Bibliography: Bilingual Education (page 392 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert M. Worthington, Leah Fabiano-Smith, Jessica A. Barlow, Carlos J. Ovando, Thomas J. Moore, James R. Yates, Kristina Lindborg, Marilyn J. Johnson, Ralph Gardner, and Concord. New Hampshire State Dept. of Education.

Lindborg, Kristina; Ovando, Carlos J. (1977). Five Mexican-American Women in Transition: A Case Study of Migrants in the Midwest. Focusing on four Mexican American women from migrant farmworker backgrounds and one woman recently immigrated from Mexico, the study explored the attitudes and experiences of the Mexican American culture considered important by Mexican American migrant women themselves. Extensive open-ended interviews, conducted mostly in the women's homes, were used to gather data on such aspects of life as courtship, love, marriage, motherhood, women's rights, and education. Through these autobiographical case studies, data about key aspects of Mexican American womanhood were revealed with an effort to identify differences between ideals and reality and how the women dealt with cultural contradictions: (1) growing up–early adult responsibility conflicting with strong parent protection of"weak" female; (2) symbolic events, i.e., fifteenth birthday party and church wedding; (3) machismo and the double standard–women did not view themselves as helpless victims; (4) motherhood–basic to womanhood but belonging within viable family unit, mother as a change agent via education of children; (5) decision making and economic concerns; (6) women's roles and impression management; (7) ethnic identity and socioeconomic structures. Educational implications stressed nontraditional approaches, bilingual/bicultural education, and awareness of diversity within a culture. Descriptors: Attitudes, Case Studies, Children, Cultural Background

New Hampshire State Dept. of Education, Concord. (1977). New Hampshire State Plan for Career Education. Planning Years: 1976-77 & 1977-78. Implementation Years 1978-83. Two hundred representatives from the community, special interest groups, and the educational field cooperated in writing a preliminary state plan for career education focusing on the following problems: high unemployment rate of society's untrained youth, the diminished ability of the job market to absorb unskilled workers, lack of trained persons to fill industrial jobs, and the need for career and vocational counseling to reach adults as well as students. This document outlines these and other problems and seeks to suggest ways to solve them. The first five sections cover final development of the state plan (advisory committee, employment of staff, operational funds), statewide orientation to career education, state training for career education (inservice and preservice for educators and guidance personnel and inservice for parents and community), program development, interstate and intrastate communication and resource exchange, and the steps involved in program assessment and evaluation. The major portion of the document consists of summary reports of career educational goals developed by working committees in the following subareas: community (small business, large business, human services, fraternal organizations, media/public relations, humanities and arts, environment/energy, military and government, manpower/labor); special interests (special needs and disadvantaged, sex role stereotyping, urban/rural exchange, adult information services, bilingual/bicultural); education (preschool/day care/kindergarten, elementary/secondary, postsecondary/junior college, higher education, teacher education, and counselor education). Descriptors: Career Education, Community Involvement, Educational Needs, Educational Objectives

Fabiano-Smith, Leah; Barlow, Jessica A. (2010). Interaction in Bilingual Phonological Acquisition: Evidence from Phonetic Inventories, International Journal of Bilingual Education and Bilingualism. Purpose: To examine how interaction contributes to phonological acquisition in bilingual children in order to determine what constitutes typical development of bilingual speech sound inventories. Method: Twenty-four children, ages 3-4, were included: eight bilingual Spanish-English-speaking children, eight monolingual Spanish speakers, and eight monolingual English speakers. Single word samples were obtained to derive phonetic inventories. After Dinnsen, Chin, Elbert and Powell for English and Catano, Barlow, and Moyna for Spanish, the children's inventories were assigned to one of five levels of complexity. Levels were compared for similarities and differences within bilinguals and between monolinguals and bilinguals. Inventories were examined for evidence of interaction in the form of phonological transfer. Results: Bilinguals had phonetic inventories that were commensurate in complexity with monolinguals. Bilingual children acquire two inventories in the same amount of time that monolinguals acquire one, and with the same level of complexity. Evidence of transfer occurred from English to Spanish and vice versa. Implications: These findings are useful for the differentiation of language difference from disorder and aid in avoiding underdiagnosis of speech sound disorders. Although bilingual children maintain separation of phonological structures, a low level of interaction between their two languages exists.   [More]  Descriptors: Phonetics, Phonology, Monolingualism, Bilingualism

