Bibliography: Bilingual Education (page 807 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Bonifacio P. Sibayan, Margaret Kelly Carroll, Deborah Healey, Jasone Cenoz, Anne Albarelli-Siegfried, Robert Bahruth, Richard B. Noss, Andrew Gonzalez, Robert J. Thomas, and Sharon Mares.

Thomas, Robert J.; And Others (1992). Serving Vocational ESL Students. Drawing on an applied research study encompassing an extensive literature review, telephone interviews with 50 key program administrators, and site visits at 9 community colleges, this handbook describes proven, effective techniques for providing vocational education to limited English proficient (LEP) adults in a community college setting. An introductory chapter focuses on basic issues and concerns, such as understanding the diverse demographics of LEP students, welcoming them to the campus, and balancing institutional mission, resources, and capabilities. Chapter 2 looks at ways to foster a multicultural environment that serves not only LEP students, but the campus community as a whole. While chapter 3 investigates the challenges associated with planning and implementing programs and services for LEP students, chapter 4 provides a detailed discussion of instructional options, components, and strategies. Chapters 5 and 6 examine instructional support and support services, respectively, focusing on the design and adaptation of services that meet LEP students' unique needs, the development of related institutional policies, and the provision of specialized training for faculty and staff. Assessment and evaluation is the topic of chapter 7, which addresses the challenges involved with conducting useful program evaluations, selecting standardized tests for LEP students, and ensuring that ability-to-benefit tests do not unfairly exclude them from financial aid opportunities. Following an examination of collaboration within the college and with external agencies in chapter 8, chapter 9 considers funding policy issues. Each chapter includes references.   [More]  Descriptors: Adult Students, Bilingual Education Programs, College Environment, Community Colleges

Hayes, Curtis W.; Bahruth, Robert; Kessler, Carolyn (1998). Literacy Con Carino: A Story of Migrant Children's Success. New Edition. A new teacher confronted the reading and writing needs of 22 fifth-graders in a small South Texas community that is home to Mexican American migrant laborers. The children, many of them Spanish language-dominant, were performing significantly below grade-level norms; many did not read or write at all. In 1 year, these students were reading and writing, had learned the required curriculum, and were promoted to the sixth grade. This book tells the story of how that happened. After an introductory first chapter, chapter 2 describes the children, their prior experiences, and their previous lack of success in learning to read and write well enough to perform school tasks. Chapter 3 describes daily journal writing by students and responses by the teacher. Through this interaction, the students and teacher revealed their likes and dislikes, discussed the curriculum, and developed a relationship. Chapter 4 discusses how introducing play into writing and allowing students to select themes helped develop writing skills. Playful writing activities resulted in five class-published collections. Publishing increased children's attention to spelling and editing. Chapter 5 relates how letting the class choose writing topics integrated the entire curriculum with reading and writing. The final chapter recounts the year's success, as expressed by the students in autobiographies written at the end of the year and by the school's reading tests. An epilogue recommends essential pedagogical changes, addresses the issue of equal status for all languages spoken in the classroom, and notes that all the students graduated from high school. Contains 63 references and many examples of student writing. Descriptors: Bilingual Education, Bilingual Students, Code Switching (Language), Culturally Relevant Education

Clapham, Joyce A.; Teller, Henry (1997). Using Video to Communicate with Parents, Rural Special Education Quarterly. Educators in Texas and rural Louisiana programs for deaf and hard-of-hearing students used videotapes to communicate with parents, including Spanish-speaking parents; to model teaching strategies for parents to carry out at home; and to teach new sign language vocabulary to parents. Communication between parents and students, and between parents and teachers, increased greatly. Descriptors: Audiovisual Communications, Bilingual Special Education, Deafness, Educational Innovation

