Jackson, Stephan L.; McCallon, Earl (1973). The Cross-Cultural Attitude Inventory: A Report on Item Analysis and Stability. The "Cross-Cultural Attitude Inventory" was constructed to measure 1 of the objectives of the bilingual education project of Region XIII Education Service Center in Austin, Texas, serving children aged 6 to 10 years. The educational objective which needed to be measured was whether "the children are taught the history and cultural heritage which reflect the value systems of speakers of both languages." The Elementary and Secondary Act, Title VII project sites chosen for testing included the Artesia, New Mexico; the Alice, Texas; and the Los Nietos and Collier County, California, project sites. Data for item analysis were collected through the testing of 313 primary grade children. Graphic symbols of the Anglo and Mexican American cultures were employed in the Inventory, which was constructed to evaluate attitude. The results indicated that the Inventory may be assumed to provide a gross measure of acculturation suitable for use with groups. The mean score for the Mexican American culture subtest was significantly lower than the score for the Anglo-culture subtest. Among the Mexican items, the Mexican flag, the Spanish word "si," the pinata, the bowl of menudo, and the Mexican hat possessed the highest item-test correlation. Among the United States items, the American flag, the cowboy hat, the piece of bread, and the pickle possessed the highest item-test correlations.   [More]  Descriptors: Acculturation, Attitude Measures, Bilingual Education, Cross Cultural Studies

Regan, Lynda (1974). Annotated Bibliography: Educational Opportunity Programs, Supplement Number 11. Supplement Number 2 of the "Annotated Bibliography–Educational Opportunity Programs" (formerly "Educating the Disadvantaged Child") has been prepared for use by teachers, administrators, school personnel, and the public concerned with implementing effective educational opportunity programs. It concentrates on materials to assist in the improvement of the three priorities established by the New York State Education Department: reading, mathematics, and bilingual education. The sociological implications relating class structure, poverty, and disadvantagement to education are considered. A more indepth coverage of urban problems and their relationship to equal educational opportunities has resulted in the inclusion of the new categories of Urban Education and Nonstandard English.  Other new categories added are: Migrants, Native Americans, and Spanish-Speaking Minorities. A new section of Health Education includes an overview of the various aspects of drug abuse. Contents are organized into 20 sections dealing with such topics as: administration and organization; English as a second language; guidance and counseling; health education; intergroup relations; juvenile problems; migrant education; native Americans; nonstandard English; and others. Descriptors: Annotated Bibliographies, Bilingual Education, Disadvantaged, Disadvantaged Youth

Yonan, Barbara; Baenen, Nancy R. (1988). Title VII Program. Final Technical Report: 1986-87. Title VII federal funds have been used in the Austin (Texas) Independent School District (AISD) to help limited English proficient (LEP) students. In 1986-87, 4,143 students were assisted, 87% of whom were Spanish speakers. LEP students in the AISD are helped through Transitional Bilingual Education (TBE) and English as a Second Language (ESL) instruction. TBE is available to pre-kindergarten through grade 8. The regular secondary program is also enhanced for Hispanic LEP students. Pre- and posttest data were analyzed for four tests (including the Language Assessment Battery) by grade and test area. In 1986-87, English proficiency improved significantly at four of six tested grade levels, with 78% of individual students scoring gains. English achievement levels generally improved. Spanish proficiency and achievement results were generally positive. A total of 120 students received tutoring through Title VII in 1986-87, compared to 76 the previous school year. Parent workshops provided in 1986-87 (n=18) received uniformly positive ratings and comments. The bulk of the report consists of 10 appendixes giving facts and figures on test results, teacher and administrator survey results, tutor records, parent workshops, district records, and dropouts.   [More]  Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Elementary Secondary Education

Kari, James (1973). Navajo Language Bibliography. Preliminary Edition, September 1973. Navajo Reading Study Progress Report No. 22. Over the years the Navajo language has received more attention than any other American Indian language. The grammatical work represents all traditions in American Indian linguistic research, from the earliest descriptivism to the latest generative grammar. In addition, there exists a large amount of material written in Navajo and a plethora of pedagogically oriented research. With a population of more than 130,000, Navajo has the best chance of survival of any Indian language north of Mexico. Most important, recent years have witnessed the development of a dynamic and professional Navajo bilingual education movement. The involvement of increasing numbers of Navajos in linguistics and language education makes this a field of special theoretical and practical relevance. A preliminary attempt to cover the field of Navajo language research, this bibliography cites 478 references that relate to the study of the Navajo language. Published between 1829 and 1973, these references cover grammatical research; dictionaries; vocabularies; taxonomies; texts; comparative Athapaskan research that includes significant Navajo work; language, culture, and sociolinguistic research; and language pedagogy studies. Also listed are historical and anthropological studies that contain some Navajo language forms.   [More]  Descriptors: American Indian Languages, Athapascan Languages, Bibliographies, Bilingual Education

