Bibliography: Bilingual Education (page 760 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Tomi D. Berney, Strasbourg (France). Council for Cultural Cooperation, Kim Onn Yap, Virginia C. Shipman, Donald T. Mizokawa, Catherine Collier, Demetra Nicolau Keane, Kathryn W. Bamford, Stephen M. Barro, and Constantine Hriskos.

Berney, Tomi D.; Hriskos, Constantine (1990). Great Opportunities for Optional Resources to Improve the Talents of Gifted Bilingual High School Students: Project GO-FOR-IT 1988-89. OREA Report. Project GO-FOR-IT (Great Opportunities for Optional Resources to Improve the Talents of Gifted Bilingual High School Students) provided supplemental instruction in English as a Second Language (ESL), content area subjects, and Native Language Arts (NLA) to 259 gifted, limited English proficient (LEP) students at three Brooklyn (New York) high schools. At each school, bilingual educational enrichment centers offered guidance counseling, career and college advisement, parental contact, and tutoring. The project also organized education field trips and other extracurricular activities, and participated in the publication of several student magazines. Participating students were native speakers of Haitian, Creole, Vietnamese, Chinese, Spanish or Italian who had recently immigrated to the United States. They were chosen for participation in this project based on school records, personal interviews, and letters of recommendation from teachers and guidance counselors. Project GO-FOR-IT met its ESL, attendance, and parental involvement objectives, but failed to meet the objectives set for achievement in content area subjects. No data was submitted to allow evaluation of the projects success at meeting goals for curriculum/staff development.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Bilingual Students, Career Counseling

Shipman, Virginia C. (1983). Spanish Translation and Feasibility Study of "Ranger Rick's Nature Magazine." Final Report. The study was designed to evaluate the acceptance, appropriateness, and use of an experimental Spanish edition of the April 1980 "Ranger Rick's Nature Magazine"; to identify similarities and differences in the reactions to the translated edition of various groups within the Hispanic population; and to collect the recommendations for the Spanish edition from the field test groups. Researchers used a mail questionnaire to survey 2,734 students in 119 classes in grades 4-8 in 17 sites in 7 states, and conducted observations and on-site interviews with a subsample of students and teachers. The respondents represented three major Hispanic groups (Mexican Americans, Cubans, Puerto Ricans) in various socioeconomic groups, from different types of communities (urban, suburban, and rural), and with varying degrees of Spanish and English proficiency. Acceptability and use of the Spanish edition was generally high among students and staff, although the vocabulary level was difficult for younger students. Respondents considered the content, format, and translation to be of exceptionally high quality and most students in all sites wanted to continue receiving the magazine. Results indicated that the approach represented by the Spanish edition had merit, served many pressing educational needs, and should be pursued further.   [More]  Descriptors: Bilingual Education, Conservation Education, Cubans, Elementary Secondary Education

Bamford, Kathryn W.; Mizokawa, Donald T. (1990). Cognitive Development of Children in an Additive-Bilingual Program: The Third Report. The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive-bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study compared 15 children in a Spanish immersion class with 15 children from a standard classroom over the course of three observations during second and third grades. Program type (immersion verses standard) was the independent variable in two comparisons, with nonverbal problem-solving as measured by the appropriate form of Raven's Matrices as the first dependant variable and native-language development as labeled by the Peabody Picture Vocabulary Test-R (PPVT-R) as the second dependent variable. For nonverbal problem-solving, an independent samples t-test on the mean gain in rank revealed significant differences in favor of the immersion children at the third observation, supporting the previously reported results of the second observation. A MANOVA applied to the PPVT-R scores over the three observations revealed no significant differences. The outcomes support the role of bilingualism in the development of symbolic reasoning among children in the early stages of bilingualism, and Lambert's notion of "additive-bilingualism." Descriptors: Bilingual Education, Cognitive Development, Comparative Analysis, Grade 2

