This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Warren C. Born, Maryruth Bracy, Washington National Education Association, Serafin M. Coronel-Molina, W. E. Lambert, Diana Ramirez de Arellano, J. Donald Bowen, Sacramento. California State Dept. of Education, Susan Wasserman, and G. R. Tucker.
(1975). Project 1975: Educational Neglect. On-Site and Research Reports–Working Papers for Participants, Conference on Educational Neglect (February 15-18, 1975). Given in this publication are 15 working papers which were prepared to assist conference participants in discussion of areas of educational neglect. These papers include reports of: (1) on-site studies conducted during the 2 months immediately preceding the conference and (2) national statistics and information regarding an area of neglect. The reports are not intended to be complete on the subject they cover, but to be representative of some of the problems. Varying in length, format, and style, the on-site reports reflect the variety of approaches which may be taken on a local or State level. Areas covered are: (1) violence in the public schools; (2) bilingual education; (3) education of women, American Indians, migrant children, children on military bases, handicapped children, and urban children; (4) juveniles in detention facilities; (5) early childhood education; (6) suburban education; (7) adult basic education; and (8) education in geographically isolated areas. [More] Descriptors: Activism, Adult Basic Education, American Indians, Bilingual Education
(1976). Bibliography of Instructional Materials for the Teaching of Portuguese. The materials listed in this annotated bibliography of instructional materials for the instruction of Portuguese include: books, films, filmstrips, games, puzzles, records, tapes, slides, and visuals. The bibliography is divided into the following sections: Art, Audiovisual Materials, Bilingual-Bicultural Education, Culture, Dictionaries and Encyclopedias, Games, Homemaking Education, Language Arts, Literature, Mathematics, Music, Physical Education, Resource Materials, Science, and Social Science. Entries include the title, author, and date, publisher's name and place of publication when available, and a brief description of the material in question, including what age group the materials might be appropriate for. Information concerning bilingual-bicultural education projects in California, resource centers, dissemination and assessment centers, and Portuguese-language newspapers is provided in the appendixes, along with directories of publishers, producers, manufacturers, and distributors both in the United States and abroad. [More] Descriptors: Annotated Bibliographies, Art Materials, Audiovisual Aids, Biculturalism
(1971). Free Language Alternation in Early Childhood Education. At the root of many early childhood bilingual education programs is the widespread belief that the two languages must be used and taught in different contexts, since the failure to do so would inevitably produce a single mixed language. From a study of the results achieved over a ten-year period, it would seem that, if at least one of the languages of the pre-school child is secure as a medium of communication, free language alternation in early childhood education can be used with mixed language populations as a means to promote bilingualism in the kindergarten and primary grades. The language program described in this report encourages free alternation between English and German on the part of teachers and students alike. The force dominating and determining the language alternation is the need to communicate and the desire to please. [More] Descriptors: Behavior Patterns, Bilingual Education, Bilingualism, Educational Strategies
(1971). After Childhood, Then What? An Overview of Ethnic Language Retention (ELRET) Programs in the United States. The means for ethnic language retention (ELRET) should be built into bilingual education programs in the United States. Currently there are very few programs designed to help a foreign speaker maintain his mother-tongue ability as he learns a new language. Materials designed in this field should take advantage of the concept of "domain stability," i.e., the theory that an ethnic language will be retained as long as it continues to be the preferred language within definite areas of activity. Instructional materials should induce speakers to stabilize certain domains in which the ethnic language would be used in their daily lives. This report discusses research conducted in this field and programs and materials that are available. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Curriculum Design
(1971). El espanol: La lengua de Puerto Rico. Aprecio y defensa de nuestra lengua materna en la ciudad de Nueva York (Spanish: Language of Puerto Rico. Appreciation and Defense of our Mother Tongue in New York City). The author presents her appreciation and defense of Spanish as it is spoken in New York City, especially among Puerto Ricans. She believes that the institution of bilingual education in the city's schools is an important first step in elevating Spanish to the position it deserves as a means of instruction and communication. The instructional materials still need, however, to reflect the predominant culture of the Hispanic population. Closely related is the need for well-trained Spanish-speaking teachers who can easily relate to the educational problems of the students. These measures will help to reverse the negative self-concept that Puerto Ricans have of themselves and their language. With such a change of attitude, the author believes will come the self-respect necessary for a true appreciation of Puerto Rican Spanish, which when spoken properly is different but in no way inferior to Peninsular Spanish. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1971). The Home-School Language Switch Program: Grades K through Five. The experimental program described in this report provided English-speaking Canadian children with elementary schooling exclusively in French for kindergarten and grade 1, and then from grade 2 through grade 5 mainly in French except for two half-hour periods of English language arts. The guiding principle for this form of bilingual education (referred to as a home-school language switch) is that priority for early bilingual schooling should be given to the language or languages least likely to be otherwise developed or most likely to be neglected. Several questions concerning results observed thus far are considered in the report, involving evaluation of the children's language development, cognitive development, and attitudes. [More] Descriptors: Attitudes, Biculturalism, Bilingual Education, Bilingualism
(1996). Educational Research Workshop on the Effectiveness of Modern Language Learning and Teaching (Graz, Austria, March 5-8, 1996). This report summarizes the proceedings of a 1996 workshop on modern language teaching, sponsored by the Council of Europe. It first outlines the workshop's aims to examine relevant recent research in Europe, suggest policy concerning language teaching and language teacher training, and encourage cooperation among researchers and their institutions. Opening speeches are summarized, commissioned papers are cited, national and individual reports are listed, and the procedure for group work is noted. Three working groups discussed these issues: early foreign language instruction; bilingual education; factors affecting language learning and teaching; native language use in second language instruction; the role of grammar instruction; cognitive style; the relationship between assessment procedures and language teaching methodology; innovative programs; conditions supporting language teaching; the learner as individual and active participant; research priorities and directions; the purposes and contribution of research; outcomes measurement; and teaching skills. Conclusions are drawn in each of these areas. A list of participants and the report of each working group are appended. Descriptors: Bilingual Education, Cognitive Style, Conference Proceedings, Elementary Secondary Education
(1973). Papers Presented at the Annual Meeting of the New York State Association of Foreign Language Teachers (55th, Kiamesha Lake, N.Y., October 9-11, 1972). Papers compiled in this publication focus on creativity and foreign language instruction, the "less-able" student, and curricular innovation. Representatives papers include: "Is Creativity in the Eye of the Beholder?,""How to Increase Latin Enrollments,""Mini-Courses,""Focus on Bilingual Education and TESOL,""Instructional Techniques for the Upper-Level High School Language Course,""Speech Perception and Auditory Cognition,""The Plight of AP Courses: A Partial Solution,""Some Guidelines for the Development of a Foreign Language Test Plan Matrix with Special Reference to Testing Reading Comprehension,""Culture, Creativity, and Foreign Language Magazines,""Articulation from College into the Graduate School of Education,""Kinesics in the French Class,""Determinants for Curricular Content,""The Do's and Don't's of Public Relations and Parents," and "Advanced Language Courses–Total Immersion." [More] Descriptors: Bilingual Education, Community Relations, Conference Reports, Creative Teaching
(1970). Workpapers ]in[ Teaching English as a Second Language, Volume IV. This is the 1970 volume of working papers related to the field of teaching English as a second language (TESL). Several articles concern topics on language instruction: the art of language teaching, bilingual education, literature study, composition writing, testing by dictation, problems of elementary school teachers, English curriculums for non-English speakers, computer applications and second language learning. Other articles concern language-teacher preparation: suggested areas of research by Masters-Degree students, programs for specializing in teaching English to the disadvantaged in American schools, and staffing schools in developing countries. Papers on linguistic theory include diacritics in modern English graphology and the pragmatics of communication. Abstracts of masters theses approved during the year are also included. [More] Descriptors: Applied Linguistics, Bilingual Education, Communication (Thought Transfer), Computers
(1997). Corpus Planning for the Southern Peruvian Quechua Language, Working Papers in Educational Linguistics. The discussion of corpus planning for the Southern Quechua language variety of Peru examines issues of graphization, standardization, modernization, and renovation of Quechua in the face of increasing domination by the Spanish language. The efforts of three major groups of linguists and other scholars working on language planning in Peru, and the successes and difficulties they have encountered or created in their work, are described. Several recommendations are made for Quechua research, planning, and maintenance, including formation of an interdisciplinary commission to study and strengthen terminology, application of the Pan-Quechua alphabet, promotion of translation into Quechua for the native-speaking population, creation of an academic institute to teach Quechua, promotion of Quechua courses in higher education, and intercultural bilingual education in native Quechua-speaking areas. Appended materials include a classification of dialects, notes on the three linguist groups, proposed graphization systems, and examples of modernized Quechua words. Contains 30 references. [More] Descriptors: Alphabets, Bilingual Education, Foreign Countries, Language Attitudes
