This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Roselin S. Ehrlich, Alba A. Ortiz, Alan Ehrlich, Toby Glick, Topper Sherwood, R. P. Ludanyi, Linda Lavine, John F. Haskell, Shernaz B. Garcia, and Fall River National Assessment and Dissemination Center for Bilingual Education.
(1972). Content Analysis Schedule for Bilingual Education Programs: Santa Barbara County Bilingual Project. This content analysis schedule for Santa Barbara County Bilingual Project 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 to the report are additional information on the training of the project and school staffs; materials selected for use in the instructional program; and the community, district advisory council, and parent programs. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1972). Content Analysis Schedule for Bilingual Education Programs: The North Country Bilingual Project. This content analysis schedule for the North Country Bilingual Project of Derby, Vermont, 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. Inserts include information on staff selection, staff development, and the bicultural component. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1971). Content Analysis Schedule for Bilingual Education Programs: Pomona Bilingual Leadership Program. This content analysis schedule for the Pomona Bilingual Leadership Program of Pomona, 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. Inserts include information on staff development procedures, program design, operational procedures, community involvement, and advisory committee functions. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1972). Content Analysis Schedule for Bilingual Education Programs: Bilingualism for Conceptualization of Learning. This content analysis schedule for the Bilingual Program of Laredo, Texas, 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. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1971). Content Analysis Schedule for Bilingual Education Programs: Albuquerque Public School Bicultural-Bilingual Program. This content analysis schedule for the Albuquerque (New Mexico) Public School Bicultural-Bilingual Program 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 to the report are a language dominance assessment, a report on staff development, a process evaluation, a list of techniques for second language teaching, and an evaluation report for the Coronado Project, 1970-71. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1972). Content Analysis Schedule for Bilingual Education Programs: Collier County Bilingual Project. This content analysis schedule for the Collier County Bilingual Project of Naples, Florida, 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 to the report is a description of the activities in a second grade Spanish bilingual class. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1971). Content Analysis Schedule for Bilingual Education Programs: Las Cruces Elementary School Bilingual Project. This content analysis schedule for the Elementary School Bilingual Project of Las Cruces, New Mexico, 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. Inserts include a parent questionnaire, a description of training for paraprofessionals, and samples of instructional materials developed by the program. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1975). TESOL Newsletter: Articles from Volumes I-IX (1967-1975). This selection of articles from the first nine years of the TESOL Newsletter is limited to articles which originated in the Newsletter. Articles that were reprinted or excerpted from other sources do not appear here. A bibliography of all articles that have appeared in the first nine volumes of the Newsletter is also included. The articles are arranged into four categories: (1) general information and bibliography; (2) current issues and state of the art papers; (3) bilingual and bicultural education; and (4) methods and classroom practices. Articles are included by the following authors: A. Aarons, R. Mullins, J. Alatis, E. Cervenka, W. Marquardt, M. Shugrue, D. Harris, M. Galvan, J. Wissot, G. Harvey, P. Bell, R. Shuy, S. Krear, P. Vinas de Vazquez, J. Haskell, A. Carlovich, E. Hazuka, K. Taschler, R. Hitt, K. Czarnecki, J. Ramos, K. Croft, R. Inclan, F. Gomes de Matos, D. Larson, and L. Anger. Descriptors: Bibliographies, Bilingual Education, Class Activities, Cross Cultural Training
(1988). Preventing Inappropriate Referrals of Language Minority Students to Special Education. Occasional Papers in Bilingual Education, NCBE New Focus. It is often difficult to distinguish those students with learning problems due to individual differences in learning styles or achievement difficulties from those students with specific disorders; failure to do so sometimes results in inappropriate referral of language minority students to special education. It also contributes to disproportionate representation of those students in special education. These children suffer from the stigma of being labelled handicapped and may lose ground academically. Formal prereferral intervention is recommended, governed by a clearly articulated set of procedures followed by all personnel. Teacher assistance teams can be used to facilitate prereferral problem-solving. This process provides valuable insights for classroom teachers and team members regarding potential sources of student difficulties and can help distinguish learning problem types. At each step of the process, specific questions should address such issues as the problem; curricula and instructional materials; teacher characteristics; teaching style; teacher expectations and perceptions; student characteristics such as language proficiency, culture, and socioeconomic status; exposure to the curriculum; evaluation of instructional effectiveness; and alternative interventions. Prereferral intervention in which the major objective is to improve the effectiveness of regular education is a cost-effective approach. [More] Descriptors: Disproportionate Representation, Educational Diagnosis, Elementary Secondary Education, English (Second Language)
