This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Marcel de Greve, Robert M. Offenberg, Ana Villegas, Margaret C. Deignan, Roland Willemyns, Inc. National Council of Teachers of Mathematics, Cecilia J. Martinez, Norbert Francis, Nydia Flores, and Suzanne Oboler.
(1977). Problemes linguistiques des enfants de travailleurs migrants (Linguistic Problems of the Children of Migrant Workers). Papers on language difficulties encountered by migrant workers' children include: "Anomie in Bicultural Education" (Hugo Baetens Beardsmore); "An Investigation into Bilingual Education for Children from Favoured Socio-Economic Backgrounds" (Hugo Baetens Beardsmore); "Orientations of Foreign Children Relating to Placement in Special Classes" (in French) (Jean Clevy); "Contribution to Reflection on the 'Training' of Teachers with Foreign Children" (in French) (Jean Clevy); "Bilingual Education for the Children of Migrant Workers: The Adaptation of General Models to a New Specific Challenge" (Joshua A. Fishman); "Prospects for Family Training" (in French) (Jean-Pierre Lagarde); "Contribution to the Understanding of Scholastic Problems of Migrant Workers' Children" (in French) (Xavier Piolle); "An Experiment in Multicultural Education in a Portuguese Migrant Situation" (in French) (Iraci Poleti); "Critical Description of an Experiment on the Teaching of the Native Language to Migrant Children" (in French) (Bernard Py); "Placement of Migrant Children in the Genevan Community and Schools" (in French) (Micheline Rey-Von Allmen); "Migrant Languages: Linguistic Change in Progress" (Mario Saltarelli, Susan Gonzo); "Implications of Recent Sociolinguistic Research for the Problems of Migrant Worker Children" (Roger W. Shuy); "Helping Migrant Children to Communicate: Some Implications of the Council of Europe Work in Language Systems Construction" (J. L. M. Trim); and "Linguistic Problems of Immigration and Proposal for Language Instruction Appropriate to the Level of Children" (in Italian) (Teresa Di Fonzo, Patrick Van Molle). [More] Descriptors: Academic Achievement, Bilingual Education, Communication Skills, Diachronic Linguistics
(1998). French-German Bilingual Education in Alsace, Bilingual Education and Bilingualism. Discusses the past history of German instruction in Alsatian schools and focuses on a recent and new development–the introduction of bilingual instruction (in French and English) in a series of pre-elementary and elementary schools, public as well as private. Descriptors: Bilingual Education, Bilingualism, Diachronic Linguistics, Educational Policy
(1983). An Evaluation of La Salle College's Master of Arts Program in Bilingual/Bicultural Studies (Spanish), 1982-83. La Salle College's three-track Bilingual/Bicultural Master of Arts Program is described and its first operational year (September 1982 – August 1983) is evaluated. Track I served teachers of English as a second language, Spanish as a first language, and other classes within bilingual education programs. Track II served students from other fields wishing to develop competence in Spanish: for example, nurses and police with extensive contact with the Spanish-speaking community. Track III served non-degree students, some of whom were educators. All faculty were bilingual in English and Spanish, equal emphasis was given to language, culture, and educational practice, and field experience was part of the program. The program evaluation concentrates on Tracks I and III, funded by Title VII. The classes were found to be more varied than in most graduate programs, with more than one instructional approach used in each course. The languages of instruction were both Spanish and English in all but Spanish language classes. A summer immersion program included language, workshop, and field experience components. The field work involved observation or volunteering at an institution or organization serving a Hispanic clientele. Student evaluations of instruction were generally highly positive, and negative assessments were followed up. Formative evaluation of students' progress indicated most were doing acceptable graduate work, although some would have benefited from help with mechanics such as writing and research skills. The program was generally found to be well-conceived and well-managed, consistent with the philosophy of bilingual education, and successful in helping students meet its goals. [More] Descriptors: Bilingual Education Programs, College Faculty, College Second Language Programs, English (Second Language)
(1975). Juan Bobo and the Pot 2. This story and coloring book is one in a series of Puerto Rican folktale books and is designed for use in a bilingual/bicultural education setting. This volume is geared to those students in the intermediate stages of learning English. The illustrated story is followed by a teacher's guide, consisting of information on the series, background on Puerto Rican folktales, teaching ideas, a vocabulary list, and testing procedures. [More] Descriptors: Bilingual Education, Childrens Literature, Elementary Education, English (Second Language)
(1993). Promoting School Success for Chicanos: The View from Inside the Bilingual Classroom. Chapter 5. This chapter describes the nature of bilingual education for Hispanics of Mexican origin (Chicanos), outlines successful and unsuccessful classroom approaches to bilingual education, and proposes a research agenda for the future. Four principal approaches have been used in observational studies of language use in bilingual classrooms, including examining the process in which two languages are used with bilingual children; the relationship of process to context, for example, distribution of language use in different program models; the relationship of process to process, for example, how certain teacher behaviors affect the responses of students; and the relationship of process to product, in which effective teaching behaviors are identified in relationship to language use and their effect in promoting student achievement. Research concerning classroom process with respect to bilingual and second language instruction reveals that the selection of a site and community in which research will be conducted is a critical variable; there are many classrooms for Chicanos that use the label bilingual but do not differ significantly from regular classrooms; border communities function differently from other communities in their expectations for language use outside the classroom; and individual schools vary a great deal in the extent to which they create an atmosphere of positive expectations for achievement. It has been found that effective bilingual classrooms promote a high degree of student involvement, contextualize classroom discourse, and integrate students' culture in the curriculum. Future research should focus on applying traditional and ethnographic techniques concurrently to provide a more complete picture of the classroom and to explore individual ability and attitude and their interaction in a variety of classroom processes. Contains 100 references. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Classroom Research
(1984). Project MAS, 1982-1983. O.E.E. Evaluation Report. This multi-site instructional program, in its first year of a three-year funding cycle, provided instruction in English as a Second Language (ESL) and native language arts, as well as bilingual instruction in various content areas, to 400 Spanish speaking students of limited English proficiency in grades 3-8. The functional goal of Project MAS, which was conducted at three elementary and one intermediate schools in the Bronx (New York), was to expedite students' acquisition of English language skills through specialized instruction in mathematics and science. Although the administrators of the four schools involved differed in their views of and approach to bilingual education, the program's director described its philosophy as developmental, one that promotes growth in both languages. Title VII funds supported all administrative and support staff, in addition to five paraprofessionals. Instructional services were provided by tax levy and Title I personnel. Curriculum development efforts were geared to the sciences and instructional materials were developed for physics, biology, geology, and chemistry. In addition, the program provided staff development and parent involvement activities. Quantitative analysis of student achievement indicated that (1) students at most grade levels performed well and made significant gains in English and Spanish reading; and (2) in mathematics, a mixed pattern of gains and losses was evident. Recommendations for future program effectiveness focus on meetings among site principals regarding the goals of bilingual education and the program philosophy, filling the position of science resource teacher, concentrating staff development activities on techniques for teaching language through mathematics and science, and providing more paraprofessional training activities that address the intermediate grade level. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, Elementary Education
(1979). Annotated Bibliography of Bilingual Teaching Materials Applicable to the Special Learning Needs of Spanish-Dominant Special Education Pupils. The bibliography lists information on materials for bilingual special education for Spanish dominant exceptional children. Information on author, publisher, price, and specific suitability for special needs children is presented, along with a brief description of the material. Materials are organized according to principal thrust in 10 areas: motor development, visual perceptual development, auditory perceptual development, language development, conceptual development, mathematics, social awareness, language arts, health and science, and early childhood. Descriptors: Auditory Perception, Bilingual Education, Bilingual Instructional Materials, Cognitive Development
(1995). Ethnic Labels, Latino Lives. Identity and the Politics of (Re)Presentation in the United States. The history and current use of the label "Hispanic" are discussed in this exploration of the myth of cultural and national homogeneity among people of Latin American descent in the United States. The historical process of labeling groups of individuals is discussed, and how ethnic labels affect the meaning of citizenship and the struggle for full social participation is illustrated. The experiences of 9 men and 13 women working in the New York garment industry are presented to illustrate how Latin American immigrants become instant "Hispanics" as they enter the United States. The establishment of the labeled Hispanic community has contributed to shaping this population's U.S. experience. An important aspect of the new definition, or repositioning, of an American is the importance that English language skills have for the recent immigrant; it is an issue that immigrants often avoided in earlier days of less complex economics and job demands. The debate over bilingual education and the English Only movements are clear indications of the country's increasing reluctance to tolerate diversity. The history of bilingual education legislation and English Only demonstrate the complexity of prejudices and discrimination. Seven chapters and the introduction are entitled as follows: (1) "Hispanics in the United States: 'We Al1 Sing a Different Song'"; (2) "'Hispanics? That's What 'They' Call Us'"; (3) "'So Far from God, so Close to the United States': The Roots of Hispanic Homogenization"; (4) "'Establishing an Identity' in the Sixties: The Mexican-American/Chicano and Puerto Rican Movements"; (5) "Hispanic Ethnicity, The Ethnic Revival, and Its Critique"; (6) "Hispanics and the Dynamics of Race and Class: The Fieldwork Data"; (7) "Language, National Identity, and the Ethnic Label Hispanic"; and (8) "Imagined Communities Revisited." (Contains 349 References.) Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, English
(1969). Mexican American Education, A Selected Bibliography. Documents on the subject of Mexican American education which have been indexed and abstracted in "Research in Education" are cited in this bibliography. Publications dealing with research findings and developments in bilingual compensatory education for the Spanish-speaking are included. The majority of the 156 documents cited were published since 1965. Citations are indexed by subject area at the end of the bibliography using ERIC descriptor terms. [More] Descriptors: Acculturation, Bibliographies, Bilingualism, Compensatory Education
(1996). Stories for Language Revitalization in Nahuatl and Chichimeca. Central Mexico is home to over 20 indigenous languages whose speakers still occupy their original ancestral communities. In this region, acute language conflict between Native languages and Spanish, the official state language, greatly affects elementary school students such as those in San Isidro Buensuceso Tlaxcala and Mision de Chichimecas in Guanajuato state. With fewer than 2,000 speakers, the Chichimeca language of Mision de Chichimecas faces an uncertain future. Of 285 elementary students, only 110 have retained productive language capacity. Although residents of San Isidro represent the largest indigenous language group (Nahuatl) in Mexico, they too are experiencing indigenous language erosion. A study in the two towns examined the practical benefits of teaching and promoting vernacular or native language literacy. Six years ago, a bilingual education program was implemented at Xicohtencatl Elementary School in San Isidro. Today, the national anthem is sung in both Nahuatl and Spanish, students speak Nahuatl freely, and some bilingual materials are available. However, literacy is still introduced exclusively in Spanish, as is virtually all academic content through sixth grade. Evaluation of student native language writing skills in grades 2, 4, and 6 revealed a more dynamic use and mastery of the Spanish language, with language skills in Nahuatl progressively lagging behind. The early stages of the Chichimeca bilingual education program point to promising new directions for reversing language loss. The program has addressed problems of teacher language competence and linguistic variation by providing teachers with taped versions of stories narrated in Chichimeca by older more fluent students. In addition, a written edition of materials is being prepared for teachers. This paper suggests that narrative structure is a key interpretive framework for language learning and could serve as a bridge between oral and writing skills to the benefit of both language preservation and literacy development. [More] Descriptors: American Indian Education, American Indian Languages, Bilingual Education Programs, Bilingual Students
(1975). Juan Bobo and the Pot 3. This storybook is one in a series of Puerto Rican folktale books and is designed for use in a bilingual/bicultural education setting. This volume is geared toward adolescents at the intermediate stages of learning English. The illustrated story is followed by a teacher's guide, consisting of information on the series, background on Puerto Rican folktales, teaching ideas, a vocabulary list, and testing procedures. [More] Descriptors: Bilingual Education, Childrens Literature, Elementary Secondary Education, English (Second Language)
(1972). Materiales en Marcha para el Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), August 1972. This newsletter seeks to promote the concept of bilingual-bicultural education. Among its articles are "Steps Toward Effective Bilingualism,""A 'Used' Teacher's View of New Language Arts Materials,""Rich Resources for Reading," and "Tidbits to Turn On Science Students and Teachers." Book reviews and a list of recommended reading materials are included. Appended is a list of distributors of educational materials in Spanish and Portuguese. Some of the articles appear both in Spanish and Portuguese. Descriptors: Biculturalism, Bilingualism, Cultural Awareness, English (Second Language)
(1996). Migrant Parent's Resource Guide to Understanding the Educational System: Secondary Level (7-12). This resource guide assists migrant parents of secondary school students (grades 7-12) in understanding the educational system. The guide presents a compilation of information from an array of books, manuals, school documents, and ideas from migrant practitioners. The introduction overviews the Texas State Migrant Education Program, including successful efforts undertaken by the migrant education program, the seven areas of focus of the migrant education program, the identification of migrant students, the role of school personnel, steps for parents to take in addressing a concern, and information on the Family Educational Rights and Privacy Act of 1994. The second section includes explanations and general information regarding permanent cumulative records, academic achievement records, student assessment, progress reports, report cards, grade requirements, grade classification, high school graduation programs, subject courses, promotion and alternative programs to social promotion, and alternative means of credit accrual. The third section overviews bilingual education, including required programs for students of limited English proficiency, definitions of bilingual education and English as a Second Language (ESL), program goals and features, language categories, entry and placement criteria, and exit criteria. The fourth section covers postsecondary education, including degree options, financial assistance and scholarships specifically for migrant students, educational expenses, colleges and college entrance exams, and information specifically for college bound students. The remainder of the guide describes the New Generation System, an interstate information network for education and health care professionals serving migrant youth; the Texas Migrant Student Transfer Packet System; and late entry and early withdrawal policies. Includes a list of educational terms with Spanish translations. [More] Descriptors: Bilingual Education, College Bound Students, Graduation Requirements, Higher Education
(1975). Juan Bobo and the Pot 1. This story and coloring book is one in a series of Puerto Rican folktale books and is designed for use in a bilingual/bicultural education setting. This volume is geared to those students just beginning to learn English. The illustrated story is followed by a teacher's guide, consisting of information on the series, background on Puerto Rican folktales, teaching ideas, a vocabulary list, and testing procedures. [More] Descriptors: Bilingual Education, Childrens Literature, Elementary Education, English (Second Language)
(1977). National Council of Teachers of Mathematics Position Statements. This document contains 12 position statements of the National Council of Teachers of Mathematics. The statements affirm positions on basic skills, mathematics and bilingual/bicultural education, class size, guidance and counseling for secondary-school counselors and mathematics teachers, involvement of and pressures on classroom teachers, individual differences, the metric system, use of calculators, competency-based teacher education, computers, and career education. [More] Descriptors: Basic Skills, Biculturalism, Bilingual Education, Calculators