This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Paul King, Mary Spencer, Paul Rosier, Carolyn Kessler, Eva King, Wayne Holm, Ray T. Clifford, Dale L. Lange, Barbara Deane, and Lowrie A. Fraser.
(1979). Auxiliary Personnel in the Bilingual Classroom – (Bilingual Education Design – A Teacher Training System). Description of Teacher Inservice Education Materials. Summary Information. The learning module described is designed for bilingual teachers who want to improve skills at training bilingual teacher aides. The product is presented in both English and Spanish. The scope and sequencing of topics in the four modules composing the entire package is outlined. The activities and resources involved in the use of the module are described. Ordering information for materials and a critique of the module are also included. Descriptors: Bilingual Education, Bilingual Teacher Aides, Inservice Teacher Education, Instructional Materials
(1979). An Individualized Multi-Media Bilingual Education Magnet Model. Evaluation of the Second Year, 1977-1978. Report 7965. Title VII Project. The second year of an individualized multimedia bilingual magnet school project for non-English speaking background students in Philadelphia was evaluated. Approximately 275 students participated in programs at two sites. Bilingual multimedia learning centers containing materials for individual and small-group instruction and computer terminals for computer-aided instruction were formed at each site. Students from Korean, Spanish, Portuguese, Chinese, French, Italian, and Vietnamese speaking backgrounds were provided bilingual instruction as well as instruction in English as a second language. Improvement in English aural comprehension, English reading scores, English speaking skills, Spanish reading scores, attendance, and retention in school were comparable to or greater than those of comparison groups. [More] Descriptors: Attendance, Bilingual Education Programs, Chinese, Elementary Secondary Education
(1983). Psycho-Social Dynamics in Second Language Acquisition: A Case Study of Vietnamese Brothers. Bilingual Education Paper Series Vol. 7 No. 3. For second-language learners, the narration of highly personal experiences that entail strong affective relations relies on the conceptual processes underlying language. Relating personal narratives in a second language may be a highly successful communicative use of language even though extensive linguistic information for that language is lacking. Expression of the conceptual aspect becomes critical. A comparison of the narrations by two Vietnamese brothers of their departure from Vietnam and their development of a new life in the United States indicates the powerful role of psychosocial dynamics in second language acquisition, which can set up either positive or inhibiting conditions for second language development. The use of spoken personal narratives that draw on the dynamics of immigration and resettlement appears to be an indicator of active engagement of second language acquisition processes. Findings suggest that second language acquisition researchers and practitioners should look beyond the acquisition of forms and functions to gain further insight into the acquisition process. [More] Descriptors: Acculturation, Asian Americans, Bilingual Education, Discourse Analysis
(1979). Affective Growth: Pupil and Teacher–(Santa Cruz Bilingual Education Design– A Teacher Training System). Description of Teacher Inservice Education Materials. The described inservice teacher education materials are designed for teachers at all levels in bilingual classrooms who wish to develop childrens' interest in enhancing their awareness and ability to deal with cultural diversity. The contents of the modules used in this program are outlined, and activities and resources involved in their use are described. Ordering information for materials is provided, and a critique of the product is included. Materials are presented in both English and Spanish. Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Inservice Teacher Education
(1980). The Rock Point Experience: A Longitudinal Study of a Navajo School Program (Saad Naaki Bee Na'nitin). Bilingual Education Series: 8. Papers in Applied Linguistics. Conducted from 1975 to 1977, this reading achievement study examined the effects of initial literacy in Navajo on later reading in English and the effects of initial arithmetic instruction in Navajo on later arithmetic instruction in English by comparing two groups of Navajo students, both of whom began school essentially monolingual in Navajo. The bilingual group consisted of students from Rock Point Community School who had first been taught to read in Navajo and then, at the second grade level, had also been taught to read in English. The second group consisted of students from a selected sample of BIA schools who had been taught to read in English only in English as a Foreign Lanugage (EFL) direct method programs. The study utilized existing programs in carefully selected schools. Students who had received bilingual instruction scored higher on standardized achievement tests than did students at comparable schools who had received English-language-only instruction and better than earlier Rock Point students who had received English-language-only instruction. Also, the bilingual students who were taught arithmetic in Navajo and English until the end of the second grade had significantly higher mean scores on the Total Arithmetic subtests than did the EFL direct method group at grades above the fourth. The major portion of the monograph consists of Appendix A, which describes other related studies and Appendix B, which details the Rock Point Study's methodology, findings of the study, and a statistical analysis. [More] Descriptors: American Indian Education, American Indians, Bilingual Education, Bilingual Students
