Bibliography: Bilingual Education (page 359 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include NY. New York City Board of Education, Jerry B. Hutton, Washington Department of Education, Durward Richardson, Carole Berotte Joseph, Ralph Rivera, Jim MacDiarmid, Sonia Nieto, Eduardo Carballo, and Brooklyn New York City Board of Education.

Parker, Dorothy R. (1996). Phoenix Indian School: The Second Half-Century. This book recounts the Phoenix Indian School's history from 1935 to its closing in 1990. In the 1930s, the Bureau of Indian Affairs' philosophy of assimilation declined in importance, as evidenced by termination of the boarding school's militaristic discipline, greater recognition of tribal traditions, and early experimentation in bilingual education. Various programs that served both the school and the larger Indian population in Arizona are described, including the Phoenix Indian School Band; the outing system; the library bus; extension education in Indian communities; diesel school and telephone and radio school; and the school print shop, which assisted in developing primers designed to teach Navajo children how to read their own language. The Special Navajo Program, a 5-year course to bring illiterate Navajos up to an eighth-grade level, was successful largely because of bilingual teaching teams. After World War II there was talk of closing the school, but Indian veterans' requests to keep it open prevailed. Factors that led to the school's demise in 1990 included teachers and administration moving off campus, which ended the tradition of intimate contact with students; the changing nature of the student body; reduced emphasis on vocational training; a new sense of Indian identity and empowerment among the students; federal budget cuts; and increasing pressure to use the property for Phoenix development. Appendices include the service record of the "Bushmasters," an all-Indian segment of the Arizona National Guard; the student "Hall of Fame"; samples of early printing in the Navajo language; student poetry; and school site plans, 1916-88. Contains 19 references, chapter notes, and photographs. Descriptors: Acculturation, American Indian Education, Bilingual Education, Boarding Schools

New York Univ., NY. Center for Field Research and School Services. (1973). An Evaluation of the Bilingual Center for Preschoolers in District 17. ESEA Title VII Program. During the 1972-73 school year, Community School District 17 in New York City opened its Bilingual Center for Pre-Schoolers, funded under Title VII of the 1965 Elementary Secondary Education Act. The major objectives for the program were: (1) to improve verbal communication skills of all students in their first language; (2) to develop comparable ability in a second language (either French, Spanish, or English); (3) to develop a positive self-image and respect for both cultures studied; (4) to develop "reading readiness" of kindergarten population; (5) to increase teacher awareness of the value of being bilingual; (6) to prepare teachers and paraprofessionals for their added responsibilities through enrollment and participation in college courses and inservice instruction in bilingual education; (7) to develop parental concern and involvement in the program; (8) to develop bilingual ability of parents through participation in second language classes at the Center; and (9) to encourage parents to visit the Center and contribute to the program. The major findings for the program were as follows: (1) the students' ability to communicate in their dominant (first) language improved substantially; (2) most of the French and Spanish dominant students achieved near comparable fluency in English as in their first language; the English dominant were not as advanced in their ability to use French or Spanish as their peers in the program; (3) positive self-image and respect for both cultures were developed; and, (4) most of the kindergarten children are ready to begin to read.   [More]  Descriptors: Bilingual Education, Communication Skills, Parent Participation, Parent School Relationship

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1985). Bilingual Pupil Services 1983-1984. OEA Evaluation Report. The Bilingual Pupil Services Program (B.P.S.) has been administered for ten years by the Office of Bilingual Education of the New York City Public Schools. In the 1983-84 school year the project provided in-service training of para-professionals to work with students of limited English proficiency (LEP) in grades one through six in the already existing Hispanic component and a new Chinese component. This evaluation focuses on the four sites serving the Chinese LEP students and a follow-up study of the past three years' paraprofessional participants in B.P.S. Students were assessed in English reading, Spanish reading, Chinese reading and mathematics (in English), with the following results: (1) Hispanic students made statistically significant gains in English reading, and Chinese students in grades two, three, five, and six also made significant gains; (2) Hispanic students gained in mathematics, an area in which Chinese students has mixed results; (3) Spanish reading tests showed significant gains in all but fifth grade; (4) results on the Chinese reading examinations were statistically significant. It was found that most paraprofessional graduates of B.P.S. become bilingual teachers, and over 70% are placed within New York City. The following recommendations are made for program improvement: (1) establish agreements with local universities to complement in-service training of paraprofessionals; (2) hire a field instructional specialist for the Chinese component; (3) acquire and adapt Chinese language materials; (4) test all Chinese LEP students schools to determine language proficiency; (5) study language policy of target schools in Chinese component with emphasis on frequency of native language use; (6) conduct workshops on the cultural styles of both Hispanic and Chinese peoples to enhance cross-cultural understanding.   [More]  Descriptors: Bilingual Education Programs, Chinese Americans, Elementary Education, Hispanic Americans

