This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Tam Thi Dang Wei, Kenneth D. Hopkins, Edward Rutkowski, Margarita Calderon, Richard Hall, Liz Maxwell, John F. Kunkle, Virginia Pesqueira, Joanna F. Chambers, and Isabel Schon.
(1976). Directory of Title VII ESEA Bilingual Education Programs: 1975-76. This is the fourth annual directory and guide to bilingual programs funded by the Elementary and Secondary Education Act. The main body of this directory is the listing of programs operating directly in classrooms of local education agencies or school districts. They are listed alphabetically by state, city and district and include the following: name of the project; local education agency; contact person, address and telephone; funding year; language(s) of instruction; grade level(s); and number of students enrolled as of September 1975. The first listing in each state includes the name, address and telephone number of the person responsible for coordinating ESEA bilingual programs in the state. A summary provides the total number of type of programs in the state, the total number of students enrolled, and a list of the language(s) of instruction. Appendix A lists the 70 programs and grants in institutions of higher education, which provide for the training of teachers, aides, paraprofessionals and administrators of bilingual programs. Appendix B provides a general description and list of the 18 service projects in the National Network for Bilingual Education. Indexes of names and project languages are also provided. [More] Descriptors: Bilingual Education, Directories, Elementary Secondary Education, Enrollment
(1975). Synopsis of Legislation Impacting upon Bilingual-Bicultural Programs by Category. This synopsis of California legislation relevant to bilingual-bicultural education programs covers the period from 1965 through 1975 and is divided into nine major categories. They are: (1) bilingual and English language instruction; (2) preschool child development; (3) education from kindergarten through high school; (4) adult education; (5) employment and inservice training; (6) credential programs; (7) instructional materials, testing, and studies of the various programs and educational opportunities; (8) unemployment and housing; and (9) related categorical program funding. The principal provisions of each act are summarized, including funding, and the present status of the act is noted if it has subsequently been changed. Descriptors: Adult Education, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers
(1976). Resource Lists from ERIC/ECE: 1974-75. This publication consists of seven lists of resources for educators, parents, and others interested in the care of children. Each list consists of selected materials from commercial and noncommercial publishers and some documents available through the ERIC system. Most entries include a brief annotation, the publisher's (or source's) name and address, and cost information. The lists have been disseminated at a number of national, state, and regional conferences and workshops. Topics covered by these lists include: infants, bilingual/bicultural education, parents and parenting, Vietnamese children in America, single parents and their children, and materials on a variety of early childhood subjects. [More] Descriptors: Annotated Bibliographies, Art Activities, Bibliographies, Bilingual Education
(1980). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (15th, Chicago, Illinois, October 26-27, 1979), Journal of the Midwest History of Education Society. The papers presented cover three general themes: modern education and curriculum; the legacy of educational thought; and origins and issues in U.S. educational development. Part 1 begins with "The 'New Social Studies' and Curriculum Innovation: The Amherst Project Experience, 1959-1972" (C. E. Samec) which describes the project's inception, the problems in communicating its curriculum philosophy, financial difficulties, and the complications of publication. "Bilingual Education: A Reevaluation of Objectives" (T. Reagan) argues three critical points in bilingual education. "New Concepts in an Old Discipline: Reconstructing the Introductory History of Education Course" (R. L. Schnell; P. T. Rooke) demonstrates how to use students' childhood experiences and family histories to teach the history of education. "Ghana's Educational Program: A Model for African Countries?" (C. E. Alberti) discusses the Ghanian educational system's development, structure, curriculum, and problems. Part 2 begins with "Isocrates: Pillar of Western Education" (W. L. Innerd) which details Isocrates' life and his teaching methods. "Educational Journalism at Its Most Provocative: The American Herbartians and Their Influence on the Direction of Twentieth Century Teacher Education" (B. H. Westfall) focuses on Charles De Garmo, Charles McMurry, and Frank McMurry, and their roles in shaping the American branch of the Herbartian movement. "Samuel Lewis, Ohio's First Superintendent of Common Schools" (M. L. Petit) is a biography of Lewis. "Useful Education for the Poor: A Benthamite Perspective" (B. W. Taylor) provides a description of Bentham's work towards educational reform for the English poor. Part 3 begins with "The Reform of Education in the Agrarian South, 1900-1950" (S. J. Maxey) which details the reform movement that included the involvement of white middle class professionals and external associations; the inception of school consolidation, high schools, school supervisors, and black educational institutions; and revised teacher education requirements. "A Davenport School's Romantic Affair with Southern Plantation Belles" (L. Horton and R. E. Belding) discusses the physical location, facilities, and curriculum of the Immaculate Conception Academy (Iowa) that attracted affluent women from the deep South during the Civil War. "Detroit's First 'Great School War': The Politics of Common Schools in a Frontier City, 1836-1842" (D. L. Angus) relates the political struggle for a free educational system. The conference program, business meeting's minutes, and a directory of attendance are included. Descriptors: Bilingual Education, Black Education, Community Organizations, Curriculum Research
(1982). Methods and Techniques for Communicative Competence in Bilingual Education, Packet II. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Teacher Edition. Bilingual Education Teacher Training Packets. A teacher training packet (teacher's edition) on methods and techniques for communicative competence in bilingual education is presented. In addition to state-of-the-art reviews, the packet contains: a course syllabus, a pretest and answer key, a glossary, learning objectives, learning activities, a notional-functional taxonomy, diagrams of the notional-functional practice, a guide to discussion on scenario development, a dialogue in Spanish of students working on a math lesson, and a posttest. Narrative sections are presented on the following topics: (1) past and present trends toward communicative competence, (2) a framework for communicative competence, (3) the functional approach to communicative competence, (4) basic components of the strategic interaction (S-I) method, (5) applications of the S-I method, and (6) scenario development. A chapter by Mary Ann Larsen-Pusey entitled, "Communicative Competence: Application through a Functional Approach," describes a teaching model that progresses from oral dialogue to written discourse. Another chapter, by Robert J. DiPietro, entitled, "The Strategic-Interaction Method: Learning through Language Use in the Classroom," describes a second model that gives equal significance to both form and function. Finally, a chapter by Olga Rubio entitled, "The Strategic-Interaction Method in the Classroom," considers open-ended scenario development. [More] Descriptors: Bilingual Education, Bilingual Teachers, Communicative Competence (Languages), Dialogs (Language)
(1983). Obstacles to Conducting Curriculum Research in Bilingual Education: A Case Study. The obstacles associated with conducting curricular research in school settings are discussed. A study of bilingual students in the Phoenix area demonstrated the difficulties associated with high absenteeism and drop out rates. In a study of Spanish reading materials, it proved difficult to identify schools where administrators would be willing to allow a study in which Hispanic students would be encouraged to read books, magazines, and related materials in Spanish during their free reading time. A serious problem in high school studies was the policy of having students whose English reading skills had improved substantially transfer into the regular curriculum before there was an opportunity to posttest them. Researchers contemplating school based curricular studies need to be aware of the increased logistic and personnel difficulties associated with bilingual education. These include greater difficulty in securing district approval, philosophical opposition by many school administrators and teachers, more difficulty in getting teachers to implement bilingual instruction with integrity, greater opposition from parents, greater difficulty in securing the cooperation and interest of U.S.-born Hispanics, and the unavailability of good curricular materials in Spanish. Descriptors: Bilingual Education, Case Studies, Educational Research, Hispanic Americans
(1974). FLES and Bilingual Education: Getting the Word Out. A Report by the 1974 FLES and Bilingual Education Section of the American Association of Teachers of French. This annual report of the FLES-Bilingual Education Committee of the American Association of Teachers of French begins with a list of National FLES Committee publications. In the first article, C. K. Knop describes ways to publicize FLES and bilingual programs. E. Rainey discusses student produced television programming in her article "Rue Raisin – a Video Tape Experience for Older Children." A teaching unit by H. Odom, designed for use in a Louisiana bilingual program, is presented in part three of the report. Part four is the text of an interview with James Domengeaux, the chairman of the Council for the Development of French in Louisiana (CODOFIL). The last two articles of the report summarize the reactions of a Louisiana and a New England teacher after having visited each other's French-English bilingual classroom. A sampling of reactions to and attitudes about FLES programs is presented by G. Lipton of the New York City bureau of foreign languages. An extensive bibliography concludes the report. Descriptors: Annual Reports, Biculturalism, Bilingual Education, Bilingualism
