This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Tomi D. Berney, Jo Ann Crandall, Joseph O. Prewitt-Diaz, Denise Cantalupo, Jamie B. Lewis, Amy B. M. Tsui, Clara Velasquez, Kathleen Bennett deMarrais, Rosalie Pedalino Porter, and Gloria Adams.
(1981). Starting an English-as-a-Second-Language Program. Bilingual Education Resource Series. A guide to the development of programs in English as a second language (ESL) outlines the program development process and necessary considerations. A foreword describes the two major types of limited-English-proficient (LEP) students and notes differences between LEP students in general and their monolingual English-speaking counterparts. Chapters address aspects of program development and implementation, including: (1) components of ESL program design (identification of the LEP students, language assessment tools, ESL teacher qualifications, and instructional materials); (2) the ESL classroom (scheduling and grouping, ESL teaching in the regular classroom, ESL lesson design, and activities for developing specific language skill areas); and (3) procedures and criteria for mainstreaming students. Lists of 13 references and 3 agencies that can serve as resources are included. Descriptors: Class Activities, Comparative Analysis, Elementary Secondary Education, English (Second Language)
(1983). Bilingual Education: A Collaborative Process Between Institutions of Higher Education, Local Educational Agencies and the Community, Community. The six articles in this issue demonstrate how collaborative education efforts can be useful in meeting the needs of bilingual communities. The first article describes a Community Based Education model derived from experience in developing, implementing, and evaluating it. The article details the collaborative efforts between a bilingual school district and an institution of higher education to benefit children and their families in and outside of school settings. The second article describes Project PIAGET, a bilingual kindergarten program for Hispanic children, explains plans for replicating the program in other bilingual communities, and outlines a five-point home model aimed at enhancing the contributions bilingual parents can make in teaching their children in home settings. The third explains how collaborative efforts between bilingual teachers, parents, school districts, and university personnel can effectively build a classroom program in school settings for five-year-old bilingual kindergarten children. The fourth article outlines procedures which bilingual teachers and parents can use in developing learning centers for bilingual children in school and home. The penultimate article explores how bilingual children learn to read a second language and draws implications for cultural adjustment. The concluding article describes ideas and implications of a collaborative effort to work effectively with Puerto Rican students and others who have difficulty communicating in a second language. [More] Descriptors: Acculturation, Bilingual Education Programs, College School Cooperation, Community Education
(1992). Project Pride. Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. An evaluation was conducted of the third year of a 5-year program at Erasmus Hall High School in Brooklyn (New York City), Project Pride, designed to provide Haitian-speaking students of limited English proficiency with instruction in English as a Second Language (ESL) and Native Language Arts (NLA). The project planned to offer content area subjects taught in the native language; a literacy component for students who had recently arrived in the United States and showed limited academic skills; a resource center to augment classroom activities with computer-assisted instruction; a cultural component offering students data on their native and U.S. cultures to enhance pride in their background and themselves; staff development workshops and opportunities for teachers to attend college courses; and a large parent involvement component. During the 1991-92 school year, the project enrolled 238 Haitian 10th through 12th grade students. The project provided all activities proposed in its design. The increased use of written Haitian in the NLA and bilingual classrooms allowed students to take such tests as the Regents Competency Test and the Native Language Writing Test in Haitian; thus, increasing their passing rates. The computer-assisted ESL classes and the project's literacy component have been very successful. Brooklyn College student tutors and the project's peer tutors were an asset to programming. There was a shortage of software for the computer-assisted courses. Recommendations for program improvement are suggested. Appendixes describe data collection and analysis and instructional materials. [More] Descriptors: Bilingual Education Programs, Compensatory Education, Computer Assisted Instruction, Curriculum Evaluation
(1984). Language Acquisition Processes in Bilingual Children. Bilingual Education Paper Series, Vol. 7, No. 6. A literature review and discussion of the language acquisition processes of young children looks at three types of child bilingualism: (1) simultaneous bilingualism in very young children, (2) sequential bilingualism in preschool children, and (3) sequential bilingualism in school-age children below the age of puberty. First, a theoretical framework for bilingual language acquisition is outlined, looking at the nature of communication, aspects of communicative competence (grammatical, sociolinguistic, discourse, and strategic) in the context of bilingualism, and language environment. Relationships between first and second language acquisition processes are then examined. A section focusing on simultaneous bilingualism in very young children looks at research on input characteristics and effects, language attitudes, two stages of language system development (single and differentiated), aspects of communicative competence, and the awareness of two languages. A section on sequential bilingualism in preschool children outlines research on developmental stages and aspects of communicative competence. A section on sequential bilingualism in school-age children reviews research on language environment and second language proficiency in school contexts. A bibliography is included. [More] Descriptors: Bilingualism, Communicative Competence (Languages), Developmental Stages, Educational Environment
