Bibliography: Bilingual Education (page 345 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert E. Salsbury, Nguyen Dang Liem, Hermes T. Cervantes, Atilano A. Valencia, Donna Christian, Austin Southwest Educational Development Lab., Albany. Office of Cultural Education. New York State Education Dept., Margarita Calderon, Eugene E. Garcia, and Leonard M. Baca.

New York State Education Dept., Albany. Office of Cultural Education. (1978). Teacher Training Institute for Native American Bilingual/Bicultural Education. Phase I (S.U.N.Y. Brockport, Summer, 1978). A two week teacher training institute for Native American bilingual/bicultural education was held in the summer of 1978 at Brockport State University of New York. Educational Programs for bilingual and bicultural learning environments for Native American students had been hampered by insufficient teachers and teacher trainers and the use of inadequate and non culture based materials. The Institute sought (1) to develop an initial competency based teacher training program in well proven methods; (2) to evaluate effects of such methods with Native American students; and (3) to develop a long range training program drawing on expertise of those already trained. Participants included both teachers and administrators. The teacher training program centered on five content areas of language, culture, history, music, and crafts. Training included steps to quality lesson planning, design of lessons to meet individual student needs, creation of slides without cameras or equipment, and instructional methods for bilingual and bicultural education. Administrators had additional instruction in supervision techniques for bilingual settings and student behavior from a cultural perspective. Followup for participants will include five group sessions during the school year, on-location monitoring and assistance, and an advanced training institute for summer of 1979. Descriptors: Administrator Education, American Indian Education, American Indians, Bilingual Education

Erickson, Frederick (1978). The Politics of Speaking: An Approach to Evaluating Bilingual-Bicultural Schools. Bilingual Education Paper Series, Vol. 1, No. 6. A method of evaluating bilingual-bicultural education programs that has a sociolinguistic basis uses samples of the language spoken by a number of bilingual program students as they go through their school day. A random sample of the child's speech would be continuously recorded for an hour, with a bilingual observer taking running notes on where the child was and what he was doing while speaking. The observer would later code the language forms the student, teachers, and peers used to identify the "social punishment" administered intentionally or unintentionally. The costs would be greater than those of administering standardized tests, but not more than other observation methods. The major advantage of this method is that it provides direct measures of the actual speech behavior relevant to program effectiveness in language maintenance, and it also allows staff to hear their own and students' school talk as a basis for formative evaluation and inservice training. Descriptors: Bilingual Education Programs, Educational Environment, Evaluation Criteria, Evaluation Methods

Department of Education, Washington, DC. (1998). Department of Education. Fiscal Year 1999 Budget: Summary and Background Information. For fiscal year 1999, President Clinton is requesting $31.2 billion in discretionary budget authority for the U.S. Department of Education, an increase of $1.7 billion over the 1998 level. The budget is broken down into seven program areas: elementary and secondary education, bilingual and immigrant education, special education and rehabilitative services, vocational and adult education, postsecondary education, educational research and improvement, and departmental management. Highlights include a call for building more schools; reducing class sizes by training 100,00 new teachers over the next 7 years; ensuring that students, especially at-risk students, master such basic subjects as reading and mathematics; increased support for urban education and an end to social promotion; increased spending for educational technology, so that all students can learn to use computers; helping students prepare and pay for college, using such programs as Pell Grants and Work-Study; raising academic standards through the use of standards-based educational reforms; and more emphasis on postsecondary education and lifelong learning, so that everyone has a chance to attend college. Two appendices provide numbers for total expenditures for education, along with a detailed budget table.   [More]  Descriptors: Budgets, Educational Change, Educational Finance, Elementary Secondary Education

Liem, Nguyen Dang (1979). Bilingual-Bicultural Education for Indochinese. This paper reviews the bilingual educational needs of Indochinese peoples in the United States and suggests ways that these needs can be met. Outlined are two models of bilingual/bicultural education. The first model, which emphasizes a strong English as a Second Language (ESL) component, meets the needs of students born in Indochina. The second model, which is primarily for people of Indochinese descent who are born in the United States, features maintenance of the student's native language but primary instruction in English. The preservation of their native languages and ethnic and cultural identity is said to be necessary for the mental well being of Indochinese students in the United States. As practical means by which this can be accomplished, pedagogical techniques are suggested. Some information on linguistic patterns and cultural behavior of different Indochinese groups is also presented. Descriptors: Asian Americans, Bilingual Education, Elementary Secondary Education, English (Second Language)