(1980). Transitional Bilingual Education Project. Title VII of the Elementary and Secondary Education Act. A Final Project Report, 1979-80. Report No. 14-3. This is the final project report for the Transitional Education Project, conducted in Atlanta, Georgia, public schools in 1979-80. A program description is followed by a section that charts changes in students' attitudes toward school and lists program objectives in the areas of English and Spanish language ability and advancement in core curricula materials. Staff development and teacher inservice training efforts are outlined. Parent advisory council and community liaison activities are also covered. Conclusions and recommendations for program improvement are presented at the report's end. Appended are a list of project personnel, a list of instructional materials for bilingual classes, and sample student attitude and evaluation questionnaires. [More] Descriptors: Bilingual Education, Community Involvement, Elementary Education, English (Second Language)
(1976). The Bilingual Education Mandate: It Says Schools Must 'Do Something,' Must Do It Soon–and Probably Must Find the Money to Get It Done, American School Board Journal. It is unclear what kinds of bilingual programs schools will be mandated to provide and the sources of funding are also unclear. Descriptors: Bilingual Education, Court Litigation, Educational Finance, Elementary Secondary Education
(1974). A Final Evaluation Report for the Five Years of Operation (1969-1974) [of the Bilingual Education Program in Greenville, New Hampshire]. This is a final report on a five-year (1969-74) bilingual program in Greenville, New Hampshire. An introduction describes the predicament of the Francophone student and early flaws in the program. Chapter 2 describes the program in terms of French and English instruction, materials development, staff development, community involvement and management. Chapter 3 describes procedures and results of the program evaluation. Chapter 4 describes the formation and functions of a coordinating unit to assist and service all of the ESEA Title VII French/English bilingual projects in the United States in needs assessment, materials and staff development, and dissemination. An appendix contains a list of consultants and news articles about the program. Descriptors: Bilingual Education, Bilingual Schools, Curriculum Development, Curriculum Evaluation
(1980). Testing in Foreign Languages, ESL, and Bilingual Education, 1966-1979: A Select, Annotated ERIC Bibliography. Language in Education: Theory and Practice, No. 24. Documents and articles on second language testing that were included in the ERIC data base from 1966 through 1979 are covered in this bibliography. Each of the approximately 1600 entries is identical to a document resume that appeared in "Resources in Education" or "Current Index to Journal in Education" during that period. The bibliography is indexed by subject and author. Most of the documents cited are not actual tests but reports on such subjects as the application of specific testing theories and the evaluation of testing methodologies. Conference papers, institutionally sponsored studies, and monographs are among the document types included. Although the documents cited deal principally with second language testing, many are applicable to language testing as a whole. [More] Descriptors: Annotated Bibliographies, Bilingual Education, English (Second Language), French
(1980). A School and Home-Based Bilingual Education Model (Grades 3-6): End-of-Year Evaluation Report, 1979-80 (Fifth-Year Evaluation Study). A Clovis, New Mexico, project designed to develop over five years a model English-Spanish bilingual program for limited English proficiency students from nursery school through grade 6 did not fully meet its objectives during the 1979-80 school year, the project's fifth and final year. One hundred forty students enrolled in grades 3-6 in two Clovis schools were involved in the 1979-80 project. The evaluation used pretest and posttest scores on three subsets of the Comprehensive Test of Basic Skills and three sets of scores on the Developmental Profile to measure student achievement in the areas of language arts, mathematics, reading, self-concept, and favorable emotional development. Language arts objectives were achieved by grades 3 and 4 and mathematics objectives by grades 3, 4, and 5, but reading objectives were not met by any grade level. Despite some growth in self-concept at the third grade level, projected growth in self-concept did not occur at any level. Grade 6 students showed no significant growth in any measured area. For all grade levels it was recommended that additional remedial reading assistance be provided and that the curriculum be modified to include a program to aid in the improvement of student self-concept. Descriptors: Academic Achievement, Bilingual Education, Demonstration Programs, Elementary Education
