This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ramon Gonzalez, John Chaffee, Michel Blanc, Jean Smith, Toronto (Ontario). York Borough Board of Education, K. Balasubramonian, Robert M. Worthington, Benjamin F. Quillian, Ray Chesterfield, and Josiane F. Hamers.
(1982). Interaction Strategies of First Graders Who Have Experienced Different Bilingual Preschool Models. Final Report. Three different bilingual, bicultural curriculum, preschool models encouraged children to use three different interaction strategies, but the models had no lasting effects on the children's first grade interactions, according to a year's observation of the communication experiences of 42 Mexican American children of varying English language proficiencies in three Southwest classroom sites. In the preschool setting, the experiences emphasized by the curriculum model in use influenced the frequency of strategy employed by the children. In the first grade, the structure of the children's communicative episodes were similar in Spanish-dominant, bilingual, and English-dominant classrooms; but the frequency of strategy use differed by classroom type. Language proficiency influenced how children used strategies, which differed with peers and adults. Interaction sequences related to language acquisition accounted for 50% of the communication acts in a given communicative episode. Children acquired interaction skills in a similar order, although those with greater English language proficiency were able to use more English strategies at an earlier age. Among children of limited English proficiency, a significant relationship existed between gains in English proficiency and an increase in the number of strategies used. The study has implications for the development of instructional practices in bilingual education settings. [More] Descriptors: Bilingual Education, Communication Research, Communication Skills, English (Second Language)
(1984). Opening Doors for Success. FY-1983 Annual Report to the President of the United States. This document provides an overview of programs and activities in adult and secondary education, along with statistical data about adult education efforts in the United States. The first part of the document presents seven short sections about council functions and programs in adult education. Included in these sections is the following information: council response to the proposed Adult Education Consolidation Bill; council's functions; descriptions of outstanding programs and professionals throughout the country; the council at work; a historical overview of the Adult Education Act, 1966-1981; a summary of major revisions in the Adult Education Act, 1966-1981; and a list of state directors of adult education. The second part of the report contains 13 tables that present statistical data on the following topics: state allotments for adult basic education; state expenditures; 1981 level of effort in relation to need; number of organizations providing English (second language) or bilingual education; full-time employees in adult basic and secondary education; part-time employees in adult basic and secondary education; race/ethnic group of participants in functional levels 1 and 2 by state; sex and age of participants in basic and secondary programs; number of participants upon entry into program by state; achievements of program participants; and number of participants leaving the program and their reasons. [More] Descriptors: Adult Basic Education, Adult Education, Adult Programs, Bilingual Education
(1976). Innovative Approaches to Multi-Cultural Programming. Multilingual Monographs No. 001. A well planned multicultural program can benefit every child within the school setting. A multicultural curriculum incorporates a systematic group of courses or sequence of subjects using text books, resource books, and other instructional tools that are appropriate and have no stereotyping and misconceptions. Instruction centers around the individual needs of students and, because of the wide range of abilities among children at all grade levels, the curriculum and approach are modified to meet varied needs. The advantage of a multicultural program is that it can avoid the risk of ethnocentrism and provide for the self-worth of each individual in the student population. Since language and culture are inextricably related, appropriate curriculum materials should be developed for the areas of language and cultural development. Within the framework of multilingual education, there are many possibilities for a multitude of programs and approaches, all of which require different strategy models. There are many types of bilingual education and many types of language situations with different linguistic cultural aims and objectives. What are needed, therefore, are descriptions of different types of bilingual alternatives to be adopted by local educators, considering the appropriate community, family, and school contextual settings. [More] Descriptors: Bilingual Education, Bilingualism, Change Strategies, Conceptual Schemes
(1972). Nine Model Programs for Young Children: Program Summaries for Potential Implementation. Volume I. This survey, representing a wide spectrum of teaching strategies and educational outlooks, is the result of a number of requests to the National Program on Early Childhood Education (NPECE) for a concise description of a variety of tested programs for young children that can be installed by local communities. A requirement of these programs was that they be well-defined, easily transportable, reasonably economical, and consistent in attaining positive educational outcomes. Also important were availability of training and support services. The programs considered were for 4- to 6-year-olds. Target audiences were bilingual, disadvantaged, and preschool or early elementary children. The four teaching strategies represented are open classroom, structured classroom, individualized instruction, and non-institutionalized instruction. Specific program descriptions under each strategy are: open classroom, the Tucson Early Education Model (TEEM), and the Education Development Center Approach (EDC); bilingual education, the Bilingual Early Childhood Program (SEDL) and the Oral Language Program (SWCEL); structured classroom, the Demonstration and Research Center for Early Education (DARCEE)/ National Program on Early Childhood Education (NPECE) Program, and the Behavior Analysis Plan; individualized instruction, the Responsive Model Program and the Primary Education Project (PEP); and non-institutional instruction, the Florida Parent Education Model. [More] Descriptors: Behavior Change, Bilingual Education, Bilingual Students, Disadvantaged Youth
(1969). English for American Indians: A Newsletter of the Office of the Assistant Commissioner for Education, Bureau of Indian Affairs, United States Department of the Interior. Winter, 1969. This second newsletter publication of the Bureau of Indian Affairs follows the format of the first issue. (See related document AL 001 671.) The first article, "Language Drill and Young Children," is by Muriel Saville of Texas A & M University. The author's experience has convinced her that in a classroom situation, a language is not caught by mere exposure, but requires a sequential and systematic presentation of structural elements for maximum effectiveness and efficiency with students of all ages. When provisions are made for different interest levels and attention spans, language "drill" is compatible with the more informal curriculum of early childhood education. Illustrated are various types of language activities, developed specifically for teaching the contrastive sounds of English to children in kindergarten, beginner, or first grade classrooms. Carol J. Kreidler's "Teacher's Bookshelf" lists and describes selected supplementary materials for the teacher's reference, for the classroom, and for adult education work. Ruth E. Wineberg's "Information Exchange" is devoted to descriptions of new developments in BIA schools, projects and activities of particular interest to educators of American Indians, and professional meetings, institutes, and fellowships in the fields of English for speakers of other languages and bilingual education. [More] Descriptors: American Indian Languages, American Indians, Annotated Bibliographies, Bilingual Education
(1987). Problemes theoriques et methodologiques dans l'etude des langues/dialectes en contact aux niveaux macrologique et micrologique = Theoretical and Methodological Issues in the Study of Languages/Dialects in Contact at Macro- and Micro-Logical Levels of Analysis. Proceedings of the International Conference DALE (University of London)/ICRB (Laval University, Quebec)/ICSBT (Vrije Universiteit te Brussel) (London, England, May 23-26, 1985). Papers from an international conference on the interaction of languages and dialects in contact are presented in this volume. Papers include: "Quelques reflexions sur la variation linguistique"; "The Investigation of 'Language Continuum' and 'Diglossia': A Macrological Case Study and Theoretical Model"; "A Survey of Dialect Grammar in British English"; "The Relevance of Social Network Analysis in the Psycholinguistic Investigation of Multilingual Behavior"; "Networks, Language Variation and the Relevance of Sociolinguistic Research"; "Language Choice and Communicative Intent in a British Black Community"; "'The Essence of Language is History': A Theoretical Introduction to the Connection Between Social Relations and Language Relations in 19th Century Brussels"; "Elements de reflexion sur l'analyse des aspects societaux des contacts des langues"; "Problemes de l'enseignement des langues secondes standard pour les minorites culturelles"; "L'enseignement des langues secondes standard aux minorites culturelles a Bruxelles"; "Problemes de l'enseignement de la langue seconde standard pour les minorites culturelles"; "Macrological and Micrological Problems in the Study of Multilingual and Multicultural Education"; and "A Project of Community Bilingual Education: Some Theoretical and Applied Issues." Papers in French have English abstracts and papers in English have French abstracts. Commentaries on the papers are also included. [More] Descriptors: Bilingual Education, Case Studies, Cultural Differences, Diachronic Linguistics
(1984). Report to the Secretary on the Department of Education's Rural Education Activities: Fiscal Year 1984. Volume I. Highlights listed for the Department of Education's Intra-Agency Committee on Education's third year include issuance of the national rural education policy statement (October 1984), sponsorship of a national forum on rural education with 697 attendees (June 1984), formation of a Subcommittee on Rural Education Data, continued liaison with other departments and organizations interested in rural education, and increased activities resulting from the Committee's leadership and the policy statement. This volume includes the policy statement, entitled "Rural Education and Rural Family Education Policy for the 80's," a list of Committee members, and minutes of FY84 Committee meetings. The major part of the document consists of reports from 15 Department of Education offices listing their rural education activities and including: the title of each activity and its purpose; the section(s) of the rural education policy statement addressed by the activity; the scope, starting/ending dates, target audience, and procedure; products; legislation/administrative authority; and funding sources. The offices represented are: vocational and adult education; elementary/secondary education; special education and rehabilitative services; bilingual education and minority languages affairs; educational research and improvement; postsecondary education; legislation and public affairs; The Under Secretary; management; planning, budget, and evaluation; FICE/Rural Education Subcommittee; private education; regional liaison unit; General Counsel; and civil rights. [More] Descriptors: Adult Programs, Agency Cooperation, American Indian Education, Bilingual Education Programs
