Bibliography: Bilingual Education (page 808 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include J. Caldwell, Masako T. Shin, Inc. Chinatown Manpower Project, Bethesda Miranda (L.) and Associates, Elizabeth A. Hartley, Los Angeles. Center for Language Education and Research. California Univ., IL. Dept. of Curriculum. Chicago Board of Education, Henry S. Lufler, Leonor Guillen, and Mona A. Feldman.

California Univ., Los Angeles. Center for Language Education and Research. (1989). Conference on Research in Language and Education: An Agenda for the Future (Lake Arrowhead, California, January 28-31, 1989). Task and Project Summaries. Seven research tasks and related projects undertaken by the Center for Language Education and Research (CLEAR) are described in a series of summary reports. For each specific task, an introductory section outlines the background, relevant research, and scope of the task. Subsequent sections contain reports of studies done as part of the task, each written by the project director. The seven tasks (beginning with task 2) include: (1) uncovering new knowledge about improving the academic learning skills of language minority students in the areas of reading, writing, and reasoning skills and as development of those skills relates to the classroom environment; (2) professional development, both preservice and language skills, and language processing in second language learning; (3) the improvement of content of materials, curricula, and programs; (4) the linguistics and metalinguistic underpinnings of academic learning; (5) the scope, structure, and effectiveness of second language instructional programs; (6) second language attrition following immersion and intensive instruction; and (7) relationships between existing models of second language instruction and instruction for language minority students. Descriptors: Bilingual Education, Classroom Environment, Classroom Techniques, Cooperative Learning

Lufler, Henry S., Jr. (1987). Pupils. This third chapter of "The Yearbook of School Law, 1986" summarizes and analyzes state and federal court decisions handed down in 1985 affecting the legal rights of students in elementary and secondary schools. Among the topics examined are public school pupil assignment, tuition, transportation, compulsory attendance, and bilingual and bicultural programs; the public provision of services to students in private or parochial schools; student participation in athletics and other activities; students' civil rights and civil liberties; sanctions for misconduct; student testing and placement; and the desegregation of schools. The chapter notes that first amendment religion cases assumed increasing importance during the year, that school search cases were heard by several state and federal courts, and that, following a recent trend, local districts continue to claim that desegregation standards mandated by court order have been met. Litigation concerning students with disabilities is covered in a separate chapter of the yearbook. Descriptors: Athletics, Bilingual Education, Court Litigation, Desegregation Litigation

Shin, Masako T. (1982). Maintenance Mechanics Technical Terms. English-Thai Lexicon. Introduction to Maintenance Mechanics. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for maintenance mechanics is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English maintenance mechanics technical terms and Thai equivalencies of English maintenance mechanics equipment and tools. Section 3 is the Thai version of "Introduction to Maintenance Mechanics." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Air Conditioning, Bilingual Education

Lopez-Valadez, Jeanne, Ed.; And Others (1985). Immigrant Workers and the American Workplace: The Role of Voc Ed. Information Series No. 302. The four chapters in this compilation highlight the issues and strategies used to prepare limited English proficient (LEP) adults for employment. In the first chapter, Joan Friedenberg discusses the development of English as a Second Language (ESL) teaching, including general ESL, English for special purposes, and prevocational and vocational ESL (VESL). Describing various delivery models, the author proposes that the ideal method for meeting the language needs of immigrants provides VESL concurrently with skill training. Strategies for developing a VESL lesson are outlined. Nancy Lee Lucas, in the second chapter, examines the why cultural values of different ethnic groups are reflected in language, education, and work behavior. She stresses that enabling the cultural adjustment of immigrants, particularly in the workplace, involves cross-cultural training–a contrastive approach that explores areas of potential conflict. In chapter three, Nick Kremer focuses on approaches for meeting the diverse training needs of LEP adults. In-class and on-the-job models, adaptation of instructional materials, bilingual vocational training, staff development, support services, and funding are discussed. Finally, Tipawan Reed addresses the topic of employment services for LEP adults. Reviewing employers' attitudes toward hiring LEPs, she suggests strategies for enhancing their employability skills, including job clubs, marketing, and employer incentives.   [More]  Descriptors: Adjustment (to Environment), Adult Education, Bilingual Education, Cross Cultural Training

