Haskell, John F., Ed. (1980). Focus on the Learner. The Collected papers of the Annual State Convention of Illinois Teachers of English to Speakers of Other Languages and Bilingual Education (8th, Chicago, Illinois, March 21-22, 1980). The following papers on English as a second language (ESL) are collected here: (1) "The Joy of Language" by H. Douglas Brown, (2) "Hats Off to the TESOL Classroom Teacher" by Darlene Larson, (3) "Two Languages in One Brain: An Introduction to Psycholinguistics" by Lev Soudek, (4) "Do Techniques Derived from Hypnosis Offer a Positive Contribution to ESL?" by Myrna L. Hammerman, (5) "Increasing Reading Rate without Anxiety in the ESL Classroom" by Denise M. Mahon, (6) "Composition for Advanced Adult ESL Students" by Jean Berglof Chapman, (7) "Paradigmatic/Syntagmatic Responses and Reading Achievement of the Limited English Speaking Adult" by Richard A. Orem, (8) "Guided Spontaneity: An Approach to Grammar Class" by Irwin Aloff, (9) "Teaching Pronunciation: A Grammar Integrated Approach" by Beth Weisberg, (10) "Handwriting and the ESL Teacher" by Gary Bevington, and (11) "A Decade of Illinois TESOL/BE 1970-1980" by Virginia Welninski. Descriptors: Adult Education, Classroom Techniques, English (Second Language), Grammar

Valencia, Atilano A. (1970). An Analysis and Assessment of Oral Spanish and Oral English Development Among Children with Limited Proficiency in English and/or Spanish: An Evaluation Report for the Wilson School District Bilingual Education Program, Phoenix, Arizona. Evaluation was made of the Wilson School District's oral Spanish and oral English development programs for preschool and first-grade children with limited proficiency in English and/or Spanish. The program consisted of 3 major components: an English Oral Language Program (EOLP) for children using nonstandard English, a Spanish Oral Language Program for non-Spanish-speaking children and for Spanish-surnamed with Spanish oral language deficiencies, and a Spanish Language Arts Program for pupils with a basic structure and phonology in Spanish. In addition, the Initial Teaching Alphabet program was used with a control group of children being exposed to beginning English language development. Evaluations were made of the individual programs (with a varying number of meetings per week) and of the comparative success of the various programs. Analysis of covariance provided consistent indications in support of the EOLP for children with limited proficiency in English. While the Spanish language programs are envisioned as important components of the Wilson Bilingual Program, they do not appear as well-developed as the English-as-a-second-language component. With refinement of the Spanish language component, it is expected that the Wilson program will enhance the bilinguistic and overall academic development of the beginning pupil with limited English and/or Spanish. Descriptors: Bilingual Education, Elementary School Students, Evaluation, Language Arts

Cohen, Andrew D. (1970). A Sociolinguistic Approach to Bilingual Education. The Measurement of Language Use and Attitudes Toward Language in School and Community, with Special Reference to the Mexican American Community of Redwood City, California. This paper attempts to place bilingual schooling in a sociolinguistic context by relating language use in school to language use in the community. The city treated here, Redwood City, California, has a growing Mexican American population and was one of the 23 California cities selected for bilingual schooling through Title VII; programs were initiated during the 1969-1970 school year. Chapter I, "The Sociolinguistic Description of a Bilingual Community" traces the history of the Mexican American community in Redwood City, and discusses models for dealing with bilingual communities and their applicability to the Redwood City situation. Chapter II, "The Measurement of Oral Language Proficiency of Bilinguals" reviews the literature on discrete-point and overall skills of oral proficiency for young bilinguals and presents general information on the nature of Spanish-English bilingualism among the Redwood City kindergartners and first-graders who were the subjects of the study. Concluding remarks stress the importance of considering socioeconomic and other home factors in studying the child's verbal abilities and the need for better discrete -point and overall skill tests. An appendix presents the questionnaires used in the study, and an 118 entry bibliography completes the work.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Child Language

