This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ruth Gordon, Earl J. Ogletree, Beverly McConnell, Felipe Veloz, Guadalupe Lopez-Cox, Rafael Hernandez, Barbara R. Schirmer, Robert P. Haro, Juretta Creighton McFarlane, and Silvia M. Viera.
(). The Bilingual-Bicultural Teacher Training Model at Eastern Oregon State College. A bilingual-bicultural education program has been instituted at Eastern Oregon State College to train classroom teachers for migrant programs in the schools. The pupils are Mexican-American-Chicano children. Under the supervision of master teachers, the student teacher follows a curriculum designed to instruct in both English and Spanish. Central to the program is the premise that bilingualism represents, for the Spanish-speaking people, the essential ingredient for cultural maintenance and, for the Spanish-speaking student in public schools, a linguistically more harmonious learning environment. The curriculum for the student teacher includes teaching English as a second language as well as studies in Spanish phonetics. Emphasis is also placed on studies of the Chicano culture, history, music and religion, and exploration of the myths, folklore, literature, traditions and beliefs of the old Southwest and Mexico. In order to train a teacher for a bilingual-bicultural classroom, this four-year course seeks to complement educational theory and professional education courses by developing skills that will prepare the potential teacher for a situation in which both Spanish and English will be used in actual classroom teaching. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers
(1994). Language and Literacy Development in Children Who Are Deaf. This text provides preservice and inservice teachers with comprehensive information regarding how children who are deaf learn to use language in face-to-face communication, reading, and writing. The text presents both practical teaching strategies and the theoretical foundations on which teaching strategies are built. Individual chapters address the following topics: (1) acquisition of linguistic knowledge in the child who is deaf, language goals for classroom instruction, techniques for using informal approaches and formal tests to assess language, and development of individualized language goals; (2) language as a curricular base on which the full school day is organized, methods of embedding each deaf child's language goals into daily learning experiences, teaching models and strategies, the use of conversation, interdisciplinary curriculum, and issues surrounding bilingual/bicultural education; (3) rationale for using whole language principles, current views of reading and writing development, and reading materials that can enhance literacy development; (4) link between theory and practice concerning literacy development, and literacy teaching activities; (5) strategies for helping deaf children read and write in the content areas, including reading and study strategies, use of organizers and overviews, and the role of writing across the curriculum; (6) assessment in reading and writing, including portfolio assessment, informal approaches, and standardized tests; and (7) the role of parents. Lists of suggested readings accompany each chapter. Descriptors: Bilingual Education, Communication Skills, Content Area Reading, Content Area Writing
(1977). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Final Evaluation 1976-77 Program Year. Evaluation of Progress No. 11 in a Series. A bilingual early education program for migrant children ages three through third grade, the interstate program operates two permanent sites in Washington and one site in Texas. The Texas site operates a mobile component in which the teachers and administrative and training staff relocate to northern work sites providing continuing services to children who move from Texas in the migrant stream. The program's five components are instruction, staff development, parent and community involvement, materials development, and management. Overall the program has met or partially met its objectives in each component. This report presents the program's progress in each component during the 1976-77 program year. The objective, need, teaching process or involvement approach, and results along with a summary of findings are given for each component. The appendices include a technical report on the Bilingual Mini Head Start Test of Cultural Concepts, information on the testing procedures and data collection, and statistical data on the analysis of test scores in the instructional component. Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Early Childhood Education
(1975). Education of the Spanish-Speaking Urban Child. A Book of Readings. The unique educational problems confronting the Spanish speaking urban child are explored in this volume. It is divided into nine sections. Section I focuses on cultural heritage, immigration, and migration and includes a selection of articles that reflect the unique cultural and heritage backgrounds of the Mexican-American, Cuban, and Puerto Rican population. Section II focuses on problems of segregation and integration. The problems of self-identity of Latino children in the anglo culture dominated urban schools are discussed in Section III. The schools and the Spanish speaking, the topic of Section IV, deals with the problems of the effectiveness and meaning of schools for the poor and the culturally different. Section V examines problems of language and learning concentrating on the effects of language on school achievement. Cultural influences on achievement and intelligence is the subject addressed in Section VI. Section VII, addressing bilingual-bicultural education defines bilingualism and explores the pros and cons and the future of bilingual programs. Section VIII concerns the preparation of teachers and the modification of inservice programs to deal with Spanish speaking children. The final section examines a variety of educational and social issues such as text books bias and others. Descriptors: Academic Achievement, Bilingual Education, Change Strategies, Cubans
