This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Helen Nissani, Leonard A. Valverde, Aida Barrera, Jory H. Barone, Marta Rado, Charles Nafus, Hermes T. Cervantes, Harpreet K. Sandhu, William J. Tikunoff, and John Spiridakis.
(1985). Applying Significant Bilingual Instructional Features in the Classroom. Part C Bilingual Education Research Series. The Significant Bilingual Instructional Features (SBIF) descriptive study, completed in 1983, sought to identify, describe, and verify instructional features that appear to be successful in producing positive classroom experiences and learning outcomes for limited English proficient (LEP) students. SBIF findings are integrated in this report with other research to describe successful instruction for LEP students. The report's five chapters concern: (1) five significant bilingual instructional features (active learning behavior, use of both native language and second language in instruction, integration of English language development with academic skills development, response to and use of information from LEP students' home culture, and effective organizational and delivery of instruction); (2) the demands of instruction for LEP students; (3) developing student functional proficiency; (4) mediation of effective bilingual instruction; and (5) the SBIF study in perspective: implications and issues. Appended is an overview of the SBIF study. Contains 49 references. [More] Descriptors: Academic Achievement, Bilingual Education, Classroom Techniques, Content Area Reading
(1979). Community Involvement in Bilingual Education: The Bilingual Educator as Parent Trainer, NABE: The Journal for the National Association for Bilingual Education. The study determined that parents from bilingual and culturally diverse environments could be trained by bilingual educators to enhance attitudes toward reading and reading-related behaviors of their primary level children. [More] Descriptors: Bilingual Education, Bilingual Teachers, Bilingualism, Parent Education
(1979). Instructional Supervision in Bilingual Education: A New Focus for the 1980's, NABE: The Journal for the National Association for Bilingual Education. Reports the results of a 1977 survey of instructional supervision in many bilingual programs in California, Arizona, and Texas. Presents state-by-state profiles revealing common characteristics of the programs and the indadequacies of program supervision, which are corroborated by national study findings. Briefly discusses program evaluation and suggests improvements. [More] Descriptors: Bilingual Education, Bilingual Teachers, Educational Programs, English
(1979). Guide to Publishers and Distributors Serving Minority Languages. Resources in Bilingual Education. This guide presents information about 229 publishers and distributors of foreign language material. The listing for each publisher covers the following areas: (1) grade level; (2) type of material available; (3) the subject content area; and (4) the language of the material. The contact person for each publisher is also provided. The terms which appear in the citations and indexes are based on the "Thesaurus of ERIC Descriptors." Descriptors: Bilingual Education, Educational Media, Elementary Secondary Education, Information Dissemination
(1972). Content Analysis Schedule for Bilingual Education Programs: Portuguese Bilingual-Bicultural Project. This content analysis schedule for the Purtuguese Bilingual-Bicultural Project of Artesia, California, 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 additional pages on the general objectives of the program, the impact of the first year's operations on participating groups, and excerpts from tape recordings of on-site visitations. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1993). Distance Learning: The Challenge for a Multicultural Society. Occasional Papers in Bilingual Education, 8. A discussion of distance learning looks at the ways in which it does or does not address issues of cultural pluralism and the needs implied by this. Introductory sections look at the way in which current telecommunications socialize individuals of all ages and at the difficulty of research into this process. Media technology applicable in the classroom are then examined, and currently common uses of those media for distance learning are outlined, including the burgeoning information and media networks, both private and publicly supported. The rapid expansion of distance learning in the United States is chronicled briefly, and the Star Schools Program, an ambitious project to bring distance instruction to students through telecommunications partnerships, is described. Problems are seen in the limited extent to which the Star Schools Program, intended to enhance the education of economically disadvantaged students, addresses specifically the needs of culturally or linguistically diverse populations. Some programs that do target these populations are noted. It is concluded that there are inadequate large-scale educational telecommunications efforts focusing on linguistic and cultural issues, and that this need must be addressed. A brief bibliography and list of resources are appended. [More] Descriptors: Cultural Pluralism, Distance Education, Educational Needs, Futures (of Society)
(1972). Content Analysis Schedule for Bilingual Education Programs: BICEP Intercambio de la Cultura. This content analysis schedule for BICEP Intercambio de la Cultura (San Bernardino, California), 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 is additional information on learning strategies, language development, and materials acquisition. Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1990). Early Childhood Programs for Language Minority Children. Focus, Occasional Papers in Bilingual Education, Number 2, Focus. General issues in the development of programs for language minority children at the preschool level, ages 2-4, are discussed. Focus is on the need to meet their comprehensive needs, and the five following points are made: (1) programs should be designed to serve the child's social/emotional, physical, and cognitive development within the context of the family and community and the programs must employ developmentally appropriate practices that respect individual differences and choices; (2) parents should be an integral part of the programs, which must also incorporate the family and home culture; (3) staff should be trained to provide comprehensive services to young children; (4) programs should not segregate children according to family income, and all children should have equal access to quality programming; and (5) adequate and consistent funding is needed. Implications of each point are discussed. It is concluded that, faced with increased stress and poverty, as well as changing lifestyles, demographics, and social issues, the language minority family requires services to strengthen it and support the development of healthy, competent young children. Contains 26 references. [More] Descriptors: Access to Education, Bilingual Education, Child Development, Cultural Differences
(1975). Intra and Interlinguistic Contrast. Bilingual Education in Australia. Working Papers on Bilingualism, No. 7. This paper discusses bilingualism from the point of view of language universals, including Fillmore's case grammar, McCawley's "anywhere rules" for lexical insertions and Slobin's operating principles in first language acquisition. It is assumed that first and second language learning is essentially the same, regardless of age. Whereas the monolingual learner's strategies involve the observation of intralinguistic connections between semantic representation and surface structure, the bilingual's strategies have a second interlinguistic dimension. In order to display his total language processing capacities, the bilingual needs a bilingual learning situation. The Multilingual Project illustrates how this can be achieved in a multilingual classroom. The learning materials developed by the Project are subject matter-oriented and student-centered. The learner can progress at his own rate studying in the language or languages of his preference with the help of bilingual tests supported by activity materials. This approach is based on the hypothesis that allowing the bilingual to learn at his own intellectual level will best serve his conceptual and linguistic development. [More] Descriptors: Bilingual Education, Bilingualism, Cognitive Development, Immigrants
(1980). Describing Bilingual Education Classrooms. The Role of the Teacher in Evaluation. Directed primarily at teachers in bilingual programs, this report suggests ways in which they may assist evaluators in improving the quality of evaluation, particularly regarding descriptive information about the bilingual classroom. Six principles of classroom description are examined: (1) program model, type, and design; (2) student characteristics; (3) instructional methods; (4) teacher and student language use patterns; (5) functional language ability; and (6) development of language skills. Teachers are asked to respond to an example that highlights one or more aspects of each principle; emphasis is on practical, immediate steps that the classroom teacher can take to improve the quality of evaluation. It is noted that some of the information about the classroom may be relatively inaccessible to anyone but the teacher since it reflects cumulative insights gleaned from repeated encounters with students on a daily basis. Contains approximately 60 references. [More] Descriptors: Bilingual Education, Classroom Techniques, Data Collection, Educational Research
(1980). Cognitive Styles and Related Determinants: A Reference for Bilingual Education Teachers, NABE: The Journal for the National Association for Bilingual Education. Presents contemporary positions on cognitive learning styles, provides a brief description of 12 cognitive learning styles and of recent research studies, offers criterion statements for consideration in reviewing research studies on cognitive learning styles, and offers suggestions for teachers concerning cognitive learning styles. Descriptors: Bilingual Education, Bilingual Teachers, Cognitive Style, Elementary Secondary Education
(1982). Bronx Multidiscipline Special Education Bilingual Program. E.S.E.A Title VII Annual Evaluation Report, 1980-81. This report evaluates a program designed to supplement the basic educational services, provided by New York City's Division of Special Education, for Hispanic handicapped students with limited English proficiency. In 1980-81, the program served 129 students in nine public schools (seven elementary and two intermediate) and one private school in the Bronx, New York. Services provided included direct individualized instruction, resource assistance, staff development, and parent training for greater involvement. The program was evaluated using data from pupil achievement measures, teacher attitude and observation scales, and staff interviews anc classroom observations. Based on the findings, it is concluded that (1) the program provided an effective and comprehensive system of educational services that developed the instructional skills of the staff and the academic skills of the students; (2) the proposed criteria for mathematics, oral-English proficiency, social studies, science, and English reading were met; (3) all classroom teachers manifested a positive attitude toward program services; (4) program-parent communication was maintained through parent workshops and home visits; and (5) a program guide curriculum in reading, mathematics, social studies, and science was developed for handicapped students. Recommendations include continued emphasis on individualization of instruction, the development of additional curricula and instructional materials for bilingual special education, systematization of parent-involvement activities, and more emphasis on the transition from Spanish to English in language instruction. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, Disabilities
(1971). Content Analysis Schedule for Bilingual Education Programs: Pilot Bilingual Program Grades 1-2-3. This content analysis schedule for the Pilot Bilingual Program of Redwood City, California 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. Included are various questionnaires supplying information on the background and attitudes of parents involved in the project, and a modification of the long range objectives as a result of the first year's operation. Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1981). Guide to Materials for English as a Second Language. Resources in Bilingual Education. This guide is a catalog of materials currently available for English as a second language (ESL) instruction at the elementary, secondary, and adult levels. It is intended for educators who are attempting to meet the needs of immigrants, refugees, and non-English-speaking U.S. natives of all language backgrounds. Over 460 entries are included, ranging from textbooks for basic courses to a wide variety of supplementary and audiovisual materials. Each entry lists the following information: title, author/editor, publisher and address, year of publication, proficiency level, type of material, skill development area emphasized, target grade level, and a broad category designation. [More] Descriptors: Audiovisual Aids, Bilingual Education, Communicative Competence (Languages), Cultural Education
(1987). Effective Schooling for Language Minority Students. New Focus, NCBE Occasional Papers in Bilingual Education, No. 1. Language minority students can be served effectively by schools that are organized to develop educational structures and processes that take into consideration both the broader attributes of effective schooling practices and the specific attributes relevant to language minority students. Effective classrooms exemplify instructional strategies that build on socialization factors in the population. In some cases, this instruction is characterized by student-to-student communication about academic material, building on culturally relevant interaction strategies and promoting higher-order linguistic and cognitive functioning. Specific effective programs reviewed in this paper include three Phonenix, Arizona elementary school curricula and the J. Calvin Lauderbach School program in Chula Vista, California. A serious body of literature addressing instructional practices, organization, and effects is emerging. [More] Descriptors: English (Second Language), Institutional Characteristics, Instructional Effectiveness, Language Skills