National Center for Educational Statistics (DHEW/OE), Washington, DC. (1978). Teacher and Administrator Shortages in Public School Systems, Fall 1977. Fast Response Survey System Report No. 4. Although the United States now has a surplus of 80,000 to 90,000 newly qualified teachers, a few districts have shortages of teachers and administrators. This study attempted to collect information on teacher and administrator shortages. Questionnaires were sent to a sample of 600 Local Education Agencies. Return rate was 90 percent. Results indicated that an estimated total of 9,200 teacher positions could not be filled in the fall of 1977 due to a lack of qualified candidates. The largest number of shortages occurred in special education, particularly for teachers of the learning disabled. Other fields with large shortages included bilingual education and mathematics. Teaching of the learning disabled was mentioned most often (by about 1,200 districts) as an anticipated growth field in the next five years. Other leading fields of expected increasing demand were teaching of the gifted and talented, industrial arts, natural and physical sciences, mathematics, and agriculture. In the fall of 1977, an estimated 12,000 administrators were hired. Of the nation's 15,000 school districts, only an estimated 160 had administrative positions that could not be filled with qualified candidates. The total number of administrator shortages was about 200. Descriptors: Administrators, Educational Research, Elementary Secondary Education, Labor Market

Rubin, Joan, Ed.; Shuy, Roger, Ed. (1973). Language Planning: Current Issues and Research. This volume contains nine papers presented at a discussion session on language planning at the 1972 Georgetown University Round Table. Papers by Bjorn H. Jernudd and Joan Rubin emphsize language planning as only one kind of treatment for language problems. Aaron Bar-Adon and T. P. Gorman discuss language treatment activities, indicating that local and national treatment of language is a common phenomenon. Bar-Adon discusses the Galilee dialect, which demonstrates the fostering of a particular dialect of Hebrew. Gorman describes how recent language policy statements in East Africa are a part of a political scheme to regulate the communicative conduct of the members of the public service. Several of the papers speak of the motivation and rationalization behind language policy.  Parker discusses the importance of the continuing misconception of Quechua as a single language for the recently accelerated efforts in Peru to promote bilingual education. Pool, in an analysis of recent sociolinguistic questionnaires in Canada, considers similarities and differences in attitude among French and English speaking citizens. Barnes offers a background to language determination in China. Each of these papers speaks to the sociopolitical problem involved in language determination. An appendix includes two papers translated by Paul Garvin which give the principles of language development of the Prague School of Linguistics. Descriptors: Language Acquisition, Language Planning, Language Standardization, Language Usage

ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. (1977). Information Services and Mexican Americans: A Selected Topics Bibliography of ERIC Documents. The 21-item annotated bibliography provides a comprehensive guide to resource materials, research findings, and developments related to information services and Mexican Americans. The materials, published between 1964 and 1974, are drawn from issues of "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE). Both RIE and CIJE citations appear in numerical order according to their ERIC accession number. RIE citations contain an abstract along with such information as the author(s), title, source(s), publication date, and ERIC Document Reproduction Service (EDRS) prices or an alternate availability. CIJE citations include brief annotations when it is thought the article cannot be adequately described by the descriptors, identifiers, and information in the title. Each citation includes the publication date, article title, author(s), journal title, and information on the volume, number, and pages. Entries cover such topics as bilingual education, English as a Second Language, information systems, information services, library services, information dissemination, information processing, resource centers, educational improvement, international education, and educational legislation. A list of the 16 ERIC clearinghouses and their respective scopes is included.   [More]  Descriptors: Abstracts, Annotated Bibliographies, Bulletins, Documentation

ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. (1978). Migrant Education, A Bibliography of ERIC Abstracts: Supplement No. 8. A supplement to eight previous bibliographies, this bibliography provides a guide to some of the latest resource materials, research findings, and/or developments in migrant education. Part I contains 120 citations and abstracts which appeared in "Resources in Education" (RIE) from the January 1977 issue through the October 1977 issue. Part II cites 40 journal articles which appeared in "Current Index to Journals in Education" (CIJE) from the January 1977 issue through the October 1977 issue. In addition to migrant education, the citations cover such topics as academic achievement, agricultural laborers, American Indians, ancillary services, bilingual education, career awareness, early childhood education, economic factors, educational assessment, educational programs, employment, English as a Second Language, the family, interstate programs, language instruction, Mexican Americans, migrant children, health, housing, migrant workers, reading development, Puerto Ricans, socioeconomic influences, rural population, state programs, and teacher education. Types of materials cited include curriculum guides, research reports, learning modules, program descriptions, program evaluations, and unit plans. A combined RIE and CIJE subject index is provided. Ordering information and a list of the ERIC clearinghouses and their respective scopes are included. Descriptors: Abstracts, Agricultural Laborers, Annotated Bibliographies, Career Awareness

Shuy, Roger W. (1975). Variability and the Public Image of Language. Knowledge about how language works is often considered superfluous by the public. In general, the public image of language is that language is in a serious decline and that outside influences on language have led it astray, views that are supported by false assumptions about language on the part of writers. Writers in newspapers and magazines note that language is declining, that accuracy of construction and expression have disappeared, and that television, Watergate and the rise of minorities have contributed to the downfall. The public does not seem to understand language structure and variability or bilingualism. There is a general belief that study of Latin is important to understanding English. Many writers desire an unchanging language style and standard, denying creativity and dialect variations. Bilingual education is criticized as detracting from a homogeneous society and catering to minorities and non-learners. Linguists may take advantage of the public discussion by: (1) presenting language variability as a resource rather than as a compensatory remedy; (2) dispel the myth that linguistics stands for a lawless body of materials and point out that linguists actually are proposing a more rigorous set of principles than ever before have been suggested; (3) expressing joy in language variation, and (4) examining both the good and the supposedly bad outside influences on language Descriptors: Applied Linguistics, Black Dialects, Dialects, Language Standardization

de Groot, Jane, Ed. (1979). Education for All People: A Grassroots Primer. This book provides information about national organizations which can help parents, citizens, and grassroots organizations become more directly involved in educational policymaking. Emphasis is placed on how and where to get information and the kinds of information needed. Relevant information is provided for the following topics: (1) public schools; (2) parent and student rights; (3) special education; (4) bilingual education; (5) food, health, and safety in schools; (6) school desegregation; (7) how to evaluate a school; (8) how to help a child at home; and (9) getting funds. Chapters on each of these topics also recommend specific publications and resources for further information and help. Also included are sections on Federal programs, minority news media, and a listing of various topics of concern to grassroots people. A "Tool Kit" contains a list of hotlines for families and children in crisis; samples of letters to principals, school boards, and other officials; checklists for evaluating schools; practical suggestions for dealing with school officials; and other tips for concerned citizens. A directory of national organizations which help grassroots groups is provided. Descriptors: Citizen Participation, Community Involvement, Educational Change, Educational Policy

Texas Education Agency, Austin. (1973). Administrators Conferences on Language and Cultural Differences: Collected Papers. These papers were presented at a series of conferences on language and cultural differences organized by the Texas Education Agency to help school administrators deal with bilingual education, racial integration, and implementation of court orders. The papers address five areas of concern: the concept and definition of culture, culture and the arts, culture and educational aptitude, culture and language, and culture and social institutions. The following papers are included: (1) Confluence of Texan Cultures in Curriculum Planning by Melvin P. Sikes, (2) What Do We Mean by Culture and What Does This Have to Do with the Schools? by Roger Abrahams. (3) Culture and Communication: Clashes in the Classroom by Manuel Pacheco, (4) What is Dialect? by Lois Jean Hart, (5) Culture and Communication: Clashes in the Classroom by Gustavo Gonzalez, (6) Roles of the Schools Toward Cultural Groups by Earl Jones, (7) The Trichroism of the Arts by Hugo D. Marple, (8) Children's Folklore by Richard Bauman, (9) Culture and Educational Aptitude by E. W. Rand, (10) Culture and Educational Testing by Earl Jones, and (11) The Uses of Biculturalism by Chester Christian.   [More]  Descriptors: Academic Achievement, Biculturalism, Cross Cultural Studies, Cultural Awareness

Bourgoin, Edward (1978). Foreign Languages and Your Career. Divided into two major parts, this book is intended to indicate careers in which people need foreign languages in their work and to provide suggestions and sources of further information for those who already have foreign language skills and those who are planning to acquire them. Part 1 discusses careers in which a foreign language is needed as a complement to other skills. The author covers the following fields: business, industry, and commerce; government and international organizations; education; library science; physical and social sciences; law; media; travel and tourism; and services. Part 2 deals with foreign language as primary skill and includes teaching, interpreting, and translating. The following lists are appended: related publications; agencies and organizations concerned with overseas teaching and research; sources of information on bilingual education and teaching of English to speakers of other languages; directors of education in U.S. territories and possessions; organizations utilizing health workers and social services volunteers abroad; professional associations of translators and interpreters; and schools and colleges offering courses in interpretation and translation. Descriptors: Career Opportunities, Career Planning, Careers, Communicative Competence (Languages)

