This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Pat Lennon, Joseph Cillizza, Norma Rodriguez, Eleanor Wall Thonis, West Hartford Hartford Univ., James L. Fidelholtz, Arlington Center for Applied Linguistics, Carol W. Pfaff, John M. Devine, and Serafina Colombani.
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.07; Developing and Extending an English Reading Vocabulary (K-6). Teacher Corps Bilingual Project. This teaching module concerns vocabulary as it relates to reading comprehension. Development of an extensive and accurate reading vocabulary is deemed essential for good comprehension. While most children have little trouble with concepts and vocabulary necessary for beginning reading (unless they speak a language which is not of the dominant culture), they may have trouble with meaning, starting at about the third grade. Upon completion of the teaching module, participants should be able to develop at least five methods or formats for teaching a vocabulary list of 20 words. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. [More] Descriptors: Bilingual Education, Elementary School Students, Learning Activities, Learning Modules
(1973). Conference on American Indian Languages Clearinghouse Newsletter. Vol. 2, No. 1. The first report in this issue, from Fort McPherson, MWT, concerns the ongoing work of transcribing, recording, and teaching Kutchin. In addition, there are reports concerning efforts in progress to preserve various Indian languages, among them Kwakiutl, Skagit, Shulkayn, Shoshoni, and Ojibway. Other investigations and courses in Alaskan native languages are also mentioned. The status of the Tehlequah bilingual Cherokee program is briefly reported, and the Navajo community-controlled bilingual program in Rough Rock, Arizona is described. A list of GPO publications involving Indian languages is provided, as is an annotated list of books available from other sources. Excerpts from the 'General Discussion of Papers by Mattingly and Halle' from 'Language by Ear and by Eye,' edited by James Kavanaugh and Ignatious Mattingly, are also provided. [More] Descriptors: American Indian Culture, American Indian Languages, Bibliographies, Bilingual Education
(1974). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.04; Reading Readiness. Teacher Corps Bilingual Project. This teaching module deals with reading readiness. Upon completion of the module, participants should be able to (a) assess readiness needs, (b) list the components of readiness, (c) devise a readiness program for individuals, and (d) determine special readiness needs of the dyslexic child. Participants complete a preassessment test and learning activities, and conclude the module with a postassessment test. [More] Descriptors: Bilingual Education, Dyslexia, Elementary School Students, Learning Activities
(1976). Literacy for America's Spanish Speaking Children. In the United States, Spanish speaking children have been placed in English reading programs for more than 100 years. This volume relates the nature and background of Spanish speaking children, including the preliterate, the literate, and the functionally illiterate, to their success in reading; explores alternatives for helping Spanish speaking pupils achieve literacy levels commensurate with their potentials; and reviews the developmental nature of reading within the framework of literacy in first and second languages including concepts of maturation and readiness, speech/print relationships, sensorimotor abilities, and reading-skills acquisition. Lists of selected references and suggested readings conclude the booklet. [More] Descriptors: Bilingual Education, English (Second Language), Literacy, Literacy Education
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.09; Survey and Examination of Methods and Materials for the Teaching of Reading in English. Teacher Corps Bilingual Project. The purpose of this teaching module is to examine materials and methods in the area of reading instruction. Upon completion of the module, participants should be able to (a) explain and give an example of a published program for seven approaches to beginning reading, (b) evaluate four published reading programs, and (c) state which approach they feel would be most successful with bilingual students and why. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. [More] Descriptors: Bilingual Education, Elementary School Students, Learning Activities, Learning Modules
(1976). English as a Second Language, Level II. This book contains lesson plans and language exercises for ESL teachers. The first part gives suggestions for testing in four areas: listening comprehension, oral production, reading comprehension, and writing ability. Thirteen sample tests are given in which the student must fill in each blank with the correct word. The section on content area gives exercises based on introductions and identification, the classroom, the family, the surrounding community, and the wider community. The last section, which is based on the text "English Step by Step," includes twenty-seven grammar exercises, such as changing singular forms to plural, forming interrogative sentences, and choosing the correct indefinite article. Descriptors: Bilingual Education, English (Second Language), Instructional Materials, Language Instruction
(). Modular Sequence: Puerto Rican Pupils in Mainland Schools. Instructor's Guide. Teacher Corps Bilingual Project. The purpose of this modular sequence is to provide teachers with a comprehensive awareness and concrete applications of Puerto Rican culture with respect to public school classrooms. It focuses on the teacher's individual needs and specified competencies to be attained. The sequence is divided into 12 modules (see SP 008 975-987), each of which include a preassessment test, a postassessment test, and learning tasks. Competency is assessed through successful completion of the learning activities and postassessments of each module. (This document is a description of the entire modular sequence and contains a bibliography.) [More] Descriptors: Bibliographies, Bilingual Education, Individualized Instruction, Learning Modules
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.06; Introduction to Structural Analysis. Teacher Corps Bilingual Project. The intent of this teaching module is to present structural word analysis information to participants so they can be effective teachers of reading. The module attempts to prepare participants to develop and utilize teacher-prepared materials dealing with structural analysis. Upon completion of this module, participants should be able to (a) syllabicate a given list of words, (b) properly accent a given list of words, (c) identify the prefixes and suffixes in a given list of words, (d) state and apply a syllabic generalization, and (e) state and apply an accent generalization. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. [More] Descriptors: Bilingual Education, Elementary School Students, Learning Activities, Learning Modules
