This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington National Commission for Employment Policy (DOL), Gloria Reifenrath, Nancy Rowch, Sacramento. California State Commission for Teacher Preparation and Licensing, Saundra Schaulis, Christine Miles, Ana Celia Zentella, Roberto Urzua, Las Cruces ERIC Clearinghouse on Rural Education and Small Schools, and 1977.
(1978). Hispanics in the Community/Junior Colleges: Donde Estamos en el Ano 1978. After presenting an overview of the history of the community college from the late 1800's to the present, and a discussion of the philosophic bases and accepted functions and purposes of the community college, this article presents a picture of Hispanic students in community and junior colleges in 1978. General demographic data on Hispanics in the United States are presented, focusing on age distribution, language and educational participation, and Hispanic professionals in post-secondary education. The section dealing with Hispanics in community and junior colleges considers enrollment trends, graduation rates, degrees awarded, and Hispanic faculty members. Subsequently, the reasons for the non-participation of Hispanics in the educational systems of this country are considered, concentrating on the changes that are needed in recruitment, admissions processes, student financial assistance, programs and services, and faculty and student support personnel in order to alter this pattern. Finally, recommendations are made for changes in federal policy related to bilingual education, financing developing institutions, affirmative action, Comprehensive Employment and Training Act programs, legislative assistance to predominantly Hispanic schools, and federal financial aid. [More] Descriptors: Access to Education, Age, Bilingual Education, Change Strategies
(1976). Status Report on the Bilingual/Cross-Cultural Teacher Preparation and Training Act of 1973 to the California State Legislature. This is the second annual report on the status of bilingual/cross-cultural teacher preparation in California. The intent of the legislation behind this effort is to increase the ranks of qualified and credentialed bilingual teachers to better serve public school bilingual programs. Following an introduction that gives the legislative background to the Commission's activities in this area, the following topics are dealt with: (1) bilingual/cross-cultural teacher preparation programs in California; (2) system of reporting to the Commission; (3) definitions of state programs, emphasis programs, specialist instruction programs, hard money and soft money; (4) status of emphasis programs; (5) status of specialist instruction programs; (6) federal-funded programs; and (7) activities of the Commission – program approvals, bilingual workshops, direct application, emergency credential, summary. The appendices include: (1) Senate Bill 1355 (Moscone) 1973; (2) a sample bilingual/cross-cultural career ladder program; (3) Commission Data Collection and Reporting Form 1975; (4) bilingual education programs in the California state university and colleges, 1975; (5) California community colleges with approved bilingual career ladder programs; (6) University of California Annual Report on Bilingual Program Activity in Compliance with Education Code Section 5768.2; and (7) California State University and Colleges Annual Report on Bilingual Program Activity in Compliance with Education Code Section 5768.2 [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers
(1982). Hispanics and Jobs: Barriers to Progress. This is a report on a study on the status and opportunities of Hispanic Americans in the labor market. Chapter 1 describes the characteristics of the Hispanic American population as compared to the rest of the U.S. population, and examines how Hispanic experiences in the labor market differ from the experiences of other groups. Chapter 2 shows how the different subgroups comprising the Hispanic American population (Mexicans, Cubans, Puerto Ricans, and Central and South Americans) vary in their characteristics and in problems encountered in the labor market. Chapter 3 reviews the literature on Hispanic Americans in order to explore the reasons for Hispanics' high unemployment rate and for their overrepresentation in low-paying jobs. It is suggested that, in general, the major causes of Hispanics' labor market problems are: (1) lack of proficiency in English; (2) low levels of formal schooling; and (3) discrimination in the labor market. Finally, chapter 4 examines two federally sponsored activities designed to improve the economic position of Hispanic Americans, namely, bilingual education programs, and training programs to develop skills required for employment. [More] Descriptors: Bilingual Education Programs, Blacks, Demography, Educational Attainment
(1978). Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. Reading and Writing: Third of a Series. This book is designed to assist those who work with non-English dominant students by providing resource information relevant to second language teaching and learning. The articles in the series encompass both theory and practical learning techniques in six general topics. The third text of the series includes five articles on reading and writing. The first, "Reading as Skill, Structure, and Communication," by Charles W. Kreidler, discusses the four major skills that reading requires: eye movement, visual discrimination, association, and interpretation. The second article, "Reading in ESL," by Pat Rigg, suggests general guidelines for increasing reading proficiency of ESL students based on a research project that studied reading of ESL speakers. The third article, "Communication Techniques and Teaching Reading," by Barbara Freed, relates oral communication to reading. The fourth article, "Teaching Composition in the ESL Class: What We Can Learn from Research in the Teaching of English," by Vivian Zamel, explains the methodology for teaching composition in the second language classroom. The fifth article, "Teaching Writing in the ESOL Classroom: Techniques of Controlled Composition," by Christina Bratt Paulston, examines some basic concepts in teaching composition and studies classroom procedures and techniques of controlling composition. Appended are a list of abbreviations and definitions used in the book and a list of materials and services available from the Bureau of Bilingual Education, New York State Education Department. Descriptors: Bilingual Education, Communicative Competence (Languages), English (Second Language), Expository Writing
