Bibliography: Bilingual Education (page 757 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Austin. Texas Education Agency, Washington National Advisory Council on Indian Education, Linda Skinner, Sedra G. Spano, Lorraine Valdez Pierce, Roberta J. De Board, Marcella R. Dianda, Reginald L. Jones, C. A. Macdonald, and Suzanne Majhanovich.

Dianda, Marcella R. (1991). New Teachers in California's Language-Diverse Metropolitan Classrooms: Findings From an Initial Study. A study was done of novice teachers in California's public education system to examine how well they function in the language diverse metropolitan classrooms. Fall and Spring surveys were administered to 1,368 new teachers, and Spring surveys were administered to the directors of induction projects in which the new teachers participated. Findings confirm the gap that exists between the racial, ethnic, and linguistic diversity of the new teachers and that of their students. The new teachers were less diverse than the students they teach, and very few of the teachers held teaching credentials or certificates that qualified them to teach in language-diverse classrooms. Although most of the teachers had had some preservice and college training relating to teaching in diverse classrooms, only a few rated that training has prepared them well for such assignments. The teachers reported that training did not focus on specific instructional strategies. Training during the initial teaching years focused on five key areas: (1) understanding and use of students' native language; (2) promoting students' English language development; (3) adapting curriculum and instruction to meet diverse students' needs; (4) promoting student interaction; and (5) conducting outreach to students' parents. Included are five tables and 14 references. Descriptors: Beginning Teachers, Bilingual Education, Elementary School Teachers, English (Second Language)

Skinner, Linda (1991). Teaching through Traditions: Incorporating Native Languages and Cultures into Curricula. Ethnocentrism has permeated the European-American educational establishment for nearly 500 years. Native students have been subjected to a barrage of assimilation tactics designed to destroy their cultures and languages. Only 206 Native languages remain (about a third of the original number), and about 50 of these are near extinction. Language destruction promotes cultural disintegration. Among the factors contributing to the poor academic achievement of Native students are cultural differences between home and school, ignorance of Native culture among school staff, differences in language and values between teachers and students, culturally based Native learning styles, and culturally biased testing. Community participation and community control of education are critical to developing culturally relevant curricula and making education responsive to Native students' needs. Communities and educators can draw on the experiences of other tribes that have developed successful programs incorporating the local linguistic and cultural context. Other strategies include: community involvement in curriculum revision and instructional materials selection; tribal education codes and board of education policies that are consistent with state and federal goals; textbook review; teacher education programs that prepare teachers to work with culturally and linguistically diverse populations; integrating Native history into the core curriculum; encouraging participation of elders and intergenerational learning experiences; and empowering students to become environmental stewards. This paper contains 56 references.   [More]  Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indian History

Jones, Reginald L. (1988). Psychoeducational Assessment of Minority Group Children: A Casebook. This volume presents an introduction and 14 case studies by various authors on psychoeducational procedures for assessing minority group children. Included are the following papers: (1) "Psychoeducational Assessment of Minority Group Children: Issues and Perspectives" (R. L. Jones); (2) "Dynamic Assessment: The Learning Potential Assessment Device" (H. C. Haywood); (3) "The Use of Budoff's Learning Potential Assessment Techniques with a Mexican-American, Moderately Handicapped Student" (R. M. Hausman); (4) "Rudy Garcia: A SOMPA Case Study" (J. A. Morrison); (5) "The Texas Environmental Adaptation Measure: Test Development and Standardization, and a Case Study" (L. S. Scott and A. T. Fisher); (6) "The Behavioral Assessment of Conduct Disorder in a Black Child" (W. A. Anderson, Jr.); (7) "Behavioral Assessment and Special Education Evaluation: A Successful and Necessary Marriage" (J. M. Taylor); (8) "Nondiscriminatory Assessment and Informal Data Gathering: The Case of Gonzaldo L." (H. T. Cervantes); (9) "Gloria: A Bilingual/Learning Disabled Student" (H. W. Langdon); (10) "An Alternative Model for Identification of Potentially Gifted Students: A Case Study" (M. G. Dabney); (11) "Adaptation of the Learning Potential Assessment Strategy to Special Education Diagnostic Classroom Settings" (R. M. Hausman); (12) "Nonbiased Assessment of the Preschool Child" (M. L. McEvoy and D. W. Barnett); (13) "Case Study of an Emotionally Disturbed Eskimo Boy–Utuk" (D. L. McIntosh and H. G. W. Bischoff); (14) "Informal Assessment of Intellectual Ability Using Piagetian Tasks" (L. Taylor); and (15) "Using Student Performance Data in Academics: A Pragmatic and Defensible Approach to Non-Discriminatory Assessment" (M. R. Shinn and G. A. Tindal). Biographical sketches of the authors and author and subject indexes are included. Descriptors: Adjustment (to Environment), Behavioral Science Research, Bilingual Education, Case Studies

