This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Susan Barto, Renzo Titone, Joan Strouse, Roger Bruning, Joe Rosenberg, Silay Bounkeo, Donald J. Cichon, Annette M. Zehler, Adalberto Aguirre, and Maximino Plata.
(1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume IV: Task Order 12 Report–Literature Review and Synthesis Report on Institutional Change and Its Implications for Schools Serving Limited English Proficient Students. Task Order 13 Report–Research Designs for Measuring Institutional Change Affecting the Education of Limited English Proficient (LEP) Students. Focus Group Report. Two reports on institutional change and its effect on the education of limited-English-proficient (LEP) students are presented. The Task 12 report addresses the content and processes of change through which federal efforts can best benefit LEP students. It gives an overview of the review, discusses that nature of educational and institutional change, and looks at the use of strategic planning for change within school districts, concluding with a model for describing school change efforts. The Task 13 report presents the findings of a focus group concerning the purposes and approach of such a study, models for studying both content and process of school change, and methodology. Specific recommendations are made in each area. Substantial appended materials include a list of focus group participants, schedules and agendas for focus group meetings, and the written recommendations of each participant. [More] Descriptors: Bilingual Education, Change Strategies, Educational Research, Elementary Secondary Education
(1995). The Inner World of the Immigrant Child. Written in narrative form, this book describes the development of immigrant children and the development of a teacher who works with immigrant children. Part 1 portrays the immigrant experience of uprooting, culture shock, and adjustment to a new world. Part 2 describes a threefold theoretical model of cultural/academic/psychological interventions for working with immigrant children that facilitates learning as the youngsters make the transition to a new language and culture. The book outlines teaching methodology and philosophy for working with immigrant students. While detailing specific classroom practices that contribute to building literacy and motivating children to become active learners, the text explains the central importance of literacy to learning and to the child's sense of self-empowerment. The book provides a 42-item suggested readings list and a 33-item reference list that includes the work of other scholars who have contributed to this field. Descriptors: Bilingual Education, Critical Theory, Elementary Secondary Education, English (Second Language)
(1989). Handbook for Teaching Lao-Speaking Students. The primary focus of this book is the Lao, the principal ethnic group of Laos, who form about one-half of the population of that country. Chapter 1 of the book outlines the recent history of Laos and the Laotians. Chapter 2 describes education in Laos up to 1975, schooling in Thai refugee camps, and problems encountered by Lao refugees in American schools. Chapter 3 provides an introduction to the Lao language, as well as information on other languages spoken in Laos. Chapter 4, "Recommended Instructional and Curricular Strategies for Teaching Lao-Speaking Students," details the benefits of fostering and maintaining native language literacy among the Lao and discusses bilingual teaching methods. A bibliography contains references, suggestions for further reading, and lists of bilingual and Lao language materials (including videos). The appendixes list sources of educational materials and information, periodicals, Laotian community organizations, Lao character equivalents in four transliteration systems (excluding those of Russell Marcus and the Library of Congress), holidays, and special events celebrated in the Lao community. A glossary is also included. Descriptors: Asian Americans, Bilingual Education Programs, Cross Cultural Training, English (Second Language)
(1980). Bilingual Evaluation Technical Assistance: Workshop Text V. Planning for Management. This text is designed to accompany workshop instruction in evaluating bilingual programs. It is addressed to those involved with bilingual programs generally, educators directly involved in planning and implementation, and research and evaluation specialists. The workshop covers the tasks associated with conducting a bilingual evaluation within the framework of a management system that begins with a listing of tasks and resources. The basic planning and estimating procedures described are: reviewing the program plan; scheduling evaluation tasks; estimating staff needs; budgeting for the evaluation; monitoring the evaluation effort; and reporting the results. Each task is discussed and accompanied by examples and the procedures for completing them. Participation in the workshop should engender performance of the following tasks: completing a schedule for evaluation; constructing a staff-time allocation plan; proposing ways a budget can be modified to meet budget constraints; building an evaluation budget; creating strategies for monitoring data collection; scheduling evaluation reports techniques; and evaluating the adequacy of an evaluation report. Descriptors: Administrator Education, Bilingual Education, Educational Planning, Elementary Secondary Education