(1973). Cultural Pluralism in Education: A Mandate for Change. "Having a diversity of cultures within a single country can be a threat, a problem, or an asset." The contributors to this book argue that cultural pluralism rather than cultural homogeneity must be recognized and accepted within our educational institutions–not as a necessary evil, but as a strong positive force. For different does not mean inferior or superior, and sameness is not necessarily advantageous. This constitutes the message of the various contributors who, in themselves, constitute a small nation of diversity and harmony. Black Americans, Puerto Ricans, Chicanos, American Indians, Asian Americans, and others present forthright views and realistic proposals which mark the beginning of educational changes long overdue. These studies pragmatically discuss such topics as ethnic studies, bilingual education, and the development of teaching materials for cultural pluralism. They urge schools and communities to emphasize cultural diversity rather than the melting pot concept so that children of all cultural and ethnic backgrounds will take pride in their individuality. Descriptors: Acculturation, Bilingual Education, Chinese Americans, Cultural Education
(1970). Raising the English Language Proficiency of Mexican American Children in the Primary Grades, California English Journal. Bilingual education projects utilizing various literary genres–fables, folk, and animal tales–as the stimuli for written and oral English activities have aided Mexican-American children in overcoming English language handicaps. During the three summers such an English program was undertaken with children from a Mexican-American disadvantaged area, it was observed that (1) these children need many oral and written language experiences; (2) a flexible, creative climate within a structured language program produces maximum learning; (3) literature provides an appealing basis on which children can build their understanding of the language; (4) oral-aural opportunities help children to internalize the English language; and (5) children's ready recognition of story structure stimulates their improvisations which increase their communication skills. [More] Descriptors: Bilingual Education, Books, Disadvantaged Youth, English Curriculum
(1971). Cognitive and Attitudinal Consequences of Following the Curricula of the First Four Grades in a Second Language. This report presents an evaluation of a bilingual education program in which English-speaking children receive most of their school instruction in French. The paper discusses details of the program and curriculum and reports on the tests conducted to evaluate the program. Results are presented of tests examining English and French language skills, arithmetic, intelligence and creativity, sensitivity to foreign sounds, attitudes toward ethnolinguistic groups, and self concept. The program evaluators feel that bilingualism can be most efficiently attained if biculturalism or culture sensitivity is pursued at the same time. At the end of grade 4, the children can read, write, speak, understand, and use French far better than students who follow typical French-as-a-second-language programs. [More] Descriptors: Achievement Tests, Auditory Perception, Biculturalism, Bilingual Education
(1972). Workpapers; Teaching English as a Second Language, Volume VI. Twelve workpapers on the teaching of English as a second language presented during the 1971-72 school year on the University of California at Los Angeles campus are compiled in this booklet. They include: (1) "The Designs for Intermediate and Advanced Second-Language Classes, " (2) "The Universalist Hypothesis: Some Implications for Contrastive Syntax and Language Teaching," (3) "British and American Intelligibility for Non-Native Students of English," (4) "Language Allocation and Language Planning in a Developing Nation," (5) "Some Studies in Language LEARNING,- (6) "Produced by People: An Experiment in Film Making," (7) "Controversies in Linguistics and Language Teaching," (8) "Walter Mitty: The All-American Hero," (9) "Objectives in TELF/TESL," (10) "Integrative and Discrete-Point Tests at UCLA," (11) "A Schema for Pedagogical Insights," and (12) "Bilingual Education in Culver City." The final section contains abstracts of 39 degree theses focusing on the teaching of English as a second language. [More] Descriptors: Bilingual Education, Contrastive Linguistics, Curriculum Development, English (Second Language)
(). An Evaluative Study of the ROCK English as a Second Language Program in Spanish-English Bilingual Projects. Bilingual education programs for Mexican-American preschool and elementary grade pupils almost invariably include instruction in English as a second language (ESL). While usual ESL programs for young Spanish-speaking children emphasize pronunciation drill (minimal-pair drills: pit-bit, choose-shoes), an alternative approach deemphasizes phonological drill while concentrating on teaching of word order (syntactic structure). Results of several studies from bilingual projects in Lower Rio Grande Valley replicate findings that Experimental Groups perform no better than Control (no formal ESL instruction) Groups on Pronunciation, Vocabulary, and Communication but score significantly higher on structure. Formal syntactical drill to learn new word order may be more important than phonological analyses in ESL instruction. Descriptors: Bilingual Education, Communication Skills, Elementary School Students, English (Second Language)