This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include School Research (Swedish National Board of Education Newsletter), Esperanza Medina-Spyropoulos, Anchorage. Alaska State-Operated Schools, Normand Dube, Thomasine Taylor, Sister Sharon Leavitt, Jose R. Fernandez, Thomas Forsythe, Sarojini Devi Muttu-Ramalingam, and John R. Ottina.
(1973). Je voyage au Canada (Travelling to Canada). Designed for use in a bilingual program, this basic French reader centers around a trip to Canada. It contains reading selections, two short poems, the words and music of a song entitled "La cigale et la fourmi," and several oral and written exercises. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education
(1981). Soaking It Up in Milwaukee, American Education. Describes an immersion program in the Milwaukee Public Schools in which children learn to understand, speak, read, and write two languages; by the time they finish sixth grade, they are functionally bilingual. Elements discussed include parental involvement, staffing and recruitment, acquiring materials, and program costs. [More] Descriptors: Bilingual Education, Elementary Education, Immersion Programs, Magnet Schools
(1975). Significant Factors in the Development of Curricula for Bilingual-Multicultural Preschool Children. This study attempts to provide some general guidelines for the development of preschool bilingual-multicultural (BL-MC) curricula in a number of diverse Spanish-speaking environments and cultural enclaves, including Puerto Rican, Cuban, and Mexican American communities. Significant factors in the development of a BL-MC curriculum are identified and described briefly. These include: (1) careful and systematic determination of language of instruction, (2) emphasis on educational approaches which build children's self concepts within their cultural milieu, (3) active participation of parents as important resources in all phases of the curriculum, beginning with its design, (4) cooperation from parents, educators and community agencies to assure health and safety practices for the physical and emotional well-being of Spanish-speaking/surnamed children, and (5) comprehensive plans for learning activities commensurate with curriculum goals and objectives, for evaluation of curriculum and for validation and replication of the curriculum model. Definitions for curriculum, language, bilingualism and culture are presented and it is concluded that curriculum development for preschool bilingual-multicultural children has important implications for the future of American education. [More] Descriptors: Biculturalism, Bilingual Education, Curriculum Development, Early Childhood Education
(1982). When Hispanics Become the Majority: The Multiracial Challenge to Educational Equity, Metas. Through a review of school desegregation in Los Angeles, discusses issues that arise where desegregation is multiracial and Hispanics form a significant proportion of the student population. Reviews the literature on Hispanics in desegregated settings and suggests the effects that school desegregation might have on Hispanic social and educational status. [More] Descriptors: Academic Achievement, Bilingual Education, Desegregation Effects, Elementary Secondary Education
(). Brave is for Kids, Vol. 3, No. 1. This bulletin presents news and opinions of the staff of Project Brave of the St. John Valley in northern Maine. This issue presents a description of the bilingual program in progress there; many photographs of the region and Project are included. The text is in French and English. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Bulletins
(1969). The Implementation of the Structural Approach, With Reference to the Teaching of Written English in Malay-Medium Schools in Malaysia. Presented is a brief survey of the Structural Approach as it has been introduced in the teaching of English in the non-English-medium primary and secondary schools in Malaysia and a discussion of some of the obvious problems in the implementation of the program. The author assesses the standard of written work produced by students on the various levels, with the aim of determining sensible standards of attainment. He concludes, as a result of this study, that the Structural Approach is difficult to adopt on a country-wide basis. He recommends that (1) research into teaching materials and schemes be centrally located and disseminated to all SEAMEC (Southeast Asian Ministers of Education Council) members; (2) proficiency tests in English at the primary level be oral rather than written; (3) English teachers, and students who will attend English-medium universities, should have an intensive post-secondary school course of 6-9 months; and (4) the SEAMEC Centre should encourage a two-way flow of ideas concerning local problems in English teaching. Sample compositions by Malaysian students in English-medium primary and secondary schools, and in Malay-medium and "newly conforming" secondary schools, which illustrate the relative levels of attainment in English, appear in the Appendix. [Not available in hard copy due to marginal legibility of original document.] [More] Descriptors: Bilingual Education, Bilingual Students, English (Second Language), Language Instruction
(1974). Education in a Multi-Cultural Society: The Republic of Singapore. Occasional Paper No. 74-4. The educational history and practices of the Republic of Singapore, prefaced by a description of the inception of the republic, are described in this paper. The uniqueness of that history stems from the republic's multiracial society which requires equal education opportunities for all four official language groups–Malay, Chinese, Tamil (Indian), and English. The information presented in this paper provides material for a case study approach to education in a multiracial society. [More] Descriptors: Bilingual Education, Case Studies, Comparative Education, Educational History
(1970). Chicano Studies and the California Community Colleges. Chicano Course Descriptions. This compilation of descriptions of courses offered at 62 community colleges is prefaced by a paper titled "What Are the Objectives of Chicano Studies?" by Manuel H. Guerra. All of the community colleges listed are located in California. Descriptors: Bilingual Education, College Curriculum, Community Colleges, Course Descriptions
(1974). Koyuk Reader. This elementary language text, designed for children in a bilingual Koyuk-English program, contains one story about the daily life of a family in Koyuk, Alaska. The material is presented in alternating pages of Koyuk and the English translation, with many illustrations depicting events in the story. [More] Descriptors: American Indian Languages, Bilingual Education, Elementary Education, Eskimos
(1972). Les Acadiens (The Acadians). Designed for use in a bilingual program, this elementary reader is the story of early French settlers in Acadia, the region now known as Nova Scotia and New Brunswick. The French text is illustrated with color drawings. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education
(1970). English Language Proficiency for Fourth and Fifth Grade Spanish-Speaking Children. An experimental program designed to develop oral language (English) was started in the San Antonio Independent School District in 1964 and included 28 first grade classrooms of culturally deprived urban Spanish-speaking children. Classrooms were designated as Oral-Aural English, with intensive English one hour daily; Oral-Aural Spanish, with intensive Spanish one hour daily; and Non Oral Aural (which was merged with O-AE and O-AS after two years. Ott's study, 1967, showed superior gains made by the experimental groups in the first grade, but these findings were not predictive of continued superiority through the intermediate grades. The author's study (her doctoral dissertation, University of Texas at Austin, January 1969, of which the present paper is an abstract) was designed to analyze the cumulative effects of instruction on children receiving continuous treatment over a period of years. Conclusions remain unexplained as to why the scores of children receiving Spanish treatment excelled the other treatment groups when the criterion was English proficiency. A possible reason is that hearing one's own language amplifies the phonemic and syntactical contrasts between English and Spanish, thus making it easire for Spanish speakers to learn English. [More] Descriptors: Bilingual Education, Disadvantaged, English (Second Language), Experimental Programs
(1974). Teller Reader. This elementary reader is designed for use in a bilingual Inupiat-English program. Developed by the people of Teller, Alaska, it consists of a series of short readings. The Inupiat text and its English equivalent are never in opposition. The Inupiat text is followed by a picture page, and the English text is always on the back of the picture page. This is done so that the student will read the Inupiat text without interference from the English. The illustrations, by J. L. Hanson, are in black and white. [More] Descriptors: American Indian Languages, Bilingual Education, Elementary Education, Eskimos
(1969). Foreign Language Innovative Curricula Studies. Summary Report. The Foreign Language Innovative Curricula Studies (FLICS) was a three-year curriculum development project sponsored by Title III of the Elementary and Secondary Education Act. The emphasis of Title III was upon innovative and exemplary programs which could be used to develop and demonstrate curriculum constructs most needed in various areas of the total school curriculum. The Foreign Language Curriculum Committee defined four problem areas: (1) the larger number of children entering Michigan schools speaking a language other than English which was being lost through lack of use; (2) the emerging impact of hardware upon the foreign language classroom without appropriate software to result in effective teaching; (3) the need to insure that once an innovative program is created, the atmosphere and resources within a school system are conducive to the maintenance of such change; and (4) the lack of appropriate materials and approaches available in advanced language courses and the need for a humanities approach in this area. A description of the Bibligual Curriculum Development Program, the Learning Laboratory Program, the Associated Staff Training Program, and the materials produced by the FLICS Project are presented in this report. For further information on this project, write: Dr. James McClafferty, Humanities Teaching Institute, Michigan State U., East Lansing. Descriptors: Bilingual Education, Curriculum Development, Disadvantaged Youth, English (Second Language)
(1969). English in the Lower Department of the Comprehensive School: Planning of a FOU Project Extending from 1970 to 1979. This document describes plans for a project investigating the introduction of English as a second language in Swedish schools beginning with the first grade. (English is now introduced as a compulsory foreign language in grade 4.) The primary aim of the Project is "to generally illustrate the effects which occur when the total number of English teaching-hours for the comprehensive school are distributed in different ways throughout the grades." Problems to be dealt with in the Project are to (1) analyze and test different methods for solving the problem of individualization, with emphasis on new ways of utilizing language labs and programmed study materials; (2) analyze the contents of the teaching and the teaching methods from new points of view; (3) develop new methods for measuring language proficiency; (4) develop methods for systematic observations of the interplay between teachers and pupils, and between pupils; (5) study the possibilities of forecasting success in the acquisition of foreign language proficiency; and (6) analyze the functions of the foreign language teacher. Projected investigation, data collecting, staff, and budget are also discussed. [More] Descriptors: Bilingual Education, Elementary Education, English (Second Language), Experimental Programs
(1974). The Federal Commitment to Education. The most important principle in Federal education policy is equal access to a good education for every young person, irrespective of race, faith, family circumstance, cultural background, age, or sex, and irrespective of any physical or mental handicap. The Office of Education is doing many things to help the States and local school districts provide equal access. This paper discusses such programs as Basic Educational Opportunity Grants, Guaranteed Student Loans, Work Study programs, the Emergency School Aid Act, Title I of the Elementary and Secondary Education Act, Right to Read, and bilingual projects. [More] Descriptors: Bilingual Education, Compensatory Education, Equal Education, Federal Aid