Bibliography: Bilingual Education (page 389 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include AZ. Tucson Public Schools, Nicholas Block, Brooklyn New York City Board of Education, Rima Shore, Washington National Inst. of Corrections (Dept. of Justice/LEAA), Lectura y Vida: Revista Latinoamericana de Lectura, Ruth Gordon, Kathryn Lindholm-Leary, John L. Feirer, and Curtis H. Bradley.

Bradley, Curtis H.; Friedenberg, Joan E. (1982). Bilingual Vocational Instructor Training Program: First Year Performance Report and Evaluation. To provide assistance to experienced and prospective vocational educators serving limited English-proficient out-of-school youth and adults, performance and final evaluation reports are provided to develop a model for preparing bilingual vocational instructors and to incorporate it into the regular professional vocational instructor preparation. Project accomplishments, major activities, and events are described. Documents representing much of the literature that has been written about the program are provided, including a program fact sheet, brochure, request-for-information form, and copies of program certificates. The final evaluation report contains information on the second site visit and an overview of questionnaire results from participants. These conclusions are cited: through the program, vocational educators with training in bilingual vocational skills were successfully recruited; those individuals were trained in new bilingual vocational skills; new methods and materials–many developed by program staff–were employed; awareness of bilingual vocational training was raised; and the program was perceived positively and enthusiastically by participants. More effective recruitment and selection processes with changes in the language and culture are recommended. Appendixes include a report of the first site visit, a report of a class observation and interview, a summary of results of the participant opinionnaire, and descriptions of three-hour workshops in bilingual vocational education.   [More]  Descriptors: Adult Vocational Education, Bilingual Education, Bilingual Teachers, English (Second Language)

Shore, Rima, Ed.; And Others (1981). Comprehensive High School Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the effectiveness of the Comprehensive High School Bilingual Program (C.H.S.B.P.), which provided staff and material resources to five high school Spanish, Chinese, and Italian bilingual programs in New York City. In 1980-81, C.H.S.B.P. served 468 students of limited English proficiency in Benjamin Franklin High School, Julia Richman High School, Lower East Side Prep, Park East High School, and Franklin D. Roosevelt High School. The program's goal was to help students to acquire basic English language skills and enter mainstream classes. Its most distinctive feature was a mini-school arrangement at each program site. In addition to instructional services, C.H.S.B.P. included a non-instructional component, focusing on curriculum and materials development, supportive services, staff development, parent and community involvement, and affecitve domain. Data presented in this report reveal that program implementation and thus student achievement varied considerably among the five participating schools. Nonetheless, it is concluded that overall goals of the program have been achieved, and that in areas such as curriculum development, C.H.S.B.P. has functioned as an exemplary program in bilingual secondary education.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Chinese, Community Involvement

Jarvis, Gilbert A., Ed. (1974). The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6. The relationship of communication to the foreign language profession is addressed in this volume. The following articles are presented: (1) "Communication and the Foreign Language Teacher," by Charles T. Brown; (2) "Rationale for Language Study," by Jane N. Lippman; (3) "Public Awareness: How Can Associations and Institutions Use Public Relations Skills?" by Anita Monsees; (4) "Public Awareness: What Can the Individual Teacher Do?" by Dona B. Reeves; (5) "Learning Theory for the Classroom Teacher," by John B. Carroll; (6) "Tailoring Language Instruction to Student Needs," by Elizabeth G. Joiner; (7) "Affective Education and Foreign Languages," by Renee S. Disick and Laura Barbanel; (8) "Testing as Communication," by Helen L. Jorstad; (9) "Extending the Teacher: From Text to Context," by Harry Reinert; (10) "The Changing Curriculum," by Anthony Papalia and Joseph Zampogna; (11) "Study Abroad and Intercultural Communication," by Jane M. Bourque; (12) "Developments in Preservice and Inservice Teacher Education," by L.O. Andrews; and (13) "Bilingual/Bicultural Education: A Need for Understanding" by Protase E. Woodford. Descriptors: Affective Behavior, Biculturalism, Bilingual Education, Communication Skills

