Bibliography: Bilingual Education (page 813 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Grace Ibanez Friedman, Howard L. Fleischman, Annette M. Zehler, Cecilia Carey, Jose A. Cardenas, Peter W. Demerath, Gary Birch, Tomi D. Berney, Washington Center for Applied Linguistics, and Miriam Adelman.

Center for Applied Linguistics, Washington, DC. Center for Language Education and Research. (1989). Selected Materials for Elementary and Secondary English as a Second Language: Content Areas: Health/Science, Mathematics, Music/Art/Physical Education, Social Studies/History, Vocational, and Other Content Areas. CLEAR Annotated Bibliography Series. This 81-item annotated bibliography is composed of resource materials for the teaching of English as a Second Language (ESL) in the content areas at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes teaching guides (for units on career guidance, science, history, citizenship education, and social studies), curriculum guides, computer assisted materials, phrasebooks, lesson plans, culture-specific materials, annotated bibliographies, and program descriptions (bilingual, ESL, and bilingual vocational programs).    [More]  Descriptors: Annotated Bibliographies, Bilingual Education, Career Guidance, Citizenship Education

Birch, Gary (1996). Concept Development through Content Instruction in the Mother Tongue of NESB Secondary Students with Little or Inadequate Previous Formal Education. This paper describes a limited bilingual approach developed for Vietnamese immigrants whose formal schooling had been interrupted due to extended periods in refugee camps, and its implementation in the Milpera Special School (Queensland, Australia), a secondary school for children of Non-English-Speaking Backgrounds (NESB). The initiative was designed to improve students' academic, cognitive, and Vietnamese language skills, self-esteem, and academic English across content areas, after exposure to Vietnamese in some content areas. The program included 7 hours weekly of academic language, world geography, and research skills instruction in Vietnamese and 15-20 hours of content-based English-as-a-Second-Language instruction in a range of secondary school subjects. Topics and processes used were to be parallel in English and Vietnamese to the extent possible. Data on the program's effectiveness were gathered in student and teacher interviews, classroom observation, and student portfolios. Conclusions concerning student attitudinal outcomes and conceptual development, team teaching, parent involvement, subtractive and additive bilingualism, the role of receiver schools, program design, and teaching techniques are drawn and recommendations made for adoption or adaptation of the approach by other secondary schools.   [More]  Descriptors: Bilingual Education, Concept Formation, Educational Experience, Educational Strategies

Lectura y Vida: Revista Latinoamericana de Lectura (1996). Lectura y Vida: Revista Latinoamericana de Lectura (Reading and Life: Latin American Reading Magazine). 1996. The four 1996 issues of the journal, written entirely in Spanish and intended for reading teachers, include articles on these topics: design of the school and classroom environment for reading; a university experiment in cooperative learning and learning strategies; use of portfolios for evaluation of student work; evaluation of reading comprehension; first encounters with literature; improvement of literature instruction; a literacy education study in an indigenous population; assessment of coherence in children's writing; teacher education; orthographic knowledge and text processing; bilingual teachers and creation of contexts for learning reading skills; reading comprehension strategies; information technology and reading and writing; psycholinguistics and reading; stimulation of reading; and basic structures of expository texts. Professional announcements, book announcements and reviews, and a list of children's and young adult books are included in each number.   [More]  Descriptors: Adolescents, Bilingual Education, Bilingual Teachers, Childrens Literature

Berney, Tomi D.; Plotkin, Donna (1989). Bilingual Academic Computer and Technology Oriented Program. Project COM-TECH, 1987-1988. The Bilingual Computer and Technology Oriented Program (COM-TECH) completed the final year of a 3-year funding cycle. The project's primary goal was to provide bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole/French-speaking students of varying levels of native and English second-language (ESL) proficiency and academic preparation. In two high schools, 237 Spanish-speaking and 106 Haitian Creole/French-speaking students were served. A bilingual resource and computer center was provided at each school, offering computer instruction, tutoring, career advisement, counseling, and help preparing for exams. The centers also sponsored career- and culture-related trips and acted as exhibition centers for Haitian and Hispanic cultural materials and classwork on career skills and computer literacy. An innovative aspect of the program was a basic skills class for parents. The project met its ESL and attendance objectives, but did not meet the content area objective. Recommendations for program improvement include freeing resource specialists from teaching responsibilities, coordination and exchange of ideas among staff of different schools, removal of latches in one computer/resource center, hiring additional counseling staff, testing students for French language skills, and providing basic French language instruction when needed. Descriptors: Attendance, Basic Skills, Bilingual Education Programs, Computer Literacy

Center for Applied Linguistics, Washington, DC. Center for Language Education and Research. (1989). Selected Materials for Elementary and Secondary Less-Commonly Taught Languages: Language Arts and Content Areas. Arabic, Cambodian, Greek, Haitian Creole, Hebrew, Hmong, Indochinese, Japanese, Khmer, Korean, Lao, Latin, Pilipino, Russian, Urkrainian, Vietnamese. CLEAR Annotated Bibliography Series. This 65-item annotated bibliography is composed of materials for teaching language arts and the content area materials in the less commonly taught languages (including Arabic, Cambodian, Greek, Haitian Creole, Hebrew, Hmong, Indochinese, Japanese, Khmer, Korean, Lao, Latin, Pilipino, Russian, Urkrainian, Vietnamese) at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes curriculum guides, program descriptions (for bilingual programs and immersion programs), vocabulary development activities, citizenship documents, computer assisted instructional materials, culture specific materials, teaching guides, courseware, and phrasebooks.   [More]  Descriptors: Annotated Bibliographies, Arabic, Bilingual Education Programs, Cambodian

Berney, Tomi D.; Friedman, Grace Ibanez (1989). The New York City Staff Development Program in Mathematics for High School Teachers and Supervisors, 1987-1988. The state-funded New York City Staff Development Program in Mathematics was a five-workshop series serving bilingual/English-as-a-Second-Language teachers teaching mathematics, and mathematics teachers unfamiliar with the special needs of limited-English-proficient (LEP) high school students. Supervisors were also invited to participate. Workshop topics included the relationship between language and mathematics, the relationship between students' cognitive styles and mathematics learning, and improved ways to prepare LEP students to pass the state competency test in mathematics. Participants evaluated the workshops by questionnaire. The objective that 90% of participants would be highly satisfied with each aspect of the workshops was not met, but 81% indicated a high level of satisfaction. The program was well planned, well implemented, and appeared to meet a real and significant need. Follow-up conferences to reflect on and discuss implementation of techniques and strategies are recommended.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Cognitive Style, Educational Strategies

Reyhner, Jon, Ed. (1997). Teaching Indigenous Languages. Selected Papers from the Annual Symposium on Stabilizing Indigenous Languages (4th, Flagstaff, Arizona, May 1-3, 1997). The 25 papers collected in this book represent the thoughts and experiences of indigenous language activists from the United States, Canada, Mexico, and New Zealand, and are grouped in six categories: tribal and school roles, teaching students, teacher education, curriculum and materials development, language attitudes and promotion, and summary thoughts about maintaining and renewing indigenous languages. Papers are: "Keeping Minority Languages Alive: The School's Responsibility" (Gina P. Cantoni); "A Tribal Approach to Language and Literacy Development in a Trilingual Setting" (Octaviana V. Trujillo); "Going beyond Words: The Arapaho Immersion Program" (Steve Greymorning); "Teaching Children To 'Unlearn' the Sounds of English" (Veronica Carpenter); "Learning Ancestral Languages by Telephone: Creating Situations for Language Use" (Alice Taff); "Coyote As Reading Teacher: Oral Tradition in the Classroom" (Armando Heredia, Norbert Francis); "Revernacularizing Classical Nahuatl through Danza (Dance) Azteca-Chichimeca" (Tezozomoc); "KinderApache Song and Dance Project" (M. Trevor Shanklin, Carla Paciotto, Greg Prater); "School-Community-University Collaborations: The American Indian Language Development Institute" (Teresa L. McCarty, Lucille J. Watahomigie, Akira Y. Yamamoto, Ofelia Zepeda); "Language Preservation and Human Resources Development" (Joyce A. Silverthorne); "Issues in Language Textbook Development: The Case of Western Apache" (Willem J. de Reuse); "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" (Bernadette Adley-SantaMaria); "Science Explorers Translation Project" (Dolores Jacobs); "Incorporating Technology into a Hawaiian Language Curriculum" (Makalapua Ka'awa, Emily Hawkins); "It Really Works: Cultural Communication Proficiency" (Ruth Bennett, editor); "Marketing the Maori Language" (Rangi Nicholson); "Tuning In to Navajo: The Role of Radio in Native Language Maintenance" (Leighton C. Peterson); "The Wordpath Show" (Alice Anderton); "The Echota Cherokee Language: Current Use and Opinions about Revival" (Stacye Hathorn); "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" (Ann Batchelder, Sherry Markel); "Four Successful Indigenous Language Programs" (Dawn B. Stiles); "Language of Work: The Critical Link between Economic Change and Language Shift" (Scott Palmer); "The Invisible Doors between Cultures" (Robert N. St. Clair); "Personal Thoughts on Indigenous Language Stabilization" (Barbara Burnaby); and "Stabilizing What? An Ecological Approach to Language Renewal" (Mark Fettes). Most papers contain references and author profiles.   [More]  Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Community Role

Demerath, Peter W. (1994). Relationships between Mainstreamed Special Needs Students and Their Peers in an Urban Middle School: A Case Study. This paper reports qualitative and quantitative data obtained about relationships between 27 students with special language needs or learning disabilities and their nondisabled peers (N=99) in four integrated eighth grade classes of an urban middle school in Massachusetts. The study involved approximately 120 hours of in-school observation over a 7-month period; structured and informal interviews with students, teachers, and school administrators; and a student-generated typology of the peer system. Primary findings included: (1) the students with language/learning disabilities were perceived humanistically by their peers, and were almost entirely integrated into peer groups; (2) though the bilingual students tended to stay in their own gender-specific peer groups, there was less conflict with regular education students than seen in previous years; (3) gender was found to be a more important predictor of peer social groups than primary language, ability, or ethnic origin. Findings suggested that teacher-constructed notions of inclusion (primarily prescriptive groupings and classroom statements supportive of mutual respect of individual differences) affected student perceptions of and relationships with unlike peers. Fieldnotes and interview data describe student interaction in three different school contexts: (1) the inclusive classroom; (2) the non-inclusive classroom, the hallway, and recess; and (3) lunch. The student-developed typology of the school's peer system is discussed. (Contains 31 references.)   [More]  Descriptors: Bilingual Education, Case Studies, Inclusive Schools, Intermediate Grades

Cardenas, Jose A. (1997). Texas School Finance Reform: An IDRA Perspective. This book chronicles the history of school finance reform in Texas between 1968 and 1995. Specifically, the book focuses on the substantial changes in the method of funding Texas public schools, aimed at creating a more equitable system of educational opportunity. The author, Dr. Jose A. Cardenas, founded the Intercultural Development Research Association, which is dedicated to the principle that all students are entitled to equal educational opportunities. Dr. Cardenas has been actively involved in school finance reform since the early 1970s when he was superintendent of the Edgewood Independent School District, a poor Mexican American district in San Antonio, and when the historic Rodriguez vs. San Antonio ISD litigation (involving Edgewood) was settled. The book begins with a description of the Texas system of school finance from 1950 through 1973, focusing on its major flaw–"local enrichment"–and on myths and misconceptions of school finance. The remainder of the book details court cases, legislation, and advocacy efforts and concludes with the current status of school finance reform. Dr. Cardenas' recollections, impressions, and opinions are substantiated by a collection of documents compiled during the 27-year period that includes correspondence and memoranda, reports of meetings and conferences, financial records, legal records, and publications. The book contains 159 references on school finance, a list of 142 court cases, and an index.   [More]  Descriptors: Advocacy, Bilingual Education, Court Litigation, Educational Change

Berney, Tomi D.; Sjostrom, Barbara R. (1989). Bilingual Pupil Services (B.P.S.), 1987-88. The Bilingual Pupil Services Program is a long-standing state-funded project in New York City. During the 1987-88 school year, it provided supportive bilingual instruction to 1,875 Haitian, Hispanic, and Chinese children of limited English proficiency enrolled in 78 classes at 30 participating schools in 4 boroughs. The program had a clearly articulated and rigorous selection system for placement sites and participating paraprofessionals. It provided inservice training to 78 bilingual paraprofessionals and helped them complete bachelor's degrees in education for licensing as bilingual teachers. The program met its objectives in English and native language reading, mathematics, staff development activities, parent training, and facilitation of coordination among district and school personnel. Recommendations for program improvement include providing release time for cooperating teachers to attend monthly workshops, development of additional reading and writing materials in Haitian Creole, and augmentation of the paraprofessionals' training in computer education.   [More]  Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Chinese, Cooperative Programs

Center for Applied Linguistics, Washington, DC. Center for Language Education and Research. (1989). Selected Elementary and Secondary Spanish Language Materials: Content Areas. CLEAR Annotated Bibliography Series. This 76-item annotated bibliography is composed of materials for teaching Spanish in the content areas at the elementary and secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are program descriptions (of immersion, one-way, and two-way bilingual programs), cultural materials, vocabulary development activities, curriculum guides, and computer-assisted instructional materials.   [More]  Descriptors: Annotated Bibliographies, Bibliographic Records, Bilingual Education Programs, Computer Assisted Instruction

Hopstock, Paul J.; Bucaro, Bonnie J.; Fleischman, Howard L.; Zehler, Annette M.; Eu, Hongsook (1993). Descriptive Study of Services to Limited English Proficient Students. Volume 2: Survey Results. The report presents results of a study of: the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the numbers, types, and qualifications (including first and second language proficiency) and training of staff (including training/certification in bilingual or English-as-a-Second-Language (ESL) instruction); and the costs of these special services. Data were gathered through: mail survey of LEP coordinators at state education agencies (n=51), local school districts (n=745), individual schools (n=1,835), and teachers (n=949) of LEP students; telephone survey with LEP coordinators at school districts (n=99) and schools (n=263); case studies of ten school districts; and Title VII file reviews (n=192), including reviews of Title VII applications and interviews with project directors. The study covered the 1991-92 school year. This volume, second of 4 of the final report, contains information on the survey methodology and results in the areas noted above, and additional results concerning school environment and parent involvement and availability of data on student outcomes. Substantial appendixes contain data summaries.   [More]  Descriptors: Achievement Tests, Bilingual Education Programs, Costs, Elementary Secondary Education

Berney, Tomi D.; Adelman, Miriam (1989). Bilingual Resource Instruction for Development of Gainful Employment Skills. Project BRIDGES, 1987-88. The Bilingual Resources for Development of Gainful Employment skills (Project BRIDGES) was a federally-funded program in its second year of a 3-year funding cycle. Project BRIDGES aimed at developing the academic and vocational skills of limited-English-proficient (LEP) students who had failed two or more classes and were at risk of dropping out. Students were selected for the program on the basis of low scores on the Language Assessment Battery (LAB). Students received instruction in English as a Second Language (ESL), native language arts, and bilingual or ESL content-area instruction in mathematics, science, and social studies. The project also provided support services, curriculum and staff development, and parental-involvement activities. Students achieved the ESL objective, as well as the objectives of business and vocational courses by making gains on the LAB and on teacher-made tests. They partially achieved the objective for content area classes (in science and social studies, but not in mathematics), and the project met its attendance rate objective. The number of students served by the program increased to 456 from 346 in the previous year. Program strengths included the opportunity provided to at-risk LEP students for gaining employment skills, the high level of coordination among the three sites, and the project's special counseling services. The program's one drawback was a lack of parental-involvement activities. Suggestions for improvement include more homogeneous grouping in language classes, especially at the beginning levels where students are unable to work independently.   [More]  Descriptors: Attendance, Bilingual Education Programs, Business Education, Elementary Secondary Education

Berney, Tomi D.; Carey, Cecilia (1989). Computer-Assisted Bilingual/Bicultural Multiskills Project, 1987-1988. OREA Report. The Computer-Assisted Bilingual/Bicultural Multiskills Project completed its first year of an extension grant. The program used computerized and non-computerized instruction to help 109 native speakers of Haitian Creole/French and Spanish, most of whom were recent immigrants, develop English-as-a-Second-Language (ESL) native language, and content area skills for mainstreaming and continued academic success. Analysis of student achievement data indicate that the program met its objectives in ESL, native language arts, the content areas (biology, social studies, mathematics, American government, and United States history), and attendance. Staff development activities were offered. Parent involvement activities were also offered but received little response. It is recommended that the progam provide transportation and child care for parents who are members of the parent advisory commmittee in order to increase committee participation.   [More]  Descriptors: Advisory Committees, Attendance, Bilingual Education Programs, Biology

Berney, Tomi D.; Plotkin, Donna (1989). Methodologies of Bilingual Instruction in Literacy Education. Project MOBILE, 1987-1988. OREA Report. The Methodologies of Bilingual Instruction in Literacy Education (MOBILE) project served 359 native Spanish- and Haitian Creole/French-speaking students at 2 high schools in its first year of funding. The project provided supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics, science, and social studies. Non-instructional components included academic and personal counseling, tutoring, career and college advisement, communication with families of participating students, staff development activities, curriculum development, basic skills courses for parents, and cultural trips. The project met its ESL, staff development, and attendance objectives. The proposed content area objective was met at one school in one semester and at the other school in both semesters. The curriculum development objective was partially met. Lack of data made it impossible to evaluate the following: Spanish NLA, computer science, grade retention, staff awareness of pupil needs and problems, referral to special programs, and parent involvement. Delays and lack of appropriate space were problems. Recommendations for program improvement include exchange of ideas between resource specialists and paraprofessionals, allocation of appropriate spaces at both sites, arrangement for computer science courses at both sites, and hiring of a full-time bilingual guidance counselor.   [More]  Descriptors: Academic Advising, Adult Basic Education, Attendance, Bilingual Education Programs

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