CAMPA, ARTHUR L. (1963). CULTURAL VARIATIONS IN THE CULTURES OF THE SOUTHWEST. THERE ARE MANY POINTS OF CONTACT WHERE THE SPANISH AND ANGLO-AMERICAN SOUTHWESTERN CULTURES NOT ONLY ACCEPT EACH OTHER, BUT RECOGNIZE VIRTUALLY INTRINSIC VALUES. IN CASES WHERE THE TWO CULTURES ARE APART THEY ARE NOT INIMICAL EXCEPT AMONG INDIVIDUALS WHO HAVE LOST THE VALUES OF BOTH CULTURES. THE PROBLEM IS HOW TO BRING THE CULTURAL POLES TOGETHER. THE STARTING POINT IS FOR BOTH CULTURES TO KNOW AND UNDERSTAND THEMSELVES. THEY WILL THEN BE IN A POSITION TO KNOW EACH OTHER AND ACHIEVE MUTUAL UNDERSTANDING AND ACCULTURATION. BEFORE CULTURES CAN REACH APPROXIMATION THEY MUST BE AT THE SAME LEVEL. IN THIS CASE, THERE IS A GREAT DIFFERENCE BETWEEN A SPANISH FOLK CULTURE AND AN ANGLO COMPLETE SOCIETY. A DRAWING TOGETHER OF THE TWO CULTURES IS SIMPLER IN RURAL AREAS THAN IN URBAN SOCIETY, WHICH ENFORCES STANDARDS OF FINANCIAL SUCCESS, CLEANLINESS, STATUS, EFFICIENCY, THOROUGHNESS, SPEED, CIVIC MINDEDNESS, MATERIALISM, AND GROWTH AND CHANGE WHICH ARE DIFFICULT FOR THE NON-AMERICAN TO ADAPT TO. THE CONFIGURATIONS OF URBAN SOCIETY WITH ALL VIRTUES AND DEFECTS SHOULD BE UNDERSTOOD, FOLLOWED BY AN ANALYSIS OF FOLK CULTURE. EVENTUALLY, MUTUAL ACCEPTANCE THROUGH KNOWLEDGE AND UNDERSTANDING MAY BE ACHIEVED. THIS PAPER WAS PREPARED FOR AND DELIVERED AT THE BILINGUAL-MIGRANT EDUCATION WORKSHOP, JULY 18, 1963. Descriptors: Cultural Awareness, Cultural Exchange, Cultural Influences, English

Johnson, Marilyn J. (1991). American Indians and Alaska Natives with Disabilities. American Indian and Alaska Native children with special needs experience the same ineffective and inefficient services as other minority language children. This paper discusses the special needs of Native children, assessment and curriculum issues, and recommendations for improvement. It provides statistics for various categories of handicaps and for Native preschool children, school-aged children, and adults. Some conditions affecting Native children at high rates are described: learning disabilities, fetal alcohol syndrome, communication disorders, hearing impairments, and meningitis. Support for the education of disabled persons has been secured through legislation, particularly P.L. 94-142, which outlines procedures for screening, referral, assessment, placement, and staffing. Nevertheless, assessment practices have been criticized. Particularly relevant for Native students are criticisms related to cultural and linguistic test bias, the creation of self-fulfilling prophecies, and the widespread use and misuse of standardized tests. Alternative assessment practices include academic task analysis, pluralistic assessment, culture-fair procedures, an advocacy-oriented model, and addition of a sociocultural dimension. Curriculum issues and recommendations are related to bilingual special education, the Regular Education Initiative, early childhood education, reading instruction, mathematics instruction, and functional life skills. Also discussed are teacher shortages, parent and community involvement, the need for preschool programs, and future Native programming needs. This paper contains over 150 references.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indians, Curriculum Development

Moore, Thomas J., Ed.; And Others (1981). Communicating with Mexican Americans: Por Su Buena Salud = Communicando Con Mexico Americanos: For Their Good Health. Proceedings of the Conference (Houston, TX, September 13-14, 1979). The conference focused on the role of the Mexican American's cultural language, tradition, life style, health practices, and media utilization in the design of effective health education and information programs. Representing various local, state, and national health, education, and media organizations, the 108 participants attended sessions on sociocultural factors, health values, and perceptions affecting health communication, and use and evaluation of media in disseminating health information. Each session consisted of a keynote address, three or four related research presentations, and a workshop session. Workshop participants used a health communications methodology to complete a case study which involved the design of a model health communications campaign to educate the Mexican American community about services provided by a health maintenance organization for cardiovascular disease. A media critique session provided participants with guidelines for content and production which should be considered in designing health communication materials. Topics of the research presentations included the determination of Hispanic knowledge, attitudes and practices related to cancer for the purpose of education programs; alternative methods of presenting bilingual health education messages; and a videotape package to reach Hispanics with cancer health education. This report contains the keynote and research presentations, workshop results, conference evaluation and evaluation questionnaire, media critique forms, and the case study.   [More]  Descriptors: Audiovisual Aids, Bilingual Instructional Materials, Cardiovascular System, Case Studies

Ortiz, Alba A.; Yates, James R. (1988). Characteristics of Learning Disabled, Mentally Retarded, and Speech-Language Handicapped Hispanic Students at Initial Evaluation and Reevaluation. The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the results of a series of studies on the identification and placement of limited English proficient (LEP) Hispanic students. Research findings relate to the referral, assessment, and placement of LEP students in programs for the learning disabled, mentally retarded, and speech and/or language handicapped. Policy and practice implications of the findings include: the requirement that language assessment (both English and native language) precede other assessments; recognition that the handicapped child must be handicapped in his/her native language, not merely in English; necessary adaptations of assessment procedures and instruments should be documented in the student's records; recognition that scores obtained on assessment instruments for this population often indicate minimal rather than maximal abilities; assessment personnel must be fluent in the student's dominant language; instructional adaptations must be appropriate for different cultures and languages; bilingual special education personnel are needed to serve language minority students; and regular education needs to recognize its responsibility in improving the achievement of language minority students.   [More]  Descriptors: Disabilities, Educational Policy, Educational Practices, Elementary Secondary Education

Worthington, Robert M. (1985). Vocational Education Opportunities. Vocational education is a key to the education of the future, as the schools absorb more responsibility for preparing students to enter a rapidly expanding job market. Although there are great visions for the future of vocational education, there must be concern for daily details of financial management, personnel motivation, and administrative planning. The Carl D. Perkins Vocational Education Act is being implemented. The U.S. Department of Education is providing assistance in its implementation through the ADVOCNET electronic mail network in lieu of expensive travel. In the implementation of the Act, there are five key areas for regulations: (1) vocational education improvement, innovation, and expansion programs; (2) excess costs requirements for funding handicapped and disadvantaged student programs; (3) state administration–7 percent allocation; (4) expenditure formulas for programs for limited-English-speaking persons; and (5) Title III Consumer and Homemaking Education and Guidance and Counseling programs. Another key concern is the Federal budget. Some priorities for discretionary projects funding include bilingual vocational education, programs for Indians and Hawaiians, the correctional education program, the National Center for Research in Vocational Education, and the Curriculum Coordination Center. The key to all of these activities is industry-education partnerships. This is a time of great opportunity for education, time to go forward with not only the three R's but also the three C's–content, character, and choice.   [More]  Descriptors: Economic Development, Educational Finance, Educational Innovation, Educational Trends

Inequality In Education (1976). Migrant Education. Three articles describe the lifestyle of the children of migrant agricultural workers. First, Jose A. Cardenas provides an overview of education for migrant children. He notes academic performance deviations and underachievement resulting from their educational programs. Cardenas describes poor staffing, frequent segregation, curricula incompatible with migrant life, and the dysfunctional response of the educational system to the problem of migrant education. Second, Mark Masurofsky reports on migrant programs under Title I of the Elementary and Secondary Education Act. He outlines basic legal requirements including eligibility for migrant children only, funding to coordinate state and district migrant programs, and programs coordinated with migrant programs under Title III B of the Economic Opportunity Act. Masurofsky also discusses three persistent problems: failure to identify and serve migrant children, failure to design adequate and lawful educational programs, and failure of adequate administration of Title I migrant programs. Third, Cassandra Stockburger discusses laws governing child labor in agriculture. She explores the connection between the legislation and its enforcement and the limited educational opportunities of migrant children which result from a high dropout rate and gaps in age/grade equivalencies despite expressed parental support. Finally, she discusses opposing viewpoints about child labor. A final section provides commentary on corporal punishment, sex discrimination, bilingual/bicultural education, and disciplinary exclusion.    [More]  Descriptors: Academic Achievement, Child Labor, Child Welfare, Curriculum

Inter-American Foundation, Arlington, VA. (1994). Inter-American Foundation: '94 in Review, October 1, 1993 to September 30, 1994. This report summarizes 1994 activities of the Inter-American Foundation (IAF), an independent agency of the U.S. government. The IAF promotes equitable, responsive, and participatory self-help development in the Caribbean and Latin America by awarding grants directly to local grassroots organizations, as well as to larger organizations that provide local groups with credit, technical assistance, training, and marketing services. Going beyond direct funding, the IAF has launched special initiatives through which nongovernmental organizations can pressure governments and private businesses to allocate more resources to sustainable grassroots development, and can decrease dependence on foreign aid by drawing on local public- and private-sector resources. Of $24.7 million in new IAF grants, 36 percent supported food and agricultural projects; 25 percent funded education and training; 19 percent supported small enterprise development; and the remainder funded projects related to research and dissemination, ecodevelopment, housing, cultural expression, and health. Educational funding covered such areas as animal husbandry, health education, nutrition, organizational development, business and project management, literacy education, agricultural education, natural resource management, vocational training, bilingual/intercultural education for indigenous peoples, cultural education, teacher education, computer literacy, and instructional materials development. This report briefly describes approximately 330 grants awarded in 1994, provides lengthier descriptions of four model development programs, lists foreign graduate students awarded fellowships to study in the United States, lists fellows and titles of their field research on grassroots development projects, lists IAF publications and videos, and summarizes financial information. Includes many photographs.   [More]  Descriptors: Adult Education, Agency Role, Community Action, Economic Development

Center for Applied Linguistics, Arlington, VA. (1976). Handbook for Staff Development Workshops in Indian Education. The concern of Indian communities for quality education and their insistence on community control of their schools makes school staff development vital. The strategy for staff development outlined in this handbook gives a community one way to make an instant response to staff needs. Workshops place school staff in a stronger position to work with students and communities and their educational problems. Nine chapters cover the following topics: (1) Why a workshop for staff development in Indian education is needed – advantages and alternatives; (2) Planning, establishing needs, objectives, format, proposal and budget; (3) Site selection; (4) Participant selection-qualifications, workshop continuity, application procedures; (5) Selecting the staff – types of staff, qualifications, resident and visiting staff; (6) Workshop content: language and language arts; Indian culture and education; curriculum and materials development; enrichment areas; place of linguistics in workshop curriculum; (7) Workshop schedule; (8) Resource materials; and (9) Evaluating the workshop. Appendices furnish information on interest groups and resource centers, questionnaires for workshop evaluation, and guidelines for preparation and certification of teachers of bilingual/bicultural education.   [More]  Descriptors: Administrator Guides, American Indian Education, American Indians, Bilingual Teacher Aides

Wodniecka, Zofia; Craik, Fergus I. M.; Luo, Lin; Bialystok, Ellen (2010). Does Bilingualism Help Memory? Competing Effects of Verbal Ability and Executive Control, International Journal of Bilingual Education and Bilingualism. Two studies are reported that explore the effect of bilingualism on memory performance. Following previous reports of a bilingual advantage in executive control that sometimes shows a greater advantage in older adults, we compared younger and older monolinguals and bilinguals on a memory paradigm that yielded separate measures of familiarity and recollection. As expected, there were no consistent effects in familiarity, but there were age and language differences in recollection, a measure reflecting executive control. Younger adults were superior to older adults on this measure, but there was minimal support for a bilingual advantage in the younger group. Older bilingual adults did show such an advantage, especially on non-verbal tasks. The results provide some initial evidence for the interrelations among processing abilities, types of material, bilingualism, and aging in assessments of memory performance.   [More]  Descriptors: Familiarity, Memory, Memorization, Verbal Ability

