Bibliography: Bilingual Education (page 555 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Maria Moylan, Marianne Lee, Dorothy Legarretta-Marcaida, West Hartford Hartford Univ., Nancy Dougherty Best, Sheila Phelps, Duong Quang Ham, Perry A. Zirkel, and Norma Rodriguez.

Duong Quang Ham (1951). History of Vietnamese Literature. This is the first of a two-volume textbook, covering the official program of the Ministry of Education, of the secondary curriculum for the history of Vietnamese literature. It is divided into three main sections. The first section "First Year of the Secondary Cycle (Grade 11)" deals with (1) popular literature; (2) the influence of China, (3) education and examination regimes, (4) literary forms, (5) the influence of France, and (6) the language: northern and southern dialects. The second "Second Year of the Secondary Cycle (Grade 12)" deals with (1) the influence of Chinese literature, (2) the Ly-Tran period, (3) the Le – Mac period, (4) the North-South Dispute period, and (5) the contemporary period. The final section, "Third Year of the Secondary Cycle (Philosophy and Mathematics)," deals with the following topics: (1) the influence of Chinese modern literature and of French education, (2) the Vietnamese language and new words, (3) the establishment of a modern national literature, (4) the new prose, (5) the evolution of literary forms, (6) plays, (7) critics, (8) translations, (9) reporting, and (10) contemporary poets and writers. A chronological listing of authors and works, from 1067 to 1940 is provided, as well as an alphabetical listing of the authors and works mentioned in the text.   [More]  Descriptors: Bilingual Education, Indochinese, Instructional Materials, Literary History

Hartford Univ., West Hartford, CT. Coll. of Education. (). Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.05. The Puerto Rican Family. Teacher Corps Bilingual Project. This module provides the participant with an overview of the structure of the Puerto Rican family and the forces which have affected it. It is believed that the learning alternatives in this module will provide the reader with greater insight into the family lives of Puerto Rican children. Upon completion of this module, the participant will be able to (a) describe the traditional structure of the Puerto Rican family and the roles of its members, (b) explain the effect of the Americanization of Puerto Rico on the Puerto Rican family, and (c) discuss the effect of mainland migration on the structure of migrating families. The participant completes a preassessment test, chooses tasks from a list of alternatives, reads the attached narrative, and concludes the module with a postassessment test. (A bibliography is included.)   [More]  Descriptors: Bilingual Education, Family Life, Learning Modules, Migration

Phelps, Sheila (1979). Pilipino Bilingual/Bicultural Program–Parents Handbook. Designed for parents whose children are participants in a Pilipino bilingual bicultural program, this brief handbook describes the program. Guidelines for and expected outcomes of the program are listed. A student checklist for the cultural program is provided. Descriptors: Bilingual Education, Filipino Americans, Guidelines, Guides

Legarretta-Marcaida, Dorothy (1975). An Investigation of the Use or Non-Use of Formal English-As-Second Language (ESL) Training on the Acquisition of English by Spanish Speaking Kindergarten Children in Traditional and Bilingual Classrooms. This longitudinal study investigated the facilitative effects of four different program models on both acquisition of English and maintenance of Spanish by native Spanish-speaking kindergarten children. The four program models or treatments were: (1) traditional or regular kindergarten, taught in English with no formal English as Second Language (ESL) training, (2) traditional, with ESL daily, (3) bilingual kindergarten, taught in English and Spanish with no ESL, and (4) bilingual kindergarten with ESL daily. Criterion language measures were administered on a pre and post basis, in both Spanish and English by peer testers. These measures included oral comprehension, vocabulary for home, school, and street, and oral production. An instrument to measure communicative competence, designed by the investigator, was also given. The two groups (3 and 4) taught bilingually were further divided on the basis of balanced or unbalanced input of Spanish and English by the teaching staff. Using multivariate analysis of variance on gain scores, it appears that treatment 3B, bilingual with balanced language, and no ESL produced significantly greater gains in communicative competence in Spanish as well as English, though to a lesser extent, than did the other treatments. This study indicated that the balanced bilingual treatment with no formal ESL training enhanced communicative competence in Spanish and English while facilitating comprehension of English, as well as vocabulary in both Spanish and English. Descriptors: Bilingual Education, Bilingual Students, Communication Skills, English (Second Language)

