Bibliography: Bilingual Education (page 774 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Brooklyn New York City Board of Education, David Stockley, Ottawa (Ontario). Canadian Consultative Council on Multiculturalism, Isabel Schon, Robert A. Fox, Ruddie A. Irizarry, Emma Gable, Lydia Dirks, Ted Hurwitz, and Lois Foster.

Foster, Carl G., Ed.; And Others (1980). Reservation Schools and 95-561: The Administrator and the Curriculum. This collection of nine essays and reports which deal with issues of importance in the progression of Native American education was published by members of the Dine Teacher Corps Project '78 in an effort to stimulate the thinking of curriculum practitioners; content is aimed at affecting administrative styles and the construction and implementation of curriculum. An introduction relates a brief history of Indian Education and reports that the most fundamental need presently is for a change in point of view. Chapters one and two are devoted to the administrative leadership styles necessary for programming; the third and fourth discuss the administrator's role in the development of instructional programs; the fifth and sixth use specific bilingual programming to show the relationship a curriculum must have to particular Indian values, experiences, and needs; and the seventh, eighth and ninth chapters report studies on inservice, financial planning, and leadership programs which are designed to assist the administrator to successfully facilitate effective changes in Native American education. Descriptors: Administrator Responsibility, Administrator Role, American Indian Education, American Indian Reservations

Do, Dinh Tuan; And Others (1976). Biology: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in biology is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. Descriptors: Academic Education, Bilingual Education, Biological Sciences, Biology

Foster, Carl G.; Gable, Emma (1980). The Indian Child in Special Education: Two Persons' Perceptions. The implementation of PL 94-142, special education for Native American children, is addressed in these six essays. PL 94-142 guarantees all exceptional children the right to a free education; in addition the child's program must be tailored to meet the pupil's individualized needs with all instruction appropriate to the child, providing a least restrictive environment for his participation in learning. For the Native American exceptional child, this concept of education presents a temporary hindrance, yet an innovation. The referral process is activated only when a child seems unable to function adequately in the environment. On the reservation, the school has assumed this role of referral, although parents or guardians may accept the responsibility to refer a student. The referral is evaluated. This step includes a complete explanation of the evaluation so both the parent or guardian and the child understand what is involved; an explanation in their native language may be necessary. After the child's primary language is determined, the evaluation is conducted. Once the evaluation is complete, a multidiciplinary meeting, placement of the child, and an individualized education program are undertaken. The parent or guardian may participate in this meeting and an interpretor may be present to establish open communication. This procedure is not always conducted in this manner at schools on the reservation. An immediate redress of the referral process may be facilitated when parents' rights have been violated, educational direction of the child is hindered, or there is dissatisfaction with the referral process, student placement, or individualized program. Mainstreaming processes are briefly described. Descriptors: American Indian Education, American Indians, Bilingual Education, Communicative Competence (Languages)

Verbist, R., Ed.; And Others (1978). Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, 2, Scientia Paedagogica Experimentalis. This journal of educational research contains five papers written by international authors. The initial paper presents the evaluation of a French immersion program for students from the second through the fourth grade in Toronto. The aim of the second paper, written in French with an English summary, was to find the attitude dimensions of French Canadian primary school teachers and to discover the contents of those dimensions. The third paper, also in French, describes an experiment of computer assisted instruction for diabetic, insulin dependent patients. The fourth paper identifies problems experienced by first year university students of various ethnic backgrounds at the University of Fort Hare, South Africa. The final paper investigates relationships among locus of control, difficulties with social groups, and psycho-social difficulties in social situations. Current educational research being done by various international educators is chronicled, and information about current events of the World Association for Educational Research is presented. Descriptors: Attitude Measures, Bilingual Education, Computer Assisted Instruction, Diabetes

Lopez, Thomas R., Ed. (1979). No One Model American. The University of Toledo College of Education 1979/Educational Comment. Endorsing the principle that there is no one model American, the 10 essays in this monograph demonstrate cultural pluralism and illustrate the need for multicultural education in American schools. A general statement, adopted by the American Association of Colleges for Teacher Education, emphasizes that multicultural education affirms that schools should be oriented toward the cultural enrichment of all children through programs rooted to the preservation and extension of cultural alternatives. The following authors and articles examine cultural, ethnic, religious, racial, regional, and sexual differences in America and present suggestions for incorporating multicultural education in the schools: "The Case of Afro-Americans" by Herbert Douglas; "The Case of Appalachians" by Julia Damron Porter; "The Case of Evangelicals" by Harold W. Berk; "The Case of Jews, Italians, Irish and Chinese" by Martin L. Berman and Albert W. Vogel; "The Case of Mexican Americans" by John A. Garcia; "The Case of Rom" by Albert W. Vogel and Martin L. Berman; "The Case of Women" by Ann S. Nihlen; "Toward Multicultural Education: Some Caveats" by Thomas R. Lopez, Jr.; "Toward a New Unity" by John T. Zepper; and "Accreditation and Multicultural Education: The Standards and Their Implications" by Robert T. Utz. Descriptors: Academic Standards, Biculturalism, Bilingual Education, Black Studies