(1980). Implications for U.S. Bilingual Education: Evidence from Canadian Research, Focus. A comparison of the salient characteristics of Canadian and United States bilingual education programs suggests various settings where it would be desirable to introduce children to schooling in their home language. These settings include: (1) the various ethnic communities in the United States, (2) multilingual developing countries, (3) parts of Canada where groups of non-English-speaking residents have congregated and where the home language is one of lower ascribed social or economic status, (4) places where there does not exist uniformly high pressure within the home and community to encourage literacy and language maintenance, and (5) places where many teachers in the educational system are unaware of or insensitive to the values and traditions of the minority-group pupils. The schooling should take the form of a carefully developed language arts program integrated into a general curriculum in which content material is also taught in the native language. This will sustain and nurture children's linguistic and cognitive development while teaching the second language and gradually introducing the content materials in the second language, without abandoning the language arts or content material taught in the native language. Immersion in the target language is not recommended, although in some social settings where the home language is highly valued, parents and peer groups actively encourage literacy and native language maintenance, and the children's success is encouraged, schooling can begin in the second language. [More] Descriptors: Bilingual Education, Comparative Analysis, Elementary Secondary Education, Federal Programs
(1991). VOX: The Journal of the Australian Advisory Council on Languages and Multicultural Education (AACLAME), 1989-1991, VOX: The Journal of the Australian Advisory Council on Languages and Multicultural Education. This document consists of the three issues of the serial "VOX" published in 1989-1991. Major articles in these issues include: "The Original Languages of Australia"; "UNESCO and Universal Literacy"; "Language Shift and Maintenance in Torres Strait"; "Maintaining and Developing Italian in Australia"; "Literature and Language Learning"; "The Interview Test of English as a Second Language"; "Trends and Factors in Language Shift in Australia"; "Banishing Fear from Assessing LOTE Learning"; "Some Thoughts on Gender, Inequality and Language Reform"; "The Languages of Spain: A Causerie"; "Language Retention by Ancestry and Generation"; "Language and Economy in their Cultural Envelope"; "A Hard-Nosed Multiculturalism: Revitalising Multicultural Education?"; "Asian Studies in Australia and Some Overseas Comparisons"; "Languages for the Professions: Linguistic and Cultural Presuppositions"; "Plain English: Simple or Simplistic"; "The Role of Mother Tongue Literacy in Third Language Learning"; "Maori Bilingual Education and Language Revitalization"; "World Trends and Issues in Adult Literacy"; "The Samoan Language in the New Zealand Educational Context"; "Student Opinions of a French Language Immersion Program"; "Pijin Long Melanisa Tede–Melanesian Pidgin Today"; "Bilingual Education and the Eastern South Pacific: Fact or Myth?"; Toward Communication-Oriented English Teaching in Japan: The Introduction of Native Assistant English Teachers"; "Aboriginal English: An Introduction"; "Ethnic Minority Pupils in the Netherlands"; "Australian English"; "Language Planning in Africa"; "Voices of the Generations to Come: What Future for Minority Immigrant Languages?"; "The Role of English in the Development of a National Identity in a Multilingual Setting: The Singapore Dilemma"; "Early German at Ridley"; "Teaching Cognitive Skills in the Foreign Language Classroom: Reading and Thought"; and "Estimating Sydney's Language Resource: Preliminary Findings of Four Years of College Selection Tests." [More] Descriptors: Asian Studies, Bilingual Education, Certification, Communicative Competence (Languages)
(1981). Reading: A Foundation for Success. Volume 4. Fourth Yearbook of the Arizona State University Reading Conference, 1981. Contained in this yearbook are the proceedings of the fourth annual Arizona State University Reading Conference. This edition reflects an emphasis on bilingual/bicultural aspects of reading, as well as on content area instruction. Following a foreword, the articles discuss the following: (1) matching materials and strategies for comprehension, (2) teaching study skills in the secondary schools, (3) bilingual acquisition and instruction, (4) sports and reading as programs for content area teachers, (5) beginning reading and writing in a second language, (6) the implications of bilingual-bicultural education for early childhood reading development, (7) vocabulary development in the content areas, and (8) self-directed activities for reading. Descriptors: Beginning Reading, Bilingual Education, Content Area Reading, Early Childhood Education
