Bibliography: Bilingual Education (page 827 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Martha Allexsaht-Snider, National Dissemination Study Group., Diana J. Keith, Austin. Office of Early Childhood Development. Texas State Dept. of Community Affairs, Raquel Ward, Frederick Williams, Inc. Hispanic Policy Development Project, Paul Rosier, M. A. Price, and Youth Administration for Children.

Vorih, Lillian; Rosier, Paul (1978). Rock Point Community School: An Example of a Navajo-English Bilingual Elementary School Program, TESOL Quarterly. The paper discusses the details of a Navajo-English bilingual program: the current bilingual curriculum, the roles of the Navajo and the English language teachers, the problems of teacher training and materials development, the effect on the students' cognitive and affective development, community participation, and results on standardized tests. Descriptors: Achievement Tests, American Indian Languages, American Indians, Bilingual Education

Texas State Dept. of Community Affairs, Austin. Office of Early Childhood Development. (1975). Guide to Children's Services: 1975-76. Take Stock in Texas: Invest in Children. A reference manual of statewide programs for children under age 6 in Texas, this Guide is designed to help public officials, community groups, professionals who work with children and other interested citizens identify and obtain assistance in meeting the needs of children and families. Information is given on state and public agencies, private organizations and industries which offer services ranging from help for handicapped children, Head Start, day care, and physical and mental health programs to public welfare. In addition, there is a breakdown by county of what programs are offered and how much money is spent in each county. Included also is a directory of frequently called officials and agencies as well as appendices containing state laws affecting children which were passed in 1975, number and capacity of licensed child care facilities and number of children served in selective programs in 1975 by county.   [More]  Descriptors: Bilingual Education, Community Organizations, Community Resources, Day Care

Keith, Diana J., Comp. (1989). Curriculum Materials for Use with Adult Groups: A Bibliography of Government Documents. The Government Documents Collection of the Calvin T. Ryan Library of the University of Nebraska at Kearney contains a broad range of information on a variety of topics, including curriculum guides and materials. This bibliography gathers government documents of special interest to education students, practicing teachers, and teachers of adult students. Most documents listed are federal, but some Nebraska state documents are annotated. Curriculum guides and supplements, print and nonprint materials, bibliographies, evaluation materials and standards, project examples, and study guides, workbooks, and activity books are included in the following categories: (1) alcohol and drug abuse; (2) career and vocational education; (3) emergency services, traffic safety, and law enforcement; (4) family life and parenting; (5) foreign languages; (6) health, fitness, and nutrition; (7) miscellaneous topics/general; (8) nursing; (9) occupational safety and health; (10) home, school, and automotive safety; (11) social services; and (12) special education. The 165 titles are also indexed by subject.   [More]  Descriptors: Adult Education, Adults, Bilingual Education, Career Education

Petrini, Alma Maria (1970). ESOL-SESD Guide: Kindergarten. Michigan Oral Language Series. This guide, designed to support language arts programs in teaching English to speakers of other languages and in teaching standard English as a second dialect, is for use by teachers of language-handicapped children at the kindergarten level. The 135 half hour lessons, covering one year's work, may be used with mixed groups since the basic sentence structures are presented through Kindergarten-like activities and geared to the children's conceptual and physical needs. Sentence patterns and vocabulary to be introduced or reviewed in each lesson are listed at the top of each lesson. The lessons contain a heading, brief description paragraph, example dialogues, and a listing of required audio-visual materials. A Spanish interference and dialect interference sheet and a technique for teaching pattern practice are included.   [More]  Descriptors: Bilingual Education, Bilingual Students, Concept Formation, Cross Cultural Training

