This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Malcolm N. Danoff, Betsy Levin, Los Angeles. National Dissemination and Assessment Center. California State Univ., Stan Shapson, Renate H. Donovan, Rosalyn Alvarez, Rudolph V. Skoczylas, Andrew B. Gonzalez, Marcello Medina, and Ofelia Miramontes.
(1985). Post-Secondary Bilingual Education: Identifying and Adapting to the Shift in Second-Language Demands, Canadian Modern Language Review. Outlines ways for postsecondary institutions to adapt entry requirements and develop new courses to meet the needs of two target groups with different language learning needs: functionally bilingual secondary immersion graduates and graduates of secondary foreign language programs who show interest in increasing proficiency in French. Descriptors: Articulation (Education), Bilingual Education, College Second Language Programs, Educational Change
(1975). Bilingual Education– A Two-Way Street for the Community College. A community college is committed to serve all persons living in the areas it encompasses, and it must demonstrate this commitment. At Sauk Valley College in Dixon, Illinois, language instruction must extend beyond the traditional Spanish-for-anglos classes, because there is a large population of Mexican-Americans living within the school district. This paper enumerates methods used at Sauk to aid both anglo and Mexican-American students. Those methods include a Bilingual Teacher Aide Certificate program, special Spanish courses for nurses and law enforcement personnel, and a trade-of-languages-program in a nearby ESL school. Efforts are also made to assist local high school and church Chicano youth groups. The two-way street of language instruction in the community college encourages the traditional course of study in Spanish for anglo students. It also encourages them to use their language skills to work toward meaningful, career-oriented goals. It encourages Mexican-Americans to take advantage of their unique bilingual qualifications in school aide work. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, College Language Programs, Community Colleges
(1972). An Evaluation of Some Cognitive and Affective Aspects of a Spanish-English Bilingual Education Program. This study constructs and applies an evaluation model to determine if bilingually instructed children in a particular educational program suffer a loss in linguistic, academic, or cognitive growth, and determines whether their self-image and attitudes toward the two salient ethnolinguistic groups are less favorable than those of their monolingually instructed counterparts. A small-scale sociolinguistic survey of the participants and their immediate families was conducted, and a socio-cultural description of the community was made in order to place the program in the greater environment in which the program operated and in which the children functioned and lived. A review of the literature, examination of the community, design of the study, analysis of data, and discussion, summary, and recommendations are included. Several listening tests and other project-related materials are appended. A bibliography and list of tables are included. [More] Descriptors: Affective Behavior, Bilingual Education, Bilingual Students, Cognitive Development
(1995). Espanol Aumentativo! A Transitional Bilingual Education Program for Secondary Hispanic Preliterates. Evaluation Report, Year Four. This supplementary secondary school program reports on the fourth year of a program focused on instructional intervention, parental involvement, and staff development in a school district with a 46% at-risk student population; more than 630 students were preliterate or limited education Hispanics. In this fourth year, the program continued to serve as a 1-year transitional program for the targeted Hispanic students based on previous year results demonstrating improved self-esteem, a more trusting attitude towards the school system and staff, a sense of belonging, punctuality and regular class attendance, improved literacy in both English and Spanish, and increased computer usage. Math, science, and Spanish teachers were involved in the project using instructional materials such as motivational readers, computer software, laser disks, CD ROM disks, and appropriate math and science texts. Major strengths of the fourth year included increased parental participation, improvement in project professional staff, increases in student achievement, and improvement in district operational levels. Appended tables offer statistical comparison of teacher classroom behavior and post classroom observations. The data is presented in 17 tables. [More] Descriptors: Bilingual Education Programs, Classroom Techniques, Educational Objectives, English
(1973). Do Bilingual Education Programs Inhibit English Language Achievement? A Report on an Illinois Experiment. The English language achievement of 213 Spanish speaking students in grades K-3, who receive English as a Second Language (ESL) instruction in the context of a bilingual program, is compared to that of 104 similar students who receive ESL instruction within the traditional school program, in order to probe whether enrollment in a bilingual program retards the learning of English as a second language. ESL achievement, as measured by listening and reading comprehension tests, is compared through ANOVA and partial correlation analysis with a quasi-experimental evaluation design. Anlaysis of data indicates that students learning English in a bilingual program learn just as much English as students learning it through ESL classes within a traditional curriculum. Because the amount of measured English achievement in kindergarten and first grade is found disappointing compared to the substantial achievement measured in second and third grades, two questions are raised – that of the effectiveness of language instruction in K-1 and that of the appropriateness of the techniques used to measure achievement on these levels. Although the study needs replication with other age groups and other languages, the implication derived from the study is that half-day bilingual programs do not inhibit Engllish language achievement in primary-aged children. [More] Descriptors: Achievement Gains, Achievement Rating, Bilingual Education, Bilingual Schools
