This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Margarita Espino Calderon, Robert Sung, Romolo Cardone, Martha Thurlow, Eurydice, Vitaliy Shyyan, Kristin Liu, Toni Micotti, Carmen Alicia Cadilla de Ruibal, and Austin Dissemination and Assessment Center for Bilingual Education.
(2004). Integrating Immigrant Children into Schools in Europe: Ireland–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 Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (Contains 2 figures and 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
(1974). Daily Curriculum Supplement. A Preschool Program for the Spanish-Speaking Child. This guide is designed to accompany the Daily Curriculum Guide, a program for paraprofessionals (or home tutors) working with preschool Mexican-American children in a home setting. The program's aims are to: improve the child's Spanish language skills; develop basic listening and verbal skills in English; assure basic concept development in the child's primary language, Spanish; and train the mothers of project children in new methods for working with their children. The material is adaptable also to other early childhood bilingual programs. The supplement contains: class preparation instructions; a chart of materials needed for each day; stories, songs, rhymes, poems, finger plays, and other games; ditto patterns; and flannel patterns. The guide is tab-indexed for easy use. [More] Descriptors: Biculturalism, Bilingual Education, Curriculum Guides, Educational Resources
(1978). Golden Mountain Reading Series. Teacher's Guide, Level 2. This reading series was developed as a means to educate Chinese-American elementary school students in Chinese reading, writing, and culture. The following topics are covered: Chinese literature, Chinese and American history, famous people, general knowledge, Chinese ideography, the four seasons, and the major Chinese and American festivals and holidays. The reading series was developed around a basic set of Chinese words. Idioms from both the north and south of China are included. In all, 30 lessons are included. [More] Descriptors: Bilingual Education, Chinese, Chinese Americans, Chinese Culture
(1978). Gennarino il pizzaiolo (Gennarino the Pizza Maker). This Italian children's reader for grades K-1 is about a Neopolitan boy who worked in his father's bakery and invented the pizza. Generations later a descendant followed in his footsteps and opened New York City's first pizzeria. Pen-and-ink drawings illustrate the text. A glossary is included. Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education
(1978). La Estrella Perdida (The Missing Star). This story in Spanish and English is written for elementary school children in grades 1-5. The main character of the story is a star that is part of the Puerto Rican flag. The star leaves the flag and goes on a journey that is illustrated with pen-and-ink drawings. Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education
(2003). Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian), National Center on Educational Outcomes, University of Minnesota. This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on children who learn to read in languages other than English. The research reviewed in this report represents the linguistic background of several of the largest subgroups found in the K-12 limited English proficient (LEP; sometimes also referred to as English language learners or ELLs) student population nationwide. From this research, teachers and policymakers can gain a better understanding of the variations in definitions of literacy across cultures and how the language of a country or people affects the ways in which reading is taught. This understanding can be applied to decisions about the teaching of reading in English to second language learners. Appended are search terms, Websites searched, journals searched, information requests, methods, annotations, and literature summaries. [More] Descriptors: Navajo, Chinese, Korean, Native Speakers
(2003). English Teaching & Learning, 2002-2003. These four issues contain the following articles: "A Case Documentation of English Instruction at the Elementary School Level: The Cross-Cultural Impact of Native Speaker Teachers" (Hsien-Chin Liou) [written in Chinese]; "A Collaborative Tale with Two Taiwanese EFL College Groups" (Feng-Ming Chi); "A Developmental Study on Phonological Awareness and Spelling in Taiwanese EFL Children" (Li-Chen Chien and Shu-Hui Chen); "Designing Role Plays for the Language Class" (Jian-Shiung Shie); "Complementary Relevance of Machine Translation to Human Translation: A Theoretical Study" (Chung-Ling Shih); "The Politics of Locality: Globalization, Postcolonial English, and the Cultural Reconsideration of English Teaching and Learning" (Kun-Liang Chuang) [written in Chinese]; "A Preliminary Study of English Conversation Instruction at the Universities in Taiwan" (Shau-Ju Chang); "A Study of the Pedagogy of Using the Western Performance of Literature