Hispanic Policy Development Project, Inc., New York, NY. (1984). Make Something Happen. Hispanics and Urban High School Reform. Volume II. Report of the National Commission on Secondary Education for Hispanics. This is the second volume of the report of the National Commission on Secondary Schooling for Hispanics. There are three main sections. The first contains a comparative, demographic analysis of the United States Hispanic population, the total United States population, and the White and Black populations. It documents the relative size and growth of the Hispanic population nationally, contains data on the use of the Spanish language, and provides inter-group comparisons of key indicators: age and sex distributions, income, employment, and education. It also gives comparative demographic profiles of the four major segments of the American Hispanic population: Mexican Americans, Puerto Ricans, Cuban Americans, and Other Hispanics. Section II contains statistical tables and graphs that directly support findings presented in the first volume of this report. Out of school rates, grade averages, high school program enrollment, high school coursework in Spanish, achievement test scores, and reasons for dropping out are among these data. Section III consists of six essays that are designed to aid in developing school and work programs for Hispanic youth: (1) "Making Good Schools from Bad," by Frank Montalvo; (2) "Equity and Excellence," by Peter D. Roos; (3) "Hispanic Youth Employment: Some Lessons and Models for Business Involvement," by Gary Walker; (4) "Hispanics in Fast Food Jobs," by Ivan Charner and Bryna Shore Fraser; (5) "Executive Summary: Programs for Adolescent Hispanic Parents in Connecticut," by Hyung C. Chung and Saul Sibirsky; and (6) "Suggested Plan for Reviewing the Status of Data for Monitoring the Progress and Outcomes of Secondary Schooling for Hispanics," by Dorothy Waggoner.   [More]  Descriptors: Academic Achievement, Bilingual Education, Data Collection, Dropouts

Trites, R. L.; Price, M. A. (1977). Assessment of Readiness for Primary French Immersion. A two-year study of "Learning Disabilities Found in Association with French Immersion Programming" indicated that children who encounter difficulty in primary French immersion programs may have a specific learning disability characterized by a maturational lag in the temporal lobe regions of the brain. In addition, it was found that biographical and background variables also identified in the study may be related to success and failure in such programs. This report discusses the first phase of a three-year follow-up investigation whose purpose is to identify a set of variables predictive of success or failure in primary French immersion programs. The subjects of the study were 1,000 four-year-olds in 77 kindergartens. Biographical and background information and teacher ratings were obtained for all. Two hundred children who would be enrolled in French immersion classes were also given the Early Identification Assessment Battery (EIAB). Results indicated describable patterns of differences in terms of family characteristics, preschool experience, parental attitudes and educational goals. The validity of the informal criteria used by teachers to recommend French immersion or the English program will also be assessed in the longitudinal study. The predictive validity of data from the EIAB as well as the personal data and teacher ratings will be assessed against criterion measures of achievement in French and English to be obtained in the Spring of 1978 and 1979. Questionnaires, checklists, statistical data, and a list of test names and abbreviations are appended.    [More]  Descriptors: Bilingual Education, Bilingualism, Educational Research, Failure

Seelye, H. Ned, Ed. (1972). Teaching Cultural Concepts in Spanish Classes. Foreign language and bilingual-migrant supervisors in the Office of the Superintendent of Public Instruction in Illinois are seeking to broaden the goals of foreign language instruction by introducing cultural education along with language instruction. This publication consists of 17 articles on many aspects of the teaching of culture in foreign language classes, specifically Spanish classes. Information includes: (1) a one-act play-commentary on the lack of relevance in foreign language instruction; (2) a documented review of the state of culture in foreign language classes; (3) an attempt to implement a variety of cultural objectives; (4) a discussion of techniques for teaching cultural concepts; (5) recent sources of ideas concerning the aims of social studies instruction; (6) an example of how content sources might be organized around a pertinent topic; (7) a description of a bilingual/bicultural experiment; (8) an example of how a language class can develop sympathetic understanding of a peer culture; (9) an outline of aspects of Latin American culture which can be developed in brief daily lessons at the end of the Spanish class; and (10) an annotated bibliography of some 200 recent publications, which is intended as an aid to the teacher in selecting recent titles on Latin America.   [More]  Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Comics (Publications)

Allexsaht-Snider, Martha (1995). Teachers' Perspectives on Their Work with Families in a Bilingual Community, Journal of Research in Childhood Education. Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting. Discusses resources to support teachers' work with families. Descriptors: Academic Achievement, Behavior Patterns, Bilingual Education, Case Studies

Kroon, Sjaak; Vallen, Ton (1994). Multilingualism and Education: An Overview of Language and Education Policies for Ethnic Minorities in the Netherlands, Current Issues in Language and Society. Discusses the immigrant situation in The Netherlands, Dutch education policy with respect to ethnic minorities, intercultural and language education, and the implementation of the 1992 "Cedars in de tuin" policy report. It is concluded that government policy in regard to multicultural Dutch society is somewhere between assimilation and pluralism. (37 references) Descriptors: Academic Achievement, Acculturation, Bilingual Education, Cultural Differences

Montana State Office of the Superintendent of Public Instruction, Helena. (1974). Annual Report of Indian Education in Montana. Johnson-O'Malley Activities, Fiscal Year 1974. Montana's Johnson-O'Malley (JOM) funds provided services for 6,094 and 7,613 Indian students respectively in 1973 and 1974. JOM funds were channeled into special projects, i.e., home-school coordinators, tutors, counselors, special transportation, special teachers, Indian teacher aides, Indian studies classes, summer programs, field trips, cultural programs, and boarding home care. Kindergarten programs were also made available to Indian children. Two other "very successful" JOM projects were the Montana Indian Youth Practicum (a statewide gathering of Indian youth to allow them to become more familiar with Tribal government, the Bureau of Indian Affairs, and the Montana Inter-tribal Policy Board) and the Speech Tournament which allowed Indian students to compete against one another in speech and debate. In 1974, there were also 28 local Indian parent advisory committees operating in 28 school districts. Although their involvement in JOM program planning and evaluation varied from school to school, most committees made tremendous gains and their input into JOM funded special projects had a very positive affect on the education of Indian children. This report presents the school reports of JOM funded projects, the JOM annual financial report, the administrative budget, a summary of allocations, JOM and Title IV enrollment data, and a summary of the Title IV Indian Education Act. Tabular data pertain to JOM allocations by reservations; and Montana Indian reservation statistics on enrollment, teachers, and school board members. Descriptors: Adult Education, Adult Programs, American Indian Reservations, American Indians

Ward, Raquel; And Others (1974). Interviews of Teachers in Title VII K-4 Schools. Fall, 1974. ESEA Title VII Bilingual Project. Formative Evaluation Report No.6. A summary is presented of interviews with a random sample of K-4 teachers from six schools in the Title VII Bilingual Project in the Austin Independent School District. Intended to provide data for assessment of ongoing activities as well as stated objectives, the interviews were designed to investigate activities such as duties assigned to bilingual aides, in-service training needs, materials needed, the amount of English and Spanish used in instruction and the amount of help needed by the teachers from the project staff. A total of 11 monolingual team teachers and 11 bilingual teachers were asked fifteen questions related to the following areas: (1) language instruction; (2) teacher aides' services; (3) classroom needs; (4) inservice training needs; (5) supervision and services by the Title VII staff; and (6) cultural awareness activities. The results for each of the fifteen items are discussed, and some of the results are presented as conclusions. One conclusion singled out as noteworthy is the fact that 36% of the bilingual teachers conduct none or almost none of their instructional activities in Spanish. Other observations are concerned with the successful teacher aide program, alternatives to inservice training workshops for staff training, means of identifying the appropriate instructional language(s), and language and cultural awareness activities. A copy of the interview form and a summary of teachers' responses are attached.   [More]  Descriptors: Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers, Cultural Awareness