(1990). Embracing Diversity through Multicultural Education, Updating School Board Policies. The debate between particularism and pluralism is summarized, and multicultural education policies in six states (California; New York; Minnesota; Portland, Oregon; Milwaukee, Wisconsin; and Walled Lake, Michigan) are described. Recommendations include planning for demographic change, reviewing curriculum policies, and emphasizing staff development and recruitment. Descriptors: Bilingual Education, Boards of Education, Cultural Pluralism, Educational Policy
(1987). Hmong Refugees and Educational Policy. The relationship between Hmong refugees, immigration policies, and the United States educational system is examined. First, the immigration process and policy development are discussed. Federal intentions toward the Hmong refugees and the educational reality are then contrasted, and the reasons for policy failure are examined. It is contended that the encounter between the Hmong and the educational system may be regarded as a case study of the inherent inability of the system to accommodate differentness and to respond to the real need of newly-arrived refugees. The schools failed to reach across a substantial cultural gap and provide access to the larger society, attempting instead to hurry the Hmong into adjusting to a substitute culture radically different from any they had known before. The educational system has failed to keep Hmong adults enrolled and has not made available comprehensive preparation of this population for the labor market. It is argued that a better educational policy would require that authorities embrace a pluralistic vision of U.S. society and reorient policies accordingly. A 10-item bibliography is included. Descriptors: Adults, Bilingual Education, Cultural Pluralism, Culture Conflict
(1982). Assessment, Placement, and Programming of Bilingual Exceptional Pupils: A Practical Approach. The document offers a historical perspective, practical suggestions, and guidelines for assessment, placement, and programming of bilingual handicapped students. Chapter 1 on the scope of the problem looks at student, personnel, and instrument variables affecting assessment of bilingual exceptional students. Among the factors discussed are variability within and between ethnic groups, teacher attitudes, and test translations. Practical suggestions for assessing bilingual exceptional students are provided in chapter 2. Three levels of assessment are described–the initial level (classroom screening), the intermediate level (diagnostic-prescriptive assessment), and advanced level (comprehensive individual assessment). A proposed model is reviewed which includes procedures for informal language screening, formal language assessment, and comprehensive individual assessment of children with limited English proficiency. Also provided is information on use of informal tests (including checklists and rating scales, informal survey tests, observation, the Cloze Procedure for language assessment, and interviewing). A rating scale is outlined for assessing language proficiency in five domains–rhetoric, register/style, syntax, vocabulary, and pronunciation. The second chapter also contains sections on practical problem-solving techniques, task analysis, criterion-referenced tests, and additional assessment procedures. The final chapter addresses placement alternatives and programing for the bilingual exceptional student. Considered within this chapter are the individualized education program, cooperative vs. competitive instructional arrangements, curriculum content, instruction in the student's native language, and preparation and teaching of a bilingual lesson. A sample profile form of oral language proficiency completes the document. [More] Descriptors: Bilingual Education Programs, Disabilities, Elementary Secondary Education, Evaluation Methods