to Teach the English Poetry" (Yane-Hao Chen); "Learning in English: The Survival Strategies of Hong Kong Students" (Peter Herbert); "Reflection as an Integral Part of the Teacher Training Program" (Yi-Hsiu Lai); "Impersonation as an Optional Module of Language-Teaching Activities" (Jian-Shiung Shie); "English Syllable Structure: Theory and Teaching Application" (Bei-Wu Wang) [written in Chinese]; "Integrating Phonics Instruction and Whole Language Principles in an Elementary School EFL Classroom" (Meei-Ling Liaw); "A Study of Using Web Concordancing for English Vocabulary Learning in a Taiwanese High School Context" (Chuen-Yi Lee and Hsien-Chin Liou); "Predicting Second Language Reading Ability: A Reexamination of the Threshold Hypothesis Exploring the Contributions of Intrinsic Motivation" (Shih-Ming Liu); "Why Peer Comments Fail" (Hui-Tzu Min); "English Syllable Structure: Theory and Teaching Application" (Bei-Wu Wang) [written in Chinese]; "Integrating Children's Picture Books with Teaching Children English as a Foreign Language in 9-Year Joint Curricula Plan for Elementary and Junior High Schools" (Hui-Li Lin) [written in Chinese]; "Bilingual Policy and English Education in Singapore" (Hui-Ling Hus) [written in Chinese]; "Chinese-English Translation and English Writing Ability: On the Sustainability of Translation Tests" (Chi-Chiang Shei) [written in Chinese]; "Genre Analysis and Academic English Teaching: Improvement of Abstracts Written by Taiwanese Ph.D. Students" (Hieng-Hiong Liong) [written in Chinese]; "Task Difficulty in Semi-Direct Speaking Tests: Code Complexity" (Row-Whei Wu); and "L2 Acquisition of Subject-Prominence by EFL Students in Taiwan" (Chun-Yin Chen, Hsin-Yi Huang, and Hui-Chi Liao). (Papers contain references.) [More] Descriptors: Bilingual Education, Child Development, Conversational Language Courses, Cultural Differences
(1977). Pintando Tambien se Aprende. Aspectos de la Cultura Puertorriquena (One Can Also Learn From Coloring. Aspects of Puerto Rican Culture). This workbook-style text is intended to introduce the Puerto Rican child and Spanish speaking children generally to the history, geography, customs and traditions of Puerto Rico. The introduction in the form of a teacher's guide provides objectives, suggested procedures, and additional activities. The student portion of the text is divided into four sections: (1) Geography and History; (2) Festivals and Traditions; (3) Views of My Land; and; (4) Puerto Ricans in New York. Each page of text contains a short piece in verse or prose and a few comprehension questions with spaces for writing the answers. Opposite each of these pages is a full-page, pen-and-ink illustration suitable for coloring. Descriptors: Bilingual Education, Books, Childrens Literature, Cultural Awareness
(1976). Lenguaje. Libro del alumno (Language. Student's Book). A Spanish language workbook built around the theme of living together is presented here. It contains two units, "Companerismo" and "Cualidades humanizantes," and a total of five lessons. Lessons one and two of Unit One, "Ayudemonos" and "Mi amigo, mi hermano" present a passage for reading comprehension, various types of comprehension exercises with spaces provided for the answers, and several verb study exercises based on a series of drawings. The second unit, dealing with the arrival of an immigrant family in the United States, contains three lessons: "La Solidaridad,""Como podemos ayudar a nustros semejantes?" and "Mejorando mi lenguaje." These lessons present various comprehension, word study, and language usage exercises based on a series of drawings. Descriptors: Bilingual Education, Elementary Education, Instructional Materials, Language Arts
(1977). Tina Visita a Puerto Rico (Tina Visits Puerto Rico). This series of five children's readers is designed to be used by Spanish-speaking children in a bilingual elementary school setting. The story is about an anthropomorphic salamandar who leaves New York to visit Puerto Rico. The plane trip and her visits to several specific towns are chronicled in the readers. A preface to the teacher is included. Pen-and-ink drawings illustrate the text. Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education
(1974). The Daily Curriculum Guide, Year 1: A Preschool Program for the Spanish-Speaking Child. This curriculum guide is designed for use by paraprofessionals (or home tutors) with preschool Mexican-American children in a home setting. This set consists of three volumes covering one year's instruction, with each volume covering ten weeks. Specific lesson plans in Spanish and English are provided for each day. The program's aims are to: improve the child's Spanish language skills; develop basic listening and verbal skills in English; assure basic concept development in the child's primary language, Spanish; and train the mothers of project children in new methods for working with their children. The material is adaptable also to other early childhood bilingual programs. The guides are tab-indexed for ease of use. [More] Descriptors: Biculturalism, Bilingual Education, Curriculum Guides, Educational Resources
