This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Martin A. Arocena, Robert D. Milk, Howard L. Fleischman, Honolulu. Office of Instructional Services. Hawaii State Dept. of Education, Charles W. Stansfield, Jane McGovern, Hanne B. Mawhinney, Gene E. Hall, De Par en Par, and Martha Allexsaht-Snider.
(1984). Same Bilingual Preschool Project, Different Gains; What Happened?. During the 1982-83 school year the Austin Independent School District implemented a successful bilingual preschool project. However, class A was more successful than class B in terms of results on the Peabody Picture Vocabulary Test-Revised. To understand what factors may have led to greater effectiveness, data were gathered from the two classes with structured classroom observations and teacher interviews. Based on the results, the following recommendations are made: (1) increase the amount of time dedicated to formal and informal learning; (2) reduce the time students spend working in independent learning centers; (3) use two languages for instruction, but use English as the predominant language; (4) use a variety of instructional materials, including high level thinking materials; (5) rotate students to new groups for instruction when their language level changes; (6) conduct the entire instructional period in one language and then translate briefly to students who do not understand; and (7) set language development as the main goal of the class for the school year. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Classroom Research, Educational Objectives
(1991). Parent-Teacher Interaction in a Bilingual Context: Teachers' Perspectives. An ethnographic case study investigated relations between teachers and parents of minority-language students in two elementary schools in a small California agricultural community. The study examined: (1) school district policies and guidelines concerning teacher interactions with parents and parent involvement in school activities; (2) the range of cultural knowledge that the three teachers studied applied in their work with parents; (3) sources of the teachers' cultural knowledge; (4) patterns in the teachers' experiences and practices of parent involvement; and (5) teacher expectations for parental roles in the learning process–in general, at home, and in the school and classroom. The teachers included a third-grade teacher fluent in Spanish and with extensive experience teaching English as a Second Language in South America, a fourth-grade teacher with rudimentary Spanish skills, and a fifth-grade teacher with fluent Spanish and counseling experience. It is concluded that as these three teachers reflected on their parent involvement practices, they determined that the nature and quality of their prior experiences with parents, not just length of experience, affected their present practices and understanding of interactions with parents. The teachers also cited aspects of the social organization of their schools as significant in their work with families. A 26-item bibliography is included. Descriptors: Bilingual Education, Case Studies, Elementary Education, Ethnography
(1984). A Comparison of the Functional Distribution of Language in Bilingual Classrooms Following Language Separation vs. Concurrent Instructional Approaches. This study analyzes how two bilingual classroom language distribution approaches affect classroom language use patterns. The two strategies, separate instruction in the two languages vs. the new concurrent language usage approach (NCA) allowing use of both languages with strict guidelines for language alternation, are observed on videotapes of a Title VII demonstration project in San Antonio, Texas. The tapes were of students in primary grades and were made during one school year. Analysis of the classroom talk focuses on teachers' functional language use, measured by utterances coded according to function. The results provide some evidence that major concerns about the adverse effects of concurrent language use in bilingual classrooms are unfounded. No distortions in functional distribution patterns were found in the NCA classrooms, and the distributions of functional language were very similar for the two approaches. Fears of excessive switching and encouragement of intrasentential code-switching were not substantiated. NCA teachers did tend to favor English, but the overall ratio of Spanish to English use was not excessively unbalanced. Evidence was found that the fundamental assumption of the NCA, that students tend to follow the teacher's lead in language choice, is borne out. [More] Descriptors: Bilingual Education Programs, English (Second Language), Language of Instruction, Language Usage
(1994). De Par en Par (Wide Open), 1994. This document consists of three issues (1994) of a Spanish language periodical directed at elementary and middle school-aged children. Contained in these periodicals are a variety of activities designed to encourage the reader to learn and practice the Spanish language. Each issue focuses on a particular topic, e.g., "The Spring,""Inventions and Discoveries," and "My District." Issue 5 features four activities centered around clouds: (1) "Many Types of Clouds; (2) "Identification of Clouds"; (3) "Clear Days, Clear Nights"; and (4) "Clouds in Three Dimensions." Some of the topics in Issue 6 are: (1) "I Learn about Paper"; (2) "I Find Information"; and (3) "I Work with Paper." Issue 7 is divided into the following sections: (1) information concerning a district in Los Angeles, California; (2) preparation of dossiers of information on one's own district; and (3) details of the information dossiers on one's own neighborhood. Each one of these sections contains pictures, questions to be answered, and activities to be performed by the young readers to sharpen their skills in Spanish. Activities include things to do, games to play, reading, information to learn, subjects to investigate, and drawing. [More] Descriptors: Bilingual Education, Childrens Games, Educational Games, Foreign Countries
(1988). "I Don't Speak English…but I Understand You." Speaking, Writing, Reading and Listening Activities for Hispanic Adults in a Community-Based English as a Second Language Program. This collection of language activities for the Hispanic adult English-as-a-Second-Language (ESL) student emphasizes real life vocabulary and skills. It is addressed to the student, except where a facilitator is needed for dictation exercises. Nonetheless, an instructor's help is necessary for the manual's use. Vocabulary lists in Spanish and English are on these topics: emergency phone calls, arranging for and maintaining utilities services, applying to purchase or rent a home, and applying for a job. A blank job application and lease form are included. Short paragraphs, written by former ESL students, on such topics as drugs, aging parents, disciplining children, and the differences between food in the United States and Puerto Rico also appear. They are intended to stimulate discussion and form the basis for activities in pronunciation, comprehension, writing, and making inferences. [More] Descriptors: Adult Basic Education, Bilingual Education Programs, English (Second Language), Hispanic Americans
