Bibliography: Bilingual Education (page 340 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include 1972, Howard L. Hurwitz, David Freeman, Leon F. Bouvier, Washington Asian and Pacific American Federal Employee Council, Yvonne Freeman, Washington Center for Education Statistics (ED/OERI), Dennis McDonald, Albany. New York State Education Dept., and PA. Office of Research and Evaluation. Philadelphia School District.

Philadelphia School District, PA. Office of Research and Evaluation. (1977). Evaluation of Title I ESEA Projects, 1976-1977: Abstracts. Report #77139. Abstracts of Title I Elementary and Secondary Education Act project evaluations conducted during the 1976-77 academic year in the school district of Philadelphia, Pennsylvania are compiled in this volume. Information concerning current management information, observed activities, attainment of objectives, and program impact is provided for each project. The abstracts also describe project operating years; grades served; number of students, employees, and schools; current budget; and services provided. Two series of comprehensive projects were aimed at reducing deficiencies in basic reading and mathematics skills in kindergarten through twelfth grade students. These projects encompassed individualized instruction, parental involvement, skills centers, mathematics specialists, activity-centered instruction for educable retarded children, and resource teachers. Remedial assistance in computational skills was provided through classroom, tutorial and individualized instruction. Other projects involved introducing students to world affairs and global problems, summer reading readiness, counseling services, aide services, school-community coordinators, computer assisted instruction, institutions for neglected and delinquent children, a multimedia center, summer special education, bilingual education, an individualized education center, intensive reading for secondary students, affective education, and alternative programs. Summer components Title I projects are briefly abstracted. Descriptors: Abstracts, Academic Achievement, Basic Skills, Compensatory Education

McGowan, Owen T. (1976). Factors Contributing to School Leaving Among Immigrant Children: The Case of the Portugese in Fall River, Massachusetts. This dissertation investigated various aspects of the problems experienced by many Azorean immigrant children in the U.S., who, having reached an age when formal education is no longer legally compulsory for them, drop out of school. It focused on family values, possible influence of a language problem, relevancy of the educational process to these students and the role of peer pressure, seeking to determine how these factors affect the school-leaving problem. One hundred subjects for the study were selected, on a random basis, from Fall River, Massachussetts school system lists. Twenty were interviewed in depth and their responses content analyzed and the remainder were asked to complete a fixed alternative questionnaire on the topics under study. Conclusions supported by this research are: the major cause of school leaving among Portuguese immigrant children is parental pressure, due to economic reasons and also to the fact that parents see little value in formal education. Schools, however, are making a sincere and many sided effort to prevent dropping out. Language is not a major factor in early school leaving, especially because of the availability of bilingual education. Nor do testing and placement procedures affect school leaving. The influence of peer pressure is negligible. Descriptors: Children, Dropout Characteristics, Dropouts, Educational Background

Bouvier, Leon F.; Martin, Philip L. (1987). Population Change and California's Education System. California's population will increase more rapidly than the United States population as a whole, as immigration plays a larger role in population growth and California accepts over one-third of all immigrants to the U.S. The state's population will also change as it is becoming older and more ethnically diverse. As this report shows, these changes are challenging California's school system, which accounts for nearly 55 percent of the state's budget expenditures. The school-age population between 3 and 24 enrolled in school should increase almost 50 percent between 1980 and 2030. By 1990, Anglos will no longer comprise a majority of this population; by 2015 there will be more Hispanic than Anglo students and more Asian than black students. California schools must cope with growth and ethnic diversity by creating better dropout prevention programs, improving Hispanic and black students' academic achievement, training a sufficient corps of effective teachers, and determining the schools' proper roles in enculturating immigrants and their descendants. It is unclear whether California will continue to increase educational funding or concentrate on divisive debates over bilingual education and other issues as the state's population changes. Schools will play an even more important role in California's future economy, because a service economy requires "knowledge" workers. If schools continue to lose 20 to 30 percent of their students as dropouts, they impose remedial training costs on business and society. Chapters are accompanied by numerous tables and references. An appendix presents demographic assumptions.   [More]  Descriptors: Dropout Programs, Education Work Relationship, Educational Finance, Elementary Secondary Education

