Bibliography: Bilingual Education (page 755 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alan Solomon, Joanne Lynch, Jon Reyhner, Robert Carlson, Despina Ventouratos, Priscilla H. Walton, Pertti Kansanen, Andrew Gonzalez, Tove Skutnabb-Kangas, and Paula Bruno.

Hoge, Robert D.; Khan, Nishat Ali (1994). Psychological Factors Associated with the Early Immersion Experience. Draft. In French immersion programs in Canadian public schools, kindergarten is taught all in French, and the proportion of French instruction gradually decreases thereafter until in seventh grade instruction is only 50 percent French. This study examined the psychological adjustment of a group of first-grade children who had been enrolled in an early French immersion program (EFI) since kindergarten. These students were compared with a group of first-grade children from regular English (RE) classes. Also studied was a group of students in grades 1 through 3 who were transferring into the RE program; these students were compared with those remaining in the EFI program. Students were measured by parent and teacher ratings to assess cognitive functioning, language development, school-related stress, behavioral adjustment, and academic competencies. The results showed very little evidence of differences between the EFI and RE students in average levels of stress, academic competencies, or behavioral adjustment. Only one academic variable favored the RE class. The transferring students displayed exceptionally high levels of school-related stress reactions and behavioral dysfunction.   [More]  Descriptors: Academic Achievement, Bilingual Education, Cognitive Measurement, Comparative Analysis

Solomon, Alan; Orenstein, Donna (1991). A Study of the Factors Which Contribute to the Academic Performance of First Grade At-Risk Hispanic Students at a Schoolwide Projects Facility. This study examined the effect of school attendance, use of English-as-a-Second Language (ESL) services, and language spoken at home on Hispanic students' performance. The academic performance of 101 Hispanic first graders in intensive, regular, and bilingual programs was measured by standardized test scores in reading and mathematics, and report card grades. Students with no kindergarten experience earned a higher median score on the reading test than students with kindergarten experience. Students with kindergarten experience earned a higher median report card grade. Students in intensive programs had the highest median score in the reading test, and students in regular programs had the highest score in the mathematics test and the highest report card grade. Students who had better than median attendance scored better on the standardized tests and had higher report card grades than students below the median. Students in the intensive ESL group had higher median scores on the reading test and higher report card grades in reading than students in the beginner ESL group. Students who live in homes where English is spoken had higher scores and grades than students in homes where Spanish is spoken. Five references are cited.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education, Elementary School Students

Ranadive, Jyoti (1993). Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report. Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Education Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families in 1992-93 by providing English-as-a-Second Language (ESL) instruction using total physical response and multisensory and literature-based approaches and providing native language arts instruction (in Spanish) using language experience, whole language, and literature-based approaches. Project SHARE offered training to teachers, paraprofessionals, supervisors, administrators, and parents on issues related to multicultural assessment and bilingual instruction in special education. The project also provided workshops and training activities on consultation and assessment processes and on instructional techniques. Project SHARE provided parents with materials and information to enable them to assist their children at home and offered parents a variety of workshops. Project SHARE met all seven of its staff development objectives and all three of its parental involvement objectives. It did not meet its ESL objective or its objectives for the mastery of English, Spanish, and social skills. Appendices provide a list of instructional materials, a class schedule, and a staff questionnaire.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, English Instruction, English (Second Language)

Baez, Tony (1993). Protecting the Rights of National Origin Language Minority Students during the Implementation of Race Desegregation Plans. Since the early 1970s the courts, the Federal Government, local governments, and school systems have wrestled with the difficulties that arise as race desegregation is implemented in school systems with substantial enrollments of national origin minority (NOM) students. Desegregating school systems generally produce plans to guide racial desegregation that involve only the use of strategies and measures aimed at correcting the harm endured by black students. It is argued that school desegregation planning and implementation need not infringe on the continuation and implementation of bilingual programs. Suggestions are given for addressing issues that arise in the following areas: (1) identification and definition of NOM students and staff; (2) setting fixed ratios for students or staff; (3) applying state and federal regulations affecting desegregation; (4) overall desegregation planning; (5) settling other logistics of desegregation implementation; (6) assignment of NOM students; (7) special education programming; (8) funding; and (9) monitoring desegregation plans. Desegregation planners can use this list of issues as a checklist of matters to consider in protecting the interests of NOM students during school desegregation. Nine court cases with a bearing on these issues are listed. (Contains 5 references.)   [More]  Descriptors: Bilingual Education, Black Students, Check Lists, Childrens Rights

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1990). Bilingualism in the Computer Age, 1989-90. Final Evaluation Report. Bilingualism in the Computer Age, a project of the New York City (New York) Board of Education, completed its fourth year (the 1989-90 school year) and was evaluated. The project offered 241 limited-English-proficient Spanish-speaking students the opportunity to study career and vocational subjects while improving their English and native language skills at Morris High School in the Bronx. The results of the evaluation indicate that the program was fully implemented and that students received instruction in English as a Second Language (ESL), native language arts (NLA), content area subjects, computer skills, career education, and health awareness. The project also offered staff development and parental involvement activities. The project met its ESL, attendance, and dropout prevention objectives. It partially met its content area subjects and computer training objectives, but did not meet its NLA objectives. Findings also show that due to lack of statistical data, career awareness, cultural heritage, and staff development objectives could not be assessed. Consequently, it is recommended that statistical data needed to measure all the objectives should be provided, and that the computer training objectives should be modified in order to become more realistic.   [More]  Descriptors: Bilingual Education, Career Counseling, Computer Science Education, Curriculum Development

Manitoba Dept. of Education and Training, Winnipeg. (1993). Funding Policy for Language Programs = Politique de financement des programmes de langue. This policy statement, presented in both English and French, describes the funding support available for heritage language and English-as-a-Second-Language (ESL) programs for K-12 students in the province of Manitoba, Canada. The two parts of the statement, headed "Heritage Language Instruction" and "ESL for Students with Limited Proficiency in English," provide brief introductions followed by basic facts on student eligibility and basic facts on funding. The Heritage Language program consists of three courses: Heritage Language; Bilingual Heritage Language; and Enhanced Heritage Language. Funding provisions for each course are given. The purpose of support for this program is to enhance the English language development programs already in place in Manitoba schools.    [More]  Descriptors: Bilingual Education, Cultural Maintenance, Educational Finance, Educational Policy

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1990). Higher Achievement and Improvement Through Instruction with Computers and Scholarly Transition and Resource Systems Program (Project HAITI STARS), 1989-90. Final Evaluation Report. A final evaluation was conducted in the 1989-90 school year of New York City (New York) Board of Education's project, Higher Achievement and Improvement Through Instruction with Computers and Scholarly Transition and Resource Systems (HAITI STARS). The project served 524 limited-English-proficient Spanish-speaking students at Far Rockaway High School in Queens, Haitian Creole-speaking students at Andrew Jackson High School in Queens, and Chinese-speaking students at Sheepshead Bay High School in Brooklyn. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects presented bilingually or with ESL methodology and computer science. HAITI STARS also provided curriculum development and activities for parental involvement. The results of the evaluation indicate that the project was fully implemented. The students did receive instruction in ESL, NLA, content area subjects, computer education, and career advisement. The project met its objectives with regard to those instructional areas, referral to special programs, referral to special education, and curriculum development. However, the program only partially met attendance and parental involvement objectives. Statistical data are not available for objectives related to career advisement, grade retention, placement in programs for the gifted and talented, and postsecondary enrollment. Statistical data are presented in two tables.   [More]  Descriptors: Academic Achievement, Bilingual Education, Career Counseling, Chinese Americans

Bruno, Paula (1993). The Wisdom Is Now (Project WIN) Final Evaluation Report, 1992-93. OREA Report. The Wisdom Is Now (Project WIN) was designed to increase student English proficiency, native language proficiency, and academic achievement, increase parent involvement, and encourage staff development at the High School for the Humanities and the School of Fashion industries in New York City. It served a total of 349 students of limited English proficiency (LEP), their parents, and their teachers. Students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, and social studies. Teachers of the participating students had the opportunity to attend monthly staff development meetings and receive tuition reimbursement for relevant college courses. The project sponsored a variety of parental involvement activities, including workshops and counseling services. Project WIN met its specific objectives for increasing students' familiarity with American culture and citizenship, cultural pride, attitude toward school, career counseling, career education, dropout prevention, staff enrollment in college courses, and parental involvement. The project partially met its NLA, content area, and attendance objectives. It failed to meet its ESL objective. Three appendixes list the instructional materials and schedules of instruction, as well as student and staff survey forms, used in the project.   [More]  Descriptors: Bilingual Education Programs, English (Second Language), High Schools, Intervention

Kansanen, Pertti, Ed. (1991). Discussions on Some Educational Issues III. Research Report 94. This publication consists of eight articles in which contributors discuss the following educational issues: (1) "Prospects for Schooling" (Friedrich W. Busch); (2) "Broadcasting, Education and Active Citizenship" (Brian Groombridge); (3) "On the Role of Mother-tongue Education in Multilingual Societies" (Wilfried Hartmann); (4) "Theory, Practice and Teacher Education" (Paul H. Hirst); (5) "Pedagogical Thinking: The Basic Problem of Teacher Education" (Pertti Kansanen); (6) "Self-Esteem and School-Achievement Revisited" (Patrik Scheinin); (7) "An Ethnographic Approach in Research on Teaching" (Eija Syrjalainen); and (8) "Phenomenological Study of Concentration versus Disruption in Class" (Rupert Vierlinger).   [More]  Descriptors: Academic Achievement, Bilingual Education, Classroom Techniques, Decision Making Skills

Skutnabb-Kangas, Tove (1983). All Children in the Nordic Countries Should Be Bilingual–Why Aren't They?. Little data are available concerning the native languages of Scandinavian residents, other than the official languages, despite the linguistic diversity of the region. Foreign language teaching starts early in schooling, but there has been little study of actual language needs. Three basic program designs are available for teaching foreign languages, including: immersion, mixed classes of native and non-native majority-language speakers; and sheltered, maintenance, or native language medium instruction. Seven program design variations can be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified as affective (anxiety, motivation, self-confidence), cognitive/linguistic/social second-language-related (input adapted to student's level, input from peers outside school), and cognitive/linguistic/social native-language-related (adequate linguistic development in the native language, adequate background knowledge, and help from a bilingual teacher). Research on second language learning and teaching does not yet guide educational planning in Scandinavia, probably because of unacknowledged racism and conflict avoidance.   [More]  Descriptors: Bilingual Education, Bilingualism, Children, Educational Planning

Reyhner, Jon (1994). American Indian/Alaska Native Education. Fastback No. 367. Historically, efforts to educate American Indians have focused on "civilizing" and assimilating Indians into White society. During the early 1970s, Congress passed legislation encouraging self-determination of tribes in educational matters. Despite changes brought about by the Self-Determination Act, testimony at Indian Nations at Risk Task Force hearings in 1990 and 1991 indicated many Native students still attend schools that fail to promote appropriate academic, social, cultural, and spiritual development. They also found that schools that respect and support students' language and culture are significantly more successful in educating those students. Training for teachers of Native students should cover the sociocultural and historical foundations of Indian education, instructional methods and styles suitable to Native students, bilingual and English as a Second Language methods, culturally relevant curriculum, and whole language and whole math approaches. The Task Force declared four national priorities: (1) developing parent-based and culturally, linguistically, and developmentally appropriate early childhood education; (2) making the promotion of students' language and culture a responsibility of the school; (3) training more Native teachers; and (4) strengthening tribal colleges. In addition, they adopted 10 national Indian education goals addressing such things as literacy; achievement; graduation rates; adult education; and parental, community, and tribal partnerships.   [More]  Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indian History

