Bibliography: Bilingual Education (page 410 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Denise Cantalupo, Diana L. Duque, Joanne Lynch, Marc Augustin, Edward Angelina, Lubbock Askins (B.E.) and Associates, Merrill Swain, Andrew Clark, Herman Curiel, and Margarita Calderon.

Cantalupo, Denise (1992). Choosing Optional Infused Career Education for Students in High School Bilingual Programs (Project CHOICE). Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. An evaluation was conducted of the fourth year of a 5-year program in New York City, Choosing Optional Infused Career Education for Students in High School Bilingual Programs (Project CHOICE). The project is designed to provide services to Spanish-speaking and Haitian-speaking students of limited English proficiency at Fort Hamilton and Springfield Gardens High Schools, respectively. The project planned to offer eligible students double periods of instruction in English as a Second Language (ESL) and Native Language Arts (NLA); bilingual instruction in mathematics, science, and social studies; career opportunities through on-site career workshops and field trips to various companies; a bilingual resource enrichment center at both sites; classes in ESL and American culture for parents; on-site training sessions for staff; and translations of curriculum guides on computer literacy and computer science. During the 1991-92 school year, the project enrolled 294 Spanish, 133 Haitian, and 11 unclassified high school students, of whom 92.5 percent were eligible for free lunches. The Spanish and Haitian NLA programs were strong. Project CHOICE was fully implemented. It met its objectives for NLA, career advisement, dropout rate, staff development, and parent involvement. The project partially met its objective in the content areas. The project came close, but failed to meet its objective for ESL. Recommendations for program improvement are suggested. Appendixes describe data collection and analysis and instructional materials.   [More]  Descriptors: Bilingual Education Programs, Career Education, Compensatory Education, Curriculum Evaluation

Goldman, Susan R.; And Others (1983). Applying First-Language Skills to Second-Language Comprehension: Narrative Comprehension by Spanish-English Speakers. Bilingual Education Paper Series, Vol. 6, No. 12. A group of studies of children's understanding of narratives, the degree to which knowledge available in the child's first language is used in understanding second-language input, and the relationship between knowledge use in two languages as children become bilingual and acquire age-appropriate literacy skills are discussed. The subjects were bilingual children in kindergarten through fifth grade with either English or Spanish as a first language. Their reading and listening comprehension of selected Aesop's fables was measured by means of story recall, "why," and moral-of-the-story questions. The results indicated that knowledge used to guide story comprehension in a first language is also used to guide it in the second language, contingent on mastery of basic auditory or orthographic coding skills in the second language. This finding reinforces the instructional practice of using the primary language as the language of instruction while English is introduced as a second language. In addition, while there may be some skills that require direct instruction, on which students may be expected to differ as a function of classroom lesson plans, these seem to be transitory, not persisting for more than one grade. The data also indicate that narrative comprehension skills as assessed in these studies are no different for students learning in either one language or two during elementary school.   [More]  Descriptors: Bilingual Education, Bilingualism, Children, Elementary Education

Askins (B.E.) and Associates, Lubbock, TX. (1977). A School and Home-Based Bilingual Education Model (Nursery School-Grade 3). End-of-Year Evaluation Report, 1976-77 (Second-Year Evaluation Study). This report presents the results of an external evaluation of a model bilingual program for nursery school through third grade students in the municipal schools of Clovis and Portales, New Mexico. The project is divided into three programs–nursery school, kindergarten, and grades 1-3–designed to reach children with limited English-speaking ability from low-income families. Bilingual and bicultural materials were used to promote development of affective, cognitive, and psychomotor skills. This evaluation, which focused on stduent achievement in language development, reading and math skills, utilized a pre- and post-test design. Among the major findings: (1) Nursery school students made significant gains in language development (English and Spanish) and school readiness and indicated a positive growth in self-concept and personal development; (2) Kindergarten students made significant gains in language development (English and Spanish), school readiness and basic skills; (3) For Grades 1-3, significant differences between control and treatment students were found only for second grade Spanish and first grade reading achievement. These differences were in favor of the treatment group. An appendix to the report describes the instruments used in the evaluation. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Students