(1978). Code Switching and the Classroom Teacher. Language in Education: Theory and Practice, No. 4. The purpose of this paper is to provide classroom teachers with background information about code switching and its role and function within a bilingual community. The many facets of code switching and its varying characteristics are described in some detail, as well as code switching in the classroom and the importance of the teacher's attitude toward this linguistic process. Code switching has been found to be neither random nor meaningless, nor does it necessarily reflect language weakness. Rather, code switching is a device that conveys social information (concerning, for example, role relationships) or that is used as a stylistic process (e.g., to add color or emphasis to an utterance). Code switching also seems to be rule-governed, with mastery of the structure of both languages a prerequisite. Code switching will not usually take place in the monolingual English classroom. In the bilingual Spanish/English classroom, it has been found that (1) code switching takes place primarily during Spanish instruction; (2) students seem to follow a teacher's switching pattern; and (3) Spanish is used essentially to teach the lesson, while English is used for classroom control. The implications for bilingual education are varied and complex. Policies concerning language use in bilingual schools must reflect the goals of the bilingual program. Until such goals are established, teachers should accept code switching as universal and creative verbal behavior among bilinguals. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1979). California Schools Beyond Serrano: A Report on Assembly Bill 65 of 1977. California Assembly Bill 65 (AB 65) attempts to equalize California school finance and improve school programs. The school finance portion of the bill arose as a response to the 1976 Serrano v. Priest decision in which the California Supreme Court said that the existing school finance system was unfair to both students and taxpayers. AB 65 provides additional state assistance to increase per pupil expenditures in low-wealth districts and imposes new limits on the growth of expenditures in districts with high per pupil property values. The bill also establishes the School Improvement Program designed to increase the quality of public education primarily through state planning and implementation grants to participating schools. One section of AB 65 modifies the legislature's proficiency standards in basic skills for students in grades 7-12 and extends these requirements to specified elementary grades. Also funded through AB 65 is a staff development program that helps teachers and other school staff members design and implement professional development activities tailor-made to meet specific local school needs. Regarding exceptional children, AB 65 provides for a Special Education Master Plan to ensure that all physically and mentally exceptional children receive appropriate services. The bill also merges state funding of separate programs for compensatory and bilingual education into a consolidated system called Economic Impact Aid. [More] Descriptors: Basic Skills, Bilingual Education, Citizens Councils, Compensatory Education
(1981). Communitas: Journal of Connecticut Community Colleges, Communitas: Journal of Connecticut Community Colleges. A variety of educational issues and techniques are discussed in 12 essays by faculty and students at the Connecticut community colleges. Phillip Wheaton recalls the austere beginnings of Middlesex Community College (MCC). Mary-Jo Hewitt describes her adjustment to a four-year college after transferring from MCC. Following a poem by James Childs, Peter J. Ulisse urges instructors to make students aware of their enthusiasm for class subject matter, and Joyce Hirschorn examines the application of communications theory to the classroom environment. LeRoy Barnes describes an approach to sociology instruction which involves students in the management of common family crises. James Coleman presents a rationale for a humanities course which requires students to research archival materials. Ann Garrett Robinson imagines how Booker T. Washington might have reacted to South Central Community College's Annual Psychology Art Exhibit. Marge Manfred examines the impact of sentence-combining exercises on students' writing ability. Richard Dolliver uses plane trigonometry to illustrate the design of a sundial. Dimpna Torres refutes popular misconceptions about bilingual education, and Eduardo J. Marti looks at the implications for college administrators inherent in the growing number of Hispanic students. John H. Coggins describes a study of the factors affecting the persistence of women students. [More] Descriptors: Art Activities, Bilingual Education, Classroom Communication, College Administration
(1981). A Management Engineered System for Bilingual Instruction. The model shows how the essential components of a bilingual instructional setting can be interwoven with the concepts espoused in Management Engineered Teacher Education to provide a systems example that is adaptable to any classroom by the bilingual teacher. Implementation of the system begins with an assessment of the child's language proficiency and language dominance and entails flexible grouping of children based on language dominance and proficiency, mathematics and reading readiness skills, and particular skill needs in any area of the curriculum. Whole class activities include instructional activities in music, art, library, recess, role playing, film viewing, field trips, story telling, and cultural awareness. These activities are teacher and student directed. The system also includes individual instruction through both structured and unstructured activities. Unstructured activities provide for personal child interests, creativity, and cognitive stimulation. Structured activities are carried out through individual student contracting. The system requires both cumulative and summative student evaluation; reflects the needs and interests of children; meets the needs of and reflects the educational philosophy of the teacher; and is in compliance with state, local, and federal regulations for bilingual education. The ultimate goal is self-actualization for both teacher and child. [More] Descriptors: Bilingual Education, Educational Philosophy, Elementary Education, Individual Instruction
