Bibliography: Bilingual Education (page 336 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include David S. Seeley, Daniel Safran, Olympia. Office for Equity Education. Washington Office of the State Superintendent of Public Instruction, Taddy Maddox, Loraine K. Obler, Peter A. Eddy, Willis D. Hawley, Boston. Massachusetts State Board of Regents of Higher Education, Martin L. Albert, and Anthony Pfannkuche.

Seeley, David S. (1985). Education through Partnership. This book looks at the structural causes of America's present educational malaise and proposes a reconceptualization of public education policy. The United States educational system has been caught in a highly unproductive trap because education has been delegated to a government agency and allowed to be managed through a bureaucratic chain of command. Political accountability, labyrinthine organization, and professionalization have all combined to disempower the key actors: teachers, students, parents, and other community members. The author proposes a partnership model, in which education is the shared responsibility of families, of students themselves, and of other elements of the community. Although schools and school systems would remain, all roles and functions would be redefined to give priority to the interactions and motivations essential to teaching and learning. In three major sections, the book (1) criticizes the present model; (2) proposes the partnership model; and (3) applies this model to such issues as equal opportunity, community control, vouchers, school size, busing, bilingual education, minimum competency testing, sex education, and censorship. Descriptors: Administrative Organization, Decentralization, Educational Change, Educational Facilities Design

Maddox, Taddy, Ed. (1997). Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business. Fourth Edition. The fourth edition of this reference guide contains information on thousands of assessment instruments published by 221 publishers and available for use by psychologists, educators, and human resources personnel. The assessments described are organized according to a system of primary classification and cross referencing intended to make the information as accessible as possible. The book is divided into three main sections, covering the psychology instruments, education instruments, and business instruments that are further divided into subsections. The subsections for the psychology instruments are: attention deficit, drug knowledge, family, geropsychology, illness, intelligence, marital, neuropsychology, pain, personality, research, stress, and wellness. The education instruments are subdivided as follows: academic achievement, academic aptitude, auditory, behavior and counseling, business education, development and readiness, driver's education, English as a Second Language and bilingual education, fine arts, foreign language, guidance, health education, industrial arts, library skills, math, motor skills; reading, language arts, and English; religious; speech and language; school and institutional environments; school leadership aptitude; science; special education (general, autism, deafness and hearing disabilities, gifted and talented, learning disabilities, mental retardation, and visual impairment); social studies; student opinion; teacher attitude; and visual processing. The subsections for the business instruments are: general aptitude; general skills; attitudes; interests; management; personality; team skills; work environment; and aptitudes and skills.  The book concludes with an index. Descriptors: Disabilities, Educational Assessment, Elementary Secondary Education, Evaluation Methods

Safran, Daniel, Ed. (1980). Home-School Alliances: Approaches to Increasing Parent Involvement in Children's Learning in Upper Elementary and Junior High Schools (Grades 4-9). Proceedings of the NIE Conference on Home-School Alliances (Washington, DC, October 5-7, 1980). This report is a transcript of presentations from the 1980 Conference on Home-School Alliances, defined as specific coordination strategies between home and school, and developed to further the social and academic development of children and youths. Following the preface, brief overview of the purpose and nature of the conference, and the introductory speeches, five local home-school alliance programs are described: the Peralta Year Round School, Oakland, California (a public alternative elementary school); the Home Curriculum Program, Detroit, Michigan (emphasizing reading improvement); the Parents Can Be Tutors Program, Miami, Florida (serving children whose parents have limited English speaking ability); the Home-School Basic Skills Program, Arlington, Virginia (assisting black children to meet state competency requirements); and the Bilingual Training Institute for Parents, San Antonio, Texas (serving Spanish speaking or bilingual families). A third section presents descriptions of federal programs: the Basic Skills Improvement Program; the Emergency School Aid Program; Title VII Bilingual Education programs; Office of Special Education programs; and the Federal Parent Involvement study. A panel discussion of the program presentations focusing on implications, reports from small group discussions on issues pertinent to home-school alliances, and a discussion of issues and perspectives concerning the development of home-school alliance programs are also included. The four appendices contain information on salient features of local programs, comments from local program directors, a list of conference participants, and the conference agenda.   [More]  Descriptors: Adolescents, Children, Cooperation, Family School Relationship

New York State Education Dept., Albany. (1978). Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. Testing: Fourth of a Series. This book is designed to assist those who work with non-English dominant students by providing resource information relevant to second language teaching and learning. The articles in the series encompass both theory and practical learning techniques in six general topics. Five articles concerning testing are presented in the fourth volume of this series. "Testing," by Robert Cooper, is a brief introductory guide to the construction, selection, and use of second language tests, specifically tests of English as a second language. The second article, "Writing Proficiency and Achievement Tests," by Sydney Sako, discusses test items designed to measure the four types of language skills: listening comprehension, reading comprehension, speaking production, writing production, and combinations of these skills. The third article, "The Assessment of Language Dominance and Proficiency," by Marina Burt and Heidi Dulay, defines the dimension of bilingual measurement in order to assess oral language dominance and proficiency. The fourth article, "Using Cloze Procedure as an Overall Language Proficiency Test," by Kenneth Aitken, discusses the construction, administration, scoring and interpretation of cloze tests of overall language proficiency. The last article, "I.Q. Tests for Minority Children and a Piagetian-Based Computerized Information System as an Alternative," by Edward A. DeAvila, discusses the inadequacy of the response of test publishers to public criticism of I.Q. tests. Appended are a list of abbreviations and definitions used in the book and a list of materials and services available from the Bureau of Bilingual Education, New York State Education Department. Descriptors: Achievement Tests, Cloze Procedure, Communicative Competence (Languages), Culture Fair Tests

Pfannkuche, Anthony (1975). Selected Annotated Bibliography for Teaching English to Speakers of Vietnamese and Cambodian: A Supplement. Indochinese Refugee Education Guides, No. 12. This annotated bibliography is a supplement to the "Selected Annotated Bibliography for Teaching English to Speakers of Vietnamese." Two basic criteria determined the selection of entries in the bibliography: (1) materials selected are currently available from distributors and publishers in the United States; and (2) though few of the materials listed are expressly for students with an Asian language background, all can be effectively used with these students. Entries include both materials requiring specific training and experience in English as a second language (ESL) techniques and materials for teachers with little exposure to ESL. Materials for elementary, intermediate, and advanced levels are cited under the following headings: (I) Materials for Children; (II) Adults – (1) Basic Courses, Texts and Series, (2) Review and Fluency Development, (3) Supplementary Reading and Composition, (4) Vocabulary and Reference Grammar for Students; (III) Reference Materials for Teachers; (IV) ESL Programs on Video Tape; and (V) Addresses of Publishers. The guide is available from the five regional bilingual education resource centers. Descriptors: Adult Education, Annotated Bibliographies, Audiovisual Aids, Cambodian

Goldstein, Stephen R. (1974). Law and Public Education: Cases and Materials. Contemporary Legal Education Series. This book is intended to serve as a general introduction to the broad area of educational law for students without previous exposure to the subject or as a tool for more advanced students seeking to focus on a particular area of the law as it applies to public education. Although its emphasis is primarily legal, the book also contains historical, pedagogical, economic, and other material necessary for full understanding and analysis of the subject matter. Cases and other materials have been included in unusually full versions in order to avoid the loss of important complexities, ambiguities, and nuances of meaning. Major topics of discussion include: the history and background of American public education; universal and compulsory education; curriculum determination; the testing, grouping, and grading of students; school control of general student conduct and status; the constitutional problems of control of expression in school; sanctions for breaches of rules; enforcing student conduct and status rules; racial segregation in the public schools; financing bilingual education and special education; school governance; and alternatives to public education. A separate alphabetical index to all cases referred to throughout the book is included. Descriptors: Administrative Policy, Civil Liberties, Court Litigation, Curriculum Development

