Bibliography: Bilingual Education (page 822 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include R. C. Kunkel, S. A. Tucker, Thomas P. Carter, Roberto D. Segura, Diane Marinelli, Jack Reynolds, Arlette Olmos, Barbara P. Pletcher, Berkeley. Lawrence Hall of Science. California Univ., and Austin Southwest Educational Development Lab..

Reynolds, Jack; And Others (1978). PLESA: Program for Persons of Limited English-Speaking Ability. Ten Case Studies. These ten case studies of the Program for Persons of Limited English-Speaking Ability (PLESA) report different approaches to providing training and employment assistance to unemployed persons of limited English-speaking ability. (A summary report of forty-seven projects is available separately. See Note.) The first four describe projects conducted in Tucson, Arizona; New York City; Bergen County, New Jersey; and Laredo, Texas. The remaining six cases describe selected features or components of projects in Los Angeles, San Francisco, and Orange County, California; Honolulu, Hawaii; and Philadelphia and New Holland, Pennsylvania. Each section (case study) begins with a bibliographic data sheet and project profile sheet which outlines target group; objectives; client recruitment, selection, assessment, and counseling; training; job development and placement; follow-up program; supportive services; budget; and outcomes. Topics discussed within the narrative of the case studies include project planning; target groups; project direction, management, and operation; clients and services; English language instruction; occupational skills training; job development and placement; and results. Target groups include Hispanics, Vietnamese refugees, Filipinos, and Russian and Korean immigrants. Occupations trained for include secretarial, electricians' helpers, import-export clerks, Chinese cooks, nursing, and auto mechanics.   [More]  Descriptors: Adult Basic Education, Adult Vocational Education, Asian Americans, Bilingual Education

Bishop, Russell H.; And Others (1979). Assessing Bilingual Instructional Practices and Outcomes: A Precision Approach to an Old Dilemma. This research report reflects the use of precision teaching techniques incorporated into a microcomputerized observational system to assess bilingual instructional practices and student outcomes. Three local educational agencies were monitored to assess the relationship between the demographic background of the student and the interactive profile of the teacher in relation to instruction, equity of attention, and teacher mobility. Outcomes included the student response types and his self report on understanding instructions and language used to process information. Findings suggest that the research procedures and technology used provide a broad evaluation base built upon a substantial amount of quality data. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Computer Managed Instruction

Pletcher, Barbara P.; And Others (1978). A Guide to Assessment Instruments for Limited English Speaking Students. The test reviews in this guide are intended to be used by school personnel charged with locating and administering appropriate assessment instruments to limited-English-speaking elementary school children. Assessment instruments are reviewed for native speakers of Chinese, French, Italian, Navajo, Portuguese, Spanish and Tagalog. Each instrument reviewed met nine criteria and was analyzed for cultural bias by a cultural and linguistic review panel. The descriptive information section of each entry contains the following types of information: purpose, score interpretation, grade range, target ethnic group, administration time, administrator requirements, author, source and cost. The following types of tests are included: Language Dominance, English Language Proficiency, Native Language Proficiency, Achievement in Multi-Subject Areas, Achievement in Individual Subjects, Learning Styles (for Spanish-Speaking), and General Ability and Scholastic Aptitude. Four appendices provide a comprehensive index, a source index, a glossary of technical terms, and a bibliography. Descriptors: Achievement Tests, Aptitude Tests, Attitude Measures, Bilingual Education

Carter, Thomas P.; Segura, Roberto D. (1979). Mexican Americans in School: A Decade of Change. Various explanations and possible solutions for the low social status and poor school achievement of the Mexican American are the subject of this book, which examines ethnic characteristics of the Mexican American, socioeconomic conditions in the five southwestern states, and practices and policies of the schools in the Southwest. This book grew out of an earlier work ("Mexicans in School: A History of Educational Neglect") based on the Mexican American Study Project; to supplement the background provided by that extensive investigation, the authors conducted 100 interviews and examined research studies of the past decade, as well as reports of special programs for Mexican Americans that resulted from federal funding for minority group education projects. Chapter headings include"A History of Educational Neglect,""The Outcome of Schooling,""The Failure of the Chicano,""The Default of the School,""Efforts to Adjust the Child," and "Efforts to Modify the Institution." A final chapter analyzes the failure of compensatory education programs and recommends strategies for effectively changing educational policies and practices. A bibliography of nearly 400 titles is appended. Descriptors: Academic Achievement, Acculturation, Bilingual Education, Change Strategies