National Dissemination Study Group. (1992). Educational Programs That Work: A Collection of Proven Exemplary Educational Programs and Practices. Eighteenth Edition. This publication provides current descriptions of exemplary educational programs in 15 areas. The term "exemplary program" is conferred only after a project has been approved by the Department of Education's Program Effectiveness Panel. Opening sections of this catalog list the National Goals for Education, offer questions and answers about the volume, list projects approved since the last edition was published, and discuss the role of state facilitators of the National Diffusion Network. The next 15 sections each contain program descriptions grouped under the following general categories: Adult Education; Administration/Organization Arrangements; Alternative Schools/Programs/Bilingual/Migrant; Language Arts/Writing/Literature/Foreign Languages; Mathematics; Multi Disciplinary Skills; Reading; Career/Vocational Education; Early Childhood/Parent Involvement; Gifted & Talented/Technology/Special Interests; Health/Physical Education; Preservice/Inservice Training; Science; Social Science; and Special Education/Learning Disabilities. The individual program descriptions contain information on audience, requirements, services, contact person with address and telephone number, and source of project funds. There is also a section on dissemination processes and one that lists projects whose services are no longer available. Three indexes list projects by state, programs grouped under ERIC descriptors, and projects in alphabetical order. Descriptors: Adult Education, Bilingual Education, Career Education, Demonstration Programs

Hornberger, Nancy H.; Micheau, Cheri (1993). "Getting Far Enough to Like It": Biliteracy in the Middle School, Peabody Journal of Education. Examines one example of an enrichment bilingual program in a middle school in an inner-city Latino neighborhood. The article discusses instances of motivated, interdisciplinary, and biliterate learning observed in the classroom, describes obstacles and solutions, and suggests directions for continued curricular development. Descriptors: Bilingual Education Programs, Bilingual Students, Curriculum Development, Educational Objectives

Williams, Frederick; And Others (1973). Carrascolendas: National Evaluation of a Spanish/English Educational Television Series. Final Report. A field experiment, attitude surveys, and a process evaluation were conducted in order to evaluate the third year of Carrascolendas, a kindergarten–second grade bilingual series carried nationwide on the Public Broadcasting Service. Test scores showed that material presented in Spanish had a significant impact on learning in history and culture. First graders showed marked improvement in English and Spanish language skills. Several content areas were affected: history, culture, English and Spanish language skills, and math. Second graders benefited least, showing significant gains only in the Spanish content area of history and culture and in English fluency. There was little impact upon the Spanish content areas of science, phoneme/grapheme relations, and language mixing.  Attitudes of teachers, parents, and children toward the series were positive, and a growth of pride in Mexican culture and increased use of the Spanish language were noted. The process evaluation found improvement in the management of the project, although insufficient dissemination of information about the series to potential viewers was regarded as a salient shortcoming.   [More]  Descriptors: Attitudes, Bilingual Education, Bilingual Students, Educational Research

Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. (1993). Program Enrichment: Building on Local Innovations in Head Start. Head Start grantees play a critical role in the development and testing of new program approaches and service delivery models. This survey of program initiatives covers both Head Start program initiatives and developmentally appropriate curriculum materials. Each section includes an overview and profiles of programs, including grantee address, purpose, and major accomplishments. Part One, "Head Start Program Initiatives," describes a total of 50 projects in the following areas: (1) "Health," including nutrition and wellness, prevention/intervention, alcohol and substance abuse, neglect, abuse, and violence; (2) "Self-Sufficiency"; (3) "Teen Parenting"; (4) Intergenerational Activities"; (5) "Family Child Care and Home Visitors"; (6) "Computers as Learning Tools"; (7)"Playgrounds"; and (8) "Education," including programs with non-English-speaking families, the homeless, and bilingual populations. Part Two, "Head Start Curriculum Materials," covers (1) "Curriculum Frameworks"; (2) "Specialized Curricula"; (3) "Curriculum Enrichment"; (4) "Resource Materials"; and (5) "Staff and Parent Development." Two appendices include guidelines for curriculum content and an evaluation checklist.   [More]  Descriptors: Bilingual Education, Child Health, Computer Uses in Education, Curriculum Development

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