Wilkinson, David; Spano, Sedra G. (1991). GENESYS 1990-91: Selected Program Evaluations. Publication Number 90.39. GENESYS is a GENeric Evaluation SYStem for data collection and evaluation through computer technology. GENESYS gathers and reports the standard information (student characteristics, achievement, attendance, discipline, grades/credits, dropouts, and retainees) for specific groups of students. In the Austin (Texas) Independent School District's (AISD's) third year of using GENESYS, several elementary school and secondary school programs were evaluated, including: (1) the Science Academy; (2) the Liberal Arts Academy; (3) the Kealing Magnet School; (4) AIM High (an elementary school program for gifted and talented students); (5) the secondary honors program; (6) bilingual and English-as-Second-Language (ESL) programs; (7) Teach and Reach (supplementary reading and mathematics instruction for low-achieving black students); and (8) special education. The evaluation indicates that students in the magnet schools, including the academies, and the gifted and talented and honors programs tended toward higher academic achievement than did students in other schools. Students in the bilingual and ESL programs, Teach and Reach, and special education generally tended to achieve no faster than did students district-wide, were more likely to be disciplinary problems, and were more likely to drop out. Figures and tables present data for the eight programs evaluated. Ten attachments provide GENESYS operational characteristics, GENESYS definitions, ideas for GENESYS enhancements, a sample GENESYS printout for data by students, requirements for GENESYS data files, flowcharts, a sample GENESYS file/run sheet, 31 pages presenting cross-program comparison charts for Spring 1991, cross-tabulation tables, and evaluation summaries for the AISD. Eight references are included.   [More]  Descriptors: Academically Gifted, Bilingual Education, Data Collection, Databases

De Board, Roberta J.; And Others (1990). Bilingual/ESL Mainstream Instructional Support Program. End of Year Evaluation Report for 1989-90. Report No. 90-6. This report evaluates a program serving high school students in Seattle (Washington) public schools who demonstrate a need for increased language-based academic assistance due to their limited English proficiency. The Mainstream Instructional Support program served 170 students at 2 high schools with 1 resource teacher and 3 instructional assistants. These instructors assisted with completing assignments, developing reading and study skills, counseling, outreach, and translating services. Staff development, materials development, and parent involvement were also important aspects of the program. The evaluation looked at both program implementation and student outcomes. The latter were measured by looking at students' academic success and other indicators of successful progress toward graduation such as attendance rates, grade point averages, and credits toward graduation. The program had no statistically significant effect in raising students' standardized test scores, grades, or attendance rates when compared with like data for students in a similar but unserved comparison group. However, narrative data, administrator and teacher responses, and other indicators suggested that the program had a significant positive impact. Data are presented in four tables. Four appendices present the following: (1) four tables of standardized change score means; (2) the graduation requirements of the Seattle Public Schools and selected study forms; (3) a list of courses attended by program staff; and (4) sample daily log reports completed by staff members. Descriptors: Academic Achievement, Asian Americans, Attendance, Bilingual Education

