Bibliography: Bilingual Education (page 674 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include D. Bruce Sealey, M. Buteau, Anna Uhl Chamot, Elizabeth A. Hartley, Robert Schulman, Francisco Cordero-Martinez, Carolyn Pereira, Pam Johnson, Clara Velazquez, and WI. Div. of Curriculum and Instruction. Milwaukee Public Schools.

Milwaukee Public Schools, WI. Div. of Curriculum and Instruction. (1982). The Grade Placement Policy of the Milwaukee Public Schools. Kindergarten – Grade Six. This document outlines general considerations and academic and non-academic guidelines to be observed by Milwaukee teachers and principals in making K-6 grade placement decisions in accordance with the School Board's new policy. The first section, "General Considerations for Grade Placement at All Grade Levels," considers: (1) evaluation as grade placement basis; (2) decision making; (3) academic and non-academic factors; (4) documentation throughout the school year; (5) pre-retention actions; (6) programs for low achievers; (7) summer school advancement; (8) placement beyond the next grade; and (9) specialty school exceptions. The second section provides guidelines for first grade placement of five-year-old kindergarten pupils, including how to identify "transitional" pupils (those who are not quite ready for ordinary first grade) and bilingual pupils who do not demonstrate readiness competencies in their dominant language. The third section provides academic guidelines for grade placement in grades 1 through 6. Bilingual programs for Spanish-dominant pupils are discussed separately. The final section discusses non-academic factors to be considered in grade placement: chronological age/years in school; physical, social, and emotional maturity and peer relationships; family relationships; learning rate and growth; attendance and mobility; and participation in outside academic programs. The School Board's statement outlining its new policy is appended. Descriptors: Academic Achievement, Age Grade Placement, Bilingual Education Programs, Bilingual Students

Buteau, M.; Gougeon, H. (1985). Evaluation of the Bilingual Kindergarten and Follow-Up Programs, St. Joseph Elementary School, Town of Mount Royal (1979-1984). Submitted to the St. Croix School Commission. Final Summary Report = Evaluation des Programmes Experimentaux de Maternelle Bilingue et de Continuation, Ecole Primaire Saint-Joseph, Ville Mont-Royal (1979-1984). Soumis par la Commission Scolaire Sainte-Croix. Rapport Recapitulatif. Results are presented of a five-year evaluation of an experimental bilingual kindergarten and elementary program with instruction in French for native English-speakers, including information about the program's design (including materials and teaching activities) and student achievement. It was found that the participating children profited from the experience, and that the class composition, including a few native French speakers, provided a good climate for sensitization to a second language. The year-end pupil proficiency was comparable to that of students in a reception class in a French language school. After the bilingual kindergarten experience, the pupils' French proficiency decreased without further instruction, but remained higher than that of English-language program pupils. By grade 4, the former bilingual program pupils did not have as positive an identification with French language and culture as anticipated. Although teachers found some program deficiencies, both teachers and parents considered the program advantageous and worth maintaining. Overall, the students were found to have acquired a knowledge of social studies equivalent to their peers in the regular French and English programs while learning as much English and substantially more French than pupils following the regular English program. The text of the report is presented in both English and French. Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Education, English

Cordero-Martinez, Francisco (1995). A Visual-Spatial Approach to ESL in a Bilingual Program with Deaf International Students, Bilingual Research Journal. The English Language Institute at Gallaudet University (District of Columbia) prepares foreign deaf students to attend college in the United States through a year-long intensive literacy program in American English and immersion in American Sign Language and deaf culture. The Institute's educational philosophies and teaching strategies focus on visual-spatial approaches to second-language learning. Descriptors: American Sign Language, Bilingual Education Programs, College Preparation, Deafness

Hartley, Elizabeth A.; Johnson, Pam (1995). Toward a Community-Based Transition to a Yup'ik First Language (Immersion) Program with ESL Component, Bilingual Research Journal. In the small Alaskan village of Manokotak, the community participated in the school's shift from an "English submersion" program to Yup'ik immersion plus ESL. Discusses community involvement and participative planning, first-year goals, scheduling of instructional time in each language, staff development, materials development, cultural relevance versus competency based education, student evaluation, and problems during the change process. Descriptors: American Indian Education, Bilingual Education Programs, Community Involvement, Educational Change