Curiel, Herman; And Others (1979). A Comparative Study Investigating Achieved Reading Level, Self-Esteem and Grades as Related to Length of Exposure to Bilingual Education in a Major United States City. A Houston, Texas, elementary bilingual program did not produce consistently equal or superior cognitive outcomes but was effective in facilitating second language learning. In order to ascertain the effects of the program on participants' self esteem, English reading level, and grade point average (GPA), the elementary and seventh grade GPAs of an experimental group of 86 Mexican American seventh grade students who had spent at least 1 year in the program, as well as their scores on the Piers-Harris Children's Self Concept Scale and the Iowa Test of Basic Skills, were compared to those of 90 Mexican American students ln a control group who had experienced a traditional English language elementary program. Length of time in the program made no difference in the seventh grade performance of the experimental group in the three variables. While the control group scored higher in English reading comprehension, vocabulary, and English language skills at the end of elementary school, the experimental group achieved comparable performance in the seventh grade in all but the last of these measures. Although the experimental group appeared more anxious, there was no difference in self-concept between groups. Finally, the GPA of the experimental group was significantly higher during elementary school but this difference disappeared in the seventh grade.   [More]  Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Elementary School Curriculum

Barik, Henri C.; And Others (1974). Bilingual Education Project: Evaluation of the 1973-74 French Immersion Program in Grades K-2 at Allenby Public School, Toronto. The school performance of pupils in grades K-2 of the French immersion program in operation at Allenby Public School in Toronto is evaluated in comparison with that of pupils in the regular English program. The results indicate that by the end of kindergarten pupils in both programs are equally ready for beginning school work in grade 1. By the end of grade 1 immersion program pupils taught reading in French are found to lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of grade 2, following the introduction of English Language Arts into the curriculum during the second half of the year for 25 minutes a day, immersion pupils have caught up to their regular program peers in most English language skills considered, except for spelling. Throughout grades K-2 pupils in the immersion program perform equivalently to or better than regular program pupils in mathematical skills. They also reveal a considerably higher level of proficiency in French than pupils of corresponding or higher grade levels receiving daily instruction in French as a second language, and perform as well in French as immersion pupils in a more bilingual milieu. The type of program in which the pupils are enrolled does not appear to affect their level of cognitive development.   [More]  Descriptors: Bilingual Education, English, French, Immersion Programs

Angelina, Edward; Duque, Diana L. (1992). Harmony in Career Learning and Scholastic System (Project HI-CLASS). Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. An evaluation was done of the first year of a 2-year renewal program at three high schools in New York City, Harmony in Career Learning and Scholastic System (Project HI-CLASS), designed to provide support services to students of limited English proficiency (LEP). The project proposed to provide individualized instruction focusing on basic skills, career development, and preoccupational training; instruction in English as a Second Language (ESL), Native Language Arts (NLA) in Spanish and Chinese, and bilingual content areas; a bilingual newsletter at each project site; after-school tutoring and cultural enrichment activities; a 5-week summer institute for testing, placement, and remedial help; staff development with workshops and tuition assistance for continuing education; a parental component with ESL and high school equivalency classes and a bilingual parents' advisory committee; and curriculum materials. During the 1991-92 school year, the project enrolled 325 Spanish, 230 Chinese, and 4 other 9th through 12th grade students. Project HI-CLASS met its objectives for NLA, attitude toward heritage, cultural enrichment, career development, and parental involvement. It met one objective for staff development; and it partially met its objectives for attendance, dropout prevention, and content area subjects. The project failed to meet its ESL objective and one objective for staff development. Recommendations for program improvement are suggested. Appendixes describe data collection and analysis and instructional materials.   [More]  Descriptors: Bilingual Education Programs, Career Development, Chinese Americans, Compensatory Education

Barik, Henri C.; Swain, Merrill (1975). Bilingual Education Project: Evaluation of the 1974-75 French Immersion Program in Grades 2-4, Ottawa Board of Education and Carleton Board of Education. The school performance of pupils in grades 2-4 of the French immersion program in operation in the Ottawa-Carleton public schools is evaluated in comparison with the performance of those in the regular English program. The results indicate that by the end of grade 2, pupils in the immersion program show the same level of cognitive development as pupils in the regular program, are behind their peers in the regular English program only in spelling, show no difference in mathematical skills, and exhibit comprehension of French lower than that of native speakers but significantly higher than regular program pupils. By the end of grade 3, immersion pupils lag behind in several areas of English language skills and in mathematical skills requiring the reading of English, but perform satisfactorily on measures of French reading and listening comprehension and show the same level of cognitive development as regular pupils. Upon completion of grade 4, the immersion pupils reveal for the first time a higher level of cognitive ability than regular pupils. In addition, at this point their English language skills, mathematical skills, and French reading comprehension are equivalent or superior to those of regular students. Descriptors: Bilingual Education, Elementary Education, English, French

