This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Carlos E. Perez, Merrill Swain, Robert H. Kim, NM. Las Cruces School District, Dennis R. Preston, Eileen Gonzales, Andrew D. Cohen, Gladys S. Nussenbaum, Hernan LaFontaine, and Thomas Grundy.
(1976). Bilingual Education: The "Immersion" Model in the North American Context, TESOL Quarterly. It has been shown that students in North America can learn both a foreign language and subject matter taught in that language at the same time successfully. The immersion model is first examined for the majority group child, then considered for several target groups. Descriptors: Bilingual Education, Bilingualism, Elementary Education, English (Second Language)
(1975). Values Clarification Theory in ESL and Bilingual Education, TESOL Quarterly. Because of the close relationship between language and culture, language learning necessarily involves culture learning. The use of values clarification strategies in college level English as a Foreign Language and their adaptability to bilingual elementary school programs are investigated. Descriptors: Bilingual Education, College Language Programs, Cultural Awareness, Cultural Interrelationships
(1970). [Las Cruces Bilingual Education Project, Evaluation Report: 1969-70.]. The Las Cruces Elementary School Bilingual Program, designed to increase achievement levels of K-6 pupils, is located in 2 elementary schools through support from titles III and VII of the Elementary and Secondary Education Act. The project emphasizes the cultural and linguistic heritage of the Las Cruces, New Mexico, area; the structure of the Spanish and English languages; bilingual-bicultural interaction; and the establishment of optimal learning climates in school, home, and community. The experimental design includes the following program components: (1) affective learning environment, (2) culturally centered curriculum, (3) Spanish-English instruction, (4) language experience and individualized reading, (5) differentiated staffing and team teaching, (6) bilingual aides, (7) career-training opportunities, (8) parental involvement, and (9) teacher in-service training. The research design provides data for measuring pupil self-concept, intellectual gain, and academic achievement. Measures of parent participation and attitude toward education are also included. Behavioral objectives are identified, along with the instructional procedures needed to ensure measurable products. [More] Descriptors: Academic Achievement, Annual Reports, Attitudes, Behavioral Objectives
(1974). Bi-Lingual Education: A Report on a Working Program. Community District Number 24 in New York City made successful inroads into meeting the educational needs of children learning English as a second language. Meeting such needs helped to contribute to the stabilization of this large residential area. Initially, the government responded to the needs of these students by providing funds for the establishment of bilingual and bicultural programs in three elementary schools at the primary level. All personnel in the program (teachers, assistant teachers, professional assistants, and resource staff) were bilingual. Native English-speaking and Hispanic children were grouped together in both English and Spanish classes. Spanish-speaking students were selected on the basis of performance on a rating scale. The curriculum consisted of reading, mathematics, and language instruction, with provisions also being made for the bilingual teaching of social studies, art, and science. With the aid of a strong curriculum, adequate staff, and community support, the bilingual program was evaluated as being successful on the basis of two major outcomes: (1) the rapid development of bilingual fluency in both the English- and Spanish-speaking groups and (2) the elimination of difficulties for non-English-speaking pupils, traditionally handicapped by a severe retardation in school achievement during the period of transition to the mastery of English. Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers, Community Benefits
(1978). Foreign Language Instruction and Bilingual Education: Common Strategies, Bulletin of the Association of Departments of Foreign Languages. Problems related to declining foreign language enrollments at universities are cited. Suggestions are made for making foreign language classes relevant to student needs and for increasing enrollment. Types of courses needed at the high school and junior college level are outlined. Language requirements at the college level are advocated. Descriptors: Bilingual Education, Elementary Secondary Education, Higher Education, Language Enrollment
(1971). Bilingual Education: The What, the How, and the How Far, Hispania. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1992). ESL/Bilingual Education: Policies, Programs, and Pedagogy, OSSC Bulletin. The purpose of this bulletin is to examine general policies and principles of English-as-a-Second-Language (ESL) education, to assess the status of the ESL program at the state level in Oregon, and to examine ESL programs in two Oregon school districts. The study is concerned with both the quantitative (demography, budget allocations) and qualitative (perception of ESL in comparison with basic academic programs success and sophistication of programs) aspects of the programs. An overview is provided of current statewide policy and local practices to determine major strengths and weaknesses in existing programs. Remedies for weaknesses and models of strengths that districts and schools may follow in maintaining and developing their ESL/limited-English-speaking (LEP) programs are provided. The Bulletin is roughly comprised of two parts. The first deals with problems, theory, and practices of ESL education in general. The second deals with ESL programs and policies in Oregon. Chapter 1 examines marginalization of ESL, and the problems of teacher marginalization and certification. Chapter 2 deals specifically with the principles of ESL instruction, while chapter 3 focuses on the identification and monitoring of ESL students and outlines suggested principles and practices. Chapters 4 through 6 review ESL instruction in Oregon. [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)
(1980). Second Language Reading and Testing in Bilingual Education, TESOL Quarterly. Guidelines for teaching reading in bilingual elementary school programs stress the need for language experiences that allow students to think in the second language. Evaluation measures other than standardized tests for assessing progress are suggested. Descriptors: Bilingual Education, Course Objectives, Curriculum Design, Elementary Education
(1980). Foreign Language Teaching and Bilingual Education–A Natural Alliance, Foreign Language Annals. Describes a successful reciprocal bilingual exchange program between Anglophone fourth-year high school students of Spanish and native speakers of Spanish in an elementary school. Plans and specific activities are outlined for weekly interactions which serve as a sociocultural and linguistic bridge between the two groups of Spanish speakers. Descriptors: Bilingual Education, Communicative Competence (Languages), Cultural Activities, Cultural Awareness