Best, Nancy Dougherty (1978). Teaching English Vocabulary in Secondary Content-Area Classes. Content-specific vocabulary instruction was used in four seventh and eighth grade social studies and science classes as a method for improving the English language ability of non-native English speakers. A total of 52 monolingual English-speaking non-Hispanic students, 7 monolingual English-speaking Hispanic students, 6 Spanish-listening Hispanic students, and 7 Spanish-speaking Hispanic students participated in the project. The instruction consisted of brief English/Spanish vocabulary drills at the beginning and at the end of each class session. The students were administered the Spanish Written Vocabulary Test, Forms A and B, and the English Multiple-Choice Content Test, Forms A and B. The findings showed that, of the four groups, English/Spanish vocabulary instruction in content-area classes was most effective in increasing the English/Spanish vocabulary of those students who had some functional use of English. The Spanish-speaking Hispanic group also scored most poorly on the English-content tests. Descriptors: Bilingual Education, Language Acquisition, Language Instruction, Non English Speaking

Moylan, Maria; And Others (1974). Modular Sequence: Teaching Reading to Bilingual Learners. TIP 002.01; Reading for the Spanish-Speaking Child: An Overview. Teacher Corps Bilingual Project. This teaching module is an overview which, together with the modular sequence that follows, is designed to enable participants to make an informed choice as to the appropriate approach for teaching reading to Spanish-speaking students. Upon completion of this module, participants should be able to (a) discuss current English reading programs for Spanish-speaking students, (b) identify components of the vernacular approach to teaching reading, (c) explain and evaluate the rationale and research for the vernacular approach to teaching reading, and (d) describe tentative outlines of the reading program which seems most feasible for Spanish-speaking students in the participant's own school situation. Participants also complete a preassessment test, choose tasks from a list of learning activities, and conclude the module with a postassessment test. (Readings entitled "An Overview of the Vernacular Approach to Teaching Reading to Spanish-Speaking Students,""Region I Literacy Lesson: A Bilingual Reading and Writing System for Speakers of Spanish as a First or Second Language,""Development of Pre-Reading Skills in a Second Language or Dialect," and "Bilingual Reading for Speakers of Spanish" are included.)   [More]  Descriptors: Bilingual Education, Elementary School Students, Learning Modules, Reading Instruction

Hartford Univ., West Hartford, CT. Coll. of Education. (). Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.07. The Educational System in Puerto Rico. Teacher Corps Bilingual Project. This module provides readers with a comprehensive view of the historical development of education in Puerto Rico, including the present. Upon completion of this module, participants will be able to (a) describe significant historical developments of the educational system in Puerto Rico, (b) compare/contrast philosophical and structural differences between island and mainland schools, and (c) analyze the relationship of Puerto Rico's collective "identity crisis" to the teaching of English on the island. The student completes a preassessment test, chooses tasks from a list of alternatives, and concludes the module with a postassessment test. (A five-item bibliography is included.)   [More]  Descriptors: Bilingual Education, Educational History, Educational Theories, English Instruction

Zirkel, Perry A. (1974). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.02; Techniques for Determining Language Dominance. Teacher Corps Bilingual Project. This teaching module offers participants the requisite skills and professional perspective to determine the language dominance of Spanish-language-origin students. Upon completion of this module, participants should be able to (a) identify and describe an example of at least three techniques for determining the language dominance of Spanish-language-origin students, (b) list at least one important disadvantage and one important advantage for each of the three techniques selected, and (c) appropriately administer and interpret the results for each of the selected techniques so as to effectively and efficiently determine the language dominance of Spanish-language-origin students in the primary grades. Participants complete a preassessment test, choose tasks from a list of learning activities, and conclude the module with a postassessment test. (An excerpt from "TESOL Quarterly" entitled "A Method for Determining and Depicting Language Dominance," an article entitled "The Why's and Ways of Testing Bilinguality before Teaching Bilingually," and a bibliography are included.)   [More]  Descriptors: Bilingual Education, Elementary School Students, Language Ability, Learning Activities

Lee, Marianne, Comp. (1980). Multicultural Teacher Education: An Annotated Bibliography of Selected Resources. Volume III. This compilation of resources and reference materials for use in inservice, preservice, and graduate classes in teacher education includes materials drawn from bibliographies, concept references, directories, evaluation guidelines, reports and studies, historical references, literature and art references, models, manuals, textbooks, activity descriptions, and research studies. Material is also drawn from journals, newsletters, funding resources, and special articles and issues dealing with multicultural education as it applies to teacher education. A list of organization resources is included in the volume. Descriptors: Bilingual Education, Cultural Pluralism, Educational Resources, Equal Education

Hartford Univ., West Hartford, CT. Coll. of Education. (1974). Modular Sequence: Teaching Reading to Spanish-Speaking Students. Instructor's Guide. Teacher Corps Bilingual Project. This instructor's guide states that the objective of this modular sequence is to provide teachers with an awareness of the methods and materials used for teaching reading to Spanish-speaking students. The guide explains that there are 17 modules in the sequence and that participants should be able to arrive at a practical understanding of major concepts concerning the teaching of reading through selected readings, options to develop their own instructional activities, practical clinical applications, audio-visual materials, interaction with resource people and peers, and consultation of cross-referenced materials. An extensive bibliography is included.   [More]  Descriptors: Bilingual Education, Elementary School Students, Learning Activities, Reading Instruction

Rodriguez, Norma, Comp. (). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.15B; An Annotated Bibliography of Reading Materials for Spanish-Speaking Students. Teacher Corps Bilingual Project. The majority of the material cited in this annotated bibliography is in Spanish although bilingual and English materials are also included. Each annotation is presented both in English and in Spanish. The bibliography is part of a modular sequence for teaching reading to bilingual learners. The bibliography covers the following areas: (a) general texts and children's books, (b) books for teachers: language arts, (c) social studies, (d) science books, (e) art books, (f) music books, (g) filmstrips, and (h) other audio-visual material.   [More]  Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Secondary Education, Reading Materials

Hartford Univ., West Hartford, CT. Coll. of Education. (). Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.01. The Puerto Rican in Puerto Rico. Teacher Corps Bilingual Project. This module provides the participant with an overview of life and living conditions in Puerto Rico so that as a teacher he may better understand the lives of Puerto Rican children in mainland schools. Upon completion of this module, the participant will be able to (a) list major cultural forces in the lives of Puerto Ricans on the island and (b) describe both urban and rural lifestyles on the island. The student completes a preassessment test, chooses tasks from a list of alternatives, and concludes the module with a postassessment test. (A 22-item bibliography is included.)   [More]  Descriptors: Bilingual Education, Learning Activities, Learning Modules, Puerto Rican Culture

Hartford Univ., West Hartford, CT. Coll. of Education. (). Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.02. Migration Patterns of the Puerto Rican. Teacher Corps Bilingual Project. This module presents an overview of the background of Puerto Rican migration to the U.S. and an explanation of the migrant's current situation. Upon completion of this module the participant will be able to (a) describe the cultural roots of the migrants, (b) list reasons for the migration after 1898, (c) characterize the migration since 1950, and (d) explain how Puerto Rican migration differs from that of other migrant groups. The student completes a preassessment test, reads the attached narrative entitled "The Puerto Rican Migration," chooses tasks from a list of alternatives, and concludes the module with a postassessment test. (A 23-item bibliography is included.)   [More]  Descriptors: Bilingual Education, Cultural Background, History, Learning Modules

Hartford Univ., West Hartford, CT. Coll. of Education. (). Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.04. The Puerto Rican in Hartford. Teacher Corps Bilingual Project. This module provides an overview of the life of the Puerto Rican in Hartford, Connecticut, focusing on the issue of employment in order to provide participants with a better understanding of Puerto Rican workers' occupational and economic reality. Upon completion of the module, participants will be able to describe (a) living conditions of Puerto Rican workers in relationship to housing, education, welfare, health, leadership, language, and recreation; (b) Puerto Rican workers' view of their employer; (c) employer's view of Puerto Rican workers; and (d) social services available to Puerto Ricans and their relationship to employment. The student completes a preassessment test, chooses tasks from a list of alternatives, and concludes the module with a postassessment test.    [More]  Descriptors: Bilingual Education, Employment, Learning Activities, Learning Modules

Hartford Univ., West Hartford, CT. Coll. of Education. (). Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.06. Prejudice and the Puerto Rican. Teacher Corps Bilingual Project. This module presents an overview of the kinds of problems Puerto Ricans encounter because of prejudice. Upon completion of this module, participants will be able to (a) list and describe physical characteristics of Puerto Ricans which can make them subject to prejudice and (b) identify results of prejudice in terms of housing, jobs, education, ambitions and goals, Puerto Rican attitudes toward Anglos and blacks, and Puerto Rican values. Students complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (An eight-item bibliography is included.)   [More]  Descriptors: Bias, Bilingual Education, Learning Modules, Physical Characteristics

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