Sanchez, Juanita L. (1978). A Comparison of Achievement of Mexican and Mexican-American Children in the Areas of Reading and Mathematics When Taught Within a Cooperative and Competitive Goal Structure. Mexican and Mexican American students enrolled in 58 bilingual settings (grades K-6) were studied to determine whether there was a relationship between student achievement and specific ethnic and profile characteristics of students and teachers. Five student-related independent variables were based on language dominance. Teacher-related independent variables were cooperative response, teacher training, ethnicity, and grade level taught. A significant relationship existed between cooperative response and achievement of Mexican and Mexican-American students in the areas of reading and mathematics. Mexican and Mexican-American students responded negatively to a cooperative teacher in the lower grades (K-2) and positively in the upper grades (3-6). Students responded positively to the competitive teacher in the earlier grades and negatively to the competitive teacher in the upper grades. Influence, both positive and negative, was at the 5% level of significance. A bilingual setting with a bilingual Chicano teacher yielded positive results in reading and mathematics. Systematic differences in social motivations and learning styles existing between ethnic student populations also seemed to contribute at a significant level. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Competition

Statistics Canada, Ottawa (Ontario). Education, Science, and Culture Div. (1979). Minority and Second Language Education, Elementary and Secondary Levels. Time Devoted to Second Language Instruction. This publication provides information on programs of study in Canada under the following headings: (1) the language of the minority group (French in nine of the provinces, English in Quebec) as a subject of study, showing grade enrollments and participation rates; (2) the language of the minority qroup as a first language (designed for French mother-tongue children outside Quebec and for English mother-tongue children in Quebec) providing enrollments, participation rates, and participation indices; and (3) French immersion programs outside the province of Quebec. In addition to the program descriptions and information, an overview is provided of the three programs as they are offered throughout the country. The backqround to the provincial programs is discussed and some cautionary notes with respect to the use of the data are provided. Descriptors: Bilingual Education, Bilingualism, Educational Assessment, Educational Policy

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1980). South Shore High School Project BLAST. Bilingual Assistance for Students. Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at South Shore High School in Brooklyn, New York, in 1979-1980. The program served Russian, Haitian Creole, and Spanish speaking students in both public and private schools. The evaluation provides a demographic analysis of the school's environment, information on student characteristics, and a program description. Instructional components of the program discussed include: (1) programming and transition; (2) funding; (3) bilingual classes; and (4) mainstream classes. Non-instructional components reviewed include: (1) curriculum and materials development; (2) supportive services; (3) staff characteristics; (4) staff development; (5) parental and community involvement; and (6) affective domain. The private school component of the program is also covered. Tables show students' results on the Criterion Referenced English Syntax Test. Students' performance and achievement is also shown for mathematics, native language arts, science, social studies, and reading. Attendance figures are presented for all students. Conclusions and recommendations based on the evaluation are offered.   [More]  Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Development

Canadian Consultative Council on Multiculturalism, Ottawa (Ontario). (1977). A Report of the Canadian Consultative Council on Multiculturalism 1977. Rapport du Conseil Consultatif Canadien du Multiculturalisme 1977. In its capacity as an advisory body to the Canadian Minister of State for Multiculturalism, the Canadian Consultative Council on Multiculturalism prepared this report, written in English and French, in order to compare the government's policy of multiculturalism with its realization in practice. The work was conducted through five standing committees: Language and Cultural Development, Immigration Policy, Media, Human Rights and Humanitarian Concerns, and Grants. Part I summarizes findings and recommendations derived from a series of hearings and consultations held by the committees concerning the areas of language, education, immigration, communications, legal rights, and the government's role in fostering cultural pluralism. Part II presents evaluations of progress toward meeting recommendations made in a previous report. The following topics are addressed: retention of language and culture, human rights, cultural and multicultural community centers, the ethnic press and mass media, the arts, immigrants, attitudes of young people, and government administration. Descriptors: Art, Bilingual Education, Civil Rights, Cultural Activities

Fox, Robert A.; Hurwitz, Ted (1978). An Evaluation of the 1977-1978 Title I ESEA Program for Community School District No. 4. This evaluation focuses on Title I programs implemented in 26 public and private schools in Community School District 4, a predominantly Hispanic and black district located on Manhattan's upper east side. The various programs examined include: (1) the High Intensity Learning System Reading Program for elementary and junior high grades; (2) the THINK program (comprising reading instruction and language analysis) in junior high schools; and (3) reading, English as a Second Language, and mathematics programs implemented in the six private schools receiving funds. Each program is described in terms of objectives, target population, staffing and strategies. Evaluation procedures are discussed. Findings from observations, interviews, and questionnaires and data on student achievement gains under the different programs are also presented. Appended to the report are copies of observation checklists used in the evaluation, questionnaires administered to teachers and paraprofessionals, and an analysis of the evaluation's historical regression design. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Elementary Schools

Schon, Isabel; And Others (1981). The Effects of Books in Spanish and Free Reading Time on Hispanic Students' Reading Abilities and Attitudes. To determine the effect of books in Spanish and free reading time on reading abilities and attitudes of Hispanic students, 114 Hispanic children enrolled in grades 2 (Level I), 3 and 4 (Level II) in Tempe, Arizona, were placed in either experimental groups or control groups. Teachers in the experimental classes (E) were provided with books in Spanish selected for their attractive illustrations, simple texts, and potential interest to readers, and were instructed to provide at least 60 minutes a week of free reading time and to attempt to develop positive attitudes toward reading. Control group (C) teachers were instructed to teach reading as they normally did. Only the 49 E and 44 C subjects present for both pretests and posttests were retained in the analysis. The Level II experimental group excelled in all three Spanish reading tests (speed, comprehension, vocabulary). The Level I experimental group did not excel the control group in comprehension. The experimental groups had significantly better reading attitudes, but neither group showed significant change in academic self-concept. Results indicated that students who know Spanish and English and are successfully taught to read in either language will have little difficulty in reading successfully in the other language. Descriptors: Bilingual Education, Comparative Analysis, Elementary Education, Grade 2

Irizarry, Ruddie A.; And Others (1980). Seward Park High School Chinese Bilingual-Bicultural Program. ESEA Title VII, Final Evaluation Report, 1979-1980. This is an evaluation of the fifth year of a Title VII bilingual/bicultural program that was conducted for Chinese speaking students at a New York City High School. A demographic analysis of the school's neighborhood (Manhattan's Lower East Side) and a discussion of participating students' characteristics are provided. The project's philosophy, organization and structure are described. Instructional components of the program are reviewed including: (1) student placement; (2) English as a second language; (3) native language classes; (4) bilingual classes; (5) transition to mainstream classes; and (6) funding of the instructional component. Non-instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables provided show students' performance and achievement in reading, mathematics, science, social studies, and native language skills, and also document student attendance figures. It is concluded that the program achieved its overall goals in the areas of student academic performance, bicultural coping skills, mainstreaming, and the development of effective student/staff parent relations. A number of recommendations for extending the program are offered.   [More]  Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Chinese

Dirks, Moses; Dirks, Lydia (1978). Niigugim Qalgadangis (Atkan Food). A history of food gathering and food preparation techniques of Alaska natives on Atka Island in the Aleutians are presented in Western Aleut and English with illustrations by J. Leslie Boffa and Mike Dirks. Directions are given for preparing: various plants, including wild rice; salted, dried, or smoked fish; baked flour; fried dough; boiled codfish stomachs; codfish and halibut liver paste; mashed fish; partially dried fish backbones; salmon eggs; cooked seal oil; clams and mussels; sea urchins; chitons and limpets; and ducks and other birds. Descriptors: Alaska Natives, Bilingual Education, Cooking Instruction, Cultural Background

Foster, Lois, Comp.; Stockley, David, Comp. (1980). A Sociopolitical Study of the Concept and Role of Ethnic Teacher Aides in Victorian State Schools. Research Report. A study utilized survey and case-study techniques supplemented by examination of documents to facilitate a sociopolitical investigation of the concept and role of ethnic teacher aides in state schools in Victoria, Australia. A theoretical framework was developed, combining an historical sociology of knowledge with a systems management perspective. The sample consisted of personnel in schools with high percentages of migrant students, persons with political influence on educational policy, and persons and groups interested in educational policy. Data indicated: (1) there was no coherent policy or program involving ethnic teacher aides; (2) uncertainty surrounded the number of ethnic teacher aides and the duties expected of them; (3) aides were expected to undertake many tasks, without clear guidelines concerning aide training and use; (4) the concept of ethnic teacher aides differed between primary and post-primary levels of schooling, despite considerable commonality concerning the role of aides; and (5) although there was confusion about the concept and role of ethnic teacher aides and disagreement concerning teacher professionalism and aide unionization, opinion strongly favoured continued use of ethnic teacher aides. A number of implications and recommendations arose from the findings. Forms, letters, and a list of persons participating in the study are appended. Descriptors: Bilingual Education, Bilingual Teacher Aides, Educational Policy, Elementary Secondary Education

Do, Dinh Tuan; And Others (1976). Physics: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in physics is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. Descriptors: Academic Education, Bilingual Education, English (Second Language), Indochinese

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