(1973). The Dual Language Model: A Practical Approach to Bilingual Education. The author states that in those classrooms where the dual-language-model approach is implemented on a daily basis, second language acquisition takes place faster than in those classrooms where adherence to the model is ignored or used sporadically. According to this approach, each model functions independently utilizing teaching techniques common to many classrooms, e.g., small group and individualized instruction, peer teaching, and learning center activities. However, in a bilingual/bicultural atmosphere the models teach the entire class as a team during specific times and for specific objectives. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1980). Chicago's Bilingual Education Program. Evaluation Report, Fiscal 1979. This is an evaluation of the Chicago, Illinois public schools' bilingual program during fiscal year 1979. The report states that bilingual instruction was offered in sixteen languages in more than two hundred programs ranging from pre-kindergarten to high school. Descriptions of both the elementary and high school language programs provide information on program structure, staff and student characteristics, and student development within the program as indicated by increased English instruction. Performance on standardized tests measuring mathematics and reading ability show student progress in the elementary grades. Grade point averages are used to demonstrate program effects on hiqh school student achievement. Results from classroom observation and teacher surveys are also presented. Significant findings offered by the evaluation include documented student achievement gains in English reading and mathematics and evidence that students are being moved into a regular English curriculum within three years. Appended to the report are a sample bilingual student form, a student census form, a classroom observation form, and a teacher questionnaire form. Also included are sample Spanish criterion-referenced tests in mathematics and an explanation of short tests of linguistic skills and their calibration. [More] Descriptors: Achievement Gains, Bilingual Education, Elementary Secondary Education, English (Second Language)
(1975). John Jay High School Bilingual Education Program. 1974-1975. This report is an evaluation of a New York City school district educational project funded under Title VII of the Elementary and Secondary Education Act of 1965. The major goal of the program was to ensure oral and written student mastery of Spanish and English. One hundred twenty-five ninth-grade students, 100 Spanish-dominant and 25 English-dominant, participated in the program. Instruction, supervision, and guidance were provided by a director, four bilingual teachers, five educational assistants, two family assistants, and a secretary. Program students received bilingual instruction in most high school curriculum areas: language arts, social studies, science, mathematics, aesthetics, physical education and crafts. Two specific evaluation objectives of the program were to determine whether Spanish-dominant students would demonstrate statistically significant improvement in oral English, in English language skills, in their ability to read their native language, and in mathematics and to determine whether English-dominant students would demonstrate statistically significant improvement in oral English, in English language skills, in their ability to read their native language, and in mathematics and to determine whether English-dominant students would demonstrate statistically significant improvement in their ability to speak Spanish. An instrument specific to each objective was administered in pre and posttest situations, and the scores were analyzed. The Spanish-dominant students demonstrated statistically significant growth in the use of oral English, English language skills, reading in Spanish, and mathematics. English-dominant students demonstrated growth in the use of oral Spanish, although the gains were not statistically significant. The program was successful in meeting its objectives. [More] Descriptors: Bilingual Education, Bilingual Students, English Instruction, English (Second Language)
(1971). Para-Professionals: Their Role in ESOL and Bilingual Education, TESOL Quarterly. Paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. Descriptors: Bilingual Education, Bilingual Teacher Aides, Community Involvement, English (Second Language)
(1981). Separate but Equal: A Good Deal for Bilingual Education. The linguistic norm for testing and instructing Students of Limited-English-Proficiency (SLEPs) is that of a monolingual native speaker of English. The claim is made that this norm is not implemented accurately in testing and instruction and that a bilingual norm for testing and instruction would be more appropriate. The failure to implement monolingual norms accurately comes from three sources: (1) misunderstanding of research findings in linguistics of false assumptions about the nature of language itself; (2) lack of appropriate linguistic research; and (3) failure to consider relevant research. It is suggested that the distinction between ideal native speech and actual native speaker usage be considered and implications of the distinction be applied to bilingual instruction. Further, very little research in linguistic forms in a conversation context has been completed; such research is important if a native speaker model is chosen as norm. Available research that should be used has to do with general linguistic theory as well as sociolinguistics. The discussion calls for linguistic analysis of the cognitive and linguistic differences between bilinguals and monolinguals and for practical applications of the findings to the testing and teaching of future bilinguals. Descriptors: Applied Linguistics, Bilingual Education, Bilingualism, Communicative Competence (Languages)
(1978). Understanding Korean People, Language and Culture. Bilingual Education Resource Series. This manual provides teachers and administrators with information regarding Korean people, language and culture. Discussion of Korean culture includes these topics: (1) social and cultural changes; (2) family structure; (3) holidays and festivals; (4) discipline for children; (5) home customs; (6) educational system; and (7) learning and teaching styles. Characteristics of the Korean language are examined and English and Korean phonology are compared. The problems that Korean children might have with English articles, tenses, singular and plural nouns, auxiliaries, and comparative adjectives and adverbs are reviewed. Strategies for English as a Second Language instruction are offered along with a list of resource materials on ESL and Korean culture. [More] Descriptors: Asian Americans, Bilingual Education, Cultural Awareness, Cultural Traits