This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Scientific United Nations Educational, Antonio Perotti, Elena S. H. Yu, Hugo Baetens Beardsmore, Marsha J. Hirano-Nakanishi, Martin Arocena, Brooklyn. Office of Educational Assessment. New York City Board of Education, Austin. Texas Education Agency, Elizabeth G. Cohen, and CA. Div. of Career and Continuing Education. Los Angeles Unified School District.
(1986). New York City Bilingual Technical Assistance Center 1984-1985. OEA Evaluation Report. The New York City Bilingual Technical Center's first year of operation (academic year 1984-85) is evaluated in terms of the objectives addressed, activities implemented and problems encountered and solved. To promote the linguistic and academic program of limited English proficient (LEP) students, it adopted the specific objectives of revising and updating the draft of The Delivery of Services to Students in Bilingual/English as a Second Language (ESL) Education Programs, providing technical assistance to district and high school staff, consolidating and revising particular circulars, and conducting city-wide training sessions for district and high school staff and parents (both at the Brooklyn central office and on-site at local districts). While all objectives were implemented, variation in the method and timing of implementation was due to factors such as paucity of personnel and time and scheduling limitations. To strengthen the center's program for next year, the following recommendations were offered: (1) hiring additional staff to free the director to work on written materials development; (2) setting up a training session calendar in advance to reduce scheduling conflicts; (3) proceeding with plans to produce other topical booklets targeted to specific populations; and (4) video taping technical assistance sessions for evaluation and feedback purposes. Copies of program planning forms for 1985-86 are included in appendix. Descriptors: Bilingual Education Programs, Curriculum Development, Delivery Systems, Elementary Secondary Education
(1981). Workshop on Problems Relating to the Language of Instruction in Multilingual Countries in Asia and the Pacific (Mysore, India, December 8-12, 1980). Final Report. The final report of a workshop convened by UNESCO is presented. The objective of the workshop was to formulate a conceptual framework for language instruction in a multicultural context that would be in harmony with the aspirations and interests of the population of individual countries and that would contribute to bringing national communities together in a spirit of justice and mutual respect. The discussion of the following issues is outlined: (1) linguistic profile of Asia and Oceania, (2) typology and dynamics of multilingualism, (3) assessment of cultural influence and oral traditions in relation to multilingualism in Asia and Oceania, (4) examination of current trends in national education and language situations with special reference to objectives and practice related particularly to local languages used as teaching subjects and media of instrucion, and (5) review of technical problems of language development. The discussion of each of these topics is summarized in outline form, and a number of general and specific recommendations resulting from the discussions are given. Generally, the recommendations focus on ways of exploiting multilingualism through public policy, formal and non-formal education, recognition of cultural diversity, increase in collaborative efforts with international organizations, and attention to teacher education. Descriptors: Bilingual Education, Cultural Pluralism, Developing Nations, Language of Instruction
(1986). The New York City Staff Development Program for Bilingual Early Childhood Teachers 1984-1985. OEA Evaluation Report. This Staff Development Program is the first attempt to provide thematic, in-service workshops to large numbers of early childhood bilingual teachers throughout New York City. The main themes were: curricula, reading readiness and reading instruction, second language instruction through content areas, and instructional skills and strategies for teaching limited English proficient (LEP) students. Using quantitative and qualitative data, this document describes and evaluates the planning and implementation of the training sessions, and assesses the program's effectiveness in accomplishing its objectives. Participant satisfaction ratings were somewhat positively related to self-ratings of Spanish and English proficiency and, to a lesser extent, educational background. Participants were enthusiastic about the organization and administration of the training, the high quality of the presenters, and the links made between theoretical information and practical application. Recommendations include: (1) a follow-up survey questionnaire to see if training resulted in classroom implementation of strategies; (2) continued assessment of the needs of bilingual, English as a second language, and specialized content area teachers, administrators and counselors working with LEP children; (3) tighter screening to ensure qualified participants only; (4) increasing interaction between presenters and participants; and (5) elimination of the proposed achievement objective. Descriptors: Bilingual Education, Bilingual Teachers, Early Childhood Education, English (Second Language)
