This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Austin Dissemination and Assessment Center for Bilingual Education, Efrain Iruegas, Carmen Simich-Dudgeon, Ruth A. Berman, Carmen Judith Nine Curt, Claus Faerch, Hugo Baetens Beardsmore, Daniel D. Holt, Albany. Bureau of Bilingual Education. New York State Education Dept., and Jonathan Fine.
(1979). The Re-Emergence of a Bilingual: A Case Study of a Hebrew-English Speaking Child. Working Papers on Bilingualism, No. 19. Insight into processes involved in child bilingualism is provided by this account of the "primary language acquisition" (in the sense of Lamendella, 1977) of two languages, English and Hebrew, by a 4 1/2 year old subject. The child's re-entry into her first language, Hebrew, after a year spent in an all-English environment, is traced. Of central concern to the discussion are the transitions between Stage I (understanding Hebrew and English but speaking only Hebrew), Stage II (all-English) and her emergence as a full bilingual after her return to the United States. This development is traced in terms of processes such as language-mixing and code-switching, with specific attention to the developmental errors in the subject's Hebrew. These errors are accompanied by increasing evidence of systematic transfer of syntactic patterns from Hebrew into English usage, but not vice versa. The overall pattern of development is analysed in terms of factors of personality and social situation as well as of the cognitive and linguistic tasks faced by the child in attaining bilingual competence in her two languages. Descriptors: Bilingualism, Child Language, Code Switching (Language), Communicative Competence (Languages)
(1985). Hispanic Heritage: References, Resources and Realities. This booklet is a resource guide for use during Hispanic Heritage week and throughout the year to encourage learning about the many contributions Hispanics have made to our country. Part I describes Hispanic countries, giving brief facts about population, languages, racial and ethnic groups, capital city, religions, government, historical notes, geography, and economy. The countries are listed alphabetically except for Spain which comes first. Part II considers Hispanics in the United States and highlights four major groups. This section includes a brief demographic overview, followed by specific discussion of Mexican Americans, Puerto Ricans, Cubans, and Dominicans, with demographic data for each group. Part III gives global contributions and achievements of Hispanics, first from an historical perspective, focusing primarily on individuals. These achievements are listed in chronological order from 1900-1984. Next are achievements in politics, including data on number of elected officials of Hispanic origin in cities and states, with related demographic data on proportion of Hispanics in the local or state population. This is followed by information on Hispanics' achievements in sports and by miscellaneous facts of interest about Hispanics. Part IV consists of a brief reading list on Hispanics in the United States. Part V is a resource list of commissions, committees and councils on Hispanic affairs. Part VI lists the sources consulted for this information. [More] Descriptors: Area Studies, Cultural Background, Cultural Education, Elementary Secondary Education
(1975). Social Studies, Book I: A Bilingual Multicultural Guide, English-Spanish. This is the first of two social science guides designed for the bilingual, multicultural classroom. This guide was originally intended for the fifth grade though it is appropriate for use in other elementary grades and possibly some junior high classes. The guide may be used independently or as a supplement to other social studies programs. Activities may be done in writing or orally, in English or Spanish, with the entire class, in small groups, or individually. Fifteen curriculum lessons are presented: (1) Studying Man: Adaptation; (2) The Legend of the Eagle and the Serpent; (3) The Building of a City-Tenochtitlan; (4) All Occupations are Important; (5) Ways of Buying; (6) The Exploration and Development of the Southwest; (7) Mexican Americans: Contributions, Successes, Challenges; (8) Lincoln, Juarez, King; (9) Who is a Citizen; (10) The Power of the Vote; (11) The Legislature – Making Laws to Run a Nation; (12) The Presidency – Executing the Laws; (13) The Judiciary – Interpreting the Laws; (14) Why People Use Drugs; (15) Places of Worship in my Barrio. The lessons give title, concept, behavioral objectives, vocabulary, recommended materials and ways to use them, activities, evaluation, and optional activities. A bibliography and answer key for worksheets are also included. Descriptors: Behavioral Objectives, Bilingual Education, Citizenship, Consumer Education