(1980). Proyectos de Educacion Migrante (Migrant Education Projects). Written in Spanish and English for project personnel, parents, and others interested in migrant education, the booklet summarizes general concepts and requirements behind Title I-Migrant activities in Oregon, which has been allocated $4,439,341 in Title I-Migrant funds for fiscal year 1980. Following brief definitions of important terms, information is organized in two main sections: project planning and project implementation. Included in the planning section is brief information regarding: how a school district qualifies for Title I-Migrant funds; project priorities to be considered; eligibility and participation of migrant children; requirements for comparable access to state and local services; required parental involvement; required provision of supplemental rather than duplicate programs and services; rights of the state of Oregon regarding property ownership, continued funding, and grants to non-profit groups; required project approvals; and support and day care services which may be provided when necessary. The implementation section includes brief information about: project staffing (certification, language ability, minority representation, affirmative action compliance); the Migrant Student Record Transfer System; duties of project directors; encouragement of home-school consultants and parental involvement in the classroom; bilingual education; purchase of necessary equipment; and provisions for inservice training. [More] Descriptors: Bilingual Education, Day Care, Educational Finance, Elementary Secondary Education
(1977). Pennsylvania Migrant Education Evaluation Report, 1977. An evaluation team visited each of nine program sites to evaluate Pennsylvania's summer migrant education programs. Evaluation criteria were based on the Eleven National Goals of Migrant Education, state goals (dealing with staff development, curriculum, communities, and administration), and local objectives which considered regional differences. Findings indicated satisfactory compliance with evaluation criteria in all programs, and changes in the migrant populations, i.e., decreasing numbers, increasing proportions of Spanish-speaking workers (especially Puerto Rican and Mexican migrants) and ever-growing population of five-year provisional migrants. The evaluation report contains individual project summaries, each of which gives background information, evaluation by local, state, and national objectives, reports on curriculum and supportive services, evaluation team recommendations and commendations, and concerns expressed by project personnel. The report summarizes statewide findings on curriculum, bilingual education, career and vocational education, and supportive services (health education, agency interaction, parental participation). A listing of the evaluative criteria used is included. Appendices contain material on the Migrant Teacher Resource Center, Migrant Student Record Transfer System, recruitment, and testing. Descriptors: Agency Cooperation, Ancillary Services, Bilingual Education, Career Awareness
(1978). Cultural Pluralism and Children's Media. School Media Centers: Focus on Trends and Issues No. 1. Ethnic traditions and the search for a cultural identity constitute strong forces in contemporary American society. The school media center has an important role in smoothing the societal transition from a "melting pot" ideal to a multicultural philosophy, for collections of culturally pluralistic materials and services can create bridges of understanding within the society. This document addresses the specific client needs, programs, and materials for four cultural or ethnic groups. The chapter on American Indians states that librarians must avoid materials that perpetuate stereotypes and misinformation. It recommends that media specialists request assistance from Indian librarians in selecting programs and materials that realistically portray the historical and contemporary experience of the American Indian people. The chapter on Afro-American heritage in children's materials cites the need for a variety of settings, occupations, situations, and characters as vitally important. The section on Asian-Americans in literature addresses such issues as syncretism and cultural pluralism, library programs, and Asian images in literature. The final chapter is concerned with the role of the media centers in bilingual education. Focusing on the acquisition of materials for Spanish-speaking children, it seeks to make librarians aware of the diversity of materials available and of some of the myths surrounding selection of Spanish language materials. Descriptors: American Indians, Asian Americans, Bilingual Education, Blacks
(1977). A Draft Report of the Work Group on Multiculturalism. The report on multiculturalism in the educational system of the Borough of York (Toronto), is an updated version of a 1975 Draft Report of the Work Group on Multicultural Programs (ED 111 726). This document discusses community, educational, and governmental reaction to and recommendations concerning the issues identified in the 1975 report. The eight issues examined are: (1) establishing a climate of appreciation and learning within the educational system; (2) curriculum content; (3) eliminating discrimination; (4) government role in multiculturalism; (5) orientation and placement of immigrant children; (6) retention of cultural identity; (7) effectively staff and train teachers to work with students from differing cultures; and (8) promote teaching English as a second language and/or dialect. Seven recommendations to the Board of Education for the Borough of York are presented, including espousing the principle of third language instruction, expansion of summer school programs, and support for cultural programs. Appended items include submissions received by the Work Group on Multiculturalism since 1975, an issue paper which identifies general issues of importance to schools and ethnic communities in Toronto, survey questionnaires for parents of school children, and an interim position paper on bilingual education by the Toronto Teachers' Federation. Descriptors: Bilingual Education, Community Involvement, Cross Cultural Training, Cultural Differences