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1990). Harmony in Career Learning and Scholastic System (Project HI-CLASS) 1989-90. OREA Final Evaluation Report. An evaluation was done of New York City Board of Education's Project Harmony in Career Learning and Scholastic System (Project HI-CLASS) for 1989-90. In its second year of a funding cycle, the project offered 635 Chinese- and Spanish-speaking high school students of limited English proficiency instruction in English as a Second Language (ESL), Native Language Arts (NLA), and bilingual content area subjects. The project also offered student support services (career advisement, counseling, and extracurricular activities), staff development, and strong parent involvement activities. The program operated at Liberty and Lower East Side Prep High Schools in Manhattan and at Richmond Hill High School in Queens. The evaluation found that the project was fully implemented. Students received instruction in ESL, NLA, and bilingual content area subjects. The project's support services, extracurricular activities, staff development, and parent involvement components did take place. From records and testing data, the evaluation found that the project met its objectives for content area instruction, attendance, career advisement, attitude toward school, attitude toward students' own heritage, extracurricular activities, and guest speakers. It only partially met its dropout prevention goal; failed to met a staff development objective; and provided no data to evaluate ESL, NLA, and other staff and parental involvement goals. Three tables are included.   [More]  Descriptors: Bilingual Education Programs, Career Education, Chinese Americans, Economically Disadvantaged

Macdonald, C. A. (1990). Reasoning Skills and the Curriculum. (A Final Report of the Threshold Project). Soling 18. The Threshold Project focuses on the language and learning difficulties that children in Southern African schools experience when they change from their mother tongue to English as a medium of instruction in their fifth year of schooling. This report discusses Threshold Project research relating to the nature of pupils' cognitive capacities and the ways in which pupils approach certain types of problem-solving tasks. Chapter 1 provides background on the Threshold Project and discussion of reasoning as an explanatory construct, social interest in reasoning skills, and the relation between culture and the curriculum. Chapter 2 provides an overview of theories of intellectual competence and their implications for curriculum development, focusing on: (1) Piagetian genetic epistemology; (2) information process systems approaches; (3) metacognition as a theoretical construct; (4) Pascual-Leone's theory of constructive operators; (5) cross-cultural cognitive psychology; (6) the neo-Piagetian model of Le Bonniec; and (7) the Vygotskian paradigm of cognitive development. Chapter 3 covers approaches to the teaching of thinking that concentrate on cognitive operations, an orientation towards heuristics, formal thinking, thinking through language and other systems, and thinking about thinking. Finally, Chapter 4 presents a model for the place of thinking in the curriculum and concludes with a summary of practical implications. Descriptors: Bilingual Education, Cognitive Development, Cognitive Processes, Curriculum Development

Pierce, Lorraine Valdez (1991). Effective Schools for National Origin Language Minority Students. This monograph examines effective schooling for language minority students through a review of current practices, an analysis of current thinking on related issues, and a look at actual exemplary schools and programs. The first section briefly reviews effective schools research as an introduction to the text. The second section looks in detail at instructional practices that preclude equity and excellence. This section also addresses practices that promote acquisition of English and understanding of and respect for cultural differences in the classroom. The third section is a re-analysis of the effective schools literature covering the following topics: (1) cultural pluralism; (2) parent participation; (3) shared governance; (4) academically rich programs; (5) skilled use and training of teachers; (6) personal attention to students; (7) student responsibility for school affairs; (8) an accepting and supportive environment; and (9) teaching aimed at preventing academic problems. The fourth section describes research that has been conducted on four effective programs and finds that these programs tend to reflect reciprocal interaction models rather than transmission oriented models of education. Other commonalities include curriculum that goes beyond basic skills, respect for cultural pluralism, staff development aimed at enabling teachers to deal with culturally different children, encouraging student collaboration in lesson planning and preparation, and shared school governance. Also included are a glossary of terms and 62 references.   [More]  Descriptors: Bilingual Education, Educational Policy, Educational Quality, Educationally Disadvantaged

