This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gerald G. Neufeld, Gregoire Chabot, Austin Southwest Educational Development Lab., Alaire Mitchell, Kenneth L. Kimbrough, Brooklyn New York City Board of Education, Claire Quintal, Mario A. Benitez, Arlington National Clearinghouse for Bilingual Education, and Ann K. Fathman.
(1976). English-Vietnamese Scientific Terminology for High School and Junior College Students. Book 1: Mathematics = Danh Tu Khoa Hoc Anh Viet Danh Cho Hoc Sinh Trung Hoc Va Sinh Vien Dai Hoc So Cap. Quyen 1: Toan Hoc. Revised Edition. Vietnamese students now enrolled in American high schools incur an extremely special need in English. After being taught subject matter disciplines in Vietnamese for many years, and while English is still a foreign language for them, these students are bound to go through two linguistic processes. First, while reading or sitting through lectures conducted in English, they mentally translate ideas into Vietnamese, then think in Vietnamese and reason the Vietnamese way to understand them. Second, when doing homework or trying to say something, they think first in Vietnamese before mentally translating their thoughts into English. To help overcome these and other obstacles, and in line with one of the important principles in bilingual education (to help create equal opportunities for students in the American educational system), an English-Vietnamese scientific terminology series has been produced. This document, the first in the series, presents an alphabetical list of mathematical terms in English with corresponding terms in Vietnamese. In the translation of the English terms into Vietnamese, existing Vietnamese equivalents were kept and words based on Sino-Vietnamese linguistic root or outright phonetic transcription were adopted. Although aimed primarily at average high school students, the document is suitable for college students. Descriptors: College Mathematics, Mathematics Education, Secondary School Mathematics, Two Year Colleges
(1995). In Search of a Bright Future. A Dominican Immigration Story. A Learner-Centered Model Guide for Teachers. This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own countries and migrated to the United States. Each guide contains two versions of the same story, a shorter version with illustrations and a longer version with few or no illustrations, but with teaching activities. The model begins with reading the story aloud. From the story learners will connect many of the experiences to the different disciplines, including language arts, mathematics, and social studies. The guides contain many suggested activities using cooperative learning, hands-on experiences, and various types of group and individual work. The story and activities in this guide are based on the story of Juan Carlos, who comes to New York from the Dominican Republic. His life is followed from his early years in the Dominican Republic until he is close to graduation from high school. The first appendix discusses authentic assessment, including portfolio assessment, and the second explores parent involvement. A third appendix suggests activities arranged by subject area. [More] Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Dominicans
(1989). Colloquium To Strengthen Educational Personnel Training Programs: Training Educational Personnel To Work with Language Minority Populations. Proceedings (1st, Washington, D.C., July 28-31, 1987). This publication focuses on how bilingual education and English as a Second Language (ESL) teacher training programs can be enhanced in the areas of coordination, institutionalization, and evaluation and serves as a resource for institutions which train personnel to work with children who have limited English proficiency. The colloquium was designed to allow intensive small group interaction and whole group sharing; it sought to: (1) reflect the uniqueness of groups drawn together by the conference format; (2) present state-of-the-art practices in Educational Personnel Training Programs (EPTPs); and (3) suggest promising practices to future program directors and policymakers. The document is organized into three sections. The first section addresses coordination relevant to successful EPTP implementation with postsecondary institutions, state education agencies, local education agencies, and other Title VII and non-Title VII resources. Section two treats issues of institutionalization and discusses staff and faculty resources; inter- and intra-departmental coordination; recognition of student characteristics; student recruitment; budget planning; and cost assumption. The final section considers EPTP evaluation concerns wherein the group participants sought to develop a comprehensive framework for program assessment procedures. The agenda, participant data, and other conference information are appended. [More] Descriptors: Bilingual Education Programs, Cooperative Programs, Elementary Secondary Education, English (Second Language)
(1978). A Bibliography of English as a Second Language Materials: Grades K-3. This annotated bibliography of English as a second language (ESL) materials for grades K-3 is divided into four parts. The first part, ESL texts, lists a number of series or single texts that are designed to teach the spoken language and reading to the elementary school child. The second part is a list of readers that, although were mostly designed for native English-speaking children, have been found to be particularly effective with children learning English. The third part is a list of supplementary materials that can be used as "props" in group communication activities, or for individualized work when the rest of the class is engaged in an activity that is beyond the child's language competence. The fourth part is a list of tests that can be used to obtain some measure of the young child's command of English. In compiling the bibliography, the focus was on the child who lives in a community that lacks the necessary resources to provide him with a full bilingual education program in his native language. Descriptors: Annotated Bibliographies, Childrens Literature, Communicative Competence (Languages), Early Childhood Education
