Bibliography: Bilingual Education (page 534 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Connie E. Cochran, Denis Newman, Andrew Jaciw, Brooklyn New York City Board of Education, Cristina Gomez, Olof Bjorg Steinborsdottir, Sally Winn, Baton Rouge. Bilingual Education/ESL Section. Louisiana State Dept. of Education, Shama Hasib, and Miami Beach Spanish Curricula Development Center.

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1994). English as a Second Language Professional Development Manual for Special Education Teachers. Early Childhood Level. The manual provides a framework for two days of training in English-as-a-Second-Language (ESL) instructional methods for monolingual special education teachers at the early childhood level in New York City (New York) schools. The materials help teachers without ESL certification provide mandated ESL services to Limited-English-Proficient (LEP) students in all special education settings. An introductory section outlines the underlying philosophy, approach to instructional programming, and suggestions for classroom management. A second section outlines the design and objectives for the two-day program and offers specific suggestions for early childhood teaching. Subsequent sections detail the content of each day's program, including background on bilingual and ESL general and special education programs, ESL assessment techniques in special education, methods for facilitating language development, ESL instruction through art/music/multicultural literature, development of a cooperative relationship with culturally diverse parents and caregivers, different approaches to ESL instruction, adaptations and strategies for ESL in the content areas, individualized education programs, sample ESL lessons, and the teacher-paraprofessional partnership. A reference section contains an ESL bibliography, list of educational services for LEP students, notes on Bloom's taxonomy and LEP students, notes on curricular and instructional adaptations for ESL in special education.   [More]  Descriptors: Art Activities, Bilingual Education, Caregivers, Classroom Techniques

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Social Science Strand, Unit 4, Grade Two, Teacher's Guide. The Spanish-English teacher's guide to unit four of the bilingual social science program for second grade students contains instructional activities to expand the child's conceptual field to the neighborhood. Kits 13-16 include assessment activities; each kit is to be used for two to three weeks. Focus, objective, and materials are listed for each activity. Content is as follows: (1) who the child is–concepts of interdependence, cooperation and social control, activities about identification of neighborhood elements, dependency of neighborhood members, interdependence of various neighborhoods; (2) the child's needs and wants–concepts of tradition and causality, activities about child/neighborhood relationship, neighborhood characteristics and events, moving; (3) the child's resources–concepts of power, conflicts and differences, activities about differences in the neighborhood, solving conflicts through democratic process, group efforts; (4) the child's use of his resources–concepts of cultural change and modification, activities about change as a constant element, natural changes, technological change, interaction of man/environment. Content sources include personal experiences, stories, dramatization, games and visual aids. Inquiry strategies help reach the objectives. Descriptors: Bilingual Education, Community Characteristics, Conflict Resolution, Cooperation

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1977). Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Cuaderno de Trabajo (Race of Treasures. Reading and Language Learning Program, Unit B. Workbook). This workbook in Spanish accompanies the reader that is part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American student. The goals of the program are increased proficiency in Spanish and increased awareness of the language and culture. The workbook contains eleven lessons, each one corresponding to a story in the reader. Workbook lessons include questions about the story and exercises in vocabulary, spelling, composition, and grammar. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Childrens Literature

Louisiana State Dept. of Education, Baton Rouge. Bilingual Education/ESL Section. (1990). Louisiana School Administrators' Handbook: Educating the Non/Limited English Proficient Student. Bulletin No. 1851. This handbook is a reference for Louisiana school administrators for planning and implementing instructional programs for limited-English-proficient (LEP) students complying with federal and state laws. Sections address specific aspects of the following issues: the legal responsibilities of school districts, based on court decisions; rights of LEP students under federal law; the handicapped LEP student; Louisiana guidelines for including LEP students in the pupil progression plan; funding; sources of assistance; identifying LEP students; assessment; parent refusal of services; placement; instructional programs; grading; pupil-teacher ratio; parental involvement; school-parent communication; and bilingual and ESL specialist certification. Appended materials include: a summary of relevant federal statutes; a 32-item bibliography; descriptions of six oral language proficiency tests to be used with this population; a guide to planning a 4-year program for secondary students of English as a Second Language (ESL), based on the system used in the Jefferson Parish public schools; a guide to planning an instructional program for LEP students, pre-K through grade 12, designed by the Texas State Agency; and 22 sample forms, translated into Vietnamese, Spanish, and French.   [More]  Descriptors: Administrator Guides, Bilingual Education, Court Litigation, Disabilities