Reyhner, Jon; And Others (1984). Heart Butte: A Blackfeet Indian Community = Moisskitsipahpiistaki Siksikaiitsitapi Ohkanopissini. A collection of photographs published by the Heart Butte Bilingual Program depicts student life in Heart Butte on the Blackfeet Indian Reservation in northern Montana. Each photograph is captioned both in first-grade English and in Blackfeet. Included are Photographs of the community center, a general store, a church, the Heart Butte school, a school social gathering, a band, dancing, eating, and play and learning activities. A Blackfeet glossary of words used is appended.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Bilingual Education Programs

National Swedish Board of Education, Stockholm. (1982). Report on Three Years' Experimental Work Using Modified Time-Schedules for Native-Language Tuition at the Junior and Intermediate Levels of the Basic Compulsory School, and Recommendations for Measures to be Taken. Experimental programs using modified schedules for native-language instruction of immigrant children in Swedish compulsory junior and intermediate schools are described and evaluated in this report. Following background information on school and immigrant statistics, regulations concerning grants, and a list of interim related reports, the report presents the findings on a number of aspects of the research. These include the offerings and organization of local programs, resource administration and allocation, financial considerations, the two organizational program models used, native-language instruction and bilingualism, objectives, enrollment, teachers and teaching materials, Swedish as a second language, teaching English, and dealing with social isolation. It is concluded that both organizational models further student development, that local districts should be allowed more flexibility to deal with their own particular needs, that parents should be provided with more information about opportunities available for minority-language students, and that school personnel need more training in knowledge about immigrants. Appendices contain discussions of the 1970 government decree concerning experimental native-language programs and of the relationship between primary and secondary languages, a description of how a school in a town with many Finnish immigrants tries to counteract social isolation, and the Central Bureau of Statistics' scale for measuring native-language students' proficiency in Swedish. Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Experimental Programs

National Swedish Board of Education, Stockholm. (1982). Linguistic and Cultural Backing for Immigrant and Minority-Group Children of Pre-School Age. Findings of the Committee on Linguistic Minorities among Children of Pre-School Age. Summary. A summary of the findings and recommendations of the Swedish Government's Committee on Linguistic Minorities among Children of Preschool Age is provided in this report. The first six chapters supply background material. Chapter 1 describes the target group and its estimated size, and suggests new definitions for use in native language backing schemes. In Chapter 2, social and cultural conditions affecting immigrant and minority children are described. Questions relating to language development and multilingualism are discussed in Chapter 3. Chapters 4-6 outline the past development of native language training at preschool level. Chapter 7 defines the proposed objectives of native language backing programs, both in and out of school. The remaining chapters deal with the following topics: (8) investigatory visits and related activities, language registration, and planning of native language programs by local authorities; (9) children not brought up as Swedish-speakers in hospitals or in children's or family homes, and handicapped children with immigrant or minority backgrounds; (10) planning and organizing native language backing in preschools; (11) methods of native language backing in preschools; (12) cooperation between preschool and primary school; (13) native language backing outside preschool in cultural and recreational spheres; (14) toys and working materials for native language backing in and out of preschool; (15) training of bilingual and Swedish staff; (16) proposed act on native language backing in preschools; and finally (17), estimated cost and suggested government subsidies. Descriptors: Bilingual Education Programs, Educational Policy, Ethnic Groups, Foreign Countries

Pereira, Carolyn (1984). The Education of Juan Abdul Tipsuda. A Case Study of the New Immigrant in Chicago. The great variety of cultural and legal backgrounds of present-day immigrants to Chicago and the lack of adequate resources with which to fund programs has made assimilation a difficult challenge. Chicago schools are committed to provide bilingual programs to students with limited proficiency in English and 75 bilingual programs have been developed. Although plans call for citizenship instruction in students' native languages, there are no programs or materials available. Programs for adults usually focus on teaching enough English to meet basic needs. Learning about the American legal system is rarely emphasized, yet this is a crucial need because so many students, both young and older, come from societies with legal systems different from that of the United States. Some programs, such as the Citizens Information Service, begun by the Illinois League of Women Voters, have tried to provide such information but more must be done. A possible way to improve citizenship education is by using concrete cases, such as the case of Walter Polovchak (the 12-year old who refused to return to Russia with his parents), to provide useful information about the American legal system. A format designed by the Constitutional Rights Foundation for use by teachers in bilingual programs is described. Appendixes contain a list of 18 major bilingual programs taught by language and a sampling of curriculum materials on United States history and citizenship.   [More]  Descriptors: Adult Education, Bilingual Education Programs, Citizenship Education, Elementary Secondary Education