Carlson, Robert; Walton, Priscilla H. (1994). CLAD/BCLAD: California Reforms in the Preparation and Credentialing of Teachers for a Linguistically and Culturally Diverse Student Population. California's new system for the preparation and certification of teachers for the state's limited-English-proficient (LEP) population is discussed. The paper describes (1) the primary participants in development of the new system (the California Commission on Teacher Credentialing and its Bilingual Crosscultural Advisory Panel); (2) the skills and knowledge needed by teachers of LEP students; (3) the need for reform, including information on the demography of California's student population and the shortcomings of the previous policy; and the new system itself. Under this system, teachers can qualify for crosscultural, language and academic development (CLAD) or bilingual crosscultural, language and academic development (BCLAD) emphasis credentials, certificates, examinations, and specialist credentials. The BCLAD segment incorporates all the requirements for CLAD plus additional training in methodology for primary language instruction, culture of emphasis, and language of emphasis of the teacher. Ways of earning the CLAD/BCLAD emphasis credentials and certificates and the types of instructional services to LEP students authorized by CLAD and BCLAD emphasis credentials and certificates are outlined. Contains 21 references.   [More]  Descriptors: Advisory Committees, Bilingual Education, Bilingual Teachers, Change Strategies

Lynch, Joanne (1993). Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report. Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in kindergarten through grade 6. Staff development workshops, individualized staff training, parent ESL instruction, and parent involvement activities were also important program components. The project met all its stated objectives in English language development and the content areas, staff development, and the parent involvement objective for understanding children's education, but not the parent involvement objective for parent participation in activities. It is suggested that in this case, either attendance records were inadequate or the participation level targeted was unrealistic. The major recommendation for program improvement was to modify this objective. Appended materials include lists of instructional materials, class schedule, and staff and parent questionnaires used in program evaluation.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Elementary Education, English (Second Language)

Ventouratos, Despina (1993). Chinese Bilingual Mathematics and Science Program. Community School District 2. Final Evaluation Report 1992-93. OER Report. This report presents evaluative information concerning Project Math and Science, a New York City program that provided instruction in English as a second language (ESL), native language arts (NLA), and bilingual instruction in the content areas of mathematics and science. The project also provided teachers of participating students (630 mostly Chinese Speaking) with extensive staff-development workshops and activities, funds for attendance at conferences, and tuition reimbursement for teachers who took pertinent courses (including computer science). The project had an active parental component that encouraged parents' active participation in their children's education. Data show that the project met its three ESL objectives, two of three mathematics objectives, and one of two science objectives. The project also met its objective for career awareness, three staff-development objectives, and one of two parental-involvement objectives. It did not meet its objective for the development of higher-order thinking skills related to mathematics. Appendices contain a list of instructional materials, class schedules, and Likert Scales used in the evaluation. The report ends with conclusions and recommendations.   [More]  Descriptors: Academic Achievement, Asian Americans, Attendance, Bilingual Education

Gonzalez, Andrew (1991). From English to Filipino: Training Teachers for the Great Shift in Social Studies in the Philippines. This article describes the shift from English to Filipino (Tagalog) as the language of instruction in elementary social studies education in the Philippines, focusing on the Philippines Department of Education's efforts to implement pre-service and in-service teacher training programs to expedite the change. In 1974 the Department of Education adopted a plan to switch from monolingual (English) to bilingual (English and Filipino) education at the elementary and secondary education levels, to be adopted over a 10-year period. The most pressing needs for successful implementation of the program were: (1) the production of teaching materials and texts in Filipino; (2) the modernization of the Filipino language itself; and (3) a theoretical framework and model for training teachers.  Implications for the introduction of bilingual and indigenous language education in other nations is also discussed.   [More]  Descriptors: Bilingual Education, Educational Change, Educational Policy, Elementary Secondary Education

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