This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Natalie Picchiotti, Sirarpi Ohannessian, Estelle Fuchs, John J. Hassett, F. Rand Morton, Mary Finocchiaro, John Hildebrand, Consuelo Miranda, Clara Rodriguez, and Carl L. Rosen.
(1974). The Fredericton plan and how it started, Education Canada. The author describes how a New Brunswick board set up an early French immersion program. Descriptors: Bilingual Education, Educational Objectives, French, Program Design
(1969). Some Needed Research Regarding the Language and Reading Instructional Problems of Spanish Speaking Children. Three major areas of needed research in language and reading development for children of Spanish-speaking backgrounds are presented in a general overview. The first area of need is that of normative and descriptive studies of prelearning processes. This includes analyses of language base and home language behavior and is aimed at a more precise description of bilingual style. The second area of need is that of compensatory educational programs. These should be based on research and experimentation designed to determine language characteristics and needs. The third area of need is that of research in curriculum and materials modifications. Present curricula should be researched and evaluated, and new and innovative curricula should be designed which reflect research findings. An extensive bibliography of material reviewed is included. [More] Descriptors: Bilingual Education, Bilingualism, Compensatory Education, Curriculum Research
(1971). TESOL Presidential Report to the Membership 1971, TESOL Newsletter. Speech delivered at the annual TESOL Convention, New Orleans, Louisiana, March 6, 1971. Descriptors: Bilingual Education, Bilingualism, Educational Objectives, English (Second Language)
(1969). Conference on Navajo Orthography. This report on the Conference on Navajo Orthography, held in Albuquerque, New Mexico on May 2-3, 1969 constitutes a summary of the discussion and decisions of a meeting which was convened by the Center for Applied Linguistics under contract with the Bureau of Indian Affairs to agree on an orthography for the Navajo language. The immediate purpose of such an orthography is its adoption for uniform use in Bureau of Indian Affairs sponsored publications for use in its school system, but the Conference hopes it would have wider acceptance. The present report covers considerations in formulating the recommendations, presents the recommended script, and discusses the purposes to be served by a Navajo writing system. Appended are a listing of various Navajo alphabets compiled by Oswald Werner, and notes by Sarah C. Gudschinsky on orthography preparation and revision. [More] Descriptors: Bilingual Education, Conference Reports, Early Childhood Education, Navajo
(1974). Effect of an Intervention Program on "High Risk" Spanish American Children, Journal of Educational Research. Mental ability, language development (English), language development (Spanish), and self-image changes were studied as effects of an early intervention program for preschool children. Descriptors: Bilingual Education, Cognitive Development, Disadvantaged Youth, Early Experience
(1968). A Bilingual Oral Language and Conceptual Development Program for Spanish-Speaking Pre-School Children. This paperbound edition consists of a series of lessons to be used in an English language and conceptual development program for 4 to 5-year-old Spanish-speaking children. The overall goal of the lessons, designed for use with migrant children, is to provide the child with the language and conceptual skills he needs to benefit from a standard school setting. Lessons are built around structured Oral Language Circles and take about 15 minutes each. There are 59 English Circles and 61 Spanish Circles to be used in sequence at a rate of three per day for 8 weeks. The Spanish lessons prepare the child in his first language for the content of English, while at the same time helping him to acquire standard alternates for certain nonstandard features of his own dialect. The volume is divided into four parts. Part One includes a description of the program, answers to common questions, and a general listing of a preschool classroom's permanent equipment. Part Two consists of the lessons. Part Three contains an art materials supplement providing patterns for any art work or demonstration objects not easily obtainable within the school. Part Four is an oral language test of productive English which can be used to gauge a child's progress. Descriptors: Bilingual Education, Bilingual Teacher Aides, Classification, Language Acquisition