Kerka, Sandra (1992). Bilingual Vocational Education. Trends and Issues Alerts. Bilingual vocational education (BVE) offers a way to improve both the job and English skills of workers with limited English proficiency (LEP). Initially using both the native language and English to provide job training makes instruction immediately comprehensible to the students. Gradually, the use of the native language decreases while English use increases. The two components of BVE are job and language skill development; however, they are not enough to prepare persons with LEP for the changing workplace. Employability, communication, and cultural awareness skills are also needed. BVE programs are similar to workplace literacy programs in the emphasis on functional context. In BVE, this means emphasizing the grammatical structures, vocabulary, and appropriate expressions of the specific job situation, reinforcing skills through practice in real-world settings. The annotated resource list contained in this information alert includes 18 print resources and 5 resource 18 references and 5 resource organizations.   [More]  Descriptors: Adult Literacy, Bilingual Education Programs, Communication Skills, Cultural Awareness

Christian, Donna (1994). Two-Way Bilingual Education: Students Learning through Two Languages. Educational Practice Report: 12. Since the mid-1980s two-way bilingual education programs have attracted renewed interest as an effective way to educate both language-minority and language-majority students. This report, which describes and assesses the current state of such programs in the United States, is based on data collected from 169 schools during the 1991-92, 1992-93, and 1993-94 school years. The opening section, a brief overview of the goals and rationale for the two-way approach, profiles the programs in four tables showing: programs by state; grade levels served; language of instruction; and year of establishment of programs. The remaining parts of the paper provide: an account of the results of the study; a discussion of variability in program implementation; and an exploration of some significant related questions. Among these are: Will the model that works for one school district work for another? What about attrition and late admission to the program? What about the development of programs in diverse languages: for example, those that do not share an alphabet with English? And how can the target languages be maintained and developed in the face of the dominance and power of English in U.S. society? While these concerns and others need to be addressed, it is concluded that two-way bilingual programs benefit U.S. education in three important ways: (1) by providing an effective approach to educating a growing number of nonnative-English speaking students in an environment that promotes both English language development and academic progress; (2) by expanding the nation's language resources; and (3) by enhancing cross-cultural understanding and appreciation. A list of resources from 12 programs is appended. (Contains 24 references.)   [More]  Descriptors: Elementary Secondary Education, Intercultural Communication, Language of Instruction, Limited English Speaking

Southwest Educational Development Lab., Austin, TX. (1969). Theoretical Foundations of the Language Development Program and Rationale for the Learning System: Language Development Program for Bilingual Education. Four theoretical papers and fourteen modules are presented that are to be used by local school systems to educate teachers and staff members in the understanding of curriculum content and acquisition of skills in teaching-learning procedures. The papers discuss the selected theories upon which the language program of the Southwest Educational Development Laboratory (SEDL) is based. They provide rationale and understanding for more detailed information found in "Back-up Information and Theoretical Foundations for Development of a Coding System." The modules include: (1) "Disruption, Disengagements, and Behavior Control"; (2) "A Rationale for Modeling and Drill Management Teaching Strategies Employed in Bilingual Programs"; (3) "Verbal Rewards"; (4) "Experience Referents"; (5) "The Self-Concept and Its Importance in Bilingual Education"; (6) "Developing an Awareness of Phonological Interferences"; (7) "The Why of Phonological Interferences and Techniques for Correcting Them"; (8) "Teacher/Pupil Talk Patterns"; (9) "The Bilingual Child and How He Differs"; (10) "Historical Considerations of Hispanic Contributions to the Settlement and Development of the Southwest"; (11) "Anthropological and Sociological Considerations Relating to the Hispanic People of the Southwest"; (12) "Psychological Foundations for Second-Language Teaching"; (13) "Minority Groups and the Problems of Prejudice, Discrimination, and Poverty"; and (14) "Cultural Contributions: Our Debt to the Hispanic People."   [More]  Descriptors: Anthropological Linguistics, Behavior Problems, Bilingual Education, Bilingualism

Arizona State Dept. of Public Instruction, Phoenix. Div. of Migrant Child Education. (1975). The Somerton Story: Part 5. Bilingual Education in Conjunction with a Migrant-Child Demonstration Project. The addition of a bilingual component enhanced the progress of "The Somerton Story." A Prominent part of the instructional program in migrant education, this component was initiated with 60 kindergarten children during the 1970-71 school year. These 60 children remained in the program as a grade was added each following year. Written by the teachers presently in the bilingual program, this report discusses what is being done in Somerton today. The kindergarten through fourth grade teachers discuss: (1) the value of bilingual/bicultural education; (2) advantages and disadvantages for their respective grade levels; (3) what they do that might be different from regular classrooms; (4) special programs and features; and (5) recommendations that they would have for others considering a similar program.   [More]  Descriptors: Bilingual Education, Demonstration Programs, Elementary Education, Instruction