Killalea Associates, Inc., Arlington, VA. (1978). 1978 Elementary and Secondary Schools Civil Rights Survey; Analysis of Selected Civil Rights Issues. Volume I, Reports on Ranked Districts for the Nation. This report is drawn from a 1978-79 survey of 6,069 school districts in 50 States regarding their compliance with Federal desegregation and equal education laws. The following areas are considered: (1) pupils identified as requiring special education services but not currently enrolled; (2) State summaries of unserved students in special education; (3) disproportionate representation of minorities in special education; (4) disproportionate representation of males and females in special education; (5) isolation of pupils in wheelchairs; (6) mainstreaming in special education; (7) disproportionate representation of other than English speaking pupils in special education; (8) unserved students in bilingual education; (9) segregation among schools; (10) segregation in classrooms; (11) overrepresentation of minorities suspended; and (12) disproportionate male and female participation in introductory courses in home economics and industrial arts. For each area, the 100 districts in the nation deemed to merit investigation for possible compliance problems are ranked by severity of the problem. Appended is a review of the principal methods used in the analysis. Descriptors: Bilingual Students, Civil Rights Legislation, Classroom Desegregation, Compliance (Legal)

DUGAS, DON (1967). RESEARCH RELEVANT TO THE DEVELOPMENT OF BILINGUAL CURRICULA. THERE ARE MANY USEFUL FIELDS IN ADDITION TO LINGUISTICS FOR ANYONE PLANNING FOR BILINGUAL EDUCATION. THESE INCLUDE PSYCHOLINGUISTICS, SOCIAL PSYCHOLOGY, SOCIOLINGUISTICS, AND DEVELOPMENTAL PSYCHOLINGUISTICS. PSYCHOLINGUISTICS HAS ESTABLISHED TWO TYPES OF BILINGUALS–COMPOUND AND COORDINATE. THE COMPOUND BILINGUAL MIXES BOTH LANGUAGES WITHOUT ALWAYS BEING AWARE THAT HE DOES. ON THE OTHER HAND, THE COORDINATE BILINGUAL SEEMS TO OPERATE ON TWO SEPARATE CHANNELS, KEEPING HIS LANGUAGES SEPARATE. THIS SUGGESTS THAT POSITIVE ATTITUDES SHOULD BE DEVELOPED AT EARLIER AGES. PSYCHOLINGUISTS SUPPORT THE IDEA THAT A BILINGUAL BE PROVIDED WITH A RICH REPERTOIRE OF LINGUISTIC ALTERNATIVES FROM WHICH HE CAN CONSCIOUSLY SELECT THE MOST APPROPRIATE LINGUISTIC BEHAVIOR. THE NEW FIELD OF DEVELOPMENTAL PSYCHOLINGUISTICS HAS MADE SOME RECENT FINDINGS WHICH SEEM RELEVANT TO METHODOLOGY. THIS FIELD IS INTERESTED IN PLOTTING ALL STAGES OF CONCEPT AND LANGUAGE DEVELOPMENT IN CHILDREN, AND SOME OF ITS OBSERVATIONS SEEM TO CONTRADICT HYPOTHESES LANGUAGE TEACHERS HAVE HELD REGARDING THE ACQUISITION PROCESS. FINALLY, RESEARCH IN THE SYSTEMS APPROACH SHOWS GREAT PROMISE IN OFFERING THE MOST EFFICIENT STRATEGIES FOR INCORPORATING IDEAS FROM ALL FIELDS OF LEARNING. THIS REPORT WAS PRESENTED AT THE ANNUAL CONFERENCE OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 10-11, 1967.   [More]  Descriptors: Bilingual Students, Bilingualism, Cultural Differences, Culture

Shuy, Roger W. (1973). The Concept of Gradatum in Language Learning. This paper outlines the development of an exciting set of changes going on in the field of linguistics at the present time. From studies of the ethnography of communication, generative semantics, variation theory, and pidgins and creoles has come a convergence of interests which highlights the concept of gradatum (rather than continuum) in language. This concept is considered in the light of three aspects–stigmatization, favoring, and hypercorrection–which have clear bearing on first and second language learning and teaching. It is pointed out that a number of complex issues are involvwd, including context, setting, intention, presupposition, and variability and that decisions concerning bilingual education must be seen in relation to a larger number of questions than have generally been acknowledged in the past. It is also noted that speakers may deliberately select forms which have not been traditionally valued by the classroom. Lastly, it argued that the unintentional selection of stigmatized features of language is a relatively untapped area for learning about language learning and that the time has come to develop a sophisticated program of language learning which utilizes the predictable stages (including errors) in the acquisition of desired language forms.   [More]  Descriptors: Child Language, Classroom Environment, Cultural Influences, Language Role

Goddu, Roland (1976). Pursuing Continuing Education as a Foreign Language Teacher: An Overview. An Integrative Approach to Foreign Language Teaching: Choosing among the Options. ACTFL Foreign Language Education Series, Vol. 8. There are many different hypotheses concerning the focus for continuing education for foreign language teachers and a range of training patterns are utilized. Many training programs emphasize graduate education as the basis for the continuing education of foreign language teachers. Teacher centers, teacher development centers, staff development cooperatives, and school-based staff developers create the possibility of using actual classroom experience as systematic learning opportunity. Significant efforts in materials development in bilingual education may have implications for foreign language education. A coherent program for experienced-teacher development should provide a statement of a comprehensive theory of pedagogy; criteria and standards for effective practice in a school and for creating (and changing) school environments; and catalogues for teacher-developed curricula. Experienced teachers are a new learner population and need new patterns for learning. Stages of language learning for a teacher who is a competent speaker are represented in a table presenting Freire's stages, Havelock's stages, and Erikson's stages. The major types of available inservice opportunities nationwide and quality control of inservice experiences are discussed. Descriptors: Developmental Stages, Faculty Development, Graduate Study, Inservice Teacher Education

Pompa, Gilbert G. (1978). Remarks by Gilbert G. Pompa Before the Mexican American Lawyers Association Third Annual Banquet, Chicago, Illinois. A number of problems facing Hispanics in general and Mexican Americans in particular lend themselves to local solutions rather than Federal intervention. From a community relations standpoint, there are three major areas of concern for Hispanics nationally: education, immigration and the administration of justice. The two major educational problems of Hispanics are high drop-out rate and the school desegregation process. Desegregation issues such as the lack of quality education and the break-up of bilingual education programs could be resolved locally if local officials take the initiative to work things out in advance with the communities affected. Federally mandated desegregation is an admission that local officials have not acted to the satisfaction of the total community.  Problems associated with immigration focus on the effect illegal immigration is having on this country and conflict over the methods of enforcing immigration laws. Local officials need to address related problems, such as misinformation about immigrant populations and non-jurisdictional interrogation of suspected immigrants by police officers. The final major problem of Hispanics involves the mutual mistrust between minorities and the police. Local officials must take action in police abuse cases to restore minorities' confidence in the justice system.   [More]  Descriptors: Elementary Secondary Education, Federal Government, Illegal Immigrants, Immigrants

Crane, Vicki Ann (1978). The Cultural Implications for Teaching ESL to Mexican-American College Students. The first section of this paper consists of an examination of the relevant research and literature concerning the conclusion that an effective ESL (English as a second language) program for Mexican-American college students must combine the teaching of language and culture. Four domains are isolated and defined: EFL (English as a foreign language), ESL, bilingual education, and English as a second dialect. Research on the factors contributing to success in learning a second language is reviewed, and the importance of self-esteem to success in the educational process is discussed. In order to draw implications for the teaching of ESL to Mexican-American college students, the characteristics of this particular group, as they are described by various authors, are examined. The major implications for teaching ESL to these students are that: (1) an attempt should be made to create or maintain the students' desire to integrate into the culture; (2) parents and families should be involved in the ESL program; (3) confrontation with the new culture can be made easier by the teacher; (4) attention should be paid to students' self-concept and self-esteem in the language learning process; (5) Mexican culture and history should be incorporated into the ESL program; and (6) teachers' attitudes and values should reflect acceptance of cultural pluralism. A sample dialogue incorporating the teaching of language and culture is presented, and the ways in which it accomplishes this incorporation are discussed. Descriptors: Bilingual Students, Bilingualism, College Students, Communication (Thought Transfer)

Trang, Kim Dung; Sutherland, Kenton (1975). Personnel Resources Directory for the Education of Vietnamese Refugees. Vietnamese Refugee Education Series, No. 5. This directory contains the names of educators and paraprofessionals who might be of help in the education of newly arrived Vietnamese refugees in the United States. The criteria for selection of the individual educators were: (1) the educator has taught, or was trained to teach, in Vietnam or Cambodia; (2) the educator has some special expertise, such as training in applied linguistics, ESL, or bilingual education, which would make him or her a useful resource for schools which have numbers of limited- or non-English speaking refugees; or (3) the educator has some special resource, talent, or technical assistance ability that could be put to immediate use by school districts. In some instances individuals were included who, while they might at present be difficult to credential as teachers, could serve as paraprofessionals or teacher assistants. The educators are listed alphabetically by surname, followed by the following information: address; telephone; birthplace; birth year; sex; citizenship; languages; degrees; universities; specializations; credentials; relevant experience; availability; and administrative, technical assistance, translation, resource, and research capabilities.   [More]  Descriptors: Bilingual Teachers, Credentials, Directories, Educational Background