Bibliography: Bilingual Education (page 677 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Walter A. Lazaruk, Jose Goncalves, Harvey Zeichner, Ray Chesterfield, Beatriz Arias, Myriam Met, Gilbert Garcia, Herman Carter, C. Thomas Kerins, and Carolyn Kessler.

Kerins, C. Thomas (1981). The State Perspective on the Evaluation Burden. State and local education agencies increasingly have to spend a larger percentage of their time collecting, aggregating, and reporting information to federal agencies. This report suggests that the federal evaluation strategy to describe program implementation as well as impact is usually ill considered, inappropriate and of questionable utility. In some major programs more data are requested than is possible to supply; they are often asked for on an annual basis even though it is not analyzed annually; information demands are made in the absence of a plan for its use either for policy, program improvement or other analyses; and lack of coordination among federal agency staff requires duplication of effort and a further depletion of its time and fiscal resources. Finally, with few exceptions, federal evaluation efforts are unrealistic and inappropriate because of a tendency to avoid using the experience and expertise of local and state evaluation colleagues, an over-reliance on test scores, and a regretable habit of pretending that categorically funded programs exist in isolation from each other and other important variables. As a result, federal evaluation requirements are viewed as a burden to be completed, not an opportunity for gaining a better understanding of a project. Descriptors: Bilingual Education, Compensatory Education, Federal Aid, Federal Programs

Ovando, Carlos J. (1988). English Only Movement: Confrontation with Language Diversity. A discussion of the movement to make English the only official language in the United States' multilingual society examines the nature and scope of the movement and draws instructional and language policy implications for teaching situations involving language-minority populations. It draws a relationship between the politics of language diversity and the cognitive, linguistic, and cultural factors associated with the academic movement of language-minority students. The English-only movement and its media coverage are analyzed, and research literature on the effectiveness of use of the home language for instruction is reviewed. It is concluded that the English language, as any other, is capable of coexisting with other languages and cultures, and that such coexistence has greatly enriched the English language and the human experience. It is noted that in countries where bilingualism has become associated with a problem, the countries have deep and complex sociocultural, political, and religious histories that have led to mutual hostilities among language groups. It is further suggested that the conceptual, instructional, and curricular tools for assuring that language diversity is used to enrich and not detract from the society are now available. Forty-three endnotes are provided. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Educational Policy

Chesterfield, Ray; Goncalves, Jose (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Field Supervisor Observations and Quality Control of Ethnographic Data. This part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates 1979), provides a description of the procedures followed to ensure and maintain the quality of ethnographic data over time. Data collection procedures, including ethnographic notes, time and event samples, implementation forms, phone call updates and data analysis are discussed. Data quality control procedures such as field manual development, monitoring field notes, providing feedback to researchers, central processing, parallel observation, mid year reviews and final reviews are described. A brief description of the data collection plan and the rationale for the plan are also provided. The preliminary field manual, field note rating and implementation forms are appended.  Descriptors: Bilingual Education, Classroom Environment, Data Analysis, Data Collection

Carter, Herman (1980). Follow Through Title I Expansion Program 1978-1979. Report Number 8043. The report of the 1978-1979 performance of the Project Follow Through Expansion Program for the primary grades focused on the educational component, parent involvement, staff development, and special supportive services. Classroom observations indicated that while aides and parents worked with groups consisting of 2 to 10 children, in two instructional models, teachers engaged in whole class instruction at least 40% of the time across all options. Cross sectional achievement data indicated that the Total Follow Through Expansion Program (TEXP) performed only as well as its Total Non-Follow Through (TNF) Title I eligible comparison group in reading, but outperformed TNF in mathematics. The specific third grade achievement objective was not attained. Parent involvement showed that most spent their time planning fund raising events. Parents who participated in program-specific activities spent their time assisting in program classrooms. Staff development activities involved 98% of the teachers and aides. Most teachers indicated satisfaction with the services received from supervisory and support personnel. Health data indicated that half of the program children received medical screenings and one quarter had physical examinations. Supplementary mental health specialists from 5 agencies provided direct and indirect services to 372 program children. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Elementary School Mathematics

Lazaruk, Walter A. (1980). French as a Second Language: A Review of Recent Curriculum Development in Alberta, Alberta Modern Language Journal. This report covers six areas related to the development of French second language (FSL) programs in Alberta: (1) background information on recommendations of the Curriculum Policies Board, including the plan for curriculum revision; (2) characteristics of newly developed French programs; (3) premises underlying the program development, specifically, emphasis on communication skills, the four skills approach, understanding the structure of language, and attention to student-centered learning; (4) the organization of proposed programs in the Curriculum Guides, including rationale and goals, minimum expectancies, and objectives and content; (5) implications of the revised curriculum regarding student achievement, sequential learning, and in-service training for teachers; and (6) conditions necessary for sound second language programs and some questions dealing with second language instruction. Four appendices provide a chart of second language programs, descriptions of programs in FSL across Canada, program costs, and a summary of French programs and outcomes. Descriptors: Bilingual Education, Bilingualism, Communication Skills, Cultural Awareness

Maynes, J. O., Jr.; Garcia, Gilbert (1980). Arizona State Plan for the Education of Migratory Children, Fiscal Year 1981. The Arizona state plan for a program designed to provide educational assistance and support services to an anticipated 15,310 migrant children is presented for fiscal year 1981. The plan administration, agency organizational structure, and authority and program definitions are explained. The population to be served, assessment of special educational needs, objectives of the program, and expected results are narrated. The plan of action, schedule of activities, data to be collected, and additional service sources are outlined. The geographic locations of crop areas and migrant projects in progress are revealed, along with biographical sketches of the director of the program and other key personnel. A description of accomplishments of similar programs implemented since 1967 is given, and an appendix describing inservice training is included. Descriptors: Bilingual Education, Elementary Secondary Education, Equalization Aid, Federal Aid

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1980). Nonpublic School Programs: English as a Second Language. ESEA Title I. Final Evaluation Report, 1979-1980. This is an evaluation report on a Title I English as a second language program that served Spanish speaking students (grades K-8) in private schools in New York in 1979-1980. Section one of the report provides a description of the program. Data analysis methods and pre- and post-test scores are presented in the second section. The third section gives a summary of survey data and teacher interviews that includes: (1) information about teacher respondents; (2) a pupil profile; (3) information on various teaching methods used; and (4) a report on the role of support services and parents. In section four, observations regarding classroom and teacher characteristics are summarized. The fifth section contains a summary of interviews with the program coordinator and the field supervisor that cover issues including: (1) program organization; (2) instructional approaches; (3) student progress and retention; and (4) personnel considerations. The final section presents evaluation conclusions and general recommendations.   [More]  Descriptors: Bilingual Education, Class Organization, Curriculum Development, Elementary Secondary Education

Zeichner, Harvey (1979). Evaluation Report for the District 19 Bilingual/Bicultural Elementary Program. The District 19 (Brooklyn, New York) Bilingual/Bicultural Elementary Program operated on the K-6 level in eight schools during the 1978-1979 school year. The broad goals of the program were to expand the number, scope, skills, services, and student-teacher interactions of the district's bilingual staff and to develop and administer a competent bilingual program. Program evaluation was accomplished through classroom observation; interviews with faculty, staff, principals, and students; and measures of student achievement in reading (Spanish and English) and math. Evaluation findings indicated that (1) teachers rated the program satisfactory to excellent, (2) teachers and educational assistants were highly rated, (3) classrooms were conducive to learning, (4) students were responsive to instruction and for the most part spoke in the language of instruction during instructional periods, and (5) pre and posttest student achievement data showed that instruction was successful. Recommendations for future planning were made. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Bilingual Teacher Aides

Chesterfield, Ray; And Others (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of the Pilot Study Results and the Training of Fieldworkers for the Ethnographic/Observational Component. This report provides information on feedback from a consultant panel concerning the initial phase of the ethnographic component of the multimethod evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Adjustments made as a result of feedback are indicated. The document is organized into several sections. First, a brief review of the evaluation objectives is presented, followed by a summary of the evaluation approach developed by Juarez and Associates to achieve the objectives. The report continues with a discussion of the development of observational instruments to be used in the evaluation. A description of the recruitment and selection of the staff who will use the data collection instruments, and of the various components of the training of the field personnel, is then presented in detail. The report concludes with a series of recommendations for the remainder of the ethnographic component of the project. Several related sets of materials, such as a timeline, job descriptions, socioemotional rating scales and a list of training personnel are appended. Descriptors: Bilingual Education, Data Analysis, Data Collection, Ethnography

