Charter, Patricia Flores (1991). Who Will Teach Our Children?…Use of Bilingual Paraprofessionals in Special Education. In response to the shortage of qualified bilingual special education personnel to work with Limited English Proficient (LEP) special needs students, a program was developed in Vista Unified School District in North San Diego County, California, which involves training bilingual paraprofessionals to serve in special education settings. The paraprofessionals work with Spanish-speaking students who have primary language goals and objectives on their individualized education programs. Following a brief program description, a guide to the effective use of bilingual paraprofessionals in special education is provided, covering: advantages and disadvantages of using bilingual paraprofessionals; administrative planning options and support for use of bilingual paraprofessionals in special education; use of bilingual paraprofessionals in the classroom setting; training needs of special education certificated personnel in the use of bilingual paraprofessionals; and training needs of bilingual paraprofessionals in special education.   [More]  Descriptors: Bilingual Education, Bilingualism, Disabilities, Elementary Secondary Education

Casso, Henry J., Comp. (1974). Observations from a National Bilingual Bicultural Institute Recommendations for a State Wide Design. Annual Illinois Bilingual Bicultural Conference (1st, Chicago, Illinois, March 28-29, 1974). At the conclusion of the conference, the significant "happenings" in bilingual bicultural education were reviewed. Topics discussed were the: (1) 1966 Tucson (Arizona) conference sponsored by the National Education Association; (2) 57 fifth-year Elementary and Secondary Education Act (ESEA) Title VII projects in the United States with high concentration of Mexican American students; (3) survey of the 1,300 participants from 25 states at the national 1973 Bilingual Bicultural Institute; and (4) U.S. Commission on Civil Rights Study. Given in this report are: (1) the 10 major recommendations determined at Tucson in 1966, (2) a listing of significant "happenings" since Tucson, (3) major findings and recommendations from the review of the 57 Title VII projects and the survey of the 1,300 institute participants, and (4) some of Dr. Kissinger's remarks from the "26 Latin American Conference" held in Mexico City as reported in a number of U.S. newspapers.   [More]  Descriptors: Attitudes, Biculturalism, Bilingual Education, Community Involvement

Cortes, Michael; And Others (1980). The Needs of Elementary and Secondary Education: Policy Issues Paper on Migrant Education. The children of migrant agricultural workers face what appear to be unsurmountable barriers as they attempt to attain an even rudimentary education. These children must overcome the obstacles of poverty, mobility, economic insecurity, and linguistic disparity. Issues pertaining to the improvement of migrant education include: (1) expanding the definition of "agricultural activity" to include additional mobile populations; (2) involving migrant parents in their children's education; (3) bilingual/bicultural education; (4) increased school enrollment of migrant children; (5) coordination of migrant programs within the newly formed Department of Education; (6) migrant head start programs; (7) the role of the Community Services Administration; (8) impact of competency-based testing; (9) educational rights of children of undocumented migrant workers; and (10) the role of community based organizations. Descriptors: Access to Education, Bilingual Education, Community Involvement, Elementary Secondary Education

Fidelholtz, James L., Ed. (1972). Conference on American Indian Languages Clearinghouse Newsletter. Vol. 1, No. 1. This newsletter was begun in an effort to apprise persons, primarily linguists, working with and for the benefit of American Indians of various projects on which other persons in a similar capacity are working. The main areas treated are: (1) the improvement of Indian literacy in their native languages, (2) various efforts to make the expertise developed in Amerindian linguistics available to Indians and teachers of Amerindian languages. The newsletter contains a description of current projects, including Indian language teaching programs and a British Columbian project involved in preserving the languages and oral cultural traditions of the Salish-speaking areas. A list of recent publications and ERIC documents dealing primarily with child language, the teaching of English to American Indians, and bilingual-bicultural education is included.   [More]  Descriptors: American Indian Culture, American Indian Languages, American Indians, Biculturalism

Larson, Carole (1984). Refugees: Information Sources. This guide to information sources on refugees covers indexes, abstracts, bibliographies, periodicals, and resource and research centers. The guide begins with a discussion of recent developments in the bibliographic control of the literature on refugees, and particularly the work of the International Refugee Integration Resource Center. It then lists and comments on useful indexes and abstracts, both those searchable by computer and those in paper form, and discusses the value and methodology of computer searches of the literature. A listing of bibliographies follows, divided into sections on general bibliographies and bibliographies on: resettlement in the United States and Canada, teaching English as a second language, and bilingual/bicultural education. The bibliographies are primarily those published since 1980, although all bibliographies for the ERIC database have been included, regardless of date. The final two sections give listings for periodicals and resource and research centers, with some annotations. Examples of index postings accompany the paper. Descriptors: Abstracts, Bibliographies, Bilingual Education, Databases