(1978). Learning Achievement Packages. Mexican American Studies, English-Spanish. Developed originally for grades 7-12, the three bilingual Mexican American studies curriculum units on the pre-Hispanic cultures of the Olmecs, Mayas, and Aztecs present information for the teacher and for the student, a glossary, worksheets, an answer key, a test, and a bibliography in Spanish and English. The cross section of materials are intended to deal with the learning problems of students with special language difficulties. Specific unit content is as follows: Olmec–origin, cultural sites, education, religion (spirits of nature, jagure cult, adoration of the dead, religious festivities, magical powers), and art; Maya–old and new empires, government, arts and sciences (architecture, literature, arts, sciences), and religion; Aztec–origin, territory of Tenochtitlan, government, royal line, religion (human sacrifice, Aztec deities), education, arts and sciences, literature, Aztec calendar, and customs (social tasks, food). Exercises for students include location of places on maps, matching, questions for short answers, definitions, multiple choice. The worksheets and tests are designed as duplicating masters. Descriptors: American Indian Culture, Art, Astronomy, Bilingual Education
(1988). Bilingual Dictionary of Mathematical Terms: English–Chinese. The bilingual dictionary has been adapted from a dictionary originally developed by Teresa Kow and Euphine Cheung in New York to assist Chinese students in their understanding of mathematics vocabulary and concepts in English. A total of 204 terms and definitions are provided in English with Chinese translations directly below the entries. Each entry has diagram/number representations. Students may use this publication as a dictionary, workbook, and supplement to their English language mathematics textbooks. [More] Descriptors: Chinese, Dictionaries, Elementary Secondary Education, Mathematical Concepts
(1989). English Literacy Development: Approaches and Strategies that Work with Limited English Proficient Children and Adults. A review of selected research studies and practices on the teaching of literacy to limited English proficient (LEP) students suggests that there is considerable variation in the way literacy is defined. Several methods currently being used to develop LEP students' literacy skills are reviewed. Many LEP students continue to be taught reading skills through phonics rather than the whole language or language experience approaches. Initial research on grammar-based approaches indicates that they are not as effective as others. Striking similarities appear in the success of both adults and children being taught by the various approaches. Effective LEP adult literacy programs reflect learner needs, educational backgrounds, and abilities, almost invariably integrating a basic skills focus with instruction in life or survival skills needed for daily functioning. The following guiding principles for facilitating English literacy with LEP students were suggested by G. Wells (1987): (1) responsibility for selecting tasks, deciding on means for attaining goals, and evaluating outcomes; (2) language should be seen as a means for achieving other goals; (3) writing, reading, speaking, and listening should be seen as complementary processes; and (4) an important place should be accorded to the sharing of personal and literary stories at all stages. (MSE) [More] Descriptors: Adult Literacy, Children, Daily Living Skills, Educational Strategies
(1999). Our Kids Can't, Hands On!. Analyzes diverse perspectives of teachers in bilingual classrooms. Points out that low expectations and low socioeconomic situations are commonly anticipated in a bilingual classroom. Descriptors: Bilingual Education, Elementary Secondary Education, Science Education, Teacher Attitudes
(1978). Reading History in English: Discourse Analysis and the Experience of Native and Non-Native Readers. Working Papers on Bilingualism, No. 16. This paper is the fourth in a series of studies focusing on the problems that Israeli students encounter in reading technical texts in English. This study deals with non-native students' understanding of what they read and on how their understanding compares with that of natives. Also being tested is a method for investigating students' understanding of texts. The theory of cohesion developed by Halliday and Hasan provided the researchers with a useful tool for analyzing the target text and for generating a series of questions. These questions were asked of a small number of native and non-native readers of English. It was found that cohesive factors distinguished non-native from native readers but it was not established which of these factors was most important in the reading process. It is suggested that collecting introspective information from non-native informants about how they answer comprehension questions could be helpful in understanding second-language reading. [More] Descriptors: Cognitive Processes, Comprehension, Content Area Reading, Discourse Analysis