Henderson, Allison; And Others (1993). Summary of the Bilingual Education State Educational Agency Program Survey of States' Limited English Proficient Persons and Available Educational Services, 1991-1992. Information submitted by state education agencies in a survey concerning limited-English-proficient (LEP) populations and available educational services in 1991-92 is summarized. The report contains data in tabular and graphic form with some narrative analysis. An introductory section describes the national study and state surveys, data limitations, and report's structure. Subsequent sections detail the enrollment of LEP students in elementary and secondary schools, the educational condition of this population (retention and dropout rates, academic test performance, and data limitations), methods and criteria used for identification of LEP students, and educational programs for LEP students at the federal, state, and local levels, including enrollment data. Appended materials include the state survey data review procedures, supplementary tables by state, and the survey form.   [More]  Descriptors: Academic Achievement, Academic Persistence, Bilingual Education Programs, Dropout Rate

Calderon, Margarita; And Others (1982). Assessing Communicative Competence, Packet III. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets. A teacher training packet (student's edition) on assessment of students in bilingual programs, is directed to undergraduate and graduate students and inservice participants. In addition to state-of-the-art reviews, the packet contains: a course syllabus, a pretest and answer key, a glossary, learning objectives, a list of recommended readings, learning activities, guidelines for discussion questions, and a posttest. Narrative sections are presented on the following topics: (1) linguistic trends since the 1950s; (2) limitations of testing instruments; (3) form versus function issues; (4) language proficiency assessment; (5) language proficiency assessment in bilingual programs; (6) English proficiency and exit criteria; (7) assessment of entry and exit criteria; and (8) processes for reclassifying students. A chapter by Jim Cummins is included entitled, "Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students." This chapter considers the importance of the concept of language proficiency to many issues involved in educating both language minority and majority students.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Teachers, Communicative Competence (Languages)

Calderon, Margarita; And Others (1982). Assessing Communicative Competence, Packet III. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Teacher Edition. Bilingual Education Teacher Training Packets. A teacher training packet (teacher's edition) on assessment of students in bilingual programs, is directed to undergraduate and graduate students and inservice participants. In addition to state-of-the-art reviews, the packet contains: a course syllabus, a pretest and answer key, a glossary, learning objectives, a list of recommended readings, learning activities, guidelines for discussion questions, and a posttest and answer key. Narrative sections are presented on the following topics: (1) linguistic trends since the 1950's; (2) limitations of testing instruments, (3) form versus function issues, (4) language proficiency assessment, (5) a theoretical framework relating language proficiency to academic achievement, (6) language proficiency assessment in bilingual programs, (7) English proficiency and exit criteria, (8) assessment of entry and exit criteria, and (9) processes for reclassifying students. A chapter by Jim Cummins is included entitled, "Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students." This chapter considers the importance of the concept of language proficiency to many issues involved in educating both language minority and majority students.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Teachers, Communicative Competence (Languages)

Barik, Henri C.; Swain, Merrill (1974). Bilingual Education Project: Evaluation of the 1973-74 French Immersion Program in Grades 1-3 in the Federal Capital's Public Schools. The school performance of pupils in grades 1-3 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. The results indicate that by the end of grade 1 immersion program pupils taught reading in French are found to lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of grade 2, following the introduction of English Language Arts into the curriculum for 60 minutes a day, immersion pupils still lag behind their regular program peers in most English language skills considered, although their level of performance is consistent with their grade level. By the end of grade 3, immersion pupils match regular program pupils in all English language skills tested except spelling. Throughout grades 1-3 pupils in the two programs perform equivalently in mathematical skills and show the same level of cognitive development. Immersion pupils reveal a considerably higher level of proficiency in French than pupils of corresponding or higher grade levels receiving daily instruction in French as a second language, and do reasonably well in comparison with native French-speaking pupils.   [More]  Descriptors: Bilingual Education, English, French, Immersion Programs

Lynch, Joanne (1993). Chinese Bilingual Math and Science. Community School District 2, Manhattan Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. An evaluation was conducted of the first year of a 3-year program designed in New York City to serve the needs of Chinese-speaking intermediate grade students of limited English proficiency. The focus of the program was on improving their achievement in mathematics and science while also improving students' English language proficiency. The project proposed to provide enriched mathematics and science instruction in Chinese during the school year and in a 5-week summer institute, with workshops at the school district's Mathematics and Science Resource Center. The program admitted students who had scored at or below the 40th percentile on the Language Assessment Battery. The project enrolled 230 male and 185 female students in grades 4 through 6, of whom 97.8 percent were eligible for free lunches. For the most part, the program carried out the activities proposed in its design. The children were observed to enjoy the resource center activities in particular. The project met its objectives in English language proficiency and improvement of mathematics and higher order thinking skills. Objectives in English-as-a-Second-Language reading were not met. Objectives were met with regard to parent understanding of the children's mathematics and science education, but objectives for parent participation at activities scheduled for them were not met. Recommendations for program improvement in the remaining 2 years of federal funding are suggested. Appendixes describe data collection and analysis and instructional materials.   [More]  Descriptors: Asian American Students, Bilingual Education Programs, Chinese Americans, Curriculum Evaluation