Light, Richard L. (1970). The Schools and the Minority Child's Language. This paper discusses the treatment of minority group children in the public schools. Noting that the school's approach to the child's first language may determine where the child is "afforded great opportunity or faced with formidable problems," the author states: "The opportunity comes when the school works to build upon and develop the linguistic and cultural strengths which the child brings to the classroom. The problems occur when the school ignores or attempts to suppress those strengths. "The author then discusses the situation in California, where many Spanish speaking children have been placed in classes for the retarded educable because of their inability to function properly in English. Problems encountered by Negro speakers of non-standard dialects are also discussed.  The author sees hope for improvement in the Bilingual Education Act of 1967, but finds reason for continuing concern because the linguistic and cultural characteristics of minority group are still not adequately understood. The author urges the necessity for a "greater understanding of the nature of linguistic and cultural characteristics and the aspirations of the various minority groups in our nation."   [More]  Descriptors: Biculturalism, Bilingual Education, Black Students, Cultural Differences

Alcorso, Caroline; Cope, Bill (1986). A Review of Australian Multicultural Education Policy 1979-1986. NACCME Commissioned Research Paper No. 6. This paper is an overview of 64 documents on multicultural education policies from various Australian state education bodies during the period 1979 to 1985. In comparisons between states and across time, these policies are marked by inconsistency in form, scope, status, and content. States vary considerably on: (1) whether English as a second language (ESL) is part of multicultural education or an independent field; (2) the purposes of bilingual education and second language learning; (3) the role of ethnic schools; and (4) approaches to sociocultural education. Nevertheless, important trends are worthy of note. Institutionally, the multicultural education movement developed as a result of initiatives from Canberra, and policy statements began emerging in the late 1970s as part of the administration of tied federal funding. Across all policies, there have been moves toward concepts of mainstreaming: (1) influencing mainstream teachers about the ESL needs of their non-English-speaking students; (2) broadening the concept of community languages to encompass all languages other than English so that they gain equal curricular importance; and (3) establishing multiculturalism as an ethic that crosses the school, combatting racism at both structural and attitudinal levels. However, equivocation in policy language and reports of actual practice suggest that the mainstream has hardly been affected. Mainstreaming is now the key word of policy and debate.   [More]  Descriptors: Bilingual Education, Cultural Pluralism, Educational Policy, Elementary Secondary Education

OTT, ELIZABETH H. (1966). BASIC EDUCATION FOR SPANISH-SPEAKING DISADVANTAGED PUPILS. A BILINGUAL EDUCATION PROGRAM HAS BEEN FIELD TESTED IN SAN ANTONIO, TEXAS, IN CLASSES OF DISADVANTAGED MEXICAN-AMERICAN CHILDREN. THIS SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY (SWEDL) PROGRAM IS ALSO APPLICABLE TO TEACHING FRENCH ACADIANS AND NEGRO AMERICANS. THE STRENGTH OF THE PROGRAM, ACCORDING TO THE AUTHOR, LIES IN WHAT IT DOES TO CHANGE THE CHILDREN. IT HELPS THEM BECOME "INTELLECTUALLY CURIOUS, PROFOUNDLY SENSITIVE TO OPPORTUNITIES AROUND THEM, AND FRIENDLY AND RESPONSIVE HUMAN BEINGS." BY TALKING FIRST ABOUT AN IMPERSONAL SUBJECT LIKE SCIENCE, THE CHILDREN GAIN LANGUAGE PROFICIENCY AND CONFIDENCE WHICH ENABLES THEM TO MOVE TOWARD LEARNING ABOUT SOCIAL STUDIES, AND HOW THEY FIT INTO THE LARGER WORLD BEYOND THEIR NEIGHBORHOODS. READING IN THE TWO LANGUAGES IS INTRODUCED EARLY AND IS BASED ON WHAT THEY HAVE LEARNED TO UNDERSTAND AND USE ORALLY. SUBJECT MATERIALS ARE TAUGHT IN BOTH SPANISH AND ENGLISH AT SEPARATE PERIODS DURING THE DAY. A DESCRIPTION OF HORN'S LANGUAGE RESEARCH PROJECT (BEGUN IN 1964 AND STILL ONGOING IN THE SAN ANTONIO SCHOOL DISTRICT) AND THE OTT STUDY (THE SPANISH-ENGLISH FLUENCY TEST WHICH WAS GIVEN TO CHILDREN PARTICIPATING IN THE HORN PROJECT) IS FOLLOWED BY TEST DATA.   [More]  Descriptors: Bilingual Education, Bilingual Students, Disadvantaged Youth, Economically Disadvantaged

