Bibliography: Bilingual Education (page 585 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Josephine DeLeon, Wilhelmina W. Reveron, Michael B. Webb, Flora V. Rodriguez-Brown, Bob H. Suzuki, Brian Maruffi, Lynne S. Yirchott, Maria Jose D'Alu, Amparo Ross, and Celeste E. Freytes.

Webb, Michael B., Comp.; Maruffi, Brian, Comp. (1982). Equal Opportunity in Education. Urban Schools Bibliography Series Number 1. This bibliography consists of nearly 500 references to works on equal educational opportunity cited between 1975 and 1981 in "Resources in Education." The documents cited, most of which were developed by urban school districts in cities with a population of 100,000 or more, deal primarily with urban education, school desegregation, bilingual and/or multicultural education. Works are listed in order of ERIC document (ED) number. Each reference contains bibliographical information, index terms (ERIC descriptors and identifiers), and an abstract. Also provided in the bibliography are a subject index, an author index, and information for ordering ERIC documents.   [More]  Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Secondary Education, Equal Education

Wozniak-Stephens, Melaine (1982). Vocational Programming for the LEP. Part 2: The Project Mainstream Experience. This monograph is intended as a resource for persons planning or administering a vocational program for limited English proficient (LEP) students. It describes the structure and operations of Project Mainstream, a bilingual vocational program serving Korean and Spanish speaking persons. Material is organized around three major topics. The first topic, "Planning," examines areas of concern in the process of establishing the project. Discussion covers needs assessment, financing, objectives, components, materials development, and scheduling of vocational training, bilingual assistance, Vocational English as a Second Language (VESL), and English as a Second Language (ESL) classes. The second section, "Student Services," gives a detailed account of the support structure provided for students and its development within the project. Student services described include recruitment, intake, registration, orientation, advising, vocational tutoring, bilingual tutoring, VESL, ESL, field trips, placement, and followup. The third topic, "Program Management," considers the responsibilities of the project staff and the relationship of the project to departments within the college in which it is housed as well as to the wider community. Staffing, staff development, recordkeeping, and budget management are addressed. Appendixes include project materials, lists of bilingual and VESL materials developed, and flow charts. Descriptors: Bilingual Education Programs, English (Second Language), Korean, Limited English Speaking

DeLeon, Josephine (1983). Evaluating and Adapting Materials for Use with Bilingual Exceptional Children. The paper addresses the need for evaluating instructional materials to be used with bilingual or limited English speaking exceptional children. The scarcity of materials geared for this population is noted, and the need for evaluating existing materials prior to adapting them is discussed. Five questions are posed, touching on correspondence with instructional objectives, derivation of materials, validating statements, possibilities for increasing the cultural relevance, and use by a small group or individually. Guidelines for evaluation deal with theoretical foundation, content, useability, assessment, cost, and evaluation. The importance of examining teacher and student characteristics as well as the curriculum is depicted in a diagram of the classroom ecological system. After the material is evaluated for match/mismatch with student needs, the next step is explained to be adaptation. Four issues in adaptation are discussed: the child's skill level, cultural background, learning and perceptual style, and language ability. Descriptors: Bilingual Education, Cultural Differences, Disabilities, Elementary Secondary Education

Darche-Park, Cynthia; Lujan, Jaime (1981). Collaborative Staff Development for Teachers of Bilingual Students with the Teacher as Researcher. A set of assumptions, goals, and training strategies are described as they were used to implement a staff development program which tested the notion that teachers of limited-English-speaking students can effectively carry out research pertinent to them. The experiment in question was conducted as a one-year collaborative project between San Diego State University and a high school district with a large Spanish-speaking population. The project included 20 teachers, 16 student teachers, 2 university researchers, and 2 graduate assistants. The description of the training model includes the theoretical foundation, the 12-step discovery process used in the training strategy, training in building collaborative relationships and working toward consensus, and the process for selection of participating teachers. The discussion indicates that two collaboration types were being studied simultaneously: (1) collaboration between master teacher and student teacher, and (2) collaboration among the teachers themselves in their attempts to solve problems through consensus decisionmaking and doing research on identified problems. The model description is illustrated with flow charts. Descriptors: Bilingual Education, Cooperative Planning, Master Teachers, Models

D'Alu, Maria Jose (1980). Matematica 1. Livro do Aluno (Mathematics 1. Student Workbook). Matematica 1 is the first book of a mathematics program in Portuguese "designed for first graders." The book contains 15 chapters dealing with: sets, numeration, place value, numbers from 0 through 99, addition and subtraction, geometric shapes, measurements (money, time, length), fractions, word problems, and commutative and associative properties. The book provides a pictorial introduction to each new concept, sample and practice exercises, and end of chapter reviews and tests. Copies available from the publisher have perforated pages so that pages can easily be removed for correcting by the teacher.   [More]  Descriptors: Bilingual Education, Elementary Education, Elementary School Mathematics, Geometric Concepts

