This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sheryl L. Santos, Bernard Spolsky, Kelley Bowers Laesch, Lois S. Steinberg, Virginia Streiff, Kristine Mercurio, Jenny Cook-Gumperz, Mike Donlin, Sharon Lapkin, and Sonja Novak-Lukanovic.
(1982). Teaching Mathematics, Science and Social Studies. Student Edition. Bilingual Education Teacher Training Packets. Packet 3, Series C. The teacher training materials contained in this manual form part of a series of packets intended for use in bilingual (Spanish-English) instruction by institutions of higher education, education service centers, and local school district inservice programs and address the content, methods, and materials for teaching effectively in the subject matter areas of mathematics, science, and social studies. Technical vocabulary is included and less commonly-taught information topics in science and social studies are presented. The manual's first section covers content development for bilingual social studies and features readings about the Spanish-speaking cultures, the Spanish language, and cultural and education needs of Americans of Spanish-speaking origin. Exercises for assessing intercultural knowledge, vocabulary, and bilingual and multicultural aspects are included. The second section features readings and exercises addressing teaching methods and strategies for the bilingual classroom. The third and last features readings, resources, and exercises regarding the development of English as a second language skills through social studies instruction. [More] Descriptors: Bilingual Education, Cross Cultural Training, Cultural Awareness, Educational Resources
(1992). The Seattle Public Schools Department of Transitional Bilingual Education and the Origins of the G-Step Program. Within the Seattle (Washington) public schools, potentially 1 out of every 5 students in any given classroom speaks a language other than English, and 1 in every 10 speaks little or no English. More than 75 different languages and dialects are spoken by students in the Seattle School District, with most languages being of Asian origin. However, there are relatively few language minority teachers or teachers trained in second language instruction available in the system. The Seattle Public School System, in response to requests from teachers and building administrators, has offered inservice workshops on second language instruction for several years. This paper describes the development of a two-year preservice teacher certification program, developed by the Seattle Public Schools in collaboration with Seattle Pacific University, to recruit minority and bilingual teachers. The program, the Graduate Secondary Teacher Education Program (STEP), is a part-time program which includes initial field experience and a 10-week full-day internship. A primary focus of this recruitment and training effort is the existing bilingual instructional assistants who work in the schools. The attachments to this paper include a fact sheet on STEP, instructional assistant survey forms, and demographic statistics of the language composition of Seattle School District's bilingual population. [More] Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers, College School Cooperation
(1974). A Model for the Description, Analysis, and Perhaps Evaluation of Bilingual Education. Navajo Reading Study Progress Report No. 23. The model attempts to map all relevant factors onto a single integrated structure and to suggest some of the interaction lines. Based on a hexagonal figure, each side represents a set of factors which may have a bearing on, or be affected by, the bilingual program's operation in a particular situation–psychological, sociological, economic, political, religio-cultural, and linguistic. A seventh set of factors are the educational ones. The model comprises three of the hexagons. Representing the total situation of a community before the program's introduction, the first hexagon includes any relevant socio-educational entity, ranging from a village or neighborhood through a school district, a geographically-focused ethnic group, province, region, or nation. The second one deals with those factors which are more or less controlled by the people administering the program, or which may be directly influenced by the program's operation–i.e., the sources of the program's basic needs, the constraints within which the administrators have to work, the program's contribution to the community, and potential reasons for the program's failure. The third hexagon sets out the program's effects which may be on the individual participant or on the community at large. This report discusses the model, exemplifies the various factors, and outlines the interrelations between factors within and between the hexagons. [More] Descriptors: American Indians, Bilingual Education, Community Involvement, Cultural Influences
(1980). Beyond Ethnography: Some Uses of Sociolinguistics for Understanding Classroom Environments. Bilingual Education Paper Series, Vol. 4, No. 3, October 1980. Recent directions in ethnographic study of classroom interaction are surveyed for the help they can give to an analysis of classroom language and conversation. Many studies emphasize that children's responses to school tasks are directly influenced by values learned at home and that these factors add to the complexity of communication in the classroom. Studies of the communication process are reviewed for their contribution to the exploration of the relationships between words, vocal and kinesic systems, and the interpretive procedures of participants in classroom conversation. Particular attention is given to studies of acquired contextualization conventions, that is, non-lexical and non-grammatical signaling of communicative intent, and to the way those conventions lead to interpretive differences in ethnically mixed settings or in interaction between children and adults. An example of an episode in a classroom is given to illustrate these conventions and the misinterpretation that can arise. It is suggested that the factors discussed may begin to provide a solution to the problem of what it is about school and classroom environment that leads some children to learn and others to fall behind. Descriptors: Children, Classroom Communication, Discourse Analysis, Elementary Education
