Bibliography: Bilingual Education (page 635 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include James Cummins, Progress: A Report of Desegregation Trends in the States, Ovid J. L. Tzeng, Henry S. Lufler, Aristotle Michopoulos, Washington Kirschner (E.J.) and Associates, Jo Ann Intili, Benji Wald, Lucilia Raposo, and Marilyn Sanchez.

Wald, Benji (1982). On Assessing the Oral Language Ability of Limited-English Proficient Students: The Linguistic Bases of the Noncomparability of Different Language Proficiency Assessment Measures. The question has been raised whether various measures of language proficiency that concentrate on different aspects of language are equivalent. Studies have been conducted by various agencies comparing language proficiency assessment instruments. Of interest here are the BINL, LAS, and BSM tests. Because each test has a different set of criteria and each produces different sets of limited English proficient students, language proficiency is distinguished from language abilities. Language abilities are defined as the abilities a speaker possesses to use a language; language proficiency is defined as a quantitative measure of these abilities. Most language proficiency assessment tests focus on phonology, the linguistic components of morphology, syntax, and lexicon. Of interest here is that each instrument has a different specific focus on the features and on the value it assigns to any one feature. Examination of the tests suggests the question of whether different linguistic components are commensurate, and the implications of a positive or negative correlation among the components. An empirical study is described which showed that the linguistic abilities tapped by various tests are non-comparable because different linguistic abilities have different patterns of development and use. Descriptors: Bilingual Education, Bilingual Students, Elementary Education, English (Second Language)

Tzeng, Ovid J. L. (1980). Cognitive Processing of Various Orthographies. In the hope of filling in a missing link for experimental psychologists' research on reading, this paper provides a general review of research on the issue of orthography and its relation to reading. The traditional classification of logographic, syllabic, and alphabetic modes are examined to see how much orthographic variations affect the processing strategy of both beginning and fluent readers. The examination leads to the hypothesis that different cognitive strategies are required to achieve reading efficiency in various writing systems. Issues connected with this hypothesis have been examined by cognitive psychologists, anthropologists, and neurolinguists. Those issues having to do particularly with bilingual literacy are reviewed: (1) reading disability incidence in syllabic and logographic systems compared with alphabetic systems, (2) neuropsychological research, (3) differential processing mechanisms and behavior consequences, (4) the process in reading of recoding the visual input into a speech-like code, and (5) bilingual processing. The research reviewed shows that reading skills acquired in one orthography may not be the same as those acquired in another orthography if these two systems have different script-speech mapping rules. These findings raise questions regarding bilingual reading instruction.   [More]  Descriptors: Bilingual Education, Cognitive Processes, Ideography, Language Research

Educational Testing Service, Princeton, NJ. Test Collection. (1977). Tests of English as a Second Language. Arranged alphabetically by title, the bibliography lists 49 tests, designed for use with students ranging from preschoolers to adults, that are measures of proficiency in English as a second language. Each citation provides title, author, copyright date, age level suitability, publisher, and a brief annotation describing the purpose of the test. Dates of tests range from 1940 to 1975, with the majority being dated from 1965 to 1975. The bibliography includes tests to measure: language dominance; oral proficiency in English and/or Spanish; English oral comprehension; Navajo-English language dominance; knowledge of the structure of English in context; aural comprehension in English, Spanish, French, and Portuguese; sound perception difficulties of Japanese speakers learning English; oral and written English grammar skills; and English vocabulary development. The document contains addresses of the 22 publishers of the cited tests and an additional listing of 33 major U.S. publishers of standardized tests, their addresses, and telephone numbers. Descriptors: Achievement Tests, Aptitude Tests, Bilingual Education, Bilingualism

Raposo, Lucilia (1980). Ciencias 1. (Science 1). [Student's Workbook]. Ciencias 1 is the first in a series of science books designed for elementary Portuguese-speaking students. The book contains five sections divided into 43 lessons. The five sections are (1) Matter, (2) The Human Body, (3) Weather, (4) Solids, Liquids, and Gases, and (5) Living Things. Pictorial presentations and picture exercises are included for each concept. Pages in the book (available from the publisher) are perforated so they can be easily removed.   [More]  Descriptors: Bilingual Education, Biological Sciences, Elementary Education, Elementary School Science

Cohen, Elizabeth G.; Intili, Jo Ann (1981). Interdependence and Management in Bilingual Classrooms. Final Report. Using a sociological conceptualization of curriculum implementation, this study looked at the relationship between implementation and learning outcomes. The specific curriculum examined was a complex math-science curriculum for language minority students in grades 2-4. The study looked particularly at the effect on learning outcomes of allowing students to assist each other or work together. More generally, it examined the relationship of several aspects of curriculum implementation on learning. Subjects were teachers and students in nine bilingual classrooms in San Jose (California). Data were gathered through observation of students and teachers and through content-referenced and standardized tests of student achievement. Major results include the following: (1) Talking and working together was a predictor of achievement gains on the content-referenced test. (2) Reading and writing behavior was a predictor of gains on the standardized test. (3) The quality of performance on the worksheets was a predictor of gains on standardized tests. (4) The level of engagement in the task was unusually high with this curriculum. More general findings emerged when a sociological perspective was applied: productivity of students and occurrence of prescribed learning behaviors were direct predictors of learning outcomes; degree of differentiation of the technology was linked only indirectly to learning outcomes.   [More]  Descriptors: Academic Achievement, Bilingual Education, Curriculum Development, Elementary Secondary Education

