This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Estoy Reddin, Nancy Modiano, Donald G. Dugas, Las Cruces ERIC Clearinghouse on Rural Education and Small Schools, Albert Verdoodt, Andras B. Szekely, Mary Pat Pfeil, Paul Platero, Dan L. James, and Canta Pian.
(1974). Navajo Language Review, Vol. 1, No. 2. This issue of the Navajo Language Review consists of five papers. The first, by E. Perkins, deals with the semantics and syntax of the Navajo negation particle "hanii." In the second paper, S. Billison speaks of the need to preserve the Navajo language and culture through bilingual education programs. M. Saville-Troike studies variation and change in Southwestern Athabaskan and makes suggestions for further data collection and analysis. The fourth paper is presented first in Navaho then in English. The authors, K. Hale and L. Honie, discuss language comparisons and related languages. The final paper presents an analysis of the uses of the Navajo classifier inductively in the form of a dialogue between two friends (to be continued in the next issue). [More] Descriptors: American Indian Culture, American Indian Languages, Bilingual Education, Contrastive Linguistics
(1970). Educational Anthropology: An Overview. This paper attempts to summarize the state of the field of educational anthropology, as it relates to studies of educational institutions and processes. Major research done by anthropologists in three areas–school ethnographies, school-community contacts with ethnic minorities, and cognitive and linguistic development–is reviewed. Topics covered are: anthropological studies of schools in Germany, Japan, Mexico, and the Phillippines, school-community work with American Indians and urban blacks, linguistic studies of urban black speech styles, bilingual education projects (Spanish, Cherokee, Chinese, Japanese, French, and Portugese languages), literacy teaching done with Brazilian subjects, the relationship between language and cognition, intellectual development of blacks and children from non-industrialized societies, and learning styles among American Indian children. An annotated bibliography is appended. [More] Descriptors: American Indians, Anthropology, Bilingual Education, Blacks
(1993). Multilingual Concepts in the Schools of Europe, Sociolinguistica. A discussion of multilingualism in Hungary begins with an overview of the role of minority and majority languages in the population since World War I, then focuses on the language situation as of 1991. It examines public policy concerning language, the importance of the existing multilingualism in language planning, the pervasiveness of monolingualism despite widespread language minorities, and the role of language in the educational system. This section looks briefly at the history of language policy in education, current ways in which multilingualism is addressed at each school level, the status and importance of language teaching, availability of bilingual education, and use of standard and vernacular language forms in education. A trend toward revival of ethnic languages and minority-language-medium instruction is predicted. Contains 11 references. [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Foreign Countries
(1973). Linguistic Problems of Adult Migrant Workers and Socio-linguistic Problems of Migrant Workers' Children Being Educated in the Host Country. This article examines the linguistic problems of adult migrant workers and sociolinguistic problems of their children. The introduction states provisions for migrant workers' ethnic and linguistic rights. An examination of the actual situation leads to the general statement that linguistic rights of migrant workers are passively tolerated and not actively encouraged by the host country. The reasons for this situation are examined, as well as obstacles which stand in the way of successful implementation of government-subsidized bilingual programs in the United States. Various bilingual program models in the United States and in Europe are discussed. The conclusion argues for a pluralistic bilingual education program for migrant groups, supported by the host country. Sample questionnaires are included in appendixes. Descriptors: Biculturalism, Bilingual Education, Cultural Influences, Culture Contact
(1991). Language Use in Classrooms in Western Samoan Schools, Working Papers of the National Languages Institute of Australia. To inform discussions of revising the curriculum of junior secondary schools in Western Samoa, a series of structured observations of classrooms was conducted. Data from 145 classes, covering Business/Commercial Studies, English Home Economics, Manual Arts, Mathematics, Samoan Studies, Science and Social Science, were analyzed. With the exception of Samoan Studies and Manual Arts, all classes were taught in English. Results show that teachers employed a mixing approach to bilingual teaching, in which both languages are used concurrently in all subject areas. Mixing was also a feature of student language use, and classes in which English was used exclusively by the students had much higher levels of language mixing than those in which students used only Samoan. Disadvantages to the use of mixing as a method of bilingual education are addressed. Descriptors: Bilingual Education, Classroom Environment, Classroom Research, Educational Policy
