This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Phoenix. Arizona State Dept. of Education, Elizabeth Kosky, Allan A. Metcalf, Luisa C. Chavez, Joyce S. Evans, Vera Kaneshiro, Hyrum Cannon Smith, Larry D. Hord, Van Nguyen Smith, and Reinhold Freudenstein.
(1976). Murrinh Nganki (Our Language), 1. This primer is the first in a series of four trial primers intended to teach the speakers of the Murrinh-patha language to read and write in their mother tongue. The approach and method of this primer is eclectic, based on principles developed by Dr. Sarah Gudschinsky. It has been designed to teach the vowels "a,""u,""i," and "e" and the consonants "k,""th,""m,""p,""n,""l," and "d" in syllable-initial position, and "m" and "t" in syllable-final position. The grammatical units "i,""kanhi,""ngarra,""dim,""bere,""ngay," and "wanku" are taught in context as sight units and "Nalpu," Ngintinit," ku bali,""mi thanka,""yile,""thamul waya," and "thay" are introduced as sight words. A glossary containing all the words found in this book is provided at the end of the book. All 12 units are illustrated. [More] Descriptors: Australian Aboriginal Languages, Bilingual Education, Consonants, Grammar
(1973). Lataput (Our Letters). This volume is an introduction to the St. Lawrence Island Yupik alphabet. Each letter of the alphabet is shown as a capital and as a small letter. Illustrations are given for each letter. Descriptors: Alaska Natives, Bilingual Education, Elementary Education, Eskimo Aleut Languages
(1973). Equality in Reading Instruction. In order to equalize educational opportunities, individualized instruction in the beginning reading program is suggested. Children should have equal opportunity but not identical instruction. Reading readiness, as determined by reading skills, and reading interest should determine when instruction begins, whether it is kindergarten or the third grade. Individualized reading that utilizes the language experience approach to reading instruction is recommended. A successful beginning reading project in Puerto Rico is cited. [More] Descriptors: Beginning Reading, Bilingual Education, Equal Education, Individualized Reading
(1963). Matematica Para La Escuela Secundaria: Geometria (Parte 1). Traduccion Preliminar de la Edicion Inglesa Revisada. (Mathematics for High School: Geometry, Part 1. Preliminary Translation of the Revised English Edition). This is part one of a two-part SMSG mathematics text for high school students. Topics include plane geometry, real numbers, triangles and angles, congruence, construction, parallel lines, perpendicular lines, and parallelograms. The text is written in Spanish. [More] Descriptors: Bilingual Education, Geometry, Instructional Materials, Mathematics Curriculum
(1978). Evaluating Program Effectiveness: Measuring Input, Process, and Product Variables in N.Y.C. Federally Funded High School Bilingual Programs. There have been questions regarding the effectiveness of Federally funded programs. In this paper the possibility that programs might be effective but that their effectiveness is not being reported is investigated. Seven of the twelve Title VII bilingual programs in the New York City high schools were evaluated, using their funding proposals and Board of Education Evaluation Reports, to discover the relationship between input, process and product variables. It was determined that the reporting format made comparisons among programs or between programs and parent schools very difficult. Report forms are discussed. Selected input (personnel cost, staff mix and staff qualifications), process, and product (student attendance, examination scores, and language and achievement test results) variables are analyzed and the findings are described. Specific recommendations for improving reporting procedures are offered. Appended to the work are copies and analyses of individual school program budgets. Descriptors: Bilingual Education, Budgets, High Schools, Measurement Instruments
(1977). Task Force Findings Specifying Remedies Available for Eliminating Past Educational Practices Ruled Unlawful Under Lau versus Nichols. This publication is designed to clarify and amplify the 1975 booklet of the same title prepared by the Department of Health, Education, and Welfare (DHEW). The requirements for providing education to non-English speakers are first placed in their historical context. Suggestions for the basic elements to include in an affirmative action plan for complying with the requirements are stated simply. These include establishment of an official district policy for equal educational opportunity, alerting the community and district personnel to the situation, and a four-part program of identifying non-English-speaking students, assessing their linguistic proficiency, determining their achievement levels, and placing them in programs designed to meet their educational needs. Additional items to consider are listed, and a partial directory of agencies offering resources (particularly to educators in Arizona and the southwestern United States) is provided. An appendix includes pertinent DHEW memoranda, the text of the 1975 DHEW booklet, and language survey materials. Descriptors: Access to Education, Affirmative Action, Bilingual Education, Elementary Secondary Education
(1976). A Longitudinal Evaluation of the Edinburg Bilingual Reading Project. The purpose of this dissertation was to evaluate a bilingual program using a method of longitudinal evaluation. A class of students who received instruction in grades K-2 in the Region I Bilingual Reading Project in Texas comprised the experimental group. The control group was composed of 27 older siblings of the experimental group. The control group received instruction in the traditional school curriculum. Subjects in both groups earned higher achievement scores on the posttest than on the pretest; but the experimental subjects made consistently higher scores on the five subject areas covered in the posttest. The achievement level was not significantly higher for the experimental group. The educational gain on the five subject areas was statistically higher for the experimental group with the exception of vocabulary gain. These are some of the conclusions reached: (1) subjects who received instruction in the bilingual curriculum reached achievement levels in vocabulary, comprehension, total reading, language usage and structure, and spelling that were equal to or better than the achievement levels reached by their older siblings who received instruction in the traditional school curriculum, and (2) bilingual instruction was significantly better in producing educational gain in the subject areas of comprehension, total reading, language usage and structure, and spelling. Descriptors: Achievement Gains, Bilingual Education, Bilingual Students, Elementary Education
(1979). Bilingual Day Care Programming for Asian Children. Although children make up one third of the United States population, they receive only a small fraction of public resources. Our society's disregard for children is also manifested through television and through the court and educational systems. Asian and Pacific American children suffer disproportionately from the poverty and inadequate care that afflict millions of American children. Though few figures are available, some limited information about Asian Americans in Los Angeles helps to illustrate the critical situation in regard to child care. At least 1,000 children in Los Angeles's "Chinatown" are estimated to need care. However, the two programs available together serve only 200. One, Castelar Children's Center, is a large facility which emphasizes English and pre-public school preparation. The other, a small unlicensed facility which serves 20 children, is run primarily in Cantonese and emphasizes a blend of Cantonese culture and pre-public school skills. Castelar has little parent participation, while in the smaller center, parent involvement and community support are relatively high. Contrasts between the programs highlight certain criteria for adequate institutional day care: parent and community involvement, preparation of children for public schools, and bilingual teachers who are able to fulfill basic emotional and psychological needs of children. Descriptors: Asian Americans, Bilingual Education, Child Development, Day Care
(1978). An Evaluation of the ESEA Title I and Impact Aid Programs, Community School District 27, New York City Board of Education, 1977-1978. Final Report. This report evaluates the Title I and Impact Aid Programs in a Queens, New York, school district. The following activities, conducted in elementary and junior high schools, are analyzed: reading resource centers, an oral communication laboratory program, a non-public school component, bilingual and mathematics resource centers, and the optional assignment remediation program. Each activity is described in terms of its organization, objectives, implementation, and effectiveness. Where available, pre- and post-test scores are provided. In addition, the evaluation procedure is discussed, especially in relation to parent involvement in a program developed to increase skills of parents in evaluating Federally funded programs. Descriptors: Bilingual Education, Compensatory Education, Elementary Education, Mathematics Instruction
(1979). Community School District 20K, Non Public School Bilingual Program, Title I–5071-91626. Final Evaluation Report, 1978-79. A bilingual Title I program conducted for 251 Yiddish speaking students in grades 1-8 is evaluated in this report. The objectives of the program, which operated in six Yeshivas in Brooklyn, New York's District 20, are outlined. Staffing instructional patterns, student eligibility and participation, and student achievement evaluation procedures are described. A statistically significant improvement in language achievement is reported for all eight grades, although greatest gains are shown to have occurred among students in the lower grades. This is attributed to the more frequent instruction (minimum three days per week) provided to these students. Also commented upon in the report are the quality of instructional services provided by the bilingual teachers and paraprofessionals, the provision of inservice staff training, and the public availability of information regarding the Title I bilingual program. Based upon the evaluation, it is recommended that this program be recycled. Also presented is a series of recommendations regarding administrative procedures, evaluation instruments employed, the coordination of the bilingual program with other Title I services, and frequency of instruction. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Elementary Education