Ponce, Suanna Gilman (1978). Cuentos Folkloricos Mexicanos para Todos los Ninos. Serie de Literatura Bilingue para Ninos (Folkloric Tales from Mexico for All Children. Children's Bilingual Literature Series). Six short Mexican folk tales for children are presented in Spanish and English. Each version is presented in its own booklet. The stories are illustrated with full-page black and white drawings. "The Man Who Owned the Bees" is a story about four boys who encounter Xachan'achin, the owner of the bees in the forest. "The Magic Lady of the Water" is a tale about a poor unloved boy who is aided by the Water Princess. "The People Find Their Home" is the legendary story of the founding of Tenochtitlan (now Mexico City). In "How Cats Were Made," a cat molded out of clay to ward off a mysterious night visitor turns into a real cat and begins chasing mice. "The Monkey, the Buzzard, and the Eagle" is the story of three men who are punished or rewarded for their deeds by being turned into animals. In "How the Lizard Found the Sun," the puzzle of the mysterious disappearance of the sun is solved by the lizard who finds a strange glowing rock. Descriptors: Animals, Bilingual Education, Bilingual Instructional Materials, Childrens Literature

Frestedt, Myna; Sanchez, Marilyn (1980). Navajo World View Harmony in Directives for English Texts. An examination of 13 selected samples of the English compositions written by Navajo college students revealed much of interest for the developing concern over widespread classification of native Americans as failure-bound in college courses involving written English skills. Four culturally motivated text strategies were found to be typical and regularly relied upon by the students within speech act expectations and discourse patterning of units larger than the sentence. The four strategies, related to specific cultural norms, were described and exemplified in the following areas of investigation: (1) speaker/hearer role requirements, (2) implosive directional focus tendencies, (3) verbal and temporal reference disparity, and (4) repetition of information. The most preferable way to bridge the linguistic and cultural gap between Navajo and English was considered to be the utilization of a bilingual-multilingual native language approach in teaching. Until such courses become available to large numbers of native American students, college instructors with Navajo students should become aware of the responsibilities and problems associated with teaching such students. Descriptors: American Indian Education, Bilingual Education, Cultural Differences, Educational Needs

Cummins, James (1981). Effects of Kindergarten Experience on Academic Progress in French Immersion Programs, Review and Evaluation Bulletins. An examination of existing data was conducted to determine the effects of different kindergarten options on subsequent academic achievement in French immersion programs. It was concluded that there was no evidence for any superiority in outcomes for full-day bilingual as compared to half-day French kindergarten. No clear trends emerged in the comparison of full-day bilingual vs. half-day English groups at the grade 1 level, although differences in French skills were apparent between these two groups in grades 2 and 3. These trends are interpreted as tentative evidence that exposure to French in kindergarten influences subsequent performance in French. Analysis of further studies confirmed this interpretation, although several studies indicated the possibility of students who did not experience French kindergarten closing the gap in French skills. Virtually no data were found that considered possible differential effects on half-day vs. full-day kindergartens on students with different background characteristics.   [More]  Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Educational Research

Michopoulos, Aristotle (1981). Language Dominance Testing for Greek Bilingual Children. This paper addresses the lack of language dominance assessment instruments and curriculum materials for Greek-speaking children in the U.S. These children need appropriate language screening tests, based on research and data derived from their native language group, for diagnostic and placement purposes. The development of an instrument for language assessment of Greek bilingual children is presented and traced. The subjects for the development of the instrument were 403 male and female first through fourth grade students enrolled in bilingual programs in the U.S. The final instrument consists of 80 items, 40 for the Greek and 40 for the English text, 30 of which are designed to elicit a response to a verbal stimulus using multiple choice pictorial alternatives. Each multiple choice item consists of a word stimulus to be matched to one of a series of five related pictures that follows. The remaining items are verbal stimuli in sentence form, designed to elicit a grammatically and syntactically correct answer to a question. Examination of the instrument in relation to field-test data, internal consistency reliability, test-retest reliability, reliability by school and sex, and validity demonstrated that the instrument possesses high reliability and usable validity values.   [More]  Descriptors: Bilingual Education, Bilingual Students, Diagnostic Tests, Elementary Education