Wanous, Donna S. (1978). Comparison of the Factor Structure of Selected Cognitive Abilities in Bilinguals. The organization of nine selected cognitive abilities from Guilford's structure-of-intellect model (SI) was explored in a sample of Spanish-English bilingual students. One hundred and ninety-four seventh and eighth graders were assigned to take a battery of nine cognitive ability tests in Spanish or English. The nine tests measured convergent production of semantic material, convergent production of figural material and divergent production of semantic material. Separate factor analyses for each language version resulted in two different factor structures. The factor structure based on the English test battery yielded a verbal-ability factor, a spatial-ability factor, and a relational-ability factor. The Spanish test battery resulted in a convergent-verbal-spatial ability factor, a divergent-semantic ability factor, and a sequential-reasoning ability factor. Results indicated that the cognitive abilities of bilingual children are multidimensional in structure; that the organization of these abilities is different from that hypothesized by Guilford's model; and that this organization is different when the student is tested in Spanish versus English. Recommendations are made for teachers, researchers, and test authors involved in bilingual education. Descriptors: Bilingual Students, Bilingualism, Cognitive Ability, Cognitive Tests

Asian and Pacific American Federal Employee Council, Washington, DC. (1977). The Bakke Case and Asian/Pacific Americans. Amidst much controversy, the United States Department of Justice has filed an amicus brief in the Supreme Court on behalf of the special minority admissions program at the University of California Medical School at Davis. This fact sheet is intended to show why Asian and Pacific Americans and those friendly toward Asians should pay careful attention to the government's position toward Asians as reflected in the Bakke case and beyond. The Justice Department's position in Bakke is of special concern to Asian and Pacific Americans because the government has become the first participant to challenge the participation of Asian Americans in a minority program. The government's brief says that Asian Americans have been admitted into medicine adequately without special admissions. It is noted that the Government brief contains misleading or irrelevant suggestions that Asian and Pacific Americans are too well off to suffer the effects of past discrimination. Furthermore, the brief fails to qualify its figures properly. If the arguments against Asians and Pacific Americans prevail, they will lose services in programs dealing with bilingual education, law enforcement, small business aid, higher education, and senior citizen programs. Descriptors: Admission Criteria, Admission (School), Affirmative Action, Asian Americans

1972 (1972). An Evaluative Study of Department of Health, Education and Welfare Services to Ethnic Minorities. Phase 1. Final Report. This is the final report on the first phase of a two phase comprehensive study of the delivery of Department of Health, Education and Welfare (DHEW) services to ethnic minorities. Phase one of the study was concerned with the extent to which services were delivered to Asian Americans, American Indians, and Spanish speaking people. The study sample included six states: Arizona, California, Colorado, Illinois, New York, and Oklahoma. This report presents a summary of an eight volume report. It presents profiles on Mexican Americans, Puerto Ricans, Asian Americans (Chinese, Japanese, Pilipinos, Koreans, and Samoans) and American Indians, living on and off reservations. These profiles emphasize three points: That all of the ethnic minority groups have serious needs and problems with their health, education and welfare; that because each ethnic group is unique, services must be delivered to each group in an individualized and culturally sensitive manner; that each of the communities studied had serious complaints about the availability and method of delivery of services, as well as about the lack of cultural sensitivity and ethnic minority staff in Department of Health, Education and Welfare (DHEW)-funded programs at the local level. Summaries of in-depth studies of nine DHEW programs are presented. These programs are: Hill-Burton program, Medicare, maternal and child health services, community health centers, vocational education, bilingual education, educationally deprived children Title I, ESEA, Rehabilitation Services Administration, Head Start.  Descriptors: American Indians, Asian Americans, Cultural Influences, Delivery Systems

Freeman, David; Freeman, Yvonne (1988). Sheltered English Instruction. ERIC Digest. The number of limited-English proficient (LEP) students in U.S. schools has increased dramatically in recent years. One type of instructional approach that offers promise in helping LEP students develop academic competence while also developing English proficiency is sheltered English. Students in these classes are "sheltered" in that they do not compete academically with native English speakers since the class includes only LEP students. In sheltered English classes, the variety of teaching methods employed includes: (1) extralinguistic cues (visuals, props); (2) linguistic modifications (pauses, repetition); (3) interactive lectures; (4) cooperative learning strategies; (5) focus on central concepts rather than on details; and (6) development of reading strategies (mapping).  While sheltered English programs can be either monolingual or bilingual, English instruction is the key element in both. A model suggested by Weinhouse and Krashen describes sheltered English as a program of instruction for LEP students which consists of three components: sheltered English instruction, primary language instruction, and mainstream English instruction. Teachers for sheltered English programs are drawn from the regular teaching staff, but may also include teachers of English as a Second Language (ESL). Sheltered English programs can contain elements of three other instructional approaches: bilingual education, immersion education, and content-based instruction. A reference list is appended.   [More]  Descriptors: Course Content, Elementary Secondary Education, English (Second Language), Language of Instruction

