This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alejandro Brice, Angelina Galindo, Shelby A. Wolf, Bernard Cesarone, Veronica G.-M. LoCoco, Lucia Fox Lockert, Judith A. Gouwens, Susanne Carroll, Pierre Hebrard, and Suzanne Carroll.
(1988). Chicanas: Their Voices, Their Lives. This book is an oral history of ten Chicana women ranging in ages from 84 to 24. The collection of interviews reflects how their hard work and determination have significantly changed their lives for the better. The backgrounds of the women vary; some were born in Mexico and moved to the United States. Others were born in the Southwest and later emigrated to the Midwest. They have been witnesses to the great social change that has occurred in the United States over the last 20 years. The different opinions of the women reflect the societies in which they live. These women have undertaken different occupational and professional opportunities. To accurately portray these Chicanas, their own words are reproduced as closely as possible. The interviews were conducted in Spanish and later translated into English. The women express their opinions about their religions, their families, their economic standings and many other issues. [More] Descriptors: Adults, Ethnic Groups, Females, Hispanic American Culture
(1976). Spanish as a Second Language Units, Grade 6. This guide provides 11 basic lessons for the English monolingual and English dominant sixth grader. It may also be adapted for other grade levels. The guide may be used independently as introductory material or as a supplement to other Spanish-as-a-second-language (SSL) programs. The units are designed to develop first the listening and speaking skills, then the reading and writing skills, utilizing a culturally relevant approach. The activities are intended to develop an understanding in English-speaking students of the major patterns, traditions and values of many of the Spanish-speaking people around them. The format emphasizes logical progression in inductive teaching. The guide provides for the use of alternative procedures with slow or advanced students. A lesson may take from one to three weeks. A typical lesson includes: notes to the teacher; concept; objective, stated in behavioral terms; vocabulary; a list of materials needed and directions for their use; activities; evaluation; and optional activities. Descriptors: Behavioral Objectives, Cultural Awareness, Curriculum Guides, Elementary Education
(2001). Educating Immigrant Children. ERIC/EECE Report, Childhood Education. Summarizes recent ERIC documents and journal articles and highlights some World Wide Web resources that discuss various issues related to the education of immigrant children in the United States and other countries. Includes resources addressing language issues, program design, culturally relevant education and counseling, and best practices. Descriptors: Abstracts, Bilingual Education, Children, Cultural Differences
(2001). Creating Two-Way Dual Language Schools through Effective Leadership, Educational Horizons. Two-way dual language schools promote second language learning for all and develop limited-English-proficient students' primary language literacy. Effective schools demonstrate the difference between being educated in a second language and merely speaking more than one language. Descriptors: Bilingual Education Programs, Bilingual Schools, Cultural Background, Elementary Secondary Education
(2001). Language Teacher Education: The Challenge for the Twenty-First Century, Clearing House. Offers an overview of current challenges of preparing foreign language teachers in United States schools. Discusses the growing demand for foreign language classes in elementary and middle schools; longer internships for preservice teachers; ongoing professional development; more bilingual and immersion programs; and the trend toward proficiency-based learning. Descriptors: Bilingual Education, Elementary Secondary Education, Faculty Development, Immersion Programs
(2001). Migrant Education: A Reference Handbook. Contemporary Education Issues. This book presents an overview of the education of migrant farmworkers and their children in the United States. Chapter 1 describes characteristics of migrant workers and explains how conditions of migrant labor put migrant children, youth, and families at risk of educational failure. Chapters 2-3 present a chronology and a history of migrant education and the federal Migrant Education Program from the 1950s to the present. Chapter 4 describes migrant education today, including identification and recruitment of students, schoolwide programs, regional consortia, interstate and interagency coordination, technology use, adult education and family literacy programs, bilingual and ESL programs, binational programs, and migrant health care. Chapter 5 examines nine exemplary and innovative migrant education programs that meet five opportunity-to-learn standards and recommendations for program effectiveness. Chapter 6 explores how a Colorado program coordinates funds from various federal programs and other sources to add value to the migrant program. Chapter 7 presents a directory of organizations, federal and state agencies, Mexican institutes and cultural centers, High School Equivalency Programs (HEP), and College Assistance Migrant Programs (CAMP). Chapter 8 lists five clearinghouses for information on migrant education and presents an annotated bibliography of teacher resources, children's literature, and Web sites. (Contains an index.) Descriptors: Bilingual Education, Elementary Secondary Education, Federal Programs, Information Sources
(1975). La langue parlee le plus souvent entre les parents et les enfants: un facteur crucial dans l'acquisition linguistique de l'enfant dans un milieu bilingue (The Language Most Often Spoken between Parents and Children: A Crucial Factor in Child Language Acquisition in a Bilingual Environment). Working Papers on Bilingualism, No. 7. The data for the study were gathered in the course of a larger sociolinguistic survey carried out among francophones from Welland and Sudbury, Ontario. Among other things, the acquisition of spoken English by bilingual francophone students from these cities was studied in depth, using error analysis. The present study attempts to show that in a bilingual environment, the language most often spoken between parents and children plays a major role in the language acquisition of the children. For the study the spoken English of a sample of 15 Grade 2 children, selected from the French language schools of Welland and Sudbury, was analyzed. This sample was divided in two groups. Group I included children who spoke mostly French with their parents at home. Group II children spoke mostly English. The results of our study show that: (1) Group II children commit a lower proportion of interference errors (errors attributable to the influence of French) than Group I children. On the basis of these results we can say that the language most often spoken between children and parents seems to have a significant influence on the language acquisition of Grade 2 children in a bilingual environment. [More] Descriptors: Bilingualism, Child Language, English (Second Language), Error Analysis (Language)
