This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Robert L. Politzer, Julia Aguilar Stewart, Robert Leonetti, Sacramento. Bilingual Education Office. California State Dept. of Education, Marilyn Babcock, Karen A. Santiago, Bernard R. Gifford, Douglas G. Muller, Austin Dissemination and Assessment Center for Bilingual Education, and Guadalupe Valdes.
(1976). Ha'at'iish At'e? [A Math Workbook]. This math workbook in the Navajo language contains vocabulary designed to introduce a few pre-mathematical concepts to the child before she is presented with mathematical concepts in a classroom situation. The terms "least,""most,""many," and "few" are introduced. Initially, each concept is introduced individually. Later on, different concepts are presented on the same page so that the child can identify differences between concepts. Descriptors: Bilingual Education, Early Childhood Education, Elementary School Mathematics, Instructional Materials
(1973). Cartel: Annotated Bibliography of Bilingual Bicultural Materials, No. 10. This booklet contains an annotated listing of instructional materials for use in bilingual-bicultural programs. Each entry includes the following information: title, author or developing agency, name and address of the publisher, publication date, number of pages, language(s) used, intended audience or level, and a descriptive statement. Any information omitted was not available at press time and may be requested from the publisher. Entries are listed alphabetically by title. [More] Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(2006). Using the Literary Text to Engage Language Learners in a Multilingual Community, Foreign Language Annals. This article discusses the use of Esmeralda Santiago's autobiography "When I Was Puerto Rican" (1994b) as the foundation for an experiential learning project that brought two language communities: suburban college students studying intermediate Spanish and urban Puerto Rican students in an English-as-a-second-language (ESL) class. The researchers relate how the respective classes analyzed the text and its cultural framework in preparation for a cross-cultural encounter when both groups of students discussed their reaction to Santiago's story. This case study is offered as an example of how to use a literary text to achieve the objectives outlined in the "Standards for Foreign Language Learning," standard 5: communities. [More] Descriptors: College Students, Spanish, Urban Areas, Second Language Learning
(1984). A Handbook for Teaching Cantonese-Speaking Children. This handbook is designed to assist California's public school teachers of limited-English-speaking native Cantonese-speaking students in understanding this minority group. The first two chapters address general background factors concerning this language group: immigration history, educational background, and historical and sociocultural factors of the group in general and also specifically in Hong Kong, the People's Republic of China, Vietnam, and California. Chapter III outlines linguistic characteristics of the Cantonese language; Chapter IV recommends instructional and curricular strategies for Cantonese language development, teaching students to read in Cantonese, writing Chinese characters, writing skills for expression of thoughts, motivating students to write, introducing oral English instruction, reading in two languages, developing proficiency in Cantonese, and acquiring fluency in English. A glossary and a four-page bibliography are included, and appendices contain: (1) data on the rank order of school districts by enrollment of limited-English-proficient students who speak Cantonese, (2) a list of educational resources for Cantonese language materials and Cantonese bilingual teacher training, (3) lists of relevant community and government organizations and media services, and (4) descriptions of significant Chinese festivals. [More] Descriptors: Bilingual Education, Cantonese, Classroom Techniques, Elementary Secondary Education
(1979). A Practical Guide to Commonly Used Standardized Achievement Tests. A guide to assist prospective test users in the selection of commonly used standardized achievement tests is presented. The tests include seven readiness tests (prekindergarten and kindergarten), 10 English reading and mathematics tests (grades 1 through 12), and two Spanish achievement tests (grades 1 through 12). Most of the readiness tests are available in either Spanish or English to permit testing of monolingual Spanish-speaking kindergarteners or first graders. The information presented in each test description includes: (1) the levels and forms of the test appropriate for each grade level; (2) normative information concerning the norming population and norming dates; (3) comments on the relative advantages or disadvantages of the norming procedure and other features of the test, for different types of testing programs; (4) types of scoring services; and (5) other evaluative services available through each publisher. Addresses and telephone numbers of the publishers are provided in a Publisher/Test listing. For each test, the levels and forms are listed for the appropriate grade levels. The normative data presented for each test are derived from information provided by the publisher on their standardization procedure for the tests. Descriptors: Achievement Tests, Bilingual Education, Bilingual Students, English (Second Language)
(1975). Initial Language Acquisition in Two Bilingual Schools. Working Papers on Bilingualism, No. 10. The study reports the results of the analysis of Comprehension-Production Test in the kindergarten of two bilingual schools (L-1 English/L-2 French, L-1 Spanish/L-2 English) in the San Francisco Bay area. The tests used covered 14 formal contrasts of English. Parallel tests for Spanish and French were developed by translating the English test. Tests were administered in L-1 once at the beginning of the school year and in L-2 three times at regular intervals during the year. Various types of analysis are presented: (1) Correlations between L-1 and L-2 scores; (2) Correlations between Comprehension and Production scores; (3) Significant rank order of difficulty of the 14 contrasts in L-1 and L-2; (4) Determination of (a) significant differences between Comprehension and Production scores, (b) significant gains made in L-2 during the year, (c) significant differences between L-1 scores at the two schools, (d) significant difference between L-2 scores at the two schools. The main conclusions advanced are that (1) in spite of an overall similarity between factors accounting for difficulty in first and second language acquisition interference from L-1 cannot be ruled out as playing a role in early childhood L-2 acquisition. (2) Comparative studies of second language acquisition can furnish an empirical basis for psycholinguistic and perhaps also linguistic theory. [More] Descriptors: Bilingual Education, Bilingualism, Child Language, English