(1980). Evaluation of the Delivery of Services: A Concern-Based Perspective For the Design of Evaluations. R&D Report No. 3126. Change process research had developed some practical tools and concepts which can assist in the determination of essential variables for an evaluation design. The Concerns-Based Adoption Model (CBAM) Project at the Texas Research and Development Center in particular has developed specific measures which can be applied directly: "Levels of Use of the Innovation" measure evaluates to what extent a program is actually being used, while "Innovation Configuration" describes what adaptations, if any, have been made in the program. The need to view any program within a time frame necessary for it to be considered fully installed has also been a valuable contribution from the change process research. The two CBAM measures can also be used to establish what this time period is. Taking into account the three dimensions of time for implementation, levels of use, and description of use, evaluation designs can be far more specific about what they portend to evaluate and can attribute effects of this specifically described program with a greater degree of validity. [More] Descriptors: Bilingual Education, Change Strategies, Educational Innovation, Evaluation Methods
(1993). State Bilingual and ECIA Chapter 1 Migrant Process Evaluation Report 1993-1994. The Saginaw (Michigan) School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 junior high schools, and both high schools. The state bilingual program served 633 students, primarily Hispanics, and 585 students in the migrant program, but there was considerable overlap between enrollments. Services consisted primarily of supplemental instruction for 30 minutes per week on a pullout basis. Staff members (five teachers, one advisor, and three aides) completed process questionnaires. Program strengths identified included instruction in a multitude of areas, increased parent involvement, availability of a variety of materials and supplies, emphasis on reading instruction, flexibility in scheduling, and progress monitoring. Weaknesses of the programs included unreasonable teacher caseloads and lack of space for instruction. Recommendations for program improvement involve offering inservice training for regular education staff to better meet the needs of bilingual and migrant students, and establishing centralized sites for services to increase instructional time and space. Appendices list program enrollments by building, explain identification and eligibility procedures, and provide a copy of the process questionnaire and results. [More] Descriptors: Bilingual Education, Elementary Secondary Education, Federal Programs, Hispanic Americans
(1990). Two-Way Language Development Programs. ERIC Digests. Two-way language development programs are full-time programs that use two languages, one of which is English, for the purpose of instruction. Ideally, these programs are composed of elementary or secondary students half of whom are native speakers of English and the other half of whom are native speakers of the other language of instruction. Subject matter is learned through both languages, enabling students to become proficient in a second language. The objectives of two-way language development programs include the following: language minority students will become literate in their native language as well as in English; language majority students will develop high levels of proficiency in a second language; both language groups will perform academically at their grade level, develop positive attitudes toward the two languages being learned and toward the communities they represent, and develop a positive self-image. Two-way programs are different from transitional and immersion programs in that the two-way programs target both language minority and language majority students and do not separate native English speakers from limited-English-proficient students during instruction. In designing a two-way program, classroom composition, program length, staffing, languages of instruction, the separation of the languages of instruction, and instructional setting must all be considered. [More] Descriptors: Behavioral Objectives, Bilingual Education Programs, Educational Objectives, English (Second Language)
(1987). Evaluation Guide for Bilingual Vocational Training. This guide is intended to assist individual bilingual vocational training projects improve their approach to program evaluation. The guide presents an overall framework to be used by local project staff and evaluators to establish the scope of evaluation and give direction in meeting local evaluation needs. The guide does not provide a "cookbook" approach to evaluation, but rather gives direction for planning, suggests evaluation questions around which to structure a local evaluation, provides sample data-collection instruments for use at various project stages, and gives specific guidance for carrying out critical data-collection activities. Chapters address the following aspects of the evaluation: process and plans, evaluation framework, program environment, program participants, program outcomes, and presentation of findings. Appended materials include: a statistical summary report form for reported data to the federal government; information on the format, content, and administration of the Basic English Skills Test; and a review of language proficiency tests. [More] Descriptors: Administrator Guides, Adult Education, Bilingual Education Programs, Evaluation Criteria
(1989). Algunos Animales de Latino America = Some Animals of Latin America. Developed by the Latin American Culture Studies Project for educators of elementary level children, these materials are designed to teach students the Spanish and English names of animals found in Latin America. The lesson includes coloring sheets, duplicating masters, fact sheets, the card game Maymayguashi, and directions for preparation. Descriptors: Animals, Bilingual Education, Bilingual Instructional Materials, Elementary Education
