Bibliography: Bilingual Education (page 773 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Melvin Goldberg, Michael Travis, Brooklyn New York City Board of Education, Horst Lofgren, John Young, Philip D. Smith, Pirjo Ouvinen-Birgerstam, Sally Botzler, Richard F. Tonigan, and Susan Lachman.

Travis, Michael (1979). Significant Impact of Environment Regarding Eligibility of Native American and Alaskan Native Students for ESEA Title VII Regulations. Early Russian religious and educational influences on the 20 various Alaskan Native languages are described, followed by those of American origin in schools and religious groups after the American purchase in 1867, all of which show the development of diglossia and language shifts. The present dual educational system, which includes state schools and Bureau of Indian Affairs (BIA) schools, has contributed to shifts in language use from Alaskan Native languages to varieties of English or combinations of both. Alaskan Native and non-native students learn native language-specific dialects of English which have their own phonological and syntactical characteristics. Teacher attitudes, knowledge, and understanding, as well as differences in culture-specific modes of discourse, and the use of formalized textbook English are seen as factors which create interethnic communication problems. The geographic and cultural isolation has also been influential in creating a lack of language proficiency and educational achievement. Recommendations for student eligibility for the bilingual program in ESEA Title VII include: identification of limited English proficient students by teacher recommendations and testing; documentation of community language and cultural influences by languages other than English; and description of historical community cultural contribution to the limited English proficiency of target students.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indians, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System. This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the function of the respiratory system, to define the process of inhaling and exhaling, and to describe types of breathing and the breathing process. Contents include list of module objectives; pretest; four sections on (1) respiratory system, (2) inhaling and exhaling, (3) different types of breathing, and (4) the breathing process; posttest; and English/Spanish vocabulary list.  Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are both in English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Barbers, Behavioral Objectives, Bilingual Education

Lofgren, Horst; Ouvinen-Birgerstam, Pirjo (1980). A Bilingual Model for the Teaching of Immigrant Children. This report presents results of research conducted in conjunction with a Swedish project focused on the bilingual instruction of immigrant children. The main aim of the project was to construct a model for teaching children with a mother-tongue other than Swedish (in this case, Finnish) in a way that would provide them the same educational and developmental opportunities as Swedish children. The report discusses the teaching model used by the project for the first three years of comprehensive schooling and the effects the model had on the progress of the children. The teaching model used in the project combined in one class a group of Finnish pupils and a group of Swedish pupils. The immigrant pupils were taught by both a teacher speaking their mother-tongue and a Swedish teacher who also instructed the Swedish-speaking pupils. Four cohorts of Finnish immigrant children born in successive years between 1966 and 1969 participated in the project and the research. Cohorts were formed by offering free places in a bilingual preschool program. The original number of children in each cohort was between 11 and 15. Data, collected continuously from 1972 to 1979 for the four cohorts, consisted of Finnish and Swedish school and language proficiency tests, teachers' observations and ratings, intelligence tests, and interviews with parents. The results of several different comparisons of populations and explorations of relationships between variables are reported. Descriptors: Academic Achievement, Achievement Rating, Bilingual Education, Comparative Analysis

Gonzalez, Andrew (1979). Becoming Bilingual in English in a Philippine Setting: A Partial Report of a Manila Sample. Philippine students in grades K-6, representing different socioeconomic classes, participated in individual elicitation sessions. Using Pilipino (Tagalog) as the language of elicitation, experimenters used pictorial stimuli to elicit specific structures of English grammar, in order to discover if the subjects had mastered these structures. Only the results for middle-income students are disclosed in this preliminary report. Findings cover the acquisition of the following features: noun subsystem (plurals and pronominal system), verbal subsystem questions, relative clauses, and complements (gerund and infinitive). Age of acquisition of certain features was found to vary according to sex. Time lags between year of entry into the syllabus and year of feature acquisition are specified. Coping strategies of the Filipino English-learner at the morphological, lexical, and syntactic levels are detailed. It is concluded that, in general, the Filipino child learning English through a school bilingual program does not master the structures necessary for the initial stage of language learning even after six years. Implications for curriculum development are set forth. Descriptors: Bilingual Education, Bilingualism, Children, Elementary Education

Tonigan, Richard F. (1979). Educational Program Status Report. Ganado Public Schools. Prepared as background information for a future long-range comprehensive plan, this status study was done to determine the scope and nature of the current educational program and facilities in the four schools operated by the Ganado Public School District. To accomplish the project, the staff of consultants followed a 5-part procedure: (1) examined faculty and administrative prepared North Central Association documents (1978); (2) examined North Central Association review team's re-evaluation report (1978); (3) observed district school plants; (4) interviewed and questioned selected school personnel; and (5) researched documents from interviewed personnel. Observers concentrated on gaining overall impressions of the settings in which teaching and learning take place in the four schools. The combination of high rates of personnel turnover, inadequate facilities, and widely scattered facilities was determined to be contributing significantly to communication difficulties, thereby impacting the satisfactory operation of the instructional program. In order to improve the inadequate programs and facilities, it was concluded that the long-range master plan be completed and implemented as soon as it was financially feasible. Descriptors: American Indian Education, American Indians, Bilingual Education, Curriculum Evaluation

