Bibliography: Bilingual Education (page 369 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Debbie Joyner, Ross Goldsmith, Salem. Oregon State Dept. of Education, Candace Macken, San Antonio Intercultural Development Research Association, Nelson Vieira, Cordelia Candelaria, Hsiao-Ping Wu, Austin. Texas Education Agency, and Lawrence A. Egan.

Garcia, Ricardo (1978). The Multiethnic Dimension of Bilingual-Bicultural Education. Currently bilingual and multiethnic instruction, which are emerging as highly significant educational thrusts, are not disparate forces. Since both promote ethnic pluralism, the difference between them is one of degree rather than kind. This difference can be modified by adding a multiethnic dimension to bilingual-bicultural education, thereby permeating it with multiethnic experiences. In this conceptual framework, bilingual-multiethnic instruction can minimize the severity of the transition Mexican American students experience when beginning school because it reflects the student's home environment and culture which are mediated through the student's dominant language. Also this framework serves to expand the student's ethnic perspective with intragroup and intergroup diversity strands. The intragroup diversity strand exposes students to the human, ethnic, and racial diversity of the Mexican American culture, while the intergroup diversity strand exposes them to the human, racial and ethnic diversity existent in American society. In this framework, the Mexican American culture should be the base of the bilingual-bicultural program, mediated through the student's dominant language. Also the study of Mexican American culture should be expanded to teach students its intragroup diversity, while the study of Anglo American culture should be expanded to teach students the intergroup diversity of American society. This paper also lists 20 resources suggesting ways and means by which a multiethnic dimension can be utilized by bilingual-bicultural programs.  Descriptors: Bilingual Education, Cross Cultural Training, Cultural Education, Cultural Pluralism

Gonzalez, Anna G.; Zuniga, Roberto E. (1977). Bilingual-Bicultural Education: A Survival Imperative?, Educational Horizons. The attitude that the American school is monocultural and monolingual is the single most destructive force at work against equal educational opportunity for the Mexican American or Chicano. Describes a program designed to change that attitude.   [More]  Descriptors: Biculturalism, Bilingual Education, Census Figures, Mexican Americans

Candelaria, Cordelia (1977). The Future of Bilingual Multicultural Education, Agenda. Descriptors: Bilingual Education, Cross Cultural Training, Cultural Pluralism, Educational Assessment

Oregon State Dept. of Education, Salem. (1974). Learning Package, Bilingual-Bicultural Education: An Overview. This programed learning package on bilingual-bicultural education (BBE) is intended for teachers, administrators, paraprofessionals, and others involved in education. The material is based on four performance objectives, which are accompanied by learning activities designed to help the reader master each objective. The objectives involve learning what BBE is (and is not), why bilingual programs are needed, advantages and disadvantages of BBE, and methods used in bilingual-bicultural instruction. BBE should enable the child to: (1) learn basic concepts initiating him into the school environment in his dominant language; (2) expand his knowledge of his dominant language; (3) expand his second language; (4) learn subject matter and concepts in his dominant language; (5) learn subject matter and concepts in his second language; (6) develop self-assurance, confidence, and a positive identity with his cultural heritage. BBE is not: (1) a remediation program for non-English speaking children; (2) exclusively an ESL program; (3) a program of foreign language instruction; (4) a program for only the non-English speaking child. The learning activities include readings, viewing a video tape, and small group discussions. A postinstructional test and answer key conclude the package.   [More]  Descriptors: Autoinstructional Aids, Biculturalism, Bilingual Education, Educational Needs

Rochester City School District, NY. (1977). Bilingual Occupational Education–Adult. Evaluation Report. The overall objective of the program was to provide 200 Spanish-speaking adults and out-of-school youth, 16 years of age or older, with occupational instruction and English language skills which would enhance the enrollees' opportunities to acquire entry level job skills or upgrade the enrollees' present occupational status. The program began with 86 enrollees actively participating in one out of nine of the following courses: Cosmetology, automotive mechanic, electricity, commercial photography, nursing science, office skills, automotive body and painting, and basic adult education. The courses were made available at four school districts' facilities easily accessible to the target population. The program content consisted of: (1) Actual instruction of courses (provided both in Spanish and English), (2) three hours per week of instruction in English as a second language (ESL), and (3) counseling, as a supplement to instructional quality, in career and occupational areas. Second semester enrollment increased by 149 new enrollees with courses in accounting and welding being added to the program curriculum. Positive comments were received from community agencies on the operation of the program. Descriptors: Adult Basic Education, Bilingual Education, Career Development, English (Second Language)