(1993). Spanish Achievement in a Maintenance Bilingual Education Program: Language Proficiency, Grade and Gender Comparisons, Bilingual Research Journal. Among over 600 Arizona students in grades 1-8 in maintenance bilingual programs, fluent Spanish-speaking students outperformed limited-Spanish-speaking students on a measure of Spanish reading, mathematics, social studies, and science achievement; girls achieved higher reading scores than boys; and 16 of 18 grade mean scores were equal to or significantly above Texas norms. Descriptors: Academic Achievement, Bilingual Education Programs, Bilingualism, Elementary Education
(1982). The Making (And Unmaking) of a Civil Rights Regulation: Language Minority Children and Bilingual Education. A narration of the federal Department of Education's attempt to promulgate regulations protecting minority-language students' civil rights examines the roles of federal agencies, Congress, state and local governments, the courts, civil rights groups, teacher and administrator groups, and the media in the regulatory process. An introductory section reviews the legislative, executive, and judicial branches' constitutional roles in education. Part 2 narrates legislative and judicial developments involving students with limited English proficiency (LEP) from 1964 to 1980, highlighting the roles of Congress, the Education Department (ED) and its predecessors, the courts, the Lau v. Nichols decision (1974), and the "Lau remedies" governing schools' services to LEP students from 1975 to 1980. Part 3 describes ED's proposed regulation, published in 1980, and its major features. Reactions to the proposed regulation are reported in part 4, including ED's analysis of regulatory impacts, the report of the President's regulation analysis group, Congress's veto threat, and the regulation's withdrawal. Part 5 discusses factors affecting the response to the regulation, including multicultural problems, teacher employment, teaching methods, states' rights, and media interpretations. Further factors, involving national political changes, problems in the regulation and ED, and civil rights issues, are reviewed in the final section. [More] Descriptors: Bilingual Education, Civil Rights Legislation, Compliance (Legal), Court Litigation
(1977). Cultural Factors. A Guide to Understanding Asian ESL Students. Bilingual Education Resource Series. This manual provides teachers and administrators with information on Asian culture, people, and customs, to aid in the teaching of English as a second language to Asian students. The guide focuses on those facets on Asian culture relevant to the immediate life of the Asian ESL student. The following issues are discussed: (1) names; (2) birthdates; (3) family structure; (4) use of "yes" or "yah"; (5) shyness and smiling; (6) etiquette; (7) humbleness; (8) respect, politeness and restraint; (9) religion; (10) attitudes and behavior in the classroom; (11) speech habits; (12) eating habits; (13) time concepts; (14) superstition and symbolism; (15) color perception; (16) culture shock; and (17) historical influences. [More] Descriptors: Asian Americans, Bilingual Education, Cambodians, Chinese Americans
(1980). Title VII-Bilingual Education Program. Community School District 16. Final Evaluation Report, 1979-80. During the 1979-80 academic year the Bilingual Program in Community School District 16 in New York City, which served first through sixth graders, emphasized four areas: student achievement in English and Spanish reading, mathematics, and Puerto Rican history and culture; staff training; parental involvement; and supportive services. Student achievement was evaluated through norm and criterion referenced tests. It was found to vary from school to school within the district with most students making gains in most areas. The staff training component offered preservice, inservice and formal training at a university to bilingual staff members. The evaluator found that all activities were carried out successfully. Parents were encouraged to participate in advisory councils, workshops and cultural activities, and in English, Spanish, and High School equivalency classes. Family assistants were also available. The evaluator determined that family assistants and teachers provided a needed liaison with the community and that parents were involved in many activities. Supportive academic and cultural activities were offered by a bilingual resource teacher and were found to be effective. [More] Descriptors: Academic Achievement, Ancillary School Services, Bilingual Education, Elementary Education
(1990). Computers in Bilingual Education: Project CIBE. Evaluation Section Report. OREA Reports. This project provided 360 students at South Bronx High School (New York) with instruction in English as a Second Language (ESL); Native Language Arts (NLA); the bilingual content area subjects of mathematics, science, and social studies; and computer literacy. The goal of the project was to provide instructional and support services to Spanish-speaking students of limited English proficiency (LEP). The project met its ESL objectives that students would show significant gains on the Language Assessment Battery (LAB), and that at least 70 percent of participating students would pass their ESL and ESL reading courses each semester. One of two NLA objectives was met as well as objectives for parental involvement and staff and curriculum development. Students met the objective of making significant gains in the computer literacy test both semesters. Lack of data prevented OREA from determining whether the project had met its second NLA objective. The project failed to meet its content area subject objective. [More] Descriptors: Bilingual Education Programs, Computer Literacy, Curriculum Development, English (Second Language)
(1978). Assessment Instruments in Bilingual Education: A Descriptive Catalog of 342 Oral and Written Tests. This catalog describes 342 tests appropriate for identifying the needs of bilingual students, for diagnosing their ability, and for assessing programs. The tests are appropriate for ages kindergarten through adult, and are written in the following languages: English, Spanish, Arabic, Cambodian, Cantonese, Chinese, Cherokee, Chamorro, Crow, Choctaw, Cheyenne, Dutch, French, German, Hebrew, Ilocano, Italian, Japanese, Korean, Mandarin, Mohawk, Navaho, Nukuran, Native Alaskan, Portugese, Pilipino, Polish, Ponapean, Pueblo, Russian, Tagalog, Ulithian, Vietnamese, Yapese, Woleina, Yiddish, and Yupik. The majority are written in English or Spanish or in both languages. The tests cover the following catagories: (1) language proficiency; (2) language dominance; (3) self concept and personality; (4) sociocultural and attitudes; (5) reading and reading readiness; (6) academic achievement; (7) aptitude and interests; and (8) miscellaneous–including school readiness, psychomotor performance, learning problems, and individual development. Descriptions of each test provide, whenever possible: test name; developer (commercial vs. local publisher); source of availability; copyright date; language; purpose and content; age level; administration; written vs. oral response; scoring; types of available scores; cost, and a sample item. [More] Descriptors: Achievement Tests, Adults, Aptitude Tests, Attitude Measures
(1978). The Evaluation of the ESEA Title VII Spanish/English Bilingual Education Program: Overview of Findings. This paper presents an overview of the impact of the Elementary Secondary Education Act (ESEA) Title VII Spanish/English bilingual program. Student, teacher, and project data were collected in 38 projects in their fourth or fifth year of funding, along with data from non-Title VII comparison schools. The research design of this national study is discussed, as are major findings related to project and student characteristics. Less than a third of the Title VII students were classified as of limited English-speaking ability. Almost all of the projects were maintenance bilingual programs rather than transitional ones, as mandated by Title VII legislation. The evaluation is divided into six sections: (1) types of students served by Title VII projects in the study; (2) educational goals of Title VII projects in the study; (3) costs associated with the Title VII bilingual project schools and non-Title VII schools for 1975-76; (4) characteristics of teachers and teacher aides in Title VII projects; (5) impact of Title VII program on student achievement and attitudes; and (6) relationship between (a) gains in student achievement and attitudes and (b) classroom procedures, classroom environment, and teaching staff characteristics. Descriptors: Academic Achievement, Bilingual Education, Educational Assessment, Educational Policy
(1988). A Survey of Bilingual Education Special Education Inservice Needs: Perceptions of Educators from a Rural State. The issue of special education services for culturally and linguistically diverse (CLD) students is generally discussed in relation to geographic areas with large minority populations. However, CLD students in less populated areas are also in need of special services. This study reports on a survey that was conducted to determine the perceptions of 533 administrators, special educators, and bilingual/English-as-a-Second-Language teachers of the need for additional training of the special needs of CLD students. Respondents were asked to rate the degree of need for inservice training in four categories: identification and assessment, program planning and curriculum, school/community relations, and other. Results show that although groups differed in their perceptions, the need for additional training in this area is apparent. The needs were perceived most intensely by those charged directly with providing services to CLD students. Descriptors: Administrator Attitudes, Bilingual Education, Educational Needs, Elementary Secondary Education
(1974). The 1973 Constitution and The Bilingual Education Policy of the Department of Education and Culture, Philippine Studies. This paper reports on the language question in the Philippines in light of the New Constitution of 1973 and the language policy of the Department of Education and Culture. The linguistic, social and legal problems involved in creating a national language based on the existing native languages are discussed. Available from 39 East 83rd St., New York, NY 10028. Descriptors: Bilingual Education, Contrastive Linguistics, Educational Policy, Language Planning
(1993). Project Aprendizaje. Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. Project Aprendizaje was designed to ease the transition of Latino immigrant students to life and education in the United States. In 1991-92, the project admitted 153 male and 145 female students of limited English proficiency plus 1 student of unspecified gender in grades 9 through 12 at Seward Park High School in Manhattan (New York City). The project proposed to emphasize citizenship and to foster self-esteem by providing academic support and personal and career counseling. Instruction was given in English as a Second Language and in Spanish Native Language Arts (NLA) at beginning through advanced placement levels. In content area courses, students were to receive sheltered English or bilingual instruction. The project carried out almost all of the activities it had proposed; and it met its objectives in NLA advanced placement, attendance, suspension, and dropout rates. It fully met the English as a Second Language objectives and most of the career objectives. It was not possible to evaluate the objectives for extracurricular activities and attendance at parent-teacher conferences. Recommendations are made to improve program services and to enhance parent participation. Two appendixes describe data collection and analysis and instructional materials. [More] Descriptors: Acculturation, Bilingual Education Programs, Career Counseling, Citizenship Education