Douglass, Malcolm P., Ed. (1975). Claremont Reading Conference 39th Yearbook: Reading the Teaching Learning Process; Proceedings of the Claremont Reading Conference (42nd, Claremont, California, February 7-8, 1975). The 21 essays in this collection consider the conditions under which reading is most effectively taught and learned. Topics deal with the ways in which a desire to read can be "caught" by children in their early years; the case for humanistic education; the need for changes in people's attitudes toward learning and teaching; ways of conceptualizing and testing reading readiness; characteristics of effective reading instruction; nurturing the root experiences of reading; the significance of children's choices in literature; the value of introducing children to poetry; bilingual/multicultural education; reading in the bilingual classroom; the problems of illiteracy in West Africa; concepts of learning based on cross-cultural research; the child's conception of the alphabet; the development of accurate instruments for testing in reading; the creation of a community-based reading center; teaching autistic children; and early prediction of reading failure. Descriptors: Autism, Beginning Reading, Bilingual Education, Childrens Literature

Cotayo, Armando; Banchik, Gail (1983). Park West High School "At Your Service." O.E.E. Evaluation Report, 1981-1982. Project "At Your Service" at Park West High School in New York City, is a basic bilingual secondary education program for Spanish speaking ninth to twelfth grade students with limited English proficiency. In 1981-82, the program provided bilingual instructional and supportive services, and opportunities to participate in career and culturally related activities, for 200 Hispanic students. Other program activities included staff development and activities geared toward parent involvement in the program. This report describes the program context, organization, participants, activities, and evaluation. Evaluation results indicate that, in general: (1) students surpassed the criterion objective for English syntax; (2) over 70 percent of the participants passed teacher-made tests in Spanish language courses; (3) participants' mean scores on tests in English, science, mathematics, and social studies exceeded the scores of mainstream students; and (4) the participants' attendance rate was higher than the school-wide attendance rate. Recommendations for program improvement are presented.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, English Instruction, High Schools

Choy, V. Kanani, Ed.; And Others (1995). Clarendon Alternative School. Japanese Bilingual Bicultural Program. Curriculum Sampler II: Science. A sampler of thematic science lessons from the Japanese bilingual/bicultural education program of the Clarendon Alternative School, a California elementary school, is presented. The lessons are designed to integrate Japanese instruction with the core science curriculum. Each lesson contains this information: the grade level, teacher(s), and sensei; and introductory statement about the lesson and related classroom activities; classroom procedures; relevant Japanese vocabulary; sample dialogue; extension activities, when appropriate; and sample or reproducible instructional materials. Lesson topics include: oneself and others (kindergarten); apples (kindergarten/grade 1); wind and the pinwheel (grade 1); dissolving in water (grades 1/2); eggs (grade 2); crayfish (grades 2/3); properties of salt water (grade 3); and electricity (grades 4/5 and 5).   [More]  Descriptors: Bilingual Education Programs, Class Activities, Classroom Techniques, Course Content

Ruiz, Nadine T. (1991). Effective Instruction for Language Minority Children with Mild Disabilities. ERIC Digest #E499. This digest describes a model curriculum for children from language minority groups, called the "Optimal Learning Environment Curriculum–A Resource for Teachers of Spanish Speaking Children in Learning Handicapped Programs." This bilingual special education class model is governed by the following principles: (1) take into account the student's sociocultural background and its effect on oral language, reading and writing, and second language learning; (2) take into account the student's learning handicaps and how they may affect oral language, reading, writing, and second language learning; (3) follow developmental processes in literacy acquisition; (4) locate curriculum in a meaningful context where the communicative purpose is clear and authentic; (5) connect curriculum with the students' personal experiences; (6) incorporate children's literature into reading, writing, and English-as-a-Second Language lessons; and (7) involve parents as active partners in the instruction of their children. (17 references)   [More]  Descriptors: Bilingual Education, Educational Principles, Elementary Secondary Education, Language Handicaps

Community School District 6, New York, NY. (1980). Project Aprende. Community School Board District 6. Evaluation Report, 1979-1980. This is an evaluation of a Title VII Bilingual/Bicultural Education Program conducted in New York City in 1979-1980. The program description includes discussion of the following topics: (1) goals and objectives; (2) instructional programs; (3) staff development; (4) parent and community involvement; (5) curriculum and materials; and (6) guidance. The organization and staffing of the program are reviewed. Findings of the evaluation cover these areas: (1) achievement and language test data; (2) enrichment; (3) Spanish language arts; (4) English as a second language; (5) social studies instruction; (6) mathematics instruction; (7) science instruction; (8) participation and performance of pupils; (9) staff abilities; (10) inservice training; (11) parent involvement; (12) guidance; (13) materials and curriculum development; and (14) program coordination. Conclusions and recommendations are offered and the appendix contains a sample evaluation visit form, an evaluation questionnaire, an observation of instruction form, and a bilingual conference evaluation form.   [More]  Descriptors: Achievement Gains, Bilingual Education, Community Involvement, English (Second Language)