(1975). Tesoros de mi raza: Programa de lecture y ensenanza del lenguaje (Treasures of My Culture: Reading and Teaching Program for Language Instruction). This teacher's guide, reader and workbook are part of a series of bilingual instructional materials designed for the fourth, fifth, and sixth grades. The present materials are specifically for fourth graders. The goal of the series is to teach Spanish by means of stories that present historical and cultural facts and aspects of the daily life of a Mexican American child, so that the child will acquire a knowledge of and a pride in his culture. There is an indirect emphasis placed on the instruction of standard Spanish. The illustrated reader contains eleven stories, two songs, and a vocabulary list of new words. Each lesson in the teacher's guide is based on the stories, and activities in each lesson include preparation for reading through discussion of the topic and of new words; directed study, consisting of silent and oral reading followed by discussion, exercises, activities and games based on the reading; and evaluation of achievement, including testing of specific grammatical concepts. The teacher's guide outlines objectives, materials to be used, and ideas for carrying out these activities. Specific goals to be reached in reading are stated. The workbook contains exercises, tests, games and maps based on the stories in the reader. [More] Descriptors: Bilingual Education, Childrens Literature, Cultural Education, Educational Media
(1973). Cartel: Annotated Bibliography of Bilingual Bicultural Materials, No. 6. This booklet contains an annotated listing of instructional materials for use in bilingual-bicultural programs. Each entry includes the following information: title, author or developing agency, name and address of the publisher, publication date, number of pages, language(s) used, intended audience or level, and a descriptive statement. Any information omitted was not available at press time and may be requested from the publisher. Entries are listed alphabetically by title. Author, title, distributor, and subject area indexes for the first six issues of Cartel are included. [More] Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(1976). Dine Bikeyah (Land Acquisition Book). This land acquisition guide written in the Navajo language presents historical data concerning the formation of the Navajo Nation and subsequent land addition. It can be used in the classroom for grades seven through twelve. Descriptors: Bilingual Education, History Instruction, Human Geography, Instructional Materials
(1973). Cartel: Annotated Bibliography of Bilingual Bicultural Materials, No. 5. This booklet contains an annotated listing of instructional materials for use in bilingual-bicultural programs. Each entry includes the following information: title, author or developing agency, name and address of the publisher, publication date, number of pages, language(s) used, intended audience or level, and a descriptive statement. Any information omitted was not available at press time and may be requested from the publisher. Entries are listed alphabetically by title. [More] Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(1973). Cartel: Annotated Bibliography of Bilingual Bicultural Materials, No. 11. This booklet contains an annotated listing of instructional materials for use in bilingual-bicultural programs. Each entry includes the following information: title, author or developing agency, name and address of the publisher, publication date, number of pages, language(s) used, intended audience or level, and a descriptive statement. Any information omitted was not available at press time and may be requested from the publisher. Entries are listed alphabetically by title. [More] Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(1973). Cartel: Annotated Bibliography of Bilingual Bicultural Materials, No. 7. This booklet contains an annotated listing of instructional materials for use in bilingual-bicultural programs. Each entry includes the following information: title, author or developing agency, name and address of the publisher, publication date, number of pages, language(s) used, intended audience or level, and a descriptive statement. Any information omitted was not available at press time and may be requested from the publisher. Entries are listed alphabetically by title. [More] Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(). Primary Self-Concept Scale: Girls. This booklet of illustrations accompanies the Primary Self-Concept Scale: Test Manual and depicts the behavior alternatives to be chosen by the children as they relate to particular situations described by the examiners as part of the test. This booklet is designed for girls taking the test. For the version for boys, see FL 003 115; for the test manual, see FL 003 116. [More] Descriptors: Attitudes, Behavior, Bilingual Education, Females
(2006). The Linguistic Isolation of Hispanic Students in California's Public Schools: The Challenge of Reintegration, Yearbook of the National Society for the Study of Education. According to Frankenberg, Lee, and Orfield, segregation for black students declined substantially after the landmark 1954 U.S. Supreme Court decision, "Brown v. Board of Education," reaching its lowest point 30 years later. By comparison, Latino students have experienced "steadily rising segregation since the 1960s." Unlike black students who have been the focus of desegregation orders and Office of Civil Rights enforcements, Latinos have remained segregated both because of limited policy efforts on their behalf and because of their increasing numbers. In this chapter, the authors focus on the educational challenges of linguistic isolation for Latino students by examining the case of California. They provide a historical overview of Spanish in California, tracing the climate of evolving hostility toward Spanish and Spanish-speaking immigrants, and describing the challenges of achieving equity for Latino students segregated by language. The authors address four objectives that are of paramount importance in the challenge of reintegration. [More] Descriptors: Educational Environment, Spanish Speaking, Language Usage, Student Rights
(). Primary Self-Concept Scale: Boys. This booklet of illustrations accompanies the Primary Self-Concept Scale: Test Manual and depicts the behavior alternatives to be chosen by the children as they relate to particular situations described by the examiners as part of the test. This booklet is designed for boys taking the test. For the version for girls, see FL 003 114; for the test manual, see FL 003 116. [More] Descriptors: Attitudes, Behavior, Bilingual Education, Identification (Psychology)