Bibliography: Bilingual Education (page 558 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert L. Politzer, Olivia N. Saracho, WI. Dept. of Educational Research and Program Assessment. Milwaukee Public Schools, Barbara Luetke-Stahlman, Arnulfo G. Ramirez, Manuel Reyes Mazon, John V. Russo, David A. Stewart, Gina Macdonald, and Washington National Advisory Committee on Mexican American Education.

Murphy, Paul, Ed. (1969). Navajo Reading Study. Progress Report No. 4, December 1969. A summary of the discussions of the Navajo Reading Study Conference, held on December 4-5, 1969, in Albuquerque, New Mexico, was presented in this report. A group of consultants met to discuss the collection of data and its analysis for a study on Navajo reading materials and the language of 6-year-old Navajo children. The consultants included Mr. Kenneth Begishe, Shonto, Northwestern University; Professor Garland Bills, The University of New Mexico; Professor Kenneth Hale, Massachusetts Institute of Technology; Mr. William Morgan, Sr., Navajo Community College; Mr. Paul Platero, Navajo Community College; Professor Bruce Rigsby, The University of New Mexico; Professor Oswald Werner, Northwestern University; Mr. Robert Young, Bureau of Indian Affairs; and Mr. Bernard Spolsky, Director of Navajo Reading Project. The consultants pointed out the inadequacies of a freely collected sample, the probable need for careful eliciting of appropriate words and forms, and the strategies to be followed in further developments of this study. A related document is ED 059 810.   [More]  Descriptors: Bilingual Education, Conference Reports, Consultants, Language Acquisition

Mazon, Manuel Reyes; Arciniega, Tomas A. (1974). Competency Based Education and the Culturally Different: A Role of Hope, or More of the Same?. Competency-based teacher education is a positive force for change which offers educators, university scholars, and students the opportunity to collaborate and to become meaningfully involved in determining the education process. To the culturally and linguistically different, it offers the hope that the monolingual, monocultural nature of American schools will change in ways that will allow them more equal opportunity. Competency-based education has two attractive features for the linguistically and culturally different: (a) it assures fairness because it is a collaborative effort involving the school and the community and (b) its evaluation method is diagnostic and prescriptive rather than judgmental. The Community, Home, Cultural Awareness, and Language Training (CHCALT) model is an example of a competency-based program designed to meet the needs of the linguistically and culturally different. The model was developed for Teacher Corps and is to be implemented in the School of Education at San Diego State University as a program for a Specialist Credential. The CHCALT teacher training model is divided into four basic components: (a) Philosophy of Education for the Culturally and Linguistically Different; (b) Sociocultural Awareness–Home and Community Based; (c) Oral Language and Assessment Techniques; and (d) Diagnostic and Prescriptive Strategies.   [More]  Descriptors: Bilingual Education, Competency Based Teacher Education, Cultural Pluralism, Equal Education

Russo, John V. (1972). The Administrative Aspects of the Development of a Bilingual Secretarial/Clerical Program at Santa Ana College. At Santa Ana College (California), a bilingual secretarial/clerical program was proposed to meet the needs of their predominately Mexican and bilingual community, and to help meet the demand for bilingual employees. The goal of the program was to raise the proficiency of these students to that of the Anglo graduates so that they could perform all functions with skill at the entry level but also use their bilingual background advantageously. The report includes an outline of the curriculum, a description of the facilities and equipment, and a discussion of various learning aids used including individualized instruction, learning laboratories, an instructor of Spanish-speaking background, and an instructional aide. A budget analysis containing the necessary facilities, equipment, and personnel is included. Descriptors: Bilingual Education, Business Education, Mexican Americans, Office Occupations

Spolsky, Bernard (1970). Literacy in the Vernacular: The Navajo Reading Study. This paper notes the tendency among non-literate peoples such as the American Indians to lose their native language as the demands of modern technology increasingly push them towards literacy in a language which is not their own, and argues that literacy in the vernacular language may present such acculturation and language loss from going hand in hand. Relating this to the Navajo Indians, the author shows that, despite the relative ineffectiveness of English teaching programs, Navajo is steadily declining. Thus, although the resent Navajo Reading Study indicates that it is still the main language of Navajo-populated areas, Navajo continues to decline as more roads are built, as more children complete school, and as the Reservation is increasingly exposed to the outside world.  The author feels that the achievement of literacy in Navajo might prevent this shift to English. He believes that present programs directed at Navajo literacy may have a better chance than past ones because of the growing realization that teaching reading is easier in a child's strongest language as well as because of the community school movement, which includes the teaching of reading in Navajo as part of its program for community control of Navajo schools.   [More]  Descriptors: Acculturation, American Indians, Bilingual Education, Community Schools

Bennett, Ruth (1984). A Bilingual Perspective on Teaching History, Social Studies Review. Described is an approach for teaching history from an authentic and contemporary American Indian perspective. This approach involves the retelling of a Yurok myth, recording it in a bilingual text, and demonstrating how history can be presented with a map. Descriptors: American Indian Studies, Bilingual Education, Educational Innovation, History Instruction

