Bibliography: Bilingual Education (page 754 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Stuart Campbell, Inc. Career Resources Development Center, Thomas D. Yawkey, Tope Omoniyi, Peter Cryle, MA. Springfield Public Schools, G. Richard Tucker, Lillian Vega Castaneda, Stephen B. Kucer, and Stephen A. May.

Kucer, Stephen B. (1993). Change and Resistance in a Bilingual Whole Language Classroom. A study examined how two third-grade bilingual (Mexican-American) students resisted, appropriated, and/or internalized a whole language curriculum and the relationship between student interaction with and response to the whole language curriculum and their literacy development. Participant-observer ethnographic field notes recorded over an entire academic year were supplemented with data (collected at the beginning and end of the school year) from students' oral reading of several stories appropriate to their reading ability, students' stories about a frightening experience, and the results of students' spelling 57 randomly selected words from the third-grade speller. Results indicated that: (1) 84% of Jose's interactions with the curriculum were as intended by the teacher while Angie engaged with the curriculum 56% of the time; (2) Jose appeared to be able to put his own beliefs about the reading and writing processes "on hold" as he interacted with various literacy activities, while Angie had great difficulty "buying into" the whole language curriculum; (3) Angie was also blocked by her concerns for conventions; (4) Jose increased by 18% his ability to produce sentences that were syntactically acceptable and meaningful, while Angie increased by only 2%; and (5) writing development showed a similar pattern. Findings suggest that the lack of Angie's growth in her ability to construct meaning through written language appears to be related to her resistance to a curriculum that conflicted with her own beliefs about literacy and learning. Eight tables of data are included. Contains 18 references.   [More]  Descriptors: Bilingual Education, Case Studies, Classroom Research, Ethnography

Manitoba Dept. of Education and Training, Winnipeg. (1993). Policy for Heritage Language Instruction = Politique sur l'enseignement des langues ancestrales. Policy established by the Manitoba (Canada) provincial government to inform the development and implementation of heritage language programs is outlined. Introductory sections provide background on the history of heritage language instruction, foreign language instruction, and language of instruction in Manitoba public schools. A brief discussion of heritage languages outlines the goals of their instruction and describes three program design options: basic heritage language course; bilingual heritage language programs; and enhanced heritage language courses. Requirements for implementation of each program type are also enumerated, and the responsibilities of the provincial education department, school districts, and ethnocultural communities are specified. Funding is addressed briefly, and policy concerning student eligibility for special credits based on heritage language study is outlined. Text is presented in both English and French.   [More]  Descriptors: Agency Role, Bilingual Education, Community Involvement, Credit Courses

Career Resources Development Center, Inc., San Francisco, CA. (1994). Bilingual Vocational Training for Health Care Workers: A Guide for Practitioners. A model for bilingual vocational training of health care workers, designed for immigrants and refugees with limited English skills, is presented. The model's seven components include: recruitment; intake assessment; adapted vocational instruction; Vocational English as a Second Language (VESL); counseling and support services; job development and placement; and coordination of the first six elements so they are mutually supportive. The intensive 18-week program prepares participants as office workers and medical assistants, combining classroom instruction and on-the-job training. Job placement activities and further education options follow program completion. Course descriptions or outlines are included for each of these courses: medical terminology (I, II); medical assisting (I,II); job search; patient relations; telephone training; 10-key/business math; Windows 3.1; Wordperfect 6.0; typing; and Medical Manager (software). Procedures by which instructional materials are developed for the courses, including needs assessment and adaptation of materials for non-native English-speakers, are detailed and principles underlying practice are presented for bilingual instruction, coordination between ESL and vocational instructors, working with non-native-speaking students, and the cooperative learning approach. Strategies for setting up internships and for job development are offered. Finally, organizational sources for guest speakers are listed and student support services suggested. (MSE)   [More]  Descriptors: Allied Health Occupations Education, Bilingual Education, Classroom Techniques, Immigrants

Castaneda, Lillian Vega (1992). Site Descriptive Protocols of Programs for Ethnolinguistically Diverse Classrooms. The Southwest Regional Laboratory's Metropolitan Educational Trends and Research Outcomes (METRO) Center processed 17 descriptions of exemplary sites that addressed the needs of language minority, limited English proficient students. Data were collected regarding program features; schools' and districts' size, geographic location, grades served, number of classes involved, and languages spoken; school organization; instructional leadership; school climate; student characteristics and performance; instructional features; and support components. This report provides descriptive data, in the form of survey item responses, for the following six sites and programs that were found to have the most comprehensive documentation and support data: (1) the Irvine (California) Unified School District's Pre-School Program; (2) the Nogales (Arizona) High School Comprehensive Bilingual Program; (3) the San Diego (California) City Schools' Central Elementary School (a school restructuring process for all children); (4) the Glendale (California) Unified School District's Sheltered English Approach (an academic excellence program); (5) the Irvine (California) Unified School District's Sheltered English Program at the Secondary Schools; and (6) the San Diego (California) City Schools' Linda Vista Elementary School. These programs successfully address the needs of ethnically, linguistically, and culturally diverse students.   [More]  Descriptors: Bilingual Education Programs, Disadvantaged Youth, Effective Schools Research, Elementary Secondary Education

Duque, Diana L. (1993). Emergency Immigration Education Act Programs: Summer E.S.L. Welcome Plus Program for Students of Limited English Proficiency (LEP), Summer Bilingual Program, and Project Omega. OREA Report. This report presents findings of the evaluation by the New York City public school system's Office of Research, Evaluation, and Assessment of three programs (Summer E.S.L. Welcome Plus, Summer Bilingual, and Project Omega) for immigrant students. The Summer E.S.L. (English as a Second Language) Welcome Plus program operated at 19 sites in New York City, serving 1,372 ninth grade students of limited English proficiency (LEP) entering high school for the first time. The program focused on the high school experience, orienting students and providing a multicultural education component. The Summer Bilingual Program has completed its seventh year, operating at 28 sites and providing services to 4,122 students in grades 9 through 12. Most participants were native speakers of Spanish, Chinese, or Haitian. Other participants were speakers of English from the Caribbean who were making up courses they had failed during the school year or who were accelerating their studies. They received full academic credit for courses they passed. Project Omega focused on staff training and developing materials for English-Creole-speaking students, most of whom were recent immigrants. Evaluation indicates that all three programs met their instructional, materials development, and staff development objectives. Recommendations are made for improvement and the continuation of each. A table compares the three programs.   [More]  Descriptors: Bilingual Education, Bilingual Instructional Materials, Chinese Americans, English (Second Language)

Omoniyi, Tope (1993). Price-Tagging Child Bilingualism: An Evaluation of Policy and the Socio-Economic and Political Implications of Commercialisation of Nursery Education in Nigeria. Years of nursery education are crucial in the language development process of the child. In Nigeria, a nation with over 400 languages, naming a national language for educational and cultural development that foster unity and identity, becomes a sensitive issue. It is argued that government encouragement of private efforts in the provision of pre-primary education has led to commercialization, and that in this context, language skills that schools supply are in a way products that carry price-tags. As such, government policy is an alternative product, and government must change the attitudes of the people in order for its alternative product to be accepted. Eight private nursery schools were consulted for information on clientele, fees payable, quality of staff, and language policy. A socioeconomic description of nursery schools is offered and the nature of language skills' products available to children are discussed with reference to government language policy objectives. A quasi-economic model is provided to move language development in the direction of the ideal defined by the policy. Successful intervention by the government would result in support for multilingualism. (Contains 26 references.)   [More]  Descriptors: Bilingual Education, Bilingualism, Educational Policy, Foreign Countries

Augustin, Marc A. (1993). Alternative Basic Comprehensive Program (Project A.B.C.) Special Alternative Instructional Program. Final Evaluation Report 1992-93. OREA Report. The Alternative Basic Comprehension Program (Project A.B.C.) for bilingual high school students was a special alternative instructional program funded by Title VII for the third year at two high schools in the Bronx. In the year under review, Project A.B.C. served 260 students of limited English proficiency (LEP). Participating students received instruction in English as a Second Language (ESL) and the content area subjects of mathematics, science, and social studies. Teachers attended periodic staff meetings and were reimbursed for college level courses. The project had an active parental component that included ESL and educational trips. As in the previous year, the project met its ESL, staff development, occupational aspiration, attendance, dropout prevention, and parental involvement objectives. Curriculum development objectives were partially met, but the objective for student internships was not completed. Some specific suggestions are presented for program improvement. Six tables present evaluation findings. Appendixes list instructional materials, provide a schedule, and contain the student attitude questionnaire.   [More]  Descriptors: Bilingual Education, Career Awareness, Community Involvement, Curriculum Development

Dianda, Marcella R. (1991). Adaptation and Implementation of Success for All: Progress Report. The Southwest Regional Laboratory (SWRL) is adapting Success for All, a prominent early-elementary school program for at-risk minority youths, for use with disadvantaged limited English proficient students whose primary language is Spanish. The Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students is collaborating with the SWRL and the Riverside (California) Unified School District (RUSD) in adapting, implementing, and evaluating Success for All in a low-achieving disadvantaged elementary school with mostly Hispanic American students. The program strives to prevent learning deficits through a comprehensive approach that emphasizes early education, improvement in instruction and curriculum, and intensive intervention at the earliest possible stage when deficits first surface. The program includes the following: (1) English and Spanish reading tutors; (2) English and Spanish reading programs; (3) 8-week assessments administered in English and Spanish; (4) English and Spanish preschool and kindergarten programs; (5) a family support team; (6) an on-site Success for All facilitator; (7) grade-level teacher teams; and (8) a building advisory committee. The first year, 1991-92, is a phase-in year for Success for All, with full program implementation planned for 1992-93. This report describes accomplishments to date in the RUSD. Phase-in activities focused on implementing selected Success for All curricular components and key organizational features such as a school-based program facilitator. Joint activities of the SWRL and the Hopkins Center include development of Spanish Success for All materials and staff development. Included are 8 tables; 28 references; and an appendix containing 2 tables, a list of 50 Spanish Storytelling and Retelling (STaR) titles, and a STaR Program description.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Disadvantaged Youth, English (Second Language)

Yawkey, Thomas D.; And Others (1993). PIAGET Classroom and Home Programs for Young Bilingual Children and Their Parents. Title VII Project PIAGET (Promoting Intellectual Adaptation Given Experiential Transforming) is a bilingual early childhood and parent program serving young bilingual children, ages 2 to 8, and their parents. It is an Academic Excellence model and is targeted for adopting agencies in Pennsylvania, New Jersey, New York, and the New England States and also is disseminated to other agencies in the states of Michigan and Washington. Agencies working with young children in group settings that have adopted the program are local public school districts, parochial school districts, preschools, day care and nursery programs, and federally funded preschool programs such as Head Start and migrant education programs. The project rests on 2 aspects: (1) theoretical foundations, and (2) research results. Its theoretical foundations are based largely on Piaget's research and writing describing children's acquisition of cognitive and language systems. Research results are from studies on young bilingual children's and parent's growth and are consistent year to year from 1981 to present. The successes of the project can be explained by its twin components of classroom and home programming. A description of each is included.   [More]  Descriptors: Behavioral Objectives, Bilingual Education Programs, Curriculum Design, Early Childhood Education

Campbell, Stuart; And Others (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 1, Arabic. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Overviews of Arabic education in primary and secondary schools, in tertiary institutions, in ethnic schools, and in adult education are provided. Diplomatic language training, curriculum approaches, and qualitative trends in Arabic education are profiled. Other topics addressed include teacher education and teaching materials; language courses for native and non-native speakers; parent, student, and community attitudes; policy considerations; Arabic in Australian society, and the Arabic-speaking community worldwide. Appendices contain a list of the individuals, ethnic schools, and ethnic community organizations consulted in preparation of the document; data concerning student numbers; references; and an attitudinal survey form and results. (Contains 56 references.)   [More]  Descriptors: Adult Education, Arabic, Bilingual Education, Course Descriptions

May, Stephen A. (1993). Beyond Basket Weaving: Multicultural Education and Whole-School Reform. This paper outlines the various limitations of several multicultural education initiatives and explores the conditions necessary for making multicultural education actually work. The conditions examined include the centrality of first language maintenance and the reconstituting of curriculum, pedagogy, evaluation, and organization at the school level. In addition, the paper discusses the controversy of multiculturalism versus antiracist education and assimilation. The multicultural educational program initiated at the Richmond Road School in Auckland, New Zealand is offered as an example of what can be achieved when multicultural education is combined with a critically conceived approach to whole-school reform. Reasons for its success are examined, focusing on the facts that: (1) the various school structures necessary to establishing an effective approach to multicultural education have been developed over many years; (2) the change process has involved staff cooperatively and collaboratively; (3) a high degree of theoretical literacy in multiculturalism was developed among teachers; and (4) a conversancy with theory resulted in an approach to multicultural education that was considered workable for staff and served the interests of all concerned. It is concluded that the structural changes implemented at Richmond Road demonstrate that multicultural education can be effectively reconceived in order to make a difference for minority children. (Contains 54 references.)   [More]  Descriptors: Acculturation, Bilingual Education, Cooperative Planning, Cultural Pluralism