New York City Board of Education, NY. (1990). Children of the Rainbow: Implementing A Multicultural Kindergarten Curriculum. This document is a comprehensive guide to planning and implementing a multicultural kindergarten curriculum in New York City's (New York) public schools via planned, developmentally appropriate learning experiences. The guide contains the following 15 sections: (1) "Introduction," which outlines the program and its philosophy; (2) "First Days," which offers strategies for a smooth start to the school year; (3) "Parent Involvement," which discusses the vital home/school partnership and specific recommendations; (4) "Bilingual Education/English as a Second Language," which offers data on the limited English child and strategies for teaching English as a Second Language; (5) "Creating a Learning Environment," which offers guidance in organizing the learning center approach; (6)"Enriching the Curriculum," which describes the whole language methodology, trip experiences, and effective use of computers in the classroom; (7) "A Multicultural Sampler," which offers culturally and linguistically diverse musical and literary materials; (8) "The Interactive Teacher," which explores the teacher's role; (9) "The Thematic Approach," which provides guidelines and a comprehensive flow chart; (10) "Partners in Learning," which provides appropriate shared responsibilities and an administrator guide; (11) "Looking at Today's Children," which describes current societal pressures and problems and suggests appropriate action; (12) "Assessment," which outlines informal and formal assessment procedures and includes sample checklists; (13) "Current Issues," which considers contemporary educational thinking; (14) "Developmental Skills in the Curriculum Areas," which outlines expected skills and understandings appropriate to curriculum content on the kindergarten level; and (15) "Bibliography/Teacher Resources," which offers a 466-item bibliography. Descriptors: Bilingual Education, Curriculum Development, Curriculum Guides, Developmentally Appropriate Practices

Hutton, Jerry B. (1987). Alternative Teacher Certification: Its Policy Implications for Classroom and Personnel Practice. Monograph No. 5. During 1986-87, the Dallas (Texas) Independent School District (DISD) conducted an alternative certification program. This report evaluates the program. The introductory section defines alternative certification (any significant departure from the traditional undergraduate route through teacher education in universities and colleges) and explores the rationale–a decline in the quality of trained, available teachers and a growing teacher shortage, particularly in science, math, bilingual education, and special education. The second section describes the DISD's program, which recruited 110 alternative certification interns during the summer of 1986. Eighty-five of the 110 interns were women, the average age was 31 years, they were ethnically distributed among Black, Hispanic, White, Asian, and American Indian participants. This section also details recruitment and selection procedures, the formal instruction program, and methods for evaluating participants. The third section supplies demographic information about interns, such as gender, age, ethnicity, educational and employment background, and other characteristics. The final section discusses outcomes concerning interns' attitude changes during training, comparisons with regular first-year teachers, performance ratings, predictors of success, reactions to the program, and quality and shortage issues. Findings and conclusions are summarized before the introduction and include the following: when compared to first-year teachers, the interns were disappointed in the time-requirements of teaching; they enjoyed less support from colleagues; and they did better on the Texas Teacher Appraisal System. The program helped fill critical positions but is unlikely to stem the teacher shortage. Included are 22 tables, a nine-page reference list, and 2 appendices. Descriptors: Bilingual Education, Career Change, Certification, Elementary Secondary Education

