Bibliography: Bilingual Education (page 658 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Judith Stern Torres, Claudette Tardif, Robert Sperry, Tomoko Yoshida, MI. Dept. of Evaluation Services. Saginaw Public Schools, Gina Richardson, Springfield. Illinois State Board of Education, Trinidad Lopez, Cynthia Ramsey, and Deana R. Guadalupe.

Tardif, Claudette (1989). French Language Minority Education: Political and Pedagogical Issues. The political and pedagogical issues arising from language legislation, language policy, and language planning in a bilingual country such as Canada are analyzed. The socio-historical context of bilingualism in Canada is reviewed, and Section 23 of the Canadian Charter of Rights and Freedoms (appended), which imposes a constitutional requirement on each provincial legislature to provide instruction in the official minority language (French or English), is examined and interpreted. An analysis of the pedagogical issues includes consideration of the sociocultural factors determining the different success of minority and majority bilingual situations and the educational implications of native language maintenance in minority language groups. Finally, some implications arising from the pedagogical and political issues that relate to official minority language education are outlined. A list of over 60 references is included. Descriptors: Bilingual Education, Constitutional Law, Educational Policy, English (Second Language)

Wiley, Terrence G. (1997). Myths about Language Diversity and Literacy in the United States. ERIC Digest. Four common myths or misconceptions in the United States about language are discussed, drawing on historical evidence and contemporary data. These myths are that: (1) the predominance of English and English literacy is threatened; (2) English literacy is the only literacy worth noting; (3) English illiteracy is high because language minorities are not as eager to learn English and assimilate as prior generations were; and (4) the best way to promote English literacy is to immerse children and adults in English-only instruction. It is concluded that the persistence of the myth of English monolingualism in the United States reflects the belief that English is the only language that counts, and the mentality that language diversity is a problem rather than a resource. Most national literacy estimates are based solely on English abilities, tending to inflate the perception that there is a literacy crisis. Contains 18 references. (MSE)   [More]  Descriptors: Bilingual Education, Cultural Pluralism, English, English (Second Language)

Oklahoma State Dept. of Education, Oklahoma City. Indian Education Section. (1992). Native Americans: Leaders in the 21st Century. A Comprehensive Statewide Plan for Indian Education. This publication outlines Oklahoma statewide standards and strategies for meeting the educational needs of American Indian students and assuring meaningful participation by Indian parents and communities. The Oklahoma State Department of Education believes that all students must be educated in school environments that fully include them. In an introductory section, cross-cultural curriculum is proposed as a key strategy for achieving a fully inclusive school and an educational environment conducive to learning. The full inclusion of Indian students requires that educators recognize the importance of cultural differences, particularly with regard to belief systems. Native American studies are valuable for both Indian and non-Indian students and instruction in American Indian languages facilitates the learning of the Native culture. Other sections discuss state strategies to encourage parent involvement, provide a challenging and culturally appropriate curriculum, ensure accountability, recruit and retain more Indian teachers, and improve the quality of teachers and teaching. Also included are sections of state legislation relevant to parent involvement in school improvement plans, the parent-school relationship, parent education, staff development programs on multicultural education, recruitment and retention of minority teachers, and alternative teacher certification. State standards for elementary, middle level, secondary, and vocational and technical school curriculum and instruction are included.   [More]  Descriptors: American Indian Education, Bilingual Education, Culturally Relevant Education, Educational Environment

Hester, Hilary; Ellis, Sue; Barrs, Myra (1993). Guide to the Primary Learning Record. This book is a teachers' guide to the "Primary Learning Record." The "Primary Learning Record" is a development of the "Primary Language Record," which has provided teachers with strong support for their record-keeping of children's language and literacy progress and development. It offers a clear format for organizing evidence about children's progress and for summarizing that evidence at the end of the school year for progress and development in the British National Curriculum, and not merely the language arts. This guide outlines the principles of learning and record-keeping that have shaped both "Records," and includes examples of teachers' records and accounts by teachers of ways they have used the "Record," what they have learned from this, and advice for other teachers.  The "Main Record" is the formal part of the "Primary Learning Record," and the optional "Observations and Samples" section contains observational diaries and sampling procedures for Language/English, Mathematics, and Science. This guide also shows teachers how to use the "Record" in conferences with students and in communication with parents. The main record includes: (1) Part A, material for discussions during the parents and teacher and the teacher and child conferences; (2) Part B, which includes information about the curriculum areas of language/English, mathematics, science, and foundation subjects and religious education; and (3) Part C, "Annual Report for Parents,""Information for Receiving Teachers," and, "Cumulative Record Sheet.". The "Observations and Samples" section includes examples for language/English, mathematics, science, and foundation subjects and religious education. One appendix contains two reading scales, and the other lists the stages of English learning for bilingual children. (Contains 51 references.) Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Elementary Education

