting, spelling, and eventually, reading of lyrics. The exercises were found to be very useful in encouraging literacy skills, minimizing stuttering, involving a new student, and supporting participation of all students. Some songs and related materials are appended.   [More]  Descriptors: Class Activities, Classroom Techniques, Educational Strategies, English (Second Language)

Thomas, M. Donald (1981). Pluralism Gone Mad. Fastback 160. This monograph contends that the same ethnic preoccupation that is pervading politics in the United States today is also dangerously affecting our educational system. Specifically, pluralistic demands placed on American schools are moving them away from the historical objectives of unifying, providing a common experience for a diverse population, establishing democratic ideals and devotion to civic duty, and providing basic vocational preparation. Examples of 'pluralism gone mad' (defined as any attempt to introduce, on the basis of social equity, programs that divert the educational process from the democratic goals and principles to which it is historically committed) include separation of curriculum, activities, or services on the basis of race, ethnic background, or sex; bilingual education aimed at supporting a jobs program rather than valid educational purposes; accommodation of the idiosyncratic values and personal behavior of every individual; educational reform based on evangelism or spiritualism; attempts to make all learning activities relevant and immediately gratifying; and attempts to meet the curriculum desires of every special interest group and every political persuasion. Several recommendations are offered to guide reform of the educational system, including establishing parent governance committees at each school, strengthening the quality of teacher preparation, supporting affirmative action programs that lead to the employment of the best qualified persons regardless of race or sex, and improving student achievement. The conclusion is that the agenda of American schools should be to concentrate on quality rather than pluralism. Descriptors: Cultural Pluralism, Educational History, Educational Objectives, Educational Opportunities

McClain, Shirla R.; Spencer, Norma L. (1981). Quality Education: An Interdisciplinary, Multicultural Endeavor. The most effective education can best be achieved in settings that subscribe to a multicultural education philosophy, with an interdisciplinary perspective. Since America is a culturally pluralistic nation, where race, ethnicity, and culture are major public issues, public education should provide accurate information about the diverse groups. Since the early 1900s, the aims of multicultural education have broadened beyond curriculum revision to include providing students with skills and abilities that enable them to function within their own and the mainstream culture. These aims have been endorsed by educational organizations and should be translated into meaningful policies. Knowledge from other disciplines, particularly sociology, linguistics, and psychology, can be viewed from a multicultural perspective. Educators who have this perspective on the influence of family lifestyle, childrearing practices, bilingual education, cultural identity, and learning styles would not have to rely so heavily on testing. Other disciplines, notably anthropology, political science, and economics, have concepts that can be integrated with multicultural education theories and practices. Multicultural education should be made an integral part of the teacher education curriculum, involving liberal arts faculty as well as the education faculty in a combined endeavor to provide truly excellent education. Descriptors: Cultural Awareness, Cultural Pluralism, Educational Objectives, Higher Education

McCollum, Pam (1994). Language Use in Two-Way Bilingual Programs, IDRA Newsletter. The roles of first and second languages were studied, using ethnographic methods, in a middle school two-way bilingual education program that served Mexican-background students. The primary stated program goal was to develop bilingualism and biliteracy in both minority and majority language students. Classes were taught using English and Spanish on alternate days. The study focused on a core group of 21 Hispanic and 8 white students from working-class backgrounds. It was found that for academic purposes, the Hispanic students used English almost exclusively, and this is attributed to inattention to subtle aspects of program policy and a hidden curriculum. These included announcements made in English first, then Spanish, and the daily requirement that students learn an English vocabulary word but not a Spanish one. Student perceptions of the relative importance of English-medium and Spanish-medium tests were influenced by both the way in which students were prepared for them and the way the tests were administered. It was also found that instructional practices unwittingly devalued language-minority students' linguistic and cultural capital, through use of "high" rather than vernacular Spanish. It is concluded that despite good intentions, inattention to policy and practices can have unintended results, and that success through bilingualism and biliteracy is built on well-conceptualized and carefully monitored bilingual programs that give equal emphasis to minority languages and English. Contains 26 references.   [More]  Descriptors: Case Studies, Classroom Communication, Educational Objectives, Educational Policy

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). Others and I. Personality Booklet 1. Teacher's Edition=Otros y Yo. Personalidad libro 1. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze an issue and synthesize their understanding of it; (2) affectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet, part of the Personality module, focuses on the roles others play in development of our personalities. Three case studies address the importance of the family in forming foundations for personality and reinforcing cultural values and beliefs, of peer groups at different stages of life, and of intimate friendships and common expectations and conflicts. A glossary and suggested reading lists are included.   [More]  Descriptors: Beliefs, Bilingual Instructional Materials, Cultural Traits, Family Role

Kaplan, Rochelle G.; Patino, Rodrigo A. (1996). Teaching Mathematical Problem Solving to Students with Limited English Proficiency. Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent assessments of their learning of mathematics, therefore, is often unrelated to their potential for learning and understanding mathematics concepts and procedures. This study describes a program that attempts to utilize a blend of techniques from the fields of ESL or bilingual education and those of current practices in mathematics education focusing on communication in order to develop better mathematical problem solving approaches among upper elementary grade language minority students. An ethnographic study of one mathematics teacher and his approximately 30 sixth-grade students found that students with greater English competency did not demonstrate significant differences in their scores for problem solving in English and Spanish although there was a strong trend for scores to be higher in Spanish both at pretest and posttest times.   [More]  Descriptors: Bilingual Students, Classroom Communication, Elementary School Students, Grade 6

