This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Terry Wright, Moses P. Gabriel, Rogelio G. Faustino, Clotilde Gould, Ricardo T. Jesus, Jesus C. Barcinas, Madeline Solomon, Eliza Jones, Susie Sun, and Atilano A. Valencia.
(1973). I Un Punidera Yan I Dies Na Babui (The Hen and the Ten Pigs). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1973). Dulok Yan Lisensian Ga'lagu (A Shot and a Dog's License). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1973). I Senoran Guadalupe (Our Lady of Guadalupe). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1977). Sulhich Uqayusritiksrakum Qanuqpich? (What Did you Say?). This elementary Inupiat reader is intended for use in a bilingual education setting. Each page of text is illustrated with pen-and-ink drawings. Descriptors: Alaska Natives, American Indian Education, American Indian Languages, Athapascan Languages
(1973). Annai Taya' Eskuela (When There's No School). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1975). K'adonts'idnee (Stories). This illustrated reader is intended for use in a bilingual education setting. It consists of four traditional stories in Koyukon Athabascan (Central Dialect). English translations are attached. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1973). Si Patas Nganga' (Patas the Duck). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1973). Palabras para Minagof (Words for Laughter). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1973). I Estorian I Niyok (The Story of the Coconut). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1973). I Tangantangan (The Tangantangan Tree). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1975). Ko'ehdan. This illustrated reader consists of a traditional adventure story and is intended for advanced students of Gwich'in Athapascan in a bilingual education setting. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1972). Bilingual-Bicultural Education for the Spanish-English Bilingual. Divided into seven sections, this publication includes discussions of the nature of bilingualism and its implications to curriculum and instruction, the effects of bilingualism and bilingual education, biculturalism and bicultural education, bilingual education materials and assessment instruments, teacher training in bilingual-bicultural education, and bilingual education program analysis and evaluation. Topics covered are the concerns and assumptions in bilingual education; bilingualism among Mexican American children; Spanish language variations and instructional considerations; bilingualism and its effects on childhood development; bilingual educational curriculum models; grouping and individualized instruction in bilingual education; Hispanic-Indian cultural evolution; the Mexican American heritage, the forgotten feature in American schooling; the Chicano in a bicultural perspective; perceptions of Mexican American attributes and related educational considerations; bilingual education program materials; bilingual education diagnostic assessment instruments; teacher training, an educational continuum; and adaptability of bilingual education teacher training models. Appended are brief discussions of the terms Anglo American, Mexican American and Chicano; English-Spanish vowel differences; the Pachuco Cult; options in individualized learning; the culture of poverty; and the negative self-image, a questionable variable. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Bilingualism
(1973). Hafa Na Kulot? Kulot di Rosa (What Color? Pink). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(1973). I Karabao Gi Paingen Christmas (The Karabao on Christmas Night). This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chamorro
(2003). Learn in Beauty: A Professional Development Project for Navajo Bilingual Teachers. The Learn in Beauty Project at Northern Arizona University worked with a consortium of seven Navajo Nation school districts seeking to implement the Dine Language and Culture teaching perspective. This perspective is based on the premises that education is best when it reflects a sense of place; education should be based on the philosophy and values of those being educated; and preparation of teachers/mentors should reflect the Dine perspective of education. The project assisted teachers who were enrolled tribal members in completing a bilingual Navajo endorsement and an M.Ed. and provided continued support to the teachers as they juggled jobs, families, and studies. The goals of the project were to: support school reform by strengthening a network of schools on the Navajo Nation that provide exemplary community-based programs for limited-English-proficient students; implement a standards-based curriculum that reflected the Dine philosophy of education; and support beginning bilingual teachers. Mentors had a master's degree in bilingual education or curriculum and instruction and at least 3 years of bilingual classroom experience. Courses were provided at six reservation sites via onsite instruction, online courses, and interactive television. During the 5 years of the project, 100 Navajo students completed a master's degree in bilingual multicultural education. The project also served as a model of long-term collaboration between a college, a tribal education department, public schools, and Bureau of Indian Affairs schools to serve language minority students in rural settings. Comments of program graduates are included. [More] Descriptors: American Indian Education, Beginning Teachers, Bilingual Education, Bilingual Teachers