Brislin, Richard W., Ed.; Yoshida, Tomoko, Ed. (1994). Improving Intercultural Interactions. Modules for Cross-Cultural Training Programs. Multicultural Aspects of Counseling Series 3. This book contains modules for use in cross-cultural training programs. A module differs from a chapter in that it is a collection of materials that guide the reader both on the content of a defined unit of training and the method of delivery of that content. The modules are grouped into four sections, three corresponding to organizations in which cross-cultural trainers work most frequently: (1) the business world; (2) elementary, secondary, and tertiary schools; and (3) social service and health services agencies. The fourth section is devoted to communication across cultural boundaries. The following modules are included: (1) "The Content of Cross-Cultural Training: An Introduction" (Richard W. Brislin and Tomoko Yoshida); (2) "Working Cooperatively with People from Different Cultures" (Richard W. Brislin); (3) "Cross-Cultural Training for the Global Executive" (Neal R. Goodman); (4) "Gender Relations in the Workplace: Using Approaches from the Field of Cross-Cultural Training" (Elaine K. Bailey); (5) "Individualism and Collectivism as the Source of Many Specific Cultural Differences" (Richard W. Brislin); (6) "Cross-Cultural Training for Adolescents and Professionals Who Work with Youth Exchange Programs" (Kenneth Cushner); (7) "Preparing Teachers for an Intercultural Context" (Kenneth Cushner); (8) "Intercultural Education at the University Level: Teacher-Student Interaction" (Neal R. Goodman); (9) "International Students and International Student Advisers" (Paul Pedersen); (10) "Intercultural Communication for Health Care Professionals" (Colleen Mullavey-O'Byrne); (11) "Intercultural Interactions in Welfare Work" (Colleen Mullavey-O'Byrne); (12) "Multicultural Counseling" (Paul Pedersen); (13) "Interpersonal versus Non-Interpersonal Realities: An Effective Tool Individualists Can Use To Better Understand Collectivists" (Tomoko Yoshida); (14) "Nonverbal Communication in Intercultural Interactions" (Ted Singelis); (15) "Approaching Cultural Crossover in Language Learning" (Mark Sawyer and Larry E. Smith); and (16) "Training Bilinguals To Interpret in the Community" (Carolina Freimanis). Each module contains references, and most contain self-assessment or teaching exercises. Descriptors: Adolescents, Bilingual Education, Counseling, Cultural Awareness

Bennett, Ruth (1987). Teaching and Learning with Computers! A Method for American Indian Bilingual Classrooms. Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk, and Tolowa tribes have found a cooperative learning methodology effective in teaching reading and writing, and have developed a computer curriculum for cooperative learning. These tribes have installed their own phonetic alphabet, Unifon, on the Macintosh computer, and have produced bilingual instructional materials. In one project, part of a bilingual field experience for teacher credential candidates, students in grades 3 through 8 used the computer to produce bilingual natural history dictionaries in Hupa/English and Yurok/English. Working in teams of two or three, students wrote what they knew about particular plants and animals, translated their sentences into English, and designed page layouts. Older children served as role models for younger children, who could feel more comfortable about their contributions, knowing they were making guided choices. The teacher served as supervisor and resource. The Macintosh computer has the unique capacity of installing extra fonts, sets of characters. Any software program with a font menu can be used to write a bilingual text. This paper includes a list of Macintosh software programs, identifying skill areas and educational level for each. 14 references.   [More]  Descriptors: American Indian Education, Bilingual Education, Bilingual Instructional Materials, College School Cooperation

