This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Juan C. Gonzalez, Beverly B. McConnell, Leonard A. Valverde, David E. Washburn, John Olaco, Carmen Simich, Yungho Kim, Charlene Rivera, Diana Barnhard, and Eun-Ja Kim.
(1980). Multicultural Education: A Chronological Bibliography of Selected Materials. Selected readings on multicultural education are listed in this bibliography. It is divided into sections, each covering a specific year from 1967 to 1980. There is also a section of publications written before 1967. Citations include articles in educational journals, bulletins, unpublished dissertations, and documents indexed in the ERIC system. Descriptors: Bilingual Education, Cross Cultural Studies, Cultural Pluralism, Ethnic Groups
(1981). A Literature Review: Competencies for Principals of Bilingual/Community Schools. Annotations of 16 documents, derived from a search of doctoral dissertations and the ERIC system, discuss the skills and competencies needed by principals or other administrators of bilingual schools or programs. A brief introduction lists the seven categories of competencies identified by the documents, comprising change promotion, conflict resolution, human relations, community involvement, instructional staff selection and development, comprehensive planning, and acquisition of other cultures. An attached list of references includes the ten articles and six dissertations annotated as well as several other relevant documents. [More] Descriptors: Administrator Qualifications, Bilingual Education, Bilingual Schools, Competence
(1982). Language Proficiency Assessment: Research Findings and Their Application. Current research is reviewed for implications for language proficiency assessment practices. Research is discussed concerning adult language proficiency testing, cognitive studies which attempt to conceptualize the construct of language proficiency, development of theoretical models of communicative competence, studies investigating the validity of measures of communicative competence, and ethnographic/sociolinguistic studies of children's functional use of language. Studies and practices reviewed include the following: The Foreign Service Institute oral interview test, Clark's proposal to develop a common measure of speaking proficiency, studies on cognitive-academic language proficiency and basic interpersonal communication skills, models for identifying features of interpersonal and group communication, the distinction between and integration of sociolinguistic and linguistic competence as components of communicative proficiency, functional uses of language in bilingual and monolingual classrooms, studies on language variation, comparisons between home language skills and classroom communication, and the development of the Teacher Observation System for teacher training with a focus on ethnographic and sociolinguistic perspectives. Descriptors: Bilingual Education, Bilingualism, Communicative Competence (Languages), Language Proficiency
(1979). Project C.I.I.P. (Comprehensive Infant Intervention Program). Final Report 1978-1979. The final report documents achievements of an infant stimulation program for mildly to severely/profoundly handicapped children, with special attention given to infants from low socioeconomic areas and bicultural/bilingual handicapped children. Accomplishment reporting touches on the following areas: direct and supplementary services for children's services, parent/family participation, assessment of children's progress, inservice training for project staff, training for personnel from other programs or agencies, demonstration and dissemination activities, involvement of teenagers to work with the infants under project staff supervision, and coordination with other agencies. Among 10 appendixes, which make up more than one half of the document, are parent interview information and staff caregiver information. Descriptors: Biculturalism, Bilingual Education, Disabilities, Infants
(1981). The Short Circuit Model of Reading. The name "short circuit" has been given to this model because, in many ways, it adequately describes what happens bioelectrically in the brain. The "short-circuiting" factors include linguistic, sociocultural, attitudinal and motivational, neurological, perceptual, and cognitive factors. Research is reviewed on ways in which each one affects any child's reading processes and achievement, and how it would affect a child learning a second language. The model attempts to represent why a given reader plays an active role in the reading process and draws out implications with respect to the bilingual child learning to read. The model is represented in an interlocking diagram and the interrelationships of its various parts are explained. Descriptors: Bilingual Education, Bilingual Students, Elementary Education, Literature Reviews
(1976). Introduction to Life Science (Introduccion a la Ciencia Biologica). These materials were developed to meet an expressed need for bilingual materials for a secondary school Life Science Course. Eight units were prepared. These include the following topics: (1) Introduction to the Scientific Method; (2) The Microscope; (3) The Cell; (4) Single-celled Protists, Plants, and Animals; (5) Multicellular Living Things; (6) Plants; (7) Animals; and (8) Genetics. Included are objectives, background material, lesson plans, evaluation materials, and activities. Many of these can be duplicated for classroom use. Descriptors: Bilingual Education, Bilingual Instructional Materials, Biological Sciences, Botany