(1978). Code Switching and Interactions Among Puerto Rican Children, Working Papers in Sociolinguistics, No. 50. This study of code switching among Puerto Rican children attending a New York City public school focuses primarily upon the correlation between interaction rules, as perceived by the participants, and code switching. Code switching strategies of a seven-year-old boy, an eight-year-old girl, and a 10-year-old girl in the bilingual third grade class were analyzed in two interactions: an individual interview with the researcher, a female New York Puerto Rican, and a domino game in which all three children participated. The interviews were conducted in both Spanish and English; the interviewer began in Spanish and then switched to English without warning. The study reaffirms other research concerning the ability of children to switch situationally with ease, the superior power/status of English vs. Spanish, and the use of stylistic or conversational code switching for emphasis, addressee specification, elaboration, and idiomatic expressions. The analysis also suggests that, as expected, bilinguals beyond the six-year-old "pre-operational stage" do not "only focus on one feature or variable of a situation at a time" (Genishi, 1976), but their language choices often reflect awareness of several social, linguistic, and situational variables. Child-adult dyads in question-answer interactions constrain code switching, and informal peer interactions stimulate it. Implications for bilingual education and appropriate research methodologies are briefly considered. Examples of dialogues are included. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Code Switching (Language)
(1983). Language and Literacy Learning in Bilingual Instruction: A Case Study of Practices and Outcomes. A study undertaken to assess the educational services offered to children in three diverse bilingual communities gathered data through interviews with a variety of school and community people, classroom observations, and review of school documents. The results of the data gathering are summarized for each of the three communities: (1) an urban, primarily Asian community of Seattle, Washington with multiple language groups; (2) the larger of two El Paso, Texas, school districts, which has a majority of Hispanic Americans, and (3) two neighboring rural New Mexico school districts serving primarily Navajo students. The descriptive summaries for each community include information on the region and population, factors influencing change in educational practices for minority-language students, educational services presently available to limited-English speaking students, program exit criteria, length of stay in programs, and student achievement. It is concluded from these three descriptive studies that special language assistance programs continue to be needed, and that federal policy should be broad enough to allow communities considerable latitude in designing appropriate services. Benefit is seen in the use of the non-English home language in the classroom. Results of the analytic study of Cantonese bilingual education in the Seattle site are also summarized, including information on student characteristics, language proficiency, and literacy skills as measured by a number of distinct tests, and the literacy predictors examined. [More] Descriptors: Academic Achievement, American Indians, Asian Americans, Bilingual Education
(1978). Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. Speaking and Understanding: Second of a Series. This book is designed to assist those who work with non-English dominant students by providing resource information relevant to second language teaching and learning. The articles in the series encompass both theory and practical learning techniques in six general topics. The articles in the second text of the series, concerning speaking and understanding, are: "Developing a Lesson Around a Dialog," by George McCready; "Choosing and Using Dialogs," by Pat Rigg; "The Use of Rapid Drills in TESOL," by Robert Allen; "Simple Classroom Techniques for Teaching Pronunciation," by Betty Wallace Robinett; "Effective Use of Visual Aids in the ESOL Classroom," by Carol J. Kriedler; "Developing Sociolinguistic Competence in a Second Language," by Janet Holmes and Dorothy Borwn; and "Hey, Teacher! How Come They're Singing in the Other Class?" by Alice H. Osman and Laurie Wellman. Appended are a list of abbreviations and definitions used in the book and a list of materials and services available from the Bureau of Bilingual Education, New York State Education Department. Descriptors: Applied Music, Audiolingual Skills, Bilingual Education, Communicative Competence (Languages)
(1977). Mexican American Woman Curriculum Material: A Selected Topics Bibliography of ERIC Documents. The 106-item annotated bibliography provides a comprehensive guide to resource material, research findings, and developments related to Mexican American Women. The materials, published between 1960 and 1976, are drawn from the June 1967 through March 1977 issues of "Resources in Education" (RIE) and from the January 1970 through March 1977 issues of "Current Index to Journals in Education" (CIJE). Each citation is headed by an ERIC accession number. Both RIE and CIJE citations appear in numerical order according to the accession number. RIE citations contain an abstract, author(s), title, source(s), publication date, and ERIC Document Reproduction Service prices or an alternate availability. CIJE citations have brief annotations rather than the lengthier RIE abstracts. These annotations are only provided when it is thought the article cannot be adequately described by a combination of major and minor descriptors, identifiers, and by information in the title. CIJE citations include the article title, author(s), publication date, journal title, and information on the volume, number, and pages. Topics covered include learning motivation, integrated curriculum, Pre-Columbian Culture, bilingual education, cognitive development, educational needs, career education, curriculum development, English as a Second Language, job training, and cultural education. A list of the 16 ERIC clearinghouses and their respective scopes is appended. [More] Descriptors: Achievement Tests, American History, Annotated Bibliographies, Biculturalism
(1977). Sourcebook of Equal Educational Opportunity. Second Edition. This reference book offers current information about equal opportunity in education through the elimination of racial, cultural, sexist, and linguistic barriers facing minority groups. The volume consists of seven parts, plus subject and geographical indexes. The first section includes a general demographic overview of the U.S., with statistics on income, employment and education. It also discusses cultural pluralism versus the melting pot theory, and examines in a general way the subjects of sexism and racism. The second section deals with both historical roots and contemporary trends in American Indian/Native Alaskan education. Part three presents data on the Asian American/Pacific Islander populations, with specific information on bilingual and bicultural educational projects. The fourth section focuses upon desegregation efforts with regard to Black Americans and discusses standardized testing in relation to the black student. Part five deals with higher education programs for the disadvantaged, as well as special programs for different white ethnic groups. Migrant education is included in this section. Part six discusses social, economic and cultural aspects of the various Hispanic populations living in the United States and mentions bilingual education programs and language problems of Spanish Americans. The final section reviews the social roles and educational progress of women and includes information on identifying and combatting sexism. Reference sources are noted throughout this book. Descriptors: American Indians, Asian Americans, Bilingual Education, Blacks
(1997). Notion into Practice: A Systematic Testing Program for All LEP Students in a Large Urban District. As the idea of including limited English proficient (LEP) students in large-scale assessments is becoming popular among researchers, the practical question of how to do so meaningfully so that the needs and performances of LEP students are recognized while their scores are interpreted and used correctly becomes more important. This paper presents the experience of the Dallas Public Schools (Texas) in finding a solution to these problems. A program was designed with the help of a commercially developed test, the Woodcock-Munoz Language Survey. All enrolled LEP students in Dallas schools are first required to take this language assessment and then are assigned to the state-required criterion test, the Texas Assessment of Academic Skills, and/or the district testing program. In this way, in the 1995-96 school year, 96% of LEP students participated in at least one of the academic testing programs. The process of setting up guidelines and the initial implementation of the approach are described, and the district's current policies in assessing LEP students are outlined. The district's administrators feel that conditional inclusion is the key to success with the LEP testing program. Baseline results have indicated that the tests provide good measures of student skills and can be used to evaluate the effectiveness of bilingual education and English-as-a-Second Language programs. (Contains 4 figures, 7 tables, and 13 references.) [More] Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Evaluation Methods
(1996). Bilingual Children in Special Education: Acquisition of Language and Culture by British Pakistani Children Attending a School for Pupils with "Severe Learning Difficulties.". The context and processes of language acquisition in bilingual, bicultural British-Pakistani and British-Asian children (ages 2-19) attending a school for severe learning difficulties (SLD) were investigated. The first study compared 20 children with SLD who had a proficiency in speaking English and in their mother tongue (Urdu, Punjabi, Hindko, or Pushto). In the second study, the language acquisition processes were observed in 10 children who initially attended the nursery department and were not talking in any language. In the third study, a video was made of early language and communication in two British-Asian infants with SLD. The video was shown to mothers of children with SLD, who had widely varying reactions to the ideas conveyed and play activities shown. Results of the studies indicate that school support of mother tongues was highly important in facilitating some children's language acquisition. Knowledge, beliefs, and attitudes of teachers and families appear to be crucial in providing or hindering access to mother tongue learning. Suggestions are made for enhancing awareness of the linguistic and cultural issues among school management, staff, and families; for improving school practice, largely by better use of existing resources; and for further research. Appendices include information about bilingualism and bilingual education. (Contains over 700 references.) [More] Descriptors: Bilingual Education, Bilingualism, Communication Skills, Cultural Awareness