(1979). Consultation Focus: Identification of Issues. This paper discusses some of the problems faced by Asian Americans. Major topics addressed include: (1) the lack of accurate census statistics on minorities, especially Asian and Pacific Americans; (2) the employment, health, and stereotypic portrayal problems faced by Asian and Pacific American women; (3) racially discriminatory immigration laws and their harmful effects on Asians and Indochinese refugees; (4) the lack of information available on Pacific Americans; (5) the availability of bilingual education; (6) educational opportunities; (7) employment opportunities; (8) housing opportunities; and (9) health and welfare needs. Specific strategies and suggestions for helping Asian and Pacific Americans cope with problems of discrimination and false stereotyping in each of these areas are outlined. Descriptors: Asian Americans, Bilingual Education, Census Figures, Discriminatory Legislation
(1975). American Indian Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 6. Compiled to provide access to some of the latest resource material, research findings, and/or developments in American Indian education, this bibliography, a supplement to six previous ERIC/CRESS bibliographies cites materials available through "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE). Part 1 of the present bibliography contains 142 citations and abstracts which appeared in RIE from October 1974 through March 1975. Part 2 contains 93 journal article citations which appeared in the October 1974 through March 1975 issues of CIJE. Entries cover such topics as American Indian culture, bilingual education, Eskimos, cross cultural studies, Federal legislation and programs, and community control. A combined RIE and CIJE subject index is provided to assist the user in locating citations pertaining to a given subject area. A list of standing order microfiche collections and ordering information are also provided. Descriptors: Abstracts, American Indian Culture, American Indian Reservations, American Indians
(1973). Mexican American Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 3. Access to some of the latest research findings and developments in Mexican American education is provided in this bibliography. A supplement to 3 previous ERIC/CRESS publications: "Mexican American Education, A Selected Bibliography" (ED 031 352), "Mexican American Education, A Selected Bibliography–Supplement No. 1" (ED 048 961), and "Mexican American Education, A Selected Bibliography (with ERIC Abstracts)–ERIC/CRESS Supplement No. 2" (ED 065 217), the present bibliography contains 221 citations and abstracts which appeared in "Research in Education" from March 1972 through March 1973. Also included are 86 citations which appeared in "Current Index to Journals in Education" from April 1972 through March 1973. Bilingual education and English as a second language are emphasized. Ordering information and subject indexes are included. [More] Descriptors: Academic Achievement, Annotated Bibliographies, Bilingual Education, Disadvantaged Youth
(1972). The Second Penparcau School Project in Early Bilingualism, Bulletin, Collegiate Faculty of Education. This article describes an experiment in early Welsh-English bilingual education which was begun in September of 1968 with 35 children and which continued for two years. There was one male teacher who used mostly Welsh and taught for one hour per day. The average age of the children at the beginning of the two-year experiment was five years, two months. Initial strategies included the use of simple patterns and light vocabulary load, plus the use of puppets, illustrations, and music; the use of these and other teaching aids is described. Satisfactory progress was made in oral and then written proficiency, to the extent that science is now being taught in Welsh, and it is believed that other subjects could be taught in Welsh as well. Suggestions for further experimental work includes ascertaining the effects of different age groups, different time ratios, "outside" teachers, and daily routine school life. [More] Descriptors: Bilingual Education, Bilingual Students, Child Language, Educational Experiments
(1996). The Construction of Orthography by Maya-Speaking Children. A discussion of the language skills of Maya-speaking children in Mexico describes the relationship of Maya and Spanish languages in this population's education and reports on a study of the construction of orthography by these children. The study first examines how language is used in literacy education and the difficulties of literacy in a language that does not lend itself easily to the available alphabets. Issues in using the indigenous language for instruction are then explored, and it is noted that indigenous languages are not taught as an academic subject in Mexico. The study of orthography in Maya-speaking children involved asking native Maya-speaking fourth-graders, taught in Spanish, to write a list of words in Maya. The distinctions between Spanish and Maya phonology and orthography made by the children are discussed. Implications are drawn for bilingual education. Contains 6 references. [More] Descriptors: Bilingual Education, Foreign Countries, Indigenous Populations, Language of Instruction