Bakall, Liz; And Others (1991). Evaluation of the 1989 and 1990 Reading Improvement Program. Illinois Initiatives for Educational Reform. Research, Evaluation, & Planning Report. This document evaluates the 1989 and 1990 Reading Improvement Program, which aimed to enhance and support 330 local schools in the implementation of Chicago (Illinois) Public Schools' goals for reading and language arts in kindergarten through grade 6. The program focused on improving instruction and reading achievement. Program features included reading resource teachers, bilingual classroom teachers, reduced class size, after-school tutoring, staff development, parent involvement, attendance incentive, and enrichment reading. The evaluation used student pretest and posttest data, observations, and eight behavioral outcomes to assess the program's success. With the exception of seventh and eight grade tutors in an after-school component, achievement goals were not met. The reading resource teachers did not spend the expected time on individual instruction but rather focused on group instruction and on coordinating materials and students. Despite overcrowding and time constraints, many children did receive attention from bilingual classroom teachers. Teachers did not use the reduced class size concept extensively. Many benefits from the after-school tutoring program were reported. Extensive staff development occurred at most sites. Funds to develop parent involvement plans yielded a wide diversity of activities. Attendance improvement efforts had mixed results. The recreational and enrichment reading component produced positive results. Statistical data are provided in 29 tables.   [More]  Descriptors: After School Programs, Bilingual Education, Class Size, Economically Disadvantaged

National Advisory Council on Indian Education, Washington, DC. (1990). The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education Joint Issues Sessions Proceedings. Annual Conference of the National Indian Education Association (22nd, San Diego, California, October 15-16, 1990). The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) held joint sessions to hear testimony on important issues in American Indian education. This document presents statements given at 15 topical sessions and 3 additional sessions held for special groups. The 15 topics addressed were: teaching Native language and culture; academic achievement of Native American students and the failure of the education system; dropout prevention; teacher and administrator training, recruitment, and retention; substance abuse prevention; early childhood education; elementary schools and parent participation; middle schools and high schools and the question of boarding schools versus public schools; special education for handicapped, learning disabled, gifted, and talented; higher education, tribal colleges, and academic persistence; adult and vocational technical education; using computers, video technology, or other instructional technologies; education of urban American Indians; parent participation and empowerment; and partnerships of schools, tribes, communities, parents, and businesses. The three additional sessions were as follows: (1) a special session for elders to discuss their needs in the community and how they can contribute to Native education; (2) a special session for students and elders covering test bias, student recruitment, teacher education programs, and Bureau of Indian Affairs schools; and (3) an open discussion with NACIE and Task Force members. Most reports on issues include descriptions of exemplary programs, strategies that work, or recommendations for change.   [More]  Descriptors: American Indian Education, American Indians, Bilingual Education, Cultural Education

Texas Education Agency, Austin. (1988). The El Arco Iris Program. REACH: Realistic Educational Achievement Can Happen. Volume II, Part 6 of 6. El Arco Iris is a supplementary pre-school program for Hispanic 4- and 5-year-old children and their parents. The Brownsville (Texas) Independent School District operates the program. Ninety-five percent of the kindergarten children in this district begin school speaking little or no English and median family incomes are among the lowest in the state. El Arco Iris aims to upgrade the entrance-level readiness skills of children whose performance might be inhibited by language difficulties. Twice weekly parents and their children attend 90-minute sessions that include a television presentation in which a story is read and major concepts presented. A bilingual teacher presents the television lesson, which contains footage of locations in the community. Paraprofessional aides provide further instruction, show parents how to complete activities at home, and emphasize learning with children. Evaluation studies show positive gains in language for participants. Parents are unanimously positive about the project, and the schools feel it has encouraged and improved learning in kindergarten for this otherwise disadvantaged population of students. A schedule of lessons and sample topics are provided with the program description. Descriptors: Bilingual Education Programs, Disadvantaged Youth, Educational Television, English (Second Language)

