This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Denver Education Commission of the States, Anita Pfeiffer, Dorothy Waggoner, Tammy Seiler, Mary McGroarty, Viola Florez-Tighe, Gerald W. Lundquist, WI. Sheboygan Public Schools, William L. Johnson, and Stanley Levenson.
(1984). Instructional Leadership and Supervision in Special Language Programs. A recent review of English as a Second Language (ESL) research revealed an increase in studies dealing with instructional approaches, language learning theories, ESL curriculum, and learning-aid study strategies; however, supervision of teaching in ESL programs was mentioned only occasionally. Supervision, when properly practiced, can provide a mechanism to: (1) promote the growth of instructional staff members; (2) improve the instructional program for Limited-English Proficient (LEP) students; and (3) foster effective curriculum development. Many individuals assigned as curriculum supervisors are placed in supervisory roles for special population programs, yet are not adequately trained to implement or supervise programs designed for LEP students. In the field of bilingual or ESL education, the primary goal of the supervisor is to provide in-class support to classroom teachers. The supervisor should provide support along with needed information and practical experiences for professional improvement of the teachers supervised. Twelve major competencies needed by supervisors of special language programs are identified. Descriptors: Curriculum Development, English (Second Language), Helping Relationship, Higher Education
(1994). English as a Second Language Summer Institute. Final Report. A 3-day institute on English-as-a-Second-Language (ESL) instruction, designed for adult literacy teachers, is reported. The institute, held at Northampton Community College (Bethlehem, Pennsylvania) in July 1993, offered seminars in acquired immune deficiency syndrome/human immunovirus (AIDS/HIV) and the ESL student, sheltered English instruction, self-esteem, multiculturalism, multi-level classroom strategies, hands-on teaching techniques, curriculum development, bilingual families, workforce education and the ESL student, and ESL tutoring. The report details the project's goals and objectives and related accomplishments, personnel, curriculum development process, and program coordination and dissemination efforts. Appended materials include a summary of each of the 18 workshops, a schedule of institute events, a copy of the institute brochure and evaluation form, and a summary of the 54 responses to the evaluation form. A satisfied participant's letter is also included. (MSE) [More] Descriptors: Acquired Immune Deficiency Syndrome, Adult Basic Education, Adult Literacy, Bilingualism
(1985). Hmong Way. Title VII Bilingual Education Program 85.003, Project "TEACH". A collection in English of selected readings is presented from "Phau Xyuaum Nyeem Zaj Lus," a publication used as a Hmong literacy primer. The purpose of the collection is threefold: (1) to provide intermediate limited English proficient Hmong refugees with reading passages in English that they could relate to; (2) to present Hmong world views in a nontechnical manner as a means of promoting cross-cultural understanding in culturally diverse classrooms; and (3) to preserve cultural traditions for younger Hmong who have few solid memories of their origins. The contents include passages on the following: soil, water, rocks and stones, trees, spreading and standing crops, choosing seeds, planting vegetable gardens, seed development, corn, the animal world, animals beneficial to man, animals harmful to man, turtles, bats, "green medicine" (herbs), individually owned tools, and communal tools. Descriptors: Bilingual Education Programs, Cultural Awareness, English (Second Language), Folk Culture
(1972). The Language Experience Approach for Teaching Beginning Reading in Bilingual Education Programs, Hispania. Descriptors: American Culture, Bilingual Education, Bilingualism, Culture Conflict
(1984). A Quantitative Study on the Training Needs in Pre- and In-Service Bilingual Education. This report describes a diagnostic instrument designed for school districts to use in assessing the training needs of bilingual staff. The construction and trial administration of the instrument involved several stages. Among these were the development of a pool of subscaled questions, questionnaire forms, and a pool of instrument questions. The selection of bilingual personnel to respond to the scale and administration of the scale was followed by the development of computer scoring programs and classification procedures. Finally, reliability and validity assessments of the instrument were conducted. The data gathered from teachers' responses were scored and a need index for training was derived. The general areas covered by the survey are curriculum and instruction; evaluation techniques; human skills; staff organization; language, linguistics, and content; and culture. The inservice planning survey is included in the report. Descriptors: Bilingual Education, Bilingual Teachers, Inservice Teacher Education, Needs Assessment
