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Utility of the SBIF Features for the Instruction of LEP Students [microform] / William J. Tikunoff
Bib ID 5494243
Format BookBook, MicroformMicroform, OnlineOnline
Author
Tikunoff, William J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1983 
71 p. 
Summary

The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures. This document reports on a study segment verifying the utility of the initial findings for practitioners: (1) for improving instruction for LEP students, (2) for implementing instructional programs, and (3) for aiding various ethnolinguistic groups. Verification was carried out through meetings with teachers of LEP students, teacher educators, administrators of bilingual education programs, and others interested in the instruction of LEP students. The participating practitioners indicated that the framework for bilingual instruction developed in the study was a potentially useful tool for conceptualizing, observing, analyzing, and evaluating instruction. They also saw two areas for change in school district policies regarding bilingual education: discouragement of language alternation and over-frequent testing. (MSE)

Notes

Sponsoring Agency: National Inst. of Education (ED), Washington, DC.

Contract Number: 400-80-0026.

ERIC Note: For related documents, see FL 016 113-120.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Basic Skills.  |  Bilingual Education.  |  Classroom Communication.  |  Classroom Environment.  |  Classroom Techniques.  |  Cultural Awareness.  |  Educational Assessment.  |  Educational Policy.  |  English (Second Language)  |  Language of Instruction.  |  Limited English Speaking.  |  Program Effectiveness.  |  Program Evaluation.  |  Scheduling.  |  Student Participation.  |  Teacher Characteristics.  |  Teaching Styles.  |  Testing.
Form/genre Reports, Research.
Other authors/contributors Far West Lab. for Educational Research and Development, San Francisco, CA
Available From ERIC 
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001 5494243
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007 he u||024||||
008 080220s1983    xxu ||| bt    ||| | eng d
035 |9(ericd)ED297563
037 |aED297563|bERIC
040 |aericd|beng|cericd|dMvI
088 |aSBIF-83-R.15/16
091 |amfm
100 1 |aTikunoff, William J.
245 1 0 |aUtility of the SBIF Features for the Instruction of LEP Students|h[microform] /|cWilliam J. Tikunoff.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1983.
300 |a71 p.
500 |aSponsoring Agency: National Inst. of Education (ED), Washington, DC.|5ericd
500 |aContract Number: 400-80-0026.|5ericd
500 |aERIC Note: For related documents, see FL 016 113-120.|5ericd
520 |aThe Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures. This document reports on a study segment verifying the utility of the initial findings for practitioners: (1) for improving instruction for LEP students, (2) for implementing instructional programs, and (3) for aiding various ethnolinguistic groups. Verification was carried out through meetings with teachers of LEP students, teacher educators, administrators of bilingual education programs, and others interested in the instruction of LEP students. The participating practitioners indicated that the framework for bilingual instruction developed in the study was a potentially useful tool for conceptualizing, observing, analyzing, and evaluating instruction. They also saw two areas for change in school district policies regarding bilingual education: discouragement of language alternation and over-frequent testing. (MSE)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aBasic Skills.|2ericd
650 1 7 |aBilingual Education.|2ericd
650 0 7 |aClassroom Communication.|2ericd
650 1 7 |aClassroom Environment.|2ericd
650 1 7 |aClassroom Techniques.|2ericd
650 0 7 |aCultural Awareness.|2ericd
650 0 7 |aEducational Assessment.|2ericd
650 0 7 |aEducational Policy.|2ericd
650 0 7 |aEnglish (Second Language)|2ericd
650 1 7 |aLanguage of Instruction.|2ericd
650 0 7 |aLimited English Speaking.|2ericd
650 1 7 |aProgram Effectiveness.|2ericd
650 0 7 |aProgram Evaluation.|2ericd
650 0 7 |aScheduling.|2ericd
650 0 7 |aStudent Participation.|2ericd
650 0 7 |aTeacher Characteristics.|2ericd
650 1 7 |aTeaching Styles.|2ericd
650 0 7 |aTesting.|2ericd
655 7 |aReports, Research.|2ericd
710 2 |aFar West Lab. for Educational Research and Development, San Francisco, CA.
856 4 1 |uhttps://eric.ed.gov/?id=ED297563
984 |aANL|cmc 2253 ED297563|d77000000301963
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