ERIC Number: ED280292
Record Type: Non-Journal
Publication Date: 1982
Changing Schools: The Language Minority Student in the Eighties.
Teitelbaum, Herbert; And Others
A monograph for school district personnel and education agencies presents a comprehensive plan to address the legal and administrative complexities of implementation of services for language minority students, particularly in bilingual education programs. The first section sketches federal involvement in bilingual education and related programs and outlines some of the responses from local education agencies. The second section discusses issues faced by providers of technical assistance in overcoming resistance to change. It looks at introducing bilingual education into a district, voluntary and mandated change, technical assistance centers, and the role of the technical assistance provider. Section three outlines and examines substantive options for school districts in program design, teacher training, and evaluation. Program design issues include district-wide bilingual education policy, program fragmentation, language arts instruction programs, entry and exit criteria, and content area instruction. Teacher and training issues include finding appropriate bilingual and English-as-a-second-language staff, bilingual materials, and inservice training program design. Evaluation issues include the potential advantages and problems evaluation poses, types of evaluation, creating effective evaluation, and data analysis and interpretation. (MSE)
Descriptors: Bilingual Education, Change Strategies, Compliance (Legal), Educational History, Elementary Secondary Education, English (Second Language), Evaluation Criteria, Evaluation Methods, Federal Legislation, Instructional Development, Instructional Materials, Language Arts, Language Teachers, Limited English Speaking, Minority Groups, Personnel Management, Program Design, School Districts, Second Language Instruction, Student Evaluation, Teacher Education, Technical Assistance
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: Center for Applied Linguistics, Washington, DC.