This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Arlington Center for Applied Linguistics, Bethesda Miranda (L.) and Associates, Margarita Calderon, Esther M. Eddy, John Downing, M. Reyes Mazon, Mel Greenlee, Mary Purbhoo, Georganne Chapin, and Norman G. Gold.
(1975). Final Report of the Bilingual Symposium: Building a Research Agenda. Volume 2. This is the second of a series of three volumes containing papers from a bilingual symposium held in 1975. Presentations and discussion at the symposium dealt primarily with suggestions for research which linguists should undertake to assist bilingual programs. This volume contains the following papers: "A Survey of Research in Syntax," by Arnold M. Zwicky and Robert N. Kantor; a response to Zwicky and Kantor's paper by Gustavo Gonzales; "Semantics," by John M. Lawler; "Pragmatics," by Charles Pyle; and comments on Pyle's paper by Lily Wong Fillmore. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Language Instruction
(1978). Learning to Read in Different Languages-Universals and Specifics. In learning to read, children must first understand the objectives of that skill: that the visible symbols communicate meaning and code certain features of speech. If a child does not understand this, learning will be impaired. For instance, children who are taught to read a language other than their native language learn better if instructions are given in their native language. Also, when children who were initially taught reading in their native tongue were transferred to reading in a second language, they overtook the children who from the beginning had read only in the second language. This was in spite of the fact that the native tongue beginners had learned to read in two languages instead of in one and had spent less time in learning to read the second language. The explanation for these results was that those who learned to read in their native tongue first could better understand instructions and concepts used by the teachers because they could relate them to their past experience. The cognitive processes in learning to read are of paramount importance and the new frontier for improvement in methods of reading instruction is in the children's thinking, reasoning, conceptualizing, and problem solving about language. Descriptors: Beginning Reading, Bilingual Education, Cognitive Processes, Cultural Differences
(1979). Project ASTRA. The Alternative Services To Raise Achievement (ASTRA) program at the Greater Hartford (Connecticut) Community College is designed to supply developmental and other services to students with academic potential who are in need of such services to complete their education. The program's structure is intended to meet the diverse needs of students; instructors meet students in large and small groups and also provide individual tutoring when needed. The program is divided into five phases. In the first, students are identified, tested, and selected for the program. Phase two provides an intense instructional program in developmental communication skills, while phase three provides an interdisciplinary coordination of these skills with a content area course. In phase four, a three-week period of study is provided for those students who require additional time to succeed. The final phase of the program is a tracking phase in which counselors monitor students' progress in their regular academic work through weekly seminars. There are two teams involved in the program, one for English speaking students and a second for bilingual students. In addition, there are composition laboratory services and a counseling support program. Descriptors: Basic Skills, Bilingual Education, Communication Skills, Developmental Programs
(1974). Community, Home, Cultural Awareness and Language Training (CHCALT): A Design for Teacher Training in Multi-Cultural Education. A Program Outline for the Bilingual/Cross-Cultural Specialist Credential. The Institute for Cultural Pluralism, a resource facility in multicultural education in the School of Education at San Diego State University, has been assigned to develop the Bilingual/Cross-Cultural Specialist Credential (BCCSC) Program plan. The basis of the BCCSC Program is the Community, Home, Cultural Awareness, and Language Training (CHCALT) model. The CHCALT model is based on nine features, which are considered essential to any multicultural education program. Incorporating these nine elements as the major goals of the program, the CHCALT teacher training model is divided into the following four basic components: (1) philosophy of education for the culturally and linguistically different, (2) sociocultural awareness, (3) oral language and assessment techniques, and (4) diagnostic and prescriptive strategies. These components make up the four phases used in the implementation of the CHCALT training model. (The four phases of the CHCALT teacher training model are discussed in detail. The appendix presents diagrams of the CHCALT model.) [More] Descriptors: Bilingual Education, Credentials, Cultural Awareness, Cultural Education
(1979). Design, Development, and Evaluation of Career Education Materials for Adult Farmworkers. Final Report, Volume II – Curriculum Guide and Career Education Manual, Part II. This document contains the last nine monographs of a career education manual developed to assist the instructor in presenting a career-awareness course to adult, limited-English-speaking farmworkers. (A companion document, CE 024 589, contains the first seven monographs and a curriculum guide.) These career monographs are written at the 5th-grade reading level in both English and Spanish to facilitate comprehension for persons with limited reading ability. The nine monographs included in this document provide information on occupations in the areas of health, recreation, fine arts/humanities, communications, transportation, construction, business/office, environment, and marine science. Descriptors: Adult Education, Adults, Agricultural Laborers, Bilingual Education