Canseco, Jane Howell (1978). English Reading Achievement in a Bilingual School. A Los Angeles bilingual elementary school was evaluated for the effectiveness of its dual reading program for bilingual first graders, the effectiveness of the native language literacy approach for Spanish dominants, and evidence of bias in the Comprehensive Tests of Basic Skills (CTBS). One hundred thirty-one Spanish and English dominant children were assessed with the CTBS in grades 3, 4, 5, and 6 for achievement in English reading during 1975-78. Spanish dominants were divided according to the grade level at which they began a dual reading program: grade 1 (SD-I), grade 2 (SD-II) and grade 3 (SD-III). English dominants (ED) were grouped by ethnicity: Hispanics, Blacks, Native Americans, Asians, and Anglos. The results indicated no apparent advantage or disadvantage for bilingual first grade dual readers. The findings also demonstrated the effectiveness of the native language literacy approach, in that the Spanish dominants in three to four years matched the reading level attained by English dominants in six to seven years. Chi square analyses of each subgroup's CTBS raw scores in relation to the median scores indicated no apparent test bias. Descriptors: Bilingual Education, Bilingual Students, Elementary Education, Elementary School Students

Juarez and Associates, Inc., Los Angeles, CA. (1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Phase III, Part II: Appendixes to the Report of the Pretest Results and Posttest Analysis Plan for the Quantitative Component. This document consists of appendices to the report of pretest results and the posttest analysis plan for the quantitative component of the multimethod evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Appendix A provides criteria for scoring mean length of utterance for the bilingual syntax measure. Appendix B presents the examiner's manual. The parent interviewer's manual, including both parts and the supervisor's copy, are given in appendices C, D and E. Parent and teachers' questionnaires are offered in appendices F and G, respectively. Appendix H presents reliability estimates for tests selected for inclusion in the Child Test Battery. Descriptors: Bilingual Education, Criteria, Data Analysis, Data Collection

Met, Myriam; And Others (1979). Spanish Bilingual Program: Samples from Levels III and IV. This document presents sample lesson plans for Level 3, part of a proposed fourth volume in this series of curriculum guides, and a more detailed sampling of Level 4, which will be volume 5 of the series. The samples for Level 3 are two lesson plans for Unit Two, the content of Unit 7, and some lesson plans for that unit. The Level 4 section provides the content of the curriculum, the performance objectives, and suggested learning experiences for each of the seven units of Strand A (oral language skills) and Strand B (language skills for receiving and engaging in content instruction in Spanish). It outlines six units in Strands A and B according to the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills, and (4) morphology, syntax and usage. Sample lesson plans are included for parts of units 1 and 2. Descriptors: Bilingual Education, Course Content, Cross Cultural Training, Curriculum Guides

Arias, Beatriz; And Others (1978). An Evaluation of the Head Start Bilingual Biclutural Curriculum Development Project. Review and Recommendations for the Test Battery. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates 1978), is to familiarize curriculum model developers with test and item analysis procedures used to select and recommend tests for evaluating curriculum models. Considerations and procedures (such as screening, and comparing and determining best fit between tests and programs) used in choosing tests are indicated. Recommendations for measures to be included in the Head Start curriculum model assessment battery are made and test administration guides are provided. Materials related to the test selection effort, including lists of the curriculum models' characteristics, cross-model behaviors, sources of information, a list of language measures, test match forms, results of item analysis, and reviews of recommended and non-recommended measures are appended. Descriptors: Bilingual Education, Comparative Analysis, Comprehension, Concept Formation

Met, Myriam (1978). Spanish Bilingual Program Curriculum Guide (Elementary Schools). Level II. Second Revision. This volume of the curriculum guide provides the content of the curriculum, the performance objectives for each unit, and suggests learning experiences to achieve the desired outcomes for Level 2. The first section on scope and sequence of the program is arranged in a chart format and outlines the content for each unit in the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills; and (4) morphology, syntax, and usage. Another series of charts presents the lexical content of each unit. The final section of the book provides detailed weekly lesson plans for each of the ten units. Descriptors: Bilingual Education, Course Content, Cross Cultural Training, Curriculum Guides

Kessler, Carolyn; And Others (1987). Empowering Migrant Children: Talking, Writing, Learning. This ethnographic study of 22 bilingual Mexican American fifth grade students in rural Texas examines which pedogogical techniques reduced students' risk of failure. Classroom instruction was based on Cummins' model of community intervention in which story-telling, dialogue journal writing, and bilingual dialogue between teacher and students figure significantly. Twenty-one books, written and compiled by the students in one year, achieved the following goals: they (1) conveyed the importance of writing, (2) developed fluency, (3) showed students that errors are integral to the learning process, (4) provided genuine communicative exchanges, (5) provided a daily reading lesson, (6) addressed individual needs, (7) developed a positive self-image, and (8) created a sense of success.  Pre- and post-test scores on the initial reading inventory revealed achievement gain of three years during this one-year program. Students' statements of their future plans suggested that their self-esteem as bilingual students and their goal orientation had improved. Examples of the children's writing and drawing are appended. Descriptors: Bilingual Education Programs, Cultural Context, Empowerment, Ethnography

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