BISHOP, G. REGINALD, JR. (1965). FOREIGN LANGUAGE TEACHING–CHALLENGES TO THE PROFESSION. REPORTS OF THE WORKING COMMITTEES OF THE NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES, 1965. IN AN ATTEMPT TO FOCUS THE PROFESSION'S ATTENTION ON THE ISSUES OF STUDY ABROAD, BILINGUALISM, AND PROGRAM ARTICULATION, THE 1965 NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES ASSIGNED THESE TOPICS TO ITS WORKING COMMITTEES WHOSE REPORTS COMPRISE THIS DOCUMENT. DESIGNED TO SERVE AS THE BASIS FOR A PANEL DISCUSSION, A REPRINT OF WILLIAM RILEY PARKER'S "THE CASE FOR LATIN" APPEARS FIRST AMONG THE CONFERENCE REPORTS. TO STIMULATE THE LANGUAGE TEACHER'S AWARENESS OF HIS KEY POSITION IN DECIDING OBJECTIVES, SELECTING PROGRAMS, MAKING PRELIMINARY ARRANGEMENTS, AND INTEGRATING THE EXPERIENCE OF STUDY ABROAD INTO THE CONTINUING COURSE OF STUDY, STEPHEN A. FREEMAN'S GROUP DISCUSSES THE DISTINCTION BETWEEN STUDY AND CULTURAL CONTACT, CURRENT PROGRAMS, AND PROGRAM OBJECTIVES, PROBLEMS, AND RECOMMENDATIONS. ANOTHER GROUP, WITH A. BRUCE GAARDER AS CHAIRMAN, DEVELOPED THE REPORT ON BILINGUALISM THAT INCLUDES DISCUSSIONS OF THE SOCIO-HISTORICAL OVERVIEW, BILINGUALISM AND THE SCHOOLS, BILINGUAL EDUCATION FOR BILINGUALS, AND RECRUITMENT OF EDUCATED BILINGUALS AS FOREIGN LANGUAGE TEACHERS. FIVE RELEVANT STATISTICAL TABLES SUPPLEMENT THIS ACCOUNT. THE REPORT ON PROGRAM ARTICULATION, DEVELOPED BY MICHELINE DUFAU'S GROUP, SUMMARIZES THE NEED FOR IMPROVED TEACHING, PLACEMENT PRACTICES, COURSE OBJECTIVES, AND PROGRAM COORDINATION. IN THE APPENDIX ARE GUIDELINES FOR A SUGGESTED QUESTIONNAIRE DESIGNED TO AID IN COORDINATING LANGUAGE TEACHING EFFORTS AT THE SCHOOL AND UNIVERSITY LEVELS. THIS DOCUMENT IS AVAILABLE AS NUMBER NEC 65 FOR $2.50 FROM THE MLA/ACTFL MATERIALS CENTER, 62 FIFTH AVENUE, NEW YORK CITY, N.Y. 10011. Descriptors: Articulation (Education), Bilingual Students, Bilingualism, Conference Reports

