This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Adel Nadeau, Richard Kraft, Guillermo De Hoogh, Maria Medina Swanson, Lorraine Valdez Pierce, Carole Urzua, Virginia Collier, Flora V. Rodriguez-Brown, Arlington National Clearinghouse for Bilingual Education, and Berkeley Bay Area Bilingual Education League.
(1978). Sources of Materials for Minority Languages: A Preliminary List. A list is presented of resources for information on bilingual programs and materials in languages other than Spanish. The entries are arranged in four categories: "East Asian,""Native American,""Territories of the Pacific," and "Other Languages." The specific languages listed are: Cambodian, Chinese, Hmong, Japanese, Korean, Laotian, Thai, Vietnamese, Native North American Languages, Alaskan Native American Languages, Arabic, Armenian, Pennsylvania Dutch, French, Greek, Haitian Creole, Hebrew, Hungarian, Ilokano, Italian, Portuguese, Punjabi, Russian, and Tagalog. The entries include availability information, addresses of organizations and schools, cost information and a brief description of the programs and/or materials. Descriptors: American Indian Languages, Arabic, Armenian, Bilingual Education
(1976). Kindergarten Spanish Reading Criterion Referenced Test. This volume contains criterion referenced reading tests for 12 objectives to be mastered in a Spanish-English bilingual kindergarten. The emphasis is on encoding and decoding tasks, vocabulary development and reading comprehension. Descriptors: Bilingual Education, Criterion Referenced Tests, Decoding (Reading), Early Childhood Education
(1997). School Effectiveness for Language Minority Students. NCBE Resource Collection Series, No. 9. This publication presents a summary of an ongoing collaborative research study that is both national in scope and practical for immediate local decision making in schools. It is written for bilingual and English as a Second Language program coordinators and local school policy makers. The research includes findings from five large urban and suburban school districts in various regions of the United States where large numbers of language minority students attend public schools, with over 700,000 language minority student records collected from 1982-1996. A developmental model of language acquisition for school is explained and validated by the data analyses. The model and findings from this study make predictions about long-term student achievement as a result of a variety of instructional practices. Instructions are provided for replicating this study and validating the findings in local school systems. General policy recommendations and specific action recommendations are provided for decision makers in schools. (Contains 71 references.) [More] Descriptors: Academic Achievement, Bilingual Students, Elementary Secondary Education, English (Second Language)
(1976). Aglaich Savaaksrat (Alphabet). This first grade workbook is designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kiana, Kobuk, Noorvik, Selawik, and Shungnak. Each page has a particular letter, a black-and-white drawing which represents a word which contains this letter, and lines the child is to use for writing the letter. [More] Descriptors: Alaska Natives, Bilingual Education, Bilingual Students, Cultural Context
(1995). Teamworks: Mainstream and Bilingual/ESL Teacher Collaboration. NCBE Program Information Guide Series 24. This report describes Teamworks, a 3-year project in Chicago, Illinois, that addressed the need for greater collaboration and teamwork between general program and bilingual/ESL teachers in the teaching community. Infrequent communication between these two teacher groups caused fractured education for the limited-English-proficient (LEP) students who participated in the bilingual/ESL program. The project reviews the Chicago programs, from inception to conclusion and follow-up in this large, urban setting. The 4-member Teamworks staff provided a variety of support services to the schools involved, such as needs assessment and help with specific problems. Teamworks staff conducted individual teacher interviews, surveyed school principals, and coordinated teacher interaction. Pre- and post-data surveys revealed that the instructional competencies of both mainstream and bilingual teachers were enhanced by the Teamworks effort and discovered the need for greater involvement by school principals in such program activities. Appendixes list sample activities to improve coordination between teachers and sample training topics for enhancing instructional competencies. (Contains four references.) [More] Descriptors: Bilingual Education, Cooperation, Elementary Secondary Education, English (Second Language)
(1974). Curriculum Materials for Bilingual Programs: Supplement, Pre-K-Adult. This supplement classifies approximately 675 titles including only new acquisitions from August 1973 to August 1974. It is suggested that it be used in conjunction with the 1973 original edition. All material is classified according to various divisions as follows: language arts, social studies, mathematics, science, literature, dictionaries, encyclopedias, music, vocational and adult basic education, interdisciplinary materials, miscellaneous materials, arts and crafts, and professional reference materials. Materials included in these divisions appear in various languages such as English, Spanish, French, Italian, Japanese and Chinese. Within each division materials are grouped according to the following subdivisions: multi-media materials, texts, teaching aids (visual aids, film strips, charts, posters, games and maniuplatives), aduio-visuals (records, films, tapes), and teacher reference–which does not include teachers' guides. In certain instances, entries are made in more than one division or subdivision. An alphabetical list of publishers and distributors of the materials listed in the document is provided. Descriptors: Adult Basic Education, Art, Audiovisual Aids, Bilingual Education