(1984). Non-Verbal Communication in Puerto Rico. Second Edition. Observations of the contrasts between Puerto Rican and Anglo nonverbal communication patterns, and their relevance in the classroom, are outlined and discussed. A general observation is that what is acceptable and permissible in one culture is usually not in the other, and teachers are urged to develop ways of making Anglo and Latin American children aware of these differences in patterns in order to promote understanding and facilitate commmunication, not to change the cultural identity of either group. An introductory chapter on the cultural identity is followed by two papers given at conventions of the Teachers of English to Speakers of Other Languages, including "Non-Verbal Communication in Puerto Rico" and "Non-Verbal Communication in the ESL Classroom, a Frill or a Must?" Additional chapters are devoted to discussion of specific nonverbal behaviors: smiling; staring and eye contact; silence vs. noise; clothes; money matters; laughter and play; frankness vs. reticence; and greetings, farewells, and interruptions. A case study of the linguistic and nonverbal characteristics of Puerto Rican children in a Brooklyn district in 1975 and a paper on Hispanic-Anglo conflicts in non-verbal communication are also included. A bibliography is provided. [More] Descriptors: Body Language, Classroom Communication, Culture Conflict, English (Second Language)
(1979). The Recognition and Tolerance Level of Bilingual Speech. Working Papers on Bilingualism, No. 19. Two experiments, based on the semantic differential technique, were designed to measure the tolerance level of bilingually marked English in a functional bilingual's speech. In the first experiment, marked syntactic cues were rated by different groups of judges as generally indicative of non-bilingualism, although on the whole they were not considered as impairing intelligibility. The marked syntactic cues, when isolated from morphophonemic elements, did not allow for a clear distinction between the functional bilingual and native-speakers using similar non-standard features in monoglot English. In the second experiment centering on the same subject and based on recorded speech, clear gradations were noted in the level of recognition and tolerance level of bilingually marked English. This was generally rejected as not indicative of bilingual competence by other bilinguals, by native-speaker monoglots and by learners of English, even if found to be acceptable and reasonably comprehensible. The results imply an inherent disparity between certain linguistic or widely held definitions of bilingualism that do not correlate with sociolinguistic data and the reality of some types of bilingual cases. Descriptors: Bilingualism, Communicative Competence (Languages), Cues, English (Second Language)
(1979). Describing Interlanguage through Interaction: Problems of Systematicity and Permeability. Working Papers on Bilingualism, No. 19. To assist language researchers in their analysis of interlanguage, some values for the linguistic variables of Source Language (SL), Interlanguage (IL), and Target Language (TL) are set forth. Although the fundamental assumption underlying interlanguage research is that interlanguages are linguistic systems, it is difficult to describe the systematicity because interlanguages are highly unstable. Since this change is brought about by exposure to the target language, descriptions of the systematicity of interlanguage based on interactional data are particularly problematical. In such descriptions, time, type of communication, and type of elicitation device must be considered. Interactional data must be examined because: (1) it represents one of the stylistic dimensions of interlanguage; (2) it is spontaneous, so it is of special interest since learners do not monitor their performance; (3) it is realistic since it is being used to meet learners' communicative needs; (4) it represents one of the only ways of analyzing related IL discourse rules; and (5) it is useful in studying resource expansion strategies and in elucidating the interrelationship between discourse structure and communication strategies. However, because of exact problems in description, the interactional data should be seen to represent a mini-diasystem rather than one individual system. Descriptors: Communicative Competence (Languages), Descriptive Linguistics, Discourse Analysis, Interlanguage