Washington Office of the State Superintendent of Public Instruction, Olympia. Office for Equity Education. (1982). School District Implementation of Multicultural Education. A Technical Assistance Handbook. This publication is designed to assist educators to integrate multicultural education into the entire school curriculum. Part I includes chapters on defining multicultural education, planning for multicultural education, setting goals and objectives, developing steps or activities, managing resources for multicultural education, and conducting ongoing planning and evaluation; an appendix and a bibliography are also provided. The appendix, which consists of 12 "exhibits," includes suggestions for implementation, a glossary, the rationale and philosophy behind the program, five approaches used in multicultural education, an article, "Multiethnic Education in Monocultural Schools," and the Multicultural Education Quick Assessment Test. Part II, dealing with technical assistance resources, contains chapters on multicultural materials; organization plan; the KNOW-NET Project; the Multicultural Education Network; educational service districts; "Name is Me" (a guide to names of ethnic minorities); institutions of higher education; community colleges; Multicultural Inservice Training Project; bilingual education service centers; desegregation assistance centers; ERIC Clearinghouses; System of Multicultural Pluralistic Assessment (SOMPA); multicultural models, products, projects, and programs; Daybreak Star Press; publications; additional resources; books from university presses; exhibits; libraries and museums; state historical societies; graduate works; visual arts; community resources for schools; and school district implementation models. Descriptors: Curriculum Development, Curriculum Evaluation, Educational Change, Educational Objectives

Wagner, Daniel A. (1978). Cognitive Perspectives on Bilingualism in Children. The interest of the psychologist in bilingualism from its origins in the early 1900's to the present is traced. Bilingualism and intelligence are discussed as well as some recent studies on bilingualism and cognitive development. Several areas where psychologists may provide valuable insights into the process of becoming bilingual are discussed with their educational applications. It is suggested that studies of the relationship between intelligence and bilingualism have been unhelpful because: they lacked proper controls; standardized tests almost always discriminate against those (e.g., most ethnic groups) who were not part of the standardization sample; and such tests allow little direct access to the nature of cognitive processing involved. Many of the studies on bilingualism and cognitive development have sought to demonstrate that there are no cognitive "deficits" resulting from bilingualism, and most recent studies seem to wish to demonstrate that "bilingual is better." Some investigators are interested in the theoretical basis of cognition and have found bilingual subjects an interesting group to study. Studies have also been motivated by the belief that the practical issues of bilingual education, such as language learning and literacy, may be based in important ways on cognitive skills. Two areas of research that remain practicable and interesting are within-population experimental designs relating linguistic proficiency to cognitive skills, and the study of reading acquisition in first and second languages. Descriptors: Bilingualism, Cognitive Ability, Cognitive Development, Cognitive Processes

Eddy, Peter A. (1981). The Role of NIE in Foreign Language Dissemination and Evaluation. One of 10 studies commissioned to investigate research needs and to stimulate planning activities, this paper reviews program evaluation in foreign language education (FLED), and offers a number of recommendations to improve present practice. It begins by noting that very little FLED program evaluation is taking place today, and by arguing that there is a pressing need for measurement instruments and validation studies so that such evaluations may be conducted in the future. The paper then analyzes five major problems that preclude effective dissemination and evaluation of foreign language education on the state and local level: (1) the wastefulness of current dissemination within professional societies, (2) the fact that the only funded entity for question-answering from local education agencies in the FLED field is at the ERIC Clearinghouse on Languages and Linguistics, (3) duplication of data but little use by the public, (4) federally-funded projects that are not reaching their goals, and (5) little communication between FLED, English as a second language, and bilingual education communities. Six strategies are recommended whereby NIE can improve the situation. Descriptors: Agency Role, Elementary Secondary Education, Government Role, Higher Education