Valencia, Atilano A. (1969). Bilingual/Bicultural Education: A Perspective Model in Multicultural America. Bilingual/bicultural education, with its focus on the linguistic and cultural needs of America's multicultural population, is emerging as a potential type of educational curriculum. Difficulties encountered by the non-English-speaking child, with instruction presented in a language essentially foreign to him, point to the value of bilingual and cross-cultural education in the instructional program. However, demographic data and careful examination of the educational needs of the children are necessary in ascertaining the type of bilingual program for a geographical area. In this volume, 19 models (some operative, some theoretical) and 9 bilingual programs for Spanish-speaking children are presented to illustrate differences, similarities, and potentialities of the models for implementation elsewhere.   [More]  Descriptors: Bilingual Education, Bilingualism, Compensatory Education, Cross Cultural Training

Bylsma, Pete (2000). Educating Limited-English-Proficient Students in Washington State. This study examined data from Washington school districts with approved state programs for limited English proficient (LEP) students during 1999-00. Data came from district annual reports; student information from districts with significant numbers of LEP students; and reviews of research on bilingual and LEP education. Overall, students' academic performance was better when they had significant exposure to instruction in both English and their primary language. Most LEP students received little or no instruction in their primary language. Although most program funding went to staff-related costs, lack of qualified teachers who spoke other languages and the numbers of languages spoken by students within a district limited the possibility of providing adequate bilingual instruction. Many factors influenced amount of time students spent in state LEP programs, including family socioeconomic status, amount of education received before entering the program, and program structure and administration. The number of LEP students continued to grow in 1999-00, although at a slower rate than in 1998-99. Six appendixes present: federal education programs supporting LEP students; languages spoken; length of stay data; districts operating programs for LEP students; summary of research on programs for LEP students; and end-of-year report form, 1999-00. (Contains 62 references.)   [More]  Descriptors: Academic Achievement, Bilingual Education, Diversity (Student), Educational Finance

Baca, Leonard M.; Cervantes, Hermes T. (1991). Bilingual Special Education. ERIC Digest #E496. This digest estimates that 948,000 U.S. children may both be linguistically different and have disabilities. The nature of instruction and educational placement of these students should be based on the degree of disability, level of language proficiency in both English and the primary language, and intellectual capacity. Placement decisions should consider such factors as level of adaptive behavior, social maturity, ambulation or mobility, amount and type of language input received in the home environment, and success in past and present placements. Operationalizing bilingual special education requires the creation of an instructional social system that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. The digest lists nine basic elements of an individualized education program for exceptional bilingual students, nine steps in developing a comprehensive curriculum, 10 considerations in selecting materials for bilingual exceptional children, and 11 guidelines for adapting instructional materials. (Nine references)   [More]  Descriptors: Bilingual Education, Curriculum Development, Disabilities, Elementary Secondary Education

Calderon, Margarita (1982). Application of Innovation Configurations to a Trainer of Trainers Program. Bilingual Education Paper Series Vol. 6 No. 3. The Innovation Configurations approach is a way of measuring what aspects of a staff development training program are actually being put into practice. Unlike other methods of measuring implementation (and particularly those used in the evaluation of bilingual program implementation), it does not focus on outcomes but instead answers the questions: (1) "What is the innovation?" and (2) "How is it being used?" The procedure involves five basic steps: (1) reading descriptive materials, interviewing the developer or program facilitator, and developing a tentative list of components and variations; (2) interviewing and observing users to get a concrete image of how they implement and interweave the components; (3) in new discussions with the developer, clarifying the most important components, verifying variations, and resolving discrepancies between developer and user viewpoints; (4) collecting data through interviews, observations, and/or self-administered checklists; and (5) analyzing data. Following these descriptions of the Innovation Configurations approach, the document presents a case study of its application to an ongoing bilingual education trainer of trainers program in San Diego, in order to determine what aspects of the training have actually been implemented by trainees before a "coaching" treatment is applied. (The school district profiles thus derived are to be used as baseline data after the coaching component has been completed.) The training program is described, the development of a checklist is outlined (two drafts are appended), and results of interviews with and observations of trainees are presented. And finally, unresolved problems with the approach are discussed and conclusions and recommendations are presented.   [More]  Descriptors: Bilingual Education, Case Studies, Educational Innovation, Elementary Secondary Education

Barona, Andres, Ed.; Garcia, Eugene E., Ed. (1990). Children at Risk: Poverty, Minority Status, and Other Issues in Educational Equity. This book provides a comprehensive perspective on the issues of at-risk children. Twenty individual chapters by 32 contributors include: (1) "Bilingual Education's 20-Year Failure To Provide Rights Protection for Language-Minority Students" (Keith Baker); (2) "Language-Minority Education Litigation Policy: 'The Law of the Land'" (Eugene Garcia); (3) "Development of Bilingualism: Myth & Reality" (Barry McLaughlin); (4) "Bilingual Immersion Education: Educational Equity for Language-Minority Students" (Kathryn Lindholm); (5) "Bilingualism and Cognitive Ability: Theory, Research, and Controversy" (Rafael Diaz); (6) "An Examination of Individual Factors Associated with the Academic Success and Failure of Mexican-American and Anglo Students" (J. Manuel Casas, Mike Furlong, V. Scott Solberg, Olga Carranza); (7) "A Model for Interventions with Low Achieving Minority Students" (Antoinette Halsell Miranda, Maryann Santos de Barona); (8) "Rashomon in the Classroom: Multiple Perspectives of Teachers, Parents, and Students" (Ursula Cassanova); (9) "Implementing Effective Instructional Interventions for Minority Students" (Todd Fletcher, Carlos Cardona-Morales); (10) "Recruitment and Retention of Minority School Psychologists" (Doris Benson); (11) "Critical Issues in Training School Psychologists to Serve Minority School Children" (Andres Barona, Maryann Santos de Barona, Arthur Flores, Martha Gutierrez); (12) "Achieving Equal Educational Outcomes for Black Children" (Janice Hale-Benson); (13) "Strategies and Techniques for Establishing Home-School Partnerships with Minority Parents" (Patricia Edwards); (14) "Insuring Equity in Education: Preparing School Personnel for Culturally and Linguistically Divergent At-Risk Handicapped Students" (Sandra Fradd, M. Jeanne Weismantel, Vivian Correa, Bob Algozzine); (15) "Preschool Screening of Ethnic Minority Children and Children of Poverty: Issues for Practice and Research" (Robert Pianta, Ronald Reeve); (16) "Step-by-Step Procedure for the Assessment of Language-Minority Children" (Linda Caterino); (17) "Identifying the Culturally Diverse Gifted Child" (Cheryll Pearson, Stephen DeMers); (18) "Use of Projective Techniques in the Assessment of Hispanic School Children" (Andres Barona, Arthur Hernandez); (19) "Perspectives on Language Proficiency Assessment" (Arnulfo Ramirez); and (20) "Use of Achievement Tests with Non-Native English-Speaking Language-Minority Students" (Daniel Ulibarri). Descriptors: At Risk Persons, Bilingual Education, Bilingual Students, Elementary School Students

Department of Education, Washington, DC. (1998). U.S. Department of Education FY 1999 Annual Plan, Volume 2: Program Performance Plans. The Government Performance and Results Act of 1993 called for the U.S. Department of Education to prepare an Annual Performance Plan which links the Department's budget request with its Strategic Plan. To meet that directive, Volume 2 of the Department's Strategic Plan for 1999 is presented here. It includes the program performance plans that cover all of the Department's programs. The Department's budget request aligns budgetary and other programmatic and management resources to help reach Strategic Plan goals and objectives. The Plan discusses education reform, particularly Goals 2000, and the role that education technology will play in these Goals. The specific areas covered in the Plan include education for the disadvantaged, impact aid, class-size reduction and teacher financing, school improvement, the America Reads challenge, Indian education, bilingual and immigrant education, special education, rehabilitation services, vocational and adult education, student financial assistance, higher education, educational research and improvement, and civil rights. All of the programs are designed to help the Department reach its four primary goals: (1) help all students achieve high academic standards; (2) provide a solid foundation for learning; (3) ensure access to postsecondary education and lifelong learning; and (4) make the Department a high-performance organization by focusing on results, service quality, and customer satisfaction.   [More]  Descriptors: Annual Reports, Budgeting, Educational Finance, Educational Research

Mitchell, Bruce M.; Salsbury, Robert E. (2000). Multicultural Education in the U.S.: A Guide to Policies and Programs in the 50 States. This book compiles information to investigate the presence and structure of multicultural education programs throughout the United States. The book begins by discussing the need for multicultural education programs, and the goal of which is to provide more accurate descriptions of America's microcultural populations and to guarantee a better education for all American school children, regardless of gender, race, ethnicity, religion, or language background. Profiles of each state are provided that contain information on the multicultural education funding, required special coursework in teacher education, bilingual programs, occurrence of racist incidents, desegregation strategies, inclusion of Native-American history, evaluation of textbooks for racist and sexist content, and the biggest problems facing multicultural education. Each state profile begins by describing the multicultural events which helped to shape the state's present-day situation. Part 2 of the profile describes each state's education system briefly, while Part 3 includes an analysis of the state's multicultural education efforts. The last part of each profile lists references. The written account of each state's multicultural education program is based on a combination of completed questionnaires, research documents related to the state's history and school organization, and literature on multicultural education. (Contains 38 references.) Descriptors: Bilingual Education, Cross Cultural Training, Cultural Awareness, Cultural Interrelationships

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