Genesee, Fred (1983). Bilingual Education of Majority-Language Children: The Immersion Experiments in Review, Applied Psycholinguistics. Describes immersion programs in the United States and Canada and reviews results of evaluative research pertaining to them. Discusses findings with respect to students' native-language development, academic achievement, and second language proficiency. Also discusses the suitability of immersion for students with distinctive, potentially handicapping characteristics. Descriptors: Academic Achievement, Curriculum Evaluation, Elementary Education, Immersion Programs

MAYNES, J.O., JR. (1967). BILINGUAL EDUCATION IN ARIZONA. REPORT 3, BILINGUAL PROGRAMS IN THE SOUTHWEST. MANY ARIZONA PEOPLE WHO HAVE SPANISH SURNAMES ARE CONFRONTED WITH BOTH LANGUAGE AND CULTURAL PROBLEMS. TO COPE WITH THIS SITUATION, TEACHERS NEED TRAINING TO UNDERSTAND THE FAMILY STRUCTURE AND WAY OF LIFE OF THESE PEOPLE. MANY SCHOOL DISTRICTS AND ORGANIZATIONS IN ARIZONA ARE DEVELOPING BILINGUAL PROGRAMS AND SERVICES TO HELP THOSE OF INDIAN, SPANISH, AND MEXICAN EXTRACTION WHO ARE IN NEED. SOME OF THOSE PROGRAMS ARE–(1) PROGRAMS FOR THE EDUCATIONALLY AND CULTURALLY DEPRIVED, (2) ELEMENTARY AND SECONDARY PROGRAMS IN LANGUAGE ARTS, (3) PROJECTS IN SPECIAL EDUCATION, (4) PROJECTS IN ENGLISH AS A SECOND LANGUAGE, (5) CULTURAL ENRICHMENT PROJECTS, (6) PROGRAMS TO DEVELOP CURRICULUM MATERIALS CENTERS, AND (7) HEALTH PROJECTS. SOME OF THESE PROGRAMS ARE DESIGNED TO MEET THE SPECIAL EDUCATIONAL NEEDS OF AGRICULTURAL MIGRANT AND INDIAN YOUNGSTERS. THIS REPORT WAS DELIVERED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 10-11, 1967.   [More]  Descriptors: American Indians, Attendance, Bilingualism, Community Involvement

Bergin, Victoria (1980). Special Education Needs in Bilingual Programs. The author surveys the legal and educational developments that have focused attention on the child with limited English who also is physically handicapped or emotionally disturbed and describes some of the current methods being used to deal with this child. An historical review offers an overview of some of the critical happenings leading to present legislation and educational policies. Events from 1964 to the present are traced. A chapter on parent and community support focuses on the use of parents as paraprofessionals and the expansion of existing models for delivering mental health services to minority language communities. Basic principles which guide the design of any staff training program are examined in a third chapter: characteristics of the instructional program, characteristics of the students to be served, and the set of skills needed by instructional personnel working with the specified students in programs. One model for teacher training, the Diagnostic Special Education Personnel Preparation Program, is described. A fifth chapter considers four propositions which merit consideration in designing curriculum reflecting a multicultural multilingual society and offers descriptions of 18 bilingual special education programs including Acoma Early Intervention Project, Responsive Environment Program for Spanish American Children, and Comprehensive Hearing Impaired Reception Program. A final chapter considers some of the available bilingual materials. A list of references concludes the document.   [More]  Descriptors: Bilingual Education, Delivery Systems, Disabilities, Elementary Secondary Education

Medicine, Bea (1981). "Speaking Indian": Parameters of Language Use Among American Indians. Focus, Number 6. A brief overview of the status of language use in Native American communities reveals that while approximately 206 different languages and language dialects persist today, an estimated 49 languages have fewer than 10 speakers aged 50 or over, while 6 of these languages have more than 10,000 speakers of all generations. That these languages persist attests to the vigor of Native cultures and the value placed on Native languages by parents and parent surrogates who did, and still do, consciously teach children a Native language. Historically and contemporarily, schools and the educational processes have been the most effective means by which Native Americans have become oriented to a new lifeway. Early government policies were repressive, restricting the use of Native languages and resulting in language adaptations, many influenced by Christian missionaries and rituals. Despite current concern for the need for bilingual bicultural education for Indian students, research has not yielded data which indicate the ranges and viability of bilingualism in Native American communities. In this era of enhanced Indian identity, speaking an indigenous language is now a decided asset for any Native American. There has been a recent proliferation of Native language courses taught in institutions of higher education.   [More]  Descriptors: American Indian Education, American Indian Languages, American Indians, Biculturalism