(1976). A Closer Look at Some Interlanguage Terminology: A Framework for Communication Strategies. Working Papers on Bilingualism, No. 9. This paper attempts to provide a framework within which the terminology used to talk about the learner's interlanguage may be defined so as to represent categories of types of interlanguage phenomena which are often discussed by teachers and researchers interested in second language acquisition. Several distinct types of "communication strategies" which are for the most part observable in the various domains of language (phonological, morphological, syntactic, and lexical) are discussed and illustrated. [More] Descriptors: Communication Skills, Communication (Thought Transfer), Communicative Competence (Languages), Interference (Language)
(2001). Preschoolers' Funds of Knowledge Displayed through Sociodramatic Play Episodes in a Bilingual Classroom, Early Childhood Education Journal. Investigated Mexican American cultural traits displayed by young children during sociodramatic play in a bilingual preschool classroom. Cultural traits identified as funds of knowledge include language, values, beliefs, ways of discipline, household care, and value of education. Findings underscore the inadequacy of representing cultures through material symbols and the value of play as an indicator of children's cultural awareness. Descriptors: Bilingual Education, Cultural Awareness, Cultural Background, Dramatic Play
(1976). A Cross-Sectional Study on L3 Acquisition. Working Papers on Bilingualism, No. 9. The errors of 187 bilingual students, aged 10 years, 11 months to 19 years, 8 months were analyzed as they studied English as a third language. Errors were categorized with two major learning strategies in mind: transfer and overgeneralization. Types of errors were related to degree of bilingualism, English proficiency level and age of the learners. It was found that mother-tongue interference errors are quantitatively affected by the degree of bilingualism, and by the level of proficiency in the target language. Error types did not vary qualitatively for the studied subjects. Centain interlanguage structures emerged which suggest the possibility of common patterns of L2 structure acquisition among foreign language learners. [More] Descriptors: Bilingual Students, Bilingualism, English (Second Language), Error Analysis (Language)
(2001). Choice of Languages in Instruction: One Language or Two?, TEACHING Exceptional Children. This article explores the ins and outs of bilingual instruction and examines whether to use the native language or English in instructing bilingual students with language disorders and the role the code switching plays in instruction. Strategies are suggested for using the native language and using code switching. (Contains references.) Descriptors: Bilingual Education, Bilingual Students, Code Switching (Language), Educational Strategies
(1984). Directory of Languages Spoken by Students of Limited English Proficiency in New York State Programs. A directory of languages spoken by limited English proficient public school students in New York State, developed as a resource for school districts providing services to pupils with native languages other than English, includes languages whose world wide speakers number over 250,000 and/or those reported by New York State school districts. The directory consists of two lists: one alphabetizes the 160 languages spoken by students and identifies the corresponding countries in which the languages are spoken, and the other contains 130 nation names and the languages spoken in them. [More] Descriptors: Directories, Elementary Secondary Education, Foreign Countries, Immigrants
(1976). Certains problemes linguistiques des Franco-ontariens (Certain Linguistic Problems of Franco-Ontarians). Working Papers on Bilingualism, No. 9. This study examines the usage of the auxiliaries "avoir" and "etre" in the passe compose and pluperfect. The study is primarily based on a sample of French written by agroup of grade 9 Franco-Ontarian pupils from the Sudbury region. The students' written French is shown to include a high proportion of cases where intransitive verbs of motion and state (conjugated with "etre" in standard French) are conjugated with the auxiliary avoir. Examination of data on spoken Ontarian and Quebec French reveals that there exists a similar trend in these varieties of French. Given the fact that formal written Ontarian French seems to conform to standard French, it is recommended that the teachers sensitize their students to the notion of language levels. [More] Descriptors: Error Patterns, French, Grammar, Language Instruction
(1975). Certains Problemes Linguistiques des Jeunes Franco-Ontariens (devxieme partie) (Certain Linguistic Problems of Young Franco-Ontarians [part 2].) Working Papers on Bilingualism, No. 10. This study examines the usage of preposition "pour" in the written and spoken French of two groups of Grade 9 and 12 Franco-Ontarian bilingual students from Welland and from the Sudbury area. Both the students' written and spoken French are shown to include a substantial proportion of constructions with "pour" which deviate from formal Franco-Ontarian French. A comparison of the French of the Franco-Ontarian students with that of unilingual francophone Quebeckers indicates that these constructions are typical of Franco-Ontarian French and may be partly attributed to interference from the English language. [More] Descriptors: Bilingual Students, English, Error Patterns, Form Classes (Languages)
(2001). "Wax On/Wax Off": Helping Preservice Teachers "Read" Themselves, Children, and Literature, Theory into Practice. Follows a preservice teacher who learned to challenge her assumptions about children's literary responses as she engaged with one child in ongoing imaginative conversations about literature. Not enthusiastic about reading, and detached from her own heritage, she learned to enhance the child's literary interpretation through connections to the child's cultural and linguistic resources and interest in visual expression. Descriptors: Bilingual Education, Bilingual Students, Childrens Literature, Elementary Education