MacDiarmid, Jim (1974). The Student in a Bilingual Classroom. Both Alaska and the Canadian North are taking a serious look at bilingual education, especially in the primary grades. In the Yupik bilingual program in primary grades, children receive basic instruction in Yupik, with gradually increasing instruction in English as a Second Language (ESL). For instance, in grade 1 students receive ESL instruction for a half-hour twice a day and in grade 2 it is increased to two 45 minute periods a day. Most of the Yupik teachers in the program have had training in basic literacy during the summer months. Additionally, to support these teachers in their programming, the Eskimo Language Workshop (Center for Northern Education, University of Alaska) is continuously developing materials relevant to the primary curriculum. The one area which may require some work in the Yupik Bilingual Program is training in methodology. Since ESL teachers have many needs that are similar to these of the Yupik teachers, they were included in workshops held for Yupik language teachers. Also, it is vital for Yupik and ESL teachers to work as a team so that the ESL section will not be a separate entity from the rest of the child's programming. Certan facets from the Yupik language part of the day can and often should be reflected in the ESL portion. It was noted that the needs of many of the teachers, both Yupik and ESL, are identical to the needs of teachers in the Northwest Territories (Canada). There is a great deal to be learned through communication between teachers in these 2 areas. Descriptors: American Indians, Bilingual Education, Communication (Thought Transfer), Cross Cultural Studies

Carballo, Eduardo; And Others (1988). Analyzing Test Data for Program Evaluation Purposes: Are There Procedures and Other Factors Which Alter the Results?. Ways in which an evaluation of bilingual programs could be appropriately conducted were studied, using two transitional bilingual education programs. In Program A, the first language (Spanish) is the initial medium for all instruction with a gradual phasing in of English. Program A is located in a large suburban school system in central Massachusetts, and provides full-time education to limited English proficient students. Proficiencies of 22 students were examined through interviews and written testing. The students were given the Metropolitan Survey Battery reading and mathematics tests and the Massachusetts Basic Skills Test for grade 6 as appropriate. Sixteen students were selected from Program B, with full-time instruction in both languages to make students comfortable and competent in either Spanish or English. Program B is located in a large urban school system in Massachusetts. Similar tests were given, and scores from each program were analyzed using: (1) Model A, a norm-referenced design comparing the rate of growth for these students and others not requiring services; (2) mean standard scores during and after mainstreaming; (3) gap reduction, the "catching up" of program students; and (4) results after mainstreaming. By methods 1, 2, and 3, Program A was judged effective; for method 4, differences were not statistically significant. Because of the small number of students, none of the methods gave conclusive results for Program B. The study illustrates that each model answers different questions; each clarifies some aspect. Difficulties in evaluating Program B show the need for alternative methods. Four tables and 17 graphs show test results.   [More]  Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Bilingual Education Programs

Richardson, Durward; And Others (1982). Field Based Teacher Training Programs for Preservice and In-Service Growth. Three teacher education programs developed at East Texas State University (ETSU) are characterized by a high degree of cooperation. The Bilingual Education Teacher Training Program was established with the collaboration of several departments and three colleges. Graduate and undergraduate degrees are offered in this interdisciplinary field-based systems approach to teacher education. Objectives for this program are competency based; the students acquire knowledge and skills in language proficiency, multiethnic awareness, bilingual teaching methods, measurement of student progress, and research methodology. Undergraduate students are assigned to limited English proficient children enrolled in local schools and are supervised by the college faculty. The Teacher of Young Children Certification Program prepares students to work in child-related occupations such as nursery school management and to teach children aged three years to third grade. To receive a baccalaureate degree, students must complete the general university requirements, academic specialization courses in child development through the Department of Home Economics, and a professional education early childhood sequence of ten courses through ETSU's Department of Elementary Education. Two of the courses require a split assignment with half of the experience being in a kindergarten classroom and the other half in an elementary classroom. The Mount Pleasant Project is a cooperative effort between ETSU and the Mount Pleasant Independent School District (Texas) that offers a comprehensive training program for public school supervisors of student teachers and to teachers wanting to supervise student teachers in the future. The first level of this program provides initial instruction in clinical supervision, interpersonal communication, ideas and resources for the supervising teachers, and planning. The second level is devoted to detailed clinical supervision study, classroom observation skills, analysis of teaching, and techniques for conferencing. The third level emphasizes research and skill development. Details on course content and degree requirements for each of these programs are appended. Descriptors: Bilingual Education, Child Care Occupations, Classroom Observation Techniques, Competency Based Teacher Education

Gagliardi, Raul, Ed. (1995). Teacher Training and Multiculturalism: National Studies. Studies in Comparative Education. This book presents outcomes of UNESCO (United Nations Educational, Scientific, and Cultural Organization) studies on teacher training in eight countries (Bolivia, the Czech Republic, Jordan, Lebanon, Mauritius, Poland, Senegal, and Tunisia) representing different levels of development and different regions of the world but who are facing a common challenge to educate for cultural diversity. The publication consists of 11 chapters: (1) "An Integrated Model For Teacher Training in a Multicultural Context" (R. Gagliardi); (2) "Teacher Training for Multicultural Education in Favour of Democracy and Sustainable Development: The Territorial Approach" (R. Gagliardi and P. B. Mosconi); (3) "Intercultural Bilingual Education and the Training of Human Resources: Lessons for Bolivia from the Latin American Experience" (L. E. Lopez); (4) "Interculturalism, Technical Education and Teacher Training in Bolivia" (L. A. R. Bazan and O. C. Gonzales); (5) "Training in Intercultural Education for Primary School-Teachers in the Czech Republic" (J. Kotasek and R. Ruzicka); (6) "Training Programmes for the Teachers of Tomorrow: Intercultural Education in Jordan" (E. Zouqqan); (7) "Teacher Training for Intercultural Education in Lebanon" (N. N. Constantine); (8) "Teachers and Multicultural Education in Mauritius" (P. Guruvadoo, A. C. Kalla, S. Thancanamootoo, and T. Veerapen); (9) "Teachers and Multicultural Education in Poland" (A. Janowski); (10) "Teacher Training for Multicultural Education in Senegal" (M. Mboup); (11) "The Training of Tunisian School Teachers and Intercultural Education" (M. Miled and others). (Individual chapters contain references.)   [More]  Descriptors: Bilingual Education, Comparative Education, Cultural Differences, Curriculum Development

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. (1994). Reauthorization of the Elementary and Secondary Education Act of 1965. Hearing on the Administration's Proposal before the Committee on Indian Affairs. United States Senate, One Hundred Third Congress, Second Session. The U.S. Senate Committee on Indian Affairs heard testimony on the proposed reauthorization of the Elementary and Secondary Education Act (ESEA) as it relates to American Indian education. ESEA incorporates virtually all major programs constituting federal aid to education; of particular concern to American Indians and Alaska Natives is the title called the Indian Education Act, as well as titles providing for the education of economically disadvantaged children, bilingual education, and impact aid. Statements were received from U.S. Senators, administrators of the Bureau of Indian Affairs (BIA) and the U.S. Department of Education, and representatives of regional and national Indian education associations. Topics and issues discussed included mechanisms for developing tribal and BIA standards consistent with Goals 2000 standards, BIA budget preparation procedures, teacher salaries in BIA schools, parent participation in goal setting, the formula for allocating impact aid to public school districts serving Indian children, state-tribal relationships, Native language preservation and cultural maintenance, the definition of "Indian," appointment and status of the Director of the Office of Indian Education in the U.S. Department of Education, need for additional funding to BIA schools due to increasing student enrollments, eligibility of BIA schools for Chapter I funds, inability of tribal school boards to fire long-term BIA "status quo" employees at local schools, and needs for school construction and maintenance. An appendix contains additional materials on these topics as well as program descriptions, funding formulas, and information on the need for Indian Technical Assistance Centers.   [More]  Descriptors: American Indian Education, Bilingual Education, Educational Administration, Educational Legislation

