This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Estella Canales, Ofelia Van Olst, Eurydice, Miami Beach Spanish Curricula Development Center, Juan Necochea, Brooklyn New York City Board of Education, and Zulmara Cline.
(1974). Mi Familia (My Family). Chula Vista Readers, Book One. This is book one in a series of beginning readers in Spanish for preschool and grade one. The program is designed to prepare children to read in Spanish by teaching the sound-symbol relationship in sequential order with simple reading selections. This book introduces the consonants "m,""p,""s,""l," and the consonant blend "pl." [More] Descriptors: Bilingual Education, Consonants, Early Reading, Grade 1
(2004). Integrating Immigrant Children into Schools in Europe: Austria–National Description 2003-04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Austria. (Contains 7 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: German, Immigrants, Pilot Projects, Foreign Countries
(2004). Integrating Immigrant Children into Schools in Europe: Portugal–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Portugal. Cultural groups/nationalities are appended. A bibliography is included. (Contains 6 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(1973). Mi Ambiente y Yo (My Environment and Me). An Aural-Oral Activity Guide. This project-developed and tested aural-oral guide is designed especially for use at the preschool and kindergarten levels. It is designed for the teacher of Spanish-speaking children as a series of lesson plans or scripts around such topics as school, the family and pets. Vocabulary enrichment, syntactical drill patterns, and pronunciation and intonation exercises are provided. The book uses songs, games and folklore of the Spanish-American culture to promote the child's knowledge of and pride in his heritage. [More] Descriptors: Bilingual Education, Class Activities, Cultural Awareness, Educational Games
(1997). Un Marco Abierto: Un Manual de Matematicas y Ciencas Utilizando Inteligencias Multiples Disenado para Estudiantes Bilingues de Educacion General y Especial (An Open Framework: A Math and Science Manual Utilizing Multiple Intelligences Designed for Bilingual Students in General and Special Education). This manual incorporates a Multiple Intelligences perspective into its presentation of themes and lesson ideas for Spanish-English bilingual elementary school students in grades 4-8 and is designed for both gifted and special education uses. Each unit includes practice activities, semantic maps to illustrate and help organize ideas as well as curricular connections in mathematics and science, and ESL linguistic summaries which provide examples on how to develop ESL activities for English vocabulary. [More] Descriptors: Bilingual Education, Bilingual Students, Cognitive Mapping, Elementary Education
(2004). Integrating Immigrant Children into Schools in Europe: Lithuania–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Lithuania. A bibliography is included. (Contains 3 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(2004). Integrating Immigrant Children into Schools in Europe: Romania–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Romania. (Contains 2 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(2004). Primary Language Support in an Era of Educational Reform, Issues in Teacher Education. Second language learners continue to languish in California public schools in spite of six years of promises following passage of the controversial ballot initiative "English for the Children" (Proposition 227) to fix the education of English Language Learners (ELLs) through English-only instruction. In addition, with the development of new standards for teacher preparation programs following Senate Bill 2042, it is likely that the curriculum and instructional practices for heritage language students will become even more disconnected from the lived experiences of second language learners. This article discusses how the call for English-only instruction espoused by Proposition 227 and the one-size-fits-all, standards-based, mechanical instructional practice espoused by SB 2042 can have dramatic negative effects for second-language learners. As such, it is imperative for educators to adhere to the rules they need to conform to, but also be aware of what will truly be effective for second language learners. This article also suggests seven components that can help educators implement effective instructional practices for heritage language learners within mainstream settings. These components include: (1) parental support, (2) cross-aged and peer tutoring, (3) primary language cooperative learning groups, (4) computer and multimedia technology, (5) bilingual paraprofessionals, (6) integrated primary language activities, and (7) status of the language. [More] [More] Descriptors: Second Language Learning, Cooperative Learning, Educational Change, Peer Teaching
(2004). Integrating Immigrant Children into Schools in Europe: Norway–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Norway. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(2004). Integrating Immigrant Children into Schools in Europe: Malta–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Malta. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(2004). Integrating Immigrant Children into Schools in Europe: Latvia–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Latvia. A bibliography is included. (Contains 5 tables and 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(2004). Integrating Immigrant Children into Schools in Europe: Liechtenstein–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Liechtenstein. [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change
(1977). Intermediate SCDC Spanish Curricula Units. Spanish SL, Unit 1, Kits 1-4, Supplement & Ditto Packet. Designed for use with the teacher's guide to the Spanish as a Second Language unit, this supplement and ditto packet includes visual aids and worksheets to help the teacher carry out the instructional and assessment activities. The illustrations are designed to help stimulate oral language and conceptual development. These visual materials illustrate the various stories, some of the elements of a community, the water cycle, a cafeteria administrator's job, several construction occupations, various occupations in a theatrical presentation, and the expression of words through movement. The ditto packet provides worksheets to reinforce the new vocabulary, structures, listening comprehension, verb forms, the third person plural preterit, the present perfect, and word division. These worksheets are to be presented under supervision rather than as independent tasks. An illustrated Spanish reader accompanying this packet is designed to help develop the skills of decoding, comprehension, and interpretation. Language on all the materials is in Spanish. Descriptors: Bilingual Education, Career Awareness, Childrens Literature, Educational Media
(1975). SCDC Spanish Curricula Units. Science/Math Strand, Unit 5, Grade 2, Supplement & Ditto Packet. The supplement and ditto packet to the science/math strand of unit five contains materials to help the teacher carry out the instructional and assessment activities to kits 17-20. The two packets provide materials for both classroom activities and seatwork for individual students. Seatwork is intended for presentation under supervision rather than as individual tasks. Language on the materials for classroom use is in Spanish and the introductions to the packets are in Spanish and English. Supplement illustrations are provided to help stimulate oral language and conceptual development. In this unit they identify changes in matter with cutouts, show interaction, illustrate weather conditions, and group objects by systems. Science processes presented in this unit are observing, classifying, inferring, predicting, communicating, using numbers, and measuring. The ditto packet provides ditto masters for such activities as math problems, time-telling exercises, charts, clothes for paper dolls, and cutouts which distinguish the elements of a school community. Like the other strands of unit five, this strand features the theme of the school as a community. Descriptors: Bilingual Education, Educational Media, Elementary School Mathematics, Elementary School Science
(2004). Integrating Immigrant Children into Schools in Europe: France–National Description 2003/04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in France. (Contains 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.] [More] Descriptors: Immigrants, Pilot Projects, Foreign Countries, Educational Change