(1970). Curriculum for American Indian Youth. The National Study of American Indian Education, Series IV, No. 4, Final Report. The National Study of American Indian Education has documented a broad consensus among parents, students, teachers, and influential persons that the most important role of the schools is to prepare Indian students for employment in the dominant economy and for successful lives in the sociocultural mainstream. With occasional exceptions, curriculum for Indian children in both Bureau of Indian Affairs schools and in public schools parallels the curriculum provided to non-Indian students in the public schools. There is virtually no quarrel with the principle that the curriculum for Indian youth should include the very best curriculum provided non-Indian youth, but several major areas stand out as issues of concern. Among these are the inclusion of tribal culture and history in school instruction, language instruction, vocational emphasis, and attention to the dignity of Indian identity. Whatever curriculum developments take place in American education, it is unlikely that Indian parents will want anything less for their children than the same curriculum offered to other Americans. The most outstanding difference, however, is that Indian parents would like the schools to give recognition to Indian identity. [More] Descriptors: American Indians, Bilingual Education, Community Support, Cultural Education
(1969). Community Involvement in the Bi-Lingual Center. A bilingual elementary school for Spanish-speaking children in Chicago, Lafayette Center, is described in this paper. The primary concern of the Center has been parent involvement, with home visits to the parents by school community representatives before and after enrollment and an Open House in December. This function was well attended by community leaders and other officials, but not particularly by parents, partly, it was felt, because the parents are happy with the Program and do not feel the need to come to the school, and partly because of the expensive public transportation in Chicago. The Puerto Rican community, in which the Center is located, is enthusiastic about the Program. The Mexican community, while approving the Program, resents that a second center was not opened in their community. Both resent the fact that the Program is limited to the poor; all the children who need it are not included. The non-Spanish-speaking community of European background is, to varying degrees, "indifferent, resentful, or hostile," because bilingual centers had not been provided for their parents or grandparents, who were under pressure to acculturate. There must be, the author stresses, a total community acceptance of a new approach to the education of our Spanish-speaking students and a recognition of their community rights concerning their children's education. [More] Descriptors: Acculturation, Bilingual Education, Community Involvement, Economically Disadvantaged
(1969). Bilingual Elementary Schooling: A Report to Texas Educators, Florida F L Rep. Based on the introduction to the author's report on the 1968 Summer Bilingual Institute at the University of Texas. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1970). An Experimental Approach to the Language Requirement (The College of Artesia Bilingual Program), Mod Lang J. Descriptors: Bilingual Education, College Curriculum, College Language Programs, Degree Requirements
(1974). The Puerto Rican Experience. Article, based on an educational research study, "The Puerto Rican Experience", presented the opinions of superintendents and principals concerning their attitudes on bilingual programs for Puerto Rican students. Descriptors: Acculturation, Bilingual Education, Child Development, Demography
(1971). Bilingualism in Puerto Rico: A History of Frustration, English Record. Federal insistence on the teaching of academic English in the classrooms in Puerto Rican and other Spanish Speaking neighborhoods leads to a deterioration of public education due to a lack of properly trained teachers; special teacher education programs are needed. Descriptors: Bilingual Education, Bilingual Teachers, Bilingualism, Educational History
(1974). Peer Tutoring in New York City High Schools, English Journal. Descriptors: Bilingual Education, Individual Instruction, Minority Group Children, Peer Teaching
(1969). The Blueprint Potentials of the Cooperative Teacher Education Preparation; Utilizing the Talented Mexican American. The Teacher Education Cooperative Program, begun in 1965-66 at New Mexico State University, provides capable students with invaluable experiences in the work and study phases, as well as an opportunity to finance their education. The work and study phases alternate, each approximately 6 months long. The curriculum for the study phase consists of the general education requirements of the University. The curricular experiences that accompany the work phase constitute two-thirds of the professional preparation of the cooperative students. A sizeable proportion of the students enrolled in the program are Mexican Americans who might not have been able to attend college without some financial assistance. They thus have the opportunity to contribute to bilingual cultural understandings of the Mexican American. Various career advantages are available to all the students in the program. [More] Descriptors: Bilingual Education, College Students, Cooperative Education, Cultural Awareness
(1974). The Structure of Failure II: A Case in Point, Urban Review. An elaboration of the development of the American assimilationist ideology with respect to Puerto Rican students in the New York City school system. Consequences for the Puerto Rican students in terms of their educational status are documented. Descriptors: Bilingual Education, Board of Education Policy, Culture Conflict, Educational Policy