Bibliography: Bilingual Education (page 763 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert Tobias, Stephen T. Wallace, Brooklyn New York City Board of Education, Philip Hermans, Rima Shore, Estela M. Bensimon, Beverly Lorene Crum, T. L. McCarty, Jose Luis Keyes, and Judith A. Torres.

Cochran, Effie Papatzikou; Cotayo, Armando (1983). Louis D. Brandeis High School. Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1981-1982. The Demonstration Bilingual Enrichment College Preparatory Program at Louis D. Brandeis High School in New York City is designed to address the needs of the "academically more able" student with limited English proficiency. The program supplements the school's existing services for 120 Spanish-dominant students, and offers instructional programs in cultural activities, special mathematics and English courses geared to college entrance examinations, and college advisement. An evaluation of the program's first year, based on student achievement in English language development and growth in their mastery of their native language, mathematics, social studies, and science, shows that (1) students mastered 1.3 objectives per month of instruction in English as a second language, but fell short of the program objective of 1.5 per month; (2) students made statistically and educationally significant gains in reading; (3) most of the students passed teacher-made examinations in mathematics in courses taught in both English and Spanish; (4) all 29 students who took Spanish language courses passed; (5) the majority of students who took teacher-made tests on science courses in English and Spanish passed; (6) the program objective for social studies was maintained; and (7) the program students' attendance surpassed the school-wide attendance average. Recommendations for further improvement of the program are included in the evaluation.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Enrichment, Educational Counseling

Austin Independent School District, TX. Office of Research and Evaluation. (1982). 1981-1982 Evaluation Findings. The findings in evaluation and testing activities of the Austin Independent School District (AISD) during the 1981-82 school year are summarized. The first section, "1982 at a Glance," discusses the evaluation findings as a whole. Final reports and abstracts of related reports on achievement test results are presented for the district overall in basic skills, for low socioeconomic status and minority students, and for minimum competency requirements. The results of evaluations are presented, relating to ongoing district activities like the Professional Personnel Evaluation System, the Chronologically Controlled Developmental Education Pilot Project, the Accreditation Process, and a Retention and Promotion Study; and specific activities, like the Drugs Off Campus program, a Gifted and Talented identification program, and an Elementary Staffing Formula Study. The system-wide effects of desegregation are also reported. The results of the Elementary and Secondary Education Act Title I are summarized by program components, with a separate section on the Title I Migrant program. Reports on local and state bilingual programs and the Title VII Bilingual Preschool Project are included. State Compensatory Education results also discuss the Texas Assessment of Basic Skills. Abstracts of reports on AISD research by external researchers are included.   [More]  Descriptors: Academic Achievement, Achievement Tests, Basic Skills, Bilingual Education

Tobias, Robert; And Others (1983). SETRC Basic Training Program. O.E.E. Evaluation Report, 1981-82. The Special Education Training and Resource Center (SETRC) program was developed in 1979-80 to design, provide, and coordinate specialized staff and parent training to ensure that handicapped students in New York City Schools receive appropriate and meaningful education in accordance with public policy. An evaluation of the program in the 1981-82 school year showed that, as in the past, the program performed competently and efficiently. Tasks undertaken included: preparing a substantial quantity of training materials; maintaining accurate records of extensive and diversified activities; writing detailed reports; conducting surveys; and providing a wide variety of parent and teacher workshops, intensive training, and inservice courses. In addition, the 1981-82 program addressed, for the first time, issues in teaching bilingual/bicultural handicapped children. The SETRC program was judged effective in designing and executing the various forms of staff training needed to ensure the appropriate education of all handicapped children. The program was well perceived by the participants, and further funding was recommended.   [More]  Descriptors: Bilingual Education, Disabilities, Elementary Secondary Education, Information Dissemination