(1978). Library Services to Mexican Americans: Policies, Practices and Prospects. Much has happened in the field to alter the nature of library services to the Mexican American. The newest areas of library services available to Mexican Americans are at the public school and at the university level. This paper brings together some new concepts, trends, and feelings in the areas of library services in general, and in public, school, and university library services for Mexican Americans. Topics discussed are: a systematic review and analysis of library services for the Spanish speaking; concepts of information services in a Chicano context; library services to Mexican Americans in Texas (a statement presented before the U.S. Commission on Libraries and Information Science); the national concern of library services to the Spanish speaking (testimony presented to the National Commission on Libraries and Information Science); library reform sought by REFORMA, a bilingual librarians' group; public library boards, the Chicano and the political process; a model for public library services in the Mexican American community; some problems and recommendations about the impact of bilingual education on school library services; the integration of library skills instruction with the bilingual/bicultural program; Chicano periodicals as classroom resources; an overview of Chicano libraries, special collections, and projects currently in existence; the Mexican American Library Project, a model for university service to the Spanish-speaking people. A 51-item bibliography of library related and non-library related sources is appended. [More] Descriptors: Bibliographies, Bilingual Education, College Libraries, Information Services
(1983). Tips and Tulips: A Resource Manual for Teachers of Bilingual Students. Written to assist the classroom teacher of limited or non-English speaking students, this manual suggests ways to teach the four components of language–listening, speaking, reading, and writing. Each component is handled in a separate section that provides theoretical background followed by suggestions for instruction that can be adapted for students of different ages and language levels. Topics covered include the active nature of listening, pronunciation and communicative competence as two aspects of speaking, and reading approaches for students who are literate in their native language compared with those who are pre-literate. The section on speaking provides a taxonomy of situations and topics to be mastered for communicative competence. The section on writing provides examples of drills for controlled compositions and guidelines for evaluating free composition, e.g., correct only those patterns taught in class. Suggestions for reading in the content areas are given, and 13 reading-related games and activities are briefly described. Additional information in the manual includes legal and philosophical considerations in bilingual education, needs of the bilingual child, tips for better inter-cultural understanding, and a checklist for evaluating cultural bias in the curriculum. Descriptors: Basic Skills, Bilingual Education, Cultural Awareness, Cultural Education
(1976). American Indian Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 7. Compiled for school administrators, teachers, researchers, information specialists, professional organizations, students, and others interested in locating educational resources on the American Indian, this annotated bibliography supplements six previous publications put out by the Educational Resources Information Center/Clearinghouse on Rural Education and Small Schools (ERIC/CRESS). Part I of this bibliography presents 193 citations and abstracts which appeared in Resources in Education (RIE) between April 1975 and March 1976. Each RIE citation includes: an ERIC accession number (ED); author(s); title; source; date of publication; availability; descriptors; identifier(s); and the abstract. Part II presents 82 citations from Current Index to Journals in Education (CIJE) which appeared between April 1975 and March 1976. Each CIJE citation includes information comparable to that of the RIE citations with the exception that annotations are only provided when necessary. Part III presents a combined RIE-CIJE subject index, and Part IV lists the standing order microfiche collections found throughout the world. Covering a wide variety of materials, the subject areas most often cited are: American Indian culture and languages; cultural awareness and background; bilingual education; library services; program development and evaluation; reservations; educational legislation; and self-actualization. Descriptors: Abstracts, American Indian Culture, American Indian Languages, American Indian Reservations
(1977). Native American Career Education Project. State of the Art Study. One of three major products (state of the art study, curriculum guide, and twelve instructional units) of the Native American Career Education (NACE) project, this report contains a review of current career education literature and materials which provide information or models useful in developing career education for Native American students. In part 1, materials and programs with concurrent approaches to career education are grouped alphabetically in twelve general sections. These are philosophical statements and guidelines for development and implementation of career education programs; self-concepts as the cornerstone; value patterns among sixth, eighth, and eleventh grade students; guidance approaches; combined approaches; approaches at the elementary school level; field test results; national study of student career development; exemplary programs; community control for career education development; methodology; and instructional materials and units. Part 2 provides an overview of the most significant concerns and issues in Native American education (bilingual education and cultural awareness), and includes reports on curriculum programs and materials being developed by Native Americans in career education and other subject areas, and materials for teachers of Native American students. Reviewed curriculum materials and programs are described and analyzed in outline form indicating title, author, publication data, intended users, stated or inferred goals, content, activities, use of materials, relevance to NACE project, and an excerpt from the materials or program. Descriptors: American Indians, Bilingual Education, Career Development, Career Education