This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Merrill Swain, Fred Genesee, Sara Lopez, John Macnamara, Guy Dumas, Jorge Santiago, Neal B. Finer, Earl Jones, Craig Chaudron, and Austin Dissemination and Assessment Center for Bilingual Education.
(1979). Las Matematicas: Lenguaje Universal. Nivel 2b: Multiplicacion y Division de Numeros Enteros (Mathematics: A Universal Language. Level 2b: Multiplication and Division of Whole Numbers). This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include multiplication and division. Descriptors: Bilingual Education, Division, Elementary School Mathematics, Elementary Secondary Education
(1979). Las Matematicas: Lenguaje Universal. Nivel 2c: Factores y Multiplos (Mathematics: A Universql Language. Level 2c: Factors and Multiples). This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include factors, prime and composite numbers, divisibility, and exponents. Descriptors: Bilingual Education, Division, Elementary School Mathematics, Elementary Secondary Education
(1979). Las Matematicas: Lenguaje Universal. Nivel 2a: Suma y Resta de Numeros Enteros (Mathematics: A Universal Language. Level 2a: Addition and Subtraction of Whole Numbers). This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include addition and subtraction. Descriptors: Addition, Bilingual Education, Elementary School Mathematics, Elementary Secondary Education
(1979). Las Matematicas: Lenguaje Universal. Nivel 3: La Medida (Mathematics: A Universal Language. Level 3: Measurement). This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include liquid, dry, linear, weight, and time measures. Descriptors: Bilingual Education, Elementary School Mathematics, Elementary Secondary Education, Mathematics Curriculum
(1976). The Cloze Test as a Measure of Second Language Proficiency for Young Children. This paper presents empirical data concerning the use of a cloze test as a measure of second language proficiency. Grade four students in their fifth year of a French immersion program were tested using both English and French cloze tests. Correlations between the cloze test and other language achievement measures were calculated for both languages and were found to be high. It is suggested that in summative evaluations, the cloze technique provides a useful measure of overall second language proficiency with this age group, and that an error analysis of individual items yields valuable information for formative evaluations. Descriptors: Achievement Tests, Bilingual Education, Cloze Procedure, Formative Evaluation
(1970). An Evaluation Report on the Regional Educational Agencies Project (Alabama, Louisiana, Tennessee, Texas) in International Education. The report gives the background on the association of these states in an international education effort directed at Central American nations. The basic objectives of the project are: 1) to develop school-to-school projects in the United States and abroad involving 2 to 3 year exchange of teachers, pupils, curriculum materials, and ideas for improvement; 2) to collect and make available materials and resources; 3) to coordinate activities in international education; 4) to develop liaison between national ministries of education and individual schools; 5) to inject international education into the thinking of those planning teacher education programs; 6) to work with local citizen groups in special projects; 7) to promote improvement in modern foreign language instruction; 8) to integrate the international aspect into state developed curriculum materials; 9) to develop readiness tests; 10) to involve college and university personnel; and, 11) to develop and plan educational television programs. Each individual state's projects are presented and evaluated. The report closes with four basic recommendations for the future. SO 000 036 is a related document. [More] Descriptors: Bilingual Education, Cultural Exchange, Curriculum Development, Educational Development
(1979). Las Matematicas: Lenguaje Universal. Nivel 1: Numeros y Numeracion (Mathematics: A Universal Language. Level 1: Numbers and Numeration). This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include graphing on a number line, place value, using exponents, flow charts, and Roman numerals. Descriptors: Bilingual Education, Elementary School Mathematics, Elementary Secondary Education, Mathematics Curriculum
(1977). Teachers' Priorities in Correcting Learners' Errors in French Immersion Classes. Working Papers on Bilingualism, No. 12. Observation and analysis of classroom interaction is used in a pilot study of Grade 8 and 9 French immersion programs to evaluate the relative importance placed by teachers on different student oral behaviors. The frequencies of teachers' corrections for different kinds of students' errors (in second language [L2] skills, subject matter knowledge, and classroom interaction) are seen to correspond in definite ways to the teachers' stated priorities. The learning of lesson content (in Mathematics, Science, History, Geography and French) is not subordinated to L2 acquisition. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Classroom Environment
(1974). What Can We Expect of a Bilingual Programme? Working Papers on Bilingualism, No. 4. How do the expectations for bilingual educational programs of legislators, educators, parents, students and ethnic leaders match one another? What expectations are implicit in the actual practice of schools, of homes, of evaluators? How does all this fit in with what we understand about the best way for children to learn a language? This paper attempts to answer these questions and in so doing finds much that is contradictory, much that is misleading, and much that is just poorly conceived. It also suggests more reasonable approaches to the relevant issues. [More] Descriptors: Administrator Attitudes, Bilingual Education, Bilingual Schools, Bilingual Teachers
