Commissioner's Rules Concerning the State Plan for Educating English Language Learners (ELLs) states that all school districts that are required to provide bilingual education and/or English as a second language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC). The LPACs are charged with reviewing all…

Presents point-counterpoint opinions on bilingual education, regarding (1) effects on children of different language groups, (2) best methods for teaching English as a second language, (3) school's role in maintaining native language skills and culture, (4) segregation of students, (5) selection of students for programs, and (6) issues raised by…

This report answers questions commonly asked about bilingual education in the United States, by persons who may be puzzled and wish to have more information. The questions addressed are: (1) What exactly is bilingual education and why is it so important to Hispanics? (2) Other immigrant groups of the past did not need bilingual education. Why is…

The position is taken that the effectiveness of bilingual education programs has not been adequately researched or evaluated. The lack of appropriate critical, empirical, or longitudinal studies is attributed to several factors. (MH)

Describes some of the occupational, social, and emotional difficulties of Korean immigrants in the United States. Explains the need for bilingual education and recommends bilingual education strategies for Korean adults and children. (Journal availability: National Dissemination and Assessment Center, California State University, 5151 State…

Describes the Amigos Program at Maynard School, Cambridge, MA, a two-way bilingual education program. Success of the program and efforts at equal education result from teamwork between desegregation and bilingual education officers and the following elements: (1) site; (2) funding; (3) evaluation; (4) racial balance; and (5) parent support. (PS)

The first section of the ninth annual report of the National Advisory and Coordinating Council on Bilingual Education (NACCBE) provides an overview of the Council's functions and activities. It also discusses current bilingual education law; the changed structure of the advisory council; the new doors opened by the 1984 Amendments of the Bilingual…

Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA) of 1974 impose an affirmative obligation on the states to rectify the language deficiencies of non-English-speaking students but do not specify a particular remedy, leaving it to State and local educational authorities to determine which programs, methods,…

This collection includes several papers each on the legal aspects of bilingual education, the politics of implementing bilingual programs, the role of the community in establishing and maintaining bilingual programs, and bilingual program models. In addition, individual papers treat: (1) the impact of research on programs and policy, (2) the role…

This article surveys literature of research based on several early childhood bilingual education programs and guidelines. Common findings of each are outlined. It also includes a case study of instructional discourse in teaching language minority kindergarten children. (JL)

The purpose of this paper is to describe the implementation of bilingual education programs in Peru. The first part of the paper consists of a general discussion of Peruvian history and the problem of native language suppression under Spanish colonialism and, later, a Spanish dominant independent government. Educational policies and the…

This booklet presents the proceedings of a conference on the relationship between bilingual education and desegregation in California. The topics covered by the speakers at the general session were: (1) Desegregation and Bilingual Education: A National Perspective; (2) Legal Requirements Related to Desegregation and Bilingual Education; (3) Role…

In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and…

Courts and federal agencies have determined the minimum obligation of a school district toward children not proficient in English is to teach English skills and at the same time to offer a transitional program for teaching the other subjects English-proficient students study. LHW)

Outlines the development of a new bilingual programming (French immersion) for Canadian schools. Documents the lack of development of adequate guidance service for these programs and presents a needs assessment for the development of guidance and counseling services. (JAC)