New York State Education Dept., Albany. (1988). Board of Regents and State Education Department Efforts to Improve New York City Public Schools: 1977-1988. The conduct of public education in New York State is a collaborative enterprise involving the Governor and Legislature, the Regents and the Commissioner of Education, and local boards of education. Although a decentralized system has given limited ability to the State Education Department, Legislature, and Governor to direct the use of funds or to know the specific purposes for which the funds are being spent, the Regents continue to support local autonomy. An analysis of trends in education from 1977 to 1983 reveals the following: (1) an emphasis on standards had increased; (2) standards had sagged; (3) America's competitiveness was questioned; and (4) in New York State, educational decline was exacerbated by a fiscal crisis in New York City (NYC). The following Regents/Department initiatives are discussed: (1) testing for competency standards; (2) reallocating Department resources; (3) developing programs for handicapped children; (4) establishing teaching as a profession; (5) directing attention to NYC; (6) linking schools with employment; (7) strengthening bilingual education; (8) directing vocational funds to cities; and (9) monitoring NYC schools. The implementation of the Regents Action Plan since 1984 is discussed. Problems and challenges are reviewed. Trends in monitoring are analyzed. Data are exhibited in 10 figures. Appendices provide discussions of the Fleischmann Commission and the Rubin Commission, both of which covered aspects of educational finance. Descriptors: Board of Education Policy, Board of Education Role, Boards of Education, Educational Finance

Inter-American Foundation, Arlington, VA. (1992). Inter-American Foundation: 1992 in Review, October 1, 1991 to September 30, 1992. This report summarizes 1992 activities of the Inter-American Foundation (IAF), an independent agency of the U.S. government. The IAF promotes equitable, responsive, and participatory approaches to sustainable development in Latin America and the Caribbean by awarding grants directly to local organizations. Funding is provided to grassroots organizations and small enterprises, as well as to larger organizations that provide local groups with credit, technical assistance, training, and marketing services. Of $22 million in new grants, 43 percent supported food production and agricultural projects; 19 percent funded education and training; 18 percent supported small enterprise development; and the remainder covered projects related to health, housing, research and dissemination, ecodevelopment, legal aid, and cultural expression. Educational activities included such areas as organizational development, craft production, marketing, job training, leadership training, citizenship and basic law, literacy, health promotion, soil conservation, agricultural education, bilingual education for indigenous populations, preschool education, vocational programs for dropouts and street youth, and school construction. This report provides: (1) brief descriptions of 168 new grants and 171 grant supplements awarded in 1992; (2) lengthier descriptions of four model development programs; (3) lists of foreign graduate students awarded fellowships to study in the United States; (4) lists of publications and videos about IAF and grantees; (5) financial and statistical information; and (6) information on how to apply for a grant. Includes many photographs and a map of IAF regional offices.   [More]  Descriptors: Adult Education, Agency Role, Fellowships, Foreign Countries

McDonald, Dennis; And Others (1989). Stuck in the Horizon: A Special Report on the Education of Native Americans, Education Week. This special newspaper edition is a collection of articles based on a journalist's interviews with American Indian educators in urban public schools, Bureau of Indian Affairs schools, and tribally controlled school districts. The introduction, entitled "The High Cost of Endurance" outlines the high risk status of Native American children, discusses the diversity of American Indian tribes and American Indian education, and suggests that American Indian education must focus on survival. "Education: The First Condition" reviews the history of American Indian education since the white man's arrival and describes current trends and issues in the Federal Government-Indian relationship. "From 'No Power' to Local Power?" discusses the issue of Indian control over Indian children's public school education; cites recent court cases involving discriminatory hiring of teachers, unfair treatment of Indian students, and violations of voting rights in school board elections; describes the success story of the tribally controlled Zuni Public Schools; and examines the problems of inexperienced tribal governments, low priority of Indian programs at the state level, and dwindling federal funding. "Indian People Just Want To Be Themselves" outlines Indian educators' struggle to devise an instructional model that meets both the academic and cultural needs of Indian students; describes opposition to bicultural education in some Indian communities; and discusses bilingual education, American Indian learning styles, and traditional teaching methods. Descriptors: Acculturation, American Indian Culture, American Indian Education, Biculturalism

Hurwitz, Howard L. (1988). The Last Angry Principal. In March 1976, Howard L. Hurwitz, then a principal in Long Island City Schools, was barricaded in his office by community supporters to prevent him from being fired for an action he took to maintain discipline in the school. This book is Hurwitz's personal account of his subsequent struggles with the New York City schools, including his arrest by a federal judge for refusing to submit to him data on the race and ethnic origins of teachers and students at Long Island City High School. From these personal accounts, the book moves to a broader discussion of the breakdown of order and discipline in schools, and the steps that now must be taken to restore excellence to schools. These latter chapters include the following: (1) "Peace Strikers Declare War on Schools;" (2) "Students' Rights and Wrongs"; (3) "Free Press: Student Style"; (4) "Discipline: Underpinning of Learning;" (5) "Teachers' Strikes: A Sword That Cuts Two Ways"; (6) "Decentralization: Cutting the Big Apple into Small Pieces"; (7) "Racial-Ethnic Spoils System Spoils Schools"; (8) "Bilingual Education: Political Ripoff"; (9) "A Profession at Risk"; and (10) "Can We Save Our Sinking Schools?" Descriptors: Authoritarianism, Autobiographies, Conservatism, Discipline