(1995). School Reform and Student Diversity. Case Studies of Exemplary Practices for LEP Students. This report describes eight exemplary schools serving minority students with Limited English Proficiency (LEP) in Texas, California, Illinois, and Massachusetts. Schools were chosen by nomination. The report is divided into 10 chapters. Chapter 1 provides an introduction to the report, and provides background information on how the eight schools were chosen. Chapters 2 through 9 each present a case study of one of the schools. Each chapter begins with a brief description of the school and community context, along with demographic information. The next section in each chapter portrays a scene from one or more exemplary learning environments illustrated by a diagram–the physical layouts of the classroom or setting followed by a detailed narrative description of the learning environment. Another section of each chapter pinpoints the curricular or instructional features characteristic of the learning environment and the larger school. A diagram summarizes these features and illustrates their relationship to the school's LEP program. A subsequent section highlights significant structural innovations that could be adapted by other schools. The last section of the chapter identifies factors at the district or state level that support the exemplary practices, and concludes with a brief summary of key findings. Chapter 10 provides lessons about exemplary practices and schools serving LEP students. [More] Descriptors: Case Studies, Diversity (Student), Educational Assessment, Effective Schools Research
(1980). Priority Issues on the Evaluation of Korean-American Bilingual Programs. Questionnaires completed by coordinators of Korean bilingual programs, a literature review, and the author's experiences in the field were used to examine the current evaluation practices of Korean American bilingual programs, problems associated with conducting evaluations, and ways to resolve these problems. Findings showed that most programs involved outside evaluators and did not use a comparison group. Project coordinators indicated that (1) they were fairly satisfied with evaluations of student achievement but not with the tests used, (2) they were fairly satisfied with the program evaluation methods, and (3) they found the evaluations useful. The most critical problem in evaluation of Korean American bilingual programs was found to be a lack of appropriate tests to reliably and validly measure student achievement. Based on these findings, two approaches to evaluation were developed. The first requires defining the criteria for classifying a student as having limited English proficiency (LEP), describing the number of students entering and completing the program and the instructional services provided, defining criteria for exit from the program, and describing the number of students meeting the exit criteria. The second approach is similar in structure but requires classifying students as non-English speaking, limited English speaking, or fluent in English, and describing how students are reclassified during program operation. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, Evaluation Methods
(1981). IBI (Individualized Bilingual Instruction): A Validated Program Model Effective with Bilingual Handicapped Children. The paper describes a program developed for the children of migrant farmworkers, which uses bilingual adults from these same migrant families as the primary teaching staff. The curriculum used in the teaching of academic areas and oral language in Spanish and English is described, as well as specific adaptations that would be useful in teaching low performing children. The staff training model is also reviewed along with teaching techniques useful in special education classrooms–some of which are particularly geared to the special needs of non-English speaking children. Test data are presented on a large number of children over a 7 year period showing the difference in performance by high and low ability Spanish speaking children after periods of 1, 2, or more years in the Individualized Bilingual Instruction program. Gains by both high and low ability children are both educationally and statistically significant. The author also outlines resources available for other school districts that might want to adopt part of the model. Descriptors: Bilingual Education, Bilingual Students, Disabilities, Individualized Instruction
(1981). Teaching English to the Bilingual Child in the Classroom. The paper provides classroom teachers with practical suggestions for teaching English to the bilingual child (defined for purposes of this document as children whose native language is not English and who have only limited abilities in utilizing English). Teaching strategies are discussed under three major subheadings: (1) cognitive domain, (2) affective domain, and (3) media or instructional data. Some suggestions for classroom activities for auditory training, vocabulary development, grammar, and expressive skills training are included in the discussion on developing the bilingual child's cognitive abilities. Teachers' professional competencies and personal qualities are emphasized as one of the most important factors for successful teaching of English to the bilingual child along with the consideration of the motivational factors. Techniques for improving the child's self concept are also offered, as well as a brief review of the use of instructional media and materials for teaching the bilingual child. Descriptors: Bilingual Education, Cognitive Development, Elementary Secondary Education, English (Second Language)
