This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include PA. Office of Research and Evaluation. Philadelphia School District, Donald L. Kester, Edmonton. Planning and Research Branch. Alberta Dept. of Education, Jo-Ann Sainz, Kathy Cogburn-Escamilla, Louis-Gabriel Bordeleau, Robert Sung, Maria Goretti, E. Ewanyshyn, and Dorothy Silverman.
(1979). Understanding The Lau Decision. In a question and answer format, this booklet describes the Lau v. Nichols decision in which the Supreme Court ruled that the San Francisco Unified School District was guilty of discrimination because non-English speaking students were not given special language instruction. The booklet presents the basis for the Lau decision, describing a Department of Health, Education and Welfare memo which interpreted Title VI of the Civil Rights Act of 1964 as making school districts responsible for providing equal educational opportunities to national origin minority group children deficient in English language skills. The impact of the decision is explained in terms of the Lau Remedies, the guidelines set to assist school districts in compliance. The requirements of the Lau Remedies are described, as well as descriptions of appropriate programs. The Equal Educational Opportunities Act of 1974 is also explained as an additional guarantee that non or limited English speaking students receive appropriate services. The booklet is illustrated. Descriptors: Affirmative Action, Bilingual Education, Civil Rights Legislation, Compliance (Legal)
(1980). Evaluation of a Ukrainian-English Bilingual Program, 1978-1979. Edmonton Catholic School System. This report, fifth in the series, is an evaluation study of the Ukrainian-English Bilingual Program in the Edmonton Catholic School System. It examines three areas: (1) pupil academic achievement, (2) pupil cultural appreciation, and (3) perceptions of relevant groups toward the program. Pupils enrolled in the program in Grades 1 through 5 during the 1978-1979 school year participated in the study. These students were matched with control groups, and both groups were given achievement tests to evaluate academic progress. Questionnaires were used to determine the perceptions of parents, teachers, and principals. The major findings indicated that: (1) students in the bilingual program achieved as well in English language arts and mathematics as students in the regular program; (2) students had made very significant progress in learning Ukrainian; (3) parents and teachers indicated that students had acquired an appreciation of Ukrainian culture and an understanding of the Ukrainian Catholic Rite; (4) the religious component of the program, including instruction in the Ukrainian Catholic Rite, was rated very highly by the parents; (5) program objectives were perceived to be appropriate and were being achieved, to a large extent; and (6) teachers expressed a need for further inservice training and identified a need for curricular and instructional materials. Descriptors: Bilingual Education, Bilingualism, Catholic Schools, Cultural Education
(1987). Listen, Practice, Converse: A Communication Approach to Second Language Acquisition in Torrance Unified School District. (A Japanese and Korean Bilingual Program Funded under Title VII of the Elementary and Secondary Education Act.) Third Annual Evaluation Report (1986-1987). The third-year evaluation report of a federally-funded elementary school Japanese and Korean bilingual program in the Torrance (California) Unified School District contains information on the background and previous revision of the program evaluation plan, the evaluator's opinion regarding the program evaluation plan elements, results of the evaluator's on-site visits, data gathering and analyses, a proposed program evaluation plan revision, and suggestions for possible program modification. Overall, the evaluation found positive program results. Substantial appended materials include program records and forms, sample student work, sample instructional materials, procedural documents, program announcements, portions of a school yearbook, lesson plans, project director's tabulations of parent awareness of activities at each school, inservice education information, and bilingual committee meeting minutes. Descriptors: Bilingual Education Programs, Curriculum Guides, Elementary Education, Federal Programs
(1979). Evaluation of the Bilingual (English-Ukrainian) Program 1978-79. Edmonton Public Schools. A partial immersion bilingual (English-Ukrainian) program was introduced at the Grade 1 level in September 1974 by the Edmonton Public School Board. By September 1979, the program included Grades 1 to 5. A yearly evaluation of the program has been conducted to determine: (1) the students' achievement in mathematics, English, and Ukrainian, (2) the attitudes of parents and program personnel toward the program, and (3) reasons students leave the program. This report is of the evaluation of Grades 2-5. Among the findings of the study are the following: (1) the bilingual program students achieved as well as, or better than, students in the regular program in mathematics and reading; (2) the students are acquiring a degree of proficiency in the Ukrainian language; (3) parents, teachers, and principals agreed that the students are developing an appreciation of the Ukrainian culture; (4) the majority of parents were satisfied with their child's English and Ukrainian academic progress; (5) teachers reported that a number of instructional materials and an appropriate program description for each grade were required; and (6) of the students who withdrew from the program and who did not move, program and academic problems accounted for 61% of the withdrawals. Descriptors: Bilingual Education, Bilingualism, Cultural Education, Educational Assessment
(1980). Les ecoles secondaires de langue francaise en Ontario: Dix ans apres (French Language Secondary Schools in Ontario: Ten Years Later). This is a study of the educational experience of Franco-Ontarians at the secondary level, dealing specifically with the development and achievement of French-language instructional units, and community expectations of such units. The report starts with a review of the history of secondary French-language education from 1848 to 1968, the year in which the public sector began to provide for the educational needs of French-speaking Ontarians. The second chapter examines the evolution of legislation applicable to French-language instructional units at the secondary level, and the implementation of the legislation throughout the province. The third section discusses the collection and statistical analysis of data collected from secondary school students, parents, and teachers from the Franco-Ontarian community. Analysis of these data indicates that the French secondary schools respond more adequately to the expressed needs of Franco-Ontarians than do the bilingual secondary schools. In addition to general reports and data gathered from the French-language advisory committees, the last chapter presents summaries and analyses of data collected in each region of the province. Descriptors: Bilingual Education, Educational Legislation, Ethnic Groups, French
(1980). A Comparison of English and Spanish Syntactic Language Development in Young Spanish Speaking Mexican-Americans in Maintenance Bilingual-Bicultural and Pull-Out ESL Programs. A study is reported whose purpose was to investigate if a relationship existed between Spanish and English language development in young Spanish speaking Mexican-Americans. One half of the children involved in the study were in maintenance bilingual-bicultural programs. The other half were in pull-out ESL programs. Using the descriptive survey design, data were collected from 100 first grade children attending four elementary schools in West Los Angeles County which operated both maintenance bilingual-bicultural and pull-out ESL programs. The Bilingual Syntax Measure English and Spanish tests were administered to the students on a pre- and post-test basis to measure English and Spanish dominance and language development. The Home Survey Questionnaire was developed to obtain demographic information and to determine if all students were from homes where Spanish was the main language. The major conclusions were as follows: (1) Learning two languages simultaneously as in a maintenance bilingual-bicultural program does not retard the development of language skills in English. (2) Exposure to one type of program does not facilitate either English or Spanish language development more than another program. (3) Proficiency in one language facilitates the acquisition of a second language. (4) Intensive exposure to only English does not facilitate English language development more than a maintenance bilingual-bicultural program. Descriptors: Bilingual Education, Bilingualism, English (Second Language), Language Acquisition
(1980). Fa Keih Reading Series, Book 2. This packet of materials contains three elements: (1) "Teachers's Guide to Fa Keih Reading Series, Book 2"; (2) "Fa Keih Reading Series, Book 2," the student text; and (3) "Criterion Referenced Test" to accompany the student text. The reading series is designed for students who are interested in continuing to learn Chinese at the secondary level. This set of materials is intended primarily for grade 8. The introductory material in the teacher's guide is in English; otherwise, the texts are in Chinese. [More] Descriptors: Bilingual Education, Chinese, Chinese Culture, Criterion Referenced Tests
(1981). Applying Piagetian Theory to Helping the Bilingual Child to Read in the English Language. The focus of this paper is on how bilingual children may benefit through a reading method that allows them opportunities to perceive and conceptualize aspects of the English language using a Piagetian model. The paper presents the analysis and prevention methods used for correcting difficulties encountered by bilingual students, and argues that traditional methods of word attack violate the principles of accommodation and assimilation by ignoring the fact that the bilingual child does not have an equivalent for many sounds of the English language. The paper then examines how the application of Piagetian principles in the teaching of reading can contribute to an atmosphere in which the child is nurtured and motivated. In conclusion, the paper suggests that it would be better to place bilingual children in a well-organized program that provides many opportunities to experience positive interactions of cognitive function and language development. Descriptors: Bilingual Education, Bilingual Students, Cognitive Development, Cognitive Processes
(1980). ESEA Title VII Rafael Cordero Bilingual School Program. Community School District 4. Final Evaluation Report, 1979-80. During the 1979-1980 school year, the Rafael Cordero Bilingual School (RCBS) operated in a New York City junior high school whose student body was composed of approximately 80 percent Spanish-dominant and 20 percent English-dominant students. The educational program of RCBS was comprised of five components: (1) bilingual instruction in all school subject areas; (2) staff development; (3) curriculum development; (4) parent education and participation; and (5) guidance. RCBS also ran a bilingual arts program and a career awareness project. The program was evaluated through data derived from standardized tests of student achievement in English and Spanish reading and mathematics and an attitude scale. Findings indicated that the program goals in academic areas were attained. No significant change in student attitudes toward achievement motivation were found. Tables of data are included. The bilingual attitude measure is appended. [More] Descriptors: Achievement Gains, Attitude Measures, Bilingual Education, English (Second Language)
(1979). Immigrant Children and Bilingualism. Since Sweden will never again be a monolingual, monocultural country, new approaches to language instruction in the schools must be developed. Instruction in Swedish and in Swedish as a Foreign Language should be provided for all pupils for whom Swedish is truly a foreign language. Instructional programs should be designed to prevent the development of diglossia–the situation in which two languages or varieties of these are used for differing functions within a single speech community. To attain active bilingualism among immigrant children through instruction in school, seven conditions must be established. In their first language, students must acquire basic reading and writing skills and acquire a thoroughly grounded system of meaning. In their second language, students should learn pronunciation before approximately the age of 12. In both languages, students should be provided abundant, continuous language stimulation, functional and relevant instruction in technical subjects, and "contrastively-based" instruction provided by specially trained teachers. All languages should be accorded high prestige. Primary school instruction ought to be done in the pupils' first language. The middle school must be bilingual. At the junior high school level instruction should be mainly in Swedish. In high school, immigrant pupils must be given the opportunity to retain and further develop their home languages. Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Cultural Pluralism
(1980). [Project SABOR]. Community School District 8, Title VII. Final Evaluation Report, 1979-1980. The purpose of Project SABOR (Sound Approaches to Bilingualism and Opportunities for Recognition) was to develop and promote native and second language skills in all curriculum areas for students in grades four to eight. Eight hundred students received instruction in English and native language arts and reading, mathematics, science, social studies, English as a Second language, and Spanish as a Second language. Additional program components included curriculum development, teacher training, and parent participation. Project SABOR was evaluated through consultant observations and pre- and post-test data in reading and mathematics from the Stanford Achievement Tests. Findings indicated that program participants made significant gains in academic areas. The consultant determined that Project SABOR was strong and viable. Tables of data are included. [More] Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, English (Second Language)
(1988). Crossing the Schoolhouse Border: Immigrant Students and the California Public Schools. A California Tomorrow Policy Research Report. Detailed interviews with immigrant students in the California school system indicate that the schools are not meeting the challenge of providing these students with an education adequate to prepare them to be productive members of American society. The first section presents demographic data and background information on immigrant children and their immigration experience. The second section reviews the content and structure of school programs, describes the school experience of immigrant children, and presents data on the achievement and school success of immigrant students. The final section offers suggestions for steps to be taken at the state, local, school site, and community levels to create a more adequate school experience for immigrant children. Appendices include the interview guide used in this study and a bibliography with 134 references. Descriptors: Asian Americans, Bilingual Education, Blacks, Culture Conflict
(1980). Manual for Identification of Limited-English Proficiency Students with Special Needs. Report #11785. This manual, intended to assist teachers in identifying students with limited-English proficiency who may have special needs, concentrates on four areas: language, observation, testing, and learning problems. The main part of the manual has eight sections dealing with the following topics: (1) observation techniques and methods; (2) modifications in the regular classroom for specific learning problems and learning styles, including strategies for the non-reader; (3) discussion of learning problems in behavioral terms; (4) reading assessment and techniques; (5) the child's language patterns; (6) general testing procedures, including a discussion of types of tests, standardized testing, criterion-referenced testing and testing the culturally and linguistically different child; (7) Chapter 766, a comprehensive Massachusetts law that requires children with special needs to be provided with education in accordance with those needs; and (8) the teacher in an advocate role, with a list of state and federal agencies teachers can contact to obtain services for their students. The remainder of the volume provides glossary, bibliography, and several appendices containing check lists and time sample sheets for the observational stage, a guide for non-biased assessment, language dominance/language proficiency tests, tests on learning problems, and resources. Descriptors: Bilingual Education, Elementary Education, Elementary School Students, Exceptional Persons
(1978). Questions and Answers about Writing a Lau Compliance Plan. The Lau v. Nichols decision and its implications for school districts are explained in this question and answer format paper. Lau compliance plans are described in full. The number of students necessary for development of a plan or program, what a Lau plan should include, and appropriate program types are detailed. Descriptors: Affirmative Action, Bilingual Education, Civil Rights Legislation, Compliance (Legal)
(1980). Evaluation of Title I ESEA Projects, 1979-1980: Abstracts, Report No. 8103. For the past twelve years, the School District of Philadelphia has conducted an annual evaluation of the projects funded under the Elementary Secondary Education Act Title I. Since 1973, the annual evaluations have been produced in two volumes – The Technical Report and the Abstracts. This volume contains abstracts of 31 project reports. The projects are organized into six categories which include: comprehensive reading, comprehensive mathematics, programs for limited-English-speaking-ability pupils, social sciences, supportive services and nonpublic school projects. Project categories are discussed in terms of programmatic goals, evaluation techniques, findings, summary and conclusions. Behavioral objectives are stated and student achievement is expressed as gains in grade equivalent units. Subtests of the California Achievement Tests (CAT) were administered to students in grades 2-12 as pre- (February (1979) and post- (February 1980) tests in reading comprehension and mathematics computation. Since the major thrusts of Title I are reading and mathematics, the total tests in these areas from 1974 and 1980 are used to examine the longitudinal impact of Title I. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Educational Assessment