This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Cecilia Navarrete, Boston. Bureau of Transitional Bilingual Education. Massachusetts State Dept. of Education, Fiona O'Hanlon, Deborah J. Gefteas, Lixun Wang, Helen D. Amoriggi, Roman Figueroa, Alexis Mazzocco, Austin Dissemination and Assessment Center for Bilingual Education, and Roselin S. Ehrlich.
(1972). Content Analysis Schedule for Bilingual Education Programs: Let's Be Amigos. This content analysis schedule for the Let's Be Amigos project of the School District of Philadelphia presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached are the following items: an abstract of the project, a description of the extent of community involvement, a bibliography of books of interest to Puerto Rican children, and a supplement to the newsletter of the Philadelphia bilingual programs containing another list of books in Spanish for children. Descriptors: Bibliographies, Biculturalism, Bilingual Education, Cognitive Development
(2013). The Attainment of Pupils in Gaelic-Medium Primary Education in Scotland, International Journal of Bilingual Education and Bilingualism. The curricular attainment of pupils in Gaelic-medium primary education in Scotland is investigated using surveys of Gaelic-medium and English-medium pupils in the fifth and seventh years of primary school (approximately 9 and 11 years of age) in 2007. The Gaelic-medium survey was essentially a census of pupils. The English-medium survey was a clustered random sample of 25% of pupils. Attainment was assessed in Gaelic reading and writing (for the Gaelic-medium pupils), and English reading and writing, mathematics and science (for both Gaelic-medium and English-medium pupils). Science was assessed by tests administered as part of the survey; attainment in the other curricular areas was assessed by teacher judgement. The measures were analysed using multi-level modelling, with pupils grouped in schools (and, for some purposes with multivariate outcomes, with measures nested in pupils), and with controls for gender and social deprivation. While most Gaelic-medium pupils were performing in Gaelic at the level stipulated by the curricular framework, a larger proportion was doing so in relation to English. In English reading more Gaelic-medium pupils had reached the stipulated level than had English-medium pupils. There was no reliable evidence of any difference between the two pupil groups in English writing, mathematics or science. [More] Descriptors: Foreign Countries, Indo European Languages, Language of Instruction, Elementary School Students
(1979). Field-Dependence/Field-Independence. Educational Implications for Bilingual Education. An overview of cognitve styles and research in the field of field dependence/field independence within the context of the special needs of Hispanic students is presented. Various studies by Witkin et al. on the dimension of field dependence/field independence required the subject to perceive an item independently of the field or context that surrounds it. Findings regarding developmental trends in field dependence/field independence, origins of this dimension, sex differences, and interpersonal behavior are considered. The three basic instruments for the measurement of field independence are described, and implications for learning and teaching are examined. It is suggested that since Hispanic American students tend to score in a more field dependent direction than Anglo American students, their cognitive style may have educational implications for the teacher attempting to deal with the particular needs of these students in the classroom. The relationship of the teacher's cognitive style to his/her mode of operating in the classroom is also investigated. Child rating forms for field independent/dependent observable behaviors, teaching strategies observation instruments, and references are included. Descriptors: Bilingual Education, Cognitive Development, Cognitive Style, Hispanic Americans
(1980). Effects of a Bilingual Education Program for Native American Children, NABE: The Journal for the National Association for Bilingual Education. After receiving instruction in reading, science, and mathematics in the Choctaw language by native-speaking paraprofessionals and supplementary instruction by the regular classroom teacher, Choctaw second graders had significantly higher posttest scores on science and social studies subtests than did the control group who received instruction in English only. [More] Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education
(1979). Guide to Government Agency Programs. Resources in Bilingual Education. The information presented in this guide updates "A Preliminary Guide to Government Agency Programs of Interest to Language Minority Groups" (1978). Changes resulting from 1978 and 1979 legislation have been included. Entries have been arranged according to administering agency and contain the following information: contact name and address, name of administering agency, authorizing legislation, eligible applicants, eligible population, intent of funds, regulations, form of assistance, and appropriation. Descriptors: American Indians, Asian Americans, Bilingual Education, Educationally Disadvantaged
(1984). The Need for Bilingual Education: Estimates from the 1980 Census, NABE: The Journal for the National Association for Bilingual Education. Applies findings from 1978 Children's English and Services Study to the 1980 census. Estimates a minimum of 3,400,000 childen are limited in English language skills needed to succeed in schools designed for English-speaking majority children. Emphasizes necessity to understand differences in estimates to appreciate extent of need for special programs. Descriptors: Bilingual Education, Census Figures, Elementary Secondary Education, Language Proficiency
(1980). Citizen Participation in Selected Bilingual Education Advisory Committees, NABE: The Journal for the National Association for Bilingual Education. Research conducted to determine the degree to which federally mandated citizen involvement had been achieved in 15 Texas Elementary and Secondary Education Act Title VII Citizen Advisory Committees demonstrated, through the application of typology, that at no point was a high level of participation fully accomplished. [More] Descriptors: Advisory Committees, Bilingual Education, Citizen Participation, Citizen Role
(2013). Trilingual Education in Hong Kong Primary Schools: A Case Study, International Journal of Bilingual Education and Bilingualism. Since 1997, the "biliterate and trilingual" policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual education. As a preliminary step in the investigation of methods of the implementation of trilingual education in Hong Kong primary schools, we carried out a detailed case study of the trilingual education model adopted in a primary school. Views of key stakeholders (the principal, teachers, students and parents), on how successful the model is, were collected, and a number of lessons taught using English, Cantonese or Putonghua as the medium of instruction were recorded and analysed. On the basis of the research findings, a possible model for implementing trilingual education in Hong Kong primary schools has been suggested. [More] Descriptors: Teaching Methods, Teacher Education, Curriculum Design, Foreign Countries