(1988). Bilingual Education in Yugoslavia: Some Experiences in the Field of Education for National Minorities/Nationalities in Yugoslavia, Journal of Multilingual and Multicultural Development. Because Yugoslavia is a multinational, culturally pluralistic, and multilingual society, one of its educational aims is to develop the motivation for the equal use of its languages, so that the languages of national minorities/nationalities become appropriate instruments for communication in public and social life and are not restricted to usage in private life. Descriptors: Bilingual Education, Educational Policy, Foreign Countries, Language Attitudes
(1974). A Study of Programs for Pupils with English Language Difficulty in New York City Public Schools. Report on Bilingual Education. The purpose of this report is to explore what is being done, as well as what is not being done, for students who enter New York City schools with little or no understanding of English. The data provided in this report provided the basis for a class action suit which resulted in the establishment of the Pilot Schools bilingual program. The Community Service Society began to gather the available facts in connection with legislation introduced in the 1973 session of the New York State Legislature. Consideration of the proposed legislation required information on the kinds of programs the New York City Board of Education and Community School districts are providing for these pupils, the number of students being served, and the effectiveness of these programs. Major findngs derived from such data as Board of Education reports, interviews with administrators of programs for non-English speaking pupils in the New York City public schools, a content analysis of evaluations of selected bilingual programs, and observations of bilingual programs in city schools, include the following: (1) between 1971 (the date of the first published report on the Board of Education's language survey) and 1973, the proportion of pupils with English language difficulty increased from 8.9 percent to 12.9 percent of the total school enrollment, and (2) by 1973-1974, only about half of those with language problems were receiving special language instruction. Other findings are also highlighted. [More] Descriptors: Bilingual Education, Boards of Education, Disadvantaged Youth, Economically Disadvantaged
(1977). The Use of English and French Cloze Tests in a Bilingual Education Program Evaluation: Validity and Error Analysis, Language Learning. Some empirical data are presented concerning the use of cloze tests to measure children's proficiency in a bilingual educational program. The subjects were grade five students in their sixth year of a primary French immersion program. [More] Descriptors: Bilingual Education, Cloze Procedure, Elementary Education, English
(1984). A Spanish Language Fry-Type Readability Procedure: Elementary Level. Bilingual Education Paper Series, Vol. 7, No. 8. A readability formula for elementary Spanish instructional materials was developed by building on previous research, particularly in regard to the application of the Fry readability graph to Spanish language materials. The study began with the selection of average sentence length and number of syllables per 100 words as independent variables. Sample 100-word passages were selected from each grade level of ten different basal reader series used in the United States, Latin America, and Spain. The mean and standard deviation for average sentence length and number of syllables per passage were tabulated, and multiple regression analyses were performed for each series. Grade level was the dependent variable. A formula was derived from the analyses, and a readability graph was generated by computer to eliminate the computation and simplify use of the procedure. It is suggested that the formula and graph provide a procedure as convenient for Spanish as the Fry graph is for English, and that it can serve as a guide for writing elementary level instructional materials in Spanish and for teachers in selecting materials. Several tables detailing the data analysis are included in the text. [More] Descriptors: Content Analysis, Difficulty Level, Instructional Materials, Introductory Courses
(1981). Cloze in the Classroom with Notes on Needed Research. Bilingual Education Paper Series, Vol. 5 No. 3. The use of the cloze procedure by classroom teachers who are not extensively trained in testing in general or language testing in particular is discussed. Focal points are material selection for cloze; some technical aspects of construction and administration; insights about testing language students naive to cloze; reliability of cloze administered to small groups; and typical native speaker scoring patterns, which may suggest criterion ranges for nonnative speaker cloze score comparison. The information is drawn primarily from the work of graduate students who tested monolingual English speakers, Spanish/English bilinguals, and adult learners of English as a Second Language. General points and things to avoid in material selection for cloze are outlined for grades kindergarten through 6, high school grades, and adult classes. For the analysis of classroom cloze reliabilities, a chart indicates for each grade and section the number of items, the language, the administration mode, the number of subjects, the score type, and the reliability coefficients. Correlations of the cloze procedure with results of other achievement tests are also provided. Information on native speaker cloze scores is also given, including the frequency of word deletion, the language of the test, the test content, level of difficulty, number of items, score type, and mean scores in percentages. [More] Descriptors: Adult Education, Cloze Procedure, Elementary Secondary Education, English