(1988). Facilitating Transition to the Mainstream: Sheltered English Vocabulary Development. Program Information Guide Series Number 6. Adapted from a curriculum guide prepared by the Hartford, Connecticut Bilingual Program's Vocabulary Development Committee, this guide to vocabulary development in sheltered English offers practical ideas for content area instruction to limited-English-speaking students in the language classroom, with the objective of facilitating transition from the English-as-a-second-language or bilingual classroom to English-only, mainstream instruction. The approach is based on research in first and second language development and the interaction of this research with school achievement. The guide provides background information on the concept and practice of sheltered instruction, vocabulary development through concepts, and the teacher's role in sheltered English. Two units on lesson planning follow, with lesson activities that illustrate these principles. The first, a science unit on the moon and gravity, provides information for the teacher on the role of sheltered English in science instruction, outlines components of a sheltered English lesson, suggests steps in developing and teaching a lesson, and contains a lesson outline based on these principles. The second focuses on commonalities in the organizational structure of social studies and science. It outlines steps in producing a unit integrating teaching on the cell and teaching about government and discusses the identification of common elements in the seemingly disparate subjects. A lesson outline for using this topic with eighth graders is provided. [More] Descriptors: Bilingual Education, Classroom Techniques, English (Second Language), Grade 8
(1995). Education of Migrant Children in the United States, Directions in Language and Education. This report discusses demographic characteristics of migrant students in the United States, their educational needs, the features of federally-funded programs under the Migrant Education Program (MEP) legislation reform, and suggestions for enhancing current migrant student performance. The MEP was established in 1966 and reauthorized in 1994. It provides educational services for migrant students and facilitates interstate coordination of these services. Demographics outlined include geographical distribution by state, age, and language of the program participants. Educational needs reviewed include factors of mobility, work and family responsibilities, poverty, and language and culture. The 1994 reauthorization mandated reforms that focused limited federal funds on the neediest students with the highest risk of academic failure. Strategies for improving migrant student performance include classroom buddies, parent outreach, attention to warning signs, extracurricular activities, and effective schooling. Information is included on the three program coordination centers operated under the Office of Migrant Education; these centers were scheduled to be replaced by 15 comprehensive regional assistance centers in 1995. (Contains 22 references.) [More] Descriptors: Disadvantaged Environment, Elementary Secondary Education, Family Mobility, Federal Legislation
(1976). Second Grade Spanish Reading. Teacher's Manual. This is a Spanish reading guide for the bilingual Spanish-English second grade teacher. The guide contains twenty-eight objectives to be mastered, with the corresponding tests. The emphasis is on encoding, decoding, vocabulary, and comprehension. Descriptors: Bilingual Education, Decoding (Reading), Educational Objectives, Instructional Materials
(1996). Linguistic Diversity and Reform: Can Practices Be Identified?, Directions in Language and Education. The individual responsible for spearheading reform for the education of limited-English-proficient (LEP) students in Linda Vista Elementary School (San Diego, California) describes the process, issues, and outcomes of the initiative in this theme issue. Linda Vista Elementary School has a student population that is 77 percent LEP. The personalized account both describes the practices implemented at the school and outlines parameters for reform efforts in other schools serving linguistically and culturally diverse students. After an introductory section giving background information on current reform issues, sections describe the specific context for reform at Linda Vista, define pedagogical premises that apply to programs for LEP students, and identify practices at Linda Vista that underwent reform. These include practices in the areas of decision-making (governance), teaching and learning, administrative organization, and assessment and accountability. Specific examples of each are cited. Contains 17 references. [More] Descriptors: Administrative Organization, Bilingual Education, Case Studies, Change Strategies
(1995). Grass Roots Middle School Reform: Culturally and Linguistically Diverse Students in a Low SES District. Design and implementation of a program to improve education for a culturally diverse middle school population in an economically disadvantaged area are described. The program involved cooperation of the University of Colorado-BUENO Center for Multicultural Education and a nearby school district. In the two participating middle schools, students ranked low in the state in academic achievement and were at high risk for dropping out of school. The federally-funded program was designed to increase student achievement and self-esteem through teacher and paraprofessional development courses, affective education, funding for Spanish and English literacy instructional materials, support for mentoring, and a 2-week study program in Mexico for teachers. The report first provides background information about new national educational goals, principles for work with limited-English-proficient students, approaches to systemic reform, changing demographics and resulting needs, and educational research and theory on achievement. It then describes the program, including school-level needs, nature of school/university collaboration, resources and needs assessment, objectives, project model, key program elements (affective, bilingual, and multicultural coursework for teachers, book fairs and workshops, mentoring program, school tutorial and enrichment programs, study in Mexico, affective education curriculum), and lessons learned. The program is not formally evaluated here. Contains 42 references. [More] Descriptors: Change Strategies, College School Cooperation, Cultural Pluralism, Economically Disadvantaged