Foster, Charles R. (1980). Instruction of Haitian Bilingual Children in the United States, Language Problems and Language Planning. Haitians immigrating to the United States speak Creole; at the same time, they frequently claim French as their native language and want their children to be educated in French as well as in English. The teacher of the Haitian immigrant child soon learns that the language which will influence the child's learning of English is not French, but Creole. The Haitians themselves are experiencing conflicts over their social identity in American society and express their conflicts in their views on language use. French language and culture is a prestige factor here as well as in Haiti. An important task of the school, therefore, becomes parent training. Parents could be enabled to understand that the child may make the transition directly from Creole into English instead of via French.  At the same time, opportunities should be made for older children who are fluent in English and Creole to learn French because it is the official language of Haiti and is part of its culture. Because of the problem of lack of materials in Creole and of certified teachers who know Creole, linguists and specialists in Creole should be encouraged to apply results of their research to improvement of instructional strategies in the bilingual classroom. Descriptors: Bilingual Education, Creoles, Cultural Influences, Elementary Education

Yirchott, Lynne S.; Rodriguez-Brown, Flora V. (1980). An Investigation of Teachers' Questioning Strategies during Reading Instruction. A study investigated the questioning strategies of teachers engaged in reading instruction of either Anglo children learning to read in English (Anglo teachers) or of Spanish speaking children learning to read in both Spanish and English (bilingual teachers). Three first grade and three third grade Anglo teachers and three first grade and five third grade bilingual teachers were videotaped as they gave regular reading instruction to their students. At the third grade level, two of the bilingual teachers gave instruction in English and three instructed in Spanish. The questioning strategies of the teachers were coded as to (1) direction of question, (2) type of question, (3) content of question, (4) questions asked by the teacher without giving students a chance to respond, (5) student response, and (6) teacher corrections of student responses. The findings showed that there were differences among the teachers' questioning strategies, but that they were not necessarily due to language of instruction.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Elementary Education, Language of Instruction

Fineman, Carol A.; Ross, Amparo (1980). Evaluating the non-English Speaking Handicapped. The project titled "Evaluating the non-English Speaking Handicapped" was established to research existing evaluation instruments in language other than English, validate the tests as well as additional translations where needed, and develop a procedural manual for distribution to utilize in evaluating non-English speaking handicapped students. The procedural manual, which is still under development, will consist of information on the following: issues involved in nonbiased assessment of non-English speaking students; assessment materials available which are validated in other languages; selection of appropriate evaluation personnel, instruments, and techniques for specific area of exceptionality; interpretation considerations in various circumstances; and forms and notification devices in other languages. Some initial procedural recommendations will address referral, determination of primary language, selection of assessment approach, and test interpretation. Descriptors: Bilingual Education, Disabilities, Elementary Secondary Education, Evaluation Methods

Suzuki, Bob H. (1983). Education for Cultural Pluralism: A Progressive, Realistic Goal or Opportunistic, Utopian Rhetoric?. The concept of cultural pluralism and how it is being applied to education, particularly in terms of its implications for Asian/Pacific Americans, is addressed in this paper. First, historical background to the emergence of cultural pluralism as a concept in education (and its institutionalization as multicultural education) is briefly reviewed. The concept is then re-examined, with a look at some of its inadequacies and a proposal that it be broadened to "socioeconomic cultural pluralism." A retrospective analysis of how the Asian/Pacific American Movement fits into this broader context follows, along with a discussion of what Asian/Pacific Americans have learned from involvement in this movement in the 1960s and 1970s. Some of the current problems and challenges facing Asian/Pacific Americans, particularly in the field of education, are then discussed. Finally, ideas on future trends and alternative approaches to societal problems and the implications of these trends and approaches for the education of Asian/Pacific Americans are considered. Descriptors: Asian Americans, Bilingual Education, Cultural Pluralism, Educational Trends