Clark, Andrew (1992). The Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness Program (Project AMERICA). Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. An evaluation was conducted of the second year of a 2-year renewal program at two high schools in Brooklyn (New York City), the Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness Program (Project AMERICA), originally designed to ease the transition of Arabic and Chinese-speaking immigrant students to life in America, but the Arabic-speaking component was phased out in 1989. Focusing on basic skills, career development, and preoccupational training, the project proposed to provide services to students of limited English proficiency (LEP) with limited reading and writing abilities in their native language. The design included staff development; dissemination of bilingual newsletters; meetings and English as a Second Language (ESL) classes for parents; development of curricular materials; intensive student instruction in ESL and Chinese Native Language Arts (NLA); and courses in science, mathematics, social studies, and preoccupational training in the native language. During the 1991-92 school year, the project enrolled 432 Chinese, 5 Vietnamese, 2 Arabic, 2 Spanish, 1 French, 1 Russian, and 5 unreported 9th through 12th grade students. Project AMERICA met objectives for NLA, career education, parent involvement, and attendance. It did not meet objective for ESL and attitude toward cultural heritage. It met the objective for content area subjects and dropout prevention. It did not meet objectives for staff development and career advisement. It partially met the objective for cultural enrichment and curriculum development. It met the objective for attitude toward school. This was the last year of programming, and no suggestions or recommendations were made for meeting unmet or partially met objectives. Appendixes describe data collection and analysis and instructional materials.   [More]  Descriptors: Bilingual Education Programs, Career Awareness, Career Development, Chinese Americans

Augustin, Marc (1992). Higher Achievement and Improvement through Instruction with Computers and Scholarly Transition and Resource Systems Program (Project HAITI STARS). Transitional Bilingual Education 1991-92. OREA Report. Project HAITT STARS (now in its fourth year) was designed to provide Haitian-, Spanish-, and Chinese-speaking high school students of limited English proficiency (who scored at or below the 40th percentile on the Language Assessment Battery) in three schools in Brooklyn and Queens, New York with instruction in the beginning through transitional levels of English-as-a-Second-Language (ESL) and native language arts (NLA) as well as bilingual instruction in the content areas. The project was also to offer computer science classes, personal and career guidance, curriculum and staff development, and parental involvement activities. Of the 413 students who enrolled in the project, 336 participated in both semesters. The project was fully implemented and met its objectives for career counseling, staff and parental involvement, and NLA. The project also supplied data to evaluate objectives for grade retention/referral to special education or curriculum development. The project did not meet its objective for ESL nor did it provide data to evaluate objectives for gifted and talented programs and enrollment in postsecondary education institutions. Recommendations based on the projects' findings are included and data collection and analysis methods and instructional materials are appended.   [More]  Descriptors: Academic Achievement, Bilingual Education, Career Counseling, Chinese Americans

Lynch, Joanne (1992). Chinese, Career Education, and Computer Education (Project Three Cs). Community School District 2, Manhattan Transitional Bilingual Education Program, 1991-92. Final Evaluation Profile. OREA Report. Project Three Cs, which admitted 285 students in grades 7 through 9, was designed to meet the needs of recent immigrants (279 of whom were Chinese) of limited English proficiency. The New York City program provides computer-assested instruction (CCAI) of limited English as a Second Language (ESL), content areas, and career development. The project trained staff in computer techniques for classroom use and provided individualized instruction to students and staff. Parents visited the computer laboratory throughout the year to observe the child's progress and to use the computers themselves. The project carried out the activities in its design. Computer assisted instruction was incorporated into all subject areas, and valuable job skills were also incorporated. Project directors reported that the staff development component of the project was exceptional, and that staff became computer literate as a result of the training offered. The project also met its objectives for parent participation. One limitation was that the project could not serve all the students who wanted to participate. Two appendixes describe data collection and analysis and instructional materials.   [More]  Descriptors: Asian American Students, Bilingual Education Programs, Career Education, Chinese

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