Bigney, Tracy B. (1978). The Bilingual Human Services Educational Consortium of Bangor Community College. Third Year Evaluation. This third-party evaluation report, presented in six sections, begins with an introductory section on the procedures used to evaluate the Bilingual Human Services Educational Consortium. (The consortium, a one-year college level program, prepares underemployed and unemployed Franco-Americans for paraprofessional human service jobs.) Also described in the introduction is the summative evaluation design based on program participants' attitudes as assessed through questionnaires, interviews, and observations. In section 2 findings on students' perspectives are presented. In section 3 the faculty perspective is examined and in section 4 the practicum supervisor's perspective is investigated. In the fifth section, seventeen observations and recommendations resulting from site visits are presented in four categories: providing University access for non-traditional students, program atmosphere, vocational training, and academic considerations. The final section presents the results of each program objective: (1) to expand the bilingual certificate gerontology program, (2 and 3) to provide bilingual vocational education for Maine's high Franco-American populations and 100 unemployed and underemployed adults, and (4) to encourage consortia between the University of Maine system and community agencies in meeting the above objectives. The report concludes that the first three objectives were met, and the fourth was partially fulfilled. (See related document CE 017 481 which contains a comprehensive report of all project activities.) Descriptors: Access to Education, Adult Vocational Education, Bilingual Education, Bilingual Students

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1990). Choosing Optional Infused Career Education for Students in High School Bilingual Programs (Project CHOICE). 1989-90 Final Evaluation Report. Project CHOICE is described, which is an initiative of the New York City Public Schools to provide limited-English-proficient (LEP) Spanish-speaking and Haitian Creole/French-speaking students with instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual content area, career education, and computer subjects. The project was implemented at Fort Hamilton High School (Brooklyn) and Springfield Gardens High School (Queens) with funding from Title VII of the Elementary and Secondary Education Act (ESEA). In 1989-90, the second program year, Project CHOICE served 377 students, and was considered fully implemented. The students came from the Dominican Republic, Puerto Rico, Central America, South America, and Haiti. In addition to academic, career, and computer subjects for students, non-instructional services were offered, including staff development, parental involvement, and dropout prevention. One school was able to provide a fully equipped computer resource center for these students; the other had a fully equipped bilingual enrichment center. The program met the following objectives: (1) ESL, (2) NLA, (3) career education, (4) staff development, (5) parental involvement, and (6) dropout prevention. It partially met the content area objectives. Recommendations were made to enhance bilingual science education and bilingual counseling. One table of statistical data summarizes student achievement.   [More]  Descriptors: Bilingual Education, Career Education, Computer Science Education, Economically Disadvantaged

Granville, Kim Hoa (1982). Vocational Education for Limited English Speaking Populations in Michigan: An Assessment of Needs. A needs assessment and analysis were conducted in Michigan to determine the status and effectiveness of vocational education for limited English-speaking ability (LESA) students relative to population, program instruction, and funding. Three survey instruments were developed: one for directors of bilingual programs, another for directors of vocational programs, and another for teachers and counselors working in the bilingual or vocational programs selected for the study. In addition, personal interviews were conducted with LESA students and their parents, and an analysis was made of prospective employment opportunities available in Michigan until 1985. Eight general conclusions were reached, and recommendations were made to implement them. Conclusions included the following: (1) students desired to enroll in vocational education, but many were not served because of their limited English proficiency; (2) many LESA parents could not communicate with school personnel and were unaware of vocational education opportunities; (3) LESA students tended to drop out of school before the ninth grade; (4) second and third generation LESA students seemed to have inadequate knowledge in both English and their native languages; (5) bilingual students seemed to be influenced by cultural biases in their selection of vocational programs; (6) shortages of counselors and vocational education teachers who were trained to provide services for LESA students existed; (7) bilingual persons were underrepresented in vocational advisory committees; and (8) vocational programs were not able to meet the needs of LESA students. Recommendations were made to remedy these problems, including implementation of a comprehensive program in bilingual vocational education. Descriptors: Access to Education, Bilingual Education, Educational Needs, Employment Projections

