This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Deborah Adelman, R. Stuart DeLorme, Tipawan T-Q Reed, Ruddie A. Irizarry, Tomi D. Berney, Armando Ayala, Dennis Johnson, Jeanne Lopez-Valadez, Shoubee Liaw, and Kenneth A. Martinez.
(1979). Bilingual/Multicultural Early Childhood Education: Proceedings of Head Start Regional Conferences, 1978-79. This summary of the presentation given at four Head Start Regional Bilingual/Multicultural Conferences consists of materials related to the Head Start Strategy for Spanish-speaking Children. Keynote addresses focus on Head Start policy implications, the future of Head Start in the 1980s, and the relation of bilingual/bicultural programs to the Head Start Program. Papers presented include descriptions of assessment efforts and explorations of the application of early childhood theories to bilingual/multicultural children. Also included are research studies as well as curriculum development and evaluation efforts. Guides for training staff to meet the special needs of bilingual/multicultural children, descriptions of a resource center network, and an exploration of leadership styles are also provided. It is hoped that the information contained in the report will give the reader a better understanding of the issues associated with early childhood bilingual/multicultural education. Descriptors: Bilingual Education, Cultural Influences, Curriculum Development, Curriculum Evaluation
(1973). The Magic of Names — Their Origin and Meaning. A Bilingual-Bicultural Resource Booklet for Teachers, Pre-School through Grade Six. This resource book on Spanish and English names, origins, and meanings gives the teacher background material for developing bilingual classroom activities. Knowledge of one's name is important for developing self-concept in a bilingual-bicultural education program. Section one contains a history and development of surnames. Section two traces the origin and development of Spanish surnames. Section three examines the symbolism and heraldry of coats of arms. Section four provides the origin and meaning of selected common names of families in Denver's west side. Sections five and six give common English names, their Spanish equivalents, and Spanish aids to pronunciation. Sections seven through nine provide learning activities for primary and intermediate grades which include bilingual games and songs. Section ten provides teacher and student resource suggestions. The appendix includes Spanish place names in Colorado and a Colorado map. [More] Descriptors: American History, Biculturalism, Bilingual Education, Bilingual Teacher Aides
(1992). WPEL: Working Papers in Educational Linguistics, Spring 1992, Working Papers in Educational Linguistics. The purpose of this periodical publication is to present works in progress by students and professors (generally based on research carried out at the University of Pennsylvania) on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers in this volume include the following: "Inequality in Language: Taking for Granted" (Dell Hymes); "Standardization in Andean Languages" (Rodolfo Cerron-Palomino); "Language, Thought, and Culture: Combining Bilingual/Multicultural Education" (Tom Meyer); "Orthography in the Target Language: Does It Influence Interlanguage Phonology?" (Kira Ogorodnikova); and "Stress in Japanese English: Evidence from Native Perceptual Judgements" (Brian D. Teaman). [More] Descriptors: Aymara, Bilingual Education Programs, College Students, Cultural Pluralism
(1990). Career Education and Learning Strategies: Project CELSIM, 1988-89. Evaluation Section Report. OREA Report. Project CELSIM (Career Education and Learning Strategies Implementation Model) had as its primary goal the provision of supplemental bilingual special education with a particular emphasis on the acquisition of learning strategies. The learning strategies approach was designed to improve cognitive functions, infuse career awareness, and help students understand the cultural dimensions of the workplace, as well as to identify specific areas of career interest. The program included computer literacy and extracurricular activities such as trips and guest speakers. The project served 137 Spanish-speaking special education students of limited English proficiency. Project CELSIM met its objectives for staff development, counseling, career education, and Native Language Arts, but failed to meet its objectives for content area subjects, attendance, or curriculum development. The English-as-a-Second-Language objective could not be assessed. This evaluation report describes the evaluation methodology, the project's implementation and attainment of objectives, outcomes, and conclusions and recommendation. [More] Descriptors: Bilingual Education, Career Education, Computer Literacy, Counseling Services
(1986). Electronics Book II. This manual, the second of three curriculum guides for an electronics course, is intended for use in a program combining vocational English as a second language (VESL) with bilingual vocational education. Ten units cover the electrical team, Ohm's law, Watt's law, series resistive circuits, parallel resistive circuits, series parallel circuits, magnet, generators and motors, ac/dc electricity, and instrumentation. A lesson plan is provided for each lesson within the unit. Components include teaching materials sources, main concepts (objectives), teaching activities, materials and notes, length of lesson, and evaluation. Other contents of each unit include handouts, such as informational material, homework/assignments, lab experiments, unit tests, glossaries of technical and related general vocabulary, and Vietnamese and Cantonese translations. Numerous drawings and diagrams illustrate the text. Descriptors: Adult Education, Behavioral Objectives, Bilingual Education, Curriculum Guides