(1983). The New York State Core Curriculum for English as a Second Language in the Secondary Schools. The New York State core curriculum for English as a second language (ESL) in the secondary schools, which is a recommended minimum inventory of areas to be covered, is presented. The curriculum is divided into four instructional levels: beginning, intermediate, advanced, and transitional. At each level, language skills are further subdivided into the areas of listening and speaking, grammatical structures, vocabulary, reading, and writing. The organizing principle of the ESL core curriculum is grammar. Additional information on cultural and functional topics of use to the instructor at each of the four levels of instruction is included. In addition to the listing of specific skills, examples, word lists, and a list of instructional goals are provided for the six categories of phonology, syntax, vocabulary, reading, writing, and culture. An overview concerning the use of the ESL approach and the New York core curriculum is included. Appended materials include: (1) a list of the sounds of English that may be referred to when planning oral practice activities; (2) sample of forms to be used by the instructor and the supervisor; (3) a glossary of technical terms; (4) regulations and guidelines for New York State funding for instructional programs for limited-English-proficient students; and (5) requirements for New York State certification in ESL. [More] Descriptors: Advanced Courses, Communicative Competence (Languages), Core Curriculum, Cultural Education
(1977). The Gateway and the Barrier: Mexican Immigrants in the United States, Imperial Valley. Learning Achievement Packages. This publication presents two suggested Mexican American studies curriculum units. In total they represent a cross-section of materials that have been developed to deal with the learning problems of students with special language difficulties. Originally developed for grades 7 through 12, these units may be adapted for use in adult education or at any other grade level. The units were developed by the Calexico Intercultural Design and were classroom tested during 1970-75 in the Calexico Unified School in California. The units are entitled "Mexican Immigrants in the United States," and "Imperial Valley," and each unit has an English and a Spanish version. The units include a series of reading passages, a glossary of relevant vocabulary, suggestions for extended activities, and worksheets to accompany the readings. The units are followed by a bibliography, suggestions for teachers using the units, and answer sheets for the worksheets. Descriptors: Bilingual Education, Cultural Education, Curriculum, English
(1992). Alternative Approaches to Assessment and Evaluation in Family English Literacy Programs. Field Test Edition 1992. This document is a guide to the use of alternative assessments (surveys, interviews, observation measures, and performance samples) in a family literacy project. This resource guide focuses on using alternative approaches to identify learners' needs, determine learners' ongoing progress in meeting project objectives, ascertain overall success of the project, give staff immediate and relevant feedback, enable learners to assess their own development, and meet guidelines contained in Title VII of the Elementary and Secondary Education Act. Chapter 1 contains an introduction to family literacy and presents some of the special evaluation issues related to implementing literacy programs. Chapter 2 presents a model for integrating program planning, implementation, and evaluation. Chapters 3, 4, and 5 illustrate the three phases of assessment and evaluation. Chapter titles and authors are: (1) "Introduction to Alternative Approaches to Assessment and Evaluation" (D. D. Holt); (2) "Integrating Program Planning, Implementation, and Evaluation" (D. Ramirez); (3) "Initial Assessment: First Step to Success" (K. Graham); (4) "Assessing Ongoing Progress: Are We Progressing?" (H. S. Wrigley); and (5) "Collecting, Analyzing, and Reporting Alternative Assessment Results" (S. Gelardi). One figure and 29 sample handouts and survey forms are included. [More] Descriptors: Adult Basic Education, Alternative Assessment, Data Analysis, Data Collection
(1990). Bilingual Dictionary of Mathematical Terms: English-Lao. This dictionary was developed for use by Laotian junior high and high school students to assist them in their understanding of mathematics vocabulary and concepts in English. Terminology and definitions are included in English with Lao translations provided directly below each entry. Students may use this publication as a dictionary, a workbook, and a supplement to their English language mathematics textbooks. Descriptors: Bilingual Instructional Materials, Dictionaries, English (Second Language), Lao