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). Personality Module. Test Booklet. Test Items for Booklets 1, 2, 3=Modulo de personalidad. Libro de prueba. Itemes de prueba para los libros 1, 2, 3. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. This booklet contains test items directly related and coded to the content of the first module, on personality development. Items reflect a wide range of objectives, including application, analysis, evaluation, and synthesis, and sub-objectives based on instructional content. Strategies for remediation are provided for each objective, and strategies for assembling tests are also included. The test items are presented in both Spanish and English.   [More]  Descriptors: Behavioral Objectives, Bilingual Instructional Materials, Decision Making, Learning Modules

Saucedo, Leticia (1997). Parents' Attitudes towards Dual Language Immersion Programs. A study investigated parent attitudes toward a dual-language (Spanish/English) immersion program of bilingual education, in which both English-speakers and non-English-speakers are participating students and English is used no more than 50 percent of the time for instruction. The 20-item (agree/disagree format) survey elicited opinions from 200 parents concerning four program areas: cultural appreciation among peers; students' academic progress; the importance of learning a second language; and the importance of parent volunteerism. Results indicate most parents had a favorable attitude about dual-language immersion; over 90 percent were satisfied with the program and would recommend it to other families. Learning a second language was perceived as important by 97 percent. A similar percentage agreed that all schools should teach a second language and that children should speak English and Spanish fluently. While 97 percent were satisfied with their children's second language learning, only 95 percent were satisfied with their native language development. Most were also satisfied with their academic progress and enhanced cross-cultural attitudes and appreciation. Most supported parental involvement, although only about half had volunteered. Contains 11 references.   [More]  Descriptors: Academic Achievement, Cultural Awareness, Educational Attitudes, Elementary Education

Office of Evaluation and Program Management (ED), Washington, DC. (1981). Annual Evaluation Report. Volume II, Fiscal Year 1980. Detailed information on individual programs is presented in this tenth annual evaluation of federally-funded programs in education. The evaluation information for each program covers its legislative mandate, funding history, goals and objectives, operations, scope, effectiveness, progress, and ongoing or planned evaluation studies. Sixteen elementary and secondary education programs are reviewed in the first section, touching on migrant and bilingual education, institutionalized children, instructional resources, school safety, emergency aid, and teacher fellowships. The section on postsecondary education evaluates 31 programs in language and skills training, continuing education, and school facilities construction that aid students through basic grants, workstudy, loans, and fellowships. Thirteen programs for the handicapped, eight projects in vocational and adult education, and twenty-one developmental programs are examined in the last three sections; among the projects involved are state handicapped programs, disadvantaged and Indian vocational training, interlibrary cooperation, and teacher, women's, drug, and environmental education. Two appendices list all fiscal 1980 evaluation contracts and describe 12 assessments of program evaluability.   [More]  Descriptors: Adult Education, Categorical Aid, Disabilities, Disadvantaged

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). Conservation, Pollution. Environment Booklet 3. Teacher's Edition=Conservacion, contaminacion. Libro del medio ambiente 3. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading, expository writing, and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages.  A "student edition" (not included here) and the "teacher's edition" are identical except for occasional marginal notes in the latter. This booklet begins with an introduction to ecology and continues with the theme of environmental conservation and pollution prevention. Three case studies deal with: a community's concern over air pollution and related health hazards; damage to environment and living organisms caused by uncontrolled use of certain pesticides; and pollution in the marine environment. Pollution's impact on human lifestyles and conflicting views and values are emphasized. A glossary and a resource list are included.   [More]  Descriptors: Air Pollution, Bilingual Instructional Materials, Conservation (Environment), Ecology

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). Will the Real You Stand Up? Personality Booklet 2. Teacher's Edition=Que se identifique el verdadero tu. Personalidad libro 2. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education, consisting of six major thematic modules with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze an issue and synthesize their understanding of it; (2) affectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet explores some basic principles in psychology and sociology, particularly self-concept, the human need to communicate, and the values used in making decisions. Three case studies include an interviewer's interpretation of a young woman's self-concept, a humorous presentation of how scientists must collectively decide what type of humanoid they will build, and a student seeking advice for a decision. A glossary and recommended reading lists are included.   [More]  Descriptors: Bilingual Instructional Materials, Decision Making, Glossaries, Interpersonal Communication

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). Out on a Limb. Personality Booklet 3. Teacher's Edition=En un aprieto. Personalidad libro 3. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the flatter. The three case studies in this booklet focus on values clarification and decision-making, and students take part in the final decision made in each. Case study situations include two different contexts in which young people must make decisions with different degrees of importance, a youth facing problems with conflicting solutions, and a problem demanding an immediate solution. A glossary and a recommended reading list are included.   [More]  Descriptors: Bilingual Instructional Materials, Daily Living Skills, Decision Making, Glossaries

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