Bibliography: Bilingual Education (page 689 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include J. Christina Smith, Richard E. Baecher, Mary Sue Metrey, Carolyn Jarvis, Richard N. Claus, Mary Cerny, Nancy R. Baenen, Judith A. Marquez, Barbara Yonan, and Agnes Shook Cheong Chang.

Reetz, Linda J., Comp.; Cerny, Mary, Comp. (1988). ACRES Cross-Cultural Bibliography for Rural Special Educators. This bibliography of cross-cultural materials contains 437 bibliographic citations of journal articles, books, government reports, court cases, and bibliographies of interest to rural special educators. Major topical areas are bilingual exceptional children (136 items) and culturally diverse exceptional children (135 items). Other topics include Black Americans, court cases, Hawaiians, Hispanics, migrant exceptional students, Native Americans, and nondiscriminatory evaluation.   [More]  Descriptors: American Indians, Bilingual Education, Blacks, Educational Diagnosis

Andersson, Theodore (1969). From NDEA to EPDA: Can We Improve?, Hispania. Descriptors: Audiolingual Methods, Bilingual Education, FLES, Institutes (Training Programs)

Lopez-Valadez, Jeanne (1988). Vocational Education Act LEP Position Paper. Limited English proficient (LEP) persons comprise a significant and growing portion of the population of the United States. Although these people with their language, culture, and strong work ethic represent a valuable human resource for this country's future productivity, LEP persons are grossly underrepresented in vocational and educational programs because of the lack of equal access and appropriate support service. As a result, too many LEP persons are unemployed, underemployed, or engaged in crime. If access and equality of educational opportunity are to be ensured for this population, then special services must be provided to address cultural and language differences. Since most vocational programs lack both the resources and the expertise to train this population successfully, federal and state agencies must assist local programs through targeted funding, technical assistance, and staff development. Past federal and state fiscal investment exemplified by the set-asides (Title IIA) and national programs of bilingual vocational training (Title IVE) of the Carl D. Perkins Vocational Education Act have proven to be helpful in increasing the successful participation of the LEP population in vocational training. However, more funds are needed, and appropriate bilingual staff must be hired for these programs in order to help LEP persons succeed. (Tables of data about LEP populations and related articles are included in this report.) Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Educational Finance

Gourgey, Annette; And Others (1984). Computer-Assisted Instruction Evaluation Report, 1983-1984 School Year. DRET Report No. 21. Designed to improve student achievement in reading, language arts, and mathematics, the computer-assisted instruction (CAI) program in the Newark, New Jersey, schools comprises a regular component for remedial and average-achieving students, an enrichment component for higher achieving students, and a bilingual component for students having limited proficiency in English. An evaluation of the program's effectiveness showed that: (1) the regular CAI program for mathematics and reading was more beneficial for students qualifying for remedial services than for average achievers; (2) the most effective management strategies were affective encouragement in reading and coordinated instruction in mathematics; (3) elementary students in the enrichment program scored higher in vocabulary but not in reading comprehension than nonparticipants; (4) students in the mathematics enrichment program scored higher than nonparticipants in both math computation and concepts and applications; (5) ninth grade algebra students in the program scored higher than nonparticipants in math computation but not in concepts and applications; (6) students in the bilingual program who were initially the most proficient in English had the smallest returns, but spent the most time on the computer; (7) the reading comprehension component was more effective for sixth grade students than for fourth and fifth graders; (8) CAI-developed skills in English proficiency at the primary level seemed to have no effect on academic achievement; and (9) participation in the CAI program did not significantly assist the performance of students in the upper grades in either English proficiency or mathematics. Six recommendations based on these findings conclude the report. The text is supplemented by 76 tables and 6 appendices that include 2 extensive companion studies: (1) "Reading Competencies and Reading Comprehension"; and (2) "The Impact of Computer-Assisted Instruction on Mathematics Learning Gains of Elementary and Secondary Students."   [More]  Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Computer Assisted Instruction

Chang, Agnes Shook Cheong (1986). The Relationship between the Learning of English and the Learning of a 'Second Language' in Pre-Schoolers. Are young children able to become competent in two languages simultaneously? In an attempt to answer this question, Singaporean Chinese, Malay, and Indian children of 3.5 through 6 years of age who attended six different types of preschool centers were grouped into age bands separated by an interval of 6 months and were given four English tests and two "second language" tests of Chinese (Mandarin), Malay, or Tamil. Language-related abilities assessed were auditory discrimination, concept of print, word knowledge, verbal fluency in English, and word knowledge and verbal fluency in the three second languages. Results are discussed in three sections comparing age and interval data, two contrasting types of preschool centers, and children in the three ethnic groups. Findings indicated that the younger preschoolers had difficulties in simultaneously learning English and a second language. Analysis of data from both private and nonprivate centers showed that the level of difficulty varied according to the degree of exposure to the languages and the socioeconomic background of the subjects. Though some indications of difficulty in the bilingual learning of English and Malay were found, they were weaker than those related to the simultaneous learning of Chinese and English.   [More]  Descriptors: Age Differences, Bilingual Education, Comparative Analysis, Difficulty Level

Marquez, Judith A.; Sawyer, Cheryl B. (1994). Curriculum Extension for the Gifted and Talented Student with Limited English Proficiency. This paper offers suggestions for meeting the special needs of gifted and talented (GT) students of limited English proficiency (LEP) through an extension of the differentiated curriculum. An overview of the differentiated curriculum is offered, and issues that must be addressed in meeting the needs of the GT/LEP student are discussed. Teaching strategies and methods that can be used in GT/LEP instruction, and recommended teacher characteristics, are also outlined. It is concluded that although no specific pre-packaged curriculum can be recommended to meet the needs of GT/LEP students, the criteria discussed here should be used in developing instructional strategies for this population. The curriculum, when extended using the criteria recommended here, is seen as providing the necessary foundation for both cognitive and linguistic development.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Curriculum Design, Curriculum Development

Trudeau, Gertrude (1969). Atsokanan. Five Ottawa legends and three sayings are given in the bilingual reader (Ottawa and English). The legends are entitled: (1) "Odawa" ("Ottawa"), (2) "Agon Enjipmashit" ("Why the Snow Blows"), (3) "Gigohik Enjiwawisowat" ("Why the Fish Have Names"), (4) "Piche" ("The Robin"), and (5) "Nanabush" ("Nanabush"). Prepared for junior high school students, the reader was illustrated by students.   [More]  Descriptors: American Indian Languages, Bilingual Education, Books, Childrens Literature

Claus, Richard N.; Quimper, Barry E. (1988). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report 1987-88. The 1987-88 school year was the ninth year that students in the State Bilingual and Migrant programs were assessed in reading and mathematics using a norm referenced test. This is the second year that the new California Achievement Test (CAT) Form E, normed in the Spring of 1985, has been used for program evaluation purposes. The locally adopted performance standard was that grade level post-test mean percentile scores would evidence improvement over pre-test scores. Overall, results show decreases from the previous year in the percent of grade levels meeting the performance standard in both reading and mathematics. For the State Bilingual Program, the decrease was the same. For the Migrant Program, the decrease was less in reading than in mathematics. The results of this product evaluation were combined with the results of a process evaluation to generate recommendations to improve the implementation of next year's programs. Statistical data are included in 13 tables. The appendices provide a count of program participants, an explanation of the procedure for the identification of students eligible for program participation, and a table showing mean percentile gain/loss in reading and math by building and grade for 1-12 state Bilingual and Migrant, spring 1987-spring 1988.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Elementary Secondary Education, Federal Programs

Baenen, Nancy R.; Yonan, Barbara (1988). Title VII Evaluation, 1987-88. Title VII federal funds have been used in the Austin (Texas) Independent School District (AISD) since 1985-86 to enhance the regular secondary bilingual and English-as-a-second-language programs for Hispanic limited English proficient (LEP) students. The four secondary campuses involved were those with the highest concentrations of Hispanic LEP students–Martin Junior High and Travis, Anderson, and Johnston High Schools. Title VII provided staff training, student tutoring, curriculum development, and parent/family training. In 1987-1988, a total of 233 LEP students were enrolled in these schools, while over the 3 years of the project, 33 Title VII teachers took one or more courses leading to ESL-endorsement certification. In addition, between 1986 and 1988, 16 workshops were held for parents/families of LEP students. Title VII in combination with other AISD programs appeared to have a positive impact over 3 years as English proficiency improved steadily across time and students narrowed the gaps between their performance and national norms in mathematics and language, although not in social studies, reading, or science. Spanish achievement improved in all subjects. Title VII students had lower retention rates, higher grade point averages, and more course credits than did other LEP students. Results for the single year 1987-88 were more mixed, but still positive, although the tutoring program was not considered effective. Long-term results show Title VII to be working, in combination with other AISD programs. Nineteen graphs and tables provide study data.    [More]  Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, English (Second Language)

Jarvis, Carolyn; And Others (1988). Shaping the Future: Teaching Our Youngest Students. Research Brief #2, Research Brief: An O.E.A. Bulletin Linking Research with Educational Practice. New York City has implemented all-day kindergarten programs, reduced the size of primary grade classes, and proposed that the public schools provide pre-kindergarten programs for 4-year-olds by 1989. In the process of program implementation, much has been learned about large-scale efforts aimed at young children. It is known that simply realigning resources does not guarantee positive results. In the future, as new programs are implemented, several questions must be answered: (1) How can a school system best marshall its resources to strengthen early childhood education? (2) What kinds of efforts are likely to pay off? (3) Which programs deserve support? (4) Which strategies are unlikely to succeed? and (5) Which strategies are counterproductive? By drawing upon the Office of Educational Assessment's evaluations of recent early childhood initiatives, this research brief addresses the questions and reviews nationwide research. Particular attention is paid to curriculum and professional development. Findings that are relevant to policy formation are highlighted and strategies for planning early childhood initiatives are suggested.   [More]  Descriptors: Bilingual Education, Class Size, Early Childhood Education, Educational Planning

Baecher, Richard E.; Coletti, Charles D. (1986). Two-Way Bilingual Programs: Implementation of an Educational Innovation, SABE Journal. A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English-proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success.   [More]  Descriptors: Affective Behavior, Bilingual Education Programs, Classroom Techniques, Educational Innovation

Rutkowski, Edward, Ed. (1973). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (7th, Chicago, Illinois, October 27-28, 1972), Journal of the Midwest History of Education Society. The first journal publication of the Midwest History of Education Society contains papers presented at its 1972 annual meeting and three papers on Canadian education. "University Extension in the United States, 1885-1915" (G. M. Woytanowitz) defines the U.S. origins of the university extension as an adult education agency. "She Could Always Teach" (K. H. Kamin) examines the historical impact of this attitude on women, the evolution of the teaching profession, and the social implications for women who did teach. "The Revolutions of 1968: A Neo-Hegelian View" (R. E. Mason) considers whether the Neo-Hegelian perspective developed by Herbert Marcuse can be attributed to the student unrest of 1964-1971 in the United States, France, and Germany. "A Critique of Lawrence Cremin's American Education: The Colonial Experience 1607-1783 and Its Adaptability In History of American Education Courses" (S. S. Cohen) reviews the book's organization and themes and discusses its use as a textbook. "Amos Bronson Alcott: Transcendental Educator" (D. B. Ripley) reviews the teaching innovations and educational philosophy introduced by Alcott in Connecticut Schools. These innovations included the physical design of the classroom, the choice of textbooks and library books, and the introduction of physical education. "Education and Industrial Skills: Changing Conceptions of the Role of Public Schooling, 1865–1900" (B. E. McClellan) discusses the introduction of manual training in the U.S. educational system. The first paper on Canadian education, "John Strachan: A Controversial Figure" (C. H. Gross), is a biographical study of the first Anglican Bishop of Toronto who promoted religious instruction in schools, especially at the university level. "American Influence on Progressive Education in Canada" (R. S. Patterson) discusses how progressive educational reform measures were introduced to Canadian educators. "Education and Multilingualism in Manitoba" (K. Wilson) discusses the effects of the Laurier-Greenway Compromise's bilingual clause and the establishment of the 1967 Public Schools Act. The program and business meeting's minutes are included. Descriptors: Bilingual Education, Demonstrations (Civil), Educational Attitudes, Educational Development

Smith, J. Christina, Comp. (1988). The Hmong: An Annotated Bibliography, 1983-1987. Southeast Asian Refugee Studies Occasional Papers Number Seven. The Hmong are a preliterate Southeast Asian tribe in the remote highlands of Vietnam, Thailand, and Laos. During the 1960s and 1970s, the Central Intelligence Agency (CIA) recruited many Hmong to fight rebel forces in Indochina. Losing to the Pathet Lao in 1975, the Hmong were forced to flee Communist-controlled Laos. The United States accepted more than 60,000 Hmong refugees between 1975 and 1986. As of April 1985, 34,700 Hmong, including their American-born children, live in California. This 318-item annotated bibliography is a compilation of printed and audiovisual materials on the Hmong published or produced between 1983 and mid-1987. The main focus is Hmong resettlement in the United States, but material has been included on the Hmong in Southeast Asia and China. The principal language focus is English, but English-Hmong bilingual material is included. Topical divisions are the following: (1) Bibliographies; (2) Ethnography; (3) Linguistics; (4) Refugees/Resettlement Issues; (5) Physical and Mental Health; (6) Bilingual Materials; (7) Audiovisual Materials; and (8) Sources (a list of addresses of organizations that produce materials on Hmong/Southeast Asians, or that engage in refugee advocacy). An index of authors is provided.   [More]  Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Books

Greene, John (1975). Experimental Bicultural Early Childhood Program. Annual Evaluation Report. This document presents the evaluation design and findings of the second year of operation of the Experimental Bicultural Early Childhood Program, an Elementary and Secondary Education Act (ESEA) Title III project operating in Bridgeport, Connecticut. The major objectives of the program were: (1) to facilitate the development of school readiness skills for 3- and 4-year-olds in the Pre-Kindergarten component of the program; (2) to promote maturational growth and development of certain skills with 3-year-olds through parental orientation and training in the home, and to make available to families educational toys and other materials, using the child's dominant language; and (3) to provide a Kindergarten experience for children who participated in the program the previous year, and to promote readiness for a formal learning situation in terms of commonly accepted learning readiness skills. The target population was approximately 65% Spanish-speaking. The evaluation technique, process and sequence, and the results, are presented, discussed, and analyzed.   [More]  Descriptors: Behavior Development, Biculturalism, Bilingual Education, Early Childhood Education

Metrey, Mary Sue (1987). Un Buen Comienzo/A Good Beginning Program: Final Report, July 1, 1984 through December 31, 1987. The final report describes Un Bien Comienzo, a 3-year model demonstration project which provided early intervention services for infants at risk and young children with mild/moderate disabilities who have working parents and are in day care. The project is a program of Rosemount Center (Washington, D.C.), a multicultural, bilingual day care center for infants and young children which serves a mixed socioeconomic neighborhood with a majority of Hispanic families. Among major program accomplishments were providing the only bilingual assessment and intervention team in day care for infants and children in the Washington, D.C. area, accommodating working parents by offering on-site child treatments, and successfully integrating a special education model component into a day care program. Topics addressed in the report include need for the program, program description (multidisciplinary service team, bilingual assessment and intervention services, technical support and training), evaluation procedures, program accomplishments (including the development of two manuals for family day care providers and one for program replication), and efforts toward program continuation and expansion. The bulk of the document consists of three appendices: external evaluation reports for each project year, an internal evaluation report, and sample individual evaluation reports on five children served by the program.   [More]  Descriptors: Bilingual Education, Day Care, Demonstration Programs, Developmental Disabilities

Leave a Reply