Bibliography: Bilingual Education (page 411 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Peeter Mehisto, Earl Jones, Lelia Murtagh, Brooklyn New York City Board of Education, Robert L. Politzer, Arnulfo G. Ramirez, Hiie Asser, Charlene Rivera, Atlanta Metropolitan Consortium of Lead Speech-Language Pathologists, and Celeste E. Freytes.

Ramirez, Arnulfo G. (1979). Attitudes Toward Speech Variation Among Spanish/English Bilingual Pupils: Some Implications For the Teacher and Learner. Bilingual Education Paper Series, Vol. 2, No. 7. Results of 11 investigations of various problems facing Mexican American and other linguistic minority children in the classroom are summarized. Conducted between 1972 and 1978, the studies are divided into studies dealing with teacher attitudes toward speech variation, elementary and secondary school pupil attitudes toward speech variation and attitudes toward language variation with some implications for the learner and the teacher. The studies examined the language of the Mexican American child; linguistic performance in Spanish and English; the standard and non-standard linguistic features present; language variability, including code switching; language attitudes and their impact on the child's self-concept and cross-ethnic relationships; teacher and student language attitudes and their relationship to achievement among bilingual students; teacher evaluation of the language and personality of ethnic children; teacher and student interaction patterns and student performance; the effects of speech style and other attributes on teachers' attitudes toward pupils; linguistic attitudes of teachers; and adolescents' reactions toward speakers of standard English and Mexican American accented English. Appended are a sample of the CERAS Bilingual Attitude Measure (a matched-guise instrument consisting of 28 passages based on 4 paragraphs written in 7 guises) and the key to the phonological, morphological, and syntactical variations. Descriptors: Academic Achievement, Bilingual Students, Code Switching (Language), Elementary School Students

Paviolo, Ema T. (1980). Linguistic Characteristics in the Written Language Development of Native Spanish-Speaking Students. Bilingual Education Paper Series, Vol. 4, No. 4, November 1980. This investigation provides descriptive information about the developmental characteristics of syntactic and morphological structures found in the written Spanish language of native Spanish-speaking students in fourth to ninth grades. A sample population composed of 34 male and 56 female Spanish-speaking students was randomly selected from two Puerto Rican schools. Two stimulus pictures were chosen to elicit a 200-word writing sample. Twenty-one syntactic and morphological variables were chosen, and the degree to which they were associated with the students' grade levels was investigated. An analysis of the mean frequency scores of these variables based on their correlation with grade level showed those linguistic characteristics that concomitantly increased or decreased in length and complexity according to grades. Results of this investigation indicated that (1) the students wrote fewer clauses and T-units as they advanced in grade levels; (2) they increased the number of words in the remaining clauses by sentence-combining and sentence-embedding transformations; (3) they used more structure words than content words; (4) they de-emphasized the relative importance between clauses by converting more main clauses into subordinate clauses as their grade level increased.   [More]  Descriptors: Connected Discourse, Elementary Secondary Education, Intermediate Grades, Junior High Schools

Gonzales, Gustavo (1980). The Acquisition of Verb Tenses and Temporal Expressions in Spanish: Age 2.0-4.6. Bilingual Education Paper Series, Vol. 4, No. 2, September 1980. This study analyzes and compares the Spanish utterances of children between 2.0 and 4.6 years of age. The focus is on two aspects of children's speech: the production of verb tenses and the use of temporal expressions, such as adverbs of time. Four Spanish-speaking children, two male and two female, were interviewed for a total of two hours apiece. Analysis of the data shows the following results: (1) irregular verb forms appear from the earliest levels in the present and preterite indicative; (2) the largest simultaneous occurrence of new tenses is found at age 2.6; (3) third person singular is the most popular form across tenses and age levels; (4) an early tendency to provide "-ar" morphology for all verbs decreased in frequency across time; (5) all forms had the proper stress; (6) "ya" and "horita" were the most common temporal adverbs; (7) imperfect tense begins to solidify at 3.0; (8) conditional, inflected future, and the perfect tenses appear rarely; (9) in general, frequency of occurrence of the different tenses increased across time; and (10) the "cuando" clause first emerged at 3.3 and continued to increase in number thereafter, making more complexity possible. The information gathered in this study can provide a basis for determining expected verb usage among Hispanic children.   [More]  Descriptors: Language Acquisition, Language Research, Longitudinal Studies, Morphology (Languages)