Valencia, Atilano A. (1972). Bilingual-Bicultural Development for Spanish, English and Indian Speaking Children in a Southwestern Multicultural Environment. A Report of Statistical Findings and Recommendations for the Grants Bilingual Education Project, Grants, New Mexico. The Grants Bilingual-Bicultural Program provided for the linguistic and academic needs of children with language limitations in English and Spanish, children functional only in Spanish or English and children functional in the Keresan or Navajo language with limitations in English. The evaluation design determined program effects in English language development, Spanish language development, cultural perceptions and attitudes, and academic achievement in science, mathematics, and social science. Pre-test and post-test measures were used for experimental and control group children in grade levels 1, 2, and 3 at 6 schools representing at least 4 ethnic groups and language references. The statistical findings showed that children tended to score higher on the Cultural Sensitivity Test at progressively higher levels in the first 3 elementary grades, that ideas depicting native cultural references have been discussed by teachers in the program, that children in the bilingual program are advancing in the Spanish language arts, and that more structural activities are needed for the Spanish-surnamed child who operates with a Spanish-English mixed language reference base. Observations included that administrative encouragement and support were very apparent and that program personnel were very enthusiastic about the program. (Several pages may be light.)   [More]  Descriptors: Academic Achievement, American Indians, Biculturalism, Bilingual Education

Barik, Henri C.; Swain, Merrill (1978). Evaluation of a Bilingual Education Program in Canada: The Elgin Study Through Grade Six. Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 27. This paper presents the findings of the last completed evaluation of a partial immersion program in St. Thomas, Ontario, which involves the use of French as the medium of instruction for half the school day and English for the other half, beginning in Grade One. Unlike the previous evaluation, in the current one a Canadian-normed instrument was used. As in the past, differences between the immersion and comparison groups at each grade level were analyzed through one-way analysis of variance as well as analysis of covariance using age and IQ as covariants. The results are specified and put in relation to previous findings in two ways: longitudinally, as they relate to data from previous evaluations for the same group at earlier grades, and where applicable, "replicationally," as they relate to data from previous evaluations for the same grade level. Findings are reported and interpreted for IQ scores, measures of English language skills, mathematical concepts and total mathematics scores, work-study skills, and the composite measure of skills tested, science achievement, and French performance. The results are generally positive with respect to the partial French immersion program. Descriptors: Basic Skills, Bilingual Education, Comparative Analysis, Elementary Education

Duncan, Sharon E. (1983). Cheap Ship Trips: A Preliminary Study of Some English Phonological Difficulties of Language-Minority Children and Their Relationship to Reading Achievement. Bilingual Education Paper Series, Vol. 7, No. 4. A study of the pronunciation problems of language-minority children had as subjects 578 first, third, and fifth-graders from seven ethnolinguistic groups (urban and rural Mexican-Americans, Puerto Ricans, Cuban-Americans, Franco-Americans, Native Americans, and Chinese-Americans) from low to low-middle income communities in California, Texas, Florida, New York, Louisiana, and New Mexico and 128 Anglo children from similar income groups. Results showed a significant positive relationship between phoneme production and reading achievement for some groups of third and fifth-graders, as well as for Anglo first-graders. The difficulty pattern varied across the ethnolinguistic groups, but the greatest pronunciation difficulty for the language-minority children was with the phonemes acquired last by first-language English speakers. While some phonological difficulties seem to disappear with increasing age for some groups, for others the difficulties are greater in the higher grades.   [More]  Descriptors: American Indians, Chinese Americans, Comparative Analysis, Cross Cultural Studies

Michigan State Board of Education, Lansing. (1986). Bilingual/Migrant Education. Proven Exemplary Educational Program and Practices: A Collection from the National Diffusion Network (NDN). This booklet describes 14 bilingual/migrant educational programs that have been validated as successful by the Joint Dissemination Review Panel (JDRP) of the U. S. Department of Education. Developed by individual school districts in response to their local needs, these projects are available for adoption by other districts. Some projects receive federal funding as "developer demonstrators" to provide teacher training, materials, and technical assistance to those who adopt their programs. The National Diffusion Network facilitates the exchange of information between developers of successful projects and adopting districts. The booklet contains an alphabetical table of contents, project entries, and indices of programs by category and validated grade levels. The Department of Education can assist in a program adoption only at validated grade levels. Program entries include a brief description, audience description, validated grade levels, requirements and costs for the adopting school district, services available from the demonstrating district, contact person, developmental funding source, and JDRP number and validation date. Two or more programs address the following aspects: adult education, basic skills, career development, classroom management, dropout prevention, English as a second language, individualized instruction, language acquisition, language arts, mathematics, oral language development, parent involvement, preschool education, reading, school community programs, screening tests, staff development, and tutoring.   [More]  Descriptors: Bilingual Education, Bilingual Education Programs, Demonstration Programs, Early Childhood Education