Albarelli-Siegfried, Anne (1996). Vocational Bilingual Training Model for Office Specialist. A 16-week office specialist certificate program was developed for Spanish-speaking adults who have the ability and desire to obtain an entry-level office administration position but who have limited English proficiency and basic occupational skills. The program, which is based on the vocational bilingual training model, takes advantage of the native language skills students bring with them to the program and builds on those skills while developing their English language and vocational skills. The program model includes four basic courses: office administration, keyboarding, key calculator math, and bilingual business writing. Each course includes 80 hours of instruction to be delivered over 5 days per week. The course was developed based on input from an advisory board and the results of a needs assessment distributed to employment agencies, bilingual translation services, and corporate human services personnel. All courses use computer-aided instruction, incorporate Secretary's Commission on Achieving Necessary Skills skills and competencies, and are taught in a self-paced learning center through a combination of instructor-directed lessons and student-selected work. The program's effectiveness is currently being determined through a formative evaluation and will eventually be assessed through a summative evaluation. (Contains 14 references.)   [More]  Descriptors: Adult Education, Advisory Committees, Bilingual Education, Competency Based Education

Noss, Richard B.; Gonzalez, Andrew, Ed.; Sibayan, Bonifacio P., Ed. (1996). Language in Schools. Monograph No. 41. This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs in schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues: (1) how specific languages, in all their varieties, are typically used to convey general information through various spoken and written channels to children in schools, and how they are susceptible to change; (2) how students' language proficiency, as individuals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school; (3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4) in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise subject to change, what the most important considerations are in determining the kind of language to be used for each type and level of instruction, in both language and general curriculum.   [More]  Descriptors: Bilingual Education, Classroom Communication, Classroom Techniques, Communicative Competence (Languages)

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Vocational Training Program. Auto Body Repair. Module 4.0: Auto Body Welding. This module on auto body welding is the fourth of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify basic oxyacetylene welder components and their function, oxyacetylene welding flames and welds and how they are produced, and equipment set up procedures; and to identify general safety rules. Contents include list of module objectives; pretest; five sections on (1) basic acetylene welder components, (2) oxyacetylene welding flames, (3) equipment set up, (4) welds, and (5) oxyacetylene welding safety; 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. Worksheets also cover these areas: vocabulary, definitions, and word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Body Repairers, Behavioral Objectives, Bilingual Education

Clark, Melvin G. (1990). ESL Multilevel Handbook. This guide is designed for teachers of multilevel classes in English as a Second Language (ESL) at the adult level. The first section discusses principles, methods, and techniques for classroom instruction, including student grouping, appropriate ESL teaching methods (audiolingual, vocational, language experience, natural approach, grouping/layered learning, sheltered English, grammar/translation, and Total Physical Response), designing an effective lesson plan; time factors in the multilevel classroom, evaluation of adult ESL students, and seven unusual techniques for the ESL class. The second section consists of three instructional modules for ESL teacher training: problems and solutions in the multilevel ESL classroom; the bilingual approach in multilevel classes; and developing effective listening skills for non-English speakers. Two lesson units are: intonation of the English language: singing English; and sample lessons designed for the multilevel ESL classroom. (MSE) Descriptors: Adult Education, Adult Students, Bilingual Education, Classroom Techniques

Mares, Sharon (1981). Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children. PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with 136 Mexican American students, and in field testing found to promise validity and reliability after editing. Subtests of PEOPLE include auditory association, sentence repetition, encoding, auditory sequential memory, and story comprehension (sample items of each are given). Descriptors: Bilingual Special Education, Culture Fair Tests, Elementary Education, Informal Assessment

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1981). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1981 (Vol. 41 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with a variety of topics, including the following: (1) the English reading competence of Navajo students in public and Bureau of Indian Affairs schools; (2) the effect of syntax on readability for Spanish-speaking adult students of English as a second language; (3) the characteristics of reading programs for migrant children; (4) the effects of a parent involvement program on the reading achievement, school attitude, reading attitude, and cognitive home environment scores of Mexican-American migrant pupils; (5) developmental patterns in native and nonnative reading acquisition; (6) a reading tutorial program for underachieving migrant students; (7) reading achievement among selected adolescent Latino/Chicano students as a result of participating in an ethnocurriculum; (8) the effects of two visual training programs upon automaticity of letter and word recognition in urban black kindergarten children; (9) spelling ability as a reflection of underlying phonological representation in child speakers of black English vernacular; (10) black American vernacular vocabulary; and (11) the effect of context on the understanding of idiomatic expressions and multiple-meaning vocabulary words for monolingual and bilingual readers.   [More]  Descriptors: Adult Education, American Indians, Annotated Bibliographies, Bilingual Education

Tompkins, Joanne (1998). Teaching in a Cold and Windy Place: Change in an Inuit School. In 1987, the author accepted the position of principal/program-support teacher in the Inuit community of Anurapaktuq in the Baffin Island region of Nunavut, Canada. In the 4 years she spent there, positive changes occurred in the K-9 school and community. This book recounts how and why this was achieved. Chapter 1 describes the psychological context, research design, methodology, and development of the book. Chapter 2 describes the history, ecology, and sociology of the community, and the author's previous experiences as a primary teacher and special education programmer. Chapter 3 discusses major changes effected at the school: improved attendance; increased student commitment; increased cognitive and language development, particularly in Inuktitut; and increased numbers of Inuit educators in the school. Chapter 4 discusses the instructional strategies that led to change in the school: teaming and theming, learning centers, small-group instruction, consideration of the Inuit perspective, the use of Inuktitut in the school, parental involvement, and assessment and tracking of students. Chapter 5 contains five sections about staffing: increasing the number of Inuit educators at the school, teacher development, increasing language and culture in the school, cross-cultural issues related to being a non-Inuit in an Inuit school, and the creative allocation of staff. Chapter 6 has three sections devoted to the role of the principal: philosophical orientation, the use of time, and the ethic of caring. The epilogue recaps insights into education change. Two appendices present the Anurapaktuq school goals and discipline policy, based on "Catching 'Em Being Good." (Contains 76 references and an index.) Descriptors: Administrator Role, American Indian Education, Bilingual Education, Canada Natives

Carroll, Margaret Kelly (1998). What Did You Do At School Today? A Guide to Schooling and School Success. Written for parents, this book discusses current practice in preschools, elementary schools, and secondary schools. The first section, entitled "Learning," defines and discusses learning, memory, learning styles, study skills, and homework. The second section, entitled "What Goes on in Schools?," discusses inclusion, cooperative learning, whole-language instruction, middle schools, multidisciplinary study, bilingual programs, educational assessment, and parents' rights. The chapters in the third section, "Family Involvement in Learning," are: (1) "Preparing Children for School," which discusses language, motor, and social development; (2) "Learning Wherever You Are," which discusses everyday learning opportunities; (3) "Learning Whenever You Can," which discusses learning during the spring and summer, and suggestions for studying space exploration; (4) "Holiday Preparation," which discusses presents, commercials, stress and depression, and Halloween; and (5) "Challenges of Parenting," which discusses a number of different topics, including bullying, sibling rivalry, health and safety, self-esteem, and discipline. The chapters in the fourth section, "Family Links with School," are: (1) "Funding Schools"; (2) "School Selection"; (3) "Parent Involvement in Schools"; (4) "Academic Fairs and Parent Involvement"; (5) "Parent-Teacher Conferences"; (6) "Going to School," which includes discussions of starting school, school readiness, and school supplies; and (7) "Families and Academic Subjects." The book concludes with suggestions for parents for keeping up with a child's current school experiences. Descriptors: Bilingual Education Programs, Child Rearing, Cooperative Learning, Educational Environment