(1995). Curriculum Perspectives: Challenges for the Future. Proceedings of a Binational Symnposium = Perspectivas curriculares: Retos para el futuro. Actas del simposio binacional (Austin, Texas, November 9-10, 1994). This proceedings, in English and Spanish, describes the first U.S./Mexico Curriculum Symposium, held in Austin, Texas, in November 1994. The symposium grew out of an ongoing exchange between educators in the Republic of Mexico and the United States and was attended by over 200 teachers, administrators, staff from state and regional education agencies, legislators, university faculty, and business and community leaders. The symposium focused on curriculum and had three major objectives: to exchange viewpoints on curriculum and instruction in various subject areas, to share curriculum materials through exhibits and curriculum workshops, and to establish and strengthen links among colleagues. The overriding theme was that of cooperation and mutuality; participants stressed the need for equality in partnerships, and several sessions highlighted existing projects that involve extensive binational cooperation. Other major themes were the importance of bilingualism and of indigenous (Native American) cultures in both countries, the importance of overcoming biases against diversity, and parallels between current educational reform efforts in the United States and Mexico. This proceedings summarizes welcoming remarks; a session on regional resources for bilingual education and international cooperation; concurrent sessions on curriculum and instructional issues in language arts, mathematics, special education, and early childhood education; sessions on educational policy and the links between policy change and educational practice; and sessions presented by curriculum developers, authors, and editors in various content areas. [More] Descriptors: American Indian Education, Bilingual Education, Bilingualism, Cooperative Programs
(1995). The Three Roots and Papa's Advice. A Puerto Rican Migration Story. A Learner-Centered Model Guide for Teachers. This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own countries and migrated to the United States. Each guide contains two versions of the same story, a shorter version with illustrations and a longer version with few or no illustrations. The shorter version, "Papa's Advice," tells the story of a child who comes to New York City from Puerto Rico and recounts his life from the time he is 7 years old until he has children of his own. The longer version, "The Three Roots and Papa's Advice," expands the story for an older age group. The model begins with reading the story aloud. From the story learners will connect many of the experiences to the different disciplines, including language arts, mathematics, and social studies. The guide contains many suggested activities using cooperative learning, hands-on experiences, and various types of group and individual work. The first appendix discusses authentic assessment, including portfolio assessment, and the second explores parent involvement. A third appendix suggests activities arranged by subject area. [More] Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Elementary Secondary Education
(1992). Teaching Science to English Learners, Grades 4-8. NCBE Program Information Series Guide 11. This guide is intended to help teachers plan, design, and implement science activities for students learning English as a Second Language (ESL) in grades 4-8, in mainstream science classes, ESL classes, bilingual education programs, and also to help others serving this population. Steps for designing science experiments that integrate language and science content effectively are presented. The activities included have been used successfully with this group. Principles of learning and teaching proposed by the American Association for the Advancement of Science are enumerated and explained, and specific strategies for integrating language and science are outlined, including teacher collaboration, student collaboration, modifying language for clarity, using material that is meaningful to students, adapting science materials for student language proficiency levels, using language teaching techniques, and varying instructional strategies according to student proficiency. A discussion of the design of science activities for ESL students offers a model procedure in which science concepts are examined through three activity types: teacher demonstration, then group investigation, and finally, individual investigation. Appropriate science concepts and language functions are discussed. Sample activities on heat, animals, and plants using this procedure are outlined in detail. A 24-item bibliography is included. [More] Descriptors: Class Activities, Classroom Techniques, Curriculum Development, English (Second Language)