Velazquez, Clara; Schulman, Robert (1984). Seward Park High School Project Superemos, 1982-1983. O.E.E. Evaluation Report. Project Superemos, in its final year of a two-year funding cycle, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in mathematics, science, and social studies, to approximately 125 Spanish speaking students of limited English proficiency (LEP) in grades 9 and 10. The project's overall goal was to enable LEP students to progress in both academic subjects and in English proficiency through specialized academic training and special attention to the affective domain. Based on this goal, students studied their native language while learning English; they were mainstreamed gradually by increasing their exposure to English and decreasing the use of Spanish. Program activities also included the development of curriculum materials for mathematics and for the employability skills course; development of a new bilingual social studies course; staff development; academic, personal, and group guidance and tutorial services; and parent involvement activities. Quantitative analysis of student achievement indicated (1) varying degrees of success in meeting program objectives in English and Spanish, (2) overall achievement of objectives by ninth graders in science (fall and spring) and social studies (fall) and by tenth graders in social studies (spring); and (3) significantly higher attendance rates among program students as compared to mainstream students. Recommendations focus on strengthening curricula and the tutorial program, disseminating the program's holding power activities, disseminating curricula to other bilingual resource centers, ensuring that evaluation data are collected and reported as proposed, and utilizing student performance data in planning evaluation objectives for future services to LEP students.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, English (Second Language)

Liljegren, Thomas (1981). Compulsory School Leavers in 1979 with Home Languages Other Than Swedish. Interim Report 3. The Swedish National Board of Education studied 7,095 youths (mostly immigrants) who left compulsory school in 1979 and who spoke home languages other than Swedish. The part of the study reported on here revealed that no less than 42% of them stated that they always spoke Swedish with at least one parent, while 22% never spoke Swedish with their parents. The study found that among those who did not go on to upper secondary school, unemployment was 14% among those with other home languages and 8% among those whose home language is Swedish. Additionally, those with home languages other than Swedish were unemployed longer, and those who went on to vocational lines of upper secondary school were more likely to drop out during the first year. Although there were few major differences in employment, continued schooling, and occupation between other home language pupils having a good knowledge of Swedish and the average Swedish pupil, the differences between other home language pupils having difficulty with Swedish and all other pupils were quite great: fewer of the former were studying one year after compulsory school, they found employment in different areas, and those in secondary school vocational course lines were more likely to drop out during the first year. Compared to all others, a greater proportion of Finnish speakers were employed one year after compulsory school, and they were more likely to drop out if they did continue. And finally, the unemployment rate of female other home language pupils who left school was higher than that of males, but more females than males reported plans to resume their studies. Appendices include the study questionnaire plus tables of grade 9 pupil data using different sets of variables. Descriptors: Academic Persistence, Bilingual Education, Educational Attainment, Employment

Chamot, Anna Uhl (1995). Implementing the Cognitive Academic Language Learning Approach: CALLA in Arlington, Virginia, Bilingual Research Journal. Describes the implementation in Arlington (Virginia) schools of Cognitive Academic Language Learning Approach (CALLA) science and mathematics programs for secondary students learning English as a Second Language. Discusses program goals, curriculum and materials development, teacher education, instruction, native-language support, parent involvement, and student evaluation. Includes a critical assessment of the success of CALLA's implementation. Descriptors: Bilingual Education Programs, Educational Strategies, English (Second Language), Mathematics Instruction