Gomez, Cristina; Steinborsdottir, Olof Bjorg; Uselmann, Linda (1999). Student's Understanding of Rate of Change: The Use of Different Representation. This paper focuses on student understanding and learning of the algebraic concept–rate of change. Teachers' knowledge about their students and current literature on students' understanding is used to design and assess the instruments. Data were obtained as part of two-year research program that focused on how the study of students' understanding of functions and algebra affected multiple systems in an urban bilingual high school. The analysis of data by class showed some information about the relationship between classroom curriculum and outcomes for the class.   [More]  Descriptors: Algebra, Bilingual Education, Concept Formation, High Schools

Newman, Denis; Jaciw, Andrew (2005). Effectiveness of "On Our Way to English" as a Program 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 Report, Empirical Education Inc.. The authors were asked to find out whether "On Our Way to English" ("OWE"), a supplementary, text-based product to help elementary school students learn to read and speak English was more effective in a California and a Texas school district than the materials the districts already had in place. They conducted an experiment during the 2003-2004 school year. In the California study, a total of 384 English learners and 29 teachers participated. This included 6 bilingual classes and 21 immersion classes. In the Texas study, a total of 169 students and 20 teachers participated. This included 7 bilingual and 13 immersion classrooms. The findings from the two settings were similar: "OWE" is generally as effective as the control programs 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. In that setting, the effect was greater for the students starting with low proficiency. However, in the Texas district, where immersion students, were, for the most part, already proficient, the positive impact of "OWE" is observed for bilingual students. For the districts participating in this study, the authors' recommendation is to focus the use of "On Our Way to English" in the area of oral proficiency. (Contains 17 figures and 14 tables.) [Additional funding for this paper was provided by Harcourt Achieve. For research summary, see ED538440.]   [More]  Descriptors: Curriculum Implementation, Instructional Materials, Federal Aid, Interviews

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1994). English as a Second Language Professional Development Manual for Special Education Teachers. Upper Elementary Level. The manual provides a framework for two days of training in English-as-a-Second-Language (ESL) instructional methods for monolingual special education teachers at the upper elementary level in New York City (New York) schools. The materials help teachers without ESL certification provide mandated ESL services to Limited-English-Proficient (LEP) students in all special education settings. An introductory section outlines the underlying philosophy, approach to instructional programming, and suggestions for classroom management. A second section outlines the design and objectives for the two-day program. Subsequent sections detail the content of each day's program, including background on bilingual and ESL general and special education programs, ESL assessment techniques in special education, methods for facilitating language development, ESL instruction through art/music/multicultural literature, development of a cooperative relationship with culturally diverse parents/caregivers, different ESL instructional approaches, adaptations and strategies for ESL in content areas, individualized education programs, sample ESL lessons, the teacher-paraprofessional partnership, and peer coaching. A reference section contains an ESL bibliography, list of educational services for LEP students, notes on Bloom's taxonomy and LEP students, notes on curricular and instructional adaptations for ESL in special education, charts of ESL structures, themes, and functions, and glossary.   [More]  Descriptors: Art Activities, Bilingual Education, Caregivers, Classroom Techniques