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1980). Grover Cleveland High School Basic Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-80. This report is an evaluation of a Title VII Bilingual Program conducted for Spanish speaking and Italian speaking high school students in 1979-1980. A section devoted to the program's description discusses: (1) the school district demography; (2) characteristics of the program participants; (3) personnel and administration; and (4) program goals and objectives. The structure of the English, Italian, and Spanish instructional programs is reviewed. Curriculum development, staff development, and supportive services, including home visits, guidance, and follow-up, are examined. Parent involvement and affective domain are also discussed. Tests results for both Italian and Spanish speaking students are presented for: (1) the Criterion Referenced English Syntax Test; (2) native language reading achievement; (3) mathematics performance; (4) science performance; (5) social studies performance; and (6) native language arts performance. Tables show attendance rates for both groups and a comparison of drop-out rates of program and mainstream students. Conclusions and recommendations are offered.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Curriculum Development, Dropout Rate

Young, John; Driscoll, Berle M. (1980). ESEA Title VII Chinese Bilingual Program. Community School District One. Final Evaluation Report, 1979-1980. This report examines the progress and achievements of a Title VII Chinese Bilingual Program conducted in New York City in 1979-1980. The economic and ethnic composition of the school district and the school population are discussed in the introduction. The evaluation's design and data collection procedures are outlined along with the program's goals and objectives. The bilingual program's instructional scheme is examined in terms of class organization and curriculum instruction. Materials and techniques used in various content areas are described in a grade by grade breakdown that covers grades 1 through 9. Content areas include: (1) English language activities; (2) Chinese reading and language arts; (3) reading; (4) mathematics; (5) activities related to culture; and (6) the use of educational and cultural resources. Observations regarding attendance and parent involvement are drawn from attendance records and questionnaires. The results of a language assessment battery and the parents' questionnaires are presented. The report concludes with a positive evaluation of the program.   [More]  Descriptors: Bilingual Education, Chinese, Chinese Americans, Class Organization

Goldberg, Melvin; And Others (1980). Title VII Bilingual Bicultural Program. Community School District 5. Evaluation Report, 1979-1980. This Title VII Bilingual/Bicultural Program was conducted in a New York City community school district in 1979-1980. It served limited English speaking Hispanic students in grades K-9. It provided subject area instruction in the students' native or dominant language, with an emphasis on reading instruction. The introduction of the report describes the program, its services, objectives, and staffing pattern. Methods used by evaluators are reviewed with emphasis on classroom observation techniques. Areas discussed include: (1) courses taken by teachers and paraprofessionals; (2) workshops for teachers and paraprofessionals; (3) parental involvement; (4) program management; and (5) observations of the Bureau for Monitoring and Review. Test data are presented for Spanish reading achievement, mathematics achievement, and preschool general ability. Data are arranged by grade, school, and district over a three year period. Conclusions and recommendations are included.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Curriculum Development, Elementary Secondary Education

National Inst. of Education (DHEW), Washington, DC. (1980). Conference on the Educational and Occupational Needs of Hispanic Women, June 29-30, 1976, December 10-12, 1976. Twenty-four Hispanic American professional women drawn from the fields of education, social services, and government by the Women's Research Program of the National Institute of Education met to develop a national research agenda which would begin to address the educational and occupational needs of Hispanic women. Twelve papers presented by activists and researchers at the conference dealt with: the lack of political involvement of Hispanic women; Hispanic women in education in New York and Chicago; Puerto Rican women in higher education; impediments to organizing Hispanic women; the cult of virginity; guidance and counseling of Hispanic girls; an overview of La Chicana and Chicana identity; relevant social issues; approaches to education for the Hispanic woman; and the Hispanic woman's marginal status. Participants identified four major issues: the lack of accurate research on Hispanic women; the identification of barriers to organizing Hispanic women; the identification of factors contributing to heavy employment of Hispanic women in low level positions; and the impact of existing equal rights legislation on Hispanic women. Participants came to the conference from varied Hispanic backgrounds but achieved a unity independent of geographical differences which was reflected in a philosophical statement of purpose and in a series of detailed recommendations regarding policy and research.   [More]  Descriptors: Bilingual Education, Cubans, Dominicans, Educational Needs

Botzler, Sally, Ed. (1980). The Cultural Exchange, A Cross-Cultural and Interdisciplinary Multicultural Education Curriculum for Grades 4-8. A Bibliography of Student and Teacher Materials for Primary Through High School Levels Dealing with Multicultural Concepts. This bibliography lists over 1300 books for both students and teachers, learning kits, and curriculum materials which focus on multicultural/ethnic studies in grades 4-8. Topics covered include fine arts, language and literature, and social sciences. All materials are located in the Humboldt (California) Educational Resource Center. Entries are listed according to ten subject areas: values and self-concept; multicultural concepts in general; Native American, black American, Asian American, Mexican American, Portuguese American and Euro-American cultures; bilingual/English second language; and recommended films. The amount of information provided for each entry varies from author and title only to author, title, publisher, date, page numbers, and appropriate grade level.  Appendices list sources for the evaluation of ethnic materials, a directory of publishers, and a directory of film producers. Descriptors: American Indians, Asian Americans, Bilingual Education, Blacks

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 8.0: Excretory System. This module on the excretory system is the eighth (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to discuss the importance of knowledge of systems in the human body to cosmetologists and barbers, to discuss perspiration and its importance, and to describe function of the kidneys, liver, large intestine, and lungs. Contents include list of module objectives; pretest; four sections on (1) The Body is a Wonderful Machine, (2) Is It Healthy to Perspire?, (3) The Kidneys, and (4) Vital Organs of the Excretory System; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

Kazlow, Carole; Lachman, Susan (1980). Bilingual Program-District 13. Funded under ESEA Title VII. Final Report, September 1, 1979-August 31, 1980. This report is an evaluation of a Title VII Bilingual Program conducted in New York City in 1979-1980 for Spanish speaking students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The report presents student test scores in Spanish and English reading achievement along with explanatory notes. The evaluation considered the following facets of the program: (1) rooms and materials; (2) class structure and departmentalized instruction; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report concludes with a series of recommendations regarding testing, grouping, staff development, resources, and student placement.   [More]  Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Class Organization

Irizarry, Ruddie A.; And Others (1980). Fort Hamilton High School Project GRASP. ESEA Title VII. Final Evaluation Report, 1979-1980. This report is an evaluation of a Title VII Bilingual Program conducted at the Fort Hamilton High School in Brooklyn, New York, in 1979-1980. This bilingual program provided instruction for Greek, Spanish, and Arabic speaking students. The ethnic and economic composition of the neighborhood and of the school population are discussed, and the program's objectives, funding sources, and uses of those funds are examined. The program is analyzed in the following areas: (1) class organization; (2) curriculum and materials development; (3) staff development; (4) parental and community involvement; (5) supportive services; and (6) affective domain. Tables are presented measuring each student ethnic group's achievement level in social studies, science, mathematics, and English and native language development. The tables also indicate students' performance on the Criterion Referenced English Syntax Test (CREST). The report concludes with a positive assessment of the program.   [More]  Descriptors: Achievement Gains, Arabs, Bilingual Education, Class Organization

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1980). A Vitalized Transitional Program for Bilingual High School Students, George Washington High School. ESEA Title VII Final Evaluation Report, 1979-1980. During the 1979-1980 school year, the George Washington High School Bilingual Program served 310 ninth and tenth grade Spanish speaking students whose command of English was severely limited. The students received intensive instruction in English as a Second Language and content area instruction in Spanish. Additional program components included supportive services, staff development, parental involvement, curriculum development, and extracurricular activities. Evaluation of the program was accomplished through a comparison of outcomes to objectives. It was found that: (1) students mastered more objectives per month in English as a Second Language than were expected by program criteria; (2) students demonstrated statistically significant gains in Spanish reading achievement; (3) in the content areas, most groups of students achieved the criterion in mathematics, no groups achieved the criterion in science, only tenth grade groups reached the criterion in social studies, and all groups exceeded the expected criterion in language arts; (4) curriculum development objectives were met successfully; (5) inservice programs were held for teachers; and (6) increasing numbers of parents participated in school activities.   [More]  Descriptors: Academic Achievement, Bilingual Education, Criterion Referenced Tests, English (Second Language)

Smith, Philip D., Jr.; And Others (1980). A La Buena: Living Better. Bilingual Adult Proficiency Level Materials for Everyday Living. These bilingual English/Spanish Adult Proficiency Materials comprise three adult education courses in these areas: consumer education, health, and nutrition. Part 1, Consumer Education, covers these topics: money management, credit, frauds, consumer complaints, housing, utility bills, saving energy, banking, insurance (car, health, life), buying a car, and clothing. Part 2, Health, includes personal hygiene, prenatal care, types of doctors, heart diseases, drugs, alcohol, smoking, immunizations, eye and dental care for children, and common illnesses. Part 3, Nutrition, covers these areas: balanced diet, four basic food groups, obesity, dieting, exercise, comparative shopping, advertising, and ordering by mail. Each lesson or topic may include some or all of the following: objective(s), teacher guide or suggestions, informative materials, reading selections, questions, student exercises and/or activities, and suggested activities. Following an English version of all materials in each of the three sections, most student materials are repeated in Spanish. Descriptors: Adult Education, Alcohol Education, Behavioral Objectives, Bilingual Education

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