Sill, Geoffrey M., Ed.; And Others (1993). Opening the American Mind: Race, Ethnicity, and Gender in Higher Education. This book presents a collection of essays addressing the theoretical, institutional, and disciplinary problems created by the diversification of American culture. The 13 essays have the following titles and authors: (1) "The De-Europeanization of American Culture" (Leon Botstein); (2) "Cult-Lit: Hirsch, Literacy, and 'The National Culture'" (Barbara Herrnstein Smith); (3) "Practical Philosophy and Vernacular Openings: The Poetry Project and the American Mind" (Houston Baker, Jr.); (4) "Extending the Democratic Tradition in American Higher Education: Infusing Race, Ethnicity, and Gender Across the Curriculum" (James J. Scanlon); (5) "The Campus Racial Climate and the Demographic Imperative" (John Silvanus Wilson, Jr.); (6) "The Dog That Didn't Bark in the Night, or A Case Study of Integrating Race and Gender Studies into the Curriculum" (Ann S. Ferren and Kay Mussell); (7) "Setting a Tone of Acceptance: Impairment and the Schools" (Barbara Hardaway); (8) "Teaching 'Outrageously': Working with Student Resistance" (Susan R. Horton); (9) "The Melting Pot in the Classroom" (Susan Dean); (10) "The End of 'American' Literature: Toward a Multicultural Practice" (Gregory S. Jay); (11) "What Shall Be the Tune?: Oppositional Studies and the Limits of 'Happy Pluralism'" (Theodore O. Mason, Jr.); (12) "Capturing a Chameleon Called Literacy" (Miriam T. Chaplin); and (13) "Bilingual Education: A Teacher's Guide to Recent Publications on Theory and Practice" (Jean Ritzke). (Contains over 350 references and an index.) Descriptors: Classroom Techniques, Curriculum Development, Educational Change, Educational Environment

Albert, Martin L.; Obler, Loraine K. (1978). The Bilingual Brain: Neuropsychological and Neurolinguistic Aspects of Bilingualism. Perspectives in Neurolinguistics and Psycholinguistics. This volume brings to light: (1) studies on the effects of different ways of acquiring and teaching a second language; (2) psychological studies on lexical organization in the bilingual brain; (3) neurological research including more than 100 case studies of polyglot aphasics; and (4) original experimental research on language lateralization in bilinguals. A cross-disciplinary exploration of issues in bilingualism includes studies of psycholinguistic phenomena such as interference, transfer, and translation; sociolinguistic phenomena such as age and manner of acquisition of the second language; and neurologic considerations such as cerebral organization for the two language systems, potential switch mechanisms, and differential cerebral lateralization for language. In the concluding chapter, the neuropsychological and neurolinguistic evidence are synthesized. It is concluded that language is organized in the brain of a bilingual in a manner different from that which might have been predicted by studies of cerebral organization for language in monolinguals. Evidence is presented that knowledge of the neurological differences and similarities between monolinguals and bilinguals will be essential to the future of bilingual education. Descriptors: Aphasia, Bilingualism, Cerebral Dominance, Cognitive Style

Passow, A. Harry (1984). Equity and Excellence: Confronting the Dilemmas. A common theme in the current spate of reports advocating reform of American schools has been the need for attaining the twin goals of "equity" and "excellence." Yet there is widespread disagreement, not only on the relationship of quality and equality, but on the acceptable meanings of these terms as well. James Coleman, (1969) in "The Concept of Equality of Educational Opportunity" (1969), for instance, identified five different types of equality and inequality. Similarly, excellence has been defined in terms ranging from "high academic standards in traditional school subjects" to "the quality of one's performance rather than the kind of work." A major concern is whether excellence is to be defined in terms of the same goals and objectives for all students or whether individual differences are to be recognized. Differentiated curricula, grouping, streaming, and tracking have long been used to provide for individual differences. But most current reports have criticized these practices (especially tracking) as being inequitable. Other questions emerging from the complexity of this issue include dealing with students who will not be able to meet the newly proposed high standards; deciding whether vocational education has a place in our curricula; and determining the viability of bilingual education. In summary, equity and excellence are unlikely to be achieved unless the hard issues which these concepts raise for policy makers and practitioners alike are confronted. Descriptors: Definitions, Educational Objectives, Educational Policy, Educational Quality

