New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1997). Informational Booklet on Mainstreaming for Parents of Bilingual Students. Chinese/English Edition. This guide, in both English and Chinese, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into general education classes and/or school-wide activities, and how students benefit from this process. Mainstreaming is based on the concept that children should be educated in the least restrictive environment to meet their needs best. This guide describes how academic and non-academic mainstreaming work, the objectives of the approach, benefits for both general education and special education students, the role of general education in mainstreaming through both academic and non-academic activities, how the program is planned, implemented, and monitored by the mainstreaming committee, and the role of the parent or guardian in the student's learning process. A number of commonly-asked questions are also answered.   [More]  Descriptors: Bilingual Education, Chinese, Classroom Environment, Educational Benefits

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1994). English as a Second Language Professional Development Manual for Special Education Teachers. Resource Literature. The collection of readings is designed to provide special education teachers in New York City (New York) public schools with information about and techniques for teaching Limited-English-Proficient (LEP) students. Articles address these topics: the demographics and trends of LEP populations; Hispanic student achievement; meeting the needs of culturally diverse exceptional students; bilingual special education; English-as-a-Second-Language (ESL) in special education; disabilities and language acquisition; language-minority students and special education; language instruction for mild, moderate, and severe disabilities; behavioral diversity; empowering culturally diverse students with learning problems; misconceptions about second language learning; cooperative learning and diverse language backgrounds; portfolios and alternative assessment methods; making the reading/writing connection; sheltered English; ESL through content-area instruction; mathematics instruction; science instruction; computers for story-writing; academic achievement in a second language; multicultural activities; working with culturally diverse parents; parent involvement; why some parents don't come to school; intergenerational literacy; and the role of school paraprofessionals.   [More]  Descriptors: Academic Achievement, Bilingual Education, Caregivers, Class Activities

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1997). Informational Booklet on Mainstreaming for Parents of Bilingual Students. Haitian Creole/English Edition = Enfomasyon sou "Mainstreaming" pou Paran Elev Bileng. This guide, in both English and Haitian Creole, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into general education classes and/or school-wide activities, and how students benefit from this process. Mainstreaming is based on the concept that children should be educated in the least restrictive environment to meet their needs best. This guide describes how academic and non-academic mainstreaming work, the objectives of the approach, benefits for both general education and special education students, the role of general education in mainstreaming through both academic and non-academic activities, how the program is planned, implemented, and monitored by the mainstreaming committee, and the role of the parent or guardian in the student's learning process. A number of commonly-asked questions are also answered.   [More]  Descriptors: Bilingual Education, Classroom Environment, Educational Benefits, Educational Objectives

Baez, Tony; And Others (1980). Desegregation and Hispanic Students: A Community Perspective. A case study of the desegregation process in Milwaukee's Public Schools and the participation of the Hispanic community in that process through the efforts of a parent-community group to safeguard the rights of Hispanic students to equal educational opportunity examines in detail the ways a community has dealt and continues to deal with issues affecting cities with multiethnic populations. The case study focuses on the legal and political decision-making process involved when a major city prepares and implements a plan for school desegregation, and the demands made by Hispanics for their educational needs and legal rights within the context of court-ordered desegregation. Discussed are the issues related to a 1924 Wisconsin law which eliminated all but English from the public school language curriculum, desegregation efforts by Blacks, legal definitions (and their potentially negative impact on Hispanics) used by courts and desegregation planners, and Wisconsin state policies promulgated in the 1970's (equalization of taxes between rich and poor school districts, voluntary transfers for desegregation and integration, and mandatory bilingual bicultural education). Noted in the conclusions are key variables involved in determining the outcomes of school desegregation planning and implementation as it has affected Hispanics in Milwaukee. Descriptors: Bilingual Education, Blacks, Board of Education Role, Case Studies

Meier, Gabriela Sylvia (2010). Two-Way Immersion Education in Germany: Bridging the Linguistic Gap, International Journal of Bilingual Education and Bilingualism. A PhD literature review in the field of two-way immersion (TWI) education revealed that German TWI programmes are hardly ever mentioned in English-language publications. There have been several TWI programmes in Germany since the 1960s with an increase in number and language combinations since the 1990s. This article provides an overview of German TWI programmes and literature for an English-language audience and summarises relevant research evidence. Combining evidence from Germany and elsewhere, I argue on the one hand that TWI education is likely to have linguistic and sociocultural benefits, and on the other hand that no conclusions of effectiveness should be drawn before at least six to eight years of TWI education.   [More]  Descriptors: German, Immersion Programs, Bilingual Education, Educational Benefits

Thompson, Chad; McGary, Jane, Ed. (1984). Athabaskan Languages and the Schools. A Handbook for Teachers. This is one of a series of handbooks designed to assist classroom teachers, bilingual-bicultural education and special education program staff, counselors, and school administrators in instructional services for students from native Alaskan language groups. The unique sociocultural and linguistic characteristics of Athabaskan language speakers as they relate to the school setting are addressed in this volume. Educational resources such as recommended readings; a listing of school districts enrolling students from this group; and sources of information, materials, and instructional assistance are provided. A prefatory section discusses language study in general, and an overview of Athabaskan languages, with distribution maps, introduces the text. Subsequent sections focus on aspects of Athabaskan languages and culture: historical and sociocultural factors (traditional forms of education, oral literature, present linguistic conditions, and the history of contact with European-American society), linguistic characteristics of Athabaskan and English (word order, verbs, tense and aspect, plurality, gender, sound systems, cultural patterns of communication, and the use of nonstandard English), recommended classroom language instruction strategies, and Athabaskan sound systems. Lists of additional resources and enrollment data are appended.   [More]  Descriptors: Alaska Natives, Athapascan Languages, Bilingual Education, Classroom Techniques

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1997). Informational Booklet on Mainstreaming for Parents of Bilingual Students. Russian/English Edition. This guide, in both English and Russian, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into general education classes and/or school-wide activities, and how students benefit from this process. Mainstreaming is based on the concept that children should be educated in the least restrictive environment to meet their needs best. This guide describes how academic and non-academic mainstreaming work, the objectives of the approach, benefits for both general education and special education students, the role of general education in mainstreaming through both academic and non-academic activities, how the program is planned, implemented, and monitored by the mainstreaming committee, and the role of the parent or guardian in the student's learning process. A number of commonly-asked questions are also answered.   [More]  Descriptors: Bilingual Education, Classroom Environment, Educational Benefits, Educational Objectives

Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. (1990). Staffing the Multilingually Impacted Schools of the 1990s. Proceedings of the National Forum on Personnel Needs for Districts with Changing Demographics (Washington, D.C., January 11-12, 1990). Participants at a conference on staffing multilingual schools reported that the rapid and significant increase in the number of limited English proficient (LEP) students throughout the country is compounding the existing problem of bilingual/English as a Second Language (ESL) staff shortages. The following concerns were outlined: (1) school districts are experiencing significant increases in the number of LEP students and in the number of languages represented; (2) increases in the number of LEP students are occurring in school districts with declining enrollments; (3) many LEP students have limited or no previous schooling; (4) it is difficult to locate trained and certified teachers to work with LEP students; (5) it is difficult to retain bilingual/ESL staff for a variety of reasons, including competition among school districts; and (6) there is a need to retrain monolingual teachers in school districts where the decline in overall enrollment does not permit the hiring of trained bilingual/ESL staff. The following key recommendations were made: (1) streamline certification requirements for bilingual/ESL personnel; (2) encourage the private sector to take a more active role in promoting the education of LEP students; (3) increase collaboration among institutions of higher education, school districts, and the U.S. Department of Education; (4) make a greater effort to disseminate information about effective practices in the field of bilingual/ESL education; and (5) integrate bilingual/ESL staff into the school program.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Elementary Secondary Education

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1975). Cartel-Annotated Bibliography of Bilingual Bicultural Materials. No. 36, December 1975. Thirty-two documents are listed in this annotated bibliography which includes audio-visual, classroom, curriculum, library, and professional bilingual bicultural resources. A reference on an annotated bibliography of doctoral dissertations on social and psychological studies of minority children and youth is also included. Entries are listed alphabetically by title. A typical annotation includes information in the following order: title, author or developing agency, name and address of publisher, and/or distributor, publication date, number of pages or parts, language(s) used, intended audience or level, and a descriptive statement. Selections are based on the following criteria: material is published or available in U.S., its territories, or possessions; materials include a source address; materials are used in the education of bilingual children; materials contribute to staff training for bilingual multicultural programs; and, materials further the progress or success of bilingual multicultural education. Materials must meet the first two criteria and at least one other to be selected. Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Students

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1974). Annotated Bibliography of Bilingual Bicultural Materials. Cumulative Issue 1974. This annotated bibliography of bilingual-bicultural materials is designed for educators, librarians, and others interested in materials for use in bilingual-bicultural education. The main criteria for inclusion in the bibliography are the availability of the materials in the United States, and of the source address for orders and inquiries. Other criteria concern the language of the materials, ethnic groups or aspects of the culture of an ethnic group featured in the materials, the purpose of the materials, and to what extent the subject matter contributes to the training of the staff and to the progress of bilingual-bicultural programs. The entries refer to materials in the areas of arts and crafts, audiovisual materials, bibliographies and resource materials, biographies, calendars, career education, children's literature, cooking, dictionaries, early childhood, English and Spanish as second languages, European Americans, evaluation, holidays, library readings, mathematics, music, games and dances, parental and community involvement, teacher education, science, social studies, and African, Afro-American, American Indian (including Alaskan and Eskimo, Cherokee, Navajo, Pomo, and Seminole), Asian American, Chamorro, Chinese, French, Hispanic, Portuguese, Puerto Rican, and Russian, languages and cultures. The entries are indexed by title, author, and subject. Descriptors: African Culture, American Indian Languages, Annotated Bibliographies, Asian Americans

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1997). Informational Booklet on Mainstreaming for Parents of Bilingual Students. Spanish/English Edition = Folleto Informativo Sobre "Mainstreaming" Part Padres De Estudiantes Bilingues. This guide, in both English and Spanish, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into general education classes and/or school-wide activities, and how students benefit from this process. Mainstreaming is based on the concept that children should be educated in the least restrictive environment to meet their needs best. This guide describes how academic and non-academic mainstreaming work, the objectives of the approach, benefits for both general education and special education students, the role of general education in mainstreaming through both academic and non-academic activities, how the program is planned, implemented, and monitored by the mainstreaming committee, and the role of the parent or guardian in the student's learning process. A number of commonly-asked questions are also answered.   [More]  Descriptors: Bilingual Education, Classroom Environment, Educational Benefits, Educational Objectives

Casso, Henry J.; Garcia, Joseph O. (1974). An Analysis of the Evaluation of the Wisconsin First Bilingual Institute (Milwaukee, Wisconsin, March 29-30, 1974). Attending the Institute held on March 29-30, 1974 at the University of Wisconsin-Milwaukee were 300 or more administrators, state department officials, project coordinators, teachers, university professors, citizens, and students from throughout the state. The institute's goal was to "impact the development of Bilingual Bicultural Education for the 70's in Wisconsin." Of the total participants, 112 responded to an evaluation questionnaire which was administered toward the institute's conclusion. The questionnaire was composed of two parts. The first part consisted of seven items designed to secure information about the participants' sex, ethnic identification, age, employment status and level, participation in bilingual program, and description of the program. Part 2 consisted of 15 items designed to obtain their reactions to the institute. Each item was analyzed individually. Responses indicated a high percentage (72.4 percent) of the participants had a favorable overall impression of the institute. This paper gives: (1) the item as it appeared on the questionnaire, (2) an item frequency selection from a computer print out showing how the 112 respondents answered, (3) a narrative of the item's purpose, and (4) an analysis of the results.   [More]  Descriptors: Attitudes, Bilingual Education, Data Analysis, Institutes (Training Programs)

Littlejohn, Jim (1998). Federal Control Out of Control: The Office for Civil Rights' Hidden Policies on Bilingual Education. CEO Policy Brief. This report examines the policies and practices of the Department of Education's Office of Civil Rights (OCR) for determining whether school systems are providing appropriate educational services to language minority students who are learning English as a Second Language (ESL). Data are drawn from OCR documents in the public domain, including approximately 160 compliance letters sent to school districts in 1996 and 1997. Each of these letters gave OCR's determinations pursuant to on-site investigations of the schools' programs for ESL students and carried an attached "corrective action" agreement from the school systems. It is argued that OCR has, in the absence of critical scrutiny within the government, imposed on schools an ever-expanding burden of requirements with dubious justification. Under the mantle of defending the civil rights of English language learners, OCR staff are in classrooms, looking over teachers' shoulders, second-guessing teachers and administrators, judging the quality of instructional programs and materials, and generally being educationally intrusive in ways never contemplated by the drafters of the civil rights statutes. It is concluded that there is ample evidence in the letters reviewed to demand substantial changes in how OCR operates.   [More]  Descriptors: Bilingual Education, Civil Rights, Compliance (Legal), Educational Policy

Lopez-Valadez, Jeanne; And Others (1979). Vocational Education for the Limited English-Speaking: A Handbook for Administrators. This guide provides programmatic strategies and resources information to assist vocational administrators and other educators in designing, developing, and implementing vocational education programs which meet the special needs of limited English-speaking persons. It is directed to secondary, postsecondary, and adult program personnel. The introduction provides information on Limited-English-Speaking Ability (LESA) populations in Illinois. The first section describes federal and state requirements and identifies sources of funding to supplement local efforts in providing equal educational opportunity to LESA persons. Section 2 focuses on identification of the target population as well as LESA students and on assessment of student needs. In section 3 programmatic approaches suitable to the target population and to available resources are addressed. Four models for serving LESA persons are presented: supplementation; modification; innovation: a new course; and new programs. To aid in model selection, a matrix shows the best applicability of each model. Section 4 is a checklist designed to assist in the implementation of both instructional and support services. These program considerations are examined: philosophy, instructional services, support services, facilities and equipment, and recruitment and enrollment. A chart is provided which cites available services from the Illinois Bilingual Vocational Education Project. Resource agencies in Illinois are also listed. Descriptors: Administrator Guides, Adult Vocational Education, Ancillary School Services, Check Lists

Crespin, Emil; Rodriguez, Robert (1974). Struggle for Independence: Mexico's Rebellion Against Spain. Social Studies. A Teacher's Guide for Grades 1-9. This book is the first in a series of historical resource guides developed by the Far West Center of Curriculum Adaptation Network for Bilingual Bicultural Education (CANBBE). This unit, for grades 1-9, focuses on Mexico's revolt against Spanish rule and highlights famous persons and events of the period. The materials can serve as a reference on Mexican historical events and patriotic commemorations in order that the teacher may have some information readily available for classroom use. Historical facts as well as activities for use in the classroom, in the school, or for community presentation are included. This book can be used as a general supplement to the Social Studies Strand of the Spanish Curricula Development Center materials. The unit is arranged in nine sections according to either famous persons or events. Each section includes presentation of facts, a list of reasons for remembering the day, vocabulary, ways for teachers to highlight the facts, ideas for discussion, and activities. Suggestions for classroom activities include role playing, bulletin boards, reports, and time lines. The listing of commemoration dates is sequenced to allow teachers to plan the school calendar accordingly.   [More]  Descriptors: Biculturalism, Cultural Awareness, Curriculum, Elementary Secondary Education