National Advisory Committee on Mexican American Education, Washington, DC. (1968). The Mexican American: Quest for Equality. The 1968 booklet, a report by the National Advisory Committee on Mexican American Education, contains a brief description of the problems facing more than 5 million Mexican Americans in our society. According to the report, the failure of education has been the failure to recognize the needs of Mexican American students; this is evidenced by their high dropout rate. The report also notes that, because of the language barrier and the lack of suitable instruments to test the intelligence and the learning potential of Mexican American children, they are labeled as "mentally retarded" (e.g., in California, Mexican American students account for more than 40% of the so-called mentally handicapped). Included in the booklet is a section entitled "Blueprint for Action," which lists 11 suggestions for working toward solutions to the problems of educating Mexican American children.   [More]  Descriptors: Bilingual Education, Dropouts, Educational Needs, Equal Education

Milwaukee Public Schools, WI. Dept. of Educational Research and Program Assessment. (1972). Elementary Staff Questionnaire, Spring, 1972. Appendix J. This questionnaire for completion by Bilingual Program teachers in the elementary grades contains questions on Team Teaching, the Bilingual Resource Specialist, the Spanish Curriculum Development Center, and general questions concerning the program. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Education, English

Walsh, Donald D. (1973). Spanish-Speaking Children in American Schools: The Story of an Educational Crime. While the native speaker of English already has a working command of the sound system and the structure of the English language when he enters school, the native speaker of American Spanish enters school with a quite different sound system and structural system. A good educational program for these students should have as its goal to eventually make them bilingual. Upon entering school, the child should be taught through the medium of his own language and should have a special intensive English (as a second language) course as well as a special course in Spanish for native speakers of Spanish. When the student's command of English reaches the point where he can study other courses in English, the shift can begin, usually with math and science, but the sequence of courses in Spanish for native speakers should continue throughout the school years. And in a truly bilingual setting, the English-speaking child should study oral Spanish and later study math or science using Spanish as the medium of instruction. Teachers should be knowledgeable in each language and should be familiar with the contrasts in sound and structure between Spanish and English.   [More]  Descriptors: Bilingual Education, Bilingualism, Elementary Education, English (Second Language)

Stewart, David A. (1983). The Use of Sign by Deaf Children: The Opinions of a Deaf Community, American Annals of the Deaf. Responses of 162 deaf adults to an interview survey indicated findings including that sign language should be learned at an early age, before speech; that language should be acquired bilingually; and that American Sign Language and English signs should form the basis of the two languages. Descriptors: Adults, American Sign Language, Bilingual Education, Deafness

Macdonald, Andrew; Macdonald, Gina (1983). Teaching Metaphor in a Second Language, Exercise Exchange. Argues that metaphor is an important way of compacting ideas, explaining complicated or abstract ideas in a concrete way, and making language interesting. Offers suggestions for teaching the use of metaphors to second-language learners. Descriptors: Bilingual Education, Bilingual Students, English (Second Language), Higher Education

Saracho, Olivia N. (1983). Essential Requirements for Teachers in Early Childhood Bilingual/Bicultural Programs, Childhood Education. Descriptors: Bilingual Education, Cultural Awareness, Early Childhood Education, Language Skills

Awoniyi, Timothy A.; Ala, Florence B.O. (1984). An Interaction Analysis of Teacher-Inspired Classroom Language Behaviour in Alternative Language Media Settings, Negro Educational Review. Evaluated impact of using English, the "Mother Tongue" (Yoruba), or a structural bilingual mix of English and Yoruba in classroom communication. Found little difference in frequency of teaching behavior patterns, although in some instances teachers speaking Yoruba were more active. Descriptors: Bilingual Education, Classroom Communication, Elementary Secondary Education, Language of Instruction

Politzer, Robert L.; Ramirez, Arnulfo G. (1973). Judging Personality from Speech: A Pilot Study of the Attitudes Toward Ethnic Groups of Students in Monolingual Schools. Research and Development Memorandum No. 107. The purpose of this study was to investigate the attitudes of Mexican American and Anglo American students toward speech types that represent different social and ethnic groups. The subjects were 88 Mexican American and 61 Anglo American students in the 3rd, 6th, 9th, and 12th grades in 2 school systems. The technique used was the matched-guise method in which each of several bilingual speakers read different passages in varying languages or dialects. Major findings were that accented English was downgraded by all subjects; that there was little upgrading of any guise by the Mexican Americans, by the females, and by the students in the upper grades; and that there was positive evaluation of Spanish in the upper grades, especially among the Mexican Americans.   [More]  Descriptors: Anglo Americans, Attitudes, Bilingual Education, Ethnic Groups

Milwaukee Public Schools, WI. Dept. of Educational Research and Program Assessment. (1972). Parent-Community Questionnaire. Appendix K. This 12-item questionnaire, in both English and Spanish, for completion by Spanish-American parents and other members of the Spanish-American community seeks answers to questions concerning the Bilingual Program of Milwaukee Public Schools. Descriptors: Bilingual Education, Community Attitudes, Parent Attitudes, Program Evaluation

Luetke-Stahlman, Barbara (1983). Using Bilingual Instructional Models in Teaching Hearing-Impaired Students, American Annals of the Deaf. Four basic models used to classify bilingual programs for hearing students are explained briefly, and advantages and disadvantages for use of the models with hearing-impaired minority-language-speaking students are provided. Descriptors: Bilingual Education, Elementary Education, Hearing Impairments, Models

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