(1971). Area III Valley Intercultural Report; 1970-71 Final Evaluation Report. Evaluation of a bilingual-bicultural education program indicates that significant progress was made in enabling all students to function equally well in both Spanish and English, in providing basic coping skills, and in developing the basis for a pluralistic society. The program included 210 kindergarten and first-grade children consisting of equal numbers of Anglo and Mexican-American children. A bilingual testing instrument was developed in English and in Spanish to assess progress. Five instructional objectives measured indicated that growth was greater for Spanish-surnamed in all categories. Recommendations suggested in-service training for teachers in teaching Spanish concepts in Spanish, hiring a Spanish model resource teacher, review of art work for the portion of the test matching men and animals to environments and review of performance objectives. A copy of the test is included in the appendix. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Evaluation Criteria
(1989). Building Competencies To Serve LEP Vocational Students: An Inservice Manual. This manual was developed by the Project Capacity Building for States (CBS), a national bilingual vocational instructor training project authorized under Title 1, Part B, Bilingual Vocational Instructor Training of the Carl Perkins Vocational Education Act as an aid for individuals conducting in-service training related to serving the Limited English Proficient (LEP) in vocational education. The manual is designed for persons with in-service experience and with basic knowledge of the principles of bilingual vocational education, cross-cultural education, and/or language acquisition. The manual covers a comprehensive range of topics, including the following: (1) issues related to training; (2) legislative mandates; (3) LEP Student identification; (4) cross cultural awareness; and (5) curriculum and instruction. This guide is intended for use as a training tool to assist programs in improving LEP employment and vocational training services. An annotated bibliography of LEP vocational training materials is appended. (JL) [More] Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Bilingual Teachers, Cultural Awareness
(1977). Needs Assessment for State URRD Funded Programs in Seattle. Report No. 77-3. This report is a 1977 needs assessment for the State Urban, Rural, Racial, Disadvantaged Education Programs (URRD) in Seattle, Washington. URRD programs are defined as state funded efforts which provide special services to students from disadvantaged, minority, or poverty backgrounds. The study provides data on students in the Seattle Public Schools in order to assist administrators and proposal writers in determining concentrations of need in each of five funding areas which include: reentry motivation, preschool education, academic achievement, bilingual/bicultural education, and Indian education. Information regarding dropout rates, number of students served by preschool programs, low achievement, number of students from non-English backgrounds and their ethnic distribution, and the number of American Indian students is presented for each of the relevant funding areas. A summary of findings concludes the paper. Descriptors: American Indian Education, Bilingual Education, Compensatory Education, Disadvantaged Youth
(1973). The Rodeo and Cattle Industry — Its Rich Spanish-Mexican Heritage. A Bilingual-Bicultural Resource Booklet for Teachers, Pre-School through Grade Six. This teacher resource book describes the Spanish-Mexican contribution to the cattle industry, rodeo, and cowboy culture. It provides background material, resources, and activities for developing a bilingual-bicultural education course for primary, intermediate, and upper grades. The first three sections discuss the cattle industry, American rodeo, and its Hispanic heritage. Section four contains examples of Spanish language contributions to western cowboy culture. Section five examines the history of the horse in North America, and the Spanish-Mexican horseman known as the "charros." Section six describes the "charreria", or the Spanish-Mexican horsemanship events, and compares them with the American rodeo. Section seven briefly describes the local Denver and Pueblo, Colorado, Charro Associations. Sections eight and nine provide songs, poems, and riddles of the Spanish-Mexican cowboy. The final three sections contain resources and learning activities on Spanish-Mexican contributions for primary, intermediate, and upper grades. [More] Descriptors: American History, Biculturalism, Bilingual Education, Cultural Background
(1982). Checklists for Counteracting Race and Sex Bias in Educational Materials. Guidelines and checklists for evaluating and selecting curriculum materials to be used in bilingual/multicultural education programs are presented in this handbook. The central concern is to be able to eliminate materials that contain various forms of racial and sex bias or encourage undesirable race and sex-role stereotyping. The guidelines and checklists, which were selected from information collected in a survey of materials selection criteria being used by government agencies all over the United States, allow the user to identify materials that contain evidence of discrimination; evaluate texts and readers for accuracy of minority portrayals, sex-role stereotyping, and racial stereotyping; and recognize biases in bilingual materials. A bibliography of tools and guidelines for unbiased materials selection and curriculum development is included. [More] Descriptors: Bilingual Education, Check Lists, Curriculum Evaluation, Elementary Secondary Education