(1971). Content Analysis Schedule for Bilingual Education Programs: Programa en Dos Lenguas. This content analysis schedule for the "Programa en Dos Lenguas" of Fort Worth, Texas, 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 is a report on staff development and suggestions for strengthening the program. Information on staff patterns and performance objectives is also included. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Development, Content Analysis
(1977). Bilingual Education Needs for Recently Arriving Russian-Speaking Immigrant Students in New York City Schools. A needs assessment survey was conducted of the Russian-speaking immigrant population in New York City. Program goals were: (1) to identify the public and priviate schools with concentrations of Soviet immigrant students; (2) to survey the programs established in the identified schools and their levels of instruction; (3) to identify the bilingual (Russian-English, Russian-Hebrew, Yiddish-English) teachers in the schools; and (4) to assess the availability of instructional materials in Russian, Hebrew, or Yiddish. Data and a brief narrative and analysis are presented based on responses obtained from two types of questionnaires: a school questionnaire distributed to all public and private schools in the city, and a parent trilingual questionnaire distributed to Soviet immigrant parents. Based on the findings, a Russian-English and a Russian-Hebrew language arts program is proposed. To deal with children distributed throughout the grades, a nongraded curriculum approach with initial concentrations appropriate to the early and middle elementary levels is suggested. An important role in the selection of these materials is the Jewish ethnic, historical, and cultural experience in the U.S.S.R., Israel, and in the United States in order to strengthen the students' awareness of their cultural identity and heritage. A Russian version of the report is also included. Descriptors: Bilingual Education, Cultural Background, Elementary Secondary Education, Hebrew
(1972). Content Analysis Schedule for Bilingual Education Programs: Ukiah Indian, Mexican-American Bilingual-Bicultural Program. This content analysis schedule for the Ukiah Indian, Mexican-American Bilingual-Bicultural Program of Ukiah, 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 a description of the objectives of the instructional component, a discussion of the methods of second language teaching, and a list of materials. [More] Descriptors: American Indian Languages, American Indians, Biculturalism, Bilingual Education
(1972). Content Analysis Schedule for Bilingual Education Programs: Bilingualism in an Open School Education Program. This content analysis schedule for Bilingualism is an Open School Education Program of Wilton, New Hampshire, 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. Inserts include a discussion of the open classroom approach, a discussion of the audio-lingual approach, and a presentation of a dissemination–implementation-of-change model. [More] Descriptors: Audiovisual Instruction, Biculturalism, Bilingual Education, Bilingualism
(1971). Content Analysis Schedule for Bilingual Education Programs: Bilingual Project Forward-Adelante. This content analysis schedule for the Bilingual Project of Rochester, New York 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 several appendixes supplying additional information on material used in the program. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cognitive Development
(1989). Nontraditional Education in Rural Districts. ERIC Digest. Because rural communities have different needs and resources from those found in urban settings, nontraditional education programs provide alternatives to those features of modern mass education that respond primarily to urban needs. This digest looks at a few nontraditional programs and strategies, the problems to which they respond, and the features that make them successful. Rural problems include sparsity of population, motivating minority students toward higher achievement, and meeting the needs of special populations: the handicapped, the gifted, and juvenile offenders. Alternatives examined include setting up free universities in small communities, bilingual and multicultural education programs, rural outdoor education programs, multi-media General Equivalency Diploma (GED) preparation, and home schooling. Generally, the people who create innovative programs are community leaders and parents. Well defined needs, self-starting learners, and cooperation among educational units characterize successful alternative programs. The most important characteristic, however, is that programs be community-based, born of necessity rather than technological expediency. Contains 10 references. [More] Descriptors: Bilingual Education Programs, Experimental Colleges, High School Equivalency Programs, Home Schooling