Gomez, David; And Others (1983). Theodore Roosevelt High School. Project SUCCESS: Striving Upward through College and Career Education. O.E.E. Evaluation Report, 1981-1982. In 1981-82, Project SUCCESS (Striving Upward through College and Career Education for Spanish Speakers), at Theodore Roosevelt High School in New York City, provided instructional and support services for 300 Spanish speaking students of limited English proficiency. The program consisted of: (1) a high school equivalency preparation component, which served school dropouts and students who were overage or had passed their expected date of graduation; (2) a dropout prevention clinic, which provided potential dropouts with intensive basic skills instruction to enable them to function in the school's mainstream; and (3) a college/career orientation program for seniors, juniors, and participants in the high school equivalency and dropout prevention components. Instructional services included English as a second language; Spanish language arts; bilingual history, economics, mathematics, and science; and mainstream courses. Non-instructional activities consisted of support and counseling services; curriculum development; staff development; and parent involvement. Evaluation of the project indicated that: (1) students' English reading performance varied on different tests; (2) significant gains were made in Spanish reading; (3) passing rates exceeded the 60 percent target in all subject areas (except mathematics in the spring term); (4) fewer than 50 percent of participants in the dropout prevention program were mainstreamed; and (5) the program attendance rate exceeded the school-wide rate. Recommendations for program improvement were formulated.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Career Counseling, Dropout Prevention

Torres, Judith; Bensimon, Estela M. (1983). Morris High School Betterment through Bilingualism. O.E.E. Evaluation Report, 1981-1982. This report summarizes the evaluation of the Betterment through Bilingualism Program at Morris High School, New York City, in 1981-82. The program was funded by Title VII of the Elementary and Secondary Education Act for the purpose of developing Hispanic students' English language skills and preventing truancy. Three hundred students were enrolled in the program, half of whom were in ninth grade. Chapter 1 of the report describes student characteristics (sex, grade, race, origin of birth, etc.). Chapter 2 outlines the program's policy, philosophy, organization, funding, and its goals. Chapter 3 highlights instructional components of the program, including native language arts and mainstream courses. Chapter 4 describes the program's noninstructional components: supportive services (educational and personal counseling, home visits); curriculum development; staff development; and parental involvement. Chapter 5 presents the assessment instruments and procedures, and the results of student testing. It is stated that although improvements were noted (from previous years) in staff and curriculum development and classroom language policy, the program still does not demonstrate adequate interface between content area curricula and career/vocational education. Overall, however, the program is judged to be successful. Specific recommendations are offered for improvement in deficient areas. Appended to the report are various instructional aids, evaluation forms, and a bilingual newsletter from the school.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Career Education, Curriculum Development

California Univ., Los Angeles. Center for the Study of Evaluation. (1980). Planning for Management. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop V. A leader's guide for conducting a workshop on managing bilingual program evaluations is presented as part of the Bilingual Evaluation Technical Assistance (BETA) project. After examining how to organize the workshop, the following aids are presented: a preworkshop preparation checklist, a sample room arrangement diagram, a workshop time schedule, and instructions for conducting the workshop, including the actual script. Management of evaluation is discussed in regard to the following major stages: scheduling the evaluation tasks, estimating staff needs, budgeting for the evaluation, monitoring the evaluation, and reporting the evaluation results. The workshop also provides: background information on the research and development work conducted by the Center for the Study of Evaluation at the University of California, Los Angeles; an overview of the BETA project and the five workshops; an analysis of the major tasks in evaluation management; and an analysis of the major stages in bilingual program development (needs assessment, program planning, program implementation, formative evaluation, and summative evaluation). Descriptors: Bilingual Education Programs, Budgeting, Data Collection, Elementary Secondary Education

Torres, Judith A.; And Others (1983). Sarah J. Hale High School. Project BECOME. O.E.E. Evaluation Report, 1981-1982. Project BECOME at Sarah J. Hale High School in Brooklyn, New York, was designed to provide instruction in English as a second language and in native language arts, as well as bilingual instruction in social studies, mathematics, and science, for Hispanic and Haitian high school students of limited English proficiency. In 1981-82, the second year of implementation, the project served 210 students. This report describes the project context, participant characteristics, objectives, organization, staffing, instructional activities, noninstructional activities (support services, curriculum development, parent involvement, staff development, and extracurricular activities), and evaluation. Evaluation results indicate that, in general, the program participants (1) met the criterion objective of one English syntax objective mastered per month of instruction; (2) made gains in English language skills, native language arts (Spanish, or French and Creole) mathematics, science, and social studies; (3) achieved high rates of success in business and vocational courses; and (4) had an attendance rate that was higher than the overall school attendance rate. Recommendations for improving the effectiveness of the program are presented.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, English (Second Language)