(1979). Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 4a: Multiplicacion de Fracciones (Mathematics: A Universal Language. Intermediate Grades, Level 4a: Multiplication of Fractions). This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include equivalent fractions, mixed numbers, and multiplication of fractions and mixed numbers. Descriptors: Bilingual Education, Elementary School Mathematics, Elementary Secondary Education, Fractions
(1975). Activity Supplement for Puedo Leer: Teacher's Guide and Use of Charts. Program for Initial Reading in Spanish for Bilingual Children. This activity supplement is intended to accompany the Puedo Leer/I Can Read Teacher's Guide for initial reading in Spanish for bilingual children. The supplement, which consists of a teacher's guide and a set of charts on card stock, provides suggestions for a wide variety of pre-reading activities and approaches, which expand on the activities presented in Puedo Leer/I Can Read. The two main sections of the teacher's guide consist of an introduction to vowels and an introduction to consonants. In these sections, the introduction of the letter-sound is followed by reinforcement and follow-up activities, which include word games and composition exercises. The cards accompany the section on consonants and contains exercises designed to be used after the introduction of each consonant. Strategies for the use of the cards are included in the package. [More] Descriptors: Basic Reading, Bilingual Education, Consonants, Educational Games
(1978). Second Language Learning and Language Attitudes. Working Papers on Bilingualism, No. 16. An investigation was undertaken to assess student attitudes toward learning and using French and their reasons for studying it. It was felt that a more thorough investigation of these issues might help to broaden knowledge of some of the non-educational, social consequences of immersion programs. English-speaking students in sixth and eleventh grades in both immersion classes and regular French programs were given a questionnaire intended to evaluate their feelings about using French, their actual use of the language outside school settings, their motivations for learning French, and their perceptions of their own competence in it. At the same time, the immersion students were asked to assess the immersion program itself. Results indicated that the immersion students felt more at ease about speaking French and were more competent than students in the regular program. However, there was no indication that immersion students sought opportunities to express themselves in French. These results were explained in relation to three possible variables: (1) the speaking skill was felt to be weaker than other language skills; (2) students' long-range motivation factors effectively minimized immediate usage; and (3) students' usage of the language reflected general social norms in the community. Finally, it is noted that immersion students were generally satisfied with the program and recommended it to other students. Descriptors: Bilingual Education, Communicative Competence (Languages), Elementary Secondary Education, French
(1973). L'Apprentissage du Francais Langue Seconde en Classe d'Immersion dans un Milieu Torontois (Learning French as a Second Language in Immersion Classes in a Toronto Environment). Working Papers on Bilingualism, No. 1. Examples of the spontaneous speech in French of native English speakers, average age 7.6 years, were collected at the end of their second year in a French immersion program. Results show that the native language strongly influences second language speech production. While vocabulary and pronunciation are of course predominantly French, the syntactic structures used are for the most part English. Also encountered are structures that cannot be assigned to either language system. The regularity of the errors encountered in the spontaneous speech in the second language supports the notion of the existence of a systematic intermediate language which differs grammatically from both the first and the second language in question. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, English
(1973). Estudio Cultural de Puerto Rico. A Cultural Study of Puerto Rico. This book presents resource materials for teaching the cultural heritage of the Puerto Rican student. It includes biographical sketches of outstanding figures in Puerto Rican history from colonial times to the twentieth century. It also contains descriptions of national festivities and holidays, as well as poetry representative of Puerto Rican literature. A list of evaluation exercises for the student follows each reading selection. A bibliography is included. [More] Descriptors: Bibliographies, Biculturalism, Bilingual Education, Bilingualism
(1975). The Mexican Experience: A Social Studies Approach to Art and Architecture. "The Mexican Experience" is a two-volume cultural resource for use at the secondary level. It may also be used at college and adult levels for introductory cultural awareness. It offers an instructional package on Mexican culture, stressing an art-architecture perspective with content ideas applicable to classes in Spanish, English as a second language, art history, and humanities. Volume I, the teacher's guide, includes: (1) rationale for integrating multiple aspects of the social studies, such as history, geography, anthropology, and sociology, with multiple aspects of the arts, such as art history, architecture, or painting, in order to provide humanistic insights into cultural realities; and (2) eight detailed sample lessons on Mexican art and architecture. Each lesson includes a statement of the key idea, objectives to be developed, content suggestions, recommended activities, and sources for teachers and students. Volume II provides the resource materials; it includes transparency masters, content outlines, charts, maps, and illustrations. The emphasis in both volumes is on presenting samples of what teachers can do to build meaningful lessons in all categories of Mexican culture. Descriptors: Architecture, Art, Bilingual Education, Cultural Awareness