(1980). DeWitt Clinton High School Bilingual-Bicultural Program. ESEA Title VII. Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII Bilingual/Bicultural Education Program conducted in a New York City high school in 1979-1980. The population of the school's attendance area is discussed along with student characteristics. The program's organizational structure and its instructional component are described and the funding sources for the instructional component are listed. Tables show the number of students in both mainstream and bilingual classes with the criteria for their selection. Other areas covered in the report include: (1) curriculum and materials development; (2) support services; (3) staff development; (4) parental and community involvement; (5) affective domain; and (6) dissemination of information about the program. Test scores are presented for: (1) reading in English and Spanish; (2) mathematics achievement and performance; (3) science performance; (4) social studies performance; and (5) English as a second language. Tables also show attendance figures. Conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Community Involvement
(1978). URRD Final Report. Report No. 78-17. This is the final evaluation report for the Urban, Rural, Racial, Disadvantaged Educational Programs (URRD) conducted in Seattle, Washington during the 1977-78 school year. URRD programs are defined as State funded efforts designed to provide services to students who are not succeeding in school because of disadvantaged, minority, or poverty backgrounds. Four specific evaluation areas are addressed: (1) URRD programs effectiveness as measured by State standards; (2) the average number of student absences, credits earned, and/or bilingual test performance in URRD programs; (3) academic gains of participating students; and (4) the degree of success in meeting individual program objectives. Data regarding these criteria are presented for five URRD program categories: re-entry motivation, preschool education, Indian education, academic achievement, and bilingual/bicultural education. Study results are summarized and recommendations for program and evaluation improvement are made. Descriptors: Achievement Gains, American Indian Education, Attendance, Bilingual Education
(1989). Cpmputer Writing Skills for Limited English Proficient Students Project (COMPUGRAFIA.LEP), 1987-88. Evaluation Section Report. OREA Report. The Computer Writing Skills for Limited English Proficient Students Project (COMPUGRAFIA.LEP) was partially implemented in 1987-88, during the first year of a 3-year cycle. It is a staff development program serving 35 bilingual special education classes with 414 limited-English-proficient Hispanic students in 10 elementary schools in the Bronx. Project COMPUGRAFIA.LEP was designed to establish computer centers at all 10 sites but established centers at only 2 sites. The project met its objectives in native language arts, computer skills, and career education at two of the centers, but did not meet its English-as-a-Second-Language (ESL), staff development, curriculum development, or parental involvement objectives. Recommendations include completing installation of the computers, establishing parent ESL classes, organizing a program advisory board, implementing staff development for the classroom teacher, and establishing a system for providing regular information about the program to the parents. [More] Descriptors: Bilingual Education Programs, Career Education, Computer Oriented Programs, Curriculum Development
(1986). Electronics Book III. This manual, the third of three curriculum guides for an electronics course, is intended for use in a program combining vocational English as a second language (VESL) with bilingual vocational education. Ten units cover AC fundamentals, circuit protection devices, low voltage circuits, communication systems, graphic illustrations, house wiring, electrical energy and power, inductance, capacitance, and R, C, and L circuits. A lesson plan is provided for each lesson within the unit. Components include teaching materials sources, main concepts (objectives), teaching activities, materials and notes, length of lesson, and evaluation. Other contents of each unit include handouts, such as informational material, homework/assignments, lab experiments, unit tests, glossaries of technical and related general vocabulary, and Vietnamese and Cantonese translations. Numerous drawings and diagrams illustrate the text. Descriptors: Adult Education, Behavioral Objectives, Bilingual Education, Curriculum Guides
(1978). "The Mexican Culture" in the Education of the Mexican American, Arizona Foreign Language Teachers' Forum. This paper offers reasons for teaching Mexican culture in bilingual programs. The first section considers three important court decisions – Lau vs. Nichols, Serna vs. Portales Municipal Schools, and Keyes vs. School District N. 1, Denver, Colorado – and then discusses the extent of bilingual-bicultural education. The meaning of bicultural education is set forth in the second section. The third section emphasizes the obligation of teachers to teach children about their native culture and language. Types of cultural traits in the United States and Mexico are grouped into four categories in the fourth section, the controversial, the indifferent, and "false" and "bad" cultural traits. The final section deals with teaching Mexican history. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers