Bibliography: Bilingual Education (page 384 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alex Peralta, Henry J. Casso, Teresa L. McCarty, Kenji Kitao, Akira Y. Yamamoto, Nancy E. Smith, Jacob Ornstein-Galicia, John B. Lum, Marcia Freedman de Avila, and NY. Dept. of Technology and Industrial Education. New York Univ..

Maine Univ., Portland-Gorham. (1976). Bilingual Bicultural Delivery of Human Services to Elderly Franco-Americans through Vocational Education. Final Report. This project was an attempt to provide bilingual vocational education to elderly Franco-Americans on a cooperative basis among three Maine universities. Seventy-seven adult unemployed or underemployed Franco-Americans participated in a human services worker training program based on the Bangor-based certificate level curriculum in gerontology. Part 1 of the report is a compilation of programmatic and administrative information concerning recruitment, curriculum, support services, objectives, and administration. Part 2 is an independent evaluation of the project which consisted of onsite visits and surveys of faculty, staff, students, and practicum supervisors. Data from onsite visits are summarized and presented according to the role of bilingualism, effects of bicultural emphasis, adequacy of human services training, practicum placements, students, faculty, staff, consortium approach, and the one-year certificate. The surveys included questions on most of the same topics addressed by the onsite visit evaluation. Survey responses, received from approximately one-half of each group, indicated high levels of satisfaction among all groups. Sample instruments are included.   [More]  Descriptors: Adult Education, Adult Programs, Bilingual Education, Gerontology

Casso, Henry J.; Garcia, Joseph O. (1974). An Analysis of the Evaluation of the Arizona First Annual Bilingual Institute (Nogales, Arizona, March 21-23, 1974). Attending the Institute on March 21-23, 1974 in Nogales (Arizona) were 300 or more administrators, state department officials, project coordinators, teachers, university professors, citizens, and students from throughout the state. Following the central theme, "Education for the 70's", the institute's goal was to "impact the development of Bilingual Bicultural Education for the 70's in Arizona." Toward its conclusion, the participants were given an evaluation questionnaire; 139 were returned. The questionnaire was composed of two parts designed to secure information about their: (1) sex, ethnic identification, age, employment status and level, participation in bilingual program, and description of the program; and (2) reactions to the institute. Each item was analyzed individually. Responses indicated a high percentage (61.8 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 respondents responded, (3) a narrative of the item's purpose, and (4) an analysis of the results.   [More]  Descriptors: American Indians, Attitudes, Bilingual Education, Data Analysis

Lum, John B. (1975). Pluralism and Potpourri: Asian Ain'ts. CATESOL Occasional Papers, No. 2. Many of the deficiencies of bilingual/bicultural programs at present are due to short-sightedness as to the real scope of bilingual/bicultural education. This article expands the scope of some of the current theory and points out reasons for the inefficacy of some bilingual/bicultural programs and suggests methods whereby programs could be improved. The article is organized into the following sections: (1) the international scope of the problem and some background; (2) statistics of civil service exam failure rates, indicating which ethnic groups are the most culturally disadvantaged; (3) a discussion of Asian-American linguistic and social voicelessness, because of their traditionally quiet character and their lack of knowledge of English and of American social skills; (4) typical bilingual/bicultural programs and their inadequacies; (5) children's textbooks from China as good models to use in the education of Asians; (6) some orientation techniques for sensitizing persons involved in cross-cultural education; and (7) some cross-cultural curricular concepts for Asians in America. The overall suggestion is that bilingual/bicultural programs should be more pluralistic in every way.   [More]  Descriptors: Asian Americans, Biculturalism, Bilingual Education, Bilingual Students

New York Univ., NY. Dept. of Technology and Industrial Education. (). Vocational and Bilingual Curriculum Development: A Cooperative Effort. Final Report. Two objectives of this bilingual vocational education project were to modify and translate vocational education curricula for bilingual students and students of limited English speaking ability and to document the process of material modification and translation in a procedural manual. A needs assessment was conducted at the secondary level surveying bilingual programs, students, and teachers in New York City schools. A search for suitable curricula to adapt for use of students of limited English speaking ability resulted in identification of materials on welding, marketing, auto body repair, receiver-drier, power mechanics, graphic arts, French knife, and auto mechanics. These were translated into Spanish and French. Problems encountered in translation included vocabulary (standard or vernacular) use, cultural accuracy, whether to use French or Creole, and format. Problems were documented and solutions provided in the curriculum development manual, which covers six topics: needs assessment, materials acquisition analysis, modification, materials translation, materials production, and field testing. Appended are the needs assessment data on bilingual vocational programs in New York City schools and a copy of the survey instrument. The manual is available separately as CE 020 121. Descriptors: Bilingual Education, Curriculum Development, Formative Evaluation, Guides

Our Lady of the Lake Coll., San Antonio, TX. (1968). Project Teacher Excellence for Economically Deprived and Culturally Differentiated Americans. Project Teacher Excellence for Economically Deprived and Culturally Differentiated Americans provides for the search for Mexican-Americans living in economically deprived areas of the Southwest who have potential ability but who would not go to college without financial aid. Those identified and selected for aid are admitted to Our Lady of the Lake College to participate fully in a specially designed 4-year bilingual and bicultural teacher training program. After they complete the program, they return as trained teachers to teach bilingually in the low-income Mexican-American areas from which they came. (Supporting documents and supplementary materials which are appended to the program description include publicity materials; lists of course requirements for the bachelor of arts degree in liberal studies with certification in bilingual elementary education; trainee selection criteria; and the annual program progress report (June 1968-June 1969) to the U.S. Office of Education with information on background of the students and evaluation of their progress and that of the program as a whole.)   [More]  Descriptors: Bilingual Education, Disadvantaged Youth, Elementary School Teachers, Mexican Americans

Garcia, Joseph O.; Peralta, Alex (1973). An Evaluation of the National Bilingual Bicultural Institute (Albuquerque, New Mexico, November 28 – December 1, 1973). A Formative Evaluation Questionnaire and a Summative Evaluation Questionnaire, developed specifically to assess the Institute's goals and objectives, were administered to the participants. Administered midway through the Institute, the 13-item Formative Evaluation Questionnaire was composed of 2 parts designed to secure information about their: (1) sex, employment status, participation in bilingual bicultural programs, and description of the program; and (2) reactions to the Institute. There were 220 responses. The Summative Evaluation Questionnaire, which was given at 2 different times, consisted of 15 items designed to secure information about their ethnic identification, employment status, and reaction to the Institute. There were 190 responses. Items in each questionnaire were analyzed individually. In analyzing the 2 surveys findings, it was found that the respondents were indicating the significant expectations for Bilingual Bicultural Education. 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 respondents answered, (3) a narrative of the item's purpose, and (4) an analysis of the results.   [More]  Descriptors: Attitudes, Biculturalism, Bilingual Education, Data Analysis

Dearmin, Evalyn M., Comp. (1974). Kaleidoscope: A Directory of Resource Materials for Ethnic Education, K-12. As the "melting pot" theory of American Society has become discounted, educators have made a more resolute effort to relieve the distress of the culturally different student by identifying difference as a positive quality and by creating among all students an awareness of the incredibly rich and various inheritance America has garnered from its diverse ethnic groups. This directory was prepared in response to frequent requests from teachers for information about suitable materials for ethnic education. The directory is organized according to six instructional categories: social studies/history, reading, bilingual/dialect education, music, art, and mathematics. Each category contains subsections for curriculum guides, publications, and audiovisual materials concerning black, Hispanic, Native American, and Oriental ethnic groups. A separate section has been compiled for Basques. A majority of the annotations have been taken from publishers' catalogs, book introductions, bibliographies, state departments of education guides and publications, and innumerable letters from concerned and interested educators. Approximate grade level is indicated. Audiovisual materials are listed at the end of each section and are identified in parentheses. Addresses are supplied for companies or private presses which might be difficult to locate otherwise. Descriptors: Annotated Bibliographies, Bilingual Education, Curriculum Development, Curriculum Guides

Smith, Nancy E. (1984). Teaching Job-Related English as a Second Language. One program model for limited English proficient (LEP) adults incorporating job-related English as an important component is bilingual vocational education, authorized by the federal Vocational Education Act. Its objective is to make LEP adults more employable by teaching them both English and job skills. Such a project uses a team of two teachers, a vocational and a language instructor. A major advantage of this model is that students do not have to wait to learn English in order to learn job skills. Experience has shown that the employment rate of participants is higher than average, and that participants' earnings tend to keep pace with inflation. Many techniques and resources designed for these programs can also be adapted for other adult education and LEP program use.  Available program planning and implementation materials cover such topics as (1) components to be considered in planning, administering, and evaluating programs; (2) overcoming obstacles to full trainee participation; (3) language teaching techniques specifically for job-related English, (4) identifying occupations in which foreign language skills are an asset, (5) vocational oral proficiency testing, and (6) strategies for using external program resources. Titles, sources, and names of contacts for obtaining these materials are provided.   [More]  Descriptors: Adult Education, Bilingual Education, Employment Potential, Federal Government