Austin Independent School District, TX. Office of Research and Evaluation. (1977). Interim Evaluation Report, 1977-78. ESEA Title VII Bilingual Project. Project Number SO163SA. A report is presented of the 1977-78 demonstration bilingual program of the Austin Independent School District. A program description, status reports, and information on the evaluation of the program are provided. The instructional component of the program is designed to provide bilingual instruction in language arts, reading, and math. The curriculum development program component is designed to develop sequential guides for Spanish and English oral language and reading instruction. The staff development component includes one week of preschool teacher training and on-site individualized training throughout the school year. The parental involvement component focuses on informing and involving parents of project students. A major activity of all components is the preparation and implementation of an activity-oriented/experience-based curriculum. Evaluation concerns three areas: (1) evaluation of and feedback concerning on-going project activities; (2) measurement of reading, math, and oral language development of students; and (3) evaluation of the relative benefits of using at-home study units by parents. Evaluation findings, assessment instruments, and questionnaires are included.   [More]  Descriptors: Bilingual Education, Curriculum Development, Demonstration Programs, Elementary Education

Ochoa, Alberto; And Others (1977). Recommendations and Framework for Developing a Comprehensive Educational Master Plan to Comply with Title VI of the Civil Rights Act, 1964. Lau Center Manual IV. The development of a program to comply with Title VI of the Civil Rights Act of 1964 is discussed. A master plan is offered that encompases a manifold effort in the areas of administrative organization, community relations, diagnosis of student needs, instructional program design, staff development, counseling and guidance, curriculum and materials development, and strategies for assessment and evaluation. For each of these areas, an extensive outline is presented which details goals and procedures. If followed, these procedures can produce compliance with Title VI in accordance with a specified time line, and enable a community to meet the educational needs of its non- and limited-English-speaking students. An overview of compliance procedures provides information about the legislative background of federal mandates. Appendices include: (1) samples of goals and objectives for the development of a compliance-oriented master plan, (2) a checklist of questions for selecting an oral language assessment instrument, (3) a suggested checklist for developing an educational plan to meet Title VI regulations, and (4) sample district skeletal plans for Title VI compliance. Descriptors: Administrative Organization, Bilingual Education, Check Lists, Community Relations

de Ortego y Gasca, Felipe (1979). An Infinity of Mirrors: Chicanos and American Education. Significant changes are needed in the education of Chicano children, changes that range from the earliest Head Start levels through the college years. American schools reflect the dominant Anglo-American culture and so retain the societal status quo. By perpetuating Anglocentrism, schools have trampled on the cultural and linguistic dignity of Chicano youth. Many Chicano children enter first grade knowing little or no English and are catastrophically and traumatically confronted with a learning environment in a foreign language they cannot deal with. Bilingual programs are often administered with old approaches that have failed in the past and will continue to fail in the future. Teachers may expect less of Chicano students and with this attitude engender failure and disappointment instead of achievement. Relatively few Chicanos manage to get through high school; even fewer go on to college. Those attempting to secure a college education face such problems as entrance requirement obstacles, discriminatory admission and retention rules, poor secondary school preparation, inadequate finances, and courses irrelevant to Chicanos needs and concerns. Colleges and universities, the public school systems, and the forces of government must all join together to instill into the concept of equal educational opportunity a new vigor, life and meaning.   [More]  Descriptors: Access to Education, Bilingual Education, College Role, Culture Conflict

Southwest Educational Development Lab., Austin, TX. (1978). Basic Skills Learning Centers Project. Annual Report for the Period October 1, 1978 – September 30, 1979. Program implementation is stressed in this final report of a three-year Basic Skills Learning Centers (BSLC) Project designed (1) to improve basic skills in reading, math, and reasoning and (2) to serve a target population of Spanish-speaking children from nonurban schools in five southwestern states. Section I is the annual report for 1978-79 and summarizes the year's activities, with emphasis on field services, staff training, and communication with participating schools. Covering the entire period from 1976-1979, Section II includes an overview of the project, its goals and target audience; a description of the programs and materials and their method of implementation; and a summary of the major strategies used to help the schools implement the programs. Numbers of students participating and student characteristics are included in this section. Use of bilingual instructional staff is discussed, and some problems with student record keeping procedures and delivery of services to rural school districts are pointed out. Section III covers the three years of the Louisiana Component of the project, which served English-speaking children from 45 schools in 6 parishes. Appendices contain correspondence documenting the activities of the 1978-79 fourth quarter and tabular material showing pupil progress and projected use of BSLC materials in 1979-80, when federal support for the program will not be available.   [More]  Descriptors: Academic Achievement, Annual Reports, Basic Reading, Basic Skills

California Univ., Los Angeles. Center for the Study of Evaluation. (1976). Basic Skills Learning Centers Evaluation. Final Report 1 October 1976 – 30 September 1979. Detailed program descriptions and discussion of research methodology are included in this independent evaluation of the Basic Skills Learning Centers (BSLC) Projects implemented by Southwest Educational Development Laboratory (SEDL) and Southwest Regional Laboratory (SWRL) and designed to improve basic reading and math instruction in nonurban elementary schools. Following an introductory statement of the scope and purpose of the evaluation, Chapter II describes the SEDL and SWRL-BSLC programs including materials, staff training and technical assistance components, and target populations (monolingual English-speaking students for SEDL, Spanish-speaking students for SWRL). Chapter III covers initial planning and development of the evaluation format, rationales for design decisions, and explanations of the methodological approach. Chapter IV contains extensive tabular and narrative analyses of test and survey data gathered during the evaluation. Program implementation and student test performance are discussed separately for SEDL and SWRL programs. Significant academic gains are shown for students in both programs. Chapter V discusses implications of the BSLC Project for future educational efforts, emphasizing the special features of bilingual programs. The appendices (RC 011 793) contain a wide array of supporting materials. Descriptors: Academic Achievement, Basic Reading, Basic Skills, Bilingual Education

Olmos, Arlette (1977). Enseignement de la langue maternelle a des enfants d'emigrants (Teaching the Native Language to Children of Immigrants). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 26. For several years in Switzerland it had been clear that adolescents with previous learning difficulties in their own country experienced even greater academic problems in Switzerland where they were expected to attend school with native speakers of French. Therefore, an experimental class was organized of Spanish and Italian-speaking children who were chosen because of extremely poor results on writing tests in their native language. During the first year of the experimental course in the native language, the emphasis was on learning the native language in comparison with French. At the end of the first year an evaluation showed that students had made progress in both their own language and in French, but the further development was needed. Accordingly, three orientations were adopted for the second year: (1) the aspect of grammatical comparison of the languages was retained to some degree; (2) control of the native language was emphasized and instruction in it focused on its own value as "native language"; and (3) more opportunity was given the students to learn more about their own country and to express themselves in accord with their own culture. A series of psycholinguistic tests given during the second year showed that student performance in comparing the two linguistic systems was normal for their age and that, while spelling remained a problem, progress had been made in reading and in written expression. Descriptors: Achievement Gains, Bilingual Education, Communicative Competence (Languages), Cultural Awareness

Marinelli, Diane, Ed. (1979). Competency-Based Adult Education/English as a Second Language Modules: Health. This packet contains four Competency-Based Adult Education/English as a Second Language (ESL) lessons in the health content area designed for beginning level students. Each lesson revolves around one central character who, in the course of the four lessons, successfully performs four life-coping skills: (1) calling for a doctor's appointment, (2) visiting the doctor, (3) filling a prescription, and (4) going to the Emergency Room. Contents of each lesson include statement of purpose, list of outcomes, pre-post test with means of evaluation, and suggested instructional resources and activities. Within the instructional activities is a section titled "Required Level of English" specifying what language content the student should be familiar with in terms of reception and production, prior to using the lesson. The lessons are keyed to two major ESL basic texts–New Horizons and ESL–A New Approach for the 21st Century. Each lesson contains some or all of the following skill areas: listening/speaking, reading, writing, computation, problem-solving, and cultural information. Parts of the lesson available in the native language are indicated. (Address is cited.) Translations are available in the four most common languages in Illinois: Spanish, Vietnamese, Korean, and French. Descriptors: Adult Education, Behavioral Objectives, Bilingual Education, Communicative Competence (Languages)