Feldman, Mona A.; And Others (1982). Vocational Careers in Which a Language Other Than English Is an Asset. Final Technical Report. The product of a study to identify and collect data on vocational occupations in which knowledge of languages other than English is an asset, this report contains information of fifteen such occupations. Covered in the individual chapters of the report are banking, building maintenance and construction, food service, health care, hotel, media, nursing, office, protective services and correction, recreation, rehabilitation and therapy, retail and wholesale trade, social service, transportation, and travel and tourism occupations. Each chapter contains the following information: prerequisites for bilingual vocational training project development, employment projections, prerequisites for job placement, a listing of corporations and organizations that supplied data during the study, descriptions of jobs included in the given occupational area, and a career progression ladder that reflects the structure of the organizations interviewed during the study. (A project report describing the study and a guide for using the research findings presented in the report are also included.)   [More]  Descriptors: Allied Health Occupations, Banking, Bilingual Education, Building Trades

Guillen, Leonor; And Others (1985). A Resource Book for Building English Proficiency. This resource book is a collection of articles, annotated references, and resource lists to supplement the accompanying handbook and trainer's guide for educators planning or working with English language programs for limited English proficient (LEP) students. The first part presents resources of interest to administrators adapting programs for a new school population, and contains sections on teacher selection and training, instructional programs for LEP students, policies and federal or state guidelines, and evaluation of programs for LEP students. The second part addresses the interests of the classroom teacher, including culture and the teacher, LEP student assessment, developing goals and objectives for LEP students, research on second language learning, teaching strategies for this population, establishing a resource center, and available instructional materials, with publisher and distributor addresses provided.   [More]  Descriptors: Bilingual Education Programs, Classroom Techniques, Cultural Awareness, Educational Objectives

Hartley, Elizabeth A. (1987). How Can We Meet All Their Needs? Incorporating Education for the Gifted and Talented into the Multilingual Classroom. This discussion of identification and instructional needs of minority gifted or talented (G/T) children in the multiethnic classroom looks at a variety of issues, including teacher expectations, native or dominant language and its effect on the results of assessment, acculturation and attitudes toward mainstream society, and learning styles. Eight instructional strategies that can be incorporated into the multiethnic classroom by the classroom teacher are described and their advantages are outlined. These strategies consist of: (1) resource/action learning centers; (2) mentorships (tutorial); (3) independent study; (4) special advanced courses; (5) internships; (6) cluster or task grouping; (7) content acceleration; and (8) grade level acceleration. A brief bibliography is included. Descriptors: Acceleration (Education), Acculturation, Advanced Courses, Advanced Placement

Chinatown Manpower Project, Inc., New York, NY. (1988). Automated Bookkeeping Curriculum. This document describes a project that provides full-time training in automated bookkeeping as well as job-specific English as a second language (ESL) to adults whose first language is Chinese. The project includes a component that develops the trainees' language proficiency in business communications while emphasizing their understanding of American culture and the world of work. The daily class schedule is organized into eight 45-minute class periods: three periods of job-skills instruction, three periods of job-related ESL instruction, one period of group counseling/employability instruction, and one period of special activities such as individual counseling, tutoring, typing practice, and homework. The curriculum of the automated bookkeeping course is divided into five parts: objectives, course outline, instructional methods and techniques, materials and resources, and evaluation of trainees. Thirteen appendixes, making up the major part of the curriculum guide, cover the following: bibliographies of materials and reference books; sample instructional unit plans; program intake form; Bilingual Vocational Oral Proficiency Test, Form A; individual counseling and employability development record; trainee competency development record; job placement information; trainee employment status report; follow-up survey of former program participants; and employer follow-up questionnaire.   [More]  Descriptors: Adult Basic Education, Bilingual Education, Bookkeeping, Chinese Americans