(1983). Becoming Bilingual During Early Childhood. Bilingual Education Paper Series, Vol. 6, No. 7. Spanish-English bilingual and monolingual English children aged 3-5 years were recorded in interaction with their mothers. Bilingual children were recorded twice each month, once in Spanish and once in English, and were also observed in a home situation. An analysis of the recorded language was done using selected morphological and syntactic features. An analysis of home language use was also performed for the bilingual children. Results indicate: (1) a definite bilingual proficiency character with greater proficiency in English; (2) no significant difference on English measures between bilingual and monolingual children; and (3) a differential language use pattern for Spanish and English by bilingual children in the home. The results provide new insights into the bilingual acquisition phenomenon in early childhood. [More] Descriptors: Bilingualism, English, Family Environment, Language Acquisition
(1988). Bilingualism in Education and Bilingual Education: The State of the Art in the United States, Journal of Multilingual and Multicultural Development. Provides an overview of the current status and future directions of education for limited English proficient (LEP) elementary and secondary students in the United States, covering the estimated number of LEP students and teachers, government and legislative roles, school district services, teacher training programs, research, and program development. Descriptors: Bilingual Education, Educational History, Educational Research, Educational Trends
(1998). Teaching Navajo Bilingual Special Education Students: Challenges and Strategies. Native American students are often placed in special education programs because their English is poor, they are unprepared for an unfamiliar environment, and traditional classrooms do not accommodate their strengths and needs. The lack of Native American special education teachers at reservation schools compounds these difficulties. Three elementary and middle school special education teachers in a remote Arizona Navajo community were interviewed concerning the ways they worked with their students. All three teachers identified language as a barrier in working with the students, both because the Navajo students had limited English proficiency and because the two Anglo teachers only spoke English. None of the teachers had preservice or inservice education related to working with bilingual children. Difficulties with the English language were mistaken for learning disabilities. The strategies that the teachers used in working with their students were direct communication with students and parents about school expectations, using extrinsic and intrinsic rewards to build self-esteem, creating a structured and comfortable learning environment, breaking tasks down into small steps, and using hands-on manipulative approaches. Recommendations for teacher education programs are concerned with needs in bilingual, special, and multicultural education; culturally relevant education; and the use of community members or bilingual teaching assistants. [More] Descriptors: American Indian Education, Bilingual Special Education, Culturally Relevant Education, Educational Needs
(1996). Bilingual Education and Syllabus Design: Towards a Workable Blueprint [and] A Response, Journal of Multilingual and Multicultural Development. Analyzes the syllabus used in Brunei schools, questioning the introduction and timing of school subjects, particularly in relation to which language medium is used for teaching, and suggesting an alternative syllabus. Samuel's response questions whether Jones' recommendations are workable and acceptable in the Brunei situation. (33 references) Descriptors: Bilingual Education, Change Strategies, Cognitive Development, Course Descriptions
(1982). Bilingual Education in Early Childhood: A 5-Year Follow-Up. A 5-year followup study was conducted of Spanish/English bilingual children and their families who had participated in a previous study of early bilingual acquisition when the children were 3 to 4 years old. Language use and interaction patterns by parents, children, and siblings were observed at home. School achievement information and interview data about Spanish/English language use were obtained. The new data, in conjunction with previous data for the same population, serve to delineate patterns of communication and school achievement. It was found that: (1) the children had developed both Spanish and English across complex morphological and syntactic classes; (2) the children had better productive ability in English; (3) home language interactions were primarily in English; and (4) academic achievement among the children was relatively high. [More] Descriptors: Academic Achievement, Bilingualism, Child Language, Early Childhood Education
(1989). Professions Oriented Bilingual Education (Project PROBE), 1987-88. OREA Report. In the first year of a 2-year extension grant, Project PROBE served 341 limited-English-proficient speakers of Spanish and Chinese at 2 New York high schools. The project's aim was to increase career awareness through instruction in English as a Second Language (ESL), native language instruction (NLA), and bilingual content-area courses, enrichment activities, and guidance and counseling. Some courses were taught with computers. Program evaluation based on course grades, language test scores, attendance rates, information from project staff, and classroom observation reveal that the program met its objectives in ESL and student attendance but did not meet its content-area objective. Whether objectives in NLA, student attitudes, cultural heritage, staff development, and parental involvement were met could not be determined. Program strengths include computer use for instruction, existence of career-oriented activities for students, and efforts to improve parent involvement. Recommendations for program improvement include increased efforts to recruit parents for ESL/Americanization classes; a more realistic and consistent content area passing rate; and development or adaptation of instruments to measure student attitudes toward their cultural heritage. [More] Descriptors: Allied Health Occupations, Attendance, Bilingual Education Programs, Business Education
(1981). Equity from the Bilingual Education Specialist's Perspective. Research and Development Series No. 214D. Limited English proficiency creates barriers to both education and employment for approximately 28 million people in the United States. They face societal, institutional, and personal barriers to equitable employment. The American job market and employer expectations may be confusing, and the concept of lifelong learning is foreign to them. Barriers presented by educational and employment institutions to the limited English proficient (LEP) adult include standardized entrance examinations, diploma requirements, and employment performance tests. Adults also fear loss or rejection of their culture, ethnicity, and identity when they speak a second language. Four English as a Second Language (ESL) curriculum models integrate vocational and English language skills and provide special assistance to LEP students: prevocational ESL classes, vocational ESL, bilingual vocational training, and on-the-job training with vocational ESL support. Vocational instructors can help LEP students by allowing culturally diverse students to learn in diverse ways, using demonstrations or audiovisual aids and relying less on lectures, and using bilingual assistants. Research and development is needed in the areas of the elements of English needed to be taught and their order, strategies to reduce language demands of LEP jobs, and identification of successful program materials and instructional strategies. [More] Descriptors: Access to Education, Admission Criteria, Adult Vocational Education, Bilingual Education
(1979). Counseling Considerations for Staff Working with Bilingual Students in the Secondary Schools. Bilingual Education Resource Series. This guide for counselors working with bilingual secondary school students outlines various student needs and discusses the counseling skills and techniques necessary to meet these needs. Strategies for helping students to discover themselves, to locate needed information, and to make decisions wisely are delineated. Activities are suggested, and worksheets are provided to help bilingual students develop skills and identify their own values from both cultures. Several programs and activities are described for helping limited or non-English-speaking students adjust to their new schools. Course selection, career planning, and job-seeking skills are designated as areas in which counselors should assist bilingual students. A list of classroom and social problems of limited English-speaking students is followed by a list of interventions that counselors and teachers may use to mitigate some problems. Descriptors: Bilingual Students, Career Counseling, Counseling Techniques, Cultural Awareness
(1996). On the State of Bilingual Education 1990-95: "Forked Tongue" Continued, READ Perspectives. Presents a comprehensive report of material collected over five years for advocating to improve the education of language minority children. The essay argues that the attempts to help immigrant schoolchildren deficient in English are misguided in the assumption that these children cannot learn English quickly and must be taught academic subjects in their native language. (51 references) Descriptors: Bilingual Education, Change Agents, Court Litigation, Data Analysis
(1996). English in Asian Bilingual Education: From Hatred to Harmony [and] A Response, Journal of Multilingual and Multicultural Development. Explores parts of the phenomenon of the support for, and hostility toward, the use of English in education in Asian bilingual systems. The article then sketches an educational alternative capable of making the language a shared resource for all its stakeholders. Tsui's response addresses the question of whether educational solutions are capable of resolving language conflicts or not. (77 references) Descriptors: Bilingual Education, Change Strategies, Chinese, Conflict Resolution
(1971). Pontiac Title VII Bilingual Education Program, 1970-71: Final Evaluation Report. This final report on the Pontiac Bilingual Program begins with a description of the program and a discussion of the school-community relationship established in the program. Monolingual children, language-interference students, and Anglo children are included in the experiment. The research procedures and tests used in the experiment are described; the test results are presented and discussed. Process evaluation reports are also included; the process evaluation was carried out through the use of on-site visits, attendance at weekly staff meetings, and attendance at advisory board meetings. The evaluation results are summarized in the final section, and limitations and recommendations are presented. The appendix includes examples from tests used in the evaluation. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, Cultural Education, Educational Experiments