California Univ., Berkeley. Lawrence Hall of Science. (1978). Actividades al Aire Libre (Outdoor Activities). OBIS/Mini-Corps. Prepared specifically for use in one-week outdoor summer camp programs for migrant children aged 10-15, the twenty bilingual (Spanish and English) educational and recreational activities in the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps package have been revised to develop language skills as well as an awareness of the outdoor environment. Simulation, observation, experimentation, and numerous games are used to study ants, fish, lichen, plant habitats and distribution, decomposers, water organisms, stalking, and food chains. Each activity is presented in an individual water-resistant folio containing an introduction, materials list, preparation, action, and language development section consisting of discussion activities, language games, and an all-Spanish mini-dictionary. Throughout the package instructions and information for the leader are in English. Headings, key words, materials, and instructions for students are bilingual. The package contains three additional folios which explain fundamental OBIS activity concepts, describe how to use the materials and activities, and give directions for the construction of simple equipment such as dip nets and aquatic observation chambers. Two booklets aid identification of organisms found in and around lawns and ponds. A Spanish version of the same package is also available.   [More]  Descriptors: Activity Units, Bilingual Education, Biology, Day Camp Programs

Kunkel, R. C.; Tucker, S. A. (1978). VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children. Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific actions in the areas of educational policy, curriculum, staffing, extra curricular activities, student services, community involvement, and program evaluation. For each area, recommendations were directed to the local school, community agencies (including churches), and state agencies (including the legislature). Descriptors: Bilingual Education, Change Strategies, Church Role, Community Attitudes

Friedman, Myron; And Others (1979). ESEA Title I Migrant Program. Final Technical Report. June 30, 1979. A comprehensive evaluation of Austin Independent School District's Migrant Program for 1978-79, this document identifies program accomplishments and areas where further action is needed and provides extensive documents supporting the decision and evaluation questions published in the project evaluation design. Academic achievement of students at several levels (pre-K-12) and delivery of health services to 90% of the migrant pre-K students are among the positive findings summarized. Supervision of migrant teachers, implementation of diagnostic-prescriptive teaching approach, and standardization of the quality of programs in grades 6-12 are areas requiring action. Appendices contain detailed information on achievement testing procedures and results, migrant attendance, type and amount of instruction received by migrant students, clothing purchases, health services, and parent advisory committees. Interviews with teachers, administrators, and migrant parents are reported; concerns were each group's knowledge of the range of services provided by the Migrant Program, satisfaction with the program, and perceived needs. Migrant teacher performance is discussed and favorably compared to performance of locally funded teachers.   [More]  Descriptors: Academic Achievement, Achievement Tests, Bilingual Education, Comparative Analysis

Reynolds, Jack; And Others (1978). The PLESA Experience: Training and Employment Services for Persons of Limited English-Speaking Ability. This report summarizes the Program for Persons of Limited English-Speaking Ability (PLESA) which involved 47 prime sponsors providing training and employment assistance to over 6,000 persons, most of whom were Hispanic or Asian. Focus is on lessons learned that will be useful for developing such programs. Chapters 1 and 2 discuss the background of the PLESA program and highlight the similarities and differences among the projects which improved their clients' English-speaking ability by providing English as a Second Language (ESL) training and in some cases offering occupational skills training and general education courses. Chapters 3-7 describe project planning and organization; client recruitment, selection, counseling, and training (English language and vocational); and job development and placement. Each chapter follows a standard format including a summary introduction pointing out key lessons learned from the PLESA experience and sections dealing with program components. Each section has three parts: a description of approaches used, discussion of issues raised, and list of recommendations. Chapter 8 presents an assessment of the program and a discussion of implications for future programs and policies. Findings reported show that participant job placement was only 39% and job retention was not high; however, it was demonstrated that there is a need; special services are required; and prime sponsors can mount effective programs. The appendixes contain annotated bibliographies of instructional ESL materials and resources. (A report containing ten project case studies is available separately. See Note.)   [More]  Descriptors: Adult Basic Education, Adult Vocational Education, Asian Americans, Bilingual Education

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