Bibliography: Bilingual Education (page 675 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Charles F. Johnson, Ann Ross, Thomas A. Linares, Polly Fowler, Brooklyn New York City Board of Education, Joseph Frimpong, Hollie B. Thomas, Suzanne L. Medina, Alberto M. Ochoa, and Michael N. Riley.

Johnson, Charles F., Jr. (1982). Lau vs. Nichols Implementation Study within the Alhambra City School District. In 1976, two California school districts, the Alhambra City School District (for elementary students) and the Alhambra High School District, were cited for noncompliance with the U.S. Supreme Court's decision in Lau v. Nichols, which requires public schools to teach non- and limited-English speakers in their own languages while they learn English. This report discusses the Lau decision, describes the districts' response to the federal citation, and evaluates the programs implemented. The author draws on statistical and documentary data and on interviews with district educators, professional specialists, and program committee members. Following a lengthy discussion of the Lau case, the report presents a detailed chronology of the districts' development of their bilingual programs, from March 1976 to June 1977. Program implementation for the districts' Spanish, Chinese, and Japanese speakers is described. Criticisms of the programs revealed in a survey of 52 district teachers are noted. The author also quotes the current evaluations, which commend the programs highly. Among the author's conclusions are recommendations that bilingual teachers not participating in the programs be given incentives to do so and that all teachers be informed more fully about the programs. Descriptors: Bilingual Education, Compliance (Legal), Court Litigation, Elementary Secondary Education

Thomas, Hollie B.; Marangos, Mary Anna (1981). A Study to Identify the Unique Criteria and Standards Needed for the Development of Successful Bilingual Vocational Programs. Part 2: Cultural Barriers. Final Report, from March 1, 1980 to June 30, 1981. A Florida study identified cultural barriers that may impede students of different cultures from learning in vocational classrooms. One questionnaire was mailed to 15 subjects outside Florida and used as an interview format for 35 personnel of Florida bilingual vocational programs. These participants who were monolingual or bilingual with students from cultures other than their own identified cultural barriers. A second questionnaire was administered to 21 bilingual instructors of students of similar background who indicated their belief as to validity of the identified barriers. Barriers identified as valid included: unrealistic expectations of what school provides; greater differences between individuals than between groups; conflicts due to different beliefs relating to differences in color, ethnic background, social status, religion; instructor belief that all students should adapt to "Anglo" culture; teacher expectations not understood by students; no translators for teachers who do not know target language; students discouraged by lack of understanding who become disruptive; students who see themselves as dumb when they do not remember what they learned the previous day; student responses based on culture that cause teacher to think student is stupid; and students' trying to adapt new and conflicting values, losing respect for family values, or resenting new values. (Instruments are appended.)   [More]  Descriptors: Bilingual Education, Cultural Background, Cultural Differences, Culture Conflict

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1981). Bilingual Pupil Services. E.S.E.A. Title I. Final Evaluation Report, 1980-1981. This report describes the Bilingual Pupil Services project (B.P.S.) which provided basic instruction in English reading, Spanish reading, and mathematics to Spanish-speaking students of limited English proficiency in New York City community schools. Also presented are the results of program evaluation for 1980-81. The report outlines the project goals and objectives, describes the project context, and discusses such program components as organization and personnel, instructional procedures and activities, staff development, curriculum and materials development, and parental involvement. A summary of interviews with paraprofessionals who were trained to serve in the program and with some supervising principals is presented. The report on program evaluation includes a description of assessment procedures, the findings on students achievement in English reading, Spanish reading, and mathematics, and data on student attendance rates. It is reported that the program was generally effective, but it is suggested that even greater student gains would be demonstrated if new testing instruments, which are congruent with actual curriculum content, were to be employed.   [More]  Descriptors: Bilingual Education, Compensatory Education, Disadvantaged Youth, Elementary Education

Fowler, Polly (1996). An Aesthetic Approach to Language Development, Multicultural Teaching. It is argued that the stringent insistence of the British National Curriculum on English as the sole vehicle to academic development can be detrimental to bilingual children. An aesthetic approach is advocated that embraces linguistic and cultural diversity, particularly in student expression through the arts. Descriptors: Academic Achievement, Aesthetics, Art Expression, Bilingual Education