Rivera, Klaudia (1982). State of the Art in Bilingual Special Education. Final Report, 9/3/81-9/2/82. This monograph presents a synthesis of information on the education of Hispanic handicapped children. The problem is set forth in Chapter 1 which also covers approaches used to obtain information on issues and trends in the field. Assessment issues are focused on in Chapter 2 which reviews basic assumptions underlying assessment as well as criticisms of testing practices, discusses criteria for non-biased assessment, and explores alternatives to standard testing procedures (such as culture fair tests). A chapter on language assessment addresses such topics as cognitive learning style, examiner characteristics, and teacher attitudes. Placement litigation touching on over- and under-representation of minorities in special education is reviewed in chapter 4 which also presents standards for placing limited English proficient students. Training issues and statements of teacher competencies are highlighted in the fifth chapter's discussion of personnel preparation. Issues in the delivery of services including the controversy over native vs. English-language instruction and linguistic considerations, are examined in chapter 6. A concluding chapter points out areas of information gaps (assessment, personnel preparation, delivery of services) and considers topics in need of research.   [More]  Descriptors: Bilingual Education, Delivery Systems, Disabilities, Elementary Secondary Education

Barker, David J., Ed.; Terdy, Dennis, Ed. (1984). Language Key to Learning: Selected Papers from the Annual State Convention of the Illinois Teachers of English to Speakers of Other Languages/Bilingual Education (12th, 1984). Volume V. Selected papers from the state conference of the Illinois Teachers of English to Speakers of Other Languages include two plenary session presentations and six concurrent session presentations. The plenary session presentations are "Who's In Charge Here?" by Jesan Handscombe and "So What Do You Do In There Anyway?" by Dennis Terdy. The concurrent session presentations are: "Cloze Residual Gain: A Procedure for Measuring Information Gain in ESL Reading Comprehension" (Patricia German, Kyle Perkins); "Tutoring Without a Net" (Virginia Gibbons, Suzanne Liebman); " Wholistic' Evaluation of Language Minority Students in Elementary and Secondary Schools" (Margot H. Gottlieb); "Can Southeast Asian Students Learn to Discriminate Between English Phonemes More Quickly with the Aid of Music and Rhythm?" (Lisa Karimer); "Critical Issues in the Use and Teaching of the Native Language to Asian Limited English Proficient Students" (Wook Park, Ovid Wong, Noriko Takada, Stephen Shiu, David Wong, Patricia Kim); and "Using Oral and Written Language Responses from Two Language Inventories and Data from a Non-Verbal IQ Test to Predict ESL Reading Performance" (Kyle Perkins, Charlotte Groff, Paul Angelis). Descriptors: Achievement Gains, Bilingual Education, Classroom Techniques, Cloze Procedure

Ramirez, J. David (1992). Executive Summary of the Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Program for Language-Minority Children, Bilingual Research Journal: The Journal of the National Association for Bilingual Education. Summarizes a 4-year longitudinal study of over 2,000 elementary students. Compares three alternative instructional programs for Spanish-speaking, limited-English-proficient (LEP) students: structured English-immersion strategy; early exit bilingual programs; and late-exit bilingual programs. Primary language instruction seems beneficial to LEP students more than English immersion. By grade six, students in immersion programs may fall further behind their English-speaking peers. Descriptors: Academic Achievement, Bilingual Education, Educational Strategies, Elementary Education

Congress of the U.S., Washington, DC. House Committee on the Judiciary. (1993). Voting Rights Act: Bilingual Education, Expert Witness Fees, and Presley. Hearings before the Subcommittee on Civil and Constitutional Rights of the Committee to the Judiciary. House of Representatives, One Hundred Second Congress, Second Session (April 1, 2, and 8, 1992). Testimony concerning amendments to the Voting Rights Act of 1965 addresses, specifically, the provisions for language assistance for Alaskan native, Asian-American, Hispanic, and Native American citizens in order that they be able to exercise effectively their right to vote. The proposed legislation would extend coverage of Section 203 of the amendments for an additional 15 years. Testimony includes the transcribed and written statements, and supporting documentation, of: legislators (Solomon P. Ortiz, Jose E. Serrano, Patsy T. Mink, Bill Emerson, Henry J. Hyde) and scholars, attorneys, and representatives of voting rights, language, and educational organizations (John A. Garcia, Jeannette Wolfley, Kevin J. Lanigan, P. George Tryfiates, Faith Roessel, Margaret Fung, Josephine J.  Wang, Philip Riggin, Andrew Hernandez, Yvonne Y. Lee, Luis C. Caban, Vanessa Dixon, Eugene W. Hickok, Jr., John R. Dunne, M. Faith Burton, Frank R. Parker, Abigail Thernstrom, Theodore M. Shaw, Joaquin G. Avila, and Timothy G. O'Rourke). Supporting materials submitted for the hearings are appended.   [More]  Descriptors: Alaska Natives, American Indians, Asian Americans, Bilingual Education

Ellis Associates, Inc., College Park, MD. (1979). Bilingual Metric Education Modules for Postsecondary and Adult Vocational Education. Core Units, I – V (English and Spanish). Five instructional units on the metric system of weights and measures are provided in this document designed for use with bilingual (English and Spanish) students in postsecondary and adult vocational education programs. (This document, divided into Spanish and English versions, is designed to be used with three documents–CE 022 167, CE 022 168, and CE 022 169.) The unit titles are (1) measuring length and finding area, (2) measuring volume, (3) measuring time and finding speed and acceleration rates, (4) measuring mass and power, and (5) measuring temperature and energy. Each unit uses the common reference point approach to instruction and includes these elements: a statement of objectives, suggested activities for instructor and student, information sheets, assignment and job sheets, transparency masters, and a unit test with answer key. Descriptors: Adult Vocational Education, Bilingual Education, Curriculum Guides, Instructional Materials

Cooke, David; Lamerand, Raymond (1973). Enseignement Bilingue: Problemes Souleves par la Preparation d'un Materiel Pedagogique pour des Franco-Ontariens (Bilingual Education: Problems Raised by the Preparation of Teaching Materials for Franco-Ontarians). Working Papers on Bilingualism, No. 1. This paper reports on a program developed to prepare teaching materials for the instruction of French to adolescents who have French as a native language but no longer speak French at home. A principal goal is to create situations that will inspire students to communicate in French, and to avoid purely academic exercises. Since students tend to express themselves by means of an intermediate language, whether they are learning French or English, the program is oriented towards learning language as a medium of communication. This places the emphasis on the acquisition of concepts and communicative competence rather than on a flawless command of the grammar and the vocabulary. This program is characterized by the integration of both linguistic and paralinguistic factors that favor communication in the language learning process. Descriptors: Adolescents, Bilingual Education, Communication Skills, Communication (Thought Transfer)

Suarez, Cecilia Cota-Robles (1981). Testimony to California Governor's Advisory Council on Child Development Programs – Bilingual/Bicultural Education (Los Angeles, California, February 14, 1981). Linguistically and culturally relevant child care services should be made available for the large population of Hispanic children in the United States. Child care services must be linguistically and culturally relevant because the rejection of first language and culture can hinder the psychological and social development of minority children. One research study indicates that low self- concept among Chicano Spanish-speaking students is related to their school's restriction on speaking Spanish in school. Conversely, another study finds that East Los Angeles Chicano adolescents who identify with the Chicano culture are better adjusted, more adaptive to conflicts and more open-minded. The Hispanic child should not be subjected to a hostile child care program, such as one based in deprived model theory. The predominant theory used in early childhood education programs for minority children, the deprived model assumes that low-income or minority children have deficient home experiences and supports the notion that the minority child is incapable of functioning adequately in an educational setting. A bilingual, culturally relevant child care environment based on children's needs, interests, culture and language should be provided for the Hispanic child. (At the conclusion of this argument six recommendations for the provision of child care to Hispanic children are offered.) Descriptors: Adjustment (to Environment), Bilingual Education, Day Care, Individual Development

Cortes, Carlos E. (1974). Concepts and Strategies for Teaching the Mexican American Experience. New Approaches to Bilingual Bicultural Education, No. 7. This teaching manual is the seventh in a series designed for use in bilingual/bicultural programs. This manual discusses ideas for applying the concept of cultural democracy to the school curriculum by incorporating the study of the Mexican-American. Six alternative exploratory concepts are suggested as ways of escaping the traditional frames of reference for the Chicano experience and helping to eradicate common misconceptions. The concepts are: (1) a recognition of the influences on the development of the "Greater America" of the American cultures that existed prior to the arrival of the Europeans; (2) the comparative analysis of ethnic experiences; (3) the diversity among Chicanos; (4) the view of society as a problem for Chicanos, rather than Chicanos as a problem for society; (5) an awareness of the history of Mexican-Americans; and (6) a recognition of the Chicano people as a whole, not through isolated individual success stories. Teaching strategies and techniques, the use of community resources, and supplementary materials related to these concepts are also suggested. These concepts and strategies can also be adapted to the study of other ethnic groups. A manual of self-assessment units accompanies this series.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingual Teachers