(1982). Identification, Assessment and Programming System for Students of Limited English Proficiency: A Systems Manual. The Hawaii State Department of Education's compliance plan for serving the special needs of minority students of limited English proficiency includes current policies, procedures, and program implementation specifications. The procedures address: surveys of newly enrolled students, English and native language proficiency assessment, program placement, diagnosis, programming, program staffing, parent and community involvement, and evaluation. Sample student enrollment and records forms, a sample individual learning program form, and job descriptions for program staff members are appended. [More] Descriptors: Bilingual Education, Elementary Secondary Education, Language Proficiency, Language Tests
(1997). Experiences and Issues Related to the Format of Bilingual Tests: Dual Language Test Booklets versus Two Different Test Booklets. This report, requested by the Massachusetts Department of Education, addresses the issue of the format of native language assessments of students' educational achievement. There are two basic options when administering a translation or adaptation of a test in another language: one is to produce test booklets in both languages and then determine which booklet should be used by the examinee; the other option is to produce the booklet in a format that uses parallel columns. A request for information from language testing specialists who subscribe to a listserv found some information about the use of these and other approaches. In Mexico, tests are administered to Mayan students in Maya and Spanish, and the student receives the higher score earned. Bilingual formats are not used in Micronesia; the teacher or administrator selects the language of the test. The Sylvan Prometric company allows students to access both languages when taking a computer administered test. The Human Sciences Research Council of South African uses a format with items printed in tandem in both languages. In Finland, the Swedish speaking minority may choose a Swedish language test by declaring it in advance. A similar approach is used in Rhode Island, where students may choose minority language versions when available. The Chinese Proficiency Test of the Center for Applied Linguistics uses characters used in Taiwan and those used in the People's Republic of China in parallel columns, and examinees may use one or both columns. This brief review suggests that when parallel columns are used, users are satisfied, although some offer well-intentioned and possibly valid reasons to avoid this approach. A concern when separate versions are used is that there may be pressure to use the dominant language. If the parallel column format is chosen, students should be allowed some additional time to take the test. (Contains two references.) [More] Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, Foreign Countries
(1990). Taking Charge of Educational Governance: The Franco-Ontarian Experience. The history of Ontario's policies governing Franco-Ontarian education is highlighted in this paper, with a focus on the evolution of cultural pluralism and the struggle for minority French language education self-governance. Adopting a political systems framework for policy making and a pluralist perspective, the paper illustrates the conflicts associated with the evolution of the provisions for Franco-Ontarian educational governance. Key events affecting the governance of French-language schools are identified and placed within the context of the political organization of education in Ontario. Two questions are considered: (1) environmental factors that generated demand for minority French-language educational governance; and (2) their effects on policy. These questions are addressed by identifying policy "eras" from 1600 to June 1990 in an outline of the major issues and resulting policies. One figure is included. (66 references) Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Pluralism
(1987). Education Development among Bedouin Tribes of the Negev Desert. [Paper and Discussion.]. About 60,000 Bedouins live in the Negev Desert, which comprises 60% of Israel. Of these, about half live in towns, a third live in settlements of huts for all or part of the year, while a sixth continue to follow traditional nomadic practices. The number of Bedouin children enrolled in school has grown from 150 in 1950 to about 16,000 in 1986. Girls make up 40% of the elementary enrollment and 25% of the secondary enrollment. There are 29 elementary and 3 secondary schools in the Negev, staffed by 626 teachers, about half of whom are Bedouins. Traditional values and customs related to family life, marriage, and child rearing are still strong among the Bedouins, and young people are torn between traditional and modern ways. However, formal education is coming to play an important role in Bedouin society, and its value is growing. This paper includes the transcript of a discussion that followed presentation of the paper. Topics covered during the discussion are: (1) polygamy and the rights of half-siblings; (2) the reasons that some Bedouin children do not attend school at all; (3) female education; (4) negative attitudes toward vocational education; (5) the tension between traditionalism and modernization; (6) cultural education; and (7) language of instruction issues (Bedouin dialect, literary Arabic, and Hebrew). Descriptors: Bilingual Education, Cultural Education, Elementary Secondary Education, Enrollment
(1984). The Transition Program for Refugee Children. O.E.E. Evaluation Report, 1982-1983. The Transition Program for Refugee Children (TPRC) is designed to provide target students with the linguistic and cultural skills necessary for a successful transition into the educational and societal mainstream. In 1982-83, the program served 885 students in 18 New York City high schools. TPRC funds–provided under the Refugee Act–supported classes in English as a Second Language (ESL) or content-area instruction with an ESL approach. Because the Refugee Act funds were limited, amounting to six full-time teacher positions distributed across the 18 schools, such monies necessarily were combined with funds from other sources in individual schools. As a result, the extent and kind of services actually provided varied from site to site. In addition, funds for 1981-82 and 1982-83 were combined and were allocated late. This report presents the assessment instruments and procedures and the results of testing to evaluate student achievement in 1982-83. The data provided suggest that TPRC students made progress in their knowledge of English syntax and in mathematics. It is difficult, however, to offer meaningful interpretations of the data for two reasons. First, only a limited number of cases were reported. Second, the combination of funds to create coherent academic programs, while justifiable from an educational standpoint, makes questionable the attribution of growth to any individual funding source. [More] Descriptors: Acculturation, Achievement Gains, Bilingual Education Programs, English (Second Language)