Tenenbaum, Joan M., Comp. (1976). Dena'ina Sukdu'a, Vol. 4. Nanutset K'ughun Nil T'qul'an Qegh Nuhqulnix (Stories of the Wars They Had Before Our Time). This is the fourth of a set of four books containing 24 examples of the Tanaina art of storytelling. They are intended for use in a bilingual education setting for competent speakers of Tanaina Athabaskan who have knowledge of the writing system. The stories in this volume are true historical accounts of events that occurred in the wars with the Eskimos to the south. The stories are presented as they were told by the storytellers and are transcribed in the Tanaina practical orthography. Each one contains an interlinear word-by-word literal translation and is followed by a free English translation. A chart of the vowels and consonants of the Tanaina alphabet is appended.   [More]  Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education

Artesia Public Schools, NM. (1972). Suggested Curriculum Guidelines for an Effective Bilingual Program. 1972-1973. Destrezas Comunicativas del Idioma Espanol. Spanish Language Skills. Second Grade, Level 2. This volume contains suggested curriculum guidelines for an effective bilingual program, with specific focus on Spanish language skills for the second grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for formal learning and formal training is the linguistic and cultural heritage that the child brings to the school setting. A teaching methodology is outlined which includes teaching children to think about, listen to, comprehend, hear, say, read, write and apply a given concept. The guide is divided into four sections, each covering nine weeks of the program. The curriculum guidelines are presented in terms of the concept or objective to be learned, content, activities, resources and materials, and evaluation. A vocabulary list of Southeast New Mexico regionalisms precedes the text.   [More]  Descriptors: Bilingual Education, Curriculum Development, Curriculum Guides, Elementary Education

Tenenbaum, Joan M., Comp. (1976). Dena'ina Sukdu'a, Vol. 1. This is the first of a set of four books containing 24 examples of the Tanaina art of storytelling. They are intended for use in a bilingual education setting for competent speakers of Tanaina Athabaskan who have knowledge of the writing system. The six stories in this volume are part of a large group of traditional stories called "sukdu" which were usually told during the long fall and winter evenings. They are regarded by the people as descriptions of the way the world was before it became as they know it today. The stories are presented as they were told by the storytellers and are transcribed in the Tanaina practical orthography. Each story contains an interlinear word-by-word literal translation and is followed by a free English Translation. A chart of the vowels and consonants of the Tanaina alphabet is appended.   [More]  Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education

Baker, Jean M.; And Others (1971). Each One Learning. A Small Group Process Manual for Teachers. Third Printing. A bilingual-bicultural program was conducted in 6 second grade classrooms in 3 Phoenix, Arizona schools to develop and implement a small group process approach to bilingual education. This approach was described in the report, along with the skills required for it. Examples of room environment, grouping procedures, teaching techniques, activities, and necessary materials were given. Classroom floorplans, a bibliography, and a sample checklist were also provided. It was noted that the small group process approach does not guarantee greater student effectiveness and expression, but it does provide the environment and techniques for teaching and practicing new behaviors that ultimately improve group participation and awaken each child to more active participation in the learning process.   [More]  Descriptors: Biculturalism, Bilingual Education, Classroom Environment, Group Membership

Notre Dame Univ., IN. Center for Civil Rights. (1975). The Continuing Challenge: The Past and Future of Brown v. Board of Education. A Symposium. These conference proceedings are separated into three areas: (1) presentations by individuals who have played important roles in desegregation; (2) presentations on contemporary issues; and (3) the continuing challenge of providing equal educational opportunity to all. Among the topics included in the first section are the social and legal history building up to Brown vs. Board of Education case, the implications of Brown, and Delaware's contribution to Brown. Issues such as busing, the continuing validity of integration as a predominant goal in the search for quality education, bilingual education, the emerging meaning of equal educational opportunity, Chicano education, and outlooks for the future are included in the second section. Another aspect of the Brown decision and the civil rights movement, the decision's relevance to white Americans, and the need for racial harmony are discussed in the third section.   [More]  Descriptors: Bilingual Education, Blacks, Civil Rights, Conference Reports

Bernbaum, Marcia (1971). Early Childhood Programs for Non-English Speaking Children. OCD Topical Paper. Guidelines based on research and reports from bilingual preschool programs are offered to assist teachers and administrators interested in the general problems of bilingualism and bilingual education. In addition to summarizing research and describing existing models for bilingual preschool programs (citing references to additional sources of information) this document lists recommended teacher-administrator handbooks and useful materials for teachers. Model bilingual programs are classified both as to composition of the classes (whether all are non-English speaking or not) and as to approach. Among the program approaches described are the Michigan Oral Language Program for Spanish-speaking migrant children, a nursery school on a Ute reservation in Utah, an elementary school which focuses equally on Navaho and English, and the Tucson Early Education Model of the University of Arizona. The document concludes with a list of reference sources developed during 1965-1970.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism

Artesia Public Schools, NM. (1972). Suggested Curriculum Guidelines for an Effective Bilingual Program, 1972-1973. Destrezas Comunicativas del Idioma Espanol. Spanish Language Skills. Third Grade, Level 3. This volume contains suggested curriculum guidelines for an effective bilingual program, with specific focus on Spanish language skills for the third grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for formal learning and formal training is the linguistic and cultural heritage that the child brings to the school setting. A teaching methodology is outlined which includes teaching children to think about, listen to, comprehend, hear, say, read, write, and apply a given concept. The present volume covers the first nine weeks of the third grade program. The curriculum guidelines are presented in terms of the concept or object to be learned, content, activities, resources and materials, and evaluation.   [More]  Descriptors: Bilingual Education, Curriculum Guides, Elementary Education, Grade 3

Caso, Adolph (). Implicazioni del Nuovo Bilinguismo (Implications of New Bilingualism). This article discusses the implications of the present trend towards bilingual education in the United States. Special attention is paid to the Commonwealth of Massachusetts, which has established bilingual programs in all of its public schools. Included among the possible effects of the new law are the following points of interest: (1) Students will receive instruction in their mother tongue for all required subjects; during the same period they will receive instruction in English as a second language; (2) Students born in the United States may also enroll in bilingual programs if English is not the language spoken at home; (3) Students who speak little or no English will be automatically enrolled in the bilingual program; (4) Students should undergo a comprehensive examination in English each year; (5) Bilingual students should be placed in grades according to their age; and (6) Bilingual programs should be conducted–space permitting–in a regular, district school building.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students

Orvik, James, Ed.; Barnhardt, Ray, Ed. (1974). Cultural Influences in Alaskan Native Education. These papers were originally presented at the Symposium on "Cultural Influences in Alaskan Native Education", which was held in conjunction with the annual meeting of the Society for Applied Anthropology in Tucson, Arizona, April 13, 1973. The nine papers describe some of the recent efforts to better understand and build on the diverse cultural resources embodied in the people of Alaska. Topics cover: (1) a broad perspective of the prominant issues of education in Alaska; (2) some issues of teaching practices and behavior; (3) the informal aspects in the analysis of cross-cultural teaching; (4) bilingual education–a significant force in the push for greater cultural sensitivity in schools; (5) cross-cultural communication within the sphere of educational program development and the politics of educational control; and (6) a theoretical perspective analyzing the potential contributions of anthropology to cross-cultural understanding.   [More]  Descriptors: American Indians, Bilingual Education, Communication (Thought Transfer), Cross Cultural Studies

Alaska State Dept. of Education, Juneau. (1978). Nunaput Negeqlirmi (Our Village of St. Mary's). Yup'ik Eskimo children from the fifth and sixth grades of St. Mary's Public School, St. Mary's, Alaska, wrote this collection of 28 short stories. The 55 page book is printed in both Yup'ik and English. It features large type and illustrations drawn by the children and is intended for use in a bilingual education program. Some of the stories deal with hunting moose and seal, others with fish camps and drift fishing. Children also describe their favorite forms of recreation, including ski-doo riding, steam baths, sledding, swimming, basketball, ice skating, skiing, and the lap game. Two of the tales tell of the freezing of the river, the Spring ice break-up, and the annual Spring floods. The children also describe physical features of their village, including the school, the town water supply, the supply barge, a cannery, and the mission airstrip.   [More]  Descriptors: Alaska Natives, Bilingual Education, Books, Childrens Literature

Clement, Joseph David (1975). An Investigation of Visual Syntax Among Children of Different Grade Levels. To explore methods of visual communication as a supplement to bilingual education, 200 white male subjects were selected from a public school system in South Florida (100 from the first grade and 100 from the eighth grade) and were allowed to create visual statements from a standardized set of photos. Using primarily Latent Partition Analysis, the resultant visual statements were analyzed. The results indicated the existence of what might be termed a "visual syntax." The data further suggest that this "visual syntax" is relatively stable over students of the two grade levels. Implications of these and other findings, along with suggestions for future research, are also discussed. A description of Latent Partition Analysis is appended.   [More]  Descriptors: Associative Learning, Bilingual Education, Educational Media, Elementary Education

Offenberg, Robert M.; And Others (1973). Title VII Bilingual Project "Let's Be Amigos": Evaluation of the Fourth Year, 1972-73. This is a report on the fourth year of the Let's Be Amigos bilingual project. The project consists of three components: Model A provides bilingual/bicultural education to English-dominant and Spanish-dominant pupils in prekindergarten through fourth grade; Model B provides bilingual/bicultural education to Spanish-dominant pupils, first through third grade; Arriba provides Spanish-language instruction with English taught as a second language, grades three through twelve. Part 1 examines program processes and includes: general evaluation; curriculum reorganization and evaluation; and evaluations of Model B by principals of participating schools. Part 2 studies pupil performance and includes: pupil performance evaluation; description of standardized testing; and a study of the effect of participation in the Arriba program on graduation prevalence. Data analyses and samples of materials illustrate the report, and a bibliography is appended.   [More]  Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Schools

Hawkins, James E. (1972). "Indian Education in the Bureau of Indian Affairs.". The role of the Bureau of Indian Affairs (BIA) in American Indian education is discussed in this speech. At the present time, this role is limited to federally recognized Indians living on reservations or Indian trust land; for other Indian students, the BIA's role is that of an advocate, helping Indian people get what they want and need in regard to education. The involvement of Indians in the educational programs serving them is described as vital to the basic educational objective of the BIA. A central part of this objective is to carry out an effective program for students in Federal schools designed to prepare the students for successful living. Programs in bilingual education, early childhood education, and higher education are discussed. Information is also provided on testing, evaluation, and school construction and on the work being done to effect a greater coordination among the off-reservation boarding schools so that educational offerings to students can be strengthened and extended.   [More]  Descriptors: American Indians, Bilingual Education, Boarding Schools, Child Development Centers

Tikunoff, William J. (1983). An Emerging Description of Successful Bilingual Instruction: Executive Summary of Part I of the SBIF Study. The Significant Bilingual Instructional Features (SBIF) descriptive study identified, described, and verified important features of bilingual education for instuction of limited English proficient students. Part I involved the study of 58 classrooms and 232 students, grade K-12, at six diverse sites representing a variety of ethnolinguistic (Mexican, Puerto Rican, Cuban, Cantonese, and Navajo) and multilinguistic groups. The classrooms were nominated for their success as settings for bilingual instruction. A variety of qualitative and quantitative procedures were used to collect data on instructional organization, time allocation, teacher characteristics, classroom language use, students' academic learning time, and student participation styles. The investigation indicated that the nominated classrooms were characterized by (1) congruence of instructional intent, (2) use of active teaching behaviors, (3) use of the students' native language and English for instruction, (4) integration of English language development with basic skills development, and (5) use of information from the students' home culture.   [More]  Descriptors: Basic Skills, Bilingual Education, Bilingual Education Programs, Classroom Communication

Centurion, Henry (1997). La literatura infantil en espanol en la clase bilingue (Children's Literature in Spanish in the Bilingual Class). Techniques for using children's rhymes, games, tongue twisters, and fables in Spanish to teach bilingual education classes are described. It is argued that these abundant materials serve as natural sources for authentic Spanish from a variety of Hispanic cultures. With the appeal of rhythm, rhyme, and game-like feeling, they can be used to teach expressive vocabulary, numbers, colors, pronunciation, language rhythm, and even the use of accents while amusing students. Examples given here include short poems, a counting game, a color drill, a tongue twister, a proverb, three fables by different authors, a group guessing game, a short saying about accents, and an exercise in which students in a group create a story by chaining sentences.   [More]  Descriptors: Bilingual Education, Child Language, Childrens Literature, Class Activities