(1981). Language Dominance Testing in the United States: A Review of Technological Advances since the 1940s. The issue of language dominance testing is explored with special attention to: (1) a history of language testing in the United States from 1943 to 1974, (2) methods presently utilized for the determination of language dominance, (3) problems encountered in language dominance testing, and (4) some specific research that has been carried out related to this issue. In determining language dominance, it is generally recognized that three domains have to be considered–communication skills, linguistic structures, and social domains. While no single best way has been discovered to test these domains, the home interview is used, as well as direct techniques such as story telling, question-answer methods, and language repetition and completion. Problems arising in language dominance testing have to do with inadequate attention to appropriate test standards, the need to measure all facets of language dominance, and even the possibility of measuring language dominance testing are reviewed, and some suggestions for more viable alternatives to existing measures are given. Descriptors: Bilingual Education, Communicative Competence (Languages), Elementary Education, Language Dominance
(1987). "It's Only Half of Me." The Interracial Child: The Need for Balance. Multiethnic living is practiced by a growing number of Americans. Some of the issues that research has looked at in this context include identity confusion, child-rearing complications, developing friendships within and across ethnic lines, emotional disturbance, dealing with ethnic heritage, school performance, and need for school services. In the study described in this paper, 7 interracial children were asked to share their thoughts about being interracial; 6 of the youngsters were 14 to 16 years old and one was 11. The children represented a variety of cultural groups. All had experienced racism in some form. They experimented with identity roles related to ethnicity and race in their adolescence. They perceived a broad sense of ancestral roots to be the benefit of an interracial heritage. These children realized that many of their experiences had been based on skin color, and felt it humorous that there was so much ignorance about physical characteristics. The school dealt with the children as single-race individuals. There was always some anxiety about introducing their biracial family to others, and the older ones were concerned about identifying their race for others. They appeared to like themselves and were comfortable with multiethnic living. The paper concludes by offering some guidelines for school treatment of multiethnic students. An 11-item bibliography is included. Descriptors: Adolescents, Bilingual Education, Cultural Pluralism, Elementary Secondary Education
(1984). The Need to Evaluate Special Education Programs Serving Bilingual Students. The focus of this paper will be to argue for an effective and concise evaluation of special education programs serving bilingual or limited English proficient (LEP) students. Although Public Law 94-142 specifies that all children be provided with free appropriate education according to their individual needs, ensuring compliance with these requirements has been problematic, particularly in the provision and evaluation of appropriate programs and services to bilingual children. The future success of special education programs serving LEP students will largely depend on the ability to evaluate and communicate the ultimate successes and failures of such programs. In addition, while defining the overall worth of these programs, exemplary services and programs can be identified for dissemination. Advocates of special education for LEP students must engage in evaluation activity for the future of this population. Special educators must realize that evaluation is a requisite in the process of planning and delivering special education services to all populations. [More] Descriptors: Bilingual Education, Compliance (Legal), Disabilities, Elementary Secondary Education
(1996). Mini-Dictionary for ESL Teachers. This dictionary lists and defines 370 terms in the fields of applied linguistics and second language instruction that are of use to or may be encountered by teachers of English as a Second Language (ESL). It includes terms relating to psycholinguistics, language acquisition and second language learning theory, classroom management, program design and administration, teacher education, legal issues and compliance, grammar, teaching techniques and approaches, testing, and instructional activities. A glossary of some common acronyms associated with ESL instruction, including those of some professional associations, is also included. [More] Descriptors: Applied Linguistics, Bilingual Education, Bilingualism, English (Second Language)
(1980). Applying Bilingual Models in Classrooms for the Hearing Impaired. The author examines the use of oral bilingual models in programs for the hearing impaired, contending that the native language of a hearing impaired child of hearing parents is frequently sign language. It is suggested that classrooms for the hearing impaired could combine numerous languages (Signed English, Signing Exact English, and American Sign Language) and modes according to models of monoliterate and partial bilingualism. It is also pointed out that a native or near native signing staff would be necessary if such a model were adopted. Descriptors: Bilingual Education, Elementary Secondary Education, Hearing Impairments, Models