Gardner, Ralph, III, Ed.; And Others (1994). Behavior Analysis in Education. Focus on Measurably Superior Instruction. This book was written to disseminate measurably superior instructional strategies to those interested in advancing sound, field-tested educational practices. Part 1 contains chapters that give two views of the future of behavior analysis in education, while part 2 focuses on promoting applied behavior analysis. Part 3 addresses issues in early childhood education, and part 4, the longest section, contains 11 chapters that deal with measurably superior instructional practices for school-age children. Part 5 addresses transition intervention and adult learners, and Part 6 integrates behavior analysis into educational and public policy. Several of the highlighted programs in Parts 3 and 4 deal with disadvantaged students in urban areas. Chapter 10 considers reading instruction for low-income children in an urban area, and Chapter 14 considers the programs of Morningside Academy and Malcolm X College in Chicago (Illinois). Chapter 17 considers the ecobehavioral assessment of bilingual special education and contains remarks on an urban pilot study. Chapter 24 (Part 5) concentrates on high-risk black college students and offers an alternative approach for their success. References follow each paper. Descriptors: Adult Education, Disadvantaged Youth, Early Childhood Education, Educational Policy

Hutchison, Mary Ann; And Others (1986). Strengthening Head Start Families: Reducing High Risk through Mental Health Prevention/Intervention (MHP/IP). Overview and Final Report. The Mental Health Prevention/Intervention Project (MHP/IP) was designed to provide and assess comprehensive and effective mental health services to Head Start children, parents, families, and staff. Sponsored by the Latin American Civic Association (LACA) in Los Angeles, the 14-month intervention was implemented and assessed on three levels: (1) staff training and consultation; (2) parent education and involvement; and (3) in-house mental health treatment services, including short-term psychotherapy. A comprehensive needs assessment survey was conducted to provide a profile of the Head Start families served by LACA. Out of 960 children and families in the program, 845 survey questionnaires were completed and returned. A follow-up questionnaire was completed later in the year on a sample of 220 families. Head Start teachers were trained to promote children's emotional development and social competence and to identify problems with the potential for long-range damaging effects. Bilingual parent education provided training to support parents as the primary educators of their children and to increase parent involvement in LACA Head Start activities. A team approach to mental health treatment encouraged parent involvement and teacher participation. Concluding remarks suggest that the success of the MHP/IP model warrants replication in other Head Start settings. Related materials are appended, including instruments and samples of treatment case summaries.   [More]  Descriptors: Identification, Inservice Teacher Education, Intervention, Interviews

Langager, Mark (2010). Childhood Academic Language Environments of Japanese Sojourners: A Principal Components Analysis Study, International Journal of Bilingual Education and Bilingualism. This paper is an exploratory study of the childhood academic language environments (CALEs) of bilingual Japanese expatriate students. Student (n=28) and parent (n=67) surveys were adapted from the Life History Calendar (Caspi et al. 1996) to gather retrospective CALE data at a Japanese-English bilingual high school. Principal Components Analysis was conducted to derive three underlying CALE components, each representing educational intervention strategies. These three components were comprised of primary loadings that depict the respective aspects of the Japanese transnational experience with their children's supplementary education during their overseas sojourns and reveal families' needs for: L1 maintenance communities, L2 acquisition support, and a means to convert their children's bilingual skills into academic credentials that are adequate for both L1 and L2 contexts. Principal components were thus interpreted as sojourning families' three approaches to environmental structuring: a Japanese Cultural Community Approach, a Quasi-Bilingual Approach, and a Japanese Test-oriented Approach. Implications are drawn, both for the sojourning community and for future research needs.   [More]  Descriptors: Academic Discourse, Credentials, Research Needs, Intervention

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