Freeman, David E.; Freeman, Yvonne S. (1994). Between Worlds: Access to Second Language Acquisition. This book, intended for anyone involved in the education of English-as-a-Second-Language (ESL) students, explores the social and cultural factors in second language learning in the school setting. The first section examines the situation inside the classroom, looking at the characteristics of ESL learners, factors affecting their academic performance, influences on teaching practice, the practice of exploratory learning and teaching, processes occurring in "explorer" classrooms, what is meant by language acquisition, principal theories of second language acquisition, focusing on learners and their strengths, and celebrating the student's first language and culture. The second section looks at what happens outside the classroom, including the effects of community attitudes and English-only politics on students, influences on teacher and student attitudes, value conflicts, developing an intercultural teaching orientation, and involving parents of ESL students in the language learning process. In the third section, the focus turns to how teachers can use classroom research to improve teaching practice. Appended materials include lists of readings and resources for: second language teaching methods; second language acquisition; a classroom unit on plants; Spanish and Asian concerns; bilingual education and English-only politics; language varieties and functions; literature for diversity; and working with parents. Descriptors: Classroom Research, Classroom Techniques, Cultural Pluralism, Curriculum Development

Massachusetts State Board of Regents of Higher Education, Boston. (1987). Making Teaching a Major Profession. Recommendations of the Joint Task Force on Teacher Preparation. This report proposes fundamental changes in teacher preparation for both the public and independent colleges and universities in Massachusetts. The new recommended model creates two stages for teacher certification. The provisional credential would normally be awarded at the end of undergraduate preparation and would be valid for 5 years. The education major as it has been known would be replaced with a liberal arts or sciences major or, in some cases, an approved interdisciplinary major. Along with this, the undergraduate program for all future teachers must include a strong general education core. Prior to beginning to teach as a provisional teacher, a prospective teacher must study pedagogy, including child development and classroom management and must have at least 150 hours of supervised in-school experience. Prior to full certification, a prospective teacher must earn a masters degree. This would involve appropriate specialization in grade level, a specialized field such as bilingual education or special education, or in a subject matter specialization for a high school teacher. The masters degree would have to be earned by the provisional teacher while employed in a school and with the support and supervision of a mentor teacher as well as education and liberal arts faculty members from the college or university. Descriptors: General Education, Graduate Study, Higher Education, Masters Degrees

Levin, Betsy, Ed.; Hawley, Willis D., Ed. (1977). The Courts, Social Science, and School Desegregation. A conference on the courts, social science, and school desegregation attempted to clarify how social science research has been used and possibly misused in school desegregation litigation. The symposium issue addressed in this book is a product of that conference. First, the judicial evolution of the law of school desegregation from Brown V. the Board of Education to Miliken V. Bradley is traced. This is followed by an article that attempts to set out the legal issues with which courts are concerned today in dealing with school desegregation cases and the extent to which social science has been brought to bear on the resolution of these issues. The views held by various federal judges regarding the role that social science plays in the judicial decision-making process are also presented. The relationship of residential segregation and the use of a neighborhood schools policy to school segregation is also analyzed. Another article studies the use of busing when it is used to counteract the results of residential segregation, and the degree to which the social cost of busing ought to be weighed against the constitutional injury it purports to remedy. Several other articles focus on the following: (1) the impact of desegregation on achievement, on racial attitudes, and on aspirations, self-concept and other aspects of the personality, (2) on effective integration, (3) on alternatives to desegregation, (4) on mainstreaming mentally handicapped children, (5) on bilingual education, and (6) on the role of courts in the context of suspension and expulsion decisions.  Descriptors: Court Litigation, Court Role, Desegregation Effects, Desegregation Litigation

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