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.08; Developing Comprehension and Critical Thinking Skills (K-6). Teacher Corps Bilingual Project. The purpose of this teaching module is to enable participants to demonstrate and apply their knowledge of comprehension and critical thinking skills, using the Watson-Glaser Test of Critical Thinking Ability. Critical thinking is defined as an attitude of thoughtful consideration of the problems and subjects that come within one's experience, knowledge of the methods of logical inquiry and reasoning used to deal with such problems and subjects, and skill in applying such methods. Skill in making evaluative and critical decisions becomes especially important because of mass media influence on public opinion. Participants take the Watson-Glaser Test as a preassessment, choose activities from a list of alternatives, and retake the test as a postassessment. [More] Descriptors: Bilingual Education, Comprehension, Critical Thinking, Elementary School Students
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.13; Teaching Reading Affectively/Effectively in a Bilingual Program. Teacher Corps Bilingual Project. The introduction to this teaching module states that mounting research evidence supports the linguistic and academic benefits of early instruction through the vernacular, based on the premise that non-English speaking students who learn to read in the vernacular (and accelerate their conceptual development in their mother tongue as they learn English) will not become academically retarded; they will in fact learn English more efficiently and their feeling of "belonging" to the majority culture might be established. The purpose of this module is to enable participants to do the following: (a) identify their feelings about nonstandard dialects and discuss how teacher attitudes affect teaching in the vernacular; (b) define an English as a Second Language (ESL) approach, a transitional bilingual approach, and a balanced bilingual/bicultural approach; and (c) write a vernacular reading lesson including an affective, a cognitive, and a psychomotor objective. Participants complete a preassessment test, choose tasks from a list of instructional alternatives, and conclude the module with a postassessment test. [More] Descriptors: Bilingual Education, Elementary School Students, Learning Activities, Learning Modules
(1975). Syntactic Constraints on Code-Switching: A Quantitative Study of Spanish/English. This paper reports on a preliminary quantitative study of syntactic constraints on code-switching within discourses in which no change in participants, setting or topic is evident. The goals of the study are to provide a syntactic description of the points at which switches from Spanish to English and English to Spanish are possible and to assess the extent to which actual behavior conforms to stereotypes represented by acceptability judgements. Use of the quantificational technique of accountable reporting of relative frequencies permits investigation of a wide range of questions, including (1) Do implicational relations exist among syntactic environments such that it can be predicted that a speaker for whom a switch in environment A is possible may also switch in environment B, but not vice-versa? and (2) Are the constraints on code-switching uniform throughout all populations and in all social situations or are there differences in frequencies and/or implicational hierarchies? The data consist of taped conversations of adults and adolescents collected by bilingual participant-observers in the San Joaquin Valley of California and in South-central Texas. Preliminary findings indicate that differences between speakers are variable rather than categorical but that implicational relationships do exist and that these are related to social phenomena. [More] Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), Dialect Studies
(1976). I Find Out About Science. Grade 4. This textbook is the fourth in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade four text contains the following chapters: (1) Review Grade 3 Material; (2) Animals and Insects; (3) Plants and Trees; (4) The Human Body; (5) Minerals; (6) Metals; (7) How Matter Changes Form; and (8) Optics. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. Descriptors: Bilingual Education, Elementary Education, Elementary School Science, Grade 4
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.05; Introduction to Phonics. Teacher Corps Bilingual Project. This teaching module presents a systematic development of phonic information and generalizations that are applicable to the decoding process. Upon completion of this module, participants should be able to (a) apply phonic information in decoding a list of words, and (b) identify specific phonic components. Participants complete a preassessment test, choose tasks from a list of learning activities, and conclude the module with a postassessment test. [More] Descriptors: Beginning Reading, Bilingual Education, Elementary School Students, Learning Activities
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.14; Methods for Teaching Reading in Spanish. Teacher Corps Bilingual Project. This teaching module is the first in a cluster which will familiarize participants with the most common methods and materials used in teaching reading in Spanish. Upon completion of this module, participants should be able to (a) describe at least two methods of teaching reading in Spanish, (b) apply the corresponding techniques of each of the above to a teaching-learning situation, (c) identify the advantages and disadvantages of two other methods that may be used in teaching reading in Spanish, and (d) teach a reading lesson. Participants complete a preassessment test, choose tasks from a list of instructional activities, and conclude the module with a postassessment test. Appendixes include an outline for a daily lesson plan, and articles entitled "The Teaching of Reading in Spanish," and "On the Teaching of Reading in Spanish for the Follow-Through Program." [More] Descriptors: Bilingual Education, Elementary School Students, Learning Activities, Learning Modules
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.15A; Materials for Teaching Reading in Spanish. Teacher Corps Bilingual Project. This module provides evaluation guidelines for choosing reading materials, and practical training in designing materials for teaching reading in Spanish. Upon completion of the module, participants should be able to (a) list 10 criteria that are used to evaluate books and materials in the teaching of reading in Spanish, and be able to use them in evaluating books and materials; (b) identify five reading materials appropriate to the grade level participants are teaching or plan to teach; (c) develop at least one reading material and one device to teach reading; and (d) select one reading series or material to be used with the first part of this module cluster. Participants complete a preassessment test, choose tasks from a list of instructional activities, and conclude the module with a postassessment test. (An appendix entitled "Preparacion de Cartelones" is included.) Descriptors: Bilingual Education, Elementary School Students, Guidelines, Learning Activities