(1980). The Classroom Environment and the Development of Oral Expression. A Pilot Study Report. Based on the contention that knowledge of how and where children learn to speak is essential to the development of sound bilingual educational programs, a research project was undertaken to gain insights into how children learn oral language at school. Three bilingual and 39 nonbilingual classrooms at the preschool through the sixth grade level were observed for one complete school day, with observers concentrating on one child selected at random from the total class. Observers recorded the length of time the child was directed or induced to speak by the teacher and noted the total amount of time the child was under direct adult supervision during the day. The findings suggested the following: (1) children speak but are not required to do so by the teacher; (2) children are learning to speak outside the control of teachers; and (3) teachers do not control the oral language development of children. Descriptors: Bilingual Education, Bilingual Students, Classroom Communication, Classroom Environment
(1980). Specifying the Needs of a "Bilingual" Developmentally Disabled Population: Issues and Case Studies. Linguistic and cognitive assessment of children whose home language is not English involves a number of complex issues: minority labeling, the relationship between cognition and bilingualism, "normal" data on bilingual development, and monolingual versus bilingual environment for children experiencing delay. This paper concentrates on reviewing what has been reported about the course and result of "normal" bilingual development of Spanish and English, mentioning briefly studies of monolingual Spanish learners that have been conducted in the United States, and it presents sketches of three children who might be called bilingual, but who show various developmental problems and a diverse set of abilities. These sketches illustrate graphically the heterogeneity of linguistic skills and different program requirements of bilingual developmentally disabled children. Descriptors: Bilingual Education, Bilingualism, Case Studies, Elementary Education
(1975). Transition from Italian. This report provides a comprehensive view of the two-year kindergarten program for children from Toronto's Italian community which ran from September 1973 to June 1975. The transition program and its participants are described, and the program is examined in relation to the implicit goals with the aid of comparisons with students in regular kindergarten classes. The transition program children learned English at a rate equal to that of similar children in regular programs, despite being exposed to Italian for most of the first year, and they participated more in class discussions, a sign that their adjustment to school was made easier. Parents of the transition children attended more official school functions and talked regularly with the teacher on an informal basis. These results suggest that the program generally has been successful in meeting its goals in the short term and that the transition model is viable for children in kindergarten. Other benefits or drawbacks may not emerge until later in the children's school career. The context in which a program of this nature is implemented is extremely important. Various considerations and procedures that might be required in other contexts or with alternative program models are discussed in the summary of the report. [More] Descriptors: Bilingual Education, Bilingual Students, English (Second Language), Italian
(1974). Claremont Reading Conference 38th Yearbook: Reading, Thought, and Language; Proceedings of the Claremont Reading Conference (41st, Claremont, California, February 9-10, 1974). The essays in this book represent the substance of the 40th annual Claremont Reading Conference, the theme of which was "Reading, Thought, and Language," Among the nineteen essays included are "Cognitive Development and Reading" by David Elkind; "Behavioral Objectives and Teaching Instruction" by Herbert Simons; "Toward Personal Growth through Reading" by David Greene; "Realism in Children's Books" by Robert Burch; "How Should the Culturally Different Child Be Taught to Read? by Sarah Moskovitz; "Diverse Aspects of Language Development as Related to Reading" by Alice Paul; "Discovering Thinking by Listening to Language" by John Regan; and "Reading and the Home Environment" by Albert H. Koppenhaver. [More] Descriptors: Bilingual Education, Cognitive Development, Conference Reports, Cultural Differences
(1975). Guia Bibliografica del Bilinguismo (Bibliographic Guide for Bilingualism). This paper presents a comprehensive, annotated guide to bibliographic materials related to bilingualism, with a particular focus on Spanish-English bilingualism. It is written in Spanish, to meet the needs of the student of language and literature who approaches the study of bilingualism with little prior contact with the research and literature sources outside his/her own field. Useful material from linguistics, education, psychology, and other fields is covered. Included in this document are reviews of general resources (RIE, CIJE), specialized indices, current bibliographies, and additional sources. A list of relevant journals is appended. Items are referenced by call number according to the University of Massachusetts-Amherst Main Library catalogue. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Bilingual Students, Bilingualism
(1976). Unamos Nuestros Esfuerzos (Let's Pull Together). This publication was especially designed to inform Mexican-American, Puerto Rican, Cuban and other Hispanic families about drinking problems. Prepared by the National Institute on Alcohol Abuse and Alcoholism, the booklet provides short, simple texts in Spanish and English, which define alcoholism, list danger signals' and discuss how to help the problem drinker and where to go for help. [More] Descriptors: Adult Education, Alcohol Education, Alcoholism, Bilingual Education
(1976). CRESS-CROSS, 1976. Three issues of the "CRESS-CROSS" newsletter published during 1976 are compiled in this publication. These issues include information on: how to contribute to the ERIC system, the computer search services at the ERIC Clearinghouse on Rural Education and Small Schools, the Rural/Regional Education Association's research award for meritorious research relevant to rural or regional education, and the Graduate Library Institute for Spanish Speaking Americans in Tucson, Arizona. Articles are: "Rural Appalachia: Educational Needs and Some Realities", "Outdoor Education in the Educative Process", and "Bilingual Programs Prevail–A Sample Model Program" (discusses the bilingual programs in El Paso, Texas). Brief reviews are given of such papers as: a 5-volume series of position papers on American Indian education, "School Management Options for American Indians", "The American Indians: Answers to 101 Questions", "Outward Bound and Teacher Education", "Strengthening the Small Rural School", "Profile on the Mexican American Woman", "Adventure Education–What Is It and How Do We Evaluate It?", and "The Law of the People (Dine Bibee Haz'aannii): A Bicultural Approach to Legal Education for Navajo Students". A listing of 328 documents appearing in issues of "Resources in Education" and pertaining to American Indians, Mexican Americans, migrants, rural education, small schools, and outdoor education is included. Descriptors: American Indians, Bibliographies, Bilingual Education, Educational Needs
(1977). Annotated List of Some Commercially Available Learning Materials Often Considered for a Bilingual/Multicultural Urban Classroom. This annotated list of materials is intended for use by teaching teams in a bilingual multicultural urban preschool program. The works listed are those currently present in the resource center of the !ALERTA! Bilingual/Multicultural Preschool Curriculum Development Project. The bibliography is divided into four sections: (1) African-American focus, (2) Hispanic focus; (3) urban orientation; and (4) general concept development. Bibliographic information, a brief plot summary and critique, and comments on format, illustrations, language and ethnic focus, relevance for urban children and appropriate age level are offered for each item. Brief cross references, including author, title, and a note on primary focus are provided at the end of each section. The complete document is provided in two forms, one in English and one in Spanish. Descriptors: Annotated Bibliographies, Bilingual Education, Black Literature, Books
(1977). Language and Reading Development of Bilinguals in the United States. This paper presents an overview of research on bilingual children's language and reading development, identifying the problems and biases of past research and indicating future research needs. The paper notes that past research tended to reflect prevailing societal attitudes and an essentially linguistic bias. In recommending future research priorities, the paper stresses the use of nonbehavioral science tools and miscue analysis for the description and analysis of semantic processes, sociolinguistic phenomena, and psycholinguistic phenomena. A bibliography is included. [More] Descriptors: Bias, Bilingual Education, Bilingual Students, Language Acquisition
(1973). Cautions When Working with the Culturally Different Child. Everyone in the United States has a cultural heritage which varies from the present mainstream culture of this country and yet, the majority of Americans have lost ties with their cultrual background. This has occurred because of both the melting pot theory and the educational system that has developed under a philosophy. There has been a serious attempt made in our schools to fit everyone into one cultural mold. This cannot and should not be done. Bicultural programs are needed, particularly for groups such as the Puerto Ricans and Chicanos that have been able to easily harmonize with the mainstream culture. The task of the educator should be to ensure that the cultures of these children are not stolen from them in the classroom. There are many problems encountered in trying to establish culturally pluralistic programs in the schools. Among these are acceptance by the traditional educational system in America, the stereotyping of ethnic groups, ethnocentrism, and the training of teachers with a new awareness. There are also numerous factors which make up a good program but are difficult to achieve. The program must contain bilingual materials–it should include both English as a second language and Spanish as a second language–and must study both cultures. Finally, if a bicultural program is to work, teachers must always try to build the child's self-concept, and parents must be included in the program. [RC] [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism