This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Shawn Neal Davies, Betsy Levin, Viviane Edwards, Milford C. Cottrell, Peter Homel, Tomas Saucedo, Edinburg Education Service Center Region 1, Sally Banks Zakariya, EPIE Reports, and Kingston. Curriculum Research and Development Center. Rhode Island Univ..
(1972). Region One Bilingual Education Project. 1971-1972 Final Evaluation Report. A 4-year program for Mexican American children who have little or no knowledge of English has been established by the Region One Education Service Center in Texas. Designed to enroll students at the kindergarten level and carry them through 3rd grade, the program's components were Spanish reading, English as a second language (ESL), transitional English reading, and social education. The field testing of these programs comprised the objectives for 1971-72. Of the 124 objectives listed, only the product objectives which pertained directly to student achievement were evaluated in this report. Results of the Spanish Reading and Social Education End-of-Program Tests indicated that 80% of the students attained the desired objective, a score of 80% on the tests. Level I and Level II ESL program results indicated that if the students in the experimental group and control group had all had comparable pre-test scores, the post-test scores of the experimental group would have been significantly higher than those of the control group. The analysis of the final achievement test indicated that the results were within acceptable limits of the objective for the Transitional English Reading Program. Appendixes include the bilingual project staff, materials and equipment for project components, and status of objectives for 1971-72. A related document is ED 051 955. (Several pages may be light.) [More] Descriptors: Bilingual Education, English (Second Language), Kindergarten, Mexican Americans
(1971). Bilingual Education in San Juan County, Utah: A Cross Cultural Emphasis. An experimental bilingual program with a bicultural emphasis was initiated in 3 Utah schools: (1) to prevent retardation in academic areas by providing instruction in all subject matter areas in the native language of the child, (2) to build a positive self-image by providing lessons on the heritage of the Navajo people and by developing a bicultural approach in which teachers furnish models of successful cultural synthesis, (3) to develop closer communication and mutual understanding between parents and teachers, and (4) to develop a curriculum reflecting the needs of a people with a rich cultural heritage who are forced to make accommodations to the economics of another culture. Staff training was conducted under contract with Birgham Young University using pre-school and bi-monthly workshops. Students participating in the program ranged in age from 5 to 7 years and were in kindergarten or first grade. Curriculum content was that required by the district and state, with the exceptions of instruction in history and culture of Indians (with an emphasis on the Navajo) and the instruction of English as a second language. Program evaluation yielded the conclusions that: (1) the bilingual program was accepted with enthusiasm by parents, (2) children in bilingual classrooms were maintaining self-images as positive as Navajo children who had been more highly integrated into the Anglo culture, and (3) academic achievement of Navajo children in bilingual classrooms was equal to or greater than that of Navajo children living in or near Anglo communities. [More] Descriptors: Academic Achievement, American Indian Culture, American Indians, Biculturalism
(1969). A Model for the Implementation of the Elementary School Curriculum through Bilingual Education. The theoretical teaching model described in this document provides a plan whereby a child entering the Bilingual School in kindergarten and remaining in school through sixth grade will have experienced seven years of bilingual instruction and will be able to receive 50% of his instruction in English and 50% in Spanish. This objective is based on consideration of the child's language dominance and the gradual increase of second language instruction through the grades. Included here are language instruction percentages for each subject area on each grade level in terms of language dominance. The actual model, providing for the necessary gradual adjustment into the theoretical model, is also described in terms of language use and subject area percentages. Descriptors: Bilingual Education, Curriculum Design, Curriculum Development, Elementary Education
(1989). Bilingual Education at the Post-Secondary Level; A Case Study, Canadian Journal of Higher Education. The history and impact of the University of New Brunswick's 1983 French Language Policy, calling for courses to be offered in French in a number of disciplines, are discussed. Despite unanimous support by the deans and a large population of eligible students, courses continue to have low enrollment. [More] Descriptors: Administrator Attitudes, Bilingual Education, Educational Policy, Enrollment Trends
(1984). A Process/Approach to Bilingual Education Instructional and Training Material Development. This report describes a project undertaken with the San Francisco Unified School District (California) to develop a process and approach to the development of instructional materials for limited-English-speaking students and training and support materials for their teachers. The report outlines the following aspects of the project: the role of the technical team (formation, deliberations, and conclusions); the proposed process for assessing instructional materials needs, including review of past efforts, structure for decision-making, and identification of key issues; specific procedures, tasks, and products, in chart form; the final production of instructional and curriculum materials; and issues to be considered in adoption and institutionalization of the results, implementation policy, and the mechanics of adapting the resulting process/approach to development of materials in other areas of need (other language groups, grade levels, or subjects). A checklist for this adaptation process is provided. [More] Descriptors: Bilingual Education, Bilingual Instructional Materials, Elementary Secondary Education, Limited English Speaking
(1976). Selector's Guide for Bilingual Education Materials. Volume 2, Spanish "Branch" Programs. Second of two volumes providing information on Spanish-language learning materials, including the programs' intents, contents, methodology, means of evaluation, over-all assessment, and recommendations. A related volume is EA 507 430. Descriptors: Bilingual Education, Early Childhood Education, Elementary Secondary Education, Evaluation Criteria