Murtagh, Lelia (2007). Out-of-School Use of Irish, Motivation and Proficiency in Immersion and Subject-Only Post-Primary Programmes, International Journal of Bilingual Education and Bilingualism. This study examines out-of-school use of Irish and motivation to learn Irish among final year post-primary students from three different instructional backgrounds: mainstream students studying ordinary and higher level Irish as a subject only and immersion students. Information on motivation and use is linked to student proficiency in Irish. Motivation was measured using items adapted from Gardner's Attitude/Motivation Test Battery and out-of-school use using questionnaire scales. Results show the benefits of out-of-school use for proficiency. There are substantial differences between the three groups on all measures with immersion students having the highest levels of proficiency, motivation and use. As well as the obvious advantage of more target language use within the school, the immersion students also benefit from greater access to Irish-speaking networks outside of school compared to their mainstream peers. It is argued that mainstream students' failure to attain the speaking proficiency levels set in curriculum objectives is due to the limited instructional time in Irish and opportunity to use the language for real communication. This in turn affects personal investment in learning Irish. Ways of increasing student motivation and interactional opportunities, both in school and out of school, are explored.   [More]  Descriptors: Language Usage, Foreign Countries, Learning Motivation, Irish

O Baoill, Donall P. (2007). Origins of Irish-Medium Education: The Dynamic Core of Language Revitalisation in Northern Ireland, International Journal of Bilingual Education and Bilingualism. The establishment and growth of Irish-medium education has been central to the revitalisation of the language in Northern Ireland in recent years. Historically, the struggle by the minority of Irish speakers in the region to provide all-Irish schools has been both the goal and the engine of renewal and expansion during a period of community and political conflict. The present paper analyses the growth in the sector from the initial campaign for resources and official recognition of the first all-Irish school in Belfast's Shaw's Road Gaeltacht. It documents the range of sociolinguistic and educational challenges faced by the earliest immersion schools, and the manner in which the response served to mobilise individual speakers and contributed to the emergence of the small but unique urban community of Irish speakers. Among the issues discussed are the early internal conflicts about the merits of independent all-Irish schools (as in the Republic) versus all-Irish units within English-medium schools, and the manner in which an accommodation was gradually achieved between a reluctant Department of Education and the growing immersion sector. This paper deals with a number of other issues that help to define immersion education in Northern Ireland, including differences in the organisation of the sector compared to the Republic and the continuing challenges faced in areas of research, planning and teacher training.   [More]  Descriptors: Foreign Countries, Irish, Language Maintenance, Language of Instruction

Askins (B.E.) and Associates, Lubbock, TX. (1976). A School and Home-Based Bilingual Education Model. End-of-Year Evaluation Report, 1975-76 (First-Year Evaluation Study). This report describes an external evaluation study of a project designed to develop, over a 5-year period, a model bilingual program from nursery school through grade 6. Innovative and tested instructional bilingual-bicultural components (language, perceptual, health, motor and cognitive) are being implemented in an attempt to reach children with limited English speaking ability from low income families. The primary focus of this evaluation was on the nursery school unit serving 3- and 4-year-old children at two sites. Evaluation of the instructional activities was based on a pretest and posttest design using standardized tests measuring language development in Spanish and English, school readiness, and self-concept and personality development. Staff development, parental involvement and materials development components were subjectively evaluated. Major findings included: (1) nursery school children made significant gains in language development (Spanish and English), school readiness, and motor ability, and showed growth in self-concept and personal development; (2) students in grades K-2 made significant gains in language development in Spanish and English and school readiness; (3) instructional, staff development and materials development components were effective, but the parent involvement component needs to be strengthened.   [More]  Descriptors: Bilingual Education, Demonstration Programs, English (Second Language), Home Visits

Jones, Earl (1983). ESEA Title VII Bilingual Education Program, East Texas State University. Annual External Evaluation Report and Provisional Followup Survey, 1982-1983. During 1982-83, the bilingual studies program at East Texas State University (ETSU) continued to improve at all levels, but especially at the undergraduate level in its attempt to produce highly qualified bilingual and English as a Second Language (ESL) teachers and specialists. Funded by ETSU, the U.S. Department of Education, and the Texas Education Agency, the 7-year-old project began in cooperation with the Dallas Independent School District but expanded to other schools. During the year, the program cooperated closely with other universities, educational service centers, the Texas Education Agency, and other ETSU departments. Both observers and students rated degree and endorsement/certificate plans and instruction highly. Graduate courses and courses in Spanish and methods received the highest ratings. Some undergraduate courses caused problems but only six received low ratings. Overall, the program showed improvements in instruction and degree design. Preliminary results of a survey of former students indicated they felt the program was strong, especially the Spanish, methods, ESL, and social studies courses. Their negative remarks were consistent with current student opinion. Appendices include the revised program of study, evaluation forms, and the survey.   [More]  Descriptors: Administrator Role, Agency Cooperation, Bilingual Education, Bilingual Teachers