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Language Arts Strand, Unit 9, Grade 3, Supplement & Ditto Packet. Two readers, supplementary illustrations, and a ditto pack constitute this supplement to unit nine's language arts for third graders. Visual aids and materials for both seatwork for students and for class activities are presented; the teacher's guide to the unit provides the timetable for presentation. Kits 33 and 34 are based on the reader "Relatos de Nuestra Tierra," and kits 35 and 36 use the reader "Cuentos y Leyendas." Supplement illustrations relate to the stories and are used to help stimulate oral language and conceptual development. The concept of communications appears repeatedly in the unit activities with depictions of such communication forms as sign language, smoke signals, drums, whistles, and alarms. Pictures of sailboats, christmas trees, etc., show how pictures themselves can send messages. Other activities are based on the different forms of written communication. Written exercises in the ditto packet are used for such activities as ordering story events, completing stories, and answering questions related to readings; these are intended for presentation under supervision rather than as independent tasks. Language on all materials for classroom use is in Spanish while brief introductions to the supplement and ditto packet are in Spanish and English. Descriptors: Bilingual Education, Childrens Literature, Communication (Thought Transfer), Cultural Education

Spanish Curricula Development Center, Miami Beach, FL. (1974). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 3, Grade One, Teacher's Guide–Multi-Ethnic Edition. Revolving around the basic theme of the school, unit three of the fine arts program in Spanish for first graders, with music as its core, is detailed in this teacher's guide. Kits 9-12 contain music, lyrics, graphic representations of melodic contour, and chords for guitar accompaniment for the songs used. Content of four cassettes produced for the unit (available separately from the Dissemination Center) are outlined in the guide. For each learning activity, the focus, objective, and materials are listed in English and Spanish; teacher instructions are in Spanish only. Kit 9 continues with previously presented concepts of rhythm, melody, form, and interpretation, and extends artistic and musical experiences, including dance; vocal harmony is introduced. Other kits contain the following instructional activities: singing; creative dramatization to a song; expression to instrumental music through dance, song, and dialogue; rhythm band instruments; creative dramatics growing out of a traditional theme from Hispanic-American culture; music appreciation; rhythm band; extension of concept of money value through a song; visual and auditory perception; interpretation of lyrics; and listening exercises. Assessment activities are included with each kit, and a packet of ditto sheets accompanies the guide. Descriptors: Bilingual Education, Cultural Education, Dance, Dramatic Play

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. (1994). English as a Second Language Professional Development Manual for Special Education Teachers. Intermediate and Junior High School Level. The manual provides a framework for two days of training in English-as-a-Second-Language (ESL) instructional methods for monolingual special education teachers at intermediate and junior high school levels in New York City (New York) schools. The materials help teachers without ESL certification provide mandated ESL services to Limited-English-Proficient (LEP) students in all special education settings. An introductory section outlines the underlying philosophy, approach to instructional programming, and suggestions for classroom management. A second section outlines design and objectives for the two-day program. Subsequent sections detail the content of each day's program, including background on bilingual and ESL general and special education programs, ESL assessment techniques in special education, methods for facilitating language development, ESL instruction through art/music/multicultural literature, development of a cooperative relationship with culturally diverse parents/caregivers, different ESL instructional approaches, adaptations and strategies for ESL in content areas, individualized education programs, sample ESL lessons, the teacher-paraprofessional partnership, and peer coaching. A reference section contains an ESL bibliography, list of educational services for LEP students, notes on Bloom's taxonomy and LEP students, notes on curricular and instructional adaptations for ESL in special education, charts of ESL structures, themes, and functions, and glossary.   [More]  Descriptors: Art Activities, Bilingual Education, Caregivers, Classroom Techniques

Boan, Marisa (1999). Helping Laura To Help Me, Talking Points. Describes the author's experience with Laura, the younger sister of one of her fifth-grade students from the previous year. Notes her preconceived notions concerning Laura's academic potential. Realizes that she was setting expectations for her students without providing the information her students needed to achieve them. Concludes that Laura had slowed her down and helped her reflect on her practice. Descriptors: Bilingual Education, Grade 5, Intermediate Grades, Reflective Teaching