Saginaw Public Schools, MI. Dept. of Evaluation Services. (1989). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report. 1988-89. This document presents product evaluations of the 1988-89 Saginaw (Michigan) State Bilingual Program and the Migrant Program, funded under Chapter 1 of the Education Consolidation and Improvement Act. The evaluations revealed a decline in reading performance, and an increase in mathematics performance over the previous year for participants in the State Bilingual Program. Participants in the Migrant Program demonstrated an increase in performance in both reading and mathematics. The State Bilingual Program served 900 predominately Hispanic students; the Migrant Program served 449 students. Students in grades 2-12 were pre- and post-tested using the California Achievement Test (CAT) Form E on a spring to spring basis. The locally adopted performance standard was that grade level post-test mean percentile scores would show improvement over pre-test scores. Recommendations are suggested based on the results of this product evaluation and a separately conducted process evaluation. Statistical data are included on 13 tables. The appendices are listed under the following headings: (1) 1988-89 Count of State Bilingual and Migrant Program Participants; (2) Identification and Eligibility Procedures for State Bilingual and Migrant Students and Funding Summary Flow Chart; and (3) Mean Percentile Gain/Loss in Reading and Mathematics by Building and Grade for 1-12 State Bilingual and Migrant Based on Pre- to Post-Testing on CAT, 1988-89 (Spring to Spring).   [More]  Descriptors: Achievement Tests, Bilingual Education, Compensatory Education, Educationally Disadvantaged

Sperry, Robert (1989). Education in Western Samoa: A Bibliography of English-Language Books, Documents, Theses, Dissertations, and Journal Articles. Organized alphabetically by author, the 140 items in this bibliography deal with all aspects of Samoan education, including: teacher training, bilingualism, women's education, the role of the library, health education, biculturalism, writing instruction, higher education, science education, agricultural education, educational opportunities, and the role of the church in education. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Church Role

Torres, Judith Stern; And Others (1989). Limited English Proficient Students' Progress in Acquiring English Proficiency. OREA Evaluation Report. A longitudinal study examined how long it took 23,044 limited-English-proficient (LEP) students in grades K-12 in New York City to lose their legally-mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. Findings show that although most students in the population of new-entrant LEP students will lose their entitlement after four years, the students in the lower grades are more likely to exceed the minimum English language proficiency level for eligibility, and do so more quickly, than older students. At the high-school level, nearly two-thirds of the students will leave school while still entitled to bilingual/ESL services, although many of the students graduate or transfer to another school. In light of these findings, and a state recommendation that English language proficiency minimums be raised for entitlement, it is suggested that administrators: (1) develop accelerated programs, or programs articulated with jobs or post-high school education, for high school LEP students likely to leave school before achieving English competency; (2) develop programs for students who will continue to score below the entitlement cut-point regardless of how long they may be served; and (3) carefully follow the academic career of formerly entitled students to make sure that they are progressing satisfactorily and provide additional services where necessary.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Dropouts, Elementary Secondary Education

Sireci, Stephen G. (1996). Technical Issues in Linking Assessments across Languages. Test developers continue to struggle with the technical and logistical problems inherent in assessing achievement across different languages. Many testing programs offer separate language versions of a test to evaluate the achievement of examinees in different language groups. However, comparison of individuals who took different language versions of a test are not valid unless the score scales for the different versions are linked or equated. This paper discusses the psychometric problems involved in cross-lingual assessment, reviews linking models that have been proposed to enhance score comparability, and provides suggestions for developing and evaluating a model for linking different language versions of a test. Attempts to link different language versions of a test onto a common scale are classified into three general research design categories: (1) separate monolingual group designs, usually linked through item response theory; (2) bilingual group designs; and (3) matched monolingual group designs. (Contains 4 figures and 47 references.)   [More]  Descriptors: Achievement Tests, Bilingual Education, Comparative Analysis, Educational Assessment

Guadalupe, Deana R. (1994). Project Comienzo: Title VII Special Populations Program, 1993-94. Final Evaluation Report. Project Comienzo, a bilingual pre-kindergarten program, was designed to help Spanish-speaking 3-year-old children flourish academically and socially, supported by the ratio of adults to children. The program served 17 students of limited English proficiency. A full-time bilingual teacher and a full-time educational assistant were used, and parents volunteered their time on a rotating basis. The project's main focus was to develop the children's socialization, motor, and cognitive skills. The classroom was divided into various learning and activity centers, which facilitated small-group, cooperative, and individual activities. The staff was involved in frequent meetings, group discussions, workshops, and training sessions. The parental involvement aspect enabled parents to tutor the children, which offered tremendous support to the teachers. Parents played a large role in their child's education, both inside and outside the classroom. An evaluation of the program indicated that all students in project Comienzo showed academic progress and greatly improved their English and Spanish language proficiency. Highly effective components of the program were the materials used and parental involvement. Least effective components were the too-long school day, and the need for the curriculum to focus more on gross and fine motor skills. (A copy of the class schedule and the parent questionnaire are appended.)   [More]  Descriptors: Bilingual Education Programs, English (Second Language), Interdisciplinary Approach, Limited English Speaking

