This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Patricia G. Adkins, Manuel Ramirez, Christina Bratt Paulston, Armando Rodriguez, Bertha G. Trevino, Robert F. Roeming, Samuel Garry, Peter Strevens, Perry A. Zirkel, and George Riemer.
(1970). Bilingual Instruction in the Primary Grades, Mod Lang J. Descriptors: Arithmetic, Bilingual Education, Bilingualism, Elementary Schools
(1969). The Mexican-American–Disadvantaged? Ya Basta!, Florida F L Rep. Argues that bilingualism and biculturalism make Mexican Americans an advantaged rather than a disadvantaged group. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. Descriptors: Biculturalism, Bilingual Education, Cultural Differences, Cultural Pluralism
(1970). Almost Everything I Know About Teaching Puerto Ricans I Owe to Vicks Vaporub, National Elementary Principal. Describes a pilot project using the Initial Teaching Alphabet (ITA) in a writing program designed for Spanish Americans. Since ITA mirrors the writer's speech it can be used as a diagnostic tool. Descriptors: Bilingual Education, Communication Skills, Linguistic Performance, Spanish Culture
(1969). The Medium of Instruction (Mother-Tongue/Second Language) and the Formation of Scientific Concepts. The author poses this question: When the learning of science is carried on in a foreign language, is the extent and nature of concept-formation different from that required of the student who learns science entirely in his mother tongue? Because the term "scientific concept" is ambiguous, the author suggests five distinct definitions–four groups of "generalizing concepts" and one group of "scientific concepts." While the generalizing concepts form part of the general education of most young people who reach the secondary level, the scientific concepts are specific and peculiar to various branches of science. It is important that the complexity of concepts presented at each stage not go beyond the capacity of the individual student. The same is true for language study; the problem is that many languages do not contain equivalents of the verbalizations of scientific concepts, so when scientific concepts are being learned, there could exist a certain "conceptual distance" between the two languages. The author suggests that language teaching emphasize detailed observation rather than subjective response. [More] Descriptors: Bilingual Education, Communication (Thought Transfer), Concept Formation, Language Instruction
(1971). When Should Instruction in a Second Language or Dialect Begin?, Elementary English. A preprint from a forthcoming pamphlet of the National Conference on Research in English. Descriptors: Age Differences, Bilingual Education, FLES, Language Ability
(1971). Bilingualism and the National Interest, Modern Language Journal. Written for presentation at the 21st Annual Round Table of the School of Languages and Linguistics, Georgetown University on March 14, 1970. Descriptors: American Culture, Biculturalism, Bilingual Education, Bilingual Students
(1968). Bilingualism and Creative Abilities. A brief review of the literature on bilingualism prefaces the study. Research which points up possible deleterious effects of bilingualism is cited. Two additional studies by Reigal et. al., and Peal and Lambert raise the possibility of bilingualism having some positive relationship to creativity. In this study, an attempt was made to examine the proposition that experience with two languages during childhood is related meaningfully to later verbal creative functioning. Hypotheses were tested on second and fourth graders from a pair of urban elementary schools, one bilingual and one monolingual. Findings included: (1) no significant differences at the second grade level in fluency and flexibility on verbal and figural measures of creativity; and (2) at the fourth grade level, significant differences between the bilingual and monolingual groups, but not between the sexes. Differences are discussed and tentative conclusions presented. The bilingual experience in childhood was felt to result in subsequent greater development of potential creativity. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1969). Deficiency in Comprehension in Non-Native Speakers, TESOL Quart. It was found that the comprehension scores of non-native speakers of English improved when idiomatic and figurative language were removed from the materials used in comprehension tests. Descriptors: Bilingual Education, Bilingual Students, English (Second Language), Reading Comprehension
(1974). The Exclusionist Melting Pot Ideology of the United States, Chicano Education Digest. Descriptors: Bilingual Education, Culture Conflict, Educational Assessment, Educational Programs
(1974). Spanish Language Teaching and Teaching the Spanish Language, Contemporary Education. The author urges that American educators abandon the "melting pot" and "cold turkey" philosophies of the past and accept the notion of cultural pluralism and democratic education as their new creed. Descriptors: Bilingual Education, Bilingual Students, Cultural Influences, Cultural Pluralism
(1975). Where To Find Ethnic Studies Materials, Social Education. School districts selling materials on Black Americans, Mexicans, Americans, Asian Americans, and Native Americans, and bilingual, bicultural, or other ethnic materials are listed. Descriptors: American Indians, Asian Americans, Biculturalism, Bilingual Education
(1970). Breaking Down the Language Barrier, School Shop. Development of a bilingual English-Spanish student workbook for graphic arts instruction is described with samples illustrations. Descriptors: Bilingual Education, English (Second Language), Graphic Arts, Industrial Arts
(1971). Position Paper by the Committee on Socio-Political Concerns of Minority Groups in TESOL, February 1, 1970. Document originally drafted by a committee at the 1969 Annual Convention of the National Council of Teachers of English and redrafted in January 1970. Section D was further amended by the TESOL Executive Committee, at the Annual Convention in March 1971, in New Orleans, Louisiana. Descriptors: Bilingual Education, Bilingualism, Conference Reports, English (Second Language)
(1973). Teaching the Culturally Different Pupil. A number of "do's" and "don'ts" are offered that could be helpful to teachers working with the culturally different. Briefly summarized, the suggestions are: (1) Understand that there is no such thing as a culturally deprived child. (2) Understand that the language or dialect the students speak is as perfect a linguistic system as the teacher's standard English. (3) Understand that different cultures may share the same moral values but express them differently on the surface. (4) Remember that different cultures use different strategies for sanctions and rewards. (5) Be consistent and explicit in your own behavior. (6) Reassess your ways of interacting with the students. (7) Reevaluate kinds of assignments. (8) Demonstrate your respect for the other culture. (9) Be alert to the possibility of contextual constraints in the teaching situation. (10) Don't write off outrageous student behavior as typical of the other culture. (11) Try not to take all the advice given by experts too seriously. [More] Descriptors: Bilingual Education, Bilingualism, Cultural Awareness, Cultural Differences
(1974). 'La Escuelita' — Bilingual School, School Management. In Hartford, Connecticut, the Ann Street Bilingual Community School provides specialized services to over 300 Spanish-speaking students from preschoolers to parents. Describes the school and its programs. Descriptors: Bilingual Education, Bilingual Schools, Community Schools, Curriculum