(1983). Evaluation of the Potter-Thomas Bilingual-Bicultural Magnet Elementary School Project, 1981-1982. Report 8330. The project is designed to support the school district's voluntary desegregation plan by providing a highly individualized program to attract pupils from outside the school boundaries. A Bilingual-Bicultural Learning Center and supportive instruction personnel were installed in the school to help with the variety of needs of the individual Hispanic and non-Hispanic students. Project management devoted the first grant year to obtaining and organizing the human and material resources for the program of individualized instruction. The instructional materials, Bilingual-Bicultural Learning Center, and the classroom aides funded by the new project will provide additional support to pupils whose skill levels deviate from the skill levels of the majority of pupils of their language group and grade. Initially, the individualized instruction in English as a second language (ESL) is to be targeted to the Hispanic students in beginning and advanced level ESL in grades 3 to 5. The individualized Spanish as a first language instruction is to be targeted to first- and second-grade Hispanic pupils whose achievement in their first language is substantially above or below that of their classmates. The Spanish as a second language instruction is to be targeted to English dominant pupils who are able to do more advanced work than their peers. It is concluded that the first year of the project was successfully devoted to the installation of the human, instructional, and equipment resources needed to provide increased individualization. [More] Descriptors: Bilingual Education Programs, Elementary Education, English, Hispanic Americans
(1982). Graphic Arts. A Bilingual Text = Artes Graficas. Un Texto Bilingue. This bilingual instructional text, one in a series of six texts covering various vocational and technical topics, provides secondary level English and Spanish instruction in graphic arts. Addressed in the individual sections are basic graphic arts (composition, stone and press work, offset printing, silk screen, and photography) and allied graphic arts (rubber stamping, marbling, hot stamping, linoleum block printing, bookbinding, and careers in graphic arts). Each unit contains an instructional text, a vocabulary review, discussion topics, and review questions. Concluding the text are a glossary and an appendix that includes a list of proofreader's marks and the layout of the California job case. Descriptors: Bilingual Education, Employment Opportunities, Equipment Utilization, Graphic Arts
(1986). Priority '86: A Guide for Prekindergarten Education. This volume presents ideas for implementing prekindergarten programs in Texas. Published in response to state laws for prekindergarten education, it targets high-risk four-year-olds whose home environment or limited English might impede their success in school. The prekindergarten program stresses language development and developmentally appropriate activities to prepare children for kindergarten language requirements. This publication discusses the essential elements of the state curriculum: the development of communication, cognition, motor, fine arts, and social emotional skills. It presents rules for coordinating the program with existing programs like Head Start. Suggestions for classroom environments are presented, such as room selection, furnishings, and arrangement. Sample classroom floor plans are offered. The publication presents the concept of learning centers, areas of the classroom containing materials and equipment chosen to facilitate specific developmental activities. Correlation charts are provided, illustrating specific correspondences between the developmental purpose of each center and equipment required. The volume also provides much information on the requirements of limited English students, including the need for bilingual teachers and appropriate teaching materials. A bibliography on English as a second language is provided. Descriptors: Bilingual Education Programs, Bilingual Teachers, Curriculum Design, Developmental Programs
(1983). A Peek at a Bilingual Pre-Kindergarten. Publication No. 82.52. A total of 21 full-day structured classroom observations were conducted in six classes of the Austin Independent School District Bilingual Preschool Project (Texas) having a high incidence of limited-English-proficient (LEP) students. Each class consisted of 15 LEP students and 3 English-proficient students. It was anticipated that English-proficient students would act as models for their LEP classmates. Two observers fluent in English and Spanish and trained in classroom observation techniques used the Early Childhood Observation Form (Revised) to record events and behaviors of specific children according to preestablished codes and definitions. Minute-by-minute records were made of the experiences of individual children across the school day. Three types of children were observed: (1) Spanish-dominant; (2) English-dominant, high proficiency; and (3) speakers of English and Spanish with low language skills. Findings indicated that over half the school day was devoted to noninstructional activities; bilingually certified teachers and their aides provided instruction; structured learning activities were conducted predominately in English, with some Spanish being used with Spanish-dominant children; teachers differed in the amount of time spent in providing structured instruction; small-group instruction was the predominant mode of instruction; and interaction between English-proficient children and LEP peers occurred during unstructured instruction. The Early Childhood Observation Form and a summary of its use in this study are appended. [More] Descriptors: Bilingual Education, Class Organization, Classroom Environment, Classroom Observation Techniques
(1980). Planning for Implementation Evaluation. Participant's Handbook. Bilingual Evaluation Technical Assistance Workshop IV. A handbook for participants of a workshop on the process of describing and documenting the implementation of bilingual programs is presented. The workshop is part of the Bilingual Technical Assistance project. Workshop objectives are to: generate implementation questions appropriate for a given bilingual program; apply a strategy for describing the factors that influence a particular bilingual program; identify relationships between program inputs, context, processes, and outcomes; and know criteria for selecting instruments appropriate for gathering implementation data. The following aids are presented: worksheets; a list of factors involved in program dynamics; a list of factors affecting attitudes toward the bilingual program; sample questions to identify key program features for implementation evaluation; a list of kinds of data useful in examining program dynamics; and a list of advantages and disadvantages of four methods for implementation evaluation (i.e., examining records, conducting observations, using self-report measures, and using interviews). Descriptors: Bilingual Education Programs, Data Collection, Elementary Secondary Education, Evaluation Criteria
(1986). Project BECA. Adlai E. Stevenson High School, 1983-1984. OEA Evaluation Report. Project BECA, in its first year of funding, provided instruction in English as a second language and native language development, and bilingual instruction in mathematics, science, history, economics, industrial arts, recording keeping, typing, and bookkeeping to approximately 290 Spanish-speaking students in grades 9 through 12 at a high school in Bronx, New York. Supportive services to program students included a counseling/career awareness workshop series and individual counseling session as needed. Quantitative analysis of student achievement data indicated that: (1) overall, students met program objectives for English language achievement; (2) students demonstrated statistically significant gains in native language skills; (3) students' overall passing rates in business and industrial arts courses were over 75% in both semesters; (4) attendance rates of program students were significantly higher than the schoolwide rate; and (5) there was no correlation between attendance rate and improvement in English proficiency. Recommendations to improve the overall effectiveness of the program include programming students to avoid schedule conflicts, making staff members aware of program objectives and collectively determining the activities that each will undertake to achieve the objectives, and developing a systematic data collection plan for the program. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), High Schools
(1982). Interdependence and Management in Bilingual Classrooms. Final Report. Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine bilingual classrooms, grades two through four, participating in the study tested two hypotheses: (1) the outcome of a complex curriculum will be improved by delegation of authority to students, communication among students, and supportive supervision by teachers; and (2) reciprocal interdependence and reflective decision-making among teachers and aides will improve the use of a complex curriculum. By scoring the rates of selected behaviors of teachers, classrooms, and individual students, the study confirmed the first hypothesis by finding a strong correlation between the delegation of authority to students and the engagement of students in the curriculum. To test the second hypothesis, the nine teaching teams were divided into a control group and groups holding team meetings, in which behaviors were scored for types of interaction and content. The results, though statistically weak, confirm that children taught by staff with training in shared decision-making are generally more engaged in classroom work than other students. [More] Descriptors: Bilingual Education Programs, Class Organization, Classroom Techniques, Decision Making
(1986). The Transition Program for Refugee Children 1984-1985. In 1984-85, the third year of its operation, New York City's Transition Program for Refugee Children (T.P.R.C.) provided funds to 42 public and four non-public schools (each having five or more refugee students). T.P.R.C. provides classes in English as a second language (E.S.L.) and/or content-area instruction with the E.S.L. approach specifically designed to improve English language skills. The program also attempted to acclimate students to American life and culture. Student achievement test results based on Criterion Referenced English Syntax Test (CREST) scores for 1984-85 found that T.P.R.C. students are generally progressing in their knowledge of reading and in mathematics at the same rate as the national norms and exceeded the city-wide criteria of one CREST objective per month of instruction. Students are doing well despite the fact that, while funding for the 1984-85 academic year was decreased by 40 percent compared to the 1983-84 year, the number of participants nearly doubled. Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, English Instruction
(1987). Macrological and Micrological Problems in the Study of Multilingual and Multicultural Education. Five concepts are included in the title of this paper; they gravitate around the key words: problems, macrological, micrological, multilingual, and multicultural. In turn, these five sub-components of the study of multilingualism illustrate the fragmentation of research in this area. Problems are created by researchers who are unable to grasp the many dimensions of multilingualism. In the present state of knowledge, micrological approaches are considered more useful than larger-scale approaches for explaining the comparable or contradictory results of multilingual education. At the same time, macro-level investigations have provided theoretical insights into successful versus inadequate education. Multilingualism and multiculturalism have not yet even been satisfactorily defined. This fragmentation can only be overcome if the researchers involved attempt to coordinate their efforts so as to incorporate both macro- and micro-level research into an overall approach that extends the language and cultural elements across the curriculum and outside the classroom. [More] Descriptors: Bilingual Education, Coordination, Educational Research, Interdisciplinary Approach
(1987). Teaching Children of Migrant Workers Their Mother Tongue. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". A seminar held in Italy was in line with the Council of Europe's project activities for dealing with educational problems caused by the rapid transformation in social groupings, in the wake of increasing labor-market mobility and migratory phenomena. Four themes were discussed: (1) official strategies set up in certain European countries with large immigrant populations, (2) redefinition of educational values in learning the mother tongue, in relation to cultural affinities and personality development, (3) strategies for collaboration between host country institutions and teachers of the mother tongue to achieve shared curricula, and (4) preparation of operational teaching methods on intercultural themes. The two working groups covered: collaboration among teachers, methods of teaching the mother tongue in the emigration situation, basic preparation of teachers, and the relationship between the cultures concerned and teachers. This report reproduces two of the four lectures and the working groups' conclusions. A program schedule and list of participants is included. Descriptors: Bilingual Education, Educational Cooperation, Foreign Countries, Migrant Education
(1986). Asian American Education in Illinois: A Review of the Data. This report presents a review of the condition of Asian American education in Illinois and educational and occupational problems of Asian Americans nationwide. The data on Illinois Asian Americans was collected from the public school fall enrollment and housing report, end of year report, public school bilingual census, and selected 1980 census data for school districts with high Asian/Pacific Islander student enrollment. In addition, the report draws on testimonies presented at a community forum on Educational Issues concerning Asian Americans jointly sponsored by the Illinois State Board of Education and the Illinois Asian American Advisory Council to the Governor held on July 2, 1985, at Truman College in Chicago. Evidence demonstrates that in comparison with whites, Asian Americans are usually disadvantaged; and that there is great diversity in educational and occupational achievement within the Asian American community, usually based on economic status and length of time in the United States. An analysis of findings from the data sets is reported against the backdrop of testimonies from concerned parents, teachers, and community leaders. Findings from S.A.T. results and other special sample surveys are included. Recommendations are made on how to improve the usefulness and quality of data routinely collected by the Board of Education in order to give Asian Americans equal access to the educational and employment opportunities afforded other Illinois residents. Extensive statistical tables and charts as well as references are provided. The appendix consists of a transcript of the July 1985 Chicago forum. [More] Descriptors: Asian Americans, Bilingual Education, Dropouts, Educational Attainment
(1982). High School and Beyond: Issues Regarding the Language File, Bilingual Participation and Tests. The use of the data files contained in the High School and Beyond (HSB) research project is discussed. The comments are based on an analysis of the HSB material and are specifically directed at the language file, high school bilingual program participation, and HSB tests. In an evaluation of the language file, the question of whether Hispanic language minorities are adequately represented is addressed. Regarding bilingual program participation, the question of which HSB survey questions are most applicable in ascertaining such participation is considered. Finally, the adequacy of the HSB cognitive tests is assessed. [More] Descriptors: Bilingual Education, Bilingualism, Cognitive Tests, Data Analysis