This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Carmen Judith Nine Curt, Carmen Puigdollers, Alan Ehrlich, Carmen Alicia Cadilla de Ruibal, Georgia Earnest Garcia, Marco A. Munoz, Donald Dugas, Luis Miranda Correia, George E. Marsh, and Kenji Hakuta.
(1978). La Gotita de Agua (The Little Drop of Water). This Spanish reader for children in kindergarten and first grade is about a drop of water that comes to life in a trip through the water cycle of evaporation, condensation, and subsequent return to a drier part of the earth's surface environment. The story is suitable for reading aloud or independent reading. The text is entirely in Spanish. Descriptors: Bilingual Education, Books, Childrens Literature, Instructional Materials
(2000). An Analysis of State Policies for the Inclusion and Accommodation of English Language Learners in State Assessment Programs during 1998-1999. Final Report. This report presents a description of state policies regarding the participation of English language learners (ELLs) in statewide assessment programs during the 1998-1999 school year. The data collected included descriptions of policies: (1) for the inclusion and exemption of ELLs; (2) regarding the allowance or prohibition of accommodations in general as well as specific types of accommodations; (3) regarding the inclusion of accommodated test scores in state, district, and school totals; and (4) for use of alternate assessments and policies for reporting the resulting scores. The study is based on the direct analysis of documents provided primarily by directors of bilingual and English-as-a-Second-Language education in each state (two states do not have state assessment programs). Findings show that while almost all states (48) have exclusion/exemption policies, there is great variability in the degree to which state policies address aspects of ELL participation. Forty-six states allow some form of exemption. One finding of note is the absence of academic criteria from the list of criteria to be considered when making inclusion/exemption decisions. States offer accommodations that can be divided into presentation, response, setting, and timing/scheduling categories. Most state policies do not specify that a person with professional knowledge of language learning processes participate in the decision making process. Policies regarding alternate assessment measures for ELLs are absent from most state assessment programs. The report recommends that states review and revise their existing policies to align them with current legislation and good practice. Three appendixes contain study cover letters, discussions of documentation and alternate assessment, and the fourth appendix contains the individual state reports on state inclusion and accommodation policies. (Contains 11 tables, 18 figures, and 33 references.) [More] Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, English
(1976). Non Verbal Communication in Puerto Rico. Differences between American (Anglo) and Latin American cultures, particularly the culture of Puerto Rico, in the area of non-verbal communication (NVC) are examined in this work. Specific contrasts in language and kinesic patterns between the two cultures are illustrated in descriptions of communicative gestures employed by Puerto Ricans in the following: smiling; staring and eye contact; silence vs. noise; clothes; money matters; laughter and play; frankness vs. reticence; and in greetings, farewells and interruptions. A case study of linguistic and non-verbal characteristics of Puerto Rican school children in Brooklyn is presented to further illustrate NVC contrasts between the two cultures. Implicit in this examination is NVC's potential role in improving intercultural communication. It is suggested that studies of NVC should be included in American bilingual and English as a Second Language programs. A list of references is also provided in this document. Descriptors: American Culture, Bilingual Education, Cultural Differences, Latin American Culture
(1977). Tolon: El Gatito Gloton (Tolon: The Gluttonous Kitten). This Spanish reader for third grade students is about a kitten who is the pet of all the children in the neighborhood. The kitten gets into mischief, but his punishment marks a turn for the better when he becomes the pet of a fisherman's son. The entire text is in Spanish and black and white sketches illustrate the text. Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education
(1973). Tests in Spanish and Other Languages and Nonverbal Tests for Children in Bilingual Programs. An Annotated B.E.A.R.U. Bibliography. This annotated bibliography contains a list of tests in Spanish and other languages and nonverbal tests for children in bilingual programs. Included are an alphabetical list of tests showing language and grade range, and further sources of information on assessment for bilingual programs. Attached to the bibliography is an announcement pertaining to an analytical bibliography of language tests prepared by Jean-Guy Savard of Laval University in Quebec, Canada. For the earlier edition of this bibliography, see ED 074 852. [More] Descriptors: Annotated Bibliographies, Bibliographies, Bilingual Education, English
(2000). Attitudes toward Mathematics Instrument: An Investigation with Middle School Students. The purposes of this study were to: (1) develop a measure of students' attitudes toward mathematics, the Attitudes Toward Mathematics Inventory (ATMI); and (2) find the underlying dimensions of the inventory by testing 262 middle school students at a bilingual college preparatory school. Data were collected from intact 7th and 8th grade mathematics classes. The inventory has 49 items. Students were asked to indicate their degree of agreement with each statement using a Likert-type scale from one to five (strongly disagree to strongly agree). After excluding the nine weakest items, the reliability coefficient alpha was .95. A maximum likelihood factor analysis with a varimax rotation gave three factors: self-confidence; enjoyment of mathematics; and value of mathematics. The reliability coefficients alpha for the scores of the subscales were .94.92, and .84, respectively. The Psychometric properties were sound, and the Attitudes toward Mathematics Inventory can be recommended for use in the investigation of students' attitudes toward mathematics. (Contains 27 references.) [More] Descriptors: Bilingual Education, Foreign Countries, Grade 7, Grade 8
(1979). Reading and the Bilingual Learner: A Functional Annotated Bibliography. Intended for use by teachers, teacher trainers, supervisors, administrators, researchers, and others concerned with reading and the bilingual learner, this bibliography contains annotations of 136 journal articles and ERIC documents pertaining to the subject. The materials cited in the bibliography were drawn from those placed in the ERIC system between January 1971 and June 1977, and are arranged into three sections according to the educational level with which they deal: (1) elementary, (2) secondary, and (3) elementary and secondary or adult education. Descriptors: Adult Education, Annotated Bibliographies, Bilingual Education, Bilingual Students