Zierer, Ernesto (1978). Experiences in the Bilingual Education of a Child of Pre-School Age, Rassegna Italiana di Linguistica Applicata. This article describes a plan to develop bilingualism carried out by the parents of a child of pre-school age who died of brain cancer at the age of five. The child learned German, the language of his father, and Spanish, the language of his mother, consecutively.   [More]  Descriptors: Aphasia, Bilingualism, Child Language, German

NOSTRAND, HOWARD LEE (1967). TOWARD A BI-CULTURAL CURRICULUM. REPORT 1, AREAS WHERE RESEARCH IS NEEDED IN BILINGUAL EDUCATION. EVERY CHILD SHOULD LEARN TO UNDERSTAND A SECOND CULTURE AND ITS LANGUAGE IN ORDER TO COPE WITH INTERCULTURAL CONFLICTS. THIS, HOWEVER, DOES NOT MEAN IT IS NECESSARY TO BELONG TO TWO CULTURES, SINCE INNER CONFLICT RESULTS UNLESS ONE IDENTIFIES HIMSELF WITH ONE WAY OF LIFE OR THE OTHER. THE BI-CULTURAL CURRICULUM PROPOSED IS A MIDDLE GROUND BETWEEN TWO EXTREMES–IMPOSING THE MAJORITY'S LIFE STYLE AND ALLOWING THE COMPLETE SUBSTITUTION OF ANOTHER. THUS, THE BEST FEATURES OF EACH CULTURE WOULD PREVAIL, POSSIBLY LEADING TO THE EVENTUAL CONVERGENCE OF THE TWO. THIS BI-CULTURAL CURRICULUM WOULD PROVIDE THE BEST CHANCE OF ACCOMPLISHING TWO OBJECTIVES–(1) THE MINORITY STUDENTS WOULD HAVE THE SELF-CONFIDENCE OF A SECURE HOME CULTURE, AND (2) THE MAJORITY OF STUDENTS WOULD BE RELIEVED OF THEIR SUPERIORITY COMPLEX. THE PLAN FOR DEVELOPING THIS SORT OF BI-CULTURAL CURRICULUM WOULD REQUIRE THE DEVELOPMENT OF A DESCRIPTIVE KNOWLEDGE OF CULTURES, AND THE APPLICATION OF THAT KNOWLEDGE IN THE CURRICULUM. ONCE THIS DESCRIPTIVE KNOWLEDGE IS ACCUMULATED THROUGH RESEARCH, IT THEN BECOMES THE TASK OF EDUCATORS TO PROPERLY SEQUENCE EXPERIENCES WHICH WILL PERMIT STUDENTS TO ASSIMILATE THAT KNOWLEDGE. THIS REPORT WAS PRESENTED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, NOVEMBER 10-11, 1967, EL PASO, TEXAS.   [More]  Descriptors: Attitudes, Bilingual Students, Bilingualism, Cross Cultural Training

Penfield, Joyce (1982). Chicano English: Implications for Assessment and Literary Development. Bilingual Education Paper Series, Vol. 6, No. 5. Chicano English, spoken by many Chicanos and some Anglos, is an ethnic variety of English that serves as a marker of social identity, and it has specific linguistic parameters. It is similar to standard English, and often exists alongside interference English, spoken by Spanish-speakers beginning to learn English. Research supports the argument that Chicano English is a not just a product of language interference with Spanish, but is a dialect, but negative attitudes have kept it from being recognized as such, much as happened with Black English. Once Chicano English is accepted as an ethnic dialect, there are many implications for language assessment, particularly as research uncovers more specific diagnostic tools to distinguish the interference English speaker, who needs help through instruction in English as a second language, from the Chicano English speaker, who could profit most from a bidialectal approach. The dialect's linguistic parameters also have implications for literacy development, especially in writing, that are not always obvious. Knowledge of the differences, or interference, between Chicano and standard English can assist teachers in making fewer mistaken assumptions about presumed student error patterns. Although there is much to be learned about literacy development and Chicano English, and standard English can be used as a bridge to learning orthographic conventions, it would be a mistake to force Chicanos to adopt standard English speech in order to write standard English. Descriptors: Bilingualism, Classroom Techniques, Educational Strategies, English

Barkin, Florence, Ed.; And Others (1982). Bilingualism and Language Contact: Spanish, English, and Native American Languages. Bilingual Education Series. Spanish, English, and American Indian languages in the southwestern United States and northern Mexico and bilingualism and language contact in the region are addressed in a collection of articles. Approaches to research in the languages of this region are discussed in articles by Valdes, Lope Blanch, and Brandt. Cultural and sociolinguistic aspects of American Indian speech are dealt with in articles by Kroskrity, Spolsky and Irvine, Cooley and Lujan, Siler and Labadie-Wondergem, and Leap. Border Spanish is discussed by Barkin, Floyd, Jaramillo and Bills, Lantolf, Webb, and Valdes and others. Articles on language teaching include: (1) "The Acquisition (?) of Spanish as a Second Language" (Edelsky and Hudelson); (2) "Second-Language Acquisition and Foreign Language Teaching: Spanish Language Programs at a University on the U.S.-Mexican Border" (Teschner); (3) "Natural Texts and Delayed Oral Production: An Indigenous Method for the Teaching of American Indian Languages" (Montgomery); and (4) "Classroom Implications of Culturally Defined Organizational Patterns in Speeches by Native Americans" (Scafe and Kontas). Finally, language maintenance, shift, and use are discussed by Amastae, Aguirre, and Floyd. Descriptors: American Indian Languages, American Indians, Bilingualism, College Second Language Programs

Verma, Mahendra K., Ed.; And Others (1995). Working with Bilingual Children: Good Practice in the Primary Classroom. Bilingual Education and Bilingualism 6. Papers by teachers and teacher trainers address issues in bilingualism and related teaching techniques in the elementary school classroom in England. They are derived from an inservice teacher training project. Essays include: "Investigating Children's Discourse in the Primary Classroom: The Linguistic Demands of Classroom Tasks" (Nanette Godfrey, Silvia Skinner); "Story as Vehicle: The Making of a Kit" (Edie Garvie); "The Assessment of Bilingual Children" (Ann Robson); "Towards Equality in the Classroom" (Farzana Turner, Ola Francombe); "Towards Bilingualism in the Primary School: Supporting New Arrivals as They Acquire English–A Scottish Perspective" (Ann Hindle); "The Welsh Perspective on Working with Bilingual Children in the Primary School" (William H. Raybould); "Issues in the Language Education of Bilingual Children: Summary of the Open Forum for Participants' Contributions" (Mahendra K. Verma, Karen P. Corrigan, Sally Firth); "Promoting Young ESL Children's Written Language Development" (Lindy Bates); "Old Sounds and New Sounds: Bilinguals Learning ESL" (Mahendra K. Verma, Sally Firth); "Bilingual Children and their Assessment Through Mother Tongue" (Jean Mills); "Oracy Issues in ESL Teaching in Key Stage 2: Using the Language Master as a Bridge between Non-Standard and Standard English" (Mary Rose Peate); and "The Bilingual Child–Learning and Teaching in Multicultural Contexts: Summary of the Open Forum for Participants' Contributions" (Mahendra K. Verma, Sally Firth). Descriptors: Bilingual Students, Child Language, Children, Class Activities

Lyon, Jean (1996). Becoming Bilingual: Language Acquisition in a Bilingual Community. Bilingual Education and Bilingualism. This book describes the process whereby children born into a bilingual community learn to use one or two languages (Welsh and English). Twelve chapters include the following: (1) "How Do Children Acquire Language?" (e.g., theories of language development); (2) "Where Do You Find Bilingual Children?" (e.g., bilingual communities); (3) "What Is Meant by Childhood Bilingualism?" (e.g., theories of bilingual language acquisition); (4) "How Can Child Language Be Studied?" (approaches to studying child language); (5) "What Language Backgrounds Are There?" (e.g., community language use); (6) "What Opinions Do Parents Hold About Language?" (surveys of parents in North Wales); (7) "A Close Look at the Language of Young Children" (e.g., becoming a language user); (8) "How Do Children in a Bilingual Community Learn Language?" (first measures and development in the population); (9) "How Do Young Children Use Language and Do They Know What They are Doing?" (e.g., functions and language awareness); (10) "Which Parent has More Influence on the Language of the Home?" (e.g., gender influences); (11) "What Predicts a Child's Language?" (e.g., parental opinions); and (12) "How Do Young Children Become Bilingual?" (e.g., common language). Three appendixes present the Language Background Questionnaire, Language Development Questionnaire, and dictionary of common words. (Contains approximately 220 bibliographic references.) Descriptors: Bilingual Students, Bilingualism, Elementary Education, English

Dicker, Susan J. (1996). Languages in America: A Pluralist View. Bilingual Education and Bilingualism: 10. Written for the layperson, this books presents perspectives in support of cultural diversity in America and against language restrictionism and establishment of English as the single official language. In a series of topical discussions, the book brings what linguists have learned about language acquisition to the issue of how the United States should address the language needs of its population. Chapters focus on the following topics: the role of language in connecting individuals and groups together; the symbolism of the American melting-pot myth and the way it colors Americans' expectations of immigrants and attitudes about the languages they bring with them; common misconceptions about newcomers and language learning; the role of language as means of instruction and subject of study in American schools; the history and nature of the official-English movement; the history of challenges to the language restrictionism movement; examples of one-language and officially bilingual or multilingual nations; and benefits of cultural diversity and multilingualism. Contains 307 references. Descriptors: Cultural Pluralism, Elementary Education, English, English Only Movement

Garcia, Steve B. (1981). Language Usage and the Status Attainment of Chicano Males. Bilingual Education Paper Series, Vol. No. 6. The implications of an ethnicity variable, language usage patterns, on the status attainment of 1,777 Mexican American males, ages 18 to 64 years, in the civilian labor force were studied. Language was viewed as a background variable that influences the relative positioning of Chicanos in the stratification system. It was hypothesized that, in general, an inverse relationship exists between Spanish use and socio-economic attainment. Using data from the 1976 Survey of Income and Education, language was operationalized into five bilingual/monolingual categories of English and Spanish use. Subsequently, total, direct, and indirect effects were decomposed and analyzed using age, earning, education, occupation, weeks worked, region, and language usage as dependent variables. Contrary to previous evidence, it was found that language usage patterns significantly influenced the occupational and income attainments of Chicano males. Specifically, the more English was used to the exclusion of Spanish, the greater the rise in schooling levels, job prestige, and work income. At the same time, most of the effects of language, in its role as a background characteristic, were mediated by education–a factor that has a crucial influence in Chicano assimilation patterns. Descriptors: Acculturation, Bilingualism, Economic Opportunities, Education Work Relationship

Rosenthal, Judith W. (1996). Teaching Science to Language Minority Students: Theory and Practice. Bilingual Education and Bilingualism 3. This book, devoted to issues in science instruction for limited-English-proficient (LEP) college students, examines their specific instructional needs and perspective and suggests alternative teaching strategies. An introductory chapter looks at the changing demographics of American higher education, LEP students' unique academic problems, and some myths and misconceptions held by mainstream faculty. Chapter 2 gives an overview of second language acquisition theory, and chapter 3 examines the facets of culture that interact in the science classroom. In chapter 4, learning styles, their influences on classroom performance in traditional science instruction, and the influence of culture and ethnicity on learning style are discussed. Chapter 5 is designed to help teachers discover what techniques they are currently using that assist LEP students, and select modifications and strategies that suit both their teaching style and student needs. The sixth chapter focuses on issues that relate to writing and reading in English. Six case studies illustrating how faculty and programs are addressing LEP students' needs are reported in chapter 7. In chapter 8, two different linguistically-based approaches for LEP science instruction are described, and the subsequent chapter offers case studies of pioneering courses and programs in non-traditional science instruction for this population. A bibliography is included. Descriptors: Case Studies, Classroom Communication, Classroom Environment, Classroom Techniques

Cline, Tony, Ed.; Frederickson, Norah, Ed. (1996). Curriculum Related Assessment, Cummins and Bilingual Children. Bilingual Education and Bilingualism Series No. 8. British editors and authors have applied Jim Cummins' creative ideas in various settings in British schools, by using a novel technique of curriculum related assessment with bilingual children. Articles in five chapters demonstrate the flexibility, promise, and limitations of this technique. Articles include: "The Development of a Model of Curriculum Related Assessment" (Norah Frederickson and Tony Cline); "Context, Content, and Language" (Constant Leung); "Using Curriculum Related Assessment Sheets in the Primary Classroom" (Athene Grimble and Liz Filer); "Differentiating the Secondary Curriculum" (Deryn Hall); "The Cummins Framework as a Decision Making Aid for Special Education Professionals Working with Bilingual Children" (Usha Rogers and Alan Pratten); "The Application of Cummins' Model to Work with Students with Hearing Impairment" (Ann Robson); "A Study of Oral Language Proficiency of Portuguese Bilingual Children in London" (Olga Barradas); and "A Resource for Assessing the Language Skills of Bilingual Pupils" (Mike Haworth and John Joyce). (Contains references.) Descriptors: Bilingual Students, Curriculum Based Assessment, Curriculum Development, Elementary Education

Figueroa, Richard A.; Gallegos, Elmer A. (1980). Ethnic Differences in School Behavior. Bilingual Education Paper Series, Vol. 3, No. 7. A study was conducted to investigate the effectiveness of the Ramirez and Castaneda rating scale used to distinguish ethnic behaviors in schools and to generate a more comprehensive scale for identifying those behaviors. Two hundred and sixty two elementary school children and 39 teachers from Spanish bilingual and English as a Second Language classes in California participated in the study. A 108 item rating scale was developed by generating behavioral descriptions of social and affective characteristics of Hispanic children and by including items from the Ramirez and Castaneda scale. Each teacher completed eight ratings, four on Hispanic children and four on Anglo children. For the analysis of results, the Hispanic children were divided into three groups: Mexican-Americans, Latin-Americans, and United States born Spanish-surnamed. Results of a one-way analysis of variance indicated that 26 behavioral items and one Ramirez and Castaneda item differentiated among the four ethnic group means. Multivariate analysis showed that the Ramirez and Castaneda items failed to differentiate among the three Hispanic group means. Descriptors: Behavior Patterns, Behavior Rating Scales, Cultural Differences, Differences