Bibliography: Bilingual Education (page 821 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Carole Kazlow, Woesha Cloud North, Roger B. Philbrick, Denver Education Commission of the States, Paris (France). Organisation for Economic Cooperation and Development, Judy P. Donaldson, Janice Grassmuck, Zobeida R. Roan, Washington American Univ., and Mitzie Kocsis.

Philbrick, Roger B.; And Others (1980). Educational Offerings and Areas of Need for Public Instructional Services to American Indian Students in Wisconsin as Reported by Local School District Administrators and Parents of Indian Students: Final Report of the Wisconsin Indian Education Needs Assessment. An Indian education needs assessment conducted in Wisconsin had two components, the first a survey of school district administrators (or their assistants) via a four-part questionnaire, and the second a survey of parents or guardians in 20 Indian communities via questionnaires orally administered by trained personnel. Out of a total of 438 questionnaires sent to 436 public school and 2 private Indian school administrators, 305 (70%) were returned and represented a total of 5,533 Indian students. Findings are discussed in terms of four objectives: (1) to create a statewide awareness of the need for American Indian language and culture programs, (2) to stimulate local school districts to develop educational programs, (3) to show how school districts have responded to perceived needs, and (4) to involve the Indian community in the development of programs. Two case studies compare the perceptions of school authorities and of Indian parents in an urban and in a non-reservation rural school district as to the four objectives. Overall, the findings indicate that administrator awareness of the need for American Indian bilingual bicultural programs is very low because of the way they view Indian students, while parents rate bilingual programs and cultural offerings for their children as the greatest area of unmet need. Descriptors: Administrator Attitudes, American Indian Education, American Indian Languages, American Indians

Kazlow, Carole; Lachman, Susan (1980). District 13 Haitian-Spanish Bilingual Program. Funded under ESEA Title VII. Final Evaluation, July 1, 1979-June 30, 1980. This report is an evaluation of a Title VII Bilingual Program conducted in two New York junior high schools in 1979-1980 for Spanish speaking and Haitian 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 evaluation considered the following aspects of the program: (1) room and materials; (2) general pedagogy; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report presents student tests scores in Spanish and English reading achievement. It concludes with recommendations regarding testing, staff, bicultural activities, truancy, and student placement.   [More]  Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Class Organization

Roan, Zobeida R. (1980). Multi-Cultural Ethnic Total Person Development for the Limited English Proficient, 1979-80. Final Report, July 1, 1979 through January 30, 1980. A total person-concept program combined the development of vocational, communication (English), living, and leadership skills in persons of limited English proficiency. The program, which included vocational, English language, and leadership development classes, had as its objective providing participants with new experiences to develop career/vocational skills and upgrade social and moral values for a better psychosocial adjustment in the community. Courses in Basic Skills, English as a Second Language, High School Equivalency, and Spanish as a Second Language were offered at the Roberto Clemente Community Education program, while vocational courses were offered at the Center for Occupational Education Experimentation and Demonstration (COED). Over 400 monolingual Spanish and English and bilingual persons participated. Ages ranged from twelve to fifty-eight. Findings indicated a need for these programs in the Greater Newark area and for bilingual teachers. It was shown that the learning of a trade can be used simultaneously as a tool to teach more English. (Extensive appendixes include a competency profile for vocational teachers instructing limited-English or non-English speaking students, English/Spanish glossaries of medical and automobile and automobile-repair terminology, and an English/Spanish Student Career Interest Profile.) Descriptors: Adjustment (to Environment), Adult Vocational Education, Basic Skills, Bilingual Education

Organisation for Economic Cooperation and Development, Paris (France). (1981). United States Federal Policies for Education for the Disadvantaged. Reviews of National Policies for Education. This report presents a review conducted by a multinational panel on educational policy in the United States. The report concentrates on compensatory programs in elementary and secondary education, with an emphasis on Title I programs. Topics covered include: (1) recent trends in American education; (2) the philosophy, operational design, and evaluation of Federal programs for the disadvantaged; (3) problems of program articulation; (4) the impact of compensatory education at the school level; (5) students' preparation for and transition to working life; and (6) the Federal role in educational funding. Also included is a record of a 1979 conference held to review the above mentioned issues. Descriptors: Bilingual Education, Community Involvement, Compensatory Education, Competency Based Education

Council of Europe, Strasbourg (France). Documentation Center for Education in Europe. (1974). Record of the Proceedings of the Ad Hoc Conference on the Education of Migrants (Strasbourg, France, November 5-8, 1974). The conference aimed to draw up conclusions and recommendations on action to be taken at the national, bilateral, and multilateral levels with regard to the education of migrants and their children. Three main themes were addressed: (1) improving the position of the immigrant and his family, primarily in their educational circumstances, at the time of arrival in the host country; (2) securing satisfactory educational provision before and during the host country's compulsory schooling period; and (3) securing satisfactory provisions of opportunities for vocational and technical training and general education for adults and adolescents. Recommendations aimed to tackle or define the problems encountered by migrants in adapting and adjusting to the host country and their new social environment; and measures to ensure equal opportunities for migrants and nationals, particularly for migrant children's education and their admittance to socio-cultural and sports activities. The need for acquiring an adequate knowledge of the language of the host country, while maintaining the command of the language and culture of the home country was stressed. Descriptors: Adjustment (to Environment), Adult Vocational Education, Bilingual Education, Compulsory Education

