This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gerald Sumner, Gail Zellman, Eddie Williams, Ruddie A. Irizarry, J Amer Indian Educ, David Cox, TX. Office of Research and Evaluation. Austin Independent School District, Adedeji Awoniyi, Fred Streit, and Florence B. O. Ala.
(1985). Effects of Alternative Language Media on Learning in Nigeria, Journal of Negro Education. A study of Nigerian bilingual (Yoruba and English) students supported other research indicating that primary education in the child's mother tongue is most effective for the learning process. An experimental group taught and tested in a structured bilingual medium performed significantly better than one taught and tested in English. Descriptors: Bilingual Education, English, Foreign Countries, Learning Processes
(1970). Annual Indian Education Conference Covers Variety of Topics and "Tools". Descriptors: American Indians, Bilingual Education, Conference Reports, Curriculum Evaluation
(1982). Se Habla Educacion, Community and Junior College Journal. Describes Hostos Community College, a bilingual urban institution. Relates the problems encountered when counseling cutbacks forced increased reliance upon faculty advisors. Explains the development of a Volunteer Faculty Advisement Corps to counsel liberal arts students, discussing in-service training, linking students with advisors, and achievements after one year. [More] Descriptors: Academic Advising, Bilingual Education, Community Colleges, Faculty Advisers
(1979). Bilingual Mini School, Title VII ESEA. Final Evaluation Report. The Bilingual Mini School focused on educational services of a bilingual nature for students in kindergarten through grade six. At the kindergarten, first and second grade levels all classes were comprised of Spanish-dominant or bilingual students. At grades three, four and five the students were grouped based on language dominance (Spanish or English). At the sixth grade level, all students were assigned to one classroom. Program activities were designed to maximize each student's academic skills, first in the dominant language and then in the second language. Program evaluation was completed through use of pre/posttest achievement data, classroom observation, interviews with teachers and educational assistants, and a review of instructional materials. Findings indicated most program objectives were attained. Results also indicated that the program operated smoothly, the district was responsive to staff requests, and rapport among staff members was excellent. Recommendations for future program implementation and achievement test data are included. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Program Descriptions
(1978). Final Evaluation Report, 1977-78, Title VII ESEA–Bilingual School Complex. This report evaluates the bilingual programs at six public schools in New York City whose basic goal was the development and maintenance of proficiency in two languages, Spanish and English, in a multicultural setting. The evaluation procedure entailed interviews with supervisors, teachers, and parents as well as testing, visits to classes, and examination of training and instructional materials. The report includes detailed observations of each of the six schools with special attention to the curriculum tools used in each locale. It concludes with an evaluation of the program and recommendations for its more effective implementation. Tables of pretest and posttest data are provided. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Elementary Education
(1969). The Language Problem in Cameroon (An Historical Perspective), Comp Educ. Descriptors: African History, Bilingual Education, Developing Nations, English
(1979). Fort Hamilton High School Greek, Arabic and Spanish (GRASP) Bilingual Program, ESEA Title VII. Final Evaluation Report, 1978-1979. The Fort Hamilton High School Greek, Arabic, and Spanish Bilingual Program (GRASP) served 200 Brooklyn, New York, students found to have limited proficiency in English. Students received instruction in English as a Second Language or remedial English, native language arts (except Arabic), and native language instruction in science, social studies, and mathematics. Additional program components included curriculum development, teacher training, supportive services, parental involvement, and mainstreaming with English speaking peers. Program evaluation was completed using student achievement data from norm and criterion referenced tests and evaluator observations. Achievement data indicated that (1) students on most levels made significant gains in reading English, (2) most students achieved program goals in native language arts, (3) substantial percentages of students achieved course expectations in mathematics, and (4) most students mastered program objectives in science and social studies. Attendance figures indicated that GRASP students surpassed the school wide attendance rates. Other program components were found to be successful. Recommendations for future program implementation are included. [More] Descriptors: Arabic, Bilingual Education, English (Second Language), Greek
(1976). State Compensatory Education. Final Report 1975-76. The state-funded compensatory education program instituted in the Austin Independent School District in Texas in 1975 consisted of a basic skills component (communication skills/reading and math) for students meeting ESEA Title I criteria, and a bilingual component designed to mesh with the ESEA Title VII Bilingual Project. Enthusiasm for the program has been high because each school plans its own strategy for implementation, with local school staff closely involved in the process. Unfortunately, the extensive planning period required prevented timely implementation of the program, and evaluation of the results as of 1976 is therefore not available. The baseline information provided in this report will for that reason be coordinated with information gathered in a forthcoming report on the 1976-77 year, in order to evaluate program results. [More] Descriptors: Basic Skills, Bilingual Education, Compensatory Education, Elementary Education
(1976). Bilingual Teacher Intern Program; School Year 1975-1976. This report is an evaluation of a New York City school district educational project funded under Title Vll of the Elementary and Secondary Education Act of 1965. The goals of the program were to provide bilingual instructional services in all subject areas to Hispanic pupils of limited English-speaking ability and to select, train, and place bilingual teachers in the classroom. Approximately 2400 Hispanic children in grades K-8 were served by the program. Eighty college graduates with teaching credentials and bilingual communication skills in English and Spanish served as interns in the instructional program. The interns were placed in 54 schools encompassing three New York City boroughs. The program was staffed by a Project Director, a Coordinator, three Field/Counselors/Teacher Trainers, and two administrative aides. Teacher training was conducted through three components: in-service workshops, graduate school training, and field supervision. Specific program objectives and the means for achieving these objectives are outlined. The findings are presented and discussed. On the basis of the results it was concluded that the major objectives were met. [More] Descriptors: Bilingual Education, Bilingual Teachers, Children, English (Second Language)