(1977). Ability Development Project for Five-Year-Olds. Final Report. The final report documents activities designed to develop supplementary instructional materials for use with handicapped Mexican American pupils mainstreamed into kindergarten programs using the Bilingual Kindergarten Program as curriculum base. An initial chapter covers general project background and overview information. Chapter two reviews the development of four products: the Spanish/English Language Performance Screening, the Observational Checklists for Referral, instruction manuals, and supplementary materials. A discussion of pilot research carried out during the project's second year is provided in the third chapter, while the fourth reviews dissemination efforts. Among eight appendixes are a review of publicity information and home and media examples of supplementary materials. [More] Descriptors: Bilingual Education, Early Childhood Education, Handicapped Children, Instructional Materials
(1979). Chicano English. Language in Education: Theory and Practice, No. 21. The English spoken by Spanish-surnamed Americans of the southwestern United States often has a Spanish flavor, even though the speakers may have no competence in Spanish. This Chicano English is discussed in a series of descriptions based on a number of previous studies of regional variations. Each description covers pronunciation, intonation, stress, vocabulary, and syntax. Regions covered include California (East Los Angeles, Riverside and vicinity, Redwood City, Los Angeles, Long Beach, and Whittier), Arizona, New Mexico (Las Vegas), and Texas (San Antonio in the 1950's and in 1970, Fort Worth-Dallas, and Austin). From the evidence of the individual descriptions, certain general conclusions are drawn about the linguistic feature of Chicano English, and especially about its dependence on Spanish influence. Pedagogical implications of this Spanish background are briefly discussed. A partially annotated bibliography is appended. [More] Descriptors: Bilingual Education, Dialect Studies, English, Intonation
(1976). Adlai E. Stevenson High School Bilingual Program; School Year 1975-76. This report is an evaluation of a New York City school district educational project designed to offer bilingual instructional and supportive services to ninth, tenth, and eleventh grade high school students under funding from Title Vll of the Elementary and Secondary Education Act of 1965. Its main objectives were to increase (1) the basic English skills of students in the expressive areas; (2) vocabulary and reading comprehension in English and Spanish; (3) competency in math and science; (4) student awareness of cultural heritage and ethnic background; and (5) student attendance. The target population consisted of 250 Spanish speaking boys and girls. The staff included a project director, three content area specialists, a bilingual counselor, two English as a Second Language (ESL) teachers, and a number of assistants. A native language arts teacher and an additional education assistant were included for a part of the program. There was a reduction in staff during the project as a result of a cut in the education budget. A battery of tests were administered to students both as pre and post tests. Additional assessment measures employed were uniform final examinations, a project-developed examination to assess knowledge of ethnic culture, and attendance records. Statistically significant results were reported for the majority of objectives. The statistics as well as a detailed interpretation and discussion of the results are included in the report. [More] Descriptors: Attendance, Bilingual Education, Bilingual Students, English (Second Language)
(1996). Speaking across Frontiers: A Goal for Europe, International Schools Journal. Since most of the world's population is bilingual, why should the most "advanced" Western nations be so resolutely monolingual? European schools should teach the first foreign language at primary level, become bilingual institutions, teach all children at least two languages, increase the number of languages taught, shorten instructional time, and employ teachers who are native speakers. Descriptors: Bilingual Education, Curriculum Development, Educational Improvement, Elementary Secondary Education
(1980). Jean Piaget's Theory of Equilibration Applied to Dual Language Development. This paper suggests that one possibility for the lack of study emphasis and unity of understanding in the area of dual language development is that language study in general shows some serious gaps and reveals a need for viewing language development as a holistic endeavor. Noting the failures of Skinnerian theory, Chomskian theory, Soviet dialectics, and traditional Piagetian language study to produce a unifying theory of language study in general and of dual language study in particular, the paper proposes a move beyond traditional Piagetian language study to his theory of equilibration for language explanations. The three major sections of the paper then provide: (1) a general definition of J. Piaget's equilibration theory; (2) a discussion of six main juncture points where language and the equilibration process might begin to relate; and (3) a brief summary of the F. Valerio case study, which relates the bilinguistic development of a Mexican-American child as a particular dual language equilibration process. The final section offers a summary and conclusions. Descriptors: Bilingual Education, Bilingualism, Case Studies, Child Language