Tucker, G. Richard, Ed. (1993). Policy and Practice in the Education of Culturally and Linguistically Diverse Students. The numbers of culturally and linguistically diverse students in classrooms at all levels of study are increasing dramatically. In addition, the available information indicates that in general they are not performing well scholastically. Five articles address this issue; they are remarks from a 1992 symposium of members from the Teachers of English to Speakers of Other Languages and from the American Educational Research Association. The article titles and authors follow: "Cognitive Academic Language Needs of Culturally and Linguistically Diverse Students" (Merrill Swain); "Assessing the Academic and Cognitive Growth of Culturally and Linguistically Diverse Students" (Else V. Hamayan); "Current Directions in Curriculum Development and Materials Preparation for Culturally and Linguistically Diverse Students" (JoAnn Crandall); "Shifting Conceptions of Pedagogical Equity: Preparing Teachers to Teach Linguistically and Culturally Diverse Students" (Donald Freeman); and "Information Dissemination and Collaboration with Diverse Constituencies" (Denise McKeon). Descriptors: Academic Achievement, Bilingual Education Programs, Cognitive Development, Communicative Competence (Languages)

Stephens, Max, Ed.; And Others (1993). Communicating Mathematics: Perspectives from Classroom Practice and Current Research. The Australian Reading Association felt that language in mathematics was a topic worthy of inclusion in their First International Conference and 19th National Conference. As a result, this book was formed from contributions of mathematics educators in Australia and New Zealand. The book is broken into five major sections: (1) Communicating mathematical meaning, (2) Fostering good classroom practice in mathematical communication, (3) Students writing in mathematics, (4) Assessing mathematical communications, (5) Influence of culture and linguistic background. Themes included in communicating mathematical meaning are language in small group work, communicating the definition of mathematics, and the relationships among cognition, visual imagery, and language. Included in the second section are papers on applying language-learning principles to the mathematics classroom, employing story-telling and children's literature in mathematics, and introducing students to probability through everyday language. The third section discusses several possibilities for including writing in mathematical activities. Since curriculum changes necessitate changes in assessment, the fourth section discusses the language of assessment, how to assess oral and written mathematical communication, and a discussion on the Queensland Student Performance Standards approach to assessing and reporting progress. The last section addresses bilingualism and culture in mathematics with a focus on Maori and aboriginal students. Each of the 22 papers included in the text contains a reference list.  Descriptors: Australian Aboriginal Languages, Bilingual Education, Calculus, Classroom Communication

Springfield Public Schools, MA. (1993). Springfield Public Schools: Schools of Choice. As part of the school improvement process, the Springfield Public School (Massachusetts) has involved all constituencies in the community in implementing the Schools of Choice plan. This guidebook was prepared to assist parents and students in determining the best program and schools for their needs and desires. Parents of elementary school students must select a school within their educational zone or a city-wide magnet school to qualify for transportation. They are responsible for transportation to schools outside the zone. The guide offers general discussion of the following topics: (1) special education programs; (2) transitional bilingual programs; (3) the controlled choice assignment plan; (4) the schools overall; (5) assignment policy and points in the plan; (6) kindergarten and preschool registration; and (7) elementary school options by zone. Descriptions of the facilities and programs of 16 kindergarten through grade 5 and kindergarten through grade 8 schools, 4 middle schools and kindergarten through grade 8 schools, and 3 high schools are provided.   [More]  Descriptors: Bilingual Education Programs, Decision Making, Educational Improvement, Elementary Schools

Cryle, Peter; And Others (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 3, French. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. This particular work describes the prominence of the French language in modern language teaching in Australia and the criticism this prominence has attracted; one of the tasks of this report is to address the place of French among other languages in Language Other Than English (LOTE) provision policy. Topics addressed include French in education; immersion and bilingual programs, and primary and secondary partial immersion programs; teacher training, curriculum, and materials. An attitudinal survey is described that examines the drop in enrollment for French language instruction between Years 10 and 11. Survey findings focus on the reasons for discontinuing and for continuing French. Students reported that the most important reason for discontinuing French was that other subjects were considered more important. There is some evidence to support the idea that students continue French studies for integrative reasons. Profiles of French in postsecondary education, French in specialist professional training (e.g., business, engineering), and Australia's French-speaking population are provided. Appendices contain references, a list of colleagues consulted, and attitudinal survey form. (Contains 127 references.)   [More]  Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Foreign Countries

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