Introductory sections of these guidelines give the point of view and goals of bilingual-bicultural education. Definitions of some terms commonly used in this area follow. A section on program organization gives guidelines for assessment, staff, staff development, instruction, methodology, instructional materials, community involvement and…

Describes project designed to enhance the elementary core French program through presentations of history, culture, and life-style of French-speaking peoples by noncertified Francophones from the vicinity. Project has been successful and has produced a more tolerant outlook among students for other cultures. Uses foods of France and early life in…

Discusses five functions intrinsic to the work of the bilingual paraprofessional: informer, supporter, model, supervisor, and advocate. (BF/JH)

Data on California public school enrollments and staff relating to minority languages are presented in tabular and map distribution form, with some summary narrative. Tables include: (1) trends in number of limited-English-proficient (LEP) students by county since from 1985-89; (2) number of LEP students by county and grade, 1989; (3) LEP students…

This book describes the John F. Kennedy School in Berlin, which serves a community composed of families using German and English. It talks of the objectives and curriculum of the bilingual school, the manner of teacher selection and training, and the selection and preparation of materials. Included are appendixes which develop a typology of…

The Native Language Reading Approach Program of the New York City Public Schools was developed as an on-site, demonstration training program for teachers and teacher aides involved in helping students to transfer reading skills from their native language to English. As implemented in 1980-1981, the program served teachers/teaching aides of…

The important cooperative relationship between the school and its community assumes even greater importance when the learners are speakers of other languages. The single most important motivating force in learning a new language is the attitude of learners and their parents toward the new language and its speakers. Of all the responsibilities the…

Considers problems pertaining to the Aboriginal preschooler living in two cultures and presents a brief outline of a program in which Aboriginal women are being prepared for the early childhood work force. The women also act as intermediaries in the cultural conflicts of young children. (CM)

Bilingual community helpers assist in the teaching of English as a second language. (EA)

A study of basic Title VII programs examines salient program features, including grade levels served, enrollment characteristics, staff experience, and technological features of bilingual programs. A typical Title VII (Spanish-English) bilingual program is summarized. Data reveal that English is used more often than Spanish in most bilingual…

This study examines the changing role of the paraprofessional as viewed from the vantage point of the English as a Second Language (ESL) Bilingual classroom. The difficulty in encountering material on the role of the paraprofessional has led to some confusion in the minds of teachers as to how these assistants in the classroom are to be utilized.…

This 1974-75 evaluation report of the Title VII Cleveland Bilingual Education Program discusses the degree to which process objectives were implemented and product objectives attained, and the impressions of project and school staff and parents. The goals of the bilingual program were to develop the ability to communicate and function in Spanish…

Bilingual education, as an approach to the problem of preparing the American Indian child for entry into American public schools, has not proven satisfactory due to a lack of properly certified teachers and a tendency to thrust too much upon the child too fast. In response to this problem, a tutorial system has been devised in which bilingual,…

Pasadena City College's Institute for Teacher Aides is a New Careers project to upgrade indigenous nonprofessionals in antipoverty agencies for career-ladder employment as bilingual aides in inner-city/ghetto schools of Greater Los Angeles. Its operating grant, under the Education Professions Development Act, is for two sessions (summer and fall…

This guide for teachers and teacher aides working with Navajo children is the product of a 3-week workshop for teachers and teacher aides given by the Bureau of Indian Affairs and Arizona Western College in June 1969. It outlines some of the basic differences between Navajo and Anglo culture and defines the liaison role that the bilingual teacher…