Fischer, Kathleen B.; Caldwell, J. (1978). Establishing Criteria for Transition of ESL Students to Monolingual English Classrooms. This study explores several research questions. Of primary concern was the identification of variables that might be employed to predict the potential of students to succeed in monolingual English classrooms following transition from bilingual programs. Although consideration was given to various background and demographic factors, the principal focus of the research was on language proficiency variables–specifically reading comprehension, verbal production, and aural comprehension in English and the native language, Spanish. Of secondary and collateral concern was the validity and reliability of available instruments that might be used to measure these various language proficiencies. Two batteries of tests were constructed and refined. The appendix provides a list of the objectives or skills that were specified for construction of the batteries. A third concern was the comparability of results between different Hispanic language groups–students of predominantly native Mexican and Mexican American origin in the Los Angeles area and students of predominantly Puerto Rican and Dominican origin from the East Coast of the U.S. Analysis explores the relationship between language proficiency and classroom performance prior to and following transition for the current year's third-grade students enrolled in transitional bilingual programs, and the students who had been enrolled in third grade transitional bilingual programs the previous year. Descriptors: Bilingual Education, Dominicans, English (Second Language), Grade 3

Chinatown Manpower Project, Inc., New York, NY. (1988). Data Entry Curriculum. This document describes a project that provides full-time training in the microcomputing area of data entry/word processing as well as job-specific English as a second language (ESL) to adults whose first language is Chinese. The project includes a component that develops the trainees' language proficiency in business communications while emphasizing their understanding of American culture and the world of work. The daily class schedule is organized into eight 45-minute class periods: three periods of job-skills instruction, three periods of job-related ESL instruction, one period of group counseling/employability instruction, and one period of special activities such as individual counseling, tutoring, typing practice, and homework. The curriculum of the data entry course is divided into five parts: objectives, course outline, instructional methods and techniques, materials and resources, and testing materials and evaluation of trainees. Thirteen appendixes, making up the major part of the curriculum guide, cover the following: bibliographies of materials and reference books; sample instructional unit plans; program intake form; Bilingual Vocational Oral Proficiency Test, Form A; individual counseling and employability development record; trainee competency development record; job placement information; trainee employment status report; follow-up survey of former program participants; and employer follow-up questionnaire.   [More]  Descriptors: Adult Basic Education, Bilingual Education, Chinese Americans, Clerical Occupations

Arlington County Public Schools, VA. Employment Training Center. (1987). Curriculum for Bilingual Vocational Training Project. May 1986 to October 31, 1987. This document describes a project that provided vocational skills and job-specific English-as-a-second-language (ESL) training to Spanish- and Vietnamese-speaking adults in Arlington, Virginia. The four skills areas were clerical, building trades, commercial cooking, and printing occupations. Instruction was based on specific, clearly stated competencies or tasks that described precisely what trainees needed to master in order to be employed. Job-related English instruction was based on communication skills essential to successful job performance in an English-language work environment. The curriculum package's introduction includes lists of competencies and information about instructional procedures, recruitment and referral practices, intake and assessment procedures, support and ancillary services, and job development and placement services and activities. The package also includes detailed course descriptions and sample joint lesson plans for the three courses (vocational, English, and employability skills.) Other sections of the package include a description of the method of instruction; a list of instructional materials, references and resources; and a description of the trainee evaluation process.   [More]  Descriptors: Adult Basic Education, Basic Skills, Bilingual Education, Building Trades

Kelly, Kevin R., Comp. (1992). Discretionary National Programs. Abstracts of Projects Funded in FY 1991. This compilation provides information on projects awarded by the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) in fiscal year (FY) 1991 in the areas of vocational and applied technology education and in adult and literacy education. Section 1 presents a description of OVAE, names of Division of National Programs key personnel and project and names and telephone numbers of Division of National Programs key personnel and project officers. It describes programs that made awards in FY 1991. The grants programs are as follows: Appalachian Regional Education Program, National Center for Research in Vocational Education Program, Bilingual Vocational Training Program, Bilingual Vocational Instructor Training Program, Indian Vocational Education Program, Adult Education for the Homeless Program, Demonstration Centers for the Training of Dislocated Workers Program, National Workplace Literacy Program, Cooperative Demonstration Program (Building Trades), and Tribally Controlled Postsecondary Vocational Institution Program. Contracts programs are as follows: Vocational Education Research Program, National Network for Curriculum Coordination in Vocational and Technical Education Program, and Cooperative Demonstration Program (Correctional Education). Section 2 contains project abstracts of awards made in FY 1991, grouped by type of award (grant or contract) and by program. Each abstract includes the following: program title; project title; award number; project director, awardee, address, telephone number; funds by FY; award period; federal project officer; procedures; outcomes, results, products; educational level; target population; and estimated number of trainees. Section 3 includes two indexes: one of awardees, listed by state, and an index of selected subject terms.   [More]  Descriptors: Abstracts, Adult Basic Education, Adult Education, American Indian Education

Chicago Board of Education, IL. Dept. of Curriculum. (1975). Subject Area Glossary: Greek-English Vocabulary. Curriculum Bulletin Number 14. A glossary of Greek counterparts for terms used in the Chicago public schools' curricula is intended to be used by teachers of native Greek-speaking, limited-English speaking students. An introductory section outlines Greek phonology and pronunciation, and ensuing sections provide English vocabulary lists with both the Greek orthography and phonetic transcription of the Greek terms. The vocabulary lists cover words commonly used in art, audiovisual aids, foreign languages, language arts, library science, mathematics, music, physical education, recreation, Reserve Officers' Training Corps (ROTC), science, social studies, and English as a second language. The International Phonetic Alphabet is used as the standard for pronunciation to point out the distinctions between the sound system of the Greek language and that of English. Descriptors: Art, Audiovisual Aids, Bilingual Education, Elementary School Curriculum

Tikunoff, William J., Ed. (1983). Compatibility of the SBIF Features with Other Research on Instruction for LEP Students. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures. This report consists of papers written by education researchers concerning the findings' compatibility with other research. They include: "Five Significant Bilingual Instructional Features: A Summary of Findings from Part I of the SBIF Descriptive Study" (William J. Tikunoff); "Active Teaching, Teacher Expectations, and Student Perceptions in Regular and Bilingual Settings" (Thomas L. Good); "Effective Language Use in Bilingual Classes" (Lily Wong Fillmore); "Second Language Acquisition in School Settings" (Christina Bratt Paulston); "Implications of the SBIF Descriptive Study for Teacher Education" (George M. Blanco); and "Functional Language Proficiency in Context: Classroom Participation as an Interactive Process" (James Cummins).   [More]  Descriptors: Basic Skills, Bilingual Education, Classroom Communication, Classroom Environment

Miranda (L.) and Associates, Bethesda, MD. (1986). Annotated Catalog of Bilingual Vocational Training Materials. This catalog contains annotations for 170 bilingual vocational training materials. Most of the materials are written in English, but materials written in 13 source languages and directed toward speakers of 17 target languages are provided. Annotations are provided for the following different types of documents: administrative, assessment and testing, instructional, evaluation, intake/orientation, job counseling, outreach, staff development, and supportive service. Included among the 57 skills and occupational areas addressed in the various materials are the following: accounting, agricultural production, auto mechanics, banking/finance, barbering, building maintenance, central supply, cooking, computer programming, construction, cooling/refrigeration, cosmetology, crop production, dental assisting, drafting, electrical occupations, emergency medical services, food production, food service, graphic arts, health occupations, legal assisting, machine tool operation, manufacturing, mathematics, meat cutting, shipping and receiving, small engine repair, surveying and mapmaking, typing, vocational English as a second language, welding, and word processing. The guide also includes a brief description of the project for which the annotations were compiled; a matrix depicting the materials collected during the project; a list of members of the National Network for Curriculum Coordination in Vocational and Technical Education; lists of clearinghouses and publishers from which the materials may be obtained; and indexes organized according to skills training area, document language, type of document, and target audience.   [More]  Descriptors: Agricultural Education, Allied Health Occupations Education, Annotated Bibliographies, Bilingual Education

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