Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a) the target language (TL) should be used exclusively for instructional purposes without recourse to students' first language (L1); (b) translation…

This study explored the perspectives of 27 Latino teacher candidates regarding the impact of a teacher-education program that promoted bilingualism, dialogue, cultural relevance, and cultural integrity. Data were collected through a questionnaire and a focus group interview. Findings reveal that a bilingual-bicultural learning community supported…

This report presents an evaluation of the Bilingual Readiness for Achieving through Valued Opportunities (Project BRAVO), an Elementary and Secondary Education Act Title VII-funded project in its first year of operation at Boys and Girls High School in Brooklyn (New York) and Louis D. Brandeis High School in Manhattan (New York). Participating…

The focus of federally-funded bilingual education programs has shifted over the past 20 years from serving educationally disadvantaged limited English proficient (LEP) students to serving recent immigrants and identifying alternatives to bilingual education. Since the 1960s, the LEP student population has grown increasingly diverse, illiterate,…

Fourteen separate bilingual education fact sheets produced during 1982 have been assembled into one document presenting educators with a variety of topics on bilingual education in public education. The first fact sheet advocates bilingual instruction, despite the popular argument that other immigrants of the past did not need bilingual education…

The Major Project in the Field of Education stresses renewed and intensive efforts by Latin American and Caribbean Island countries to provide the resources and training necessary to meet basic education needs by the year 2000. This document examines project achievements, innovations, and problems through 1986 in the areas of rural education,…

This report evaluates a program, in its first year of funding, which provides instruction in English as a second language, native language arts for Haitian and Spanish-speaking students, bilingual classes in mathematics, science, social studies, and typing in Creole/French in a high school in Brooklyn, New York. The program's major goal is to…

The implementation of Alaska's bilingual-bicultural education policy in the Lower Kuskokwim School District, which serves a predominantly Eskimo population, was investigated. The research objectives were to describe policy implementation, analyze problems with implementation, and explain why the local programs diverged from the intent of state…

Traces the historical background of language diversity in the United States. Argues that the desire to maintain English as the common language of the United States will be brought about more effectively through the American tradition of persuasion and democracy than through linguistic legislation. (ARH)

This paper proposes a comprehensive framework for defining success in bilingual education. Defining success is a difficult and elusive task. Indicators of success are at the center of much controversy, and a review of the research of the last 30 years reveals varying trends in the underlying notion of success. Most studies focus on the ability of…

A history of the influences and pressures shaping the evolution of bilingual education legislation in Texas (1965-73) illustrates how different and opposed political factions and philosophical views have shaped programs to teach language minority children such as Mexican Americans. (MH)

Describes a one-year research project in a Western Australia primary school in a low socioeconomic area, which has a Khmer-English bilingual program to develop and extend children's English and Khmer language and literacy. Discusses findings concerning the children's written progress in both languages, and children's perceptions of their identity…

The following eleven papers and appendixes were presented at this conference: (1) "The Exceptional Child: A New Challenge for Exceptional People," by Leonard Baca; (2) "A Theoretical Framework for Bilingual Instruction: How Does It Apply to Students in Special Education," by Fred Tempes; (3) "An Overview of the Requirements of Special Education…

The contributions made by Hispanic people to the development of the United States were emphasized through the use of a model bilingual/bicultural program produced by the Del Pueblo Elementary School in Denver, Colorado. (Author/RK)

Discussed the status and future of bilingual-bicultural education in the United States. (Editor/RK)