| This study was designed to determine if a bilingual career education module could be developed for predominately Spanish-speaking students. Data to justify the need for this type of career education module were gathered after a review of existing materials and literature in the areas of bilingual education, career education, and vocational education.;Chapter IV contains a four part formative evaluation design. Context evaluation, input evaluation, process evaluation, and product evaluation are the main components of this formative evaluation design.;The findings of this research indicated that there is a paucity of materials that blend career education theory with bilingual education theory. Current education practices in career education can be applied to the development of a bilingual career education module. Current teaching theory in bilingual education could be applied to the development of a bilingual career education module. Current teaching methodology in bilingual education could be applied to the development of a bilingual career education module. Formative evaluation techniques would be useful in the development of a bilingual career education module.;It was concluded that the development of a bilingual career education module for use by students who speak predominately Spanish would be beneficial for both educators and students. The development of a bilingual career education module could be strengthened by using current educational practices employed in monolingual career education modules.;This study is divided into five chapters. Chapter I depicts the clarification and necessity for a bilingual career education module. Chapter II reviews the literature in vocational education, career education, and bilingual education to depict their importance in the development of a bilingual career education module. Chapter III is composed of twelve bilingual career education clusters to include construction trades; industrial production and related occupations; office occupations; transportation occupations; art, design, and communication occupations; service occupations; health occupations; sales occupations; education and related occupations; scientific and technical occupations; social service occupations; mechanic and repairing occupations. Each cluster includes five bilingual job descriptions, vocabulary and interest questions to be used by the group facilitators. |