Education Commission of the States, Denver, CO. (1980). Indian Education: Selected Programs and Practices. On-site visits and surveys of parents and students, as well as tribal, education, and government officials were utilized to gather information regarding selected Indian education programs and practices in Alaska, Minnesota, Montana, Oklahoma, and South Dakota. Many local and federally funded programs existed to provide Indian students with a bilingual/bicultural atmosphere and aid in the mastery of basic skills. Bilingual programs were particularly numerous, but basic skills programs were less so. Although Indian education curriculum development varied greatly from state to state and locality to locality, many school districts made concerted efforts to provide counseling, tutoring, and retention programs to help Indian students. Indians, however, felt that Indian-operated programs and schools were more responsive than public schools to the needs of Indian children. Indians supported alternative programs (usually federally funded) such as alternative K-12 schools, experimental "demonstration" school models, BIA contract schools, and adult basic education programs. Indian preference for teacher hiring was rare in school districts with many Indian children and active recruitment was infrequent. Cross-cultural training was suggested for non-Indian teachers. Parental and community involvement in Indian education programs was emphasized by many school districts and states. Other results concerned needs assessments, textbook selection, and higher education.   [More]  Descriptors: Affirmative Action, American Indian Education, American Indians, Basic Skills

Cloud North, Woesha (1979). Formal and Informal Education of the Winnebago Society with Implications for Formal Education. Tracing the effects of white contact with Native American tribes as evidenced in the Winnebago Tribe, this paper describes the problems of Winnebago youth caused by divisions between traditional Winnebago culture and the dominant mainstream American culture. Chapter I shows how the informal training of Winnebago family and clan have been gradually eroded, from 1863 to the present, by the formal training conducted by the United States government in on-reservation and off-reservation boarding schools and by Christian mission schools. Chapter II describes how political strategies were effectively put to use during the 1960's and 1970's to bring about tribal supervision of the disbursement of federal funds. It tells how Nebraska tribes, including the Winnebago, found that unified efforts helped them to gain greater self-determination on local, state, and national levels. Chapter III describes how the traditional expressive arts of the Winnebago and the social groupings of clan and tribe provide a framework for individual functioning within the clan and how continuity with American culture can be facilitated once the unitary way of tribal life is recognized by present day educators. Chapter IV offers educational concepts for a culture-based program and includes suggestions for curriculum development. Descriptors: Acculturation, Activism, American Indian Culture, American Indian Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Meat Cutting. Module 2.0: Job Classifications, Tools, Sanitation & Safety. This module on job classification, tools, sanitation, and safety is the second of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify job classifications in a retail meat market; proper use and maintenance of meat cutting hand tools; power equipment, its usage, and cleaning procedures; sanitation procedures; and meat market safety rules. Contents include list of module objectives; pretest; five sections on (1) meat cutters, (2) hand tools, (3) power equipment, (4) sanitation, and (5) 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, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Equipment Maintenance

Grassmuck, Janice; Greene, Joshua (1980). Youth Employment and Education: Possible Federal Approaches. Budget Issue Paper for Fiscal Year 1981. Prepared at the request of the U.S. Senate Committee on Labor and Human Resources, this study analyzes present federal programs serving youth and evaluates a variety of alternative approaches, without making recommendations. After a summary of the issues involved in the youth employment problem (such as whether to emphasize training and education programs that would help youth obtain jobs in future years or to stress programs that would provide immediate employment and income; and how to achieve the desired emphasis: by continuing existing programs without change, by modifying them, or by establishing new ones), the report presents in five chapters (1) an overview of current youth education and employment problems; (2) a description of current federal youth employment and education programs; (3) an evaluation of current youth employment and education programs; (4) a description of the Carter Administration's youth proposal (Youth Act of l980) and an evaluation of it; and (5) alternatives to the Administration's plan. Appendixes contain recent history of employment programs and eligibility criteria and population characteristics of participants in federal employment programs.   [More]  Descriptors: Bilingual Education, Blacks, Disadvantaged Youth, Dropouts

Kocsis, Mitzie; And Others (1979). In, Out, and About the Classroom: A Collection of Activities. Resources for Schools. No. 15. This booklet contains a collection of services available to professional educators in the state of Massachusetts. Services in the areas of curriculum materials, field trip sites, films, and training and support services are included. While services are broadly categorized under curriculum areas, an index to locate names of specific organizations is provided. Descriptors: Adult Education, Art, Bilingual Education, Career Education

Chern, Hermine C.; And Others (1980). Evaluation of Career Education Projects, 1979-80. Report #8124. This document contains evaluations of the thirty vocational/career education programs funded during the 1979-80 school year in the School District of Philadelphia. The first section consists of a brief summary of the conclusions and recommendations concerning each program. The remainder of the document consists of the complete evaluation reports for each of the projects. Each evaluation follows a format providing the following information: category, project area, proposal number, budget, person responsible for project, and location(s). Narrative portions include (1) project description, (2) project history, (3) project objectives as stated in the proposal, (4) project implementation, (5) evaluation plan: questions answered, (6) attainment of objectives, and (7) conclusions and recommendations. Descriptors: Adult Vocational Education, Basic Skills, Bilingual Education, Career Education

American Univ., Washington, DC. Adult Learning Potential Inst. (1980). Overview of Training Practices Incorporating Adult Learning. Current Trends and Practices in Adult Learning. This document on involvement by states and higher education in adult learning is one in a series of four developed to provide a comprehensive overview of the scope of training practices relating to adult learning. It consists of two sections, each summarizing the results of extensive surveys pertaining to training programs for special adult learner populations. Part 1 provides profiles on the involvement of seven specially-selected states in adult educational policies, priorities, and programs. Programs offered in adult, bilingual, vocational, and continuing education are encompassed, with special attention given to related inservice training practices. These states are profiled: California, Florida, Massachusetts, Michigan, Montana, New York, and Texas. Information provided includes synopsis of state-operated services to target groups, participation trends, contact personnel, listings of institutions of higher education and delivery of services, community programs and projects, and allocation of federal funds. Part 2 gives a nation-wide overview of adult learning programs offered by 807 institutions of higher education in five selected areas of training: Adult and Continuing Education, Recreation and Leisure, Gerontology and Aging, Human Resources/Services, and Community Studies. This part includes sixteen pages of summary diagrams and the twenty-eight page survey. Descriptors: Adult Education, Adult Educators, Adult Learning, Adult Programs

Crawford, Reva (1980). Mississippi Choctaw Parent Child Development Program: Impact Study. The Mississippi Choctaw Parent Child Development Program (PCDP), initially funded by the BIA in 1973 as a pilot project, has had a reservation-wide impact in each of its four main areas of focus: health and nutrition; education; social services; and staff and parent development. There has been a measurable decrease in early childhood infectious diseases and parasitic infections. Participating two and three year old children have shown increased skills in five areas of cognitive development, especially language. As a direct result of PCDP referrals at least 31 families per year received General Assistance and Child Welfare Assistance Payments and 300 parents received some type of training. Prevention of child abuse has been an especially effective area of PCDP. Parents, working closely with the program, have increased their understanding of their children and improved their parenting skills. The availability of free, quality care for preschool children has increased family earning power, thereby reducing home tensions and resulting in a more stable family life. PCDP has successfully integrated the total range of services which impact families and, therefore, the development of children. Recommendations for similar programs are included. Descriptors: Administrative Organization, American Indian Education, American Indian Reservations, American Indians

Donaldson, Judy P. (1980). Transcultural Picture Word List: For Teaching English to Children from Any of Twenty-One Language Backgrounds. This instructional aid for elementary and secondary teachers of English as a second language recommends itself especially to those situations where a bilingual teacher and a formal bilingual program are not available. The first item presented is a letter to parents translated into each of the 21 languages covered. The letter urges the parents to reinforce at home what the student is being taught in school. Information on syntax variants and common pronunciation problems is then presented for each language. Several sections are devoted to transcultural picture word lists of things, opposites, place or position, actions, colors, numbers, and shapes, with the English word for the object, action, etc. printed under the picture. The book concludes with the "220 Basic Sight Word List" of Dolch in the various languages. Descriptors: Arabic, Basic Vocabulary, Bengali, Bilingual Education

Far West Lab. for Educational Research and Development, San Francisco, CA. (1980). Educational Programs That Work. A Resource of Exemplary Educational Programs Approved by the Joint Dissemination Review Panel, Department of Education. Seventh Edition. This document, the annual National Diffusion Network (NDN) catalog of exemplary educational programs, contains current descriptions of all the programs described in previous editions together with descriptions of 14 new programs approved for national dissemination since publication of the sixth edition in 1979. The term "exemplary" is conferred only after a project has been reviewed by the Department of Education's Joint Dissemination Review Panel. This panel examines the evidence for cognitive and affective gains presented by each project. Positive endorsement of a project's claims of effectiveness by a majority of the attending panel members constitutes approval, and a date of validation is assigned. A list of NDN facilitators is included. Facilitators provide the link between NDN Developer/Demonstrator Projects and can help educators identify suitable NDN programs and assist with adoptions, training, and operation. Approximately 120 of the projects described in this catalog are developer/demonstrators. The type of dissemination funding that a project receives is identified in the description of the project. Indexes identify the exemplary programs by the state in which they are located, by sectional cross-references, by ERIC descriptors, and alphabetically by project name.   [More]  Descriptors: Adult Basic Education, Adult Education, Aesthetic Education, Bilingual Education

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