(1976). Early Childhood Education: It's an Art? It's a Science?. This booklet contains selected presentations from the 1975 Annual Conference of the National Association for the Education of Young Children (NAEYC). The collection is addressed to people who are interested in improving the quality of growth-supporting services available to children and their families in the United States. Titles are: "Head Start: Not a Program but an Evolving Concept"; "Education: A Family Responsibility" (concerned with American Indian education); "Seminars in Parenting Preschoolers"; "Piaget's Affective System–An Appraisal"; "When Children Talk Back–LISTEN"; "Preschool and Early Math Instruction: A Developmental Approach"; "Bilingual/Bicultural Education: Separating Facts from Fiction"; "Should the Public Schools Control Child Care Services?"; "Values Examination: A Crucial Issue in Early Childhood Education"; "Training Pediatricians in Mental Health Aspects of Early Child Care"; "The Child Development Associate Consortium's Assessment System"; "Early Childhood Education–It's a Science"; and "Early Childhood in Art." Descriptors: Affective Behavior, American Indians, Art, Biculturalism
(1980). Projects in Progress — FY 1979. A Report for the Coordinating Committee on Research in Vocational Education. Resumes of 321 ongoing projects in career education, vocational education, and education and work are provided. (These contract and grant awards are administered by the U. S. Office of Education's Division of Research and Demonstration and Office of Career Education.) The publication is organized into three sections. Section 1 includes descriptions of the four agencies and a list of key personnel. Section 2 contains the project resumes grouped by administering agencies (e.g., the Office of Career Education, the National Institute of Education). Projects administered by the Division of Research and Demonstration (the largest section of abstracts) are subdivided as follows: Programs of National Significance (Projects of National Significance, Personnel Development, the National Center for Research in Vocational Education, and Curriculum Coordination Centers); Bilingual Vocational Education; and Contract Program for Indian Tribes and Indian Organizations. Each resume includes bibliographic information, subject terms that describe the project, and an abstract focusing on project objectives and procedures. Section 3 is comprised of six indexes: subject, project director, organization, responsible agency, geographic location (state and U. S. Congressional District), and contract/grant number. Directions for using the report and a sample resume are provided in the introduction. [More] Descriptors: Adult Education, American Indians, Bilingual Education, Career Education
(1976). A Manual for Community Representatives of the Title VI Lau Steering Committee. This manual deals with the Lau Center's technical assistance approach for assisting school districts in their efforts to develop an educational master plan to meet compliance guidelines of Title VI of the 1964 Civil Rights Act as it pertains to limited or non-English-speaking students. The following areas are addressed: (1) impact of "Lau v. Nichols" decision on community/parent involvement in an educational master plan, (2) the direct effect of the decision on school districts, (3) minimal Lau remedies, (4) what school districts need to do to comply with the remedies, (5) Lau Centers, (6) the San Diego Lau Center's position on bilingual/bicultural education, (7) the technical assistance process of the San Diego Lau Center, (8) the purpose of Title VI Lau Steering Committee, (9) selection and responsibilities of steering committee members, and (10) community workshop case studies. The case studies are designed to aid in the development of a comprehensive educational master plan. The following areas are discussed: noncompliance, student language determination, curriculum development, staff development, counseling and guidance, community relations, and administrative reorganization. Descriptors: Bilingual Education, Civil Rights, Compliance (Legal), Court Litigation
(1979). Current Projects in Vocational Education–FY 1978. Federally Administered Projects. Resumes of new and continuing projects funded by the Division of Research and Development (United States Office of Education/Bureau of Occupational and Adult Education) are provided in this third annual report. The publication is divided into two sections. Section 1 contains 148 project resumes arranged alphabetically by state within the following groups: programs of national significance (projects of national significance, personnel development, National Center for Research in Vocational Education, and curriculum coordination centers), bilingual vocational education, and assistance contract programs for Indian tribes and Indian tribal organization. The information provided in each resume includes the title, project director and organization, contract or grant number, project number, fiscal year funding and funding period, project officer, state and U.S. Congressional district, and an abstract focusing on project objectives and procedures. Section II contains three indexes: subject, project director, and geographic location. The appendices contain lists of institutions and teacher educators participating in two personnel development programs (vocational education graduate leadership development and vocational education teacher certification fellowship). [More] Descriptors: Abstracts, Adult Education, American Indians, Bilingual Education
(1975). Perspectives on Chicano Education. Written by Stanford University students, the 9 articles in this publication reflect student ideas on Chicano education. Their aim is to stimulate new ideas and discussion on Raza Education. The majority of the articles were written by students in the Department of Education and by students working toward a Ph.D. degree. Divided into 3 parts, the articles discuss educational reform, current approaches to school governance, and educational review. Articles in Part I are: (1) "An In-Service Rationale for Educators Working With Mexican American Students,", (2) "No One Single Solution", and (3) "A Cross-National Analysis of Chinese and American Educational Reforms: Applicability and Inapplicability to the Education of the Chicano in the United States". Part II consists of 2 articles: (1) "An Economic Analysis of Bilingual Bicultural Education Legislation at the Federal Level", and (2) "Cultural Pluralism, School Governance, and the Chicano Community". The 4 articles in Part III are: (1) "A Study of the Nature of Chicano Studies Derived From Twelve Proposals for Chicano Studies", (2) "Early Bilingualism and Cognition: A Survey of the Literature", (3) "Problem Solving: A Review", and (4) "Toward the Development of Raza Cinema". Descriptors: Bilingual Education, Educational Assessment, Educational Change, Educational Legislation
(1982). Bilingual Vocational Instructional Materials. This teacher's guide introduces a series of instructional materials in vocational education for use in bilingual English-Spanish vocational programs. The narrative-format guide first provides a model with flowchart of a bilingual vocational education program. The program's components include pretraining assessment, counseling and individualized program of study, vocational and English-as-a-second-language components of the program, posttraining assessment, and job placement. Following the model, the first part of the guide covers the background and essential elements of a bilingual vocational program. Topics discussed include the following: the vocational staff and their characteristics, developing instructional materials, planning the language component, and linguistic aspects of vocational English. The second section of the guide presents teaching strategies and techniques to be used in the bilingual program, such as basic learning principles, characteristics of a lesson, lesson plans, self-instructional modules, handouts, slides and transparencies, simulation activities, lectures, demonstration techniques, student activities, and team teaching. The final section provides directions for developing an individualized instructional program. [More] Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Bilingual Teachers, Classroom Techniques
(1975). Lau v. Nichols: History of a Struggle for Equal and Quality Education (An Excerpt). The history and issues leading to the Supreme Court decision which recognized the special educational needs and rights of limited English speaking students is traced in this article. Also discussed are the ensuing community struggles for the right to fashion the appropriate relief mandated by the Supreme Court and for the right to have quality bilingual bicultural education for students of all language and cultural backgrounds. The suit of Lau v. Nichols relating to San Francisco Unified School District was the last resort after all known channels for seeking equal educational opportunity had been exhausted. Paralleling the deteriorating situation in the school district were the accelerating juvenile delinquency rates in the 1960's in the Chinese community. The significance of the Lau v. Nichols decision nation-wide was immediately felt. There are, according to the U.S. Office of Education, approximately five million school children in the U.S. covered by the decision. Beyond its impact on public education, this decision has long-range legal implications on both the effectiveness and quality of government sponsored social and legal services now provided to non-English speakers across the nation. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism
(1981). Developing Library and Information Services for Americans of Hispanic Origin. Emphasizing public, school, and academic libraries, the book provides information on library and information services for Hispanics. Topics of the 10 chapters include: the geographical distribution and concentrations, attitudes, and pertinent sociocultural factors of Mexican Americans, Puerto Ricans, Cubans, and Latinos; assessment of an Hispanic community and development of appropriate library and information services tuned to its specific needs; library programs developed for Hispanic groups; experiences of Puerto Ricans on the Island and on the mainland; library encounters in the Sacramento and San Jose metropolitan areas; Mexican American and Chicano attitudes toward libraries; library acquisitions, technical processing, and training; bilingual/bicultural education and library services; book selection for Hispanic children; library staff and service programs; building and site considerations; community relations and the library board; library education; library collections and informational services for Hispanic students in community and four-year colleges and universities; evaluation of library staff, holdings, and services; and domestic and international implications regarding library and information services for Spanish-speaking people. A selected bibliography lists 226 monographs, articles, chapters, and serials. Appendices include a listing of 79 domestic distributors and publishers of Hispanic materials, sample questions for library survey use, and a discussion of the structured interview methodology. Descriptors: Academic Libraries, Bilingual Education, Community Attitudes, Community Information Services
(1975). A Framework for the Training of Bilingual/ESL Teachers in the Schools of Holyoke, Massachusetts. The Bilingual/Bicultural Education Professions Program conducted a needs assessment designed to find out the situation teachers in the Holyoke Public Schools face in their classrooms and what needs they have, in order to improve preservice teacher education. The tools used to determine teacher needs were a demographic questionnaire, an explicit statement of need, a teacher descriptive statement, and an interview. The report delineates the general characteristics of the Holyoke teacher population and elaborates upon the teachers' attitudes and interests by drawing out three major profiles in order that individual differences among teachers might be taken into account for training purposes. Attention is called to the discrepancy between what teachers have come to expect in their classrooms and what they find when they actually begin teaching in classrooms where there are differing languages and cultures. The Project points out five major clusters where teachers note their greatest frustration and elaborates upon each in order to direct training programs to the places where teachers' preparation is most noticeably lacking. The five clusters are: (1) school and classroom, not related to cultural background; (2) school and classroom, interference from cultural background; (3) class attitudes and differences; (4) cultural values, including language; and (5) no differentiation between class and culture. In addition, the Report includes numerous statistical tables which indicate the priorities teachers assign to their needs, thereby pointing out feasible priorities for teacher education programs. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Cultural Differences
(1978). Mexican Americans in School: Implications for the Counselor-Educator. The opportunities and role of the counselor in education are expanding, partially due to the increasing numbers of Mexican American students and their demands for equal education. While many researchers have traced the problem of poor education for Mexican American children to their cultural and family background, both teachers and counselors have contributed to the situation by setting lower expectations for Mexican American students and by using rigid "tracking" systems which tend to limit student achievement. One much-heralded approach to the problem is bilingual/bicultural education. Another approach is using counselors, preferably bilingual, at all educational levels and expanding the counselor role to include parent orientation, community liaison, and student placement, as well as helping the student with problems. In particular, the counselor can assist with the growing numbers of elementary aged minority students who exhibit high anxiety and low self-concept, and the "alingual" or "bicultural illiterate" student. Currently, counselors are often misused by the institutions that employ them, but they are generally well trained. Anglo counselors must be versatile, skilled, more culturally aware of their minority students, and must know which methods work best with those clients. There are implications for both inservice and institutional training programs. Descriptors: Ability Grouping, Bilingual Education, Counselor Attitudes, Counselor Client Relationship
(1978). An Orientation Manual for Non-Indian Teachers of Papago Students. This extensive manual introduces non-Indian teachers to the cultural history and contemporary life style of the Papago, emphasizing information with immediate usefulness to the classroom teacher. Discussion of traditional and modern Papago life includes a brief history of the tribe, delineation of tribal values, and information on the customs of mate selection and marriage, child rearing, puberty rites of adolescence, social roles of adults, and family relationships. A separate chapter relates specific child rearing practices to classroom behavior. Chapters on Papago and Anglo values supply teacher strategies for resolving cultural conflict and fostering constructive communication between cultures. Four chapters provide information on the Papago language and describe in detail the types of linguistic interference that occur as the Papago speaker learns English. Examination of bilingual bicultural education and its possible applications for Papago students includes a description of the first Papago bilingual project and evaluates various conditions which may have contributed to its success. The manual concludes with outlines for teacher orientation and ongoing education workshops, a statement of research needs, and a list of publications and professional groups concerned with Indian education issues. Descriptors: American Indian Culture, American Indian Education, American Indian Reservations, Bilingual Education