This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Guadalupe Valdes, Kenyon S. Chan, Thomas J. Melesky, Pamela G. Wright, Roger W. Shuy, Carmen Simich, Charlene Rivera, Lento F. Maez, Samuel S. Peng, and Ellen de Kanter.
(1986). Input Frequency and Developmental Sequence in ESL: Should It Drive Curricula and Instruction?, NABE: The Journal for the National Association for Bilingual Education. Describes longitudinal case study of the developmental sequence of certain English forms and the influence of input frequency on their acquisition by three-Spanish speaking elementary students. Reports findings which suggest that developmental sequence is variable and that input frequency does not influence it particularly. Descriptors: Case Studies, Elementary Education, English (Second Language), Language Acquisition
(1983). Expressing Time through Verb Tenses and Temporal Expressions in Spanish: Age 2.0-4.6, NABE: The Journal for the National Association for Bilingual Education. Analyzes the oral production of verb tenses and temporal expressions in the speech of four Spanish-speaking Mexican American children between the ages of two and four and one-half. Gives details of linguistic development at three- and/or six-month intervals. Charts the most common temporal expressions and their frequency of occurrence. Descriptors: Bilingual Students, Children, Comparative Analysis, Language Acquisition
(1984). Constructing Matching Texts in Two Languages: The Application of Propositional Analysis, NABE: The Journal for the National Association for Bilingual Education. Discusses how current procedures for selecting/constructing equivalent texts may lead to error because of their specific limitations; proposes the utilization of micro-propositional analysis coupled with word-frequency lists and readability formulas for constructing "matching" texts; presents some procedures which researchers working in English and Spanish constructing parallel texts can use. Descriptors: Content Analysis, Difficulty Level, English, Multilingual Materials
(1981). Educational Attainment of Language Minorities in the United States, NABE: The Journal for the National Association for Bilingual Education. The article presents some findings of the 1976 Survey of Income and Education in which the National Center for Education Statistics and the U.S. Census Bureau obtained information about the characteristics and educational status of the approximately 28 million people in this country with language backgrounds other than English. [More] Descriptors: Adult Learning, Adults, Educational Attainment, Educational Status Comparison
(1984). What Matters? The Relative Impact of Language Background and Socioeconomic Status on Reading Achievement, NABE: The Journal for the National Association for Bilingual Education. To determine the cause of the reading achievement gap between language minority students (Hispanic) and nonlanguage minority students, language background, socioeconomic status (SES), and ethnicity in the High School and Beyond data set were analyzed. Language background and SES/ethnicity were found to be equally accountable for the gap. Descriptors: Comparative Analysis, Ethnicity, Family Influence, Grade 10
(1982). Estimation of the Number of Children with Limited English Proficiency: A Review of Analytic Procedures, NABE: The Journal for the National Association for Bilingual Education. Two major analytic procedures for estimating the number of children with limited English proficiency (discriminant analysis and probabilistic procedures) are described and strengths and weaknesses discussed. Synthetic cohort analysis (an expanded version of the probabilistic approach) is described and recommended as an alternate procedure for future national studies. Descriptors: Children, Discriminant Analysis, English, Estimation (Mathematics)
(1985). Identifying and Providing for the Hispanic Gifted Child, NABE: The Journal for the National Association for Bilingual Education. Hispanic children are often considered ineligible for participation in programs for the gifted and talented because of identification procedures that rely heavily on tests which are inappropriate for use with Spanish-speaking children and because of the widespread acceptance of an essentially inaccurate definition of giftedness as synonymous with high IQ. Descriptors: Ability Identification, Elementary Secondary Education, Gifted, Gifted Disadvantaged
(1981). Conditions Affecting Language Learning and Maintenance among Hispanics in the United States, NABE: The Journal for the National Association for Bilingual Education. Informal interviews with educators, administrators, employers, researchers, and civil rights attorneys indicated that three general areas of focus were apparent: conceptual variables (about what language learning and maintenance actually means); social variables (family, socioeconomic status, sex, age, region, politics); and attitudinal variables. [More] Descriptors: Cognitive Processes, Cultural Influences, Educational Policy, Hispanic Americans
(1981). Measuring Teachers' Attitudes Toward Mexican American Students, NABE: The Journal for the National Association for Bilingual Education. The study identified the fundamental attitudes of 161 student teachers from the University of Houston, 104 teachers from three suburban elementary schools under federal mandate to desegregate, and 233 teachers from six urban and suburban elementary schools enrolling Mexican American students toward Mexican American students and these students' education. [More] Descriptors: Achievement, Educational Attitudes, Elementary Education, Elementary School Teachers
(1981). An Introductory Examination of Children's Invented Spelling in Spanish, NABE: The Journal for the National Association for Bilingual Education. The study investigated the phenomenon of invented spelling in the original composition of 10 first grade and 10 second grade native Spanish speaking children enrolled in a bilingual program. From an examination of over 200 pieces of writing, categories of spelling have been suggested and examples of each are given. [More] Descriptors: Bilingual Students, Grade 1, Grade 2, Graphemes
(1980). On Ethnographic Studies and Multicultural Education, NABE: The Journal for the National Association for Bilingual Education. Reviews and assesses the contributions of current ethnographic studies and addresses the development of microethnographic research methods, the characteristics and findings of current microethnographic studies, and the overall state of the art of this field as it relates to education in multicultural settings. [More] Descriptors: Comparative Analysis, Educational Research, Elementary Secondary Education, Ethnic Groups
(1984). The Forms, Functions and Values of Literacy: Reading for Survival in a Barrio as a Student, NABE: The Journal for the National Association for Bilingual Education. Presents preliminary findings of a study of the various forms, functions, and values of literacy in Mexican and Mexican American homes. Discusses two crucial issues: the qualitative differences in the use of same literacy forms by different children and the children's role in dealing with literacy demands. Descriptors: Bilingual Students, Elementary Secondary Education, Family Environment, Functional Reading
(1981). Issues in the Assessment of Language Proficiency of Language Minority Students, NABE: The Journal for the National Association for Bilingual Education. The issues of language assessment and placement raise several important questions: (1) What are the basic premises upon which current language assessment instruments have been developed? (2) What is the state of the art in language proficiency assessment? (3) What implications do current research findings have for language proficiency assessment? [More] Descriptors: Communicative Competence (Languages), Language Proficiency, Language Skills, Language Tests
(1983). The Acquisition of Noun and Verb Morphology in 18-24 Month Old Spanish Speaking Children, NABE: The Journal for the National Association for Bilingual Education. Results of a study of linguistic structure acquisition by children aged 18 to 24 months whose first language is Spanish include inventories of verbs and nouns used by the children and show which tenses appear first and in which order and the appearance of noun plurals and articles with nouns. Descriptors: Bilingual Students, Infants, Language Acquisition, Language Research
(1979). Bridging the Research-Practice Gap: Children's Functional Language Protocols, NABE: The Journal for the National Association for Bilingual Education. Article discusses (1) implications of understanding children's functional language competence for assessment and evaluation, (2) application of this understanding to preparation of teaching materials and design of curricula, and (3) recognition of children's language as a viable system of its own rather than an incomplete rendition of the adult model. [More] Descriptors: Child Language, Curriculum Design, Educational Assessment, Elementary Education