This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Joseph Walters, Nancy H. Hornberger, Patricia Musante, Russell Gersten, John F. Flaherty, Rafael M. Diaz, Linda Espinosa, Adam Winsler, Oxnard Ocean View School District, and Beth Warren.
(1997). Learning a Second Language Does Not Mean Losing the First: A Replication and Follow-up of Bilingual Language Development in Spanish-Speaking Children Attending Bilingual Preschool. A study of bilingual development in preschool children had two components: (1) a followup of a previous study in which the English and Spanish language development of children in a high-quality bilingual preschool remained stable over time, and (2) a replication of the study with a different cohort. The original study found that native Spanish-speaking children in a bilingual preschool program and children not in the program had improved English and Spanish skills after one year, but the bilingual program participants had especially large gains in English. Followup showed that both groups continued significant gains in both languages during a second year, with the bilingual program children continuing to make larger gains in English. The replication sample was a similar number of children from the same community, similarly divided into bilingual program and control groups. Similar results emerged from this study. It is concluded that participation in a high-quality bilingual preschool program does promote development of both native and second language skills, does not impeded native language development, and significantly enhances second language learning. (Contains 12 references. Appended materials include charts and graphs of the two studies' findings.) [More] Descriptors: Bilingual Education, Bilingualism, Child Language, English (Second Language)
(1991). An Early Childhood Education Bibliography for Parents, Preschoolers, and Professionals. This bibliography was compiled for educators and parents involved in early childhood migrant education. It contains more than 200 entries of publications, publishers, and book dealers, to help parents and teachers encourage children to learn and read. The entries are arranged into three sections: (1) resources for staff; (2) resources for parents; and (3) bilingual and multicultural books. In the first section, curriculum resources, works on early childhood education theory, and a list of periodicals are included. The second section, resources for parents, includes a list of child development books available in Spanish, informational pamphlets available in Spanish and English, and periodicals. The third section, bilingual and multilingual books, includes books in Spanish, a list of multicultural books, periodicals geared towards use with preschoolers and a listing of book dealers of international books and bilingual books. Each entry includes title, author, publication date, and publisher. The document also contains a 1989 Beginner's Bibliography compiled by the National Association for the Education of Young Children. Sources for locating additional bibliographies are listed. Descriptors: Bilingual Education, Information Sources, Instructional Materials, Migrant Education
(1981). Project Esperanza. E.S.E.A. Title VII Annual Evaluation Report, 1980-81. An evaluation is presented in this report of Project Esperanza, which provided supplemental instruction, materials development, staff training, resource assistance, and outreach services to support the special education program for handicapped Spanish speaking pupils with limited English proficiency in New York City. In 1980-81, the program provided instruction in Spanish and English reading, oral English proficiency, mathematics, and the cultural heritage. Program evaluation showed that: 1) all the program objectives for pupil achievement were met: 2) high school students demonstrated larger gains in Spanish reading, mathematics, and cultural heritage, but also had higher truancy rates than middle or elementary school students; 3) elementary school students showed larger gains in oral English proficiency than middle and high school students; 4) teacher training objectives were attained; and 5) some degree of parent participation was achieved. Recommendations for program improvement included increasing the number of resource specialists; developing appropriate materials; and more teacher training on the effects of code switching. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Cultural Education
(1988). Alternative Educational Models for Language Minority Students: Research on Structured Immersion, Equity and Excellence. Despite claims that structured immersion programs for language minority students cannot work for low-income students, two immersion projects with low-income Hispanic and Asian children worked; their effects appeared to endure even after students entered the mainstream. Descriptors: Asian American Students, Bilingual Education, Bilingual Education Programs, Curriculum Development
(1992). Science Education as a Sense-Making Practice: Implications for Assessment. This paper argues for a rethinking of what it means to "do science" in language minority classrooms by putting forward a view of science as a sense-making practice. Before outlining a sense-making perspective on scientific practice, some familiar images of what science is like in many classrooms are invoked in order to lay out a few critical connections among teaching, learning, and assessment. Two examples are provided, one descriptive of science in many mainstream classes, and the other of science in a Chinese bilingual program in California. The following questions are explored: What is the purpose of doing science in language minority classrooms, to learn science or to learn English? Is there an alternative to common practice? and What are the implications of such an alternative for assessment? The sense-making alternative to traditional practice is discussed as well as possible contexts and roles of assessment that emerge in a sense-making culture in language-minority classrooms. Implications of this view for improving science education and assessment for language minority students, paying particular attention to issues of teacher development, are explored. Responses to the paper by Ron Rohac and Sam Lin Tsang are appended. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, Limited English Speaking, Mainstreaming
(1995). Report on Workstation Uses: Effects of Success for All on the Reading Achievement of First Graders in California Bilingual Programs. A study assessed the effectiveness of the Success for All Program for grade-one English-as-a-Second-Language (ESL) learners in bilingual or ESL programs in three California elementary schools. The reading instruction program provides both native (in this case, Spanish) language support as well as English language instruction and materials. The three schools in question were matched with comparison schools in their districts, that were similar in level of student disadvantage and other factors. The 2-year evaluation measured student (n=313) progress from kindergarten entry (receptive vocabulary) to the end of first grade (phonetic synthesis skills, recognition of common sight words, and text comprehension). Analysis of the results indicates that the 2 years of instruction in the Success for All program were effective for both students taught in Spanish-English bilingual programs and in ESL programs. While the instruction raised the average student performance, it also raised the performance of the lowest-performing students, with some of the largest treatment effects occurring in this group. A suggested area for further research is the monitoring of achievement over time. [More] Descriptors: Achievement Gains, Bilingual Education, Bilingual Education Programs, Computer Oriented Programs
(1979). Fabulas para Siempre (Fables Are Forever). Volume One. Animals, insects, people, and plants are featured in 12 fables that illustrate moral lessons. Illustrated with black and white drawings, each fable is presented in English and Spanish and is followed by questions in both languages and an English-to-Spanish vocabulary list. The fables teach the value of cooperation, compromise, hard work, freedom, helping others, trusting oneself, and good judgment. They also show the problems caused by envy, greed, criticism, and "counting your chickens before they hatch." Descriptors: Bilingual Education, Bilingual Instructional Materials, Childrens Literature, Elementary Secondary Education
(1984). Status Report on Multicultural Education in Early Childhood Education. Beginning with a summary of a 1983 roundtable discussion held by education officials in Canadian universities and government, this report provides a general overview of multicultural early childhood education in Canada. Activities in each province are described. In British Columbia, for example, a successful Native Infant Program on Vancouver Island combines traditional Native American and current techniques to teach child-rearing. Research also is being done in British Columbia on early childhood English as a Second Language (ESL), ethnic studies, and multiculturalism. Other projects in Alberta, Saskatchewan, Manitoba, Quebec, Ontario, and the Atlantic Provinces also are discussed. The document takes special note of Canadian groups working to develop Preschool ESL programs. Also noted are issues that have emerged from the discussions of the Canadian Council on Multicultural and Intercultural Education and other groups; and various suggestions regarding the issue of multiple jurisdictions, courses and content; and the importance of individuals and organizations are offered. It is concluded that multicultural education is just beginning to be considered within early childhood education in Canada, as evidenced by the increasing number of related associations and administrators who are advocating for effective preparation of educators in dealing with children from immigrant backgrounds and backgrounds in which English is not spoken. The fact that early childhood education is not considered to be a strictly educational concern may pave the way for more federal involvement, particularly for providing information and training. While provinces grapple with the question of ministries' responsibilities, the federal government can assist in determining the direction of these developments. The document includes a suggested reading list of 10 items. Descriptors: Bilingual Education, Bilingual Education Programs, Canada Natives, Cross Cultural Studies
(1982). An Evaluation of the English-Ukrainian Bilingual Program: Final Report. The extent to which primary school students participating in an English-Ukrainian bilingual program in Manitoba, Canada, were acquiring skills in Ukrainian and English language arts was evaluated for the 1981-1982 school year. This program, which was instituted in 1979, provides half of the instruction in English and half in Ukrainian. Using "Ukrainian Language Tests," scores were collected on first-grade students and third-grade students. The "Metropolitan Achievement Test-Primer Level" (MAT) was administered to first-grade students in the bilingual and regular programs, and the "Canadian Tests of Basic Skills–Level 9" (CTBS) was administered to third-grade bilingual students and control-group students. After about 2.5 years in the program, students were performing at about the 75 percent level on Ukrainian oral skills, and were developing reading and writing skills. After 4 months in the program, students' English language skills were not as advanced as those of control-group students, but by grade 3, these differences disappeared. It is concluded that students in the English-Ukrainian bilingual program are developing English language arts skills at a level comparable to that displayed by students in the regular program, as well as learning the Ukrainian language. Descriptors: Bilingual Education, Bilingual Education Programs, Educational Assessment, English (Second Language)
(1981). Assessing Language Minority Students in the New Follow Through. Focusing on the assessment needs of language minority students in the early elementary years and on the evaluation of programs servicing them, this discussion directs specific attention toward accommodating language minority students in the New Follow Through Program. Introductory remarks offer recommendations for developing New Follow Through models for culturally and linguistically integrated settings and for developing tests for English-proficient and limited-English-proficiency children. The first major section describes the state of the art in assessing language minority students. Several ways tests are misused are pointed out and language proficiency assessment, testing school achievement, and teacher assessments are discussed. The second major section examines variables thought to be important in describing programs for language minority students and in studying the relationships of such programs to various student characteristics and local conditions. Model, program, classroom, and student variables are specified and discussed in terms of problems associated with instrumentation and measurement and with respect to measuring variables of interest. The final section identifies problem areas associated with the evaluation of bilingual programs. It is concluded that the inclusion of language minority students in the New Follow Through Program poses challenges and opportunities for curricular, psychometric, and evaluative innovation. [More] Descriptors: Academic Achievement, Achievement Tests, Bilingual Education, Bilingual Education Programs
(1993). Bilingual Enrichment Services and Training (Project BEST): Community School District 2, Manhattan. Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of Bilingual Enrichment Services and Training (Project BEST), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at four schools in Manhattan. The project served 266 Cantonese-, Fukienese, and Mandarin-speaking gifted students of limited English proficiency. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA) and content subjects. Content area instruction used one of three approaches: (1) Cantonese and Mandarin only; (2) Cantonese and Mandarin supplemented by English; and (3) English with an ESL methodology. Staff development workshops and parent participation activities were integral to the project. An evaluation of Project BEST found that it met its objectives for NLA, the content areas of mathematics, science, and social studies, instrument identification, curriculum and staff development, and parental involvement. It failed to meet its objective for placement in Intellectually Gifted Children's (IGC) classes. Recommendations on program improvement are included. Two appendixes include a list of instructional materials and resource center materials used. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Cantonese
(1984). Project Assist: A Counseling, Communication and Instruction Program Manual. Title VII Demonstration Project 1981-1984. The goals of Project Assist in the Ocean View School District (California) are to socialize sixth through eighth grade recent immigrant and other limited English proficient students into the school mainstream and to aid them in passing eigth grade competency tests in basic skills of English reading, written composition, and mathematics. The program consists of two primary components, instruction and counseling, which are supported by two ancillary components, training and evaluation. The instructional component augments the basic bilingual instructional program of English as a Second Language instruction and Spanish literacy (primary language instruction) with transitional English reading and primary language instruction in the content areas and electives. The counseling component, with its bilingual crosscultural counselor, provides a means for intervention on behalf of the student with school instructional staff, administration, and parents. The training component, (for certified and classified staff) includes workshop and training models, and its main purpose is to promote acceptance of Project Assist among instructional staff. Finally, the evaluation component verifies project efforts, validates project results, and provides a research data base on the client population. Following the text, appendices, which make up 75% of the document, present instruments used in the project and information about project procedures. Descriptors: Bilingual Education, Bilingual Education Programs, Curriculum, English (Second Language)
(1987). The Condition of Vocational Education for Limited English-Proficient Persons in Selected Areas of the United States. This report examines the practices of vocational education programs that serve limited English-proficient (LEP) students without the benefit of federal bilingual vocational training funds. Visits were made to seven areas of the United States with large numbers of LEP persons: South Florida, Southern California, Connecticut, Metropolitan New York, Southeastern Michigan, Coastal Texas, and North Central New Mexico. Approximately two secondary, two adult or postsecondary, and one industry-based program were visited in each site; administrators, vocational teachers, English-as-a-second-language (ESL) teachers, counselors, job developers, and students were interviewed. The results of the research are presented in seven case studies as well as in cross-site summaries. Some of the findings are as follows: (1) improved assessment and record keeping techniques as well as consistent policies are needed to determine the degree of participation of LEP students in vocational education programs; (2) better information about vocational education needs to be disseminated to LEP students; (3) entrance testing and interviewing geared to LEP students are needed to ensure greater equity and access; (4) assessment instruments for LEP students should be more widely used; (5) there is a need for improved planning for LEP vocational students in some state departments of education, districts, and schools; (6) ESL teachers should receive more training and aides should be used; and (7) the most viable way to ensure that LEP vocational students are served effectively is to establish a nonexclusionary policy, develop a plan for implementing that policy, and provide a full-time person to execute that plan. Recommendations for improving the condition of vocational education for LEP students are made for various levels of government, educational agencies, and schools. The interview protocals used in the study are appended. [More] Descriptors: Bilingual Education, Bilingual Education Programs, English (Second Language), Limited English Speaking
(1992). Biliteracy Contexts, Continua, and Contrasts: Policy and Curriculum for Cambodian and Puerto Rican Students in Philadelphia, Education and Urban Society. Presents a framework of biliteracy development focusing on the following three continua: (1) the macro-micro continuum of policy; (2) the monolingual-bilingual continuum; and (3) the oral-literate continuum. These are discussed in the contexts of Cambodian and Puerto Rican students in two public elementary schools in Philadelphia. Descriptors: Bilingual Education, Bilingual Education Programs, Cambodians, Curriculum Development
(1992). Application in Multiple Intelligences: Research in Alternative Assessment. This paper introduces a theoretical treatment of the concept of intelligence that provides for intellectual diversity and contrasts this view with the more traditional notion of intelligence. Next, the paper draws from this theory several implications for education, paying particular attention to the question of assessment. It is shown why this view of intelligence forces the rethinking of some of the fundamental assumptions held about the assessment of learning. To conclude, a consideration of several specific implications for bilingual and multicultural learning are drawn from a discussion of multiple intelligences. Responses to the paper by Vera John-Steiner and Sue Teele are appended. [More] Descriptors: Alternative Assessment, Bilingual Education, Intelligence, Learning Theories