Lindholm-Leary, Kathryn; Block, Nicholas (2010). Achievement in Predominantly Low SES/Hispanic Dual Language Schools, International Journal of Bilingual Education and Bilingualism. The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and native English-speaking Hispanic students in four schools. Data are consistent in showing that Hispanic students participating in dual language programs in predominantly Hispanic/low SES schools achieve at similar or higher levels compared to their mainstream peers in tests of English. In addition, students achieve above grade level in assessments in Spanish. This study affirms the versatility of the dual language program for this increasingly common educational context.   [More]  Descriptors: Test Results, Socioeconomic Status, Immersion Programs, Standardized Tests

Feirer, John L. (1976). Metric Conversion in Vocational Education. Final Report. Volume I of Two Volumes. This first volume of a two-volume final report describes a project concerned with developing indepth metric teaching units in the areas of carpentry and machine shop, preparing instructional materials to teach metrics in Spanish, and developing three-dimensional metric instructional materials and cassette tapes for persons with reading difficulties and sight handicaps. An introductory section describes procedures used in accomplishing the goals: (1) planning and consultation with specialists in the four areas, (2) development of the instructional material by consultants under the direction of the Director of the Center for Metric Education and Evaluation, and (3) evaluation of the materials developed for persons with reading difficulties and sight handicaps using other consultants with special competencies in evaluation. The remainder of volume I consists of an outline for developing a model of career education and the teaching-learning modules developed in the project for teaching metrics in carpentry (44 pages), in machine shop (28 pages), and in bilingual (Spanish) education (115 pages). (Volume II, bound separately, covers the materials for persons with reading difficulty and the sight handicapped and presents project conclusions.) Descriptors: Audiolingual Methods, Audiovisual Aids, Bilingual Education, Carpentry

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1984). Project Esperanza. Annual Evaluation Report, E.S.E.A. Title VII, 1982-83. Project Esperanza supplemented the basic special education program for handicapped students with limited English proficiency (LEP) by providing (1) staff training and consultation, (2) materials development, identification, and evaluation, (3) assistance in the diagnosis of educational needs and the prescription of instructional strategies, (4) direct individualization of instruction, and (5) outreach services. During 1982-83, the project's third and final year, 515 students were served in 28 elementary, intermediate and secondary schools in New York City. Project staff included a project coordinator, two resource specialists, a curriculum specialist, two educational assistants, and two family assistants. Analysis of data from pupil achievement measures, program records, and interviews and observations lead to the overall conclusion that Project Esperanza provided an effective, comprehensive program of supplementary services that promoted the academic development of handicapped LEP students. All program objectives for pupil achievement were attained: proposed criteria were met in English and Spanish reading, oral-English proficiency, mathematics, and cultural heritage. The project objective for teacher training was also attained. After participating in teacher workshops, classroom teachers demonstrated proficiency in developing culturally-relevant individualized lessons for bilingual special education students. The objective for parent involvement was not attained, despite efforts by project staff and improvement over previous cycles. Relative to many other projects for similar populations, however, a moderate degree of parent participation was achieved.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Cultural Background, Diagnostic Teaching

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1982). Project Esperanza. E.S.E.A. Title VII Annual Evaluation Report, 1981-82. Project Esperanza, a staff development effort, was designed in order to supplement the basic educational program for handicapped students with limited English proficiency in New York City Schools. The project served the teachers of 458 students in elementary, intermediate, and secondary schools, and provided (1) staff training and consultation; (2) materials development, identification, and evaluation; (3) educational diagnosis and instructional strategies, (4) direct individualization of instruction; and (5) outreach services. Evaluation of the program's second year of operation, based on data from pupil achievement measures, program records, and interviews and observations, showed that: (1) the program objectives for English and Spanish reading, oral English proficiency, mathematics, and cultural heritage were met for all grade levels; (2) the objective for teacher training was attained; but that (3) the objective for parent involvement could not be realized. Recommendations contained in this evaluation include more recruitment of qualified bilingual special education teachers, continued efforts to develop appropriate curriculum materials and assessment instruments, and stronger efforts to generate more parental involvement in the project.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Bilingual Teachers, Cultural Awareness

Gordon, Ruth, Comp; And Others (1979). Projects in Progress–FY 1978. A Report for the Coordinating Committee on Research in Vocational Education. Resumes of 321 ongoing projects in career education, vocational education, and education and work are provided. (These contract and grant awards are administered by the U.S. Office of Education's Division of Research and Demonstration and Office of Career Education, the National Institute of Education, and the Fund for the Improvement of Postsecondary Education.) The publication is organized into three sections. Section I contains descriptions of the four agencies, names of key personnel, and a list of project officers and their telephone numbers. Section II contains the project resumes and two appendices listing the institutions and teacher educators participating in two personnel development programs (Vocational Education Graduate Leadership Development Programs and Vocational Education Teacher Certification Fellowship Program). Project resumes are grouped by administering agency. Projects administered by the Division of Research and Demonstration are subdivided as follows: Programs of National Significance (Projects of National Significance, Personnel Development, the National Center for Research in Vocational Education, and Curriculum Coordination Centers), Bilingual Vocational Education, and Contract Program for Indian Tribes and Indian Organizations. Each resume includes bibliographic information and an abstract focusing on project objectives and procedures. Section III provides six indices: subject, project director, organization, responsible agency, geographic location (state and U.S. Congressional District), and contract/grant number. Directions for using the report and a sample resume are provided in the introduction.   [More]  Descriptors: Abstracts, Adult Education, American Indians, Bilingual Education

National Inst. of Corrections (Dept. of Justice/LEAA), Washington, DC. (1985). Building Partnerships for Excellence in Correctional Education. A National Conference on Correctional Education. Proceedings (Arlington, Virginia, October 21-23, 1985). These proceedings represent major addresses, panel presentations, and abstracts of workshops from a conference to develop partnerships, coordination, and cooperation among the correctional education field. Federal agencies, professional organizations, and the private sector in addressing juvenile and adult offender education needs. The two major addresses consider specific efforts of the U.S. Department of Education in the area of corrections education (Bruce M. Carnes) and characteristics of effective correctional schools (Jacqueline M. McMickens). The topic of the six presentations comprising the Assistant Secretaries Panel (Department of Education) is "Current Support and Projects in Correctional Education: Partnerships and Visions for the Future." The five presentations of the Directors of Federal Agencies Panel address "Federal Concerns and Support for Educating Offenders." Minutes of the meeting of State and Federal Directors of Correctional Education are presented. Abstracts are then provided for the 36 workshops. The abstract for each workshop provides title, presenter, abstract, target population, results of the workshop, and contact person. Representative topics include Chapter I, adult basic and vocational education projects, educational improvement through technology, Federal legislation, Women's Educational Equity Act, National Adult Literacy Initiative, vocational education discretionary programs, learning deficiencies, law-related education, effects of incarceration on parenting, grant writing, special education, library services, National Diffusion Network, transition programs, private sector involvement, correctional educator skills and characteristics, bilingual vocational education, women's vocational programs, and the Job Training Partnership Act. Appendixes contain listings of conference staff, presenters, and participants.   [More]  Descriptors: Adult Basic Education, Adult Education, Adult Vocational Education, Bilingual Education

Coca, Benjamin (1980). Actividades Para Padres: A Parent Handbook (Activities for Parents: A Parent Handbook). Thirty Mora, New Mexico parents attended a 13-session parent involvement workshop (The Mora Adventure) designed to help parents foster successful school experiences through non-school activities with their children. A parent involvement model was used as the basis of the workshop in which the parents developed more effective communication skills; learned more about Mexican American culture and New Mexico history; discovered, developed, and learned to use educational activities and materials in the home; gained a better comprehension of educational jargon; and learned to evaluate educational materials. The handbook contains a lesson plan outline for each of the 13 sessions which includes goals, necessary materials, and the organization of activities for the session. An additional section contains information for parents about reading, reading readiness, and reading skills such as word attack skills, dictionary use, determining sequence, and drawing inferences. Brief activities and suggested exercises are included for each area. The handbook briefly explains the aims and justification for bilingual/bicultural education. In addition, the handbook contains a glossary of 64 educational terms, a list of 88 abbreviations and acronyms, an extensive list of references, information on the "Coca" model for a parental workshop, and information about materials acquisition. Descriptors: Bilingual Education, Communication Skills, Educational Experience, Family Environment

Lectura y Vida: Revista Latinoamericana de Lectura (1998). Lectura y Vida: Revista Latinoamericana de Lectura. (Reading and Life: Latin American Reading Magazine). 1998. The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research…In Search of Effective Instruction for Whole Language" (Timothy Shanahan); Comprehension and Textual Production in the Second Cycle of E.G.B.: Strategic Methodology" (Maria Isabel Lopez); "Games and Their Educational Implications in the Teaching of Literacy" (Ignacio Dalton and James F. Christie); "Reading Quickly, Thinking Carefully" (Graciela Perriconi); "Full Text: A New Challenge for Reading-Writing Instruction" (Octavio Henao Alvarez); "Using the Library, Reading, and Working with Street Children in Honduras" (Luis Mendez); "Diversity and Continuity in Writing and Editing Situations in Kindergarten" (Maria Claudia Molinari); "The Evaluation of Writing in a School Context: Implications for Practical Pedagogy" (Stella Serrano and Josefina Pena); "Mezquital, Malintzi and Chichimecas Mission: Language Awareness in the Development of Bilingual Literacy" (Norbert Francis); "Latin American Identity in Caribbean Children's Literature" (Gerardo Torres); "Construction of Face: Experience of a Reading/Writing Workshop in Greater Buenos Aires" (Carolina Espinosa); "An Unsuspected Dichotomy: The Boundary between Spelling and Writing in the Beginning Literacy Period" (Celia Diaz and Emilia Ferreiro); "Phonological Awareness and Reading: Theory and Research on a Complex Relationship" (Angela Signorini); "Whole Language in Multicultural Bilingual Education: Implications for Bilingual Teacher Training in Ecuador" (Annelies Merkx and Rolando Pichun Seguel); "Writing in First and Second Languages: A Two-Language Process" (Amparo Clavijo and Esperanza Torres); "Phonological Awareness in Preschool Children: The Possibility of Omitting the First Section" (Monica Alvarado); "Commentary on the Thesis of Monica Alvarado" (Sofia Vernon); "Literacy and Discrimination" (Mirta A. Mosches de Kosiner); "Adriana and Independent Retelling of Her Favorite Stories" (Angeles Molina Iturrondo); "University Students as Producers of Texts: A Team-Teaching Experience" (Adriana Bono and Sonia de la Barrera); "Reading Together: A Project with Children Repeating First Grade in a Public School in Brazil" (Mercedes Cupolillo, Regiana Souza Silva, Shamia Socorro and Keith Topping); "Reading and Life 93-97: A Social and Library Study" (Ana Sola Villazon, Pedro G. Enriquez and Fabricio Penna). Book reviews and professional notes are also included in each issue.   [More]  Descriptors: Bilingual Education, Bilingualism, Childrens Literature, Classroom Techniques

Tucson Public Schools, AZ. (1976). Tucson Career Education Project. Tucson, Arizona, School District No. 1. First Funding Year, June, 1976. Final Project Performance Report. The project was designed to accomplish three major goals: to broaden occupational understandings of pupils K-12, to expand employment opportunities of minority youth dropouts or potential dropouts, and to develop long-term cooperation and communication between the school and community employers or agencies. Major project accomplishments fell into four categories: (1) changes in teacher attitudes toward career education, (2) changes in learner behavior, (3) specific products, and (4) activated processes and strategies. At the elementary level, emphases in five target schools were on curriculum infusion and career awareness. In junior high and high school, curriculum infusion and career awareness were carried on with teachers and in class groups. Other functions such as job survival, career exploration, counseling, and placement were accomplished in small groups. The dropout component required an individualized approach, but some job survival counseling occurred in small groups. Generally, the project objectives were attained. One project accomplishment was the training of teachers, administrators, and counselors in using infusion strategies and in assisting youth with career selection and goal-seeking. Also noted was the school personnel's accompany attitude shifts from negative/apathetic to positive. Minority youth, including dropouts, were provided with specialized assistance which had been otherwise unavailable. Bilingual career education materials were developed. Descriptors: Attitude Change, Bilingual Education, Career Awareness, Career Counseling

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