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1992). Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Profile, 1991-92. Transitional Bilingual Education 1991-92. OREA Report. Project Guidance Oriented Acquisition of Learning Skills' (GOALS) high school students (Asian, European, Hispanic, Haitian) who scored at or below the 40th percentile on the Language Assessment Battery and were at risk of dropping out of school received instruction in English as a Second Language (ESL); bilingual and/or ESL content area courses; native language arts (NLA) in Chinese, Russian, and Spanish; and career related areas. The project planned activities for staff and curriculum development. Project GOALS, which is in its third year, met its objectives for ESL and curriculum development, for ESL reading, and for NLA. The project only partially met its objectives for vocational educational courses and for attendance and dropout reduction. Objectives for content area subjects were unable to be evaluated. Recommendations based on the projects' findings are included and data collection and analysis methods and instructional materials are appended.   [More]  Descriptors: Asian Americans, Attendance, Career Education, Chinese

Politzer, Robert L. (1983). Linguistic and Communicative Competence of Mexican-American Pupils and Their Relation to Motivation, Length of Residence, and Scholastic Achievement. Bilingual Education Paper Series, Vol. 6, No. 9. A study of the interrelationships of linguistic and communicative competence in English and Spanish, self-concept, field-independent cognitive style, and scholastic achievement among Mexican-American pupils at the elementary, junior high, and high school levels found that linguistic and communicative competence were highly related within languages, and communicative abilities were also related across languages. Language dominance varied considerably, depending on whether linguistic or communicative tests were used, with linguistic measures increasing Spanish dominance and communicative tests favoring English dominance. Field independence was found strongly related to all measures except Spanish linguistic competence, with the latter having an expected negative relationship to length of United States residence. Self-concept was strongly related to language tests and academic achievement. English language proficiency, achievement, self-concept, and field independence increased with length of U.S. residence and seemed related to acculturation. English linguistic and communicative competence tests related strongly to global English competence evaluation and quantitative measures of language quality in speech samples. Both communicative and linguistic competence measures are recommended for making educational decisions, as well as research on the relationship of motivation types to achievement and special characteristics of students who adapt well to the U.S.   [More]  Descriptors: Academic Achievement, Bilingual Students, Cognitive Style, Communicative Competence (Languages)

Metropolitan Consortium of Lead Speech-Language Pathologists, Atlanta, GA. (1990). Guidelines for Programs Under Part 154 of Commissioner's Regulations for Pupils with Limited English Proficiency. Bilingual Education. English as a Second Language. Part 154 of the Regulations of New York State's Commissioner of Education prescribes requirements for districts relative to the education of pupils with limited English proficiency. The guidelines provided here are to assist school districts in developing and implementing programs consistent with the law and regulations. Chapters address the following topics: the responsibility of the Board of Education; screening, identification, and assessment considerations; placement in instructional programs; program types (transitional bilingual and free-standing English-as-a-Second-Language (ESL) and educational strategies for each; student evaluation in ESL (speaking and reading), mathematics (in ESL, Spanish, and other languages), and native language arts (Spanish and bilingual reading programs); testing requirements; parent involvement; program management (coordination of funds, program planning and site selection, staff management, staff in-service training, and support services); exceptions and variances; and programs operated by the Board of Cooperatives Educational Services in districts with small populations. The text of the Commissioner's regulations, parts 117 and 154, and sample home language questionnaires in Chinese, English, French, Haitian Creole, Japanese, and Spanish are appended. Descriptors: Bilingual Education Programs, Boards of Education, Chinese, Elementary Secondary Education

Freytes, Celeste E.; Rivera, Charlene (1979). In-Service Education Models for Classroom Educators to Assess Language Proficiency in Bilingual Students. Bilingual Education Paper Series Vol. 2 No. 12. As an introduction to two models for teaching teachers to assess bilingual and limited-English-speaking students' language proficiency, legislative and educational perspectives on the need for development of language assessment procedures for this group are outlined and strategies for implementing such procedures are discussed, including community and school needs assessment, initiation strategies, and final implementation approaches. The two models presented, which emphasize the teacher's role in the assessment process, include one in which various agencies are contracted separately by a school district to provide instruction to teachers, and one in which agencies are contracted to manage the inservice education program, with each agency providing a representative to a central coordinating committee. Management considerations concerning program administration, the role of consultant-instructors, patterns of communication, and content for each model are noted, the advantages and disadvantages of the two types are compared, and an example of how one district implemented the second model is provided.   [More]  Descriptors: Bilingual Students, Elementary Secondary Education, Information Needs, Inservice Teacher Education

Mehisto, Peeter; Asser, Hiie (2007). Stakeholder Perspectives: CLIL Programme Management in Estonia, International Journal of Bilingual Education and Bilingualism. In 2000, Estonia launched a voluntary Estonian language CLIL programme for seven year-olds in four Russian-medium schools. The programme has expanded rapidly to a total of 48 kindergartens and schools. This paper reports on research into stakeholder perspectives on programme management. In addition to surveying parents, teachers, vice-principals and principals, the study included lesson observations and a review of school strategic plans. In general, parents of CLIL students are highly supportive of the programme. Key programme success factors include centrally developed in-service training and student learning materials, and the management of the programme by a central agency. Cooperation among a wide range of stakeholders is a major factor contributing to CLIL programme success in Estonia, however, work remains to be done in improving communications among several stakeholders groups, including with parents.   [More]  Descriptors: Strategic Planning, Educational Change, Foreign Countries, Russian