(2000). How Will Bilingual/ESL Programs in Literacy Change in the Next Millennium?, Reading Research Quarterly. Presents three short essays on how bilingual/ESL programs in literacy will change in the next millennium. Discusses particular future reading instruction practices in two-way bilingual programs; what literacy instruction would look like based on second-language theory and bilingual research; and pressing needs in the literacy education of bilingual/ESL students. Descriptors: Bilingual Education, Educational Change, Educational Trends, Elementary Education
(2000). Teacher Bilingual Instruction and Educational Malpractice: California Teachers Association v. Davis, International Journal of Educational Reform. As a policy pronouncement, California's Proposition 227 mandates a duty of care that educators owe their students. Failure to teach primarily in English creates a private cause of action against an educator that overcomes legal and policy concerns of "Peter W. v. San Francisco Unified School District." Descriptors: Bilingual Education, Court Litigation, Elementary Secondary Education, Freedom of Speech
(2000). Working with Limited English Proficient Students: Input from the Field on a High School Newcomer Program. While the number of limited English proficient (LEP) students has grown nationwide, these students' academic achievement levels have lagged significantly behind those of their language majority peers. Dropout rates among LEP students are also high. The Newcomer Program within Kentucky's Jefferson County Public Schools is a full-day transitional English as a Second Language (ESL) program for newly arrived immigrant and refugee high school students. ESL teachers and bilingual associate instructors and teaching assistants share with the regular classroom teacher the responsibility of educating LEP students. This program offers students instruction in English as well as content classes with support in their native languages. It provides students with not just intensive language instruction, but also a safe educational environment in which to acquire basic academic and school survival skills. The Newcomer Program is characterized by an orientation to school, community, and society; an emphasis on English language development; and bilingual staff specifically trained to meet the needs of newcomer students. Evaluation of the program included classroom observations, focus group interviews with students, informal interviews with faculty and administrators, and student language testing. Results found that the Newcomer Program is meeting its goals of preparing students for mainstream classrooms. [More] Descriptors: Bilingual Education Programs, Dropout Prevention, Dropout Programs, English (Second Language)
(1977). A Casa do Manuel (Manuel's House). This Portuguese reader is the first of a series of units designed for students of Portuguese as a second language in grades K-2. Various parts of the house and concepts of time and health are presented. The verbs "ter" and "estar" and contractions of articles and prepositions are covered in grammar exercises. Teaching objectives, exercises, and instructions are appended. Descriptors: Bilingual Education, Books, Childrens Literature, Grammar
(1984). The Causal Relationship between the Development of Bilingualism, Cognitive Flexibility, and Social-Cognitive Skills in Hispanic Elementary School Children. Final Report. This 2-volume document reports on a longitudinal study of the relationship between bilingualism and cognitive ability. Previous research has suggested that bilingualism might have positive effects on cognitive ability. This study focuses on effects for "non-balanced bilinguals," those who do not have equal levels of proficiency in both languages. Following an extensive review of research on bilingualism, the study is described. Subjects were elementary students in a Spanish-English bilingual program. Cognitive abilities measured included English and Spanish verbal ability, metalinguistic ability, nonlinguistic ability, and social perspective taking. Both cross-sectional and longitudinal analyses showed statistically reliable effects of bilingualism on cognitive abilities, although magnitude and reliability varied over time and grade level. The results in general support the position of a positive relationship between bilingualism and cognitive ability, even in non-balanced bilinguals. The appendix in volume 1 is an annotated bibliography of research on bilingualism and intelligence, while volume 2 consists of 3 appendices: a questionnaire sent to parents of study subjects, a preliminary report of a demographic study of all Hispanic students in New Haven giving statistical data in tables and figures, and measures used in the study including extensive picture tests. [More] Descriptors: Bilingual Education, Bilingualism, Cognitive Ability, Cognitive Measurement
(1978). Ti-Jean et Colette (Ti-Jean and Colette). This French children's reader designed for children in grades 2-3 is about a fun-loving pair of frogs. Their antics are described and illustrated with pen-and-ink drawings. Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education
(2000). Trends in English as a Second Language Activity, Fall Terms 1994 through 1999. Information Capsule 2000-02C. The report from the Miami-Dade Community College (M-DCC) Institutional Research Office (Florida) updates information on trends in second language (ESL/ENS) credits at MCC. Over the past six years, while total credits decreased by 11.4% to 407,013, second language credits increased 26.9% to 62,500. In 1999 ESL/ENS courses constituted 15.4% of total college credits. By site, 65% of Hialeah Center credits were produced by second language courses, 51% of InterAmerican Campus credits, 17% of North Campus credits, 16% of Wolfson Campus, and 9% of Kendall Campus. Non-credit second language activity measured 5,784 equivalent credits in 1994 and increased to 18,957 in 1999, which is 45% of the total equivalent credits for that year. Non-credit data have been added here to give a more complete view of the second language activity at M-DCC. Table 1 gives the fall term 1994 through 1999 combined ESL/ENS credits as a percent of total college and campus credits. Table 2 presents the separation of ESL and ENS credits. The ESL prefix is used for college preparatory second language while ENS credits are college level second language credits. Table 3 gives the second language non-credit equivalents for fall terms 1994 through 1999. [More] Descriptors: Bilingual Education, College Instruction, Community Colleges, Credit Courses
(1978). Mia Mikre Stagona (The Little Drop of Water). This Greek reader for children in kindergarten and first grade is about a drop of water that comes to life in a trip through the water cycle of evaporation, condensation, and subsequent return to a drier part of the earth's surface environment. The story is suitable for reading aloud or independent reading. The text is entirely in Greek. Descriptors: Bilingual Education, Books, Childrens Literature, Greek