Askins, Billy E.; Alford, Gay (1973). Evaluation of Effects of the Clovis – Portales Bilingual Early Childhood Program: Final Report, 1972-73. Initiated in 1972, the Bilingual Early Childhood Program (BECP) serves as early intervention for 3- and 4-year-old children in Clovis and Portales, New Mexico (40 children at each site). Target group children were predominantly from Spanish-speaking backgrounds and were selected as participants using guideline requirements of language, background, income of parents, and residence. The goal of the BECP is to demonstrate that early childhood bilingual education intervention will facilitate the learning of two languages (English and Spanish) simultaneously in a responsive environment designed to enhance the child's cognitive, affective, and psychomotor development. Specific objectives were developed for the program components: instruction, staff development, materials development, and community-parental involvement. The evaluation design for the instructional component was within a framework of a pretest-posttest design without a control group. Abilities measured were: language development in English and Spanish, school readiness, and subjective evaluation of self-concept. Findings indicated that the students made significant gains in language ability in English and in Spanish, and in general school readiness. The children developed and maintained a positive self-image and developed substantially in various dimensions of personality growth. It was concluded that BECP functioned as planned for the target group.   [More]  Descriptors: Bilingual Education, Demonstration Programs, Disadvantaged Youth, Evaluation

Cordasco, Francesco; Bucchioni, Eugene (1971). Education Programs for Puerto Rican Students [Jersey City Public Schools]. This report has a descriptive and evaluative delineation of those programs which have been (or are being) developed for Puerto Rican students in the public schools of Jersey City. The data of the report have been gathered in those schools with large Puerto Rican constituencies, and have been cast in the perspectives afforded by discussions with administrators, teachers, and students. What has evolved has been carefully measured in a multiplicity of dialogues with Puerto Rican parents whose aspirations for their children must remain the essential touchstone for all assessments, in the final analysis, in an area of such crucial concern. Some programs in operation in the Jersey City Public School for Spanish speaking pupils are as follows: teachers who specialize in "English as a Second Language Program" have been assigned to 16 elementary schools. One school has the "New Jersey Bilingual Education Program," funded under Title VII of the 1965 Elementary Secondary Education Act. It consists of four bilingual teachers, and "English as a Second Language" teacher, a "Spanish as a Second Language" teacher, and a community liaison officer. Another school has a Bilingual Program under Title I of the 1965 Elementary Secondary Education Act. Six bilingual teachers are assigned to the program. [Some pages of this document are marginally legible because of the poor quality of the original.]   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Compensatory Education

Derrick, William Meadows (1977). The History and Development of the French Language Immersion Program. The French Language Immersion Program (FLIP) at Plattsburgh State University College, is described in terms of its origin, implementation, operation, research, long-range plans, and social implications. As a research and demonstration program at the laboratory school of the State University College of New York at Plattsburgh, the class consisted of 18 five and six year old children whose native language was English. Although the class was conducted entirely in French, the children were free to speak English among themselves. The FLIP program is bilingual education undertaken primarily for cultural enrichment by monolinguals. The early and full immersion program is structured and led by an experienced French individual. The program has high administrative support, high community visibility, and high parental interest, and children are voluntarily enrolled in the program. FLIP has been the subject of extensive research conducted by an interdisciplinary research team of faculty members. The following set of abilities are thought to be related to language competence: auditory discrimination skills, receptive language ability, expressive language skills, intellectual aptitude, academic achievement, self concept, cultural attitudes, and school attitudes. The tests that were used to assess these and more specific English language skills are listed. Initial research hypotheses based on the administration of the tests are briefly outlined. Descriptors: Bilingual Education, Bilingualism, Cultural Enrichment, Demonstration Programs

Maynes, J. O., Jr. (1971). House Bill No. 1: Special English Classes. Evaluation. Defining the overall objective of bilingual education to be the integration of the child into the mainstream of American life while maintaining audiolingual skills in both English and the native language without losing certain aspects of the subculture, this report summarizes information from 19 school districts involved in special English classes funded under the Arizona State House Bill No. 1. Utilizing results derived from the Monroe Oral Language Scale for 16 of the 19 school districts involving approximately 6,000 predominately Spanish-speaking or American Indian children (grades 1 through 3), significant progress in oral language development during the interim between pre- and post-tests was found. Although no controls were used to account for maturation effects, it was deemed probable that the gains were due to the special English classes. Among the recommendations, it is noted that a uniform testing methodology be implemented and that the comparison of results between different school districts be avoided. Further recommendations encompass financing and program development. Two references and 1 table are included. A related document is ED 044 192.   [More]  Descriptors: American Indians, Bilingual Education, English (Second Language), Minority Groups