(1987). Language and Content-Area Instruction for Secondary LEP Students with Limited Formal Schooling: Language Arts and Social Studies. Teacher Resource Guide Series, Number 3. A guide for teachers of nonliterate and semiliterate secondary school students with limited English proficiency (LEP) focuses on techniques for integrating language arts and social studies instruction. It gives basic information for developing learning activities for students with limited educational experience. This includes suggested objectives and strategies for communicating with parents, planning field trips, teaching reading readiness, managing the classroom, and preparing social studies activities. The guide's content was drawn from a high-intensity language program developed for use in Arlington Public Schools (Virginia). The language arts curriculum on which the suggestions are based was developed from topics selected by special needs teachers as essential in content and skill development for beginning literacy LEP students. The reading series used is The Bank Street Readers. The social studies curriculum focuses on concept and thinking-skills development and acquisition of basic social studies vocabulary. [More] Descriptors: Bilingual Education, Class Activities, Curriculum Development, English (Second Language)
(1987). Cooperative Learning: Integrating Language and Content-Area Instruction. Teacher Resource Guide Series, Number 2. Insights gained from experience and research on language minority students' academic success are reviewed as background for presentation of a curriculum that is bilingual and content-based and uses cooperative learning techniques. First, findings on three elements of success (interest and motivation, intelligence and development, and psychosocial access) are examined. The discussion then turns to providing students with access to learning opportunities, the process of concept development, the relationship between student and teacher, and development of cooperative work skills. Finally, the Finding Out/Descubrimiento Approach (developed by Edward A. De Avila, Sharon E. Duncan, and Cecilia J. Navarrete) is described and its curriculum is outlined. The approach provides an integrated language skills program for oral and written communication mastery in English and Spanish within a cooperative learning environment. It is used in grades 2 through 5, and is designed to meet the needs of students from diverse cultural, academic, and linguistic backgrounds by capitalizing on their natural interest in how the world works. The program consists of two phases: (1) introduction to social aspects of cooperative work, and (2) supervised content-learning activities. Organization of the classroom environment and appropriate learning materials are discussed, science and math activities drawn from the curriculum are listed, and several sample activities are outlined in detail. [More] Descriptors: Bilingual Education, Class Activities, Classroom Environment, Cognitive Development
(1997). Setting Expected Gains for Non and Limited English Proficient Students. NCBE Resource Collection Series. Programs designed to improve the language proficiency of limited-English-proficient (LEP) students have had mixed results. Much confusion has arisen from variable approaches to what can be expected of the programs. Recently, "expected gain" has become an important concept in documenting the educational development of LEP students, requiring analysis of the relationship between quality of instruction and measurable student outcomes. Key factors in this concept include: assessment outcomes; the setting of reasonable individual expectations and sensitivity to growth; and the effectiveness of instructional practices and programs. Psychological and pedagogical implications follow from each of these factors. A discussion of "expected gain" looks at research on the relationship between LEP student gains in language proficiency and probability of academic success in mainstream programs, the importance of how and when the student enters the program, and the role of appropriate measurement in assessing both expected and actual gain. Additional considerations include quality of instruction, differences inherent in elementary and secondary school levels, and variations in student population. Contains 18 references. [More] Descriptors: Academic Achievement, Achievement Gains, Educational Objectives, Elementary Secondary Education
(1993). The Literacy Club: A Cross-Age Tutoring/Paired Reading Project. NCBE Program Information Guide Series 13. The literacy club described is a model cross-aged, paired reading program that is being successfully used in an elementary school in Redwood City, California to teach literacy skills to non-native speakers of English. The literacy club pairs older students–"rapid readers"–with younger students–"little readers"–in a yearlong reading experience that is managed by the teachers from both classes. As mentors, the rapid readers develop their literacy, reading, and social skills by helping little readers learn to read. This guide outlines the day-to-day activities students engage in as part of the program at the elementary school level and provides invaluable insights into the students' development and to the implementation of the literacy club program. A step-by-step checklist for replicating the literacy club model program at other schools and grade levels is provided. [More] Descriptors: Class Activities, Cross Age Teaching, Elementary Education, Elementary School Students