Macchiarola, Frank J. (1979). Mid-Year Report of the Chancellor of Schools to the New York City Board of Education. In this report to the New York City Board of Education, Chancellor Macchiarola identifies the three overall goals of his administration: (1) a more accountable staff at every level; (2) a system more conscious of the need for productive use of current resources; and (3) students who achieve and value learning. With respect to his first goal, Macchiarola has acted on the physical deployment of supervisory personnel; reinforced the notion that tenure is not automatic but depends on merit; imposed appropriate standards for the granting of course credit for teachers; and increased the representation of minorities in the Board of Education workforce. The focus on productive resource usage has resulted in the extended use of school buildings; the decentralization of some improvement and repair functions; the development of a commercial law section to deal with suppliers and vendors; and an improved data collection system. To increase student achievement, transitional remedial classes and a program for the reduction of class size have been initiated. A program of diagnostic reading tests for elementary and junior high schools will be introduced, and additional funding has been allocated for high school remediation programs. The Chancellor feels that more attention is needed in the areas of bilingual education, guidance services, and vocational education. Descriptors: Academic Achievement, Accountability, Board of Education Policy, Boards of Education

Herzfeld, Anita (1978). Bilingual Instability as a Result of Government Induced Policies. Limon Creole, spoken on the Caribbean coast of Costa Rica, Central America, descends from Jamaican Creole and is similar to it in many respects. While Jamaican Creole is undergoing a process of decreolization (i.e. the speech community has reached a post-creole status, in De Camp's terminology), Limon Creole exists in the context of a prestige language, Spanish, the national language of Costa Rica, which is not related to Limon Creole. Although English remains as the standard of the acrolect variety, Spanish, as the official language effectively reinforced by the government of the country, affects the creole, particularly the basilect-mesolect variety. The specific aim of this discussion is to suggest some ways in which Costa Rican Spanish exerts influence on the lexicon, semantic range, and syntactic structures of Limon Creole. Since "native" white socio-cultural pressures are such that immediate acculturation of the Negro Limon Creole minority to the Spanish majority is politically desirable, the government has not made any efforts to foster bilingual education. Thus, while Limon Creole is now interspersed with Spanish loans, a prediction can be made as to how this on-going process might affect the future of this unstable bilingual situation.   [More]  Descriptors: Acculturation, Biculturalism, Bilingualism, Creoles

Center for Education Statistics (ED/OERI), Washington, DC. (1986). Publicly Funded Services to Private Elementary and Secondary Schools and Students, 1983-84. OERI Historical Report. During the 1983-84 school year, 58 percent of the 27,700 private schools in the United States reported benefiting from publicly funded services. The source of these data is the National Survey of Private Schools, fall 1983, carried out by Westat, Inc., under contract with the Center for Education Statistics (CES). The survey supplemented the CES list of private schools with additional schools discovered through intensive investigation of 75 geographical areas. Questionnaires were sent to a sample of 2,298 of the schools thus identified, and responses were received from 1,869 (81 percent) of these schools. Catholic schools benefited most: students at 93 percent of the 9,700 Catholic schools received publicly funded services; while students at 36 percent of the 10,000 "other affiliated" schools and 42 percent of the 8,000 "not affiliated" schools received such services. Types of service include the following: (1) transportation; (2) library; (3) school lunch, milk; (4) health services; (5) remedial education; (6) bilingual education; (7) handicapped; (8) vocational education; (9) guidance; (10) speech therapy; and (11) other services. The largest sources of federal money spent in private schools are programs funded by Chapter 1 and Chapter 2 of the Education Consolidation and Improvement Act (ECIA), 1981. The appendix contains a brief description of these programs, as well as of standard errors for percentages presented in the bulletin.   [More]  Descriptors: Catholic Schools, Elementary Secondary Education, Federal Aid, Government Publications

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