McCullough, Constance M., Ed. (1980). Inchworm, Inchworm: Persistent Problems in Reading Education. The papers in this volume represent thoughts about the state of the art of teaching reading (with an emphasis on persistent problems) of many recognized authorities in the field of reading education. Eight of the articles were originally presented at a joint Reading Hall of Fame and International Reading Association (IRA) symposium at the IRA Convention in 1977. The book is divided into five sections with several articles on each topic. Writers in the section on a more literate society are David B. Tyack, Leo Fay, J. E. Merritt, and Keith J. Henderson. Writers represented in the section on the media and the reading teacher are Edgar Dale, Nancy Larrick, and Joanne E. Bernstein. Writers who contributed to the section on learning disabilities/reading disabilities are E. Jennifer Monaghan, Robert Karlin, Albert J. Harris, A. Sterl Artley, and Russell G. Stauffer. Authors of the articles on important components in reading education are Margaret Early, Marilyn Jager Adams, Richard C. Anderson, Dolores Durkin, John Downing, Kenneth S. Goodman, Yetta M. Goodman, S. Jay Samuels, Harry Singer, and George D. Spache. A final section on the reading consultant contains an article coauthored by Larry J. Mikulecky, Patricia L. Anders, Linda Ramig, and Norma Rogers. Descriptors: Beginning Reading, Bilingual Education, Learning Disabilities, Literacy

D'Alu, Maria Jose Miranda de Sousa (1985). Matematica 3. Livro do Aluno (Mathematics 3. Student Book). This mathematics textbook, written in Portuguese, is the third book of a Mathematics Program in Portuguese. It is designed for third graders. It closely follows the objectives and methodology of the major curricula used throughout the schools in the United States. The 11 chapters deal with: numeration (0-999,999); addition with and without regrouping; subtraction with and without borrowing; commutative and associative properties, length, time, weight, capacity and temperature measurements; money; geometric figures, perimeter and graphs; fractions; multiplication, and division and word problems. For each chapter there are objectives, an introduction, activities, sample exercises, practice exercises, a review, and an evaluation. Descriptors: Bilingual Education, Computation, Elementary Education, Elementary School Mathematics

D'Alu, Maria Jose (1980). Matematica 1. Manual do Professor (Mathematics 1. Teacher's Manual). This is the teacher's guide for Matematica 1, an introduction to numbers for Portuguese-speaking students. The teacher's guide contains corresponding material to the 15 chapters in the student's book. The guide also contains for each lesson suggestions for presentation, a statement of objectives, and instructions for evaluating student learning.   [More]  Descriptors: Behavioral Objectives, Bilingual Education, Elementary Education, Elementary School Mathematics

Freytes, Celeste E. (1982). Procedures for Assessing Learning Problems of Students with Limited English Proficiency. A procedure for identifying students with limited English proficiency who have special needs is presented and a procedure for assessment is described. Before implementing an assessment process, the students and their special needs must be identified. A five-step identification process is recommended, which considers the child's task failure, identification of problems not primarily due to learning problems, the physiological component, the discrepancy component or intra-individual differences in performance, and discovery of the child's preferred learning style. When the special needs have been identified, a four-step assessment procedure can be undertaken. The four steps involve the following components: (1) content areas or the specific knowledge-based skills needed to learn effectively; (2) sociocultural factors, which provide a frame of reference for looking into different learning styles; (3) socio-economic dimensions; and (4) assessment strategies. Finally, some observations are made on assessment instruments and the bilingual child. Appendices provide references for the criteria for test selection; a form, "Criteria for Test Selection"; and references of annotated bibliographies of tests for use with bilingual students. Descriptors: Bilingual Education, Bilingual Students, Diagnostic Tests, Educational Diagnosis

Reveron, Wilhelmina W. (1988). Bilingualism: A Comprehensive Bibliography. A bibliography on bilingualism contains over 100 citations of articles, papers, monographs, and books in seven categories: theory, general issues, second language acquisition, communication disorders, assessment, treatment, and issues in education. Descriptors: Bilingual Education, Bilingualism, Communication Disorders, Evaluation Methods

Jordan, Killian (1980). Meeting the Challenge–Serving Migrant Children. The children of migrant farm workers have been systematically deprived educationally, due chiefly to disclaimers of responsibility made by local, state, and federal bureaucracies. One proposed method to increase educational achievement among migrant children is through increased parent involvement. Parent involvement in migrant education programs is almost nonexistent due to a variety of factors: (1) The migrant faces an enormous disparity between the school setting and the home setting, and between school language and home language; (2) Migrant families are politically and culturally isolated from the rest of society and are frequently regarded with disdain; (3) Most migrant adults themselves have little education, speak little or no English, and are afraid of teachers and administrators. Migrancy itself is the definitive cause behind the lack of special services for migrant children. Migrant farm workers must be informed about the law, about educational programs, about the importance of what their and their children's participation can mean. Descriptors: Bilingual Education, Federal Programs, Government School Relationship, Migrant Education

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