(1981). A Cost-Based Approach to the Funding of Educational Programs: An Application to Special Education. The paper reviews state categorical funding programs to serve special need populations among school age children (including handicapped, educationally disadvantaged, bilingual, and vocational education students); examines the literature on costs of categorical programs; and presents an alternative framework for addressing the problem. A cost based funding approach is advocated which would provide equal access to educational resources across local districts serving similar student populations. The model also makes provisions for systematic differences in access to resources to districts serving special populations. It is explained as an approach which gives policy makers a basis to examine cost savings in trade offs among resources and programs. Applications of the resource cost model are presented along with a section on the step by step process of constructing a cost estimate in a hypothetical school district. A final section addresses equity and efficiency issues of the model. [More] Descriptors: Categorical Aid, Classification, Cost Effectiveness, Costs
(1977). The Chinese Woman in Southeast Asia, Changing Roles–Changing Life Styles. Women of Chinese descent living in Singapore, Malaysia, and Thailand were interviewed to provide educators in bilingual and multicultural education with insights that will help them to better prepare young women of ethnic minority backgrounds for adjustment to United States society. Additional descriptive data were gathered from written sources. A brief historical perspective is given in order to provide a context within which to view this description. Three approaches are used to present the data. Where possible, the present situation is compared to the past. Indigenous Southeast Asian populations are compared with more recent Chinese immigrant populations. In addition, quotations from interviews and profiles of two of the interviewed women are presented. The data and analysis indicate that in some respects Chinese women act as agents for perpetuating tradition; in other respects they act as a force for change. Descriptors: Asian History, Change, Change Agents, Chinese
(1973). Bilingual Children: A Resource Document. Papers in Applied Linguistics, Bilingual Education Series: 2. This report is intended to provide information regarding the bilingual child to persons in early childhood education who are involved with bilingual children. The first section discusses the nature of language. A section on linguistic diversity discusses the origins of dialects, their relative value, speech styles, and code-switching. A section on child language acquisition deals with linguistic and paralinguistic development. Aspects of second language learning, including interference and psychological factors, are discussed in a fourth section. A profile of bilingual children deals with misconceptions, stereotyping, and socioeconomic and educational problems of Mexican-American, Puerto Rican, and Indian children. The final section discusses implications of the data for research, competency specification, personnel training, and curricula selection in early childhood program development. A selected bibliography is followed by three appendices, dealing respectively with the Mexican-American, the Puerto Rican, and the Indian child. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1969). The Role of TESOL in Bilingual Education for the Navajo Child. In American-Indian and Spanish-American populations, many schools ignore the first language and culture of their students and teach English as a second language in a "hit and miss" manner. Bringing some order out of this chaos has been one of TESOL's most significant contributions. The author feels, however, that there is no substance to teaching English to speakers of other languages in and of itself; it has value only as a means of helping the child communicate in a different medium. In 1967, a case study was made which focused on a Kwakiutl Indian considered particularly well-adapted and bicultural. The summary of the study showed that an individual could make one of five choices in dealing with another culture. He could (1) completely reject the new culture; (2) completely reject his own culture; (3) reject both cultures and start a new one–e.g., the Peyote religious sect; (4) remain suspended between the two cultural systems, escaping through excessive drinking, with a high degree of anxiety; or (5) participate in two or more cultural systems, moving back and forth between them. The author describes herself as a person having made the fifth choice. She discusses the bilingual, bicultural program for Navajo children at Rough Rock Demonstration School in Chinle, Arizona. [More] Descriptors: American Indian Culture, Biculturalism, Bilingual Education, Bilingualism
(1973). Bilingual Program in School and Community Relations of Office of Bilingual Education. This information dissemination kit presents an introduction to the Bilingual Program in School and Community Relations of the Central Board of Education of the City of New York. Included are a program description, program objectives, duties of the bilingual teacher in school and community relations, and a list of schools involved in the program. [More] Descriptors: Bilingual Education, Bilingualism, Community Programs, Community Relations