Rhodes, Nancy; Richardson, Gina (1989). Total and Partial Immersion Programs in U.S. Elementary Schools, 1989; [and] Useful Resources for Teaching Languages to Children. CLEAR Materials Resource Series, Numbers 2 and 4. Two numbers of the CLEAR Materials Resource Series that both deal with teaching languages to children have been combined. Number two summarizes the status of foreign language immersion programs in elementary schools in the United States. For each of the 20 states with total or partial immersion programs, the following information is provided: (1) school district; (2) comments on the type of program, date of implementation, funding sources; (3) the number of schools; (4) the number of pupils; (5) the number of teachers; (6) the languages taught; and (7) the contact people within each of the school districts. Number four provides a bibliography of materials that can be used by teachers, parents, and administrators to facilitate children's second language learning. Practical guide books, cassette tapes, newsletters, and handbooks for teachers and parents are included. The following information is included for each citation: title, author, availability, cost, and a brief abstract.   [More]  Descriptors: Audiotape Cassettes, Bilingual Education, Elementary Education, FLES

Illinois State Board of Education, Springfield. (1996). Directory of Approved Programs for the Preparation of Educational Personnel in Illinois Institutions of Higher Education. Volume 20. This twentieth edition of the Directory of Approved Programs has been updated to reflect the numerous changes in each recognized institution's approved program listing. The directory lists state approved programs for the preparation of education personnel in Illinois. Addresses, telephone numbers, and contact persons for each institution are listed. The data are provided in 11 sections: (1) alphabetical listing of recognized institutions and approved programs with listing of specific curriculum areas; (2) approved early childhood education certificate programs; (3) approved elementary (K-9) certificate programs; (4) approved secondary (6-12) certificate program areas; (5) approved special (K-12) certificate program areas; (6) approved special education areas for the special (K-12) certificate; (7) approved school service personnel certificate programs; (8) approved administrative credit certificate programs; (9) approved transitional bilingual certificate programs; (10) geographic location of Illinois institutions recognized for teacher education; and (11) special programs offering alternatives for individuals with degrees.   [More]  Descriptors: Bilingual Education, Educational Certificates, Elementary Secondary Education, Higher Education

Ramsey, Cynthia, Ed.; Lopez, Trinidad, Ed. (1989). ESL: The Whole Person Approach. This guide provides a model for training teachers of limited English proficient (LEP) students of Hispanic origins to eliminate sex bias in English-as-a-Second-Language (ESL) materials and teaching approaches. Although the guide aims primarily at the educational and personal empowerment of LEP Hispanic girls, it is also intended to assist in removing sex bias from the bilingual multicultural curricula in which ESL is taught to both female and male Hispanic students. The guide may also be used as a model for developing materials and activities suitable for use with other racial, ethnic, or linguistic groups. An introductory section describes the purpose, goals and objectives, target population, and defines ESL. Part 1 consists of three essays on multicultural education, a humanistic approach to language teaching for sex equity, and feminism in this cultural context (Chicana feminism). The second part outlines two workshops. The first workshop provides an orientation to the component parts of the Whole Person Approach to ESL teacher training, and includes 12 related activities. The second workshop familiarizes participants with criteria for the Whole Person Approach to ESL, and includes four activities. A list of United States publishers of Hispanic books and a brief supplementary bibliography are appended.   [More]  Descriptors: Bilingual Education, Classroom Techniques, English (Second Language), Hispanic Americans

Shih, Tzymei Alexasia (1994). My Fulbright Experience in Mexico. This packet shares general impressions and interpretations of Mexico offered by a participant in a 5-week Fulbright-Hays Seminar. Included are suggestions on how to use this information to open up communication between the school and Mexican students and their parents. In addition to the background information and statistics, the material also has included personal interpretations and observations. The packet includes the following sections: (1) "Geography of Mexico"; (2) "The North and the South"; (3) "The Mexican Education System"; (4) "Parent Involvement"; and (5) "Children's Literature." Curriculum guides from Mexico written in Spanish are provided.   [More]  Descriptors: Area Studies, Bilingual Education, Catholics, Culture

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