Liljegren, Thomas; Ullman, Lilian (1981). Compulsory School Leavers in 1979 with Home Languages Other than Swedish. Interim Report 1. The Swedish National Board of Education studied 7,095 youth (mostly immigrants) who were in grade 9 of compulsory school in 1978-79 and who spoke a language other than Swedish at home. The part of the study reported on here focused on the concern that young immigrants leaving compulsory school tend less frequently than Swedish pupils to go on to (voluntary) upper secondary school. In 1979, study results indicated an average of 69% of pupils with other home languages (compared with 80% of Swedish home speakers) went straight on to upper secondary school. Pupils with other home languages who nontheless had a strong command of Swedish went on to upper secondary school with nearly the same frequency as Swedish home speakers, but pupils with less of a command of Swedish had lower average marks when applying for upper secondary school. However, those not having a command of Swedish comparable to Swedish pupils' represented a minor proportion (17%) of all pupils with other than home languages. Similarly, in the area of choice of line of studies, other home language students with a strong command of Swedish were more likely than those with less Swedish ability to choose a line similar to that of Swedish home speakers. In grade 9, 75% of pupils who had a lower command of Swedish attended auxiliary Swedish lessons. And finally, only a small proportion of the over 2,000 pupils with other home languages who did not go straight on to upper secondary school in 1979 participated (1979-80) in one of the introductory courses designed to make it easier for young immigrants to embark on upper secondary schooling. Descriptors: Academic Persistence, Bilingual Education, Educational Attainment, Foreign Countries

Sealey, D. Bruce; Riffel, J. Anthony (1984). Easterville Education Review. The document outlines a concrete framework for the development of education in Easterville, Manitoba (a Cree Indian Reserve), over the next decade. Its purpose is to present a statement of principles and objectives worthy of public discussion and to provide specific recommendations in response to current problems. Based on a review of student achievement, the report indicates that achievement levels are similar to other northern Canadian native communities, but are below national averages and not acceptable. The report emphasizes that improving achievement is a complex task, requiring time and shared responsibility. Identified as factors for which the school is responsible are curriculum, school organization, quality of teaching and administration, pupil promotion policy, special services, language of instruction, materials, and resources. Cited as parent responsibilities are emphasis on attendance and achievement, value attached to education, and support for their children's work. Included as student responsibilities are effort, commitment to school, attendance, and support for each other academically. The report provides recommendations including developing a bilingual program; restructuring the elementary program around skill, discovery, and expressed arts subjects; dropping grades 11 and 12; balancing academic, vocational, and exploratory subjects in grades 7-10; providing field trips; and emphasizing adult education. Descriptors: Academic Achievement, American Indian Education, American Indian Reservations, Bilingual Education

Morrison, F.; Wightman, M. (1983). Performance of Grade 10 Core French Students. Results of Testing the Listening, Reading, Writing and Speaking Skills of Students in the Schools of the Ottawa and Carleton Boards of Education. Part II. Tenth Annual Report, December 1983. Grade 10 core French students in the Ottawa and Carleton schools were tested for French language skills to assess the skill level acquired by students at this stage of the French second language program and to investigate the suitability of existing tests. The study involves students at three levels: in general, advanced, and enriched courses, in the 11th year of a program beginning in kindergarten and providing the maximum French language exposure specified in Ontario guidelines. Four language skills (listening, speaking, reading, and writing) were tested at each course level, and information about student French language background was also collected. Results showed a distinct difference in the performance levels of students at the three course levels, with higher scores often related to longer program participation. Very few sex differences were found except in enriched courses, where a disproportionately small number of boys achieved higher mean scores on some measures. Results also indicated that outside exposure to French, which varied greatly by course level, was related to performance. Further comparisons were made with other secondary grades of the three course levels. Descriptors: Bilingual Education, Core Curriculum, Foreign Countries, French

Yiengst, Raquel (1985). Transitional Bilingual Program Guidelines. Revised. This document outlines the Reading Pennsylvania School Districts' Transitional Bilingual Program, designed to successfully integrate all students into the regular school programs as quickly as possible. Students are taught English language skills in a bilingual setting (Spanish being the dominant foreign language) with mathematics, social studies and science taught bilingually until students are ready to enter mainstream classes. The document describes: (1) enrollment procedures; (2) testing for English language proficiency; (3) student review conferences; (4) parental requests for placement in a bilingual program; (5) testing procedures for placement in various levels of the program; (6) integration and placement of bilingual students in mainstream classes; (7) end of year promotion and retention; (8) referrals to bilingual caseworkers; (9) responsibilities of bilingual/English as a second language teachers and teachers' aides; (10) program record keeping; (11) transfer of students in and out of the district; (12) end of the year activities and responsibilities; and (13) a checklist of responsibilities for various program staff throughout the year. The document concludes with a description of the program's curriculum and classroom management approach. Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers, Elementary Secondary Education

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