Bilingual education involves the use of two languages as mediums of instruction. The particular goals of a bilingual education program often determine the type of program established. The two polar types of program models are: (1) that in which the native language is used only as an oral medium until the national language can be learned, and (2)…

The doctoral dissertation focused on: the perceptions of school administrators, teachers, and aides on teacher aide functions in the New Mexico Migrant Project; comparing the results with student needs; functions not ascribed to aides within the State Department of Education and the National Migrant Project's guidelines; and making recommendations…

A study identified competencies needed by a bilingual teacher aide in an elementary school program. The methodology involved (1) use of task analysis in the form of a 341-item questionnaire, which was disseminated to 13l bilingual teacher aides in Arizona to determine both the difficulty and frequency of their tasks, (2) chi-square tests for…

Tardy disbursal of HEW funds allocated for education of adult Vietnamese refugees has terminated a pilot project in which carefully selected, highly trained paraprofessionals would help an instructor conduct a rapid-fire drill following daily English instruction for refugees. The procedures are described and the concept recommended for future…

A review of the history of French immersion programs since their inception 15 years ago. The following topics are also addressed: a review of the findings of immersion research, new directions with regard to other forms of language teaching, quality of second language development, future research and teacher training. (AMH)

Some 129,000 bilingual teachers are needed to instruct students of limited English-speaking ability in elementary and secondary grades. Discusses the impact of the Bilingual Education Act in developing bilingual teacher training and describes some notable bilingual training programs for student teachers at a number of universities. (Author/RK)

Examines the preparation of one foreign language teacher and compares this preparation with some of the basic principles of bilingual education. It is argued that foreign language teachers would be better teachers if they had the same background and preparation as bilingual teachers. (CFM)

Describes the authors' experience in training teachers of native Canadian Indian students in British Columbia. The training occured in two contexts: one was a university-sponsored course; the other was a workshop-based inservice course. Describes the work done with the students and provides examples of their materials and teaching plans. (SED)

The author discusses bi-lingual elementary education, with examples from various ongoing programs, giving background philosophy, experiences in setting up a program, discussion of the significance of the Lau v. Nichols decision, and some thoughts on future direction. (MB)

This paper describes the Model Support System for Paraprofessionals (MSSP), which is designed to diversify and expand the teaching force in one California county by supporting promising bilingual paraprofessionals enrolled in college and university programs leading to bilingual credentials. All participants are currently non-certified staff…

Describes the Experiment in Reading for Mexican American Students (ERMAS) a Title III, ESEA program in Spanish that is taught in a manner consistent with the program to be used for reading in English. While learning to read in Spanish, the child simultaneously learns to speak English through an aural-oral approach. (JF)

Describes how Dade County, Florida, adjusted to the large influx of Cubans. (JF)

University professors, student teachers, and high school teachers participated in a collaborative research model in which the teachers took on the dual roles of teacher trainers and researchers. The roles and experiences of the teachers are described, and the revised clinical observation model is presented. (FG)

This paper describes research that investigated the influence of the listener on the dialectal code-switching behavior of a group of Chinese-Thai bilingual teachers. (CFM)