Sirgado, Isabel Cid (1981). District 30 Queens. Chapter 720. Greek-English, Korean-English. Final Report. This is an evaluation of the bilingual program in District 30, Queens, New York City during 1979-1980. The report states that the program was designed to aid the educational and cultural development of Greek and Korean speaking limited English pupils in grades K-6. Program objectives are listed as achievement gains in students' English speech and comprehension, native language proficiency, social studies, science, and mathematics performance, and increased student participation in classroom activities and extracurricular activities. Pretest and posttest scores show that the first three objectives were met and teachers' ratings reveal increased student involvement. Notes from several classroom observations are provided and teacher training, parent activities, and the Parents Advisory Committee are discussed.   [More]  Descriptors: Achievement Gains, Bilingual Education, Elementary Education, English (Second Language)

MacLean, Kathy (1996). Supporting the Literacy of Bilingual Learners: Storytelling and Book Making, Multicultural Teaching. Describes how the retelling of stories and the creation of original stories assisted the language development and literacy of limited-English-speaking children in a British "early years" program for four- and five-year olds. The project culminated in individual books made by the students. Descriptors: Bilingual Education, Bilingual Students, Early Childhood Education, Foreign Countries

Anderson, R. Bryan (1981). English for Driving–Student Workbook. Intended for use in conjunction with an accompanying teacher's guide and set of visuals, this workbook is in large part a picture dictionary of driving vocabulary with practice exercises to help prepare non-native speakers of English for driver training class. Topics covered in the workbook are automobiles, directions in an automobile, signals, parts of a car, roads, driving maneuvers, giving directions, equipment inside the car, using the controls, checking traffic, starting the car, going forward, backing up, turns, turning around, stopping and parking, following, changing lanes, passing, parking, merging, hazards, traffic controls, safe driving, accidents, breaking the law, service stations, tools for the car, and driver license application forms. Among those types of exercises provided are substitution, spelling, oral practice, matching, writing, paraphrase, and fill-in-the-blank exercises. (The related teacher's guide and visuals are available separately–see note.) Descriptors: Behavioral Objectives, Bilingual Education, Daily Living Skills, Driver Education

Ochoa, Alberto M. (1981). Title IV Language Minority Regulations: Beyond the Lau Remedies. Modifications to the Office of Civil Rights (OCR) Task Force Remedies are suggested with reference to identification of national origin minority students, assessment and educational prescription, staffing, desegregation assurance, and parent involvement. These considerations are addressed in five sections: (1) student identification; (2) program offerings (K-12); (3) staffing; (4) prevention of programmatic discriminatory practices; and (5) evaluation. The first section describes and gives examples of a home language survey, methods of identifying students, language proficiency and student achievement, and a classification of Lau Students. The second section discusses programs for various categories of students with limited English proficiency, individualized learning programs, factors triggering comprehensive bilingual programs, and special education concerns. The third section deals with instructional personnel requirements, staff development, and affirmative action. The fourth section on discriminatory practices includes communication with parents and parent involvement. Finally, evaluation is discussed in terms of educational context, content, process, and product.   [More]  Descriptors: Bilingual Education, Bilingual Students, Civil Rights Legislation, Educational Policy

Ross, Ann (1996). Welcoming Bilingual Pupils: Admissions and Induction, Multicultural Teaching. Describes the development of procedures, strategies, and resources to welcome new students into a British elementary school. Parent visits to the school and supporting the child's language needs were important features. A truly multicultural school is welcoming and accepting of diversity from the child's first entrance. Descriptors: Admission (School), Bilingual Education, Bilingual Students, Cultural Awareness

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1981). John Bowne High School Basic Bilingual Program. E.S.E.A. Title VII. Final Evaluation Report, 1980-1981. Presented in this report are a program description and the results of evaluation of the Basic Bilingual Program implemented at John Bowne High School in New York City during 1980-81. The program provided instruction in English as a Second Language, instruction in Spanish language skills, and bilingual instruction to high school students of limited English proficiency. The report describes the project context and student characteristics, and discusses the program philosophy, organizational structure, student placement, instructional program, funding and personnel, staff development, curriculum development, supportive services, and parent/community involvement. Patterns of student attendance, student behavior, plans for further education, and participation in extracurricular activities are examined as indicators of students' attitudes toward the program. Results of evaluation of student achievement in English, Spanish, mathematics, social studies, science, and business education are provided. Evaluation suggests that the program was generally effective, and the report identifies factors responsible for program success. Recommendations to ensure program continuity after the termination of Title VII funding are presented.   [More]  Descriptors: Academic Achievement, Bilingual Education, English (Second Language), High Schools