Joseph, Carole Berotte; Blot, Richard K. (1982). Project HAPTT: Haitian Parent and Teacher Training Program. Program Evaluation, [1st Year]. Final Report. Project HAPTT (Haitian Parent-Teacher Training) is a training program for educators and members of the New York community who work with limited English proficient Haitian students in Haitian Creole/French-English bilingual programs. The project is comprised of two components: the Parent Training Institute (which helps parents acquire skills to assist their children in the educational process) and the College Component (which identifies and assists Haitian Americans who have an interest in pursuing a career in education). Both components were evaluated in 1981-82, the first year of Project HAPTT. The evaluation of the college component focused on: the recruitment and hiring of staff; the recruitment and screening of prospective trainees; the course of study offered; and the general success of the program. By the end of the year, all trainees were found to have a good understanding of their responsibilities as part of the program, the goals of bilingual education, and the needs of the Haitian community. The evaluators also found that the Parent Component was highly successful in meeting its first-year goals. It concentrated its efforts on gathering and disseminating information, developing materials, preparing and holding workshops and conferences, and producing radio programs. Despite its overall success, the parent outreach activities encountered difficulties in the area of radio programming. During the year of the evaluation, a Project Advisory Committee was formed to discuss the Project's progress and to identify concerns and goals. (This paper concludes with a list of workshops and special training sessions held, and materials prepared, by Project HAPTT in 1981-82.)   [More]  Descriptors: Bilingual Education Programs, Bilingual Teachers, Haitian Creole, Haitians

Rivera, Ralph, Ed.; Nieto, Sonia, Ed. (1993). The Education of Latino Students in Massachusetts: Issues, Research, and Policy Implications. The Latino population is the largest racial and ethnic minority group in Massachusetts. In the 1980s, the poverty rate of Latinos in the state was twice that of Blacks and six times that of Whites. With Latino children dropping out of school at a rate three times that of white children, the economic future of this population is bleak. The following chapters address economic and educational issues and suggest strategies for empowerment of Latinos: (1) "The Status of Latino Students in Massachusetts Public Schools" (Anne Wheelock); (2) "Entitlements of Latino Students and Parents: Some Legal Policy Considerations" (Jose Javier Colon-Morera, and others); (3) "Bilingual Education: Perspectives on Research and Other Issues" (Diana Lam); (4) "Barriers to Latino Parental Involvement in the Boston Public Schools" (Ralph Rivera); (5) "Latinos and Educational Reform: The Privatization of Chelsea Public Schools" (Glenn Jacobs); (6) "Latino Experiences in Vocational Technical Education: Implications for Educational Policy and Reform in Massachusetts" (James Jennings); (7) "What Do Latino Children Need to Succeed in School? A Study of Four Boston Public Schools" (Antonia Darder and Carole Christoff Upshur); (8) "I Was an Outsider: An Exploratory Study of Dropping Out among Puerto Rican Youths in Holyoke, Massachusetts" (Manuel Frau-Ramos and Sonia Nieto); (9) "Academic Costs of Social Marginalization: An Analysis of the Perceptions of Latino Students at a Boston High School" (Virginia Vogel Zanger); (10) "Poverty, Resilience, and Academic Achievement among Latino College Students and High School Dropouts" (Castellano B. Turner, and others); (11) "The Effects of the Schooling Processes and Practices on Potential At-Risk Latino High School Students" (Martha Montero-Sieburth); and (12) "Creating Possibilities: Educating Latino Students in Massachusetts" (Sonia Nieto). Descriptors: Academic Achievement, Bilingual Education, Dropouts, Economic Factors

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). The New York City Staff Development Program for Bilingual/E.S.L. Third and Fourth Grade Teachers 1985-1986. The New York City Staff Development Program for Bilingual and English as a Second Language (ESL) Teachers, funded by the Bureau of Bilingual Education of the New York State Education Department, was designed to serve third and fourth grade teachers who have up to 4 years of teaching experience and who are currently working with limited English proficient (LEP) students. The major objective of the program was to provide an overview of issues pertinent to the instruction of their LEP students. The main themes were: grades 3-4 curricula, reading instruction, second language instruction through the content areas, critical thinking skills, mastery learning, and instructional skills and strategies for teaching LEP students. The program served 250 teachers (of whom 191 filled out program evaluation forms) from 29 New York City community school districts. It was organized in a series of three evening training sessions, which included a general session followed by 10 concurrent workshops. Of the participants, 36% were born in the United States, 35% were born in Puerto Rico, and the remainder were from Central and South America, Europe, and Asia. Only 23% had not yet completed a Master's degree. An evaluation for 1985-86 focused on a description of the planning and implementation of the training sessions as well as an assessment of the program's effectiveness in accomplishing its objectives. The data indicated that the program was highly successful in achieving its goals. Participants who rated themselves highly proficient in Spanish tended to be highly satisfied, whereas those who rated themselves highly proficient in English tended to be less satisfied. Participants with more experience as early childhood or bilingual teachers also tended to be less satisfied with the workshops. Descriptors: Bilingual Education Programs, Bilingual Teachers, Elementary Education, Elementary School Teachers

Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation. (1987). Annual Evaluation Report, Fiscal Year 1987. U.S. Department of Education. A guide to 107 programs administered by the U.S. Department of Education, covering activities as of September 30, 1987, is represented in this 17th annual report to Congress. Program descriptions include: (1) program profiles (legislation, funding history, program purpose); (2) fiscal year (FY) 1987 departmental initiatives; (3) program information and analysis (e.g., population targeting, services, program administration, and outcomes), which emphasize evaluative findings for the first time to highlight management reforms and efforts to reduce program costs; (4) sources of information; (5) planned studies; and (6) contacts for further information. For some programs eligibility, improvement strategies, and subprograms are also described. The report foreword lists several departmental highlights. The report covers: 22 programs under the Office of Elementary and Secondary Education (e.g., Magnet Schools Assistance Program); 5 programs under the Office of Bilingual Education and Minority Language Affairs (e.g., Transition Program for Refugee Children); 29 programs under the Office of Special Education and Rehabilitative Services (e.g., Handicapped Regional Resource Centers Program); 7 programs under the Office of Vocational and Adult Education (e.g., Consumer and Homemaking Education); 30 programs under the Office of Postsecondary Education (e.g., Upward Bound); and 14 programs under the Office of Educational Research and Improvement (e.g., National Diffusion Newtork). The appendix lists evaluation contracts active in the Office of Planning, Budget, and Evaluation (OPBE) during FY 1987, including the funding amount, brief description, contractor and contract number, start and end dates, and OPBE project officers. An index to the 107 programs is also included.   [More]  Descriptors: Adult Education, Bilingual Education, Contracts, Educational Research

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1982). Hearings on Reauthorization of the Vocational Education Act of 1963. Part 4: Bilingual Vocational Training. Hearing Before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, Ninety-Seventh Congress. First Session on H.R. 66 (October 14, 1981). This document is a transcript of a United States House of Representatives hearing conducted in October, 1981, regarding reauthorization of the Vocational Education Act of 1963–specifically the bilingual vocational training programs funded under subpart 3 of part B of the Act, the program which prepares persons of limited English-speaking ability to perform adequately in a work environment. The bill authorized federal funds for bilingual vocational training, bilingual vocational instructor training, and the development of instructional materials, methods, and techniques. Witnesses at the hearing testified about what has been accomplished under the bilingual vocational training program since the 1976 amendments to the Vocational Education Act and pointed out problems with implementing the program and recommendations for improving the authorizing legislation. Witnesses included Ron Hall, acting chief, policy, coordination, and services unit of the Office of Bilingual Education and Minority Affirs of the United States Department of Education; Saul Sibirsky and Jill Kincaid, League of United Latin-American Citizens; and Mary Galvan, educational consultant. Witnesses testified that programs funded through the Act had had a great deal of success in reducing unemployment among program trainees who had little previous knowledge of English. It was felt that further gains could be shown if more selective recruiting procedures, screening out applicants without a sincere desire to work, could be used. Several studies were funded to compare and create training materials for future use. Witnesses further testified that the use of minority (specifically Hispanic) culture instructors greatly enhanced the success of bilingual vocational programs. They said that the funding for the programs should be continued and that strategies will be employed to make even better use of resources, based on the experience gained since the 1976 reauthorization of the Act.   [More]  Descriptors: Adult Basic Education, Bilingual Education, Bilingual Teachers, Educational Legislation

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