Danoff, Malcolm N.; And Others (1978). Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program. Volume III: Year Two Impact Data, Educational Process, and In-Depth Analyses. This volume is the further examination of: (1) the impact of the Title VII program, based on student outcome data collected after the publication of Volume One in 1976 and on the continued examination of Volume One data; and (2) educational processes and outcomes found in the Impact Study classrooms. In the first section, a detailed discussion is provided of the analysis of the data: Fall 1976 test score analyses and findings, procedures used, characteristics of the score analysis samples, language use indices, program impact assessment, and other related issues. In the second section, the following topics are discussed: the nature of the student population involved, educational goals, the impact on student achievement and attitudes, the relationship between gains in student achievement and attitudes and instructional process variables, contextual characteristics, and teacher and teacher aide characteristics. The appendices include statistical information and supporting tables. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Schools

Lombardo, Marie (1979). The Effectiveness of an Informal Reading Inventory in Identifying the Functional Reading Levels of Bilingual Students. Bilingual Education Paper Series Vol. 2 No. 10. A study was undertaken to (1) examine the development and construction of a Group Informal Reading Inventory to predict the reading comprehension levels (independent, instructional, and frustration) of junior high school bilingual students for the purpose of reading instruction; and (2) validate the inventory through a three-way correlational study comparing the comprehension results with those of a cloze test, a standardized test, and a questionnaire by which teachers estimate students' reading levels. The study involved 50 bilingual students of predominantly English- and Spanish-speaking, low- and middle-income backgrounds in an urban school. All had been instructed in Spanish until they gained English language proficiency; then they were mainstreamed into the English curriculum. It was discovered that the students were all functioning far below their developmental grade levels and their assigned present grade levels, and native language grades were lower than those in English. It is recommended that (1) a decision be made for each individual student as to whether he should be taught in two languages or, if his native language skills are insufficient to transfer to English as a second language, whether he should be taught in English; (2) testing for reading and content areas be administered regularly to monitor progress; and (3) there be careful regulation of the timing, techniques, content, materials, and evaluation of bilingual instruction.   [More]  Descriptors: Bilingual Students, Cloze Procedure, Comparative Analysis, Informal Reading Inventories

De Anda, Roberto M., Ed. (1996). Chicanas and Chicanos in Contemporary Society. This anthology includes research and reviews about social issues and inequalities facing Chicanos and Chicanas and their struggle for equal participation in society. Four sections focus on demography and on economic inequality among beginning and mature workers; the Chicano family and its responses to acculturation and poverty; the Chicano challenge to social institutions, including the Catholic Church and the mass media; and ethnicity as a factor in community and educational politics. Chapters are: (1) Introduction (Roberto M. De Anda); (2) "The Demography of Chicanos" (Rogelio Saenz, Clyde S. Greenlees); (3) "Economic Restructuring and Young Latino Workers in the 1980s" (Manuel Avalos); (4) "Falling Back: Mexican-Origin Men and Women in the U.S. Economy" (Roberto M. De Anda); (5) "Familism and Assimilation among Mexican-Origin and Anglo High School Adolescents" (Angela Valenzuela, Sanford M. Dornbusch); (6) "Chicano Families and Urban Poverty: Familial Strategies of Cultural Retention" (Elsa O. Valdez); (7) "Juntos y Separados: Cultural Complexity in U.S. Mexican Households" (Javier Tapia); (8) "Independent Living among Mexican American Elderly: The Need for Social Services Support" (Diana J. Torrez); (9) "Liberation Theology and Social Change: Chicanas and Chicanos in the Catholic Church" (Gilbert R. Cadena, Lara Medina); (10) "Of Corridos and Convicts: Gringo (In)Justice in Early Border Ballads and Contemporary Pinto Poetry" (Raul Homero Villa); (11) "Chicano Cultural Resistance with Mass Media" (Diana I. Rios); (12) "Ganging Up on the Gang" (Raul Tovares); (13) "Bilingual/Bicultural Education and Politics in Crystal City, Texas: 1969-1989" (Armando L. Trujillo); (14) "Situational Identity of Suburban Mexican American Politicians in a Multiethnic Community" (Jose Zapata Calderon); and (15) "Backwards from Aztlan: Politics in the Age of Hispanics" (Ignacio M. Garcia).  Chapters contains references. Descriptors: Acculturation, Bilingual Education, Catholics, Cultural Maintenance

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