(1975). Mexican American Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 5. Compiled to provide access to some of the latest resource material, research findings, and/or developments in Mexican American education, this bibliography is a supplement to five previous ERIC/CRESS bibliographies which cite materials available through "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE). Part 1 of the present bibliography contains 159 citations and abstracts which appeared in RIE from July 1974 through March 1975. Part 2 contains 93 journal article citations which appeared in the July 1974 through March 1975 issues of CIJE. Entries cover such topics as bilingual education, cultural background, English as a second language, program evaluation, Spanish Americans, Spanish speaking, and teacher education. A combined RIE and CIJE subject index is provided to assist the user in locating citations pertaining to a given subject area. A list of standing order microfiche collections is also provided. Ordering information is included. Descriptors: Abstracts, Annotated Bibliographies, Bilingual Education, Citation Indexes
(1973). Teaching English as a Second Language. Research and theory in bilingual education are reviewed for implications for Puerto Rican education. The review found that the following factors influence language and language learning: cognitive development, the capacity to discriminate and comprehend the speech of others, and the ability to produce speech sounds and sequences of speech sounds that conform to the patterns of adult speech. Two factors that underlie the development of skill in learning a foreign language are intellectual capacity and appropriate attitude toward the other language group, coupled with a determined motivation to learn the foreign language. However, students with low aptitude can learn a language if attitude and motivation are strong. Attitude, motivation, and orientation contribute to the rapid acquisition of listening and speaking skills. These factors affect both the learner's perseverance in language study and the learner's reactions to contact with a foreign culture. [More] Descriptors: Bilingual Education, Cultural Awareness, Elementary Secondary Education, English (Second Language)
(1971). Facilitating the Self-Actualization of Franco-Americans. Bilingual programs should focus on promoting psychosocial growth rather than language growth. Risk taking, change, and creativity should characterize the approach to bilingual education. Traditional ideas about language learning may not be suitable. It is not necessarily true that children cannot learn a second language unless it is taught to them. The behavioristic, audiolingual approach may not be the best for the bilingual child. Bilingual educators should not be overly concerned about the orthodoxy of their methods. The corrective approach to language teaching may not be the most appropriate one for the young bilingual child. Promoting psychosocial growth involves educating teachers and generating community involvement. The students must be given the basic tools to manage their own growth in two languages at an early age. [More] Descriptors: Applied Linguistics, Bilingual Education, Bilingualism, Community Involvement
(1975). State Compensatory Education and Bilingual Programs. This paper examines compensatory education and bilingual education programs, outlines their general characteristics, and discusses their differences. The following kinds of information are provided: (1) the nature of the authorizing legislation including patterns in the distribution of funds, (2) the criteria used to determine which students and local educational agencies are served, (3) appropriation and spending levels, and (4) the effectiveness of these special services. Data relating to the two types of programs are examined. They indicate that requirements for participation vary widely among the states, and that the trend seems to be toward more politically viable statutes that provide some money for everyone. Considerable ambiguity exists both within and among states regarding the specific objectives and content of programs. In general, funding for these programs has increased steadily, and in several states increased funds have accompanied major changes in program design. Descriptors: Bilingual Education, Comparative Analysis, Compensatory Education, Cooperative Programs
(1972). Full-Scale Implementation of a Process Evaluation System for Programs of the National Center for the Improvement of Educational Systems. Volune 1: Summary. The second year of effort in the development of a process evaluation system for the programs of the National Center for the Improvement of Educational Systems (NCIES) is reported. The activity involved the full-scale implementation of the system in 438 projects in 12 NCIES programs. Programs included are: Bilingual Education, Early Childhood, Educational Leadership, Pupil Personnel Services, School Personnel Utilization, Special Education, Teacher Corps, Teacher Development for Desegregating Schools, Training of Teacher Trainers, Urban/Rural School Development, Vocational Education 552, and Vocational Education 553. For the second year, the system was refined and a new questionnaire developed. The main output of this study was six volumes. This volume presents the analysis of the data collected, conclusions, and recommendations for the programs and for the Center as a whole. Also included is an Appendix, containing a description of the methodology used in the project. [More] Descriptors: Bilingual Education, Data Analysis, Data Collection, Educational Development