Bibliography: Bilingual Education (page 686 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alfred J. Cali, Helene Lew, Stanley Soles, Maria Eugenia Matute Bianchi, Arnold Vicenti, Irving Bloom, Wendy G. Oxman, Norman Sirota, Dan Berger, and Gary Bianchi.

Budke, Wesley E., Comp.; Gordon, Ruth, Comp. (1977). Current Projects in Vocational Education-FY 1976. Abstracts of Projects Supported in Fiscal Year 1976 and the Transition Quarter under the Vocational Education Amendments of 1968 (Parts C, D, I and J). This compilation presents abstracts of 221 new and continuing projects funded by the Division of Research and Demonstration (USOE/BOAE) in fiscal year 1976 and the transition quarter (July 1 – September 30, 1976). Following a narrative introduction and list of project titles, the abstracts are arranged alphabetically by State within each of the four sections that pertain to the part of the Vocational Education Amendments of 1968 under which funding was obtained: Part C, research (124 projects); part D, demonstration (60 projects); part I, curriculum development (15 projects); and Part J, bilingual vocational training (22 projects). The part C projects are grouped according to the following priority areas: Adult vocational education, postsecondary vocational education, individualization and modularization of instructional materials, special needs populations, and special projects of national significance; part D projects by experience-based career education, cluster projects, work experience and cooperative vocational education, and continuing K-14 career education and cluster projects. The information provided for each project includes application number, contract or grant number, title, principal investigator and organization, funding period, and an abstract summarizing project objectives, procedures, and expected contribution to education. The projects are indexed by application number, principal investigator, and State.   [More]  Descriptors: Abstracts, Bilingual Education, Career Education, Contracts

Sanua, Victor D. (1975). Bilingual Program for Physically Handicapped Children; School Year, 1974-1975. The purpose of the Bilingual Program for physically handicapped children was to provide a learning environment in which handicapped children who do not speak English or who speak with difficulty would be able to function in their native language. Emphasis was placed on the children improving their native language along with learning English as a second language. Emphasis was placed also on improving the student's self-understanding and self image through demonstrating the worth and value of the use of his native language, and by providing instruction in Hispanic history and culture. In addition to the instructional component, the project incorporated three other components: curriculum and materials development, teacher training, and parental involvement. To evaluate the effectiveness of the program, pre- and post tests were administered to the students. It was found that 78% per cent of the pupils showed some progress in reading, 74 per cent improved their self-image, and 85 per cent of the pupils improved their knowledge of Hispanic culture.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Black Students

Sirota, Norman (1976). Bilingual Program for Children in Bureau CRMD Classes, School Year, 1975-1976. This document presents a description and evaluation of the bilingual program for children in Bilingual Class for Retarded and Mental Development (BCRMD), a program designed to provide bilingual instructional and supportive services to eligible BCRMD students. The program provided supplementary bilingual bicultural services to 153 mentally retarded pupils, of whom 108 were non-English dominant and 45 were English dominant. The program operated in four BCRMD schools. Each school was provided with a project team made up of a Bilingual Resource Room Teacher and a Bilingual Paraprofessional. The primary goal of the program was to provide equal educational opportunity for non-English speaking children through activities that would maximize their native language proficiency while developing competence in English. The program also sought to train bilingual teachers and to develop a bilingual-bicultural curriculum. The bilingual resource room teams served two kinds of Spanish-speaking students: those most limited in English speaking ability, and those less limited. The first group received daily bilingual instruction in CORE curriculum, language arts, math, English as a second language and cultural heritage. The second group received supportive bilingual instruction three times per week. Unlike the first group, these students received their developmental reading instruction in English. Findings indicated that success was achieved in Spanish reading, mathematics, CORE curriculum, cultural heritage and self concept. Pupils failed to achieve success in English as a second language.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism

Sanchez,Gilbert; Cali, Alfred J. (1977). A Comparative Study of the Roles and Functions of School Principals and Bilingual Program Administrators. This study was designed to compare time allocations to major functions actually performed and idealized by bilingual administrators and principals; to rank specific procedures used in accomplishing these functions; to determine staffing patterns, and program and organizational characteristics; and to isolate personal/professional demographics of bilingual administrators. Ninety Elementary Secondary Education Act Title VII directors in Arizona, California, Massachusetts, New Jersey, New Mexico, and Texas responded to a survey. Findings showed large similarity in roles based on time allocations to functions, despite differences in organizational factors involving unit responsibility, staff profiles, student characteristics, and functional assignment. Both groups reported a high to moderate sense of autonomy in program leadership. Demographic data descriptive of the bilingual program directors revealed approximately one-third to be females, over two-thirds holding advanced study beyond the master's, and two-thirds certified in administration. Success factors keying on human leadership skills, community leadership, upper administration support needs, and specific capability in business management were identified.   [More]  Descriptors: Administrative Organization, Administrator Characteristics, Administrator Responsibility, Administrator Role

Oxman, Wendy G. (1975). Comprehensive Hearing Impaired Reception Program; Spring, 1975. This document presents a description and evaluation of the Comprehensive Hearing Impaired Reception Program (CHIRP). This program was designed to improve effective communication skills for hearing handicapped students whose native language was not English, and whose language deficiencies prevented them from effective participation in the learning process. A total of 47 students, all of Hispanic background participated in the program. The program supplemented the regular services provided in resource rooms and in a work-study program for the hard of hearing in several schools. In the resource rooms, handicapped students received supportive services for part of the school day, and the remainder of their time was spent in regular classes. The program consisted of individual and small group language lessons conducted for at least 40 minutes daily. The evaluation included pre- and post testing with the newly prepared Rating Scale of Pupils' Ability to Speak English and the Rating Scale of Pupils' Ability to Speak Spanish tests. Although the results did not reveal significant changes, the program served a target population in need of its services. As an adjunct to the resource room program, the program appears limited to the extent to which it went beyond the scope of the services already provided.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Communication Skills

Bianchi, Gary; Bianchi, Maria Eugenia Matute (1974). Una Perspectiva de Mexico: Its People, Places and History. Evolving from a general commitment to the goals of cultural pluralism and bicultural education, this portfolio of 24 full color and halftone photographs aims to reinforce those curricular objectives which emphasize a respect for the value and individuality of different cultures and groups, affirm the right of an individual to maintain a bicultural identity, and encourage a respect for and cultivation of bilingualism and multiculturalism. Depicting both the timeless and modern aspects of Mexico, the series' conceptual framework deals with the complexities of the cultural and historical interactions of the Indian, Spaniard, and Mestizo in Mexico. Printed on heavy paper stock (11″ x 14″) and suitable for display purposes, each print includes a text in English and Spanish. Related historical themes and concepts and topics for discussion are suggested. Topics are: the Aztec Calendar; a Chamula weaver; selling gum and newspapers; a colonial kitchen; faces of Mexico; a family praying; the Fiesta of San Pedro; fishermen of Lake Patzcuaro; a flower vendor; a Hildago mural by Jose Clemente Orozco; the Liberty Market; life in a small town; Mexico City's cathedral; modern Mexico City; old ladies at market; the Plaza of Three Cultures; responsibilities; a Diego Rivera mural; the ancient cities of Tenochtitlan, Teotihuacan, Tepotzotlan, and Tlaloc; the University of Mexico library; and a Zinacanteco family. Descriptors: Art, Biculturalism, Bilingual Education, Cultural Background

Soles, Stanley (1976). James Monroe High School Bilingual Program, School Year 1975-76. The Bilingual Program in the James Monroe High School in the South Bronx in New York, was designed to offer bilingual instructional and supportive services to ninth through twelfth grade high school students under funding from Title VII of the Elementary and Secondary Education Act. The program was designed to provide a model for replication by other high schools with similar problems. It was distinctive in two ways: (1) it was to maximize use of existing tax levy and teaching personnel, and (2) Title VII funding was to be used only to provide supportive services for the program and for unique instructional resources. The program was organized in a bilingual mini-school in which non-English speaking pupils were offered academic, non-academic and skill subjects in their native language, (Spanish). In addition, these students were given extensive instruction in English. To reinforce the instruction, the bilingual students simultaneously took other required courses with English speaking pupils. The program also offered a bilingual career orientation course and business skill subjects. The target population consisted of approximately 250 Spanish-speaking males and females. Results indicated that while the students showed gains in reading in English, mathematics and in sciences, these gains were modest and were not statistically significant in line with criteria established for the evaluation. Some of the reasons for the performance on the tests used may be attributed to the tests themselves.   [More]  Descriptors: Achievement Rating, Bilingual Education, Bilingual Students, Bilingualism

Bloom, Irving (1975). Bilingual Pupil Services; Summer, 1975. This paper describes and evaluates the Bilingual Pupil Services Program in New York City. This program provided small group instructional services in reading and mathematics to students of Hispanic background whose regular teachers and bilingual coordinators identified them as requiring supplementary instruction because of language difficulties or other related educational handicaps. These services were provided to groups of about seven children to each bilingual professional assistant, educational assistant, or educational associate assigned to the classroom. The number of pupils served was approximately 410 at 19 sites in grades one through nine. The stress in the bilingual program was placed on language development skills and reading skills used to learn mathematical concepts and computations. The evaluation indicated that on the Cooper-McGuire criterion referenced tests which were used in most of the districts, the students at all age levels achieved 70% mastery of the identified reading objectives. Mathematics results are not reported since a standardized instrument in mathematics was not used.   [More]  Descriptors: Ancillary School Services, Bilingual Education, Bilingual Students, Bilingualism

Lew, Helene (1976). Chinese (Cantonese) as a Second Language Reader. Level II. Student's Workbook. This workbook accompanies the "Chinese (Cantonese) as a Second Language Reader." It contains a variety of exercises such as reading, translation, arranging words in order by number of strokes, changing from singular to plural, answering questions, copying, changing verbs to participle forms, and making statements negative or interrogative. Instructions for the writing of 160 Chinese characters are included.   [More]  Descriptors: Bilingual Education, Cantonese, Chinese, Elementary Education

Pono, Filomena P.; And Others (1976). Spanish Words in the Jicarilla Language. As contact with the American Indian people increased, Indian words, expressions, and terms filtered into the English language. On the other hand, the Indians also borrowed words from those people who came to the New World. The Jicarillas, because of their early contact with the Spanish culture and civilization, tended to borrow more words from the Spanish language rather than from the English. At a later time, however, when they had closer contact with Americans, they also borrowed words from their language, although on a limited basis. Most of the borrowed words have sounds which are Jicarilla. Therefore, some words can hardly be distinguished as Spanish or English. This booklet lists 120 words in Jicarilla which are of Spanish or English origin or show some aspects of their influence. The words cover those aspects of life and fields of activity where the borrowed words seemed likely to originate, i.e., food and drink, plants and animals, social life, clothing, education, and other miscellaneous areas.   [More]  Descriptors: American Indian Languages, Apache, Athapascan Languages, Bilingual Education

Soles, Stanley (1975). Louis D. Brandeis High School Billingual Program; School Year 1974-75. This evaluation report is a description of the Brandeis High School Bilingual Program in its third year of operation. The program was funded under the Elementary Secondary Education Act Title VII. Four hundred eighty-five students who were in need of remedial work in English and/or speech were enrolled in the program. The main language in the home for these students was either Spanish or French. The objectives of the bilingual program were to improve the students' reading ability and language skills in Spanish and in English, to improve mathematics skills, to increase average daily school attendance, and to implement the program according to proposal guidelines. Bilingual instruction was provided in the major curriculum subject areas. Students were grouped according to their diagnosed condition and/or their need for developing English proficiency. An (ESL) program was implemented in terms of five progressive levels of competency. Correlated T tests with significance levels of .05 were used to compare bilingual program results with schoolwide norms. Pre and posttest ratings on standardized instruments were used to assess the bilingual students' improvement. The report concluded that students in the bilingual program did show significant gains in reading Spanish, in speaking English, and in mathematics skills. The average daily attendance of the students in the bilingual program was significantly higher than that of the regular school population. No data was available for the English dominant students. Tables for reading results, ability to speak English on Puerto Rican Fluency scales, mathematics, and school attendance are included.   [More]  Descriptors: Ability Grouping, Algebra, Average Daily Attendance, Bilingual Education

Vicenti, Arnold; And Others (1976). Nakeyah Ji Noshchi i (Trees on Our Reservation). A Bilingual Reader. Written in Apache and English, this illustrated bilingual reader contains brief descriptions of 10 trees found on the Jicarilla reservation. Each description tells where the tree is found on the reservation and what the Jicarillas use it for. Trees described are the: cottonwood (t'oos), oak (choshch'itl'i), juniper (gah), aspen (it'aa), pinon (izeelchin), Douglas fir (jo'ol), alder (k'ish), cedar (kaldee), pine (noshchi), and spruce (noshzhaa). The reader is for use with elementary school students.   [More]  Descriptors: American Indian Languages, Apache, Athapascan Languages, Bilingual Education

Berger, Dan (1975). Corrective Reading, Corrective Mathematics and Bilingual Instruction of Pregnant School Age Girls; School Year 1974-1975. This program, funded under Title I of the Elementary and Secondary Education Act was designed to provide continuity of instruction in reading and mathematics for eligible pregnant school age girls in New York City. It was also designed to provide bilingual English-Spanish instruction for eligible students. The target population for the program was pregnant girls who were in attendance during the regular school year at one of the six facilities for pregnant girls in New York City. Approximately 1900 pregnant secondary school age students participated during the school year. The corrective reading program was designed to foster independence in the use of word-attack and comprehension skills. Through testing, weaknesses were diagnosed and treatment recommended during the pupil teacher and teacher guidance counselor conferences. Students were selected for participation in the corrective reading and corrective mathematics programs on the basis of their being at least two years retarded in either subject, according to national norms, in attained grade equivalent scores. Each participant was to attend the program five days a week, five hours a day, from nine to three during the 1974-75 academic school year. Based on an analysis of test results and site visits it was determined that the program provided a vital service to pregnant school-age girls who were two or more years retarded in reading and/or math.   [More]  Descriptors: Bilingual Education, Compensatory Education, Individualized Instruction, Low Achievement

Irvine, David J. (1977). Evaluation Methodology for a French Language Immersion Program. The Plattsburgh French Language Immersion Program (FLIP) is designed to enrich the education of majority-group children. In discussing evaluation methodology for FLIP, the general problems of evaluating a program are discussed, as well as reactions to details of the design developed by the research group for FLIP. Evaluation is distinguished from research as the determination of how well a particular program is working and what processes account for its effectiveness. The research design for FLIP is criticized in terms of the number of measures called for, the small size of the experimental and control groups which possibly influences results, the form in which hypotheses are stated, the way in which academic achievement is measured, and the fact that a number of variables are not controlled for. Questions raised concern which theory of child development will be the basis for research, how FLIP fits into such a scheme and the kinds of questions that need to be answered about FLIP, what kinds of data are needed to do justice both to underlying philosophical and theoretical questions and to FLIP, and how best to collect and analyze such data.   [More]  Descriptors: Bilingual Education, Elementary Education, Evaluation Methods, French

Lew, Helene (1976). Chinese as a Second Language (Spoken Cantonese). Level II. Teacher's Manual. One of the main objectives of the Chinese Bilingual Pilot Program in San Francisco is to teach Cantonese to non-Chinese speaking children. This teacher's manual is designed to be used at the second level of instruction in Chinese as a second language. For each of the thirty-five lessons, the materials needed are indicated. The basic grammar points, language patterns and vocabulary are outlined, and likely errors are pointed out. Sample tests are provided, followed by an outline of the procedures to be followed in the teaching of the language patterns. Every fourth lesson consists of a review of the previous material. Although teachers should teach language patterns that are most natural to their speech, it is suggested that students should be exposed to alternative ways of speaking once the basic foundation has been established.   [More]  Descriptors: Bilingual Education, Cantonese, Chinese, Guides

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