Bibliography: Bilingual Education (page 737 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Patricia M. West, Richard L. Light, Robert Vivolo, Frances Povsic, Ralph A. Hanson, Robert E. Abbott, George G. Otero, Gerardo Torres, Patricia J. Peterson, and Jerome M. Seelig.

Austin Independent School District, TX. Office of Research and Evaluation. (1978). Evaluacion de que consister y por que se lleva acabo? (Evaluation: What Does it Consist of, and for What Purpose?). A guide is presented for the evaluation of the bilingual programs in the Austin, Texas, Independent School District. The reasons for an evaluation and a definition of program objectives and evaluation instruments are given. The program components, objectives and evaluation instruments for each grade level (K-4) are listed. The components involved are: language development (first and second language), concept development (first and second language), and development of self-concept. A glossary of relevant terms is provided. The disposition of test results is explained.   [More]  Descriptors: Bilingual Education, Bilingualism, Concept Formation, Course Content

Kaminsky, Sally (1977). Language Dominance, Predicting Oral Language Sequences and Beginning Reading Acquisition: A Study of First Grade Bilingual Children. Free speech samples and aural cloze test scores were collected from 24 Spanish-surnamed children at the beginning of first grade. The children were members of two classrooms, and each class received instruction from a Spanish-speaking bilingual teacher and an English-speaking monolingual teacher. The children were learning to read in Spanish and English. Spanish and English speech samples, which represented stories formulated by the children from picture books without words, were scored for grammaticality, verb tenses and sentence transformations. The scores were subsequently grouped into high, medium and low language control categories. Spanish and English cloze tests, administered in oral form, were scored for exact matching, appropriate synonyms and retention of appropriate syntax or meaning. A high relationship appeared to exist between the ability to perform predicting tasks, such as the cloze, and high control of language. When these language tasks were compared with teachers' estimates of reading success, a similar relationship existed; i.e., children with high or medium control of Spanish or English were more likely to be reading than children with low language control. Those children who showed adequate control in both languages were reading in both languages. Some children with high control in one language were learning to read in both languages. Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Bilingualism

Evans, Joyce S.; And Others (1977). The Spanish/English Language Performance Screening (S/ELPS): Extension of Reliability and Validity Studies with Cuban, Puerto Rican, and Mexican American Children, Preschool through Third Grade. The Spanish/English Language Performance Screening (S/ELPS) was designed to assist the preschool and early elementary classroom teacher in objectively determining each child's dominant oral language for initial instruction. The test does not compare the performance of one child with another. It is designed to obtain objective samples of a child's oral language in Spanish and English and to compare the quality and quantity of the responses to determine dominant oral language. This report describes the S/ELPS, summarizes its developmental background, and reports associated studies of validity and reliability. Three studies of instrument validity and reliability were conducted: Study A involved 30 four-year-old Mexican-Americans; Study B involved 228 day care and kindergarten pupils; and Study C involved 742 Mexican-Americans, Cubans and Puerto Ricans, kindergarten through third grade. These studies indicate adequate to high levels of criterion-related and concurrent validity and test-retest, inter-rater, inter-scorer and intra-rater reliability. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Diagnostic Tests

West, Patricia M.; Otero, George G. (1977). Hispanic Folk Songs of the Southwest: An Introduction [And] Hispanic Folk Songs of the Southwest for Bilingual Programs. Hispanic Folk Songs of the Southwest Series, Volume l [And] Volume 2. Two teaching units present a total of 11 Hispanic folk songs as instructional aids to learning about Hispanic culture, traditions, and language. Designed for students in kindergarten through third grade, the units each contain a teacher's guide. A cassette tape is designed to accompany each unit and is available from the Center for Teaching International Relations. Unit one is an introductory unit. On the tape, four songs are sung in Spanish with introductions to each. The guide contains general background information, suggestions for classroom activities and learning centers, home use ideas, transcripts of the tape in English and Spanish, and specific learning strategies to accompany each song. A map of Mexico and the American Southwest is included. The second unit is especially designed for use in bilingual programs. Seven songs are on the tape in Spanish. The guide explains the historical background of folk songs; describes specific song types such as the romance, decima, and corrido; and provides song words in both Spanish and English. The songs include lullabies, Christmas carols, animal stories, and marching songs. Teachers are encouraged to involve parents and grandparents in the learning experience. The materials can be used in individualized or group settings.   [More]  Descriptors: Audiotape Recordings, Bilingual Education, Bilingual Students, Cross Cultural Studies

Rodriguez-Brown, Flora V.; And Others (1976). Longitudinal Design Considerations for the Evaluation of Bilingual Programs. Five elements necessary for the rigorous evaluation of bilingual programs are discussed: (1) careful collection of meaningful baseline data from selected subjects; (2) the identification and development of instruments to measure key variables, such as context and student characteristics; (3) the identification of treatment characteristics, such as curriculum design and materials, or the method of language usage; (4) the establishment of longitudinality; and (5) the interpretation of results in implementable terms that are meaningful to teachers, policy makers, and researchers. Other considerations discussed are the validity of available tests, data collection and management, and statistical analysis of the data.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Community Characteristics

Torres, Gerardo (1975). Lectura en Espanol en el Salon Bilingue Bicultural. This document addresses the subject of reading Spanish in a bilingual-bicultural classroom. Sections of the document focus on the following: rationale, definitions, required skills, final criteria, and competencies in reading Spanish. Three classroom modules are discussed. The first focuses on the stages of development in Spanish reading, the second on methods to introduce Spanish reading to the bilingual-bicultural pupil, and the third on evaluation and prognosis in reading Spanish. Each module is divided into three sections: objectives for observed behavior, activities, and postassessment.   [More]  Descriptors: Activities, Bilingual Education, Bilingual Students, Bilingualism

Molina, Huberto; Hanson, Ralph A. (1977). Patterns of Program Use: An Examination of Installation Data on the English Language and Concepts Program for Spanish Speaking Pupils (LCS). This paper describes an inquiry which answers two questions regarding the installation of a new instructional program: (1) What are the patterns of implementation displayed when a new program is installed across the country? Implementation in this context is described in terms of the selection and placement of learners, pacing of instruction and pupil proficiency after instruction. (2) In view of departure from recommended placement and program exit criteria, what are the implications concerning the institutionalizing of children in underachievement roles? The vehicle for this research is the installation of the English Language and Concepts Program for Spanish Speaking Pupils (LCS). Descriptors: Academic Achievement, Admission Criteria, Bilingual Education, Elementary Secondary Education

Abbott, Robert E.; Peterson, Patricia J. (1975). Learning Disabilities — They're All Around You. This paper focuses on acquainting bilingual educators with one field of special education called learning disabilities. The major dimensions that are discussed are: the learning process with focus on disruptions, the considerations involved in the identification and assessment of learning disabilities, cultural and learning style differences of the bilingual (Latino) individual, treatment and prescription suggestions, and major considerations in differentially diagnosing the presence of learning disibilities within the bilingual individual. It is noted that, in order for the learning disabled individual to have the opportunity to develop potentialities to his fullest and to minimize any dysfunction of perception, cognition, etc., a carefully structured school program and a specially trained teacher are the prime requisites. Priority given in an approach to the education of the learning disabled individual should include the following four basics: (1) control of attention and misdirected activity through a structured environment; (2) building competence through adjusted task and presentation; (3) improvement of deficit functions; (4) mastering of academic skills within the individual's ability range.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism

Povsic, Frances (1978). Bilingualism in American Education — Implications for Ethnic Schools. Instructional materials, bilingual programs, and developments in second language learning research and methodology are discussed, primarily in terms of their implications for ethnic schools. The rationale is given for an ongoing analysis of instructional materials for ethnic bias, and a few examples of positive treatment of ethnicity from current elementary school textbooks are noted. Following a brief outline of four types of language programs, some aspects of the research in second language learning and methodology are discussed in terms of their application to teaching in ethnic schools. Nine pertinent elements from guidelines prepared by professional organizations for foreign language teachers are synthesized. Finally, suggestions on the use of songs, role playing and games, and a short annotated list of instructional materials are provided. Descriptors: Audiolingual Methods, Bilingual Education, Bilingual Students, Bilingualism

Fahrer, Kimberly, Comp.; Vivolo, Robert, Comp. (1976). Doctoral Dissertations on Urban and Minority Education. Equal Opportunity Review, August 1976. Two hundred and forty-five entries comprise this bibliography on doctoral dissertations on urban and minority education. This document is a guide to the literature on urban and minority education which is not easily accessible to educational researchers, decision makers, and practitioners. It brings together significant works in this area which appear in the January 1975 through May 1976 issues of Dissertation Abstracts International (the abstract journal of the University Microfilms doctoral dissertation data base). University Microfilms order numbers are included at the end of the citations, where appropriate. A subject index by citation number and a statement on the availability of the cited materials are included on a separate page.   [More]  Descriptors: Bibliographies, Bilingual Education, Doctoral Dissertations, Educational Change

Seelig, Jerome M. (1975). The Cultural Dimension in Learning and Child Development: New Policy Implications. Working Paper Series No. 12. Prepared for presentation to a "Consultation on the Cultural Dimensions of Learning and Development in the Young Child," this paper offers a series of policy recommendations as a guide to implementation of child service programs that are sensitive to cultural and group identity influences. The terms "ethnicity,""identity" and "culture" are defined, and it is emphasized that professionals must understand the culture of young children and their families and the way that culture diverges from the values and culture of public institutions. The bulk of the paper consists of specific policy recommendations for each of the following groups: researchers, child welfare agencies and professionals, employers and labor unions, government, training institutions, the media, schools, child/day care programs, and consumers (including children, parents, community, and ethnic or special interest groups).   [More]  Descriptors: Biculturalism, Bilingual Education, Child Development, Cultural Context

Fahrer, Kimberly, Comp.; Vivolo, Robert, Comp. (1976). ERIC References on Urban and Minority Education. Equal Opportunity Review, July 1976. Two hundred and twenty-four items comprise this guide to the literature on urban and minority education which is not easily accessible to educational researchers, decision makers, and practitioners. It brings together significant works in this area which appear in the January 1975 through April 1976 issues of Resources in Education (the abstract journal of the ERIC document data base). The references all bear a 1975 publication data. "ED" identification numbers are included at the end of each citation, where appropriate. A subject index by citation number and a statement on the availability of the cited materials follow the bibliography.   [More]  Descriptors: Bibliographies, Bilingual Education, Educational Change, Educational Discrimination

Evans, Joyce S. (1976). Spanish/English Language Performance Screening: Technical Report. Final Report. The Spanish/English Language Performance Screening (S/ELPS) was designed to assist the preschool and early elementary classroom teacher in objectively determining each child's dominant oral language for initial instruction. This report summarizes the development and testing performed in order to revise and validate the measure. After an intensive design test phase, the instrument was validated by field-testing it with four- and five-year-olds. The first types of external data considered were the responses to questionnaires given to those who administered the S/ELPS. Specific aspects of the measure were tested independently, and the S/ELPS was evaluated by an external consultant. The information collected led to revisions of the entire measure. During field testing, statistical data were collected for validation, and descriptive data on the manual were collected for final modifications. Testing was conducted in schools in San Antonio and Austin, Texas. Formative data were also obtained from Tucson, Arizona and San Diego, Texas. More than 500 children and 25 examiners took part. This report reviews the completed studies and reports the statistical data relevant to the criterion-related validity and reliability. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Diagnostic Tests

Bothwell, Robert O.; And Others (1976). State Funding of Urban Education Under the Modern School Finance Reform Movement. In Serrano v. Priest, the California Supreme Court in 1971 initiated a modern era of elementary and secondary school finance reform. This paper first examines the present problems of urban school finance to ascertain why urban adjustments are necessary today in the new school finance formulas. All urban school finance adjustments in use at the time of Serrano and since Serrano are described and policy problems related to these adjustments are discussed. The final section analyzes school finance reform in ten states concerning fiscal impact on key urban school districts. Tables and text demonstrate that urban school districts have had state aid redistributed in their favor as often as it has been shifted the other way.   [More]  Descriptors: Bilingual Education, Compensatory Education, Disadvantaged Youth, Educational Finance

Fanselow, John F., Ed.; Light, Richard L., Ed. (1977). Bilingual, ESOL and Foreign Language Teacher Preparation: Models, Practices, Issues. The selections in this anthology are organized to reflect the two differing perspectives in teacher education. These perspectives are represented on the one hand by those who believe guidelines and the time-honored practices in teacher preparation form a sufficient base for the development of programs to prepare teachers (Perspective 1), and on the other hand by those who believe that teacher preparation needs reforming and can only be carried forward effectively with a number of stipulations, e.g., through a competency-based approach (Perspective 2). Models containing the central components of the two perspectives are presented in Section I. Six of the articles in this section are grouped under Perspective 1, and two under Perspective 2. In Section II, descriptions of the practices employed or implied by models of each perspective are presented. Eight articles, four under each perspective, are included. Issues related to each perspective are raised and arguments for and against each perspective are made in Section III. Three of the articles in this section question Perspective 1 and seven question Perspective 2. The selections in each section are preceded by a brief overview. The placement of selections under one of the two perspectives in Sections I and II is intended to mean only that a particular selection is closer in point of view and substance to at least some of the major tenets associated with one perspective rather than the other. The appendices contain information about certification of ESOL (English for speakers of other languages) and bilingual teachers. Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Teachers, Competency Based Teacher Education

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