Linares, Thomas A. (1981). Articulation Skills in Spanish-Speaking Children. The purpose of the research was to develop an articulation test for Spanish-speakers and to field-test the instrument in both a monolingual Spanish-speaking environment and a bilingual Spanish/English environment. Such a test is needed because there has been little available to enable the diagnostician, whose clientele includes Spanish-speakers, to determine if speech production is normal, deviant, or due to the interaction of two languages. The test consists of 40 black and white drawings testing 23 different consonant phonemes in respective word positions. To obtain normative data from a monolingual Spanish-speaking environment, 97 children aged three to six years, from four schools in Mexico, were tested. A second study was undertaken with 148 Spanish-speaking children in southern New Mexico. This study was conducted by speech pathologists in the school district; the children tested were classified as either monolingual Spanish speakers or bilingual Spanish-dominant speakers. Results of this study were similar to the findings of the Mexico study. One indication from the test data is that the children in the Mexico study tended to master phonemes at an earlier age than monolingual English-speaking children or Spanish-speaking children in the United States. Descriptors: Articulation (Speech), Bilingual Education, Comparative Analysis, Cultural Context

Hargreaves, Mary (1996). Developing Materials to Help Bilingual Pupils Gain Access to the Curriculum, Multicultural Teaching. Instructional materials to support the early schooling of bilingual students are most effective when they support classroom organization and a context that promotes the development of language acquisition. Examples from a British classroom demonstrate that materials should incorporate an unambiguous valuing of cultural and linguistic identities. Descriptors: Access to Education, Bilingual Education, Bilingual Students, Cultural Differences

Riley, Michael N. (1981). The Success of a Mexican American Immigrant: An Examination of Richard Rodriguez's "Hunger of Memory.". Richard Rodriguez's "Hunger of Memory," which describes his journey from a bilingual, socially disadvantaged child, the son of Mexican immigrant working class parents, to Doctor of English literature, university professor and author, is examined to provide a deeper understanding of what makes the assimilation process happen, what it costs, and why it does not happen for many Mexican Americans. The paper discusses Richard's feelings of culture shock; alienation from the public and family; embarrassment and denial of his past; break from the Mexican culture; hard work as he tries to establish his future; imitation of the cultural values of American middle class; encouragement and acceptance by his new world; feelings of emptiness once he has achieved success; attempt to return to his cultural roots to find a more satisfying meaning to his existence; his discovery of the vast separation that has been created, and will remain irrevocably intact, by the assimilation process. The reasons why Richard became an individual success while other Mexican Americans fail to achieve success are discussed (i.e., his parents' aspirations and definite ideas about their social class, their break with the Mexican culture, Richard's early exposure to the better life, and his private school experiences). Descriptors: Acculturation, Achievement Need, Biculturalism, Bilingual Education

Medina, Suzanne L. (1995). K-6 Bilingual Programs in the Los Angeles Metropolitan Area, Bilingual Research Journal. A large urban California elementary school provides approximately 900 limited-English-proficient students with 3 bilingual programs: full and modified bilingual programs offering varying amounts of content instruction in the native language or sheltered English, and the "English language development" program which uses sheltered English and ESL methods. A new innovation is the bilingual ungraded K-4 classroom. Descriptors: Bilingual Education Programs, Educational Strategies, Elementary Education, English (Second Language)

Frimpong, Joseph (1996). Empirical or Rationalist? Some Theories of Language Learning Reviewed, Multicultural Teaching. Compares the empiricist approach of structural linguistics with the rationalist approach to language learning. In practice, a combination of ideas from both philosophies is usually applied to the instruction of second-language learners. Language learning occurs even in the absence of theory. Descriptors: Bilingual Education, Educational Theories, Elementary Secondary Education, Language Acquisition

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