(1983). Using Spanish as the Language of Instruction with Mexican-American Head Start Children: A Re-Evaluation Using Meta-Analysis, Perceptual and Motor Skills. Data from an earlier study of a cognitively based English-language training program for 67 Mexican American Head Start children were reanalyzed using meta-analysis. Spanish as the language of instruction resulted in larger effect sizes. Recently expressed doubts about the efficacy of beginning instruction in non-English speakers' native languages are questioned. Descriptors: Bilingual Education, Cognitive Development, Concept Formation, English (Second Language)
(1982). The Hmongs Hit Main Street, American School Board Journal. Adaptations in Sheboygan (Wisconsin) public schools have enabled the district to meet the needs first of Hispanic students and then of Hmong students, refugees from Vietnam. English as a Second Language (ESL) programs and ESL centers with a Hmong resource teacher help the Hmong students stay in school. [More] Descriptors: Asian Americans, Bilingual Education, Elementary Secondary Education, English (Second Language)
(1977). Federal Programs Supporting Educational Change, Vol. VI: Implementing and Sustaining Title VII Bilingual Projects. This report is one of three volumes that describe the second phase of a study that examined the implementation of four federal change agent programs related to education. Phase 2 of the study focused on what happens to local projects in the two largest change agent programs–ESEA Title III and ESEA Title VII–when federal funding stops. This particular volume discusses the complex process of establishing bilingual programs in local school districts, with particular attention to those aspects of the Title VII program and those political influences that affect local implementation. Data for this report were gathered through case studies conducted between April 1974 and May 1976 at 11 Title VII Spanish/English project sites, telephone and personal interviews in 1974 with personnel at 10 state education agencies, and interviews with federal Title VII personnel. [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Federal Programs
(1988). A Paradigm Regained: Conflict Perspective on Language Use in Bilingual Educational and Social Contexts. The validity of the consensus paradigm dominant in sociolinguistics is questioned. Social scientists working in this paradigm take the perspective of society as an aggregate operating through agreement between its constituent elements, working to the benefit of the aggregate. The best-known of the consensus-oriented theories is structural-functionalism (S-F), which sees society as a system of mutually supportive institutions where each institution contributes to the system as a whole, maintaining it in equilibrium. By contrast, variant theories in the conflict paradigm see the S-F concept of society as a fundamental misrepresentation. It is proposed here that theories in the conflict paradigm are more powerful than those in a consensus paradigm because they account more comprehensively for observed phenomena in language use and learning. Further, language policies in education based on consensus theories are likely to be counterproductive for being based on invalid theories. The implication is that schools can do no more than the dominant group will allow: perpetuate structural conflict or promote assimilation. Schools can not transform dominated social groups into dominant groups. At best, schools can enhance an individual's capacity for mobility from one group to another. A society of groups with differential power coexisting in an integrated way without conflict is not possible. [More] Descriptors: Acculturation, Bilingual Education, Bilingualism, Foreign Countries
(1979). Effective Transition of the Bilingual and Bicultural Student. Thomas Jefferson High School. Final Evaluation Report, 1978-1979. The Effective Transition of the Bilingual and Bicultural Student program was funded to offer academic subjects bilingually in grades 9-12, to train staff to carry out program goals, and to provide supportive services to program students. The program offered instruction in English as a Second Language, native language arts, social studies, science, and mathematics. Curriculum and materials development and parental involvement formed additional program components. The program was evaluated using student achievement data from criterion referenced tests and evaluator observations. Achievement data indicate (1) English as a Second Language students mastered an average of 43% of the objectives attempted, (2) 83-100% passed examinations in native language arts, (3) 70-100% passed examinations in mathematics, (4) 86-100% passed examinations in science, and (5) 70-100% passed examinations in social studies. Fifty-four to one hundred percent of the students involved in the program exceeded attendance criteria. The curriculum development and supportive services components were found to be strong and effective. The parental involvement program was found to be in need of expansion. [More] Descriptors: Bilingual Education, English (Second Language), Program Descriptions, Program Effectiveness
(1976). The Berlin–North Country Bilingual Program, Interim Evaluation Report. Third Operational Year 1976-1977. Approximately 217 students in grades 1 to 3 of the Berlin public and parochial school systems participated in this bilingual program. Seventy percent of the students were either from French speaking families or had a French ethnic and cultural background. The goals of the program were outlined as follows: (1) to continue to design, develop, and implement a bilingual program to meet the needs of the Franco-American population in the Berlin system in such a way that it can be replicated in other New Hampshire communities; (2) to continue the development, implementation and expansion of a comprehensive instructional program incorporating a bilingual cultural heritage model for the Berlin system and other communities; (3) to provide the necessary pre and inservice training, including materials development, to teachers and aides from kindergarten through grade 6; and (4) to encourage and improve relations between the American and Franco-American populations in northern New Hampshire and their Canadian and French neighbors. The evaluation of this project indicates that it is making excellent progress toward fulfilling its goals. Areas that deserve closer attention include: (1) more systematic reporting to the executive board regarding the progress of the project; (2) continuing efforts to increase staff involvement in planning and decisionmaking; and (3) increasing the emphasis on public relations. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Background