Trueba, Henry T. (1973). Bilingual Bicultural Education for Chicanos in the Southwest. The United States Office of Education defines bilingual bicultural (b/b) education as the use of 2 languages (one of which is English) in a well-organized program which would include the history and culture associated with the student's native language. In this paper, some Chicano perceptions of Southwestern b/b education are reviewed. Bilingual bicultural education is viewed in the framework of the Chicano's cultural experiences; the different educational philosophies reflected by Chicano educators; and the expectations of Chicano educators. Life histories of 15 Chicano teachers and their relatives and interviews with 40 of the 125 b/b teachers trained in the Mexican American Education Project at California State University (Sacramento) during the last 5 years were used. The topics discussed include: the sociocultural experience of the Chicano; types, scope, and impact of b/b education; the new b/b education program in the planning stage; the legitimacy and acceptability of b/b education; and unresolved problems of b/b education for Chicanos. The views of the teachers who participated in the Mexican American Education Project during 1971-73 are summarized.   [More]  Descriptors: Attitudes, Biculturalism, Bilingual Education, Cultural Background

Egan, Lawrence A.; Goldsmith, Ross (1981). Bilingual Bicultural Education: The Colorado Success Story. Because a lack of adequate data eliminated the possibility of using control groups or historical comparison groups, Colorado's procedure for evaluating state bilingual/bicultural programs was designed to determine whether children in the bilingual program (K-3) had learned more than they would have learned if they had not been in the program. A norm referenced standardized achievement test was used for this. Program participants were predominantly Mexican American. Projects reported pre and post test results (on achievement, attendance, self-concept and parental involvement) in Normal Curve Equivalents for Linguistically Different (LD) and Non-Linguistically Different (NLD) children. A gain of one-third of the standard deviation with respect to the national norm was chosen as the criterion for judging when significant gain or loss had occurred. Major problems were in the availability of data, caused by an unavoidable dependence on the regular testing schedules of school districts (testing every third grade level) and their willingness to administer additional tests. Data indicated that: the program was successful at every grade level; results were more positive in each succeeding year of the program; and NLD children, as well as LD children, benefited from the bilingual programs. Descriptors: Academic Achievement, Bilingual Education, Data Collection, Early Childhood Education

Intercultural Development Research Association, San Antonio, TX. (1986). Bilingual Vocational Education Needs Assessment Project. A study was conducted (1) to determine the need for vocational training among the limited English speaking (LEP) population in Texas; (2) to determine how many LEP students are being served by vocational programs; (3) to set priorities in the training areas; (4) to assess the need and type of support services required to keep LEP students in vocational education programs; and (5) to recommend a future course of action to improve service to LEP populations in the state. Information was gathered through two statewide surveys of vocational directors and students, interviews of key individuals involved in vocational education programs, and review of the literature and guidelines. The study found that only about 10 percent of the estimated 90,000 LEP secondary-age persons were enrolled in secondary vocational education programs, and few were enrolled in college-level programs. The study reported that bilingual vocational programs would help to serve this population. Trade and industrial education was the most desired area, and this area also had the highest enrollment. The need for support services such as bilingual guidance counselors, job placement assistance, and child care was reported by some students. As a result of the study, goals for improving the vocational education programs for LEP populations were established. They include the following: providing students with instruction in both English and their primary language, providing students with instruction in vocational English as a second language while students learn job skills, and facilitating participation in the mainstream of society. Recommendations were made for both secondary and postsecondary levels to meet these goals. Questionnaires for administrators and students are presented in the appendixes. Descriptors: Bilingual Education, Educational Improvement, Educational Needs, English (Second Language)

Hopewell, Susan (2011). Leveraging Bilingualism to Accelerate English Reading Comprehension, International Journal of Bilingual Education and Bilingualism. The purpose of this study was to examine how fourth-grade Spanish-English speaking bilingual students in the USA participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources vs. when they were restricted to communicate in English only. The theoretical underpinning was that a student's learning burden is lessened when text comprehension is facilitated by access to all previous knowledge regardless of the language of acquisition. This mixed methods study employed a within group repeated measures design in which each student experienced all treatment conditions and completed a comprehension measurement activity following each literacy event. Data included 21 hours of audio-taped student dialog and analyses of 172 written recalls. Findings include the understanding that the opportunity to teach and learn is stifled when educators insist on strict separation of languages, and there is a strong interaction between language of recall and the topic of the reading.   [More]  Descriptors: Reading Comprehension, Bilingual Students, Bilingualism, Grade 4

Bedore, Lisa M.; Pena, Elizabeth D.; Joyner, Debbie; Macken, Candace (2011). Parent and Teacher Rating of Bilingual Language Proficiency and Language Development Concerns, International Journal of Bilingual Education and Bilingualism. Educators of young children, including speech-language pathologists, are often uncertain as to how to effectively work with children from diverse backgrounds because they do not know enough about cultural and linguistic diversity and its impact on language development. The current study helps to address this gap by examining the validity of parent and teacher report in determining language proficiency and language ability in prekindergarten and kindergarten age children from Spanish-English bilingual backgrounds. Parents and teachers rated child language proficiency and ability in Spanish and English. Results indicate that teachers and parents were reliable informants on English language proficiency, but only the parents reliably rated children's Spanish proficiency. Both teacher and parent report were significantly correlated to child language ability. Teachers' ratings of ability correlated with morphosyntax performance while parents' ratings correlated with their child's broad language performance. For clinical and educational decision-making, we emphasize the importance of understanding bilingual children's language use across languages and contexts by incorporating both parent and teacher observations.   [More]  Descriptors: Teacher Attitudes, Child Language, Speech Language Pathology, Parent Attitudes

Hanna, Patricia Lavon (2011). Gaining Global Perspective: Educational Language Policy and Planning, International Journal of Bilingual Education and Bilingualism. Beginning with the passage of No Child Left Behind (NCLB), language-based educational policy in the United States has shifted toward an emphasis on English language acquisition and away from an emphasis on native language assistance. The English Language Acquisition, Language Enhancement, and Academic Achievement Act clearly mandates English language acquisition as the commanding objective of instructional programming for Limited English Proficiency (LEP) students. This paper addresses a critical question that emerges in light of this shift: Is it possible to develop educational language policies that effectively achieve global competition objectives and civil rights objectives concurrently? Using an ecological systems theory framework for examining education and language, this paper examines the current educational language policies of three globally competitive nations to delineate how each addresses language based social justice and language based civil rights. The policy analysis focuses on relevant literature from applied linguistics, research on multilingualism, and emerging technologies to evaluate educational language policies across the macro-spheres. Recommendations for educational language policies that may be capable of satisfying language based social justice objectives and language based civil rights objectives concurrently are discussed.   [More]  Descriptors: Social Justice, Language Planning, Federal Legislation, Applied Linguistics

Wehrs, George; Aman, Pilar (1980). A Planning Handbook for Bilingual Vocational Education. Designed to provide planning assistance to administrators and staff who offer vocational instruction to persons of limited English proficiency, this guide focuses on three components of a successful program: vocational instruction, language instruction, and support services. The first two chapters address the questions of why these programs should be provided and how to determine local needs for them. The third chapter shifts the focus from why to how, including methods of instruction and presenting a hierarchy of delivery forms for each component. A description of program types discusses the coordination of content and timing between the chosen forms. The chapter on local resources addresses problems of utilizing staff materials and facilities from monolingual vocational programs to develop a bilingual program. The final chapter summarizes on-going planning considerations and continued needs for data collection and evaluation with regard to recruitment, funding, financial aid, state coordination, follow up, and testing, and emphasizes the need for communication between students, staff, community, and administrators. An appendix presents brief descriptions of various types of programs and their implementation, with a contact person for each. Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Job Training

Sung, Ko-Yin; Wu, Hsiao-Ping (2011). Factors Influencing the Learning of Chinese Characters, International Journal of Bilingual Education and Bilingualism. This survey study, which involved 108 language learners enrolled in first-year Chinese as a foreign language classrooms in the United States, intended to address the research questions, "What types of Chinese-character learning strategies do US learners use?" and "Do US learners' Chinese-character learning strategy use differ based on the following learner differences: (1) Gender, (2) Home background, and (3) Previous foreign language learning experiences?" Factor analysis and MANOVA tests were run using the participants' responses in the Character Learning Strategy Inventory and the background surveys. The results of factor analysis illustrated that the participants used six types of strategies: practicing naturalistically, associating, paying attention to the characters, using mechanical techniques, grouping, and paying attention to the pronunciation. The MANOVA test results found significant interactive effect between gender and home background on strategies of using mechanical techniques. Another interactive effect was found among gender, home background, and previous foreign language learning experiences on strategies of paying attention to the characters.   [More]  Descriptors: Romanization, Learning Strategies, Second Language Learning, Factor Analysis

Texas Education Agency, Austin. (1988). Bilingual/ESL Education: Program Evaluation Report. The statewide overview of Texas bilingual and English-as-a-Second-Language (ESL) programs for limited-English-speaking public school students reports results of a survey concerning program and student characteristics and successful instructional practices. Data for bilingual and ESL programs are considered separately. Student characteristics studied include eligibility for free or reduced-price lunches, mobility within and among districts, English reading level, previous schooling, native language use in the classroom, attendance patterns, participation in extracurricular activities, the need for intervention as perceived by staff, and the students' success or perceived success in the program. Exit and promotion rates and the need for remedial instruction are also examined.  Instructional program data investigated include campus instructional strategies, percentages of students enrolled in other compensatory programs, use of reduced- or modified-content classes, class size, teacher language use in the classroom, and student promotion and success. Other variables examined include teacher qualifications and experience, parent involvement, student performance on objective measures, student achievement gains, and actual or perceived success. Appended materials include the questionnaire, coding information, evaluation requirements, and a brief comparison of the bilingual and ESL studies. Descriptors: Bilingual Education Programs, Classroom Research, Educational Strategies, Elementary Secondary Education

Vieira, Nelson (1975). Training Teachers for Bilingual/Bicultural Education, Inequality in Education. Focuses on the training and language fluency of teachers in bilingual/bicultural programs. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Community Involvement

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