Majhanovich, Suzanne (1992). Multicultural Education: A Canadian Perspective. This paper presents a discussion of multicultural policies in Canada, implications for teachers and schools, multicultural resources, and heritage language education. A case study of an elementary school in North York, a borough of metropolitan Toronto (Ontario, Canada), illustrates the positive effects that can accrue when a multicultural approach to teaching is adapted. The practice of heritage language instruction in Canada is addressed and focuses on the problems and attempted solutions in Ontario where heritage language teaching is integrated into the regular curriculum. This means that core curriculum subjects will be taught in the students' native language in order to best ensure success of immigrant students later in the educational system, and that such language instruction is available not only to specific ethnic groups but to all children who wish to take avantage of extra language instruction. In order to prepare qualified teachers competent in an official language (French or English) as well as in heritage languages and comfortable in a multicultural framework, teacher training programs need to provide up-to-date techniques and theories of second language teaching.   [More]  Descriptors: Bilingual Education Programs, Boards of Education, Case Studies, Cultural Pluralism

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Project Aprendizaje. 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Project Aprendizaje, which served disadvantaged, immigrant, Spanish-speaking high school students at Seward Park High School in Manhattan. The Project enrolled 290 students in grades 9 through 12, 93.1 percent of whom were eligible for the Free Lunch Program. The Project provided students of limited English proficiency with instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects taught bilingually or in English with an ESL methodology. The project arranged activities for staff development and parental involvement and provided tutoring and informal counseling in the project office. Staff reported that the Project was integrated with activities at the school. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project Aprendizaje met its objectives for career education, attendance, suspension rate, dropout prevention, support services, staff development, and content area subjects. The Project met the ESL objective in the fall, but missed it in the spring by a narrow margin. It met one of two NLA objectives, and partially met its newsletter objective. Two appendices summarize the data collection and analysis methods and list instructional materials for the content areas.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Disadvantaged Youth, Economically Disadvantaged

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Alternative Learning Methodologies through Academics (Project ALMA). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Alternative Learning Methodologies through Academics Program (Project ALMA) for Spanish-speaking students. Project ALMA served 407 9th and 10th graders at 2 sites (Queens and the Bronx). All of the students spoke Spanish, and 75.7 percent of them were eligible for the Free Lunch Program. The project targeted two schools with a recent influx of immigrants and offered English as a Second Language (ESL); native language arts (NLA); and bilingual instruction in the content areas of mathematics, social studies, and science. Project ALMA sought to enhance the students' positive feelings toward their native and American heritages and to increase parents' awareness of career opportunities open to their children. The project included non-project students on field trips on a space-available basis. One school had a hotline in Spanish that parents could use to determine if their children were actually attending school. An outstanding feature of the program was peer tutoring in mathematics. Project ALMA was not fully implemented in its first year, although it met objectives in content area subjects, career advisement, and special education referral. It failed to meet objectives for ESL, NLA, and gifted and talented placement. Four appendices summarize the data collection and analysis procedures and provide supplementary study information.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Disadvantaged Youth, Economically Disadvantaged

Ortiz, Alba A.; And Others (1991). AIM for the BESt: Assessment and Intervention Model for the Bilingual Exceptional Student. A Handbook for Teachers and Planners from the Innovative Approaches Research Project. This handbook describes the Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt), an instructional/intervention approach to the education of language minority students. The model aims to improve academic performance through use of shared literature and Graves writing workshops, reduce inappropriate referrals to special education, and reduce bias in assessment, through use of effective instructional practices, school-based problem-solving teams, and informal assessment. The model was implemented in a southwestern United States school district. This handbook provides many details about effective strategies and required resources for replicating the model, and offers clear examples of the instructional strategies used on a day-to-day basis to make classroom teaching effective. Appendices list the steps of the model, shared literature purposes and procedures, typical book titles used in shared literature units in grades K-5, guidelines for implementing Graves writing workshops, and procedures for using student/teacher assistance teams for school-based problem solving. An instructional unit titled "On My Own," which involves reading "Julie of the Wolves" and "My Side of the Mountain," is presented with daily learning activities. (66 references)   [More]  Descriptors: Bilingual Education, Consultation Programs, Delivery Systems, Disabilities

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