(1970). Learning to Read in Two Languages: Statements from the Research Literature on Reading in Bilingual Programs. This collection of statements describes the rationale and research behind the bilingual reading education program in the Philadelphia public schools where students are learning to read in two languages. The native Spanish speakers learn to read in Spanish and are taught to read in English only after having mastered the aural-oral skills of understanding and speaking. Statements include cover learning to read in the mother tongue, degree of difficulty in learning to read in Spanish, transfer of skills, the problem of interference, affective factors in learning readiness, and results of the Philadelphia program. A bibliography listing 22 relevant books and articles provides the sources for the statements. [More] Descriptors: Acculturation, Affective Objectives, Attitudes, Bibliographies
(1980). Vietnamese Refugee Students: A Handbook for School Personnel. Second Edition. This handbook begins with a brief discussion of Vietnamese religion, values, characteristics, and customs, and then describes the educational system of Vietnam and the behavioral expectations for its children. The third section of this handbook discusses the adjustments and conflicts faced by Vietnamese refugee children. Finally, some educational suggestions are presented which focus primarily on administrative concerns and the learning of English. Appendices include six bibliographies: (1) Indochinese Refugee Guides; (2) Vietnamese History, Literature, and Folklore; (3) English as a Second Language Teaching Materials; (4) Bilingual and Vietnamese Materials: K-12; (5) Bilingual/Bicultural Education and Materials; and (6) Reading on Bilingual/Bicultural Evaluations. Descriptors: Acculturation, Asian Americans, Children, Cultural Differences
(1973). Materiales en Marcha para el Esfuerzo Bilingue–Bicultural (Materials on the March for the Promotion of Bilingualism/Biculturalism), May-June 1973. This newsletter is designed to promote the advancement of bilingual-bicultural education. Articles in this issue include "Humanizing Education for the Chicano,""Individualizing Spanish Language Arts at the Second Grade Level,""Two Eye-Catching Third-Grade Science Tests,""Happy Junior High Reading with 'El Galano Arte de Leer'", and "Field-Testing Favorites: Sample Lesson for 'Naturaleza y Sociedad'." Part of the text is in Spanish. Also included is a suggested list of U.S. distributors of educational materials in Spanish and Portuguese. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism
(1982). Methods and Techniques for Communicative Competence in Bilingual Education, Packet II. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets. A teacher training packet (student's edition) on methods and techniques for communicative competence in bilingual education is presented. In addition to state-of-the-art reviews, the packet contains: a course syllabus, a pretest, a glossary, learning objectives, learning activities, a notional-functional taxonomy; diagrams of the notional-functional model and the strategic interaction (S-I) model, scenarios for conversational practice, a guide to discussion on scenario development, a dialogue in Spanish of students working on a math lesson, and a posttest. Narrative sections are presented on the following topics: (1) past and present trends toward communicative competence, (2) a framework for communicative competence, (3) the functional approach to communicative competence, (4) basic components of the S-I method, (5) applications of the S-I method, and (6) scenario development. A chapter by Mary Ann Larsen-Pusey entitled, "Communicative Competence: Application through a Functional Approach," describes a teaching model that progresses from oral dialogue to written discourse. Another chapter, by Robert J. DiPiertro, entitled, "The Strategic-Interaction Method: Learning through Language Use in the Classroom," describes a second model that gives equal significance to both form and function. Finally, a chapter by Olga Rubio entitled, "The Strategic-Interaction Method in the Classroom," considers open-ended scenario development. [More] Descriptors: Bilingual Education, Bilingual Teachers, Communicative Competence (Languages), Dialogs (Language)
(1979). Achieving Multilingual Education in a Multicultural School: A Teacher Corps Model. Presented in this document is an overview of a Teacher Corps project undertaken by the Arlington, Virginia Public Schools and Trinity College, Washington, D.C., to develop a training complex in bilingual/multicultural education at Francis Scott Key Elementary School. The project is described as being an attempt to meet the needs of teachers, students, and a community with a large part of the population severely limited in English. Aspects of the project outlined include parent involvement, the training of bilingual interns, inservice instruction for Key teachers, language classes in Spanish, Korean and Vietnamese for students, and specific activities which paved the way for changes in the school. Descriptors: Bilingual Education, Community Involvement, Elementary Education, Inservice Teacher Education