(1981). Experimental vs. Non-Experimental Research on Classroom Second Language Learning. Bilingual Education Paper Series, Vol. 5 No. 4. Aims of classroom-centered research on second language learning and teaching are considered and contrasted with the experimental approach. Attention is briefly directed to methodological problems of experiments, such as controlling classroom events in various ways, and to conceptual weaknesses with study variables. In contrast, classroom-centered research, which involves observation, assumes that the description of classroom activities is a prerequisite to research on second language learning effectiveness and that formal instruction's contribution to language acquisition cannot be studied without measuring actual classroom activity. To illustrate the approaches employed by the experimental study and classroom-centered research, a hypothetical study about teacher correction of learners' errors is considered. Three vital roles played by nonexperimental investigations of the second language classroom are identified: (1) identifying variables whose importance for classroom learning should be investigated experimentally, (2) discerning the unique character of the second language classroom, and (3) developing new conceptualizations of the second language classroom. The view of the classroom largely guiding second language classroom research is that of an interaction between teachers and learners. Alternative views of the classroom have also arisen based on observation and analysis of the second language classroom. [More] Descriptors: Classroom Observation Techniques, Classroom Research, Error Analysis (Language), Experiments
(1989). Educazione bilingue precoce: Proposte per un "approccio educativo dinamico" (Early Bilingual Education: Suggestions for a "Dynamic Educational Approach"), Rassegna Italiana di Linguistica Applicata. Reports on two studies designed to prove three hypotheses: (1) five-year-olds can successfully learn a second language (L2); (2) early L2 learning has a positive effect on the development of children's cognitive and first language linguistic abilities; and (3) early L2 learning assists socio-economically disadvantaged children in overcoming learning deficits. (33 references) Descriptors: Bilingual Education, Child Language, Cognitive Ability, Cognitive Development
(1987). The Cloze Test as an Alternative Measure of Language Proficiency of Children Considered for Exit from Bilingual Education Programs, Language Learning. Assesses the validity of Language Assessment Scales (LAS) and a cloze test in measuring language proficiency. The LAS and two written cloze passages were administered to 28 Mexican-American third graders enrolled in bilingual classes. The cloze test correlated significantly only with the California Test of Basic Skills. Descriptors: Achievement Tests, Bilingual Education Programs, Bilingualism, Cloze Procedure
(1992). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Transitional Bilingual Education Grant. Final Evaluation Profile. OREA Report. The Career Awareness Program for Bilingual Haitian and Hispanic Students (CAP) in New York City was designed to provide these high school students of limited English proficiency with instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects taught bilingually. It also was intended to provide students with personal counseling, tutoring, and orientation to American education and culture. The design also included plans for parent outreach activities. The project enrolled 365 students. Of these, 287 were Haitian and 32 spoke Spanish as primary language. For the most part, the project carried out activities proposed in its design. The project met its objectives for guidance and counseling, career conferences, and staff development, but did not meet its objectives for ESL, NLA instruction in Haitian, and attitude toward school. Objectives for staff awareness of pupil needs and problems and for parental involvement could not be evaluated due to lack of data. Recommendations are made for program improvement, especially in English language and NLA, and improved program evaluation. Appendixes discuss data collection and analysis and instructional materials. [More] Descriptors: Bilingual Education, Career Awareness, Cultural Awareness, English (Second Language)
(1974). An Evaluation Report of the Bilingual Education Project of the Stockton Unified School District, Stockton, California 1973-1974. An evaluation of one school district's bilingual-bicultural program indicated, overall, that the Spanish-based students are receiving greater benefit than the English-based pupils. This might be remedied if more bilingual instruction were given. The program operates in two elementary schools, grades K-6; the report includes materials stating performance objectives and teaching methods for each grade in several subjects. Tables record students' achievement in performance objectives in each language. The instructional materials used are listed and evaluated; it is felt that greater sequencing of materials is needed. The teaching staff is gauged, and 36 of 38 classrooms had either a bilingual teacher or a bilingual aide. Parents, students, and teachers were questioned regarding their assessment of the program. Parents and teachers both felt more communication between them was necessary, and students were generally supportive of teachers' efforts to help and understand them. It was specified that the program managers should give more attention to curriculum development, sequencing of course content, organization of effort, and provision of personnel. The evaluation includes a summary and recommendations for the program. [More] Descriptors: Academic Achievement, Behavioral Objectives, Biculturalism, Bilingual Education
(1992). Effective Transition (Project E.T.), Final Evaluation Profile. Transitional Bilingual Education 1991-92. OREA Report. Students from Lafayette High School and Pershing Intermediate School in Brooklyn, New York who were of Spanish and Cantonese linguistic backgrounds (and who scored at or below the 40th percentile on the Language Assessment Battery) received intensive instruction in English-as-a-Second-Language (ESL) and native language arts (NLA) in Spanish or Cantonese. Although only 73 students were enrolled in the project, data is provided for a greater number of students. Instruction in math, social studies, science, and computer science was provided in Spanish or Cantonese. Teachers, students, and consultants designed, assembled, and tested a series of science modules; curriculum and staff development components focused on improving the hands-on, process, and concept-based scientific experiences. The project met its objectives for Chinese NLA, content area subjects, the career education objective for the organization of a career conference and advisement, attendance rates, dropout prevention, and parental involvement. The project did not meet its objectives for ESL, staff awareness of pupil needs and problems, and staff development. Data collection and analysis methods and instructional materials are appended. [More] Descriptors: Bilingual Education Programs, Cantonese, Career Education, Dropout Prevention