(1983). Bilingual Education for Native Americans: The Argument from Studies of Variational English. Recent studies of American Indian dialects of English have focused on efforts to determine whether the sources of such dialectal variation lie in interference from the native languages or in developmental errors in the acquisition of English. The implication of both assumptions is that educational intervention and the passage of time can eradicate such errors. Present day Indian speakers of nonstandard varieties are keenly aware of their limited English skills while younger native speakers are especially cognizant of the need to acquire the standard code. However, these desires are impaired by the lack of funding for programs to improve English skills. Research at a Sioux reservation school in South Dakota is cited as evidence of the pervasive use of nonstandard varieties of English. While fewer people speak the native Lakota, an increasing number speak Lakota English. Examples of Lakota English variations are provided. Without the recognition that such dialects exist, Indian children will have difficulty in learning standard versions of English. Thus, it is important to document the existence of non-standard versions of English and to consider their existence when designing native language maintenance or transition to English language programs. [More] Descriptors: American Indian Languages, American Indians, Bilingual Education, Educational Policy
(1978). School Reform through Bilingual Education: Problems and Some Solutions in Evaluating Programs, Comparative Education Review. In discussing the problems of evaluating Canadian bilingual immersion programs, six related aspects are separately considered: (1) the research design, (2) the students tested, (3) the nature of the tests used, (4) the methods of analysis employed, and (5) the interpretation of findings. [More] Descriptors: Bilingual Education, Elementary Education, Evaluation Methods, French
(1976). The Great American Dream. Education for Work? A Summary of the 10th Annual Meeting of the Education Commission of the States. The 1976 meeting of the Education Commission of the States (ECS) concerned ways to relate education more effectively to the world of work. If states and localities decide to orient education increasingly toward career and occupational goals, changes will be necessary in governance and administration as well as curriculum and teaching approaches. Among topics discussed were: "Will federal aid put the states out of business?"; the role of ECS Commissioners at home; teacher evaluation; grant consolidation; collective bargaining; and declining enrollments. A number of special interest sessions were held on topics such as school desegregation; Title IX; school finance simulations; minimal competency; bilingual and bicultural education; and accreditation and institutional eligibility. The conference concluded with specific references to changes that the states and their local school districts can enact to bridge the gap between education and work. The report includes recommendations and implementation strategies for the key problems identified by meeting participants. [More] Descriptors: Career Education, Curriculum Development, Educational Administration, Educational Finance
(1993). The Growth of Multilingualism and the Need for Bilingual Education: What Do We Know So Far?, Bilingual Research Journal. During the 1980s, the number of home speakers of non-English languages (HSNEL) increased much more than monolinqual English speakers. School-age HSNEL are a growing proportion of the total school-age population. Advocates for language minorities should inform themselves on the meaning, limitations, and implications of available information. Includes data on HSNEL by language, state, and age group. Descriptors: Bilingual Education, Census Figures, Elementary Secondary Education, Ethnic Groups
(1982). Bilingual Education at the Secondary Level: What We Know and What We Don't. The English language skills needed by bilingual high school students, particularly Spanish speaking students with limited English ability, are considered. Secondary level bilingual students' needs differ from those of elementary school bilingual students because of the diversity of student backgrounds, variety of curricular demands, and diversity of future language skill needs among secondary students. Two studies of the language skills of Spanish speaking high school students are summarized. These studies show that linguistic competence can be differentiated from communicative competence, both theoretically and in terms of other criterion variables describing actual language use and school achievement. The findings suggest a need for further research into the nature of skills transfer across languages, effective teaching strategies, and relationships between language skills and achievement. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Communicative Competence (Languages)