Barro, Stephen M. (1983). Federal Service Mandates in Education: A Preliminary Assessment. This assessment of the effectiveness of federal service mandates in addressing equal education goals considers the effects and policy implications of existing and theoretical mandate types. The service mandate is a legal requirement (not contingent upon federal financial aid) that states or districts provide educational services satisfying federal standards to target groups of students. Following discussions of existing mandates to serve handicapped and limited-English-proficient children and theoretical attributes of mandates, fiscal and allocative effects of mandates on federal, state, and local budgets, distributive impact, and effects on services for target groups are discussed. An analysis of policy implications concludes that while service mandates are more certain in effect, more efficient in directing resources, and more easily monitored than federal grants, state and local budgets carry the financial burden of mandated services, and existing fiscal inequities are likely to be exacerbated as federal authority is extended to allocating part of state and local revenue. It is suggested that the disadvantages of mandates can be minimized by accompanying them with grants, and that a mandate plus block grant system could provide services for present target groups as well as for the educationally disadvantaged.   [More]  Descriptors: Bilingual Education, Block Grants, Categorical Aid, Disabilities

Yap, Kim Onn (1984). Standards for Title VII Evaluations: Accommodation for Reality Constraints. Two separate sets of minimum standards designed to guide the evaluation of bilingual projects are proposed. The first set relates to the process in which the evaluation activities are conducted. They include: validity of assessment procedures, validity and reliability of evaluation instruments, representativeness of findings, use of procedures for minimizing error, and use of multiple objectives and multiple measures. The second set of standards relates to the content of the evaluation, and includes: project implementation; student performance; school, family, and community factors; and evaluation use. In implementing evaluation standards, several issues and problem areas are likely to emerge, e.g., resistance to change, burden on resources, and technical issues. However, the development and implementation of sound evaluation standards should go a long way in ensuring the accomplishment of desired outcomes in Title VII projects.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, Evaluation Methods

Dauenhauer, Richard L. (1980). Conflicting Visions in Alaskan Education. Occasional Paper No. 3. The fundamental conflict in the intellectual history of Alaskan education originated in the work of Father John Veniaminov (1797-1879) and Sheldon Jackson (1834-1909), both visionaries and missionaries to Alaska, both educators and founders of schools. The major distinction between them was in their radically differing attitudes toward religion and culture in general, and toward Alaska Native language and culture in particular. Father Veniaminov (later Archbishop Innocent and Saint Innocent) placed tremendous value on education and Native language literacy in the Russian Orthodox missionary effort in Alaska, encouraged Native-born clergy and founded bilingual schools. Sheldon Jackson arrived in Wrangell in 1877, when things were far from genteel; his method was basically the establishment of mission schools as "Protestant Forts" to protect Natives. Jackson came to believe that only through massive acculturation could the Natives be Christianized and therefore spared the military havoc of Native Americans in the lower 48 states. Thus the basic conflict in Alaskan education was and is between those who insist on a link between Christianity and American language and culture, and the influence of Father Veniaminov, who rejected the idea that Christianity is linked to a specific language and culture. A 6-page update concludes the document and calls attention to additional relevant works that in some cases will require eventual minor changes in the text. Descriptors: Acculturation, Alaska Natives, American Indian Education, Bilingual Education Programs

Offenberg, Robert M.; And Others (1984). Bilingual Learning Centers in Elementary Schools, 1982-1983. Report No. 8418. The Bilingual Learning Centers in Elementary Schools program was begun in four Philadelphia public schools in 1982-83. The project's goal was to improve the achievement of limited-English proficiency children through work in bilingual learning centers containing materials and instructional devices for individual and small group work. Learning centers established at the four project schools were equipped to varying degrees by the end of the year. Use of the centers by pupils was associated with improved aural comprehension of English, improved reading vocabulary, and better attendance than the school norm. Learning center use was not associated with statistically significant improvement of English reading comprehension, mathematics, or word study skills test scores. Of the six original objectives, five were attained in full or in part. These outcomes are considered good because the centers had operated for only part of the academic year and without the full complement of instructional devices. Further progress toward the objectives is anticipated by the time of a reexamination of the centers' impact during the 1983-84 school year.   [More]  Descriptors: Academic Achievement, Attendance Patterns, Bilingual Education, Elementary Schools

Wisconsin State Dept. of Public Instruction, Madison. Bureau for Food and Nutrition Services. (1979). Asian and Pacific American Education: Directions for the 1980s. The overall themes of the papers given at the 1979 Conference on Asian and Pacific American Education are summarized here. Topics are equal educational opportunities for Asian and Pacific Americans; the educational needs of Pacific American communities; school district policymaking; the responsiveness of postsecondary education to Asian and Pacific American needs; the National Institute of Education's role in educational research and development; multicultural education; Asian American studies; education and income inequality among Asian Americans; political definitions of educational issues affecting immigrant children; and bilingual day care programs for Asian American children. Descriptors: Asian Americans, Asian Studies, Bilingual Education Programs, Day Care

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1983). New York City Russian Bilingual Program, 1981-1982. O.E.E. Final Evaluation Report. The New York City Russian Bilingual Program, evaluated here, serves students in grades 9-12 in three public and eight private schools. Three groups of subjects are included in the program: English as a second language, native language arts, and content-area subjects. All students take some mainstream classes from the beginning of the program. In addition, bilingual teachers prepare students for mainstreaming by gradually increasing the extent of English usage in content-area classes, and by moving toward greater sophistication in remedial English courses. Three community resource centers provide services for project students from all school sites and act as focal points in relations between the school, the students, their parents, and the local community. In the school year 1981-82, when it served approximately 700 students, the program met most of its instructional objectives. Problems of testing and/or data reporting made assessment of students' development of English syntax skills on a programwide basis difficult, although students seemed to be making more progress than pre-post tests adequately measured. Students at all school sites made statistically and educationally significant gains in reading in their native language and did very well on cultural heritage tests. Program objectives in content areas were also met at all schools. Finally, the attendance rate of program students was quite high.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, English (Second Language), High Schools

Council for Cultural Cooperation, Strasbourg (France). (1983). Compendium of Information on Intercultural Education Schemes in Europe. Education of Migrants' Children. The collection of essays describes 12 European experiments in multicultural education. Most of the complementary experiments focus on the school establishment, taking school and the introduction of intercultural education as a starting point for developing relations with the family and the community. Some concentrate on the means of intercultural education, especially teacher training, cooperation between native and migrant teachers, and the production of teaching aids. Others concentrate from the outset on the community and involve the school as an ideal partner in intercultural education, through the disseminating effect and influence that its action can have. The essays describe experiments in the Federal Republic of Germany, Sweden, the United Kingdom, Turkey, France, Switzerland, and the Netherlands. They include multicultural education projects at the preschool, elementary, secondary, and teacher educational levels and projects that involve Germans and Turks, Finns and Swedes, Yugoslavs and Swedes, Greek Cypriots and English, and Dutch and Turk/Moraccans. The essays show that interculturalism is being increasingly espoused by educational and social officials concerned with the joint education of native and migrant children and with the integration of migrants in local communities. Descriptors: Biculturalism, Bilingual Education, Cooperation, Cultural Awareness

Collier, Catherine (1977). Teacher's Supplement to Accompany the Yup'ik-as-a-Second Language Curriculum. This supplement to the Yup'ik as a Second Language (YSL) curriculum developed in 1976 was written to give new teachers directions for some of the earlier materials and provide supplementary materials and techniques for experienced teachers. Suggestions are made for modifying the elementary level oriented materials to suit secondary school students. The supplement is organized by lesson components rather than by detailed individual lessons. The recommended general format for lessons includes: introductory vocabulary, phonemes, vocabulary development, drills, dialog, songs, cultural enrichment, commands, and games. Each of these lesson elements is treated in a separate chapter which gives classroom techniques, notes on the Yup'ik language for the teacher's use, and examples of classroom activities and drills. Two concluding chapters describe and illustrate classroom action and card games.   [More]  Descriptors: Bilingual Education, Bilingual Instructional Materials, Class Activities, Classroom Techniques