(1972). Management Evaluation; Bilingual Education Program (Providence School Department, August 15, 1972). Final Report. This is a final management evaluation report on the Providence Bilingual Project at Fox Point School. The report was prepared according to the management functions identified by the Office of Education. Section 1 discusses these functions: planning, installing, operating, communicating, and evaluating. Section 2 discusses the impact of the project on the participating groups, that is, on parents, the community, teachers, students, and on other educational institutions. Section 3 contains a management monitoring matrix which deals with responsibility for management tasks. Section 4 contains bi-weekly project activity reports. An appendix describes the project's approach and its implications for foreign language teaching in general. [More] Descriptors: Administration, Bilingual Education, Communication (Thought Transfer), Educational Planning
(1988). Developing a Unit of Intercultural Communication for a Bilingual Education Program. This report outlines a presentation on intercultural communication. Topics include the following: (1) definition; (2) components; (3) importance; (4) outcomes; and (5) underlying principles. Three lessons on communication theory, cultural perspectives in communication, and world view are included. The objectives of Lesson 1, "Communication Models and Principles," are the following: (1) describe the general process of human communication; (2) identify the basic elements of communication; and (3) explain some basic principles and models of communication. Models discussed include Berlo's "Source-Message-Channel-Receiver" model; Barnlund's "Transactional" model; Newcomb's "co-orientation" model; and Shannon and Weaver's "information theory" model. The objectives of Lesson 2,"Cultural Perspectives in Communication," are the following: (1) define culture; (2) identify culture's basic features; and (3) describe how culture is acquired and transmitted. The objectives of Lesson 3, "Perception and Culture: World View," are the following: (1) understand the nature and role of perception in intercultural communication; (2) discuss the relationship between perception and culture; and (3) explain the relationship between stereotypes, prejudice, and intercultural contacts. Each lesson includes a brief list of suggested readings, and a "Skills Section" in which the student must apply the concepts discussed. [More] Descriptors: Bilingual Education Programs, Communication Skills, Course Descriptions, Cultural Awareness
(1971). Region One Bilingual Education Project. 1970-1971 Final Evaluation Report. The report evaluates the Texas Education Service Center bilingual program provided in Region I during 1970-71. The 3-year program, for Mexican American students having little or no knowledge of the English language, was designed to enroll students at the kindergarten level and carry them through grade 2. Program components included a kindergarten course designed to teach Spanish-speaking students to read Spanish, a 2-year sequence of oral English instruction (kindergarten and grade 1) coupled with a 2-year experimental English reading program (grades 1 and 2), and a 2-year program in English and Spanish designed to teach 1st and 2nd graders about their families, culture, and school. The program, serving 1,210 students from 5 public and 2 parochial schools, had as its specific objectives (1) to field-test and revise the first-year Spanish reading program, (2) to field-test and revise the English as a second language program, (3) to develop and pilot-test a first-year transitional English reading program, and (4) to develop and pilot-test a first-year social education program. In the report, each major objective is examined in terms of its specific objectives, the students, evaluation measures, and results of student testing. Conclusions and recommendations are provided for each objective. Included are 26 tables and 2 figures. [More] Descriptors: Bilingual Education, Early Childhood Education, English Education, Kindergarten
(1991). The Transition toward Bilingual Education of Deaf Children in Sweden and Denmark: Perspectives on Language, Sign Language Studies. Reports on a four-month study of deaf education programs conducted in Sweden and Denmark in March of 1990, and discusses three aspects of language learning involving deaf children's learning sign language as a first language, Swedish as a second language, and hearing parents' and teachers' learning of Swedish Sign Language. Descriptors: Bilingual Education, Children, Deafness, Foreign Countries
(1987). How to Keep Your Balance When It Comes to Bilingual Education, American School Board Journal. Discusses controversial issues and describes several innovative programs involving language instruction for thousands of American school children with little knowledge of English. Lines have been drawn between "English only" advocates supported by the Reagan Administration and bilingualists favoring instruction in both English and native languages. Sidebars outline California's dilemma and basic English literacy facts. Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English (Second Language)
(1991). Bilingual Education and the LEP Student's Transition to the Mainstream Class: A Summary Report. This report summarizes a follow-up study of the first cohort of 5,500 limited-English-proficient (LEP) students to be mainstreamed in Newark, New Jersey schools using English-language proficiency as the sole criterion for moving from bilingual to regular classrooms. The mainstreamed cohort was compared to regular students using basic achievement tests and both native-language and English-language proficiency tests. A questionnaire was also distributed to a sample of bilingual/English-as-a-Second-Language (ESL) teachers to examine relationships between teacher characteristics and patterns of mainstreaming. Statistical data, the survey questionnaire, and three path diagrams are appended. Descriptors: Adjustment (to Environment), Bilingual Education, Cohort Analysis, Elementary Secondary Education
(1981). Historical and Legislative Perspectives on Bilingual Education and the Lau Regulations, AGENDA. Highlights the more common objections raised to the Notice of Proposed Rule Making (1980) regarding bilingual educational rights of national origin minority children and responds to those objections with factual information. [More] Descriptors: Access to Education, Bilingual Education, Bilingual Teachers, Civil Rights
(1983). An Analysis of the Federal Attempt to Regulate Bilingual Education: Protecting Civil Rights or Controlling Curriculum?, Journal of Law and Education. Describes the regulations of a federal standard for protecting the civil rights of language minority students in the context of a civil rights problem. Illustrates the relationships among governmental branches in the evolution of a civil rights standard in education. Descriptors: Bilingual Education, Civil Rights, Court Litigation, Elementary Secondary Education
(1997). Haitian Creole Language and Bilingual Education in the United States: Problem, Right, Or Resource?, Journal of Multilingual and Multicultural Development. Examines the issue of meaningful education for Creole-speaking students, particularly Haitians, in the context of U.S. bilingual programs. The discussion focuses on the home language, Creole, as it is used in the school system and what the value is attached to it in an attempt to provide these students with effective instruction. (41 references) Descriptors: Bilingual Education, Creoles, Elementary Secondary Education, Ethnic Groups