Kirschner (E.J.) and Associates, Washington, DC. (1980). Monograph for Bilingual Vocational Instructor Competencies. Designed for directors and staff members in bilingual vocational instructor training programs to be funded by the United States Department of Education, this monograph is a guide to competencies needed by bilingual vocational instructors. Chapter l discusses the project which developed the monograph. Chapter 2, Using the Monograph in Bilingual Vocational Instructor Training Programs, summarizes the state of the art and overviews instructor training techniques. Competency-based teacher education is also summarized. Chapter 3, Project Methodology, presents project scope, defines key terms, summarizes methodologies used to select the minimum competencies and develop the inventory (criterion-referenced test), and presents prerequisite competencies. Chapter 4, Minimum Competencies Essential for Vocational Skills Instructors in Bilingual Vocational Training Programs, provides detailed information about each of the twenty-two competencies: competency category, competency statement, rating by panel (as being very essential), list of types of activities instructors should perform, and rationale for inclusion. Chapter 5, Measuring the Competencies, summarizes methods to measure mastery of competencies. Most of the chapter focuses on procedures for administering the Bilingual Vocational Instructor Competencies Inventory and includes both forms. Appendixes include the Minimum Competencies Needed by Job-related English as a Second Language Instructors in Bilingual Vocational Programs and Instructions for Scoring the Inventory.   [More]  Descriptors: Bilingual Education, Competency Based Teacher Education, Criterion Referenced Tests, English (Second Language)

Raposo, Lucilia (1980). Ciencias 1. Manual do Professor (Science 1. Teacher's Manual). This is the teacher's guide for Ciencias 1, the first in a series of science books designed for Portuguese-speaking students in elementary schools. The guide contains materials corresponding to the student's book. Included are five sections comprised of 43 lessons. The teacher's guide also contains lesson objectives, suggestions for lesson presentation, classroom activities, and methods for evaluation.   [More]  Descriptors: Behavioral Objectives, Bilingual Education, Biological Sciences, Elementary Education

Raposo, Lucilia (1981). Ciencias 2 (Science 2). [Student's Workbook]. Ciencias 2 is the second in a series of elementary science textbooks written for Portuguese-speaking students. The text develops the basic skills that students need to study their surroundings and observe natural facts and phenomena by following scientific methods. The book is composed of 10 chapters and includes 57 lessons. Topics included are environment, the human, air, nutrition, heat, astronomy, soil, magnetism, and measurement.   [More]  Descriptors: Astronomy, Bilingual Education, Biological Sciences, Elementary Education

Anderson, R. Bryan (1981). English for Driving–Visuals for Use with Student Workbook and Teacher's Guide. Intended for use in conjunction with an accompanying student workbook and teacher's guide, this flip chart consists of illustrations of vocabulary items critical to understanding a driver education training class. A short explanation and a list of questions and responses for use with the visuals are also included. Among those items illustrated in the visuals are automobiles/automobile parts, traffic signs, and driving maneuvers. (The related student workbook and teacher's guide are available separately–see note.) Descriptors: Behavioral Objectives, Bilingual Education, Daily Living Skills, Driver Education

Lufler, Henry S., Jr. (1980). Pupils. Chapter 4 of a book on school law, this chapter focuses on 1979 cases involving students. The author notes that in 1979 most unresolved legal issues in this area involved handicapped children. He finds disagreement among the holdings in these cases about the limits of a district's responsibility to provide special services to the handicapped. It is noted that the Supreme Court rendered several significant decisions in 1979 cases dealing with school desegregation. According to the author, decisions in "Dayton II" and "Columbus" made it clear that the Court was not backing away from approving plans involving substantial busing. In other desegregation cases, the Fifth Circuit Court of Appeals continued last year's trend by becoming more like the other circuits in desegregation decisions. Two new patterns in pupil cases are seen: one regarding cases involving both student testing and bilingual-bicultural programming, and one regarding cases involving athletic association and school sports. It is observed that many sex discrimination charges were raised in 1979. Cases in this chapter are organized under the headings of handicapped and exceptional children, public school assignment, tuition and transportation, bilingual-bicultural programs, private and parochial schools, school sports, substantive rights of students, sanctions for student misconduct, testing and placement, and desegregation. Descriptors: Bilingual Education, Busing, Court Litigation, Disabilities

Progress: A Report of Desegregation Trends in the States (1980). Progress: A Report of Desegregation Trends in the States. Fall 1980. Two papers are included in this issue of "Progress." The first, by Diego Castellanos, examines school desegregation in Hispanic communities. After presenting a discussion of tri-ethnic desegregation (blacks, whites and Hispanics), the author argues for a two-pronged strategy of bilingual/bicultural instruction. He advocates that this strategy be implemented in conjunction with efforts to eliminate Hispanic isolation, and calls upon school officials to promote Hispanic support for desegregation by assuring that bilingual programs will be preserved within integrated settings. The second paper, by L. C. Schmidt, is a summary of a presentation by the author to a conference on the education of Hispanics. Politics, legislation, and the development of educational policy are discussed in the context of Hispanic education. Descriptors: Bilingual Education, Change Strategies, Court Litigation, Educational Policy

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