This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include George W. Smith, Owen L. Caskey, Dorothy Legarreta, Leo Gomez, Abdin Noboa, Paul T. Threlkeld, John Merbler, Maximo Plata, Rita E. Mahard, and James Martin.
(1970). The Effectiveness of Michigan Migrant Primary Interdisciplinary Project (MMPIP) Curricula in Helping Children with English Language Problems. To evaluate the effectiveness of the Michigan Migrant Primary Interdisciplinary Project's (MMPIP) "Interdisciplinary Oral Language Guide; Primary One" in helping 1st graders having limited control of standard English with the oral language they require for school, 6 unique conditions were imposed on bilingual and non-bilingual students (n=180) from 5 southern Michigan school districts. Four experimental groups received enrichment through the MMPIP curricula, while 2 control groups did not. A fixed-effects 3-way analysis of variance with independent replications was used to analyze the results of the Conceptual Oral Language Test and the Michigan Oral Language Productive Test. Scores were significantly higher for those students who had contact with the MMPIP materials through classroom instruction and also for those students who had contact with MMPIP materials through tutorial instruction. No difference was shown between tutorial instruction and classroom instruction, except that non-bilingual students performed significantly better than bilingual students when given tutorial instruction. It was concluded that MMPIP materials were effective in helping children with English language difficulties to have a significantly more effective use of the English language than children with the same types of problems who do not use the MMPIP materials. Included are 4 figures and 6 tables. [More] Descriptors: Bilingual Education, Elementary Education, English (Second Language), Language Acquisition
(1997). Deaf Education Public School Teachers: What Are They Saying about Bi-Bi Philosophy?, CAEDHH Journal/La Revue ACESM. A statewide survey of 64 public school teachers of deaf students found that, consistent with earlier research, teachers had inadequate knowledge of American Sign Language (ASL) and the role that the deaf community plays in the education of deaf children. Recommendations for preservice/inservice teacher training in ASL and current issues, such as the Bilingual/Bicultural (Bi-Bi) perspective, are offered. Descriptors: American Sign Language, Bilingual Education, Cultural Differences, Deafness
(1979). The Education of Mexican-Americans. Bilingual, Bicognitive, or Biased?, Teacher Education and Special Education. The article briefly reviews the factors that may contribute to the relatively low educational achievement of Mexican American students, and focuses more specifically on recent literature that illuminates what may be a style of learning and problem solving that is unique to members of this group. Descriptors: Bilingual Education, Cognitive Style, Competition, Cultural Influences
(1979). The Effects of Program Models on Language Acquisition by Spanish Speaking Children, TESOL Quarterly. Discusses the results of a study designed to investigate the effects of five different program models on both acquisition and maintenance of Spanish by native Spanish-speaking kindergarten children. Descriptors: Bilingual Education, Communicative Competence (Languages), Educational Research, English (Second Language)
(1979). Research on School Desegregation and Achievement: How to Combine Scholarship and Policy Relevance, Educational Evaluation and Policy Analysis. Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. Descriptors: Academic Achievement, Age, Bilingual Education, Black Students
(1972). Promising School Practices for Mexican Americans. The designers of 66 projects intended to create meaningful and productive educational experiences for Mexican American children with impoverished backgrounds describe and evaluate their programs. In the various articles, programs in the areas of readiness and orientation, language development, bilingual instruction, English-as-a-second language and oral language, reading, parent involvement, and self-concept enhancement are described. The compilation also includes discussions of migrant programs, special programs for Mexican American student, and research reports on Mexican American projects in education. [More] Descriptors: Bilingual Education, Compensatory Education, Cultural Education, Early Childhood Education
(1970). The Encounter-Communication Workshop. This paper outlines a program of inservice training for teachers and administrative school personnel designed to foster a better understanding of the problems involved in the education of children from minority groups within an educational system that is defined and administered by the cultural interests of the dominant social or national community. The Encounter-Communication Workshop, a program of study conducted in small groups in the bilingual school setting, is designed to give the individual a better understanding of himself within the context of interpersonal communication. The study program involves two types of activities: an objective analysis of role dyadic interactions in the school in terms of a linguistic-communication model, and an analysis of the subjective aspects of interpersonal relations, including social contracts, trust, risk-taking, self-image and its management, and personal metaphysics. Included in these activities are an initial diagnosis of the prevalent modes of personal interaction in the particular school setting and action programs designed to introduce changes coupled with constant feedback and evaluation of the results. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Cultural Awareness
(1980). Chronicle of Race, Sex, and Schools: September-December 1980, Integrated Education. Provides a comprehensive view of legislation, policies, programs, existing situations, and cases concerning race and sex equality, particularly as these relate to schools and education in the nation as a whole and in the individual States. Descriptors: Bilingual Education, Busing, Civil Rights, Educational Policy
(1995). ESL Applications for Hispanic Deaf Students, Bilingual Research Journal. Immigrant deaf students face multiple challenges in school as they frequently learn two new languages simultaneously: English and American Sign Language. Some have limited or no formal schooling experience. Describes units of study–one for Spanish-literate middle school students and one for elementary students with limited literacy skills–that use whole language strategies and thematic teaching. Descriptors: Bilingual Education Programs, Deafness, Elementary School Students, Elementary Secondary Education
(1971). Bicultural Socialization: A Group Process Approach to Bilingual Instruction; Behavior Observation Schedules. These 11 behavior observation schedules were developed to serve as a source of data for evaluation experimental variations in instructional procedures and classroom organization, and for monitoring changes in teacher, teacher aide, and child behaviors. [More] Descriptors: Behavior Change, Behavioral Science Research, Bilingual Education, Check Lists
(1979). Preparing Teachers for the Mexican-American Handicapped. The Challenge and the Charge, Teacher Education and Special Education. The article focuses on issues that are important in training teachers to work with Mexican American students who are handicapped. Factors examined include cooperative efforts between local education agencies and universities; teacher attitudes, both toward the culturally different and toward the handicapped; and legislation and litigation. Descriptors: Bilingual Education, Counseling, Cultural Influences, Cultural Pluralism
(1971). Puerto Rican Parents and Mainland Schools, Hartford, Connecticut. This study constitutes the promised product of an institute on "Puerto Rican Pupils in Mainland Schools," sponsored by the Educational Leadership Institute and the University of Hartford during the Summer of 1971. The stated purposes of the Institute were: (1) to stimulate communications and understanding between school and community representatives toward the improvement of the educational opportunities of Puerto Rican pupils in mainland schools; (2) to develop a data base concerning cultural and linguistic factors in the home environment that may be significant toward that end; and, (3) to examine and interpret such data in terms of present and potential school programs and practices. The Institute focused on facilitating the relationship between the home and school environment of Puerto Rican pupils in Hartford as a possible model for other mainland school systems. The formal program of the Institute was concentrated in the week of June 28 – July 2. The morning sessions provided the opportunity to interact with several resource people in small group discussions. The afternoon sessions were devoted to conducting structured interviews in the homes of a cross-section of Puerto Rican families who had children in the Hartford schools. The duration of the summer was used for further research and the final writing of independent individual reports, each culminating in recommendations for improving the educational opportunities of these children in the Hartford schools. [More] Descriptors: Accountability, Bilingual Education, Cultural Influences, Curriculum Development
(1980). Hispanics and Desegregation: Summary of Aspira's Study on Hispanic Segregation Trends in U.S. School Districts, Metas. Summarizes a study on educational conditions for Hispanic children within the context of school desegregation. Reports that continued segregation generates and sustains Hispanic school failure. Descriptors: Academic Failure, Bilingual Education, Blacks, Dropout Rate
(1995). Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School, Issues in Applied Linguistics. Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two-way Spanish-English bilingual program. Presents micro-level classroom analysis demonstrating how team-teachers work together to help students develop academic skills in both languages. (31 references) Descriptors: Academic Achievement, Bilingual Education Programs, Elementary School Students, English (Second Language)
(1996). Naturalistic Language Assessment of LEP Students in Classroom Interactions, Bilingual Research Journal. Describes the development of an instrument designed to assess the language competence of second language learners by observing natural interactions in transitional bilingual classrooms. A pilot study that assessed the social language of 24 bilingual fifth-graders in a summer math program provided data for examining the instrument's reliability and validity. Contains 44 references. Descriptors: Bilingual Education, Elementary Education, English (Second Language), Interpersonal Communication