(1979). Bilingualism in Society. Bilingual Education Monographs, No. 2. This paper continues the work undertaken in the first monograph on the complex issue of cultural pluralism and bilingualism. It explores two changes in perspective which have occurred since the late 1960's: (1) the establishment of other or second language schools as a response to the growing importance of language as a political issue and (2) the nature of the research effort in second language learning and new approaches to linguistic analysis. An attempt is made to assess the complex interrelationships of the component factors which influence the language learner in a range of bilingual situations. The theme is developed through a review of literature and empirical studies. First, a review is made of research into language learning, child language, cognitive development theories, and linguistic theory. Methods applying these theories to second language instruction are also reviewed. The second part of the paper is devoted to a review of studies of bilingual programs in societies in which the language groups exist in more or less equal social relationships. Studies are also reviewed that address the problem of language and identity, with special attention to communities or societies where two or more ethnolinguistic communities exist in unequal or unstable relationships. Descriptors: Applied Linguistics, Bilingual Education, Bilingualism, Cultural Pluralism
(1990). Informal Assessment in Educational Evaluation: Implications for Bilingual Education Programs. Given the controversy over the use of standardized tests that rely heavily on multiple-choice items reflecting the language, culture, and/or learning style of the middle class majority, arguments are advanced for the use of alternative, supplemental forms of assessment. Informal assessment is defined as techniques that can easily be incorporated into classroom routines and learning activities, and are identified as unstructured (e.g., writing samples, homework, journals, games, debates) or structured (e.g., checklists, close tests, rating scales, questionnaires, structured interviews). Guidelines for informal assessment are offered, including scoring procedures such as holistic or analytic procedures, general impression markings, or error patterns. Guidelines for using another method, student portfolios, are detailed. Guidance is also offered for the evaluation of programs funded under the Elementary and Secondary Education Act Title VII, including reporting assessment data. It is concluded that informal techniques are needed to provide the continuous, ongoing measurement of student growth needed for formative evaluation and for planning instructional strategies. Contains 23 references. [More] Descriptors: Bilingual Education Programs, Comparative Analysis, Elementary Secondary Education, Evaluation Methods
(2013). Learning to Become a CLIL Teacher: Teaching, Reflection and Professional Development, International Journal of Bilingual Education and Bilingualism. This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared reflection. More specifically, the two-fold goal of the study is to describe the nature of the student-teacher's main accomplishments on her teaching practice, if any, as well as on the quality of her reflection on that teaching practice; and to identify and characterise key stages in her developmental process throughout. The analysis adopts an ethnographic perspective and explores fragments of videotaped CLIL science lessons in English/L3 and other multimodal data (student-teacher's journal, academic reports and instructor's field notes) collected in a master's degree for secondary teachers in Barcelona, where Catalan and Spanish are co-official. Through Multimodal Conversation Analysis and Ethnographic Content Analysis, the study reconstructs the developmental process undertaken by the informant throughout one academic year. The analysis traces the student-teacher's progress both in the practical handling of the specific challenges of the CLIL lessons and in her progressive understanding of key issues in the domain of Second Language Acquisition (SLA); it also shows how teaching practice and reflection shape and fuel each other. In addition, it illustrates how CLIL teachers may benefit from tools developed in the field of Applied Linguistics in order to improve their professional skills. [More] Descriptors: Applied Linguistics, Content Analysis, Second Language Learning, Second Language Instruction
(1976). Guidelines for Parental Involvement in Transitional Bilingual Education. The guidelines outlined in this pamphlet were developed in cooperation with members of local parent advisory councils and school officials. The guidelines describe the rationale for parental involvement, the specific steps to be taken in organizing parent advisory councils, and the roles and responsibilities of these councils. Descriptors: Advisory Committees, Bilingual Education, Bilingual Students, Elementary Secondary Education
(1981). Affective Considerations in Bilingual Education: Problems and Solutions. Problems related to the self-concept of the bilingual child and a variety of solutions to the problems are the subject of this paper. An introductory section briefly examines the nature of the self, the role of significant others in self development, the relationship between self-concept and school achievement, and teacher attitudes and self concept. Subsequent sections address four areas identified from the literature as those in which recurring self-concept development problems occur in this population: cultural diversity, teacher and staff attitudes, affective development in the classroom, and parent and community involvement. Solutions are offered in these areas in the form of suggestions for curriculum and material development, educational strategies, teacher training, and improvement of home-school relationships. Specific materials and activities are suggested. A bibliography is included. [More] Descriptors: Academic Achievement, Affective Objectives, Bilingual Education, Classroom Techniques
(1975). Evaluation Instruments for Bilingual Education: An Annotated Bibliography. This compendium of over 250 evaluation instruments in use by project sites throughout the U.S. is designed to assist bilingual/bicultural educators in locating, developing, or adapting evaluation instruments suitable to local assessment needs. The titles and descriptions of instruments listed are those provided by staff in bilingual/bicultural programs throughout the country. They include commercial and noncommercial sources as well as ESEA Title VII sources. The main arrangement is by topic, and the index provides cross-referencing by title, author, and publisher. Instruments in seven languages other than English are included. These are: French, Spanish, Portuguese, Hebrew, Navaho, Chinese, and Miccosukee. Descriptors: Achievement Tests, Annotated Bibliographies, Biculturalism, Bilingual Education
(1971). Content Analysis Schedule for Bilingual Education Programs: Catch-Up. This content analysis schedule for Project Catch-Up in Zapata, Texas, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis