This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Chester E. Youngblood, Carson City. Nevada State Dept. of Education, Robert Yanello, Mara O'Neill, Monica Sandoval, Gabriela Alicia Pisano Pugh, Window Rock Navajo Tribe, Luis Fuentes, Zipura T. Burac, and Wallace E. Lambert.
(1982). The St. Croix, United States Virgin Islands, Public School Primary Teacher: A Profile. Responses to a questionnaire seeking information on personal characteristics, opinions, and practices were received from 90 primary public school teachers in St. Croix, U.S. Virgin Islands. The instrument included questions on age, ethnic background, sex, educational background, and previous teaching experience. Opinions were also sought on professional attitudes. A profile of a St. Croix teacher, drawn from the findings, indicates that the typical St. Croix primary teacher is female, age 34, with a West Indian ethnic heritage. She has not taken courses in multicultural education but fully understands the St. Croix dialect. She has taken courses in language arts, child psychology, and the teaching of mathematics and reading, and she has taken a college course as recently as 1980 or 1981. She is undecided about her ultimate professional goals. The average primary teacher believes pupils should pass a competency test in basics before promotion and favors cross-grade grouping as an instructional approach. She prefers a class size of under 25 children. She is undecided about the value of a primary level bilingual-bicultural education, and is doubtful about having handicapped pupils mainstreamed into her class. Descriptors: Bilingual Education, Elementary School Teachers, Goal Orientation, Mainstreaming
(1978). Language in Education: Testing the Tests. This book addresses the question of what tests are measures of. Intelligence, achievement, and personality tests not based on empirical investigation have questionable validity. Some researchers now suspect that almost all tests given to students in all subjects, as well as general tests of intelligence and personality, are essentially language tests. This book is a first step in the investigation of language proficiency as a factor in educational tests. Five researchers discuss: (1) the importance of language proficiency to IQ and other educational tests (John W. Oller, Jr.); (2) content similarities between intelligence, achievement, personality and language tests (Bjarni Gunnarsson); (3) cloze and dictation tasks as predictors of intelligence and achievement scores (Thomas A. Stump); (4) relationships between oral and written cloze scores and achievement test scores in a bilingual setting (Virginia Streiff); and (5) language proficiency as a source of variance in self-reported effective variables (John W. Oller, Jr. and Kyle Perkins). This book can be used in courses on counseling and guidance, educational measurement, the psychology of language, educational linguistics, and language testing. It also has relevance to the problems of bilingual/bicultural education and multilingualism. Tests cited and references are appended. Descriptors: Achievement Tests, Biculturalism, Bilingual Education, Cloze Procedure
(1980). Schools, As Political Institutions and Ghetto/Barrio Educational Aspirations. In New York City ghetto schools eighty-five percent of the students are reading below grade level. This points to failure, not of the students but of the school system. In District One, although seventy-three percent of the children are Puerto Rican and eight percent are Chinese, only six of the district's nearly 900 teachers are bilingual. If teachers do not understand what their students are asking, they cannot answer in a language that the students understand. In order to address these problems, it is necessary to view schools as political institutions and to understand the political realities that enforce racial oppression and poverty in our society. Thus, Paulo Freire's concept of the "object world,""discovered, invaded, subjugated, governed, then educated, converted and assisted by another," can be applied to ghettos and ghetto schools. According to Freire, liberation can only occur if the oppressed become actively involved in their own education. Ghetto children must refuse to accept the unsatisfactory, passive roles that a monolingual, English speaking educational system imposes upon them. Bilingual/bicultural education is a beginning in the deconditioning process. It can create a consciousness in young people that will enable them to understand and defeat their oppression. Descriptors: Bilingual Education, Elementary Secondary Education, Ghettos, Illiteracy
(1977). Navajo Nation Educational Hearings, 1975. Part of an effort by the Navajo Division of Education to formulate a comprehensive educational plan, this document includes testimony by people representing the five agency divisions on the Reservation (Shiprock, Crownpoint, Chinle, Tuba City, and Fort Defiance) and the public school districts serving Navajos. Also included is a synthesis of the needs identified in the testimony; among these are: better teaching staff; more control to school boards and the Tribe; more Navajo teachers; additional teachers; counselor reform; special education funding sources, counseling, and on-reservation schools; permanent facilities and funding sources for preschool education; improvements in higher education to include better funding, better contact with students away from home, and more local two-year and junior colleges; expansion of alternative schools and adult education; development of better curriculum to include bilingual-bicultural education and a general updating of textbooks and strengthening of programs; establishment of more vocational education programs; reversal of the consolidation trend; better building facilities and better health care delivery; improvement in the clothing program; alleviation of long-distance busing problems; improvement and expansion of roads; alternate funding sources for lands experiencing border dispute problems; improved police protection; improved electrical, water, and sanitation facilities; improved internal school administration, community communication, and program coordination of funding; and greater initiative by the Tribal Government. Descriptors: Adult Education, American Indians, Bilingual Education, Community Involvement
(1978). Bilingual Human Services Educational Consortium. Final Report. This report presents results of the third year of a project designed to enhance employability and career mobility of limited English speaking Franco-American adults in jobs providing services for the elderly. The first section states project objectives of the college-level, credit-bearing program conducted at five university campuses: (1) to expand the bilingual certificate gerontology program; (2 and 3) to provide bilingual vocational education for Maine's high Franco-American populations and 100 unemployed and underemployed adults; and (4) to encourage the consortium between the University of Maine system and community agencies in meeting the above objectives. Section 2 includes reports from five University of Maine project sites (Fort Kent/St. John Valley, Lewiston-Auburn, Augusta-Waterville, Presque Isle-Caribou, and Biddleford/York County) which contain information on recruitment, orientation, student profile, faculty, curriculum, student and university support services, community involvement, personal assessment, and conclusions. In the third section, conclusions and recommendations are reported based on the project results and follow-up data from the nearly 200 program graduates. (Of the initial 1975 graduates, approximately 40% are employed in human services. Follow-up of 1977 graduates indicates nearly 40% are enrolled in formal educational programs.) In the final section, eleven appendices include information on sites, students, courses, etc. (See related document CE 017 480, a third-year, third-party evaluation report.) Descriptors: Adult Vocational Education, Bilingual Education, Bilingual Students, Certification
(1976). Poverty-Related Topics Found in Dissertations: A Bibliography. Arranged alphabetically by main topic, this bibliography cites 322 doctoral dissertations, written between 1970 and 1974, pertaining to various aspects of poverty. Where possible, annotations have been written to present the kernel idea of the work. Im many instances, additional subject headings which reflect important secondary thrusts are also included. Topics covered include: rural poverty; access and delivery of services (i.e., food, health, medical, social, and family planning services); employment; health care; legal services; public welfare; adoptions, transracial; the aged; anomie; antipoverty programs; attitudes of Blacks, Congressmen, minorities, residents, retailers, and the poor; bilingual-bicultural education; discrimination in employment and housing; social services; social welfare; Blacks, Chicanos, and Puerto Ricans; participation of poor in decision making; poverty in history; education; community participation; culture of poverty; and attitudes toward fertility, social services, welfare, and the poor. Author and subject indices are included to facilitate the location of a work. The dissertations are available at the institutions where the degrees were earned or from University Microfilms. [More] Descriptors: American Indians, Annotated Bibliographies, Attitudes, Bilingual Education
(1981). Serving Students with Limited English Proficiency: A Guide for Kentucky Vocational Educators. This manual is intended to guide Kentucky vocational educators in designing and implementing a program of occupational and English language instruction that will efficiently and sensitively meet the special needs of students with limited English proficiency (LEP). The step-by-step guide aims to identify teachers' existing capabilities that may be appropriately used with these students, plus point out new techniques and resources that other vocational educators across the state and nation have found to be effective in preparing these students for occupational placement. This program manual contains six sections, covering the following topics: (1) introduction–a look at the student with limited English proficiency, review of terms and outreach efforts; (2) assessment of LEP students; (3) selection of a program model–describes several models, such as bilingual vocational education, vocational English as a second language (VESL); prevocational English as a second language, survival ESL, basic skills ESL, literacy ESL, and considerations for selecting program components; (4) funding sources; (5) program implementation; and (6) occupational placement and follow-up. Appendixes list resources that can be used in preparing programs for LEP students, such as guides for competency-based instruction for survival skills, basic skills, home management, and general vocational and literacy ESL; teaching competencies for job-specific ESL instructors; new vocational materials for LEP students; strategies for modifying vocational instructional materials for LEP students; and professional resources for vocational educators of LEP students. [More] Descriptors: Basic Skills, Bilingual Education, Career Guidance, Competence
(1990). Issues in Foreign Language and Second Language Education. Distinctions are made between foreign language (FL) and second language (SL) teaching and learning. It is suggested that several major issues emerging in FL and SL education in the United States must be considered before substantive improvements can be made in the FL or SL competence of both native English speakers and those whose native language is other than English. The issues to be resolved include the following: (1) FL and SL professionals have substantially different aims, orientations, and training and their offerings are directed to different populations of users; (2) there is a more serious demand by those being educated for higher levels of competence in foreign language and second languages than usually occurs in school-based education programs; and (3) there are time constraints, since no extra time can be directed to language education if it curtails the comprehensive education in math, sciences, humanities, and social sciences needed in today's technical and international world markets. The integration of the talents of both FL and SL professionals and educational approaches is advocated. It is suggested that two-way bilingual immersion education programs can simultaneously enhance the language competency of both native and non-native English students without shortchanging them on basic educational needs. Contains 72 references. [More] Descriptors: Bilingual Education Programs, Comparative Analysis, Cooperative Programs, Educational Change
(1986). Title VII Projects of Academic Excellence: Efforts to Promote Parent Involvement and Literacy. Descriptions of four Title VII Academic Excellence projects focus on their efforts to promote limited-English-proficient (LEP) parents' involvement in schools and literacy. "Parents as Tutors" (Monica Sandoval) outlines the structure of the Brownsville (Texas) Independent School District's program to involve parents of children in kindergarten through third grade while improving students' self- concept and academic achievement. "Project Welcome" (Joan Davis) describes the offerings of the Glendale (California) Unified School District's program in three elementary schools, including English as a second language, health and nutrition instruction, and immigrant self- esteem and parenting classes. "Parents Assisting in Learning (PAL)" (Delia Garcia) presents the aims, content, and strategies of a Florida International University program implemented in the Broward County Public Schools, designed to promote greater Hispanic parent involvement in the educational process. "Development of Parental Involvement in Bilingual Vocational Education" (Starr Betses) briefly describes the Greater Lowell (Massachusetts) Regional Technical High School program to provide LEP parents with information about the educational system, and outlines some quantifiable program results. Two specialists' responses to the presentations are also summarized. Descriptors: Bilingual Education, Educational Quality, Elementary Secondary Education, Federal Programs
(1976). ERIC Documents on Foreign Language Teaching and Linguistics: List Number 15. CAL-ERIC/CLL Series on Languages and Linguistics, No. 38, Modern Language Journal. This is the fifteenth in a series of catalogues of ERIC documents of interest to teachers and researchers in foreign languages and linguistics. The documents cited in the present list appeared in "Resources in Education" from January through June 1975. Titles are listed under the following headings and subheadings: (1) general: administration, careers, international education, translation; (2) linguistics: general, applied linguistics, Black English, dialectology, grammar, phonology, sociolinguistics; (3) culture; (4) materials: general (including bibliographies), Chinese, French, German, Latin, Russian, uncommonly taught languages; (5) physiology and psychology of language learning: aptitude and attitude, communicative theory, first language acquisition, second language acquisition; (6) teacher education and certification; (7) methods: general, French, Spanish; (8) equipment; (9) testing; (10) bilingual/bicultural education: general, American Indian languages, bibliographies, materials, program descriptions, program evaluation, research and testing; (11) English as a second language: general, curriculum, methods, testing and evaluation; and (12) FLES. Each entry gives the author's name, title of the work, source, date (if available), length and ED number. The list is designed to be used in conjunction with RIE and an ERIC microfiche collection. [More] Descriptors: American Indian Languages, Applied Linguistics, Bibliographies, Bilingual Education
(1983). Educational Programs That Work: A Catalog of Exemplary Programs Approved by the Joint Dissemination Review Panel. Ninth Edition. This catalog provides an overview of all exemplary educational programs approved for national dissemination by Department of Education (DOE) Review panels, and introduces the National Diffusion Network (NDN), its programs and services to schools. The programs described fall into two categories: Non-funded Developer Demonstrator Projects and Other Projects Approved by the Joint Dissemination Review Panel. Each section presents 12 projects under the headings: (1) Adult Education; (2) Alternative Schools/Programs; (3) Bilingual/Migrant Education; (4) Career/Vocational Education; (5) Early Childhood/Parent Involvement; (6) Environmental Education/Science/Social Science; (7) Organizational Arrangements/Administration; (8) Preservice/Inservice Training; (9) Reading/Language Arts/Mathematics/Writing; (10) Special Education/Learning Disabilities; (11) Arts/Communication/Technology; and (12) Gifted and Talented/Health/Physical Education/Special Interests. Data on each project is comprised of the title, a capsule summary, target audience, program description, evidence of effectiveness, financial and implementation requirements, services available, and name and address of a contact person. Projects are indexed by state, categorical section, ERIC descriptors, and title. Appendices list 50 projects that were approved by the DOE since the 1981 edition of this catalog, including programs that utilize technology, handicapped children's early education outreach programs, and follow-through projects. [More] Descriptors: Academically Gifted, Adult Education, Art Education, Bilingual Education
(1977). Educating Nevada's Limited-English-Speaking Students. This resource for program planning offers guidelines for providing Nevada's limited-English-speaking (Spanish-speaking and American Indian) students with equal access to quality education. The following chapters are included: (1) "Educating Limited-English-Speaking Students: The Record," (2) "State Board of Education Position on Bilingual-Bicultural Education," (3) "Federal Involvement in the Education of Limited-English-Speaking Students," (4) "Common Criteria for Instructional Program for Limited-English-Speaking Students," (5) "Bilingual-Bicultural Programs," (6) "English as a Second Language Programs," (7) "Identification and Needs Assessment," (8) "Assessment of School District's Capabilities," (9) "Parental and Community Involvement," (10) "Selection and Implementation of Instructional Programs," and (11) "Process and Product Evaluation." Several annotated bibliographies are included, and the following are appended: Text of Lau v. Nichols, Text of Lau Remedies, Language Dominance Tests, and Self-Instructional Course in Teaching English as a Second Language. [More] Descriptors: American Indians, Annotated Bibliographies, Autoinstructional Aids, Bilingual Education
(1980). Through the Open Door: Quality and Equality of Education for Language Differentiated Students, Chabot College Journal. As community colleges extend the educational franchise to increasing numbers of non-traditional students, educators face the dilemma of reconciling demands for academic quality with equal educational opportunity. Among these non-traditional students are Hispanic-Americans, one of the fastest growing populations in the country, who experience an inordinate high school dropout rate (64%) and who are underrepresented in higher education. To assure them equal educational opportunity, community colleges must seek methods of not only attracting and retaining Hispanic students, but also of providing an education that promotes the success of the Hispanic student and upholds the academic standards of the institution. Of various approaches that have been tried to achieve this goal, bilingual/bicultural programs have met the greatest success. The California community colleges, for example, offer 43 programs or courses in bilingual/bicultural areas, and students can work toward 31 bilingual/bicultural degrees. When combined with bilingual support services, these programs have resulted in a higher success rate for Hispanic students than programs using traditional, English-language instruction, proving that bilingual/bicultural education is a powerful tool in closing the gap between quality and equality. (The paper provides a suggested reading list of items dealing with open access and Hispanic students.) Descriptors: Academic Achievement, Academic Standards, Ancillary School Services, Bilingual Education
(1975). The Cultural Revolution in Foreign Language Teaching. A Guide for Building the Modern Curriculum. Selected Papers from the 1975 Central States Conference. This book consists of eleven papers presented at the 1975 Central States Conference. The principal objective of the conference was to examine the trend for human relations, ethnic studies, and bilingual-bicultural education in American education and the new interest in languages not usually taught in the past. The papers include: (1) "We're All Ethnics: Hyphenated Americans, Professional Ethnics, and Ethnics by Attraction," by Lorraine A. Strasheim; (2) "The Analysis of Language and Familiar Cultures," by Nelson Brooks; (3) "Linguistic Diversity in the Classroom," by Geneva Smitherman; (4) "Analyzing French Culture and Interpreting Some of its Manifestations," by Jacqueline C. Elliot; (5) "Analyzing Hispanic Culture: Some Implications for Teaching," by Yvonne de Wright; (6) "A Look at Americans of German Descent," by La Vern J. Rippley; (7) "Newspapers and Magazines in the Second Language Classroom," by Helen L. Jorstad; (8) "Evaluating Cultural Learnings," by Robert C. Lafayette and Renate Schulz; (9) "Sexism in French Language Textbooks," by Betty Schmitz; (10) "Preparing Teachers for Cultural Pluralism," by Margaret Shryer; and (11) "Study-Travel Abroad," by Sue Reynolds. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Cultural Differences
(1992). Exemplary Programs Serving Special Populations. Volume II. This monograph describes briefly five exemplary programs chosen in 1991 by the Technical Assistance for Special Populations Program of the National Center for Research in Vocational Education. The first section of the monograph contains background information on the search for exemplary programs, including a discussion of how the framework for identifying such programs was developed. Five of the 20 components that were found to be well developed and particularly strong in the chosen programs are described. (The five components are as follows: assessment of individuals' vocational interests and abilities, financial support, family and parental involvement and support, notification of both students and parents regarding vocational opportunities, and follow-up of graduates and nongraduates.) The second section includes a description of the exemplary programs, emphasizing those components that reviewers rated highly and that were found to be innovative. The five exemplary programs are the following: (1) Comprehensive Bilingual Vocational Education for Refugee Youth, Catholic Charities of Richmond, Virginia; (2) General Trades/Vocational Experiences for Exceptional Persons, Portland Regional Vocational Technical Center, Maine; (3) Single Parent/Displaced Homemaker Program, Pinellas Technical Education Center, Florida; (4) Transitioning Vocational Services, Mt. Prospect, Illinois; and (5) The Vocational Education Resource System, Rohnert Park, California. An appendix includes guidelines that reviewers used for rating exemplary programs as well as a description of the 20 components that comprise the framework. [More] Descriptors: Bilingual Education, Demonstration Programs, Displaced Homemakers, Education Work Relationship