This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include George P. De George, Anga A. Youssef, Sonia Nieto, Galena Sells Dick, Dale W. Berry, Erma Chapman, Mona A. Feldman, Chris James, Judith Walker de Felix, and Teresa L. McCarty.
(1996). Mother Tongue Literacy and Language Renewal: The Case of Navajo. This paper discusses the contribution of school-based mother-tongue literacy to the maintenance and renewal of endangered languages, with Navajo as the case in point. Although Navajo claims the most speakers among U.S. indigenous languages, the absolute number and relative proportion of Navajo speakers have declined drastically in the last 30 years. Language usage varies across the Navajo Reservation, depending on individual community histories and contact with English. English dominates the print environment, although other forces reinforce the primacy of oral Navajo. Historically, the single most harmful factor for language maintenance was forced English-only schooling. Following a shift in federal policies, the Rough Rock Demonstration School in Arizona was founded in 1966 as the first tribally controlled school, one that reinforced Navajo language and culture in the classroom. After years of fluctuating funds and services, Rough Rock's bilingual program has been reinvigorated by a cadre of local bilingual educators. The K-6 two-way bilingual program develops children's oral and written Navajo and English proficiency and features high-quality exposure to spoken Navajo, teacher-developed Navajo texts, summer literature camps, and the involvement of elders as teachers and counselors. Such practices elevate the moral authority and practical utility of the language. Navajo literacy remains confined primarily to the school but supports a sociocultural environment in which young and old share language experiences. Rough Rock evaluative data demonstrate the academic success of bilingual students with a solid foundation in mother-tongue literacy. It remains to be seen whether program graduates pass Navajo to their children as their mother tongue. (Contains 26 references.) [More] Descriptors: American Indian Education, Bilingual Education, Bilingual Education Programs, Educational Practices
(1986). Bilingual Pupil Services 1985-86. OEA Evaluation Report. During the 1985-86 fiscal year, the Bilingual Pupil Services (BPS) Project was selected by the U.S. Department of Education as an exemplary Chapter 1 Project, suitable for national dissemination and replication. BPS provides instruction in English as a second language (ESL), bilingual reading, and mathematics to students of limited English proficiency (LEP), and provides inservice training for 60 paraprofessionals who work with these students. It has served Hispanic LEP students since its inception and has served Chinese LEP students for the past three years. The 1985-86 evaluation focused primarily on the program's paraprofessional training component. Participants indicated that the program gave then the following: (1) a sense of purpose and accomplishment; (2) teaching know-how; (3) feelings of confidence and progress resulting from the support of BPS staff members during field visits; (4) highly organized management and record-keeping systems; and (5) specific teaching techniques which were developed during training sessions. Participants' evaluations were overwhelmingly positive. Their major recommendation was that they be given more time to learn to develop and implement some of the strategies that were outlined during the training sessions. This report describes the program and its activities, reports on student achievement, and provides recommendations. Descriptors: Bilingual Education, Bilingual Education Programs, Chinese Americans, Elementary Secondary Education
(1983). New Perspectives for Bilingual Teacher Training Programs: Stretching Facilities and Experiences at Wayne State University, Educational Perspectives. Describes field experience, integrative, collaborative, systems approach, and institute bilingual teacher training models. Also provides a description and evaluation of a teacher training model at Wayne State University. The study shows that "facility stretching" will strengthen teacher training programs and train teachers who have a greater sensitivity to a changing world. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Research, Educational Trends
(1983). Overcoming Obstacles to Full Participation of Trainees in Bilingual Vocational Training Programs. Final Report. This study examines obstacles faced by limited English-speaking adults in bilingual vocational training projects. Methods and procedures used in nine federally funded bilingual vocational training projects to resolve the identified obstacles are documented, and their usefulness is assessed. The purpose and background of the study are first surveyed. The obstacles to trainee participation encountered in the projects are then identified. The discussion next focuses on selected aspects of planning that enable project staff to identify and prevent potential obstacles to participation among prospective trainees and on mechanisms and procedures for identifying obstacles during outreach, screening, and recruitment; during intake; in the classroom or on the work site; and through trainee counseling. These attendance obstacles are cited and resolutions for each are presented: personal and family problems, health problems, transportation problems, lack of housing, and lack of financial resources. Discussion follows of these instructional obstacles and available resolutions: adapting instruction to trainees' levels, difficulties resulting from absences, adapting to styles of trainee participation, inappropriateness of instructional materials, trainees' anxieties about training, and inappropriate behavior. Suggestions are made for mechanisms and procedures to identify, prevent, and resolve obstacles to participation on a systematic basis. Appendixes include project descriptions and a bibliography. [More] Descriptors: Access to Education, Adult Programs, Adult Vocational Education, Bilingual Education
(1986). Second Language Teachers' Abilities: Some Equity Concerns, Journal of Educational Equity and Leadership. Who is teaching limited English proficiency students in English-as-second-language and bilingual programs? In general, the teachers studied were not qualified to provide students with appropriate language development class work because they themselves were cognitively and linguistically mediocre. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Elementary Secondary Education
(1989). Chats in the Teachers' Lounge Are Not Enough: Preparing Monolingual Teachers for Bilingual Students, Equity and Choice. Describes a program model tested at two Boston high schools designed to better prepare monolingual teachers to meet the needs of their linguistic minority students. Program consisted of needs assessment, workshops, conferences, and classroom projects. Recommendations for future projects include administrator, counselor, and bilingual staff involvement; and peer coaching. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Inservice Teacher Education
(1997). One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language. This book provides information to preschool teachers and administrators in developing effective programs for young linguistic backgrounds of second-language-learning children, the children. Information about the importance of the cultural and linguistic backgrounds of second-language learning children, the course that second-language learning is likely to take in preschool-age children, the supportive techniques that teachers can use in their classrooms, and the part that second-language learners' families may play in linguistic and educational decisions are addressed and integrated into basic knowledge of child development. The book is divided into two parts. The first part details the second-language-learning child's task. Four chapters address getting started in a second language, speaking a second language, and individual differences in second-language learning. Two case studies are presented to illustrate the process. The second part discusses the role that the teacher can play in helping children during the second-language-learning process. Five chapters address using communication and classroom organization to support second-language learning, using the curriculum to facilitate second-language learning, working with parents of second-language learners, assessing the development of second-language learners, and developing effective preschool programs for second-language learners. Contains 66 references. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Bilingualism
(1993). Bilingual Readiness for Achieving through Valued Opportunities (Project BRAVO) Final Evaluation Report, 1992-93. OREA Report. This report presents an evaluation of the Bilingual Readiness for Achieving through Valued Opportunities (Project BRAVO), an Elementary and Secondary Education Act Title VII-funded project in its first year of operation at Boys and Girls High School in Brooklyn (New York) and Louis D. Brandeis High School in Manhattan (New York). Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, social studies, and computer science. Although Project Bravo implemented all of its planned activities, it failed to provide the data for the evaluation of the program at Louis D. Brandeis High School. An evaluation of the project at Boys and Girls High School found that it met its objectives for ESL, Spanish NLA, computer science, social studies, attendance, dropout prevention, referral to special education, career orientation, staff development, and parental involvement. It failed to meet its objectives for math, science, placement in gifted programs, enrollment in postsecondary institutions, and curriculum development. Recommendations for program improvement are included. Two appendixes provide lists of instructional materials used in the program and class schedules. [More] Descriptors: Academic Achievement, Attendance, Bilingual Education, Bilingual Education Programs
(1986). South Bronx High School Career Awareness/Survival Skills Bilingual Program 1983-1984. O.E.A. Evaluation Report. This report evaluates a program, in its second year of funding, which provides instruction in English as a second language (ESL) and native language arts to Hispanic students in a Bronx, New York high school. Bilingual instruction is also provided in social studies, mathematics, and science. The program was designed to develop career awareness and to encourage students to develop their bilingual skills as a potential asset in the business world. Program objectives were assessed in mathematics, science, social studies, and Spanish (teacher-made tests), and in English language development via the Criterion Referenced English Syntax Test (CREST). Quantitative analysis of achievement data indicates that: (1) Overall, students met the program criterion of mastery of one CREST objective per month of instruction both semesters; (2) Those enrolled in Spanish language courses achieved the 65% passing objective; (3) In content-area subjects, only 11th grade students in science (fall) and 12th grade students in math (fall), social studies (fall), and science (fall and spring) were able to meet program objectives. The report recommends that students who are somewhat proficient in English be mainstreamed and assisted with tutoring. Further, it recommends that separate testing of the survival skills emphasized in the program be initiated, that greater efforts be made to involve parents, more materials be developed in mathematics and social studies; and that exploration be made of the failure of students to meet program objectives in content areas. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Career Guidance
(1981). An Evaluation of the First Two Years of the English-Ukrainian Bilingual Program: Summary Report. A 3-year pilot bilingual program based on the Manitoba curriculum was evaluated to determine the degree to which program objectives had been achieved. The program uses Ukrainian as the language of instruction for 100% of the time in kindergarten and for 50% of the time in grades 1 and 2. The study investigated the following: (1) the extent to which students had acquired skills in Ukrainian language arts, English language arts, and the primary school program as a whole; (2) students' awareness of Ukrainian cultural heritage in Canada; and (3) attitudes of parents, teachers, principals, and superintendents toward the program. The first objective was measured by tests, teachers' progress reports, and comparisons of test scores with scores of children in the regular program; objectives 2 and 3 were studied by questionnaires and interviews. Tests indicated that, after 2 years of instruction, children had average scores above 70% in understanding, speaking, and reading Ukrainian. Differences in average scores in English language skills and in regular program subjects between bilingual and regular program children were not considered significant. Parents and teachers reported that the children had developed a greater awareness of Ukrainian cultural heritage. Generally, all adult groups were found to be satisfied with the program and wanted it extended through grade 6. Descriptors: Academic Achievement, Administrator Attitudes, Bilingual Education, Bilingual Education Programs
(1986). Guidelines for Evaluating Bilingual Classrooms, Interracial Books for Children Bulletin. Outlines what to look for in determining whether a classroom is truly bilingual, including the following: (1) uses of languages; (2) the cultural component; (3) instructional materials; (4) parent involvement; (5) personnel; and (6) administration. Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Teachers, Bilingualism
(1984). Acculturation in the ESL Curriculum, English Quarterly. Explores the use of small group discussions and journal entries to provide a safe place for adult students of English as a second language to take the risks necessary to practice a new language. Descriptors: Acculturation, Adults, Bilingual Education, Bilingual Education Programs
(1986). Erasmus Hall High School Bilingual Program 1983-1984. O.E.A. Evaluation Report. This report evaluates a program, in its first year of funding, which provides instruction in English as a second language, native language arts for Haitian and Spanish-speaking students, bilingual classes in mathematics, science, social studies, and typing in Creole/French in a high school in Brooklyn, New York. The program's major goal is to provide all students with special assistance in English in order to accelerate their progress into mainstream academic classes. English language development was assessed via the Criterion Referenced English Syntax Test (CREST). Quantiative analysis of student achievement data indicates that: (1) overall, students tested at Levels I and II of the CREST mastered 0.6 objectives per month, which was short of the proposed criterion; (2) thirteen 9th and 10th grade students made gains in French and five 11th graders showed losses; (3) forty-six percent of the Haitian students enrolled in typing passed the course; and (4) the program attendance rate was significantly higher than the schoolwide rate. The report includes extensive recommendations for program improvement in the areas of administration, teacher involvement, student screening, language-use policy, follow-up evaluation, counseling, parent outreach, facility expansion and safety, and evaluation of the English language objectives. [More] Descriptors: Asian Americans, Bilingual Education, Bilingual Education Programs, English (Second Language)
(1988). Assessment and Placement of Language Minority Students: Procedures for Mainstreaming, Equity and Excellence. Outlines a set of procedures designed to incorporate Limited English Proficient students into the mainstream curriculum. Discusses the information needed to make mainstreaming decisions, and the procedures and instruments needed to gather the information. Reviews mainstreaming programs in various states. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Research, Elementary Secondary Education
(1992). Bilingual Models for Early Childhood Education: Birth to Five Years. This paper describes a project undertaken by the Free Kindergarten Association-Multicultural Resource Centre in Victoria, Australia, to develop policies, models, and strategies for establishing and maintaining bilingual programs in preschool or child care centers, either as full bilingual programs or as bilingual perspectives in other programs. After describing existing language programs in primary schools and preschools, the paper reports on a case study of bilingual instruction at three child care centers. Based on videotape observations as well as child and staff interviews, the report describes the methods and effectiveness of the bilingual programs. It recommends that all early childhood education programs in Australia acquire the capacities needed to introduce second language or bilingual programs. (Contains 22 references.) [More] Descriptors: Bilingual Education, Bilingual Education Programs, Day Care, English (Second Language)