de Avila, Marcia Freedman (1976). A Model Parental Involvement Program for Bilingual/Bicultural Developmental Day Care. Parental involvement in migrant education is now being mandated across the country. Parental involvement in bilingual/bicultural day care is just as, if not more, important than involvement at the public school level. This study was conducted to test whether or not parental involvement could become an active component in a bilingual/bicultural day care center. Many studies on the pros and cons of parental involvement in education were reviewed. Data were gathered with a questionnnaire administered before and after establishment of a comprehensive program of parental involvement at the Mabton, Washington, Migrant Day Care Center. This program consisted of home visits, a Parent Advisory Council, a newsletter, fundraising, and social events. Of 50 sets of Mexican-American and Mexican parents, approximately 80 percent returned the questionnaires. Results showed positive increments in both attitude toward bilingual/bicultural education and parental involvement, particularly for fathers. It was concluded that parental involvement in bilingual/bicultural day care can be developed. Appendices include the parent questionnaire and parent newsletter, both in English and Spanish. Descriptors: Bilingual Education Programs, Day Care Centers, Early Childhood Education, Educational Improvement

McCarty, Teresa L.; Watahomigie, Lucille J.; Yamamoto, Akira Y.; Zepeda, Ofelia (1997). School-Community-University Collaborations: The American Indian Language Development Institute. This paper describes the American Indian Language Development Institute (AILDI), which can serve as a model for connecting school, community, and university resources to strengthen indigenous languages. Since 1978, AILDI has held annual summer institutes that team community-based native speakers of indigenous languages with academic linguists and bilingual educators committed to using linguistic knowledge to improve curriculum and practice in Indian schools. Over the years, AILDI has trained over 1,000 parents and school-based educators, raised consciousness about the linguistic and cultural stakes at risk, facilitated development of indigenous literatures and a cadre of native-speaking teachers, and influenced federal policy through a grassroots network of advocates. AILDI was held at various host institutions in the Southwest but since 1990, has been permanently housed at the University of Arizona (Tucson). AILDI emphasizes bilingual/bicultural education within a whole language paradigm, experiential and interactive teaching strategies, alternative assessment, and "empowerment" pedagogies; promotes collegiality among Indian educators; and facilitates the credentialing of participating educators. Also discussed are the funding and institutionalization of AILDI; its impacts on language maintenance and materials development in indigenous schools, on federal policy, and as a model for the recruitment and retention of indigenous college students; and lessons learned about shared commitment, outreach and local followup, permanent funding and a home base, and administration from the inside-out. Contains 19 references and a data table of AILDI chronology.   [More]  Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Educational Cooperation

Kitao, Kenji (1991). Teaching Culture in Foreign Language Instruction in the United States, Doshisha Studies in English. Culture was not considered significant in foreign language instruction until the direct method was introduced at the end of the nineteenth century. By the 1970s, language teachers came to realize that language was deeply rooted in culture and could not be separated from it. International understanding has been emphasized in foreign language instruction in the United States in this century, as a means of recognizing the universals in human relations and understanding the self and the home culture. Intercultural communication requires handling the target language and having insight into the culture and society of its speakers. Cultural orientation is very important for students preparing to study abroad. The growth of bilingual/bicultural education in the United States has encouraged Americans to understand their own cultural backgrounds as well as others. Professional organizations have supported and encouraged cultural education in foreign language instruction, developing materials and including information about culture in the curriculum from the 1950s on. Beyond the benefits of enhanced international understanding, intercultural communication, and self-knowledge, additional benefits accrue to cultural education. Five pages of references are provided.   [More]  Descriptors: Bilingual Education, Cultural Background, Cultural Education, Educational History

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. (1988). The Major Project in the Field of Education in the Latin American and Caribbean Region. Bulletin 15. The Major Project in the Field of Education in Latin America and the Caribbean resulted from a consensus of the countries of the region concerning the necessity for a renewed, intensive, and sustained effort to meet unsatisfied basic educational needs between now and the year 2000. The five articles in this bulletin explore innovative alternatives that meet the requirements of a balanced educational development. "New Strategies for Education and Training Financing in the Third World" (S. Lourie) raises questions concerning understanding of the socioeconomic factors underlying the success or failure of various educational strategies. "The Teaching of Mathematics at Basic and Secondary Levels in Chile" (G. Galvez; I. Villarroel) discusses the history of mathematics instruction in Chile since 1967, describes the current situation, and makes recommendations for improvements. Charts and graphs are included. "Conclusions Surrounding the Quality of Education" (P. Lafourcade) proposes an evaluative process to help educational improvement. "Texts in Student Achievement and in Teaching Methodology: Primary Textbook Project in Jamaica" (N. A. George) is a study of the impact and effectiveness of the Primary Textbooks Project in Jamaica. "Teaching Aid Materials for the Teaching Staff Training in Bilingual Intercultural Education" (M. Amadio) discusses the content of materials used by teachers of indigenous peoples. Lists of activities and publications of the Regional Office for Education in Latin America and the Caribbean are appended. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Educational Change

Menges, Patricia A.; Kelly, Michael G. (1982). Effective Use of the Native Language with English in Vocational Education for Limited English Proficiency Students. Vocational education for limited English proficiency (LEP) students at Waubonsee Community College, Illinois, which includes a vocational English as a second language (VESL) course, is described, with examples from the tool training program. With state funding, the Waubonsee's LEP project for vocational education offers short-term, part-time training designed to develop skills for entry-level employment, job upgrading, and/or further education. The project provides data for statewide/local planning and implementation of vocational programs for LEP students, based on two instructional models–bilingual and nonbilingual–and also a comparative evaluation of each model's adoptability. Both models rely on English as the primary language of instruction and use vocational materials in English as their core. In the bilingual instructional model, however, the instructors and certain materials are bilingual (English-Spanish/Lao/Vietnamese). The strengths of bilingual vocational education for LEP students include: (1) promoting student comprehension; (2) clarifying subtechnical vocabulary; (3) assisting instructors' evaluation of student's skills acquisition; and (4) boosting students' self-confidence. Weaknesses of this approach include: The possibility that use of native language(s) will hinder students' improvement of their job-related and general purpose English skills; the variety of students' native language proficiency levels; and the double difficulty for students if the new technical vocabulary is taught bilingually. The linguistic complexity and the formats of traditional vocabulary textbooks as well as vocational materials developed for LEP students are discussed. Descriptors: Bilingual Education, Bilingual Teachers, Community Colleges, Employment Potential

Penfield, Joyce A.; Ornstein-Galicia, Jacob (1981). Language through Science: An Integrative Model. Two main factors are involved in bilingual-bicultural education as far as science education is concerned. First, there is the interplay between language and concept formation, and secondly, there is a need for culturally familiar examples in science materials for bilingual students. In line with these factors, this paper suggests that an inquiry approach to science instruction, with the proper hands-on activities, could improve the bilingual-bicultural program by focusing more on cognitive operations and problem solving, improving language skills in both languages, and providing better opportunities for bilinguals to participate in advanced science studies. Three existing models for integrating science and language are reviewed and an integrative model is proposed and described.  The model is based on principles elaborated by educational leaders and thinkers, particularly Montessori and Piaget. It integrates English as a second language and Spanish as a second language classes. As an example of the adaptation needed for bilingual classes, an outline is given of the adaptation of an existing module approach for English-speaking elementary school children developed by the American Association for the Advancement of Science. Descriptors: Bilingual Education, Communicative Competence (Languages), Discovery Learning, Elementary Education

Finer, Neal (1976). An Introductory Lesson on Mexican Culture. This is a brief guide for designing instructional materials for use in bilingual/bicultural education at the secondary level. It presents a teaching model for use in a pre-service meeting to show teachers what they can do in developing appropriate curriculum on Mexican culture (with content applicable to classes in Spanish, art, history, developmental English, and so forth). There is a step-by step consideration of the organization of the teaching model, including: (1) statement of the key idea to be developed, (2) presentation of illustrations to enliven concept development, (3) lesson objectives, (4) prefatory information for implementing lesson methodology, (5) suggested content-recommended activity (introduction, development, concluding evaluation), (6) alternative reinforcement experiences, and (7) sources (detailed content and general background resources). Four guiding criteria for designing curriculum on Mexican culture are stressed in the teaching model, which include: (1) humanistic focus (2) contemporary viewpoint (3) balanced, accurate treatment of cultural realities (4) a multi-disciplined approach.   [More]  Descriptors: Biculturalism, Bilingual Education, Cultural Education, Cultural Traits

Leave a Reply