(2003). Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents. This book provides school administrators, teachers, and parents with the basic knowledge necessary for planning and implementing effective two-way bilingual programs. It offers essential elements to help students gain literacy in two languages, increase cross-cultural understanding, and meet high levels of achievement in all core academic areas. There are 11 chapter in three parts. Part 1, "Starting a Two-Way Bilingual Program," includes (1) "Moving Toward Two-Way Bilingual Programs," (2) "Planning and Designing a Two-Way Bilingual Program," (3) "Comprehensive Curriculum Models for a Two-Way Program," and (4) "Case Study: The Alicia R. Chacon International School." Part 2, "Implementing Effective Instruction," includes (5) "Instructional Techniques and Activities for Second-Language Learners," (6) "Literacy in Two Languages: The Importance of Research-Based Instructional Models," (7) "Using Writing to Promote Reading and Oral Language Development," and (8) "Assessing Second-Language Learners." Part 3, "Involving Teachers and Parents," includes (9) "Staff Development and Teacher Learning Communities," (10) "Reaching Out to Parents," and (11) "Evaluation, Research, and Conclusions." Resources for two-way bilingual programs and a list of acronyms are included. (Contains approximately 230 references.) Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Awareness
(2003). Roots and Wings: Teaching English as a Second Dialect to Aboriginal Students–A Review of the Literature. Education plays a primary role in ensuring language maintenance and school success in Saskatchewan, Canada, and around the world. Language includes both "standardized" language and vernacular dialects. This document reviews the literature related to teaching English as a Second Dialect in school. The review covers information on the problems and challenges faced by speakers of minority languages including social and cultural processes and implications of language maintenance as well as how languages are taught and learned in school. It also includes literature on best practices in teaching English as a Second Dialect (ESD). This review will have relevance for teachers, curriculum developers, administrators, and policymakers working in ESD, particularly those in Saskatchewan and Canada who want to address challenges in teaching ESD to Aboriginal students and ensure that they maintain their roots and develop their wings. (Contains 99 references.) [More] Descriptors: Bidialectalism, Bilingual Education, Bilingual Students, Code Switching (Language)
(1974). Instructional Guide for the Home Tutor. This guide is a basic reference tool for the paraprofessional working in a preschool Spanish/English bilingual program in a home setting. Characteristics of 3- and 4-year-olds are discussed, followed by procedures for working with parents and with children. Understanding and interpersonal rapport are stressed. A sample home interview form is included in the section on parents. A general lesson plan is also provided, and guidelines are given for preparing daily lesson plans, conducting class activities, and evaluating lessons. The coordination of this guide with the accompanying Daily Curriculum Guide and the ESL Curriculum Guide is discussed, and the rationale and objectives for the Daily Curriculum Guide are provided. Concluding the guide is a chart giving detailed instructional objectives and activities designed to meet them. Descriptors: Biculturalism, Bilingual Education, Curriculum Guides, Instructional Materials
(1976). The Daily Curriculum Guide, Year II, Weeks 1-10. Spanning two years, the program set forth in the Daily Curriculum Guide for preschool Spanish-speaking children is essentially a language maintenance model in which Spanish is used as a means to develop basic concepts, skills and attitudes. This guide gives daily lesson plans for the first ten weeks of the second year. Each lesson, written in Spanish and English, gives complete details on lesson objectives, materials, and instructions for activities. Lessons are aimed at teaching colors, shapes, sizes, and the number concepts from one to seven, and developing the child's self awareness, auditory and visual memory, oral language, large and small muscle coordination, and sound discrimination. Many songs and games are suggested. Children also make crayon drawings, work with the flannel board, create shape collages, sponge and finger paint, and use various building toys. Stories, rhymes, field trips, and tasting experiences are also among the activities. A Host Mother is present each day to provide assistance to the teacher. Halloween and Thanksgiving themes are utilized during the appropriate time periods. Descriptors: Auditory Discrimination, Basic Skills, Bilingual Education, Early Childhood Education