(1972). Language-Through-Literature; A Literary Language/Language Arts Program for Bilingual Education, ESL and Other Activities in Early Childhood. Books 1 and 2. This language-through-literature program is designed to be used as a native language program (language arts/reading readiness), as a second language program, or as a combined native and second language program in early childhood education. Sequentially developed over the year and within each unit, the program is subdivided into 14 units of about two weeks duration each. Each daily lesson is 15 to 20 minutes long and is planned for maximum participation by children and a high degree of individualization. The two volumes include 130 lessons focused around 12 selections of childhood literature, 5 lessons of language arts activities for special occasions such as holidays, and about 15 review lessons. The make-up of each story unit provides an introduction outlining the rationale and aims of the unit; suggestions pertaining to the particular unit, such as illustrations, sound effects, and realia; the text of the story and the text and music of the related songs and games in English, Spanish, and Chinese, with samples in French, German, Japanese, and Portuguese; daily lesson plans providing the structure necessary for language development and maximum freedom for the teacher; a set of slides; and a set of master tapes in English, Spanish, and Chinese. [More] Descriptors: Bilingual Education, Books, Childrens Literature, Curriculum Guides
(1982). Foundations for Evaluating Bilingual Programs, Packet 3. Bilingual Program Planning, Implementation, and Evaluation, Series A. Teacher Edition. Bilingual Education Teacher Training Packets. This teacher's edition of training materials on bilingual program planning, implementation, and evaluation focuses on foundations for evaluating bilingual programs. The guide is part of a series directed at bilingual educators and intended for use in institutions of higher education and inservice teacher education programs. Training objectives, a pretest and posttest, suggested training procedures, and instructional activities and materials are included. Among the topics covered are (1) planning and organizing a bilingual program evaluation, (2) the evaluation team, (3) evaluation objectives, (4) establishing evaluation questions and methodologies, (5) collecting and analyzing evaluation evidence, and (6) using evaluation results. [More] Descriptors: Bilingual Education Programs, Bilingual Teachers, Evaluation Methods, Instructional Materials
(1983). A Comparative Analysis of Oral Reading Miscues Made by Monolingual versus Bilingual Students. Bilingual Education Paper Series. Vol. 7 No. 5. Using an adaptation of a miscue taxonomy developed by Cziko, a study compared the reading performance of: (1) English-monolingual and bilingual third-grade students reading in English; (2) Spanish-monolingual and bilingual third-grade students reading in Spanish, and (3) bilingual third-grade students reading in Spanish and English. The subjects were 23 children attending integrated schools in two school districts in Illinois. The oral reading samples were collected using videotape. The miscue coding system used for analysis was adapted by adding or deleting categories as needed, according to the study's purpose and the characteristics of the Spanish language. Interrater reliability was calculated to ensure that the categories were reliable and that the coders understood the categories and coded them properly. Results show that by third grade, children are still using mainly graphic rather than contextual information while reading. A trend toward increasing the use of contextual constraints was found that seemed to be consistent with an interactive view of reading. In general, it was found that English-monolinguals used more contextual information than either the Spanish-monolingual readers or the bilingual subjects. The results raise the question of when second-language reading should be introduced to bilingual children: at the same time as first-language reading or after considerable development of first-language reading skills. Further research on the transfer of skills from first to second language is also needed. [More] Descriptors: Bilingual Education, Bilingualism, Comparative Analysis, English
(1979). Instructional Management in the Bilingual Classroom – (Santa Cruz Bilingual Education Design – A Teacher Training System). Description of Teacher Inservice Education Materials. The described teacher inservice training materials are designed for the use of elementary teachers who wish to develop teaching strategies and organizational skills in bilingual classrooms. The contents of the learning modules in this instruction program are outlined, and the activities and resources involved in their use are described. Ordering information for the materials is provided. A critique of the overall program is included. Descriptors: Bilingual Education, Classroom Environment, Classroom Techniques, Cognitive Style
(1978). The Legal Status of Bilingual Education in America's Public Schools: Testing Ground for a Statutory and Constitutional Interpretation of Equal Protection, Duquesne Law Review. Reviews the setting of the "Lau" decision, the decision itself, its legislative aftermath, its impact on desegregation, and the judicial clash of opinion as to the degree of judicial intervention necessary to assure the effective enforcement of these rights. Concludes that a more searching standard of review is necessary. Journal availability: see EA 511 479. [More] Descriptors: Bilingual Education, Court Litigation, Elementary Secondary Education, Equal Education