Gonzalez, Virginia; Felix-Holt, Maria (1995). Influence of Evaluators' Prior Academic Knowledge and Beliefs on the Diagnosis of Cognitive and Language Development in Bilingual Hispanic Kindergartners. The objective of this case study is to explore the influence of evaluators' beliefs on the diagnosis of language-minority children's cognitive-linguistic development. More specifically, the following five areas are explored: (1) evaluator's cultural and linguistic backgrounds; (2) their beliefs about language-minority children's cognitive-linguistic development and measurements; (3) diagnostic and placement behaviors; (4) ability to personalize questions by making explicit connections between beliefs held and personal backgrounds; and (5) level of awareness of the effect of personality factors on the diagnosis and placement of language-minority children. The major argument underlying findings in this study is that reaching a diagnostic conclusion requires the evaluator to go through an inferencing and interpretation process, especially when currently contradictory evidence is portrayed by qualitative and standardized measurements. Conclusions emphasize theoretical and applied educational implications of this case study for improving our current practices when assessing language-minority students. (Contains 19 references.)   [More]  Descriptors: Bilingual Education, Bilingualism, Case Studies, Change Agents

Cenoz, Jasone, Ed.; Genesee, Fred, Ed. (1998). Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series. This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum Decision-Making in Content-Based Language Teaching" (Myriam Met); "Immersion Pedagogy and Implications for Language Teaching" (Roy Lister); "Cultural Identities in Multilingual Classrooms" (Michael Byram); "Teacher Education for Multilingual Contexts: Models and Issues" (David Nunan, Agnes Lam); "Luxembourg and the European Schools" (Charlotte Hoffmann); "Multilingual Education in the Basque Country" (Jasone Cenoz); Teaching in Two or More Languages in the Philippine Context" (Andrew Gonzalez);"Policy, Possibility and Paradox: Indigenous Multilingualism and Education in Peru and Bolivia" (Nancy H. Hornberger, Luis Enrique Lopez); "A Case Study of Multilingual Education in Canada" (Fred Genesee); and "Eritrea: Developing a Programme of Multilingual Education" (Nadine Dutcher). Descriptors: Basque, Bilingual Education, Bilingualism, Case Studies

Ostler, Nicholas, Ed. (1998). Endangered Languages: What Role for the Specialist? Proceedings of the Foundation for Endangered Languages (FEL) Conference (2nd, Edinburgh, Scotland, September 25-27, 1998). The papers included here examine issues related to the role outside specialists, such as linguists, educators, or media professionals, can play in the preservation of endangered languages. Language communities must continue to use their mother tongues if the languages are to survive, and this has led to questions about whether outside organizations have the right to intervene. The proceedings of the second annual Foundation for Endangered Languages (FEL) Conference is divided into several sections. "Successful Interactions" section includes three reports from linguists and educators on work with three different communities, with an outlook on what has been learned and the challenges for the future. "Understanding the Language from the Outside" is more sociolinguistic in orientation, looking at large communities more dispassionately, from a perspective other than that of an active collaborator. "Understanding From the Inside" turns to the communities' own levels of aspiration: what linguists can do to effectively ally themselves with these levels. "New Role of Information Technology" explores how small languages can take advantage of new media for self-preservation. "Taking Stock" offers an overview of the predicament, the aims, and the duties of the would-be helper, from three different points of view. Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Cultural Maintenance

Healey, Deborah, Ed.; Johnson, Norman, Ed. (1995). TESOL CALL Internet Section Software List, 1995. The annotated list of software for language learning and instruction includes items used by English-as-a-Second-Language (ESL) teachers and those marketed for ESL. Software titles are grouped by hardware (Macintosh and MS-DOS), and within those sections, by language skill or application, including these categories: those discontinued by the publisher; comprehensive programs; discussion; grammar; listening; pronunciation; reading; reference; speaking; vocabulary development; writing; authoring; and other utilities. A separate section lists materials in the Teachers of English to Speakers of Other Languages (TESOL) freeware and shareware libraries. Appended materials include a list of publishers and addresses, names and addresses of individuals who may be contacted for further information about the programs, indexes to special categories (bilingual, business-related, CD-ROM, elementary education, literacy, science/technology) and titles, and a form for submitting additions to the list. Descriptors: Authoring Aids (Programming), Bilingual Education, Business Administration Education, Computer Assisted Instruction

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