Jokovich, Nancy (1975). A Bibliography of American Doctoral Dissertations in Linguistics, 1965-1967. CAL-ERIC/CLL Series on Languages and Linguistics, Number 28. This is a bibliography of American doctoral dissertations in linguistics completed between 1965 and 1967. It is an update of Phillip R. Rutherford's "Bibliography of American Doctoral Dissertations," which covered the years 1900-1964 and was published by the Center for Applied Linguistics in 1968. There are 614 entries in the present bibliography, listed by author and indexed by subject or by language. The entries cover a wide range of topics relevant to linguistics, including descriptive studies; sociolinguistics; computational linguistics; language acquisition; literature and linguistics; studies in phonology, syntax, morphology and semantics; historical linguistics; English as a foreign language; and bilingual-bicultural education. Dissertations in foreign language education, which are to appear in an independent bibliography, have not been included. A bibliography of dissertations covering the period 1968-1974 will be published by the ERIC Clearinghouse on Languages and Linguistics in the spring of 1976.   [More]  Descriptors: Bibliographies, Biculturalism, Bilingual Education, Diachronic Linguistics

Collier, Catherine (1979). Introduction to Language. Linguistics 101. The syllabus of an introductory course in linguistics intended as a foundation for studies in bilingual/bicultural education, Alaskan native languages, and anthropology is presented. The course was designed for a program for teachers of Yupik as a second language. The course objectives are to introduce students to the internal structure of language and the relationship between language and culture. Analyses of English, Yupik, and some other languages are included. The course consists of six units of readings and assignments: (1) introduction to language (linguistics and related disciplines, communication); (2) language, culture, and change (including dialects); (3) introduction to phonemes and phonetics (including the international phonetic alphabet); (4) articulatory phonetics (articulation, contoids, vocoids, stress, pitch, intonation); (5) introduction to morphemes and morphology (including some semantics); and (6) language analysis. Each unit has questions and/or activity assignments in addition to readings, and the final examination is included in the course materials for student preview. Illustrations and a glossary are included.   [More]  Descriptors: Assignments, Bilingual Education Programs, English, Eskimo Aleut Languages

Molina, Huberto (1980). Bridging Cultures in Educational Materials. In progressing toward the development of adequate instructional resources for use by the schools to capitalize upon the unique strengths of children with Hispanic-heritage language and cultural assets, Southwest Regional Lab (SWRL) Research and Development has produced or is in the process of producing the following assessment and instruction systems: (1) The Planning Decision System, (2) The Diagnostic Assessment System, (3) The English Language and Concepts Program for Spanish-Speaking Children, (4) The Spanish Language and Concepts Program, and (5) The Spanish Language Reading Program. These programs, components within the framework of the SWRL Personalized Bilingual/Bicultural Education Model, provide the instructional resources for use by schools to insure that youngsters acquire proficiency in basic Spanish and English language skills requisite to success in Spanish/English elementary school instruction. Specific references are made indicating how cultural considerations are incorporated into the educational materials. Descriptors: Biculturalism, Bilingual Education, Cross Cultural Studies, Cultural Activities

Cotayo, Armando; And Others (1983). George Washington High School. Bilingual Academic and Career Orientation Program, 1981-1982. O.E.E. Evaluation Report. The Bilingual Academic and Career Orientation Program (BACOP) at George Washington High School in New York City is a basic bilingual secondary education program with a career orientation focus. In 1981-82, the program offered bilingual instructional and supportive services to 250 Hispanic students of limited English proficiency in grades nine through eleven. Other program activities included staff training, provision of opportunities for parent involvement, and curriculum development. This report describes the program context, components, participants, activities, and evaluation. Evaluation results indicate that, in general: (1) participants met the criterion objective for English; (2) participants did not show significant improvement in Spanish language skills; (3) over half of the participants passed teacher-made tests in mathematics, science, and social studies; and (4) the attendance rate of the program participants was higher than the school-wide attendance rate. Recommendations for program improvement are presented. A description of the program evaluation plan is provided in the appendix.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Career Planning, English (Second Language)

Bortin, Barbara H. (1979). Procedures for the Identification of Limited English Skills Ability Students and Development of Entrance and Exit Criteria for Bilingual/Bicultural Programs. The development of data collection methods and selection criteria to identify and place Milwaukee students with limited English skills (LESA) is described for the period from 1974 to 1979. The various steps taken to implement federal and state regulations designed to meet the needs of the LESA students are set forth for each of the six years in question. It is concluded that the slow evolution of a system of identification and assessment for LESA students is due to difficulty in meeting the sometimes conflicting requirements of state and federal agencies, and to the lack of funds to implement such a system. Nevertheless, it is concluded that the goals of the data collection program are in sight and that Milwaukee will remain a leader in bilingual/bicultural education.  Accompanying figures reproduce various forms used to collect data prior to identification and assessment. Descriptors: Ability Identification, Bilingual Education, Data Collection, Elementary Secondary Education