National School Public Relations Association, Arlington, VA. (1978). Education Laws 1978. A Guide to New Directions in Federal Aid. Education U.S.A. Special Report. In 1978, Congress reviewed and revised the major federal education programs covered by the Elementary and Secondary Education Act (ESEA). Programs were expanded, tightened up, or redirected. For example, Title I and impact aid will direct millions more in federal aid to the big cities of the North and Midwest at the expense of the rural South. A new and already controversial basic skills program was created, along with 12 new categorical aid programs. Disadvantaged children attending private schools were guaranteed equal shares of federal education funds. This report contains chapters on all the major ESEA programs: Title I, impact aid, emergency school aid, bilingual education, and basic skills. Charts and graphs illustrate where the money will go, including breakdowns by state and for the 50 largest school districts. The report presents and explains the details of each program and is intended to help the educator develop and implement plans that will ensure the best return for a school's dollars. Explanations concerning how the legislation worked its way through Congress are also included. Descriptors: Administrator Guides, Basic Skills, Bilingual Education, Community Schools

Texas Education Agency, Austin. (1975). Reaching Each Child — Programs for Texas Minority Students. Within the last 10 years, attention has been directed toward discovering and solving the unique needs and problems of Texas' minority group students. This bulletin briefly describes 16 programs, in operation in school districts throughout the State, which are effectively serving these students. Selected because they are representative of the quality of education which prevails in Texas schools, each program is different in its approach. They cover such topics as bilingual education, cultural awareness, migrant education, vocational education, reading instruction, ethnic studies, child appraisal, resource centers, and teacher inservice education. Among the programs are: (1) Laredo's one classroom where Mexican American students learn to be bilingual office workers; (2) an ethnic studies program in a Bay City junior high school which begins as a 7th grade Texas history unit and culminates in a community wide ethnic fair; (3) a concerted effort by Tyler curriculum writers to supply social studies and English teachers with information about the contributions of blacks to the nation's development; (4) the provisions of alternative approaches to the entire high school education process in the Houston public schools; (5) the Ethnic Studies Program in San Angelo; and (6) the migrant education programs in Mercedes.   [More]  Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Educational Programs

Washington State Legislature, Olympia. (1970). Indian and Migrant Education Programs: A Report to the Washington State Legislature by the Subcommittee on Indian and Migrant Education of the Joint Committee on Education. "Because of the growing concern for the educational disadvantages suffered by students coming from culturally disadvantaged backgrounds, and because of the substantial numbers of Indian and migrant students educated in the State of Washington, the 1969-71 Joint Committee on Education created a special subcommittee to give specific attention to Indian and migrant education problems." This document, the first report to the Washington State Legislature compiled by the subcommittee, contains 11 categories of investigation with 16 recommendations. Categories are Urban, Racial, and Disadvantaged (URD) programs for migrants and American Indians; urban Indian and migrant programs; bicultural education; community involvement; community schools; family education; mobile educational services; bilingual education; interdistrict cooperation; nutrition; and school lunch program discrimination. Among the recommendations, it is suggested that the superintendent of public instruction office be directed by statute to exercise the initiative in development of URD programs in school districts serving urban, minority, and disadvantaged students and where there is a lack of sufficient expertise for the development of acceptable program proposals; that local school officials and the superintendent of public instruction make a special effort to identify all Indian and migrant families and to provide programs to see that the special needs of such students are met; and that all school districts serving migrant and Indian people begin developing bicultural education programs in cooperation with citizens from their communities.   [More]  Descriptors: American Indians, Ancillary School Services, Biculturalism, Bilingual Education

Baker, Jean M. (1971). Bicultural Socialization Project: A Group Process Approach to Bilingual Instruction – Title VII. Final Report, 1970-71. This final report relates to student socialization through a bilingual (Spanish/English), bicultural program involving 6 second grades in 3 schools of Phoenix, Arizona, for the 1970-71 school year. As reported, the major objective of the program was to develop and implement a group process approach to bilingual education; in addition, classroom instructional personnel were trained by site coordinators. Program success was regarded as outstanding in classrooms having strong administrative support for the program; partial success was achieved in overall efforts to create classroom enviroments and appropriate activities to facilitate small group interaction. The relatively unsuccessful aspects of the program were attributed to lack of (1) bilingual teachers, (2) a true heterogeneous student population, and (3) supporting administration. The document contains discussions of program rationale, the group process approach and procedures for implementing it, training and research procedures, and bilingual and bicultural activities; results, evaluation, a summary, and recommendations are also provided; and appendices include tabular summaries of the training evaluations, a checklist for program classrooms, noted reactions to various program components, results of analysis of variance for the Peabody Vocabulary Test and the Artola-Stewart Spanish-English Vocabulary Test, selected language samples, a composite of the parent questionnaire; a description of the teacher's manual, and the Natural Method of Language Acquisition Checklist.   [More]  Descriptors: Activities, Biculturalism, Bilingual Education, Classroom Environment