Bibliography: Bilingual Education (page 520 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Anthony E. Conte, Empirical Education Inc., Nell Carter, Anita Garcia, Edward O. Vail, Syvia Garza, Arthur Godbout, Cynthia Morgan, Collette Leyva, and Irving Bloom.

Hren, Benedict J. (1998). Pathways to Community Sustainability. A Workshop Guide. Environments for Life Conservation Issues Forum Series. This booklet is one in a series of publications designed to support the efforts of community sustainability advocates. It describes five activities through which community members can work together to apply sustainability principles to community development initiatives. Guidelines are provided for organizing and conducting a 6-hour workshop for 20-60 people. The program can be adapted to a community's specific requirements. Section 1, "Workshop Planning," describes issues related to funding, workshop committees and leaders, participants, facilities, agendas, registration, press releases, and photographs. It offers a suggested agenda, a materials checklist, and a planning checklist. Section 2, "Getting the Workshop Started," focuses on the workshop's welcome and introduction and offers a sample participant sign-in form. Section 3, "Workshop Activities," presents the five workshop activities: postcards from home; community innovations; defining elements for each of the five principles of community sustainability; a closer look at pertinent issues; and next steps for workshop participants. For each activity, there are workshop leader directions. Section 4, "Workshop Follow-Up," presents a participant's workshop evaluation and workshop leader's reporting form. The booklet also includes a glossary, a selected bibliography, and selected World Wide Web sites.   [More]  Descriptors: Adult Education, Community Development, Community Education, Community Involvement

Poulos, Anne (1982). Bilingualism: Yes? No. Maybe. Sometimes!, TESL Talk. Presents case in favor of a bilingual-bicultural educational system that would foster true bilingualism. Advantages of such a system include development of pride in ancestral culture; help academically and to improve self-concept; ability to participate in two cultures. Descriptors: Biculturalism, Bilingual Education, Educational Philosophy, Multicultural Education

Friedenberg, Joan, Comp. (1984). Bilingual Vocational Staff Development Resources–A Selected Bibliography. This annotated bibliography provides teacher educators and administrators with resources to use in planning and implementing pre- and inservice training for instructors serving limited-English proficient (LEP) vocational students. Described in the five sections of the bibliography are resources dealing with the following topics: instructor training models and resources, program planning instructional methods and materials for use in providing vocational training to LEP students, vocational English as a second language methodology, bibliographies of instructional materials, and research studies on the LEP student and individuals from minority groups relative to vocational education and employment. Descriptors: Annotated Bibliographies, Bilingual Education, Bilingual Instructional Materials, Educational Planning

US Department of Education (2007). Guide to U.S. Department of Education Programs, 2007. This reference guide provides an overview of Department of Education programs authorized and funded under federal law for fiscal year 2007. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important programs and resources for education. Information for students, teachers, administrators, researchers, and policymakers is provided. The reader will find information on financial assistance offered to state and local education agencies, institutions of higher education, other postsecondary institutions, public and private nonprofit organizations, and individuals, among others. Also included are: a program index; a subject index; and a list of commonly requested web sites. [This document was produced by the US Department of Education's Office of Communications and Outreach.] [For 2006 guide, see ED492924.]   [More]  Descriptors: Federal Legislation, School Districts, Reference Materials, Nonprofit Organizations

Park, Wook (1979). On-Site Evaluation in Illinois. In this monograph, technical jargon is avoided and a variation is described from the common approaches to evaluation that emphasize experimental design and pretesting and post-testing. In this variation the emphasis is upon the processes and procedures of the bilingual programs in Illinois and information is obtained by visiting teams, hence the author's reference to "on-site evaluation." Each team had a cross-section of administrators and teachers from other schools, community members, and personnel from colleges and universities. There are three purposes intended by the on-site evaluations: first, provide immediate feedback to the project staff; second, provide a learning experience for team members; and, third, provide the State Office of Education with information on the strengths and weaknesses of bilingual projects. The three purposes are described and the results of aggregating the information involved in the third purpose are summarized. Descriptors: Bilingual Education, Elementary Secondary Education, Field Tests, Formative Evaluation

Saenz, Adam L.; Garza, Syvia; Ochoa, Salavador Hector; Leyva, Collette; Ramirez, Eleazar; Carter, Nell; Rice, Mike; Minness, Anne (2000). A Three Year Evaluation Study of a Bilingual Curriculum Program for Limited English Proficient Hispanic Preschoolers in Head Start. This 3-year study evaluated a culturally and linguistically appropriate curriculum for 168 preschool children in a southwest Head Start program. Three yearly student cohorts (1997-98, 1998-99, 1999-2000) have participated in the study evaluating the Language Enrichment Activities Program (LEAP) as the curriculum. During Year 1, the English LEAP curriculum was used; the Spanish version was implemented in Year 2. Preschoolers received the curriculum in the language in which they were most proficient; children with mixed/undeterminable dominance or with limited English proficiency received the Spanish version. For Years 1 and 2, evaluation data were obtained on language growth in English and Spanish. For Year 3 of the study, the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) in Spanish was used to assess students' progress in the following domains: motor, concepts, language, and total scores. Findings from Year 1 indicated that English Dominant students showed a nonstatistically significant increase in English language skills. The Spanish Dominant students evidenced significant growth in their English skills. The mixed dominant group showed significant improvement in English and significant declines in Spanish skills. Year 2 findings indicated that the English Dominant group did not show significant English skill growth. The Spanish Dominant group showed significant improvements in English and Spanish. The Mixed Dominant group had 14 and 12 point increases in English and Spanish, respectively. Year 3 findings indicated that the Spanish Dominant group showed significant growth in motor, concept, and total domains, with no change in language skills. The Limited English Proficient group showed significant growth in motor and total domains only.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Culturally Relevant Education, Hispanic American Students

Clark, Kevin; Garcia, Anita; Gersten, Russell; Goldberg, Ann; Lasken, Douglas; Littlejohn, Jim; Morgan, Cynthia; Munro, Richard K.; Porter, Rosalie Pedalino; Rossell, Christine H.; Siano, Janet (2000). The ABCs Of English Immersion: A Teachers' Guide. This guide, provided by a partisan education policy public interest group, seeks to answer the most frequently asked questions about teaching, designing, and evaluating an English immersion classroom and the research underpinnings in favor of English immersion. This guide aims to help teachers and policymakers better understand what English immersion is all about and the specific difficulties that affect English language learners (ELLs) at different grade levels, especially older students. After an introduction by Linda Chavez, the guide is divided into three parts and nine chapters. Part 1, "Why English Immersion?" has two chapters: "Is One Year Enough? Can English Learners Attain Proficiency in One-Year Immersion Programs" by Christine H. Rossell; and "What Works? What the Research Says" by Russell Gersten. Part 2, "Nuts and Bolts" has five chapters: "English Immersion for All Grades: The Bethlehem, PA English Acquisition Program" by Ann Goldberg; "Teaching Juan and Maria to Read: Reading Instruction Techniques for English Learners in Primary Grades" by Janet Siano; "Teaching English to High School Students" by Richard K. Munro; "The Design and Implementation of an English Immersion Program" by Kevin Clark; and "Bibliography of Successful Reading Texts: Recommended Materials for Scripted English Immersion" by Douglas Lasken. Part three, "The Law" has the final two chapters: "It Works, But Is It Legal? What You Should Know About English Immersion Programs and the Law" by Jim Littlejohn; and "State Requirements for Educating English-Learners" by Anita Garcia and Cynthia Morgan. Numerous data-rich tables are included.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

Vail, Edward O. (1970). What Will It Be? Reading or Machismo and Soul?, Clearing House. Children in American schools should be taught to read and write standard English since any attempt to teach them a local dialect or a foreign language will only handicap them when they enter the adult world of work. Descriptors: Bilingual Education, English, Reading, Spanish Speaking

Bilingual Vocational Education Project, Arlington Heights, IL. (1980). Bibliography of Bilingual Materials for Career/Vocational Education. A List of BESC Library Holdings. This bibliography of career- and vocational education-related resources is designed for use by secondary and postsecondary counselors, vocational instructors, and English-as-a-second-language teachers working with limited English proficiency students. The bibliography is divided into five sections beginning with a section which contains materials for career exploration and pre-employment skill development. Section 2 lists vocational training materials which can be used as basic texts or as supplementary bilingual resources. Also included are materials which provide curriculum guides and task analyses of various occupations. The third section identifies materials designed to facilitate the development of language related to the world of work. It includes vocational English tests, technical dictionaries/glossaries and other second-language tools. Section 4 lists professional reference readings covering topics such as cross-cultural counseling, bilingual vocational training, vocational English as a second language, and minorities in the labor market. The final section provides the titles of bibliographies of additional resources including assessment instruments. The bibliography concludes with a listing of publishers and distributors. Descriptors: Bilingual Education, Bilingual Instructional Materials, Career Education, Career Exploration

Horst, D. P.; And Others (1980). An Evaluation of Project Information Packages (PIPs) as Used for the Diffusion of Bilingual Projects. Volume II: Technical Discussion and Appendices. This report describes an evaluation of Project Information Packages (PIPs), sets of manuals and other materials intended to help a school district adopt and implement an exemplary education project. Four PIPs were evaluated in a field test, each PIP describing a different bilingual project. It was concluded that the awareness materials produced few applications for PIPs. Field-test sites that received PIPs tended not to follow PIP guidelines closely, but to adapt them extensively, often with good justification. The bilingual programs at the sites were collectively successful, but the dissemination effort could not be judged a success. The present volume documents the methodology and results of the process and impact substudies and provides detailed discussions of conclusions and recommendations. Five appendices are attached: (1) site-by-site results of the process substudy, (2) site-by-site results of the impact substudy, (3) the complete conceptual framework used in the process evaluation substudy, (4) a comparative analysis of the contents of the four bilingual PIPs, and (5) a summary of the major mid-study inputs from the study advisory panel.   [More]  Descriptors: Bilingual Education, Diffusion, Evaluation Methods, Summative Evaluation

Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. (1998). Improving Opportunities: Strategies from the Secretary of Education for Hispanic and Limited English Proficient Students. A Response to the Hispanic Dropout Project. In pursuing the priority of offering all students an equitable and excellent education, the Clinton administration has focused the nation on an urgent imperative: High standards for all students must be set and achieved. This imperative presents a difficult challenge and an enormous opportunity for chronically disadvantaged students, particularly Hispanic students and limited-English-proficient (LEP) students. The strategies in this booklet aim at meeting the unique educational needs of Hispanic and LEP students in the context of high standards and achievement and respond to recommendations proposed by the President's Advisory Commission on Educational Excellence for Hispanic Americans, the Hispanic Dropout Project, and the Congressional Hispanic Caucus. Following an overview of the educational status of Hispanic and LEP learners, the booklet sets out a plan for educational improvement structured around five goals: (1) maintain and refine programs that boost Hispanic and LEP students' achievement and lower the Hispanic dropout rate; (2) ensure a program of ongoing, empirical data collection and research targeting Hispanic and LEP students' educational needs; (3) build the capacity of teaching professionals; (4) support efforts to increase the Hispanic community's access to higher education and lifelong learning; and (5) create accountability systems to monitor the progress of Hispanic and LEP students. With each goal is an outline of the Department's current improvement efforts and their direct impacts, followed by new initiatives and their projected impacts. A final section lists outreach activities related to the five goals.   [More]  Descriptors: Data Collection, Dropout Prevention, Educational Assessment, Educational Objectives

Bloom, Irving; Conte, Anthony E. (1970). The Non-English Speaking, NJEA Rev. Descriptors: Bilingual Education, Language Instruction, Spanish Speaking

Godbout, Arthur (1971). The History of Franco-Ontarian Schools, Orbit. Abstracted from a paper entitled Problems Peculiar to Historical Research in Franco-Ontarian Schools." Descriptors: Bilingual Education, Bilingual Schools, Educational History, French

Empirical Education Inc. (2006). Effectiveness of "On Our Way to English" for Development of Reading and Oral Proficiency by Elementary English Learners: A Report of Randomized Experiments in a California and a Texas School District. Research Summary. The authors conducted an experiment during the 2003-2004 school year to determine whether "On Our Way to English" ("OWE"), a product to help elementary students learn to read and speak English, was more effective in a California and a Texas school district than materials already in place. In the California study, 384 English learners and 24 teachers participated, including 6 bilingual classes and 21 immersion classes. In the Texas study, 169 students and 20 teachers participated, including 7 bilingual and 13 immersion classrooms. Findings from the two settings were similar: "OWE" is generally as effective as the products used by the control group for reading proficiency and is generally more effective than control in improving oral proficiency. In California the value of "OWE" in promoting oral proficiency was greater in the immersion setting, where the effect was greater for students starting with low proficiency. However, in the Texas district, where immersion students, were already proficient, the positive impact of "OWE" is observed for bilingual students. The authors' recommendation for the districts in this study is to focus the use of "On Our Way to English" in the area of oral proficiency. [For the full report, see ED538417.]   [More]  Descriptors: Control Groups, Experimental Groups, Second Language Learning, Bilingual Students

Acevedo, Mary Ann (2001). Delivery of Speech Services to Minorities, 1997-2001. Final Performance Report. Executive Summary. This final report discusses the activities and outcomes of a project designed to prepare speech-language pathologists (SLPs) to work with culturally and linguistically diverse infant/toddlers, preschoolers, children, and youth, specifically those of Mexican-American heritage. The project supported graduate students earning a master's degree in communication disorders at Our Lady of the Lake University in San Antonio, Texas, who were enrolled in the CDIS Program, an American Speech Hearing Language Association accredited program in speech-language pathology. The CDIS Program provided three bilingual courses for a total of 5 additional hours to students supported by this grant. These courses, which increased the students' knowledge of bilingual language development and disorders, were open to all students as well as to professionals in the area. The project resulted in the graduation of 32 students with master's degrees in communication disorders. Twenty-eight of the 32 graduates were Hispanic and 4 were non-Hispanic. Out of the total of 40 Spanish-speaking students provided financial support during the grant's four-year period, 34 will have completed the program and earned their master's degree. Twenty-six of the 32 graduates assumed full-time jobs with public schools or early childhood intervention programs immediately upon graduation.   [More]  Descriptors: Biculturalism, Bilingual Education Programs, Bilingual Special Education, Communication Disorders

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