Crum, Beverly Lorene (1980). Using a Native American Language as a Classroom Teaching Tool: Teaching Shoshoni Poetry. Children responded enthusiastically to a program that used Shoshoni poetry songs to teach some concepts about human languages in general. Twelve children (four Caucasian, eight Native American) in grades 1-3 and their parents met for four 1-hour sessions. The lessons focused on the sound, meaning, and word order of the Shoshoni language; Shoshoni poem songs; Shoshoni instruments; and American Indian rituals. Participants studied four specific Shoshoni poems: Furry Wolf, Our Pet Yampa Dog, My Creation, and What Our Mothers Have Prepared. Participants successfully compared the English and Shoshoni alphabets, learned the meanings of the four poetry songs, learned to sing and dance the songs, made drums and necklaces, and held an honor dance and give away for two children. The children readily learned Shoshoni pronunciation and particpated eagerly in the classes, as did many parents. For each poem, the project report includes the Shoshoni poetry, a free English translation, a text analysis, general comments, and the poetry with musical notation. Lesson plans for the four sessions include general goals, behavioral objectives, materials used, procedure, evaluation of the plan, comments on the materials, and a bibliography. The program is applicable to other languages and cultures. Descriptors: American Indian Culture, American Indian Education, American Indian Languages, American Indian Studies

Shore, Rima; And Others (1983). South Shore High School. Project VIBES. O.E.E. Evaluation Report, 1981-1982. In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish language arts; and environmental science (taught in English, but geared to the needs of students with limited English proficiency) for Israeli and Hispanic participants. The report describes the project content, participants, instructional component, noninstructional activities (support services, curriculum development, and staff development), and evaluation. Evaluation findings indicate that: (1) achievement gains in English syntax were below the criterion objective; (2) passing rates in mathematics, science, and social studies were above 70 percent; (3) passing rates in native language arts were 80 percent or better (except for a 60 percent passing rate for ninth graders in the fall); and (4) participants' attendance rates exceeded the school-wide attendance rates at all levels. Recommendations for program improvement are presented.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), French

Keyes, Jose Luis; And Others (1983). DeWitt Clinton High School. Bilingual-Bicultural Program. O.E.E. Evaluation Report, 1981-1982. The Bilingual-Bicultural Program at DeWitt Clinton High School, Bronx, New York, was designed to provide support services to students with problems in reading and writing skills, and in linguistic, academic, and classroom adjustment. The program offered instruction in English as a Second language (ESL), Spanish for native speakers, Spanish as a second language (SSL), and bicultural content area courses to 214 students in 1982. An evaluation of the program, based on students' achievement in English language development, mastery of their native language, mathematics, social studies, and science showed: (1) levels 9 and 10 students demonstrated a moderate improvement in English, while level 11 students showed a slight decline; (2) the performance of students at all levels and grades improved in Spanish; (3) level 11 students showed a moderate improvement in mathematics, while level 9 and 10 students showed a slight decline; (4) the majority of the students who received instruction in English did well in teacher made tests in mathematics, science, social studies, and native language; and (5) student attendance objectives for the program were met. Recruitment of more bilingual personnel was recommended. Statistical data on staff development is appended to this evaluation report. Also appended are lists of services and cultural activities for bilingual students, and records of parental involvement.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), High Schools

Wallace, Stephen T.; McCarty, T. L. (1983). Navajo Changes–A History of the Navajo People = Dinetahgi Lahgo Ahoodzaa–Dine Bahane. Teacher's Guide. Fifth-Eighth Grade Navajo Bilingual-Bicultural Social Studies Curriculum. As an accompaniment to the grade 5-8 bilingual-bicultural social studies text focusing on Navajo history, the guide helps the teacher assist students through learning experiences designed to develop inquiry and social studies skills; reinforce Navajo and English literacy, communication, and math skills; and enhance appreciation and respect for Navajos. The guide contains general information on how to use the text and the guide itself, how to use language in the classroom, and how to evaluate student progress. It also contains detailed information on how to use the inquiry approach and on the role of questioning in the classroom. The teacher's guide is organized around chapters in the student text. For each chapter, the guide notes the purpose, the concepts, and the main ideas to be covered; lists the skills to be developed, the objectives to be achieved, the materials needed, and the suggested time for each activity; and describes numerous related teacher strategies and activities. At the end of the guide are reference lists for each chapter.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian History, American Indians

Di Martino, Vincent James; And Others (1983). Grover Cleveland High School. Basic Bilingual Program. O.E.E. Evaluation Report, 1981-1982. This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The major goal of the program was to promote the acquisition of English language skills needed for mainstreaming within a 2-year span, while nurturing strong personal and ethnic identity in the students. Supportive services were provided for staff development, career counseling, and parental involvement through home visits. Evaluation findings for 1981-82 indicate that students were meeting program objectives in English language development, and achieving high rates of passing in native language arts. Passing rates varied in content area courses. In addition, the attendance rate of program students was higher than the average school wide attendance. Recommendations to enhance program effectiveness are made in this report. Statistical data on staff characteristics are appended.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, High Schools

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1982). Bilingual Pupil Services. E.S.E.A. Title I, O.E.E. Evaluation Report, 1981-1982. The Bilingual Pupil Services Project is a compensatory education program that aims to improve achievement in English reading, Spanish reading, and mathematics among Spanish speaking students of limited English proficiency. In 1981-82, the program served 1,369 elementary school students in New York City. To accomplish its goals, the program trained 57 paraprofessionals for bilingual reading and mathematics instruction, developed classroom curricula, and recruited parent involvement in the program. Evaluation of the project indicated that (1) at all grade levels, students in the program demonstrated significant achievement gains in English, Spanish, and mathematics; (2) participants' attendance rates were high; (3) the paraprofessionals rated the program very highly; and (4) involvement in the program allowed 28 percent of the paraprofessionals to receive their baccalaureate degree. It was recommended by the evaluators that a new testing program be used in evaluation and that the paraprofessional training program be reviewed to determine its adequacy. This report includes appendices of materials used in project implementation and evaluation.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Bilingual Teacher Aides, Compensatory Education

Wanyoike, E. N. (1982). A Teacher Training Reading Methodology Manual in Kiswahili for Lower Primary Classes in Kenya. African Studies in Curriculum Development & Evaluation. No. 62. Kiswahili was declared the national language of Kenya in 1968 and since then has also been established as the language of parliamentary debate. There are, however, inadequate instructional materials in this language, particularly at the primary level of schooling. Since there are almost 20 different languages, or dialects, in Kenya, Kiswahili must be taught as a second language to a number of children in the early grades. This teacher's manual provides a methodology for instructing children in reading, speaking, and writing Kiswahili. Chapter 1 presents an overview of the language situation in Kenya and the language learning needs of the Kenyan child, who may speak a different mother tongue and must learn not only Kiswahili but also, in later years, English. Chapter 2 discusses the basic language skills of listening, speaking, reading, and writing. Methods of teaching reading are addressed in the third chapter. Chapters 4 and 5 are devoted to reading Kiswahili as a first and as a second language. Suggestions are made in chapter 6 for supportive reading materials which may be created by the teacher, and the seventh chapter presents ways to reinforce reading skills through handwriting and creative writing exercises. Chapter 8 offers a short conclusion, and there are three one-page appendices. Descriptors: Bilingual Education, Class Activities, Creative Writing, Developing Nations

Hermans, Philip (1983). Case Study on Skovde Municipality and Its Ethnic Minorities (Sweden). The CDCC's Project No. 7.: "The Education and Cultural Development of Migrants". A 1970's educational program in Skovde, Sweden, supports the country's immigrant policy of equality, freedom of choice, and cooperation by providing for active bilingualism among immigrant children at school. The program provides instruction from certified bilingual teachers in 16 home languages for immigrant groups dominated by Finns but also including Yugoslavs, Turks, Syrians, Assyrians, Danes, and Norwegians. While some groups refuse home-language instruction, most take advantage of it. Part of the normal school program, the immigrant activities include education at three levels. Preschool education, for ages 5-6, is entirely in the home language for the larger immigrant groups. During the first six years of compulsory school (ages 7-16), large immigrant groups can have completely separate instruction with Swedish taught as a foreign language. During the last three years, instruction is in Swedish and special help is available. During upper secondary school, lasting 2-4 years, foreign students get two hours of home-language instruction weekly. Outside the schools, adult basic education for immigrants is available within the workplace. Transfer of the Skovde program to other locations would depend on sufficient financial support, a large migrant group, school administration autonomy, and recognition of immigrants' integral place in society. Descriptors: Adult Basic Education, Bilingual Education, Case Studies, Educational Finance

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