(1988). Project CABE 1986-1987: O.E.A. Evaluation Section Report. The report describes first-year activities of Project CABE (Content-Area Bilingual Education) which aims to improve instruction and increase parental involvement for limited-English-proficient Spanish-speaking students with handicapping conditions in grades 4 through 9. During its first year the project served 308 students attending 25 public schools in Brooklyn and Manhattan. Project resource teachers met with a minimum of eight classroom teachers each week. They provided assistance in lesson planning, developed Spanish and English behavioral objectives for the content areas, identified and distributed suitable teaching materials and curricula, provided classroom demonstration lessons, assisted in the implementation of students' Individualized Educational Plans (IEPs) mediated between target teachers and special education personnel, aided in developing and conducting teacher and parent training activities, and facilitated access to and use of the Regional Second Language Acquisition Centers. The project also held eight workshops on such topics as choosing the language for instruction and language assessment in a preventive-prereferral mode. Audiovisual and instructional materials in English as a Second Language were purchased and used at the Centers. The project also produced a manual and provided 35 tuition grants to teachers receiving special training. Recommendations for the next year include holding of parent and teacher workshops at local schools. [More] Descriptors: Bilingual Education, Consultants, Disabilities, Elementary Secondary Education
(1995). Journey to a New Life. A Chinese Immigration Story. A Learner-Centered Model Guide for Teachers. This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own countries and migrated to the United States. Each guide contains two versions of the same story, a shorter version with illustrations and a longer version with few or no illustrations. The story in this guide is that of Jennifer, who comes to New York City from a village in southern China. Her story spans her departure from China to her eventual graduation from college in the United States. The model begins with reading the story aloud. From the story learners will connect many of the experiences to the different disciplines, including language arts, mathematics, and social studies. The guide contains many suggested activities using cooperative learning, hands-on experiences, and various types of group and individual work. The first appendix discusses authentic assessment, including portfolio assessment, and the second explores parent involvement. A third appendix suggests activities arranged by subject area, and a fourth appendix is a suggested field trip activity. [More] Descriptors: Bilingual Education, Chinese, Chinese Culture, Cultural Awareness
(1982). User Guide to the 1981 LC (Language Census) Database. Version 1.2. This guide is designed to introduce potential users of the California Language Census data to a means of accessing that data using an online, interactive computer system known as "1981 LC." The language census is an actual count of the numbers of pupils with a primary language other than English in California public schools as of March 1 of each year. The primary objective of the database is to improve the ability of the California State Department of Education (CSDE) to respond to management and research needs for information about pupils and staff in bilingual education programs. Five sections present (1) an overview of the process of conducting the Annual Language Census–language determination, proficiency assessment and counting/reporting; (2) an introduction to the database and an illustration of its use through a hypothetical, typical online session; (3) a description of the various methods for searching the database and for displaying the search results; (4) a description of potential database uses, including examples of searches which might be used in conducting the everyday business of the CSDE; and (5) the details of the database elements and structure, which are the same as those seen throughout the 1981 LC online EXPLAIN facility. Users of this database should have at least a novice-level experience with the WYLBUR text-editor and the SPIRES information retrieval language, as implemented at the Stanford Center for Information Technology. [More] Descriptors: Bilingual Education, Census Figures, Computer Oriented Programs, Computer Programs
(1974). A Theoretical Perspective on the Relationship of Bilingualism and Thought: Revisited. Working Papers on Bilingualism, No. 2. This paper consists of a critique of a paper by James Cummins which appeared in issue number 1 of the Working Papers on Bilingualism, entitled "A Theoretical Perspective on the Relationship between Bilingualism and Thought." Cummins' paper gives the impression that nearly all of the recent studies exploring the effects of bilingualism upon cognitive development and intellectual growth in children strongly support the view that bilinguals excel in problem solving, concept learning, abstract reasoning and general academic achievement. The present paper criticizes this impression, and by reviewing some of the relevant literature, demonstrates that one cannot necessarily conclude that bilingual children are superior. The goal of the studies in bilingualism is not to prove that bilingual education augments cognitive flexibility but rather to show that a second language can be acquired in primary school without detrimental effects. This paper agrees with Cummins' consideration of both linguistic and nonlinguistic factors for understanding bilingualism, but challenges the view that second language learning necessarily introduces the student to the philosophy, attitudes or feelings associated with that language. It is argued that there are not sufficient data to support the idea that a knowledge of French or English as a second language augments cognitive or verbal skills. Descriptors: Bilingualism, Child Language, Cognitive Development, Cognitive Processes