(1985). Early Bilingual Reading, Prospects. This discussion reviews literature on early bilingualism and early reading in two languages and summarizes a research project aimed at developing the experimental conditions for teaching early bilingual reading in institutional settings. The review notes positive effects of early reading generally and of early bilingual literacy on intellectual growth and general education. However, the anecdotal information available needs support from well-grounded experimental research. An Italian research design was developed to examine the possibilities and effectiveness of learning to read in two languages, starting at age 4. The research project would also examine the correlations between early literacy and bilingual development, early literacy and cognitive development, and early bilingual literacy and the overcoming of cognitive and linguistic disadvantages of lower- income or immigrant children. A special reading kit suggesting appropriate classroom teaching techniques and a parent guidebook were developed, as well as a variety of pre- and posttests and a parent questionnaire. The research project is in use with some groups of bilingual and immigrant children in French-Italian, German-Italian, and Basque-speaking areas of Europe; further applications in other language groups are recommended. Descriptors: Bilingual Education, Bilingualism, Classroom Techniques, Cognitive Development
(1995). Aplauso! Hispanic Children's Theater. This collection contains eight children's plays in English, Spanish, and bilingual formats. Intended participants and audiences range from preschool children to young adults; most scripts encourage audience participation. Most authors are Americans of Latin American descent or birth, and characters in the plays come from Mexican, Puerto Rican, and other Hispanic cultures, as well as from Hispanic intercultural life in the United States. "Fred Menchaca and Filemon" ("Fred Menchaca y Filemon") (Jose G. Gaytan), presented separately in English and Spanish, is an actor's monologue about cultural differences. "The Caravan" ("La caravana") (Alvan Colon), presented separately in English and Spanish, uses songs, dance, and magic to address the effects on one's behavior of being in power."Bocon" (Lisa Loomer) is a bilingual script that uses such folkloric characters as La Llorona to present a theme of protest against dictatorial power of all kinds. "The Day They Stole All the Colors" ("El dia que robaron todos los colores") (Hector Santiago), presented separately in English and Spanish, is a visual spectacle about interplanetary pirates that uses puppets, marionettes, black light, and multimedia effects. "The Legend of the Golden Coffee Bean" (Manuel Martin, Jr.) is a parable (in English) in which an orphaned Mayan girl travels through the countries of Central America searching for wealth, only to find that the true treasures are learning and sharing. "El gato sin amigos: The Cat Who Had No Friends" (Joe Rosenberg) is a bilingual script for multicultural audiences that relies heavily on audience participation to tell the story of a lazy cat. "Song of the Oak: El canto del roble" (Roy Conboy) is a bilingual fable about the life of an oak tree, featuring six songs. "La lente maravillosa" (Emilio Carballido) (Spanish only) teaches young children about bacteria and personal hygiene. Includes author profiles and background on the plays. Descriptors: Adolescents, Bilingual Education, Children, Consciousness Raising
(1982). Matematica 2. Livro do Aluno (Mathematics 2. Student Workbook). This mathematics textbook, written in Portuguese, is designed for second graders. Developed from objectives set forth by the National Portuguese Materials Development Center, it follows closely the objectives and methodology of major curricula used in schools of the United States. The thirteen chapters deal with: numeration (0-999); addition with and without regrouping; subtraction with and without regrouping; commutative and associative properties; length, time, weight, capacity, and temperature measurements; money; geometric figures, perimeter, and graphs; fractions; multiplication; divisibility; and word problems. [More] Descriptors: Bilingual Education, Computation, Elementary Education, Elementary School Mathematics
(1984). A Contextualist Perspective of Language Processing by Prelingually Deaf Students. The problem of English language-processing by 30 prelingually deaf high school students is examined from a contextualist perspective. The influence of language mode (print or sign) and syntax–English or American Sign Language (ASL) on recall, preference, and comprehension was approached through the processing of meaningful and coherent passages of similar content, length, and syntactic complexity. It was hypothesized that the four language contexts (signed ASL, signed English, print ASL, print English) would produce differential effects on the encoding and retrieval of the propositions embedded within the passages. Results showed greater propositional recall from ASL than from English for all language contexts. The study demonstrates both that the syntax component of language context plays a major role in facilitating access to meaning, and that implications exist for a bilingual approach to language acquisition with ASL as the primary vehicle for the development of English proficiency. Descriptors: Bilingual Education, Congenital Impairments, Deafness, Encoding (Psychology)
(1987). Promoting Local Adoption of a BVT Model: Final Report of the Training and Technical Assistance Project. A technical assistance effort was conducted to help local agencies develop and implement bilingual vocational training (BVT) programs without direct federal support or to help agencies that provide some BVT-type services develop their programs into more extensive BVT models. A series of three regional meetings were held for prospective BVT programs. These meetings articulated the basic concepts of BVT models, presented resources, and led participants in preliminary planning for program implementation. Eight agencies were selected as aspirants that received customized on-site technical assistance to help develop and implement BVT programs. As a result, one project put in place a BVT program, and three other projects developed BVT programs to a point where they were awaiting clearance of external factors to implement them fully. Two of those three were expected to be operating shortly. Recommendations were made for the continued support of the type of technical assistance that was provided. (Sample materials are appended.) [More] Descriptors: Adoption (Ideas), Adult Education, Adult Programs, Bilingual Education
(1982). Considerations for Developing Language Assessment Procedures. A systematic approach for assessing language competencies of bilingual students is developed. Two issues are clarified. First, the issue of examining separately the four language skills is looked at, as well as the need to consider other related factors including cognitive functions operative in language processing, affective forces, and physiological and sociological factors. The second issue is the need to identify appropriate norm or criterion-referenced tests. In addition to the issues, the concepts of communicative competence and language dominance are clarified. Finally, guidelines are proposed for language proficiency screening and diagnostic assessment of bilingual students. These guidelines describe a multi-step process, involving the following steps: (1) a recommended screening process, (2) a diagnostic procedure, (3) identification and training of responsible personnel, (4) determination of requisite skills in first and second languages for academic achievement, (5) selecting skills from the four language areas to be assessed, (6) delineation of objectives for testing, (7) determination of testing philosophy, (8) specification of test selection criteria, and (9) selection of test instruments and designation of student evaluation procedure. Numerous charts and tables illustrate the essay. Descriptors: Bilingual Education, Communicative Competence (Languages), Criterion Referenced Tests, Diagnostic Tests
(1988). Code-Switching, Intuitive Knowledge, and the Bilingual Classroom. The role of language alternation, or code-switching, in the bilingual classroom can be used as a teaching and learning strategy. Code-switching is simply a recognition of the fact that more than one language can define events and persons. Not all forms of code-switching are regarded as acceptable in the bilingual classroom. Language alternation in bilingual classrooms must be meaningful in itself and not simply reflect a language choice. A teacher who is bilingual has intuitive knowledge of bilingual behavior that can be instrumental in constructing a sociolinguistic profile of the student in the bilingual classroom. With this knowledge, the teacher can determine (1) what is being switched and how it is being switched; (2) whether a student is mixing or alternating languages in a manner that communicates confusion; and (3) criteria for separating meaningful from meaningless code-switching. Based on these discoveries, the teacher can structure classroom behavior more effectively. [More] Descriptors: Behavior Patterns, Bilingual Education, Bilingual Students, Bilingual Teachers
(1980). Bilingual Evaluation Technical Assistance: Workshop Text IV. Planning for Implementation Evaluation. This volume is the fourth in a series of five texts designed to accompany workshop instruction in evaluating bilingual programs. It is addressed to those involved with bilingual programs generally, educators directly involved in planning and implementation, and research and evaluation specialists. The purpose of this text is to provide the workshop participant with strategies for planning an implementation evaluation. The following topics are treated: the limits of outcome data in program evaluations; views on educational programs and how the views can affect implementation evaluation strategies; categories of implementation questions and the types of information useful for answering them; and alternative strategies for collecting data useful for implementation evaluation. Sample questions to identify key program features for implementation evaluation, data useful in describing the program and examining program dynamics, information regarding the selection of instruments, and samples of the abbreviated program description questionnaire and characteristics of the program's population questionnaire are included. Descriptors: Bilingual Education, Educational Planning, Elementary Secondary Education, Evaluation Methods