Spanish Curricula Development Center, Miami Beach, FL. (1977). SCDC Spanish Curricula Units. Language Arts, Unit 5, Grade 2, Teacher's Guide. Language arts instructional and assessment activities for second graders are presented in the unit five language arts strand. Two readers, "Vamos de Viaje" and "Aventuras para Todos", are used to help the student in reading for details, comprehension, story analysis, and work with grammatical elements. Most of the reading is silent on an independent basis. Basic activities include the structured reading, oral and written creative expression, language analysis, and review and reinforcement of the decoding process. Grammatical structures deal with different types of sentences, parts of speech, and vowel-consonant combinations. Activities for creative expression include writing stories, oral work in telling and dramatizing stories, and non-verbal communication activities in pantomime, body movement, and various art media. Students also work with concepts related to the unit theme of the school as a community and to four spiraling questions. Focus, materials, and objective for each activity are given in Spanish and English, with teacher instructions in Spanish only. Assessment activities measure the knowledge acquired in the instructional activities and determine concepts or skills that need reinforcement. Descriptors: Bilingual Education, Childrens Literature, Creative Expression, Decoding (Reading)

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1976). Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Guia para el Maestro (Race of Treasures. Reading and Language Learning Program, Unit B. Teacher's Guide). This is the teacher's guide accompanying a reader and a workbook that are part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American student. The goals of the program are increased proficiency in Spanish and increased awareness of the language and culture. The teacher's guide contains instructional suggestions for each story, which involve the presentation of the story's theme, instructional objectives, materials to be used, preparing students for reading, directed reading (both silent and oral), exercises and activities, and evaluation. The guide also contains suggestions for games, as well as a glossary of grammatical terms and a list of the new vocabulary presented in the stories. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Childrens Literature

Hasib, Shama; Winn, Sally (1999). But Teacher, I Can't Type!. This paper discusses how to create appropriate and well-planned learning activities for lower level, mostly adult, English-as-a-Second-Language students. The paper offers a step-by-step narrative on preparing a class to go to the computer lab, introducing them to and explaining the uses of basic computer components, and then leading them in a variety of very simple but pedagogically useful exercises. The point is made that many, if not most or even all, of these students cannot afford a computer at home, so that this may in and of itself be a useful exercise in acquainting them with this increasingly pervasive technology. Learning English is, of course, the top priority, but understanding and learning about the multiple uses of a computer is a close second. (Adjunct ERIC Clearinghouse for ESL Literacy Education)   [More]  Descriptors: Adult Education, Bilingual Education, Computer Assisted Instruction, Computer Literacy

Cochran, Connie E. (1985). Effective Practices for Bilingual/ESL Teachers. Classroom Strategies for Limited English Proficient Students. This manual was developed, as a result of a state policy establishing high school graduation requirements for limited-English-proficient (LEP) students, to provide teachers with resources for improving instruction of the LEP population. The manual describes classroom strategies based on current theory and research on second language acquisition. It consists of three sections: (1) effective practices associated with second language acquisition, including a low-anxiety environment, meaningful communication, listening time before speech is required, provision of many opportunities to speak, use of native language literacy as a basis for second language skills, and use of a variety of teaching techniques and materials; (2) language transition in the content areas, including use of student cues to adjust the level of English used, designation of specific portions of content area material for practicing English, effective questioning techniques, and establishment of good academic second language proficiency before mainstreaming; and (3) cultural considerations in the classroom, including frequent use of cultural information, anticipating areas of cultural conflict, collecting background information on schooling in students' home countries, clarification of teacher and pupil roles, recognition of verbal and non-verbal cultural behaviors, observation of student interaction preferences, and adaptation of instruction to differences in cognitive styles. A list of 26 references is included. Descriptors: Bilingual Education, Classroom Techniques, Cognitive Style, Cultural Awareness

Leave a Reply