Keane, Demetra Nicolau; And Others (1983). Project L'Ouverture, 1981-1982. O.E.E. Final Evaluation Report. Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to limited-English-speaking Haitian students on a voluntary basis. Evaluation of the 1981-82 school year showed that project staff continued to develop a rapport with project students and the Haitian community. Communication with parents and with school administrators was weak. Documentation of project activities in nearly every area was incomplete and thus hampered evaluation efforts, since it was impossible to gauge the extent or substance of tutorial services, or the number of students actually tutored regularly. There was little evidence of parental involvment or curriculum development. Staff development activities apparently took place, but records were not available. Conclusions must remain largely impressionistic: all three schools attempted to provide intensive instruction in English-as-a-second language, and achievement at the two sites for which test data were reported appeared to be satisfactory. Linguistic issues related to teaching the native language (Creole) were not addressed. However, the project did fulfill a critical need for services previously unavailable at the three schools and provided individual attention to participants.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, English (Second Language)

Zephirin, Henriot; And Others (1983). George W. Wingate High School Bilingual Demonstration College Preparatory Program, 1981-1982. O.E.E. Evaluation Report. In its first year of operation, 1981-82, the Bilingual Demonstration College Preparatory Program in New York City served 81 students of Hispanic origin with limited English proficiency. The program stresses the acquisition of English skills as well as the development of the students' native language and is geared toward mainstreaming students as soon as possible. The program's four major goals are (1) an academically successful student body; (2) enhancement of the staff's professional growth and/or academic skills and a more adequate ethnic balance among the instructional staff; (3) an active parent and community group; and 4) the development of math, social studies, and science materials focusing on the development of basic skills. Attainment of these goals in 1981-82 was negatively affected by the fact that approval to hire staff was not received until two months after the school year had begun. Instructional achievement results were mixed. No formal inservice training for staff took place, and staff development activities were limited to those scheduled schoolwide or within each teacher's academic department. In addition, attempts to get parents involved were unsuccessful. Finally, curriculum materials were developed for both native language arts and social studies. Materials and resources used for this program appear in appendices to this report.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, College Preparation, Curriculum Development

Southwest Educational Development Lab., Austin, TX. (1980). Back Pack: Parent and Child Kits. Actividades para la Familia: Octubre. The Best of BES–Basic Educational Skills Materials. One of a series of documents produced by a nationwide network of early childhood education specialists, teachers, parents, and Head Start staff, the document presents a packet of over 52 home activities in both Spanish and English. Designed for teachers and parents of kindergarteners, the packet was intended to help teachers facilitate the parent's role as primary educators of their children. The unit is arranged into 7 parts, with activities focusing on reading readiness, self-help skills, health and safety, self-concept, cooking, literature, and places to visit. Accompanying student worksheets, cut-out patterns, and games center around an October theme.   [More]  Descriptors: Basic Skills, Bilingual Education, Bilingual Instructional Materials, Childrens Literature

Bradley, Curtis H.; Friedenberg, Joan E. (1983). Bilingual Vocational Instructor Training Program. July 1, 1982 to June 30, 1983. Part I: Performance Report. Part II: Final Evaluation Report. A program was conducted at Florida International University, first, to provide immediate assistance to experienced and prospective vocational instructors and other personnel who are serving limited-English-speaking out-of-school youth and adult vocational students and, second, to develop a model for preparing bilingual vocational instructors and incorporating that model into the regular professional preparation of all vocational instructors serving such students. Before the program started, the directors conducted community and public relations activities to increase awareness and acceptance of the project. During the training sessions, either morning basic skills classes or afternoon vocational English skills workshops were attended by approximately 100 vocational instructors and bilingual instructors and counselors. Materials developed for the course included in the document provide course outlines, vocational English-as-a-second-language components, and public relations materials. Evaluation of the program by outside evaluators and by instructor/students showed that the program was effective and well received. The questionnaire used for evaluation and an overview of questionnaire results are included.   [More]  Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Bilingual Teachers, Inservice Teacher Education

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