(1977). Sur les traces de l'heritage francais en Nouvelle-Angleterre: Boston (Tracing French Heritage in New England: Boston). This booklet highlights some of the more important elements of the French heritage in the Boston area, particularly during the Revolutionary period and the time of the establishment of many institutions of American life in New England. It is intended for secondary school students in a bilingual education setting who have at least an "intermediate level" of reading ability in French. The text is composed of the following chapters dealing specifically with the influence of the French on American history, institutions and culture: (1) an introductory chapter on French contributions in Boston; (2) chapters on famous Americans of French background, including Paul Revere and Peter Faneuil; (3) descriptions of places of interest in the Boston area that have connections with French people and/or culture (the Granary Burying Ground, the State House, and the Boston Public Library); and (4) narratives about French people influential in American history, including the Bowdoin family, Jean Lefebre de Cheverus, Le Chevalier de Saint Sauveur, and Lafayette. The booklet is illustrated with photographs and maps. A glossary of more difficult words and phrases is included. A slide/cassette-tape program to accompany the text is also available. Descriptors: American History, Bilingual Education, Cultural Awareness, Cultural Background
(1979). The Education of the Mexican American: A Selected Bibliography. The scope of this taxonomically structured research bibliography covers 3,244 significant works published from 1896 to 1976 directly related to the legal, demographic, sociocultural, and linguistic determinants of Mexican American education. Books, monographs, journal articles, government documents, federal laws and court rulings, doctoral dissertations, master's theses, and ERIC entries are selected from 170 bibliographies, 190 periodicals, and other educational sources based on availability, relevancy, completeness, length, objectivity, and accuracy. Entries are in chronological order within topics and subtopics. An alphabetical author index and a chronological index are provided. Topics and subtopics are: bibliographies; general–Mexican American demography, education, educational history, equal opportunity, conferences; Mexican American students–physical and cultural traits, health, language, intelligence, achievement, gifted, handicapped, delinquent, dropout; schools–administration, teachers, teacher training, counseling, libraries; curriculum–general, ethnic studies, preschool, elementary, secondary, vocational, compensatory, textbooks; migrant education–general, the migrant child, programs, conferences, administration, teacher training; bilingual education–general, theory, evaluation, effects; higher education; adult education; and community. Descriptors: Academically Gifted, Achievement, Adult Education, Bilingual Education
(1977). Un Jacques Cartier Errant. Piece en un acte (Jacques Cartier Returns. A One-Act Play). This French play, intended for use in a bilingual education setting, deals with the history, culture, plight, and language of Franco-Americans in New England. The plot revolves around a conversation between Jacques Cartier, who returns to New France (now New England), and several Franco-Americans gathered in a tavern on a hot afternoon. The conversation turns to the struggles these people have had in order to make their way in the predominantly English-speaking milieu. Central to the discussion is the question of the value of learning and maintaining the French language. The introductory note to the teacher suggests that the author uses the device of language to demonstrate the widening gulf between France and "her lost colony in the New World." The dialogue is in what might be called the "Franco-American language"; the difference between this dialect and standard French is noticeable, yet it is comprehensible to Jacques Cartier who speaks seventeenth century French. The book concludes with a list of Franco-American words and expressions and their equivalents in standard French, a short biography of Jacques Cartier, a plan for stage arrangements, and three photographs of scenes from the play. Descriptors: Bilingual Education, Cultural Background, Cultural Education, Cultural Interrelationships
(1976). English-Vietnamese Scientific Terminology for High School and Junior College Students. Book 2: Physics = Danh Tu Khoa Hoc Anh-Viet Danh Cho Cac Hoc Sinh Trung Hoc Va Cac Sinh Vien Nam Thu Nhat Dai Hoc. Quyen 2: Vat Ly Hoc. Vietnamese students now enrolled in American high schools incur an extremely special need in English. After being taught subject matter disciplines in Vietnamese for many years, and while English is still a foreign language for them, these students are bound to go through two linguistic processes. First, while reading or sitting through lectures conducted in English, they mentally translate ideas into Vietnamese, then think in Vietnamese and reason the Vietnamese way to understand them. Second, when doing homework or trying to say something, they think first in Vietnamese before mentally translating their thoughts into English. To help overcome these and other obstacles, and in line with one of the important principles in bilingual education (to help create equal opportunities for students in the American educational system), an English-Vietnamese scientific terminology series has been produced. This document, the second in the series, presents an alphabetical list of physics terms in English with corresponding terms in Vietnamese. In the translation of the English terms into Vietnamese, existing Vietnamese equivalents were kept and words based on Sino-Vietnamese linguistic root or outright phonetic transcription were adopted. The document is designed to serve the needs of both high school students and college freshmen. Descriptors: College Science, High Schools, Physics, Science Education