This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Thomas H. Linton, Alma Maria Petrini, Henry M. Ramirez, Alice Michael, Linda Elbow, Edward Medina, Robert M. Rippey, Emiliano Martinez, Susan L. Melnick, and Jacob Ornstein.
(1970). Using Fairy Tales, Written in Spanish, Which Are Parallels to Fairy Tales Written in English, for Enrichment. The study shows that there are Spanish fairy tales which are parallels to some well-known fairy tales written in English. These fairy tales are not merely translations of the English, but have certain character and plot similarities that allow them to be compared. This study compares eight fairy tales–the English tale is discussed first, then the Spanish, focusing on the characters and the plot of each story. A comparison of both tales follows. Finally, the Spanish tale is translated into English so that it can be used for bilingual enrichment in the classroom. The Spanish fairy tales have been simplified to a certain extent so that they can be used with children; thus, they do not appear as they were originally written. Translations of the Spanish tales were done with simplicity and comprehension. Descriptors: Bilingual Education, Books, Characterization, Childrens Literature
(1969). ESOL-SESD Guide: Kindergarten. This guide consists of 135 lessons designed to teach English to speakers of other languages, or to teach standard English as a second dialect. Each lesson guides the kindergarten teacher through a day's activities. Each activity is identified with a heading, a brief descriptive paragraph, and an example of suggested dialogue. Lessons also list various materials such as pictures, toys, and puppets to be used during the activities. The program, presented in a linguistic sequence, emphasizes oral speech development. Children hear the language patterns modeled by the teacher and then repeat what has been said. Directions like "guide,""help," and "with the teacher's help" indicate when the teacher should model the pattern for the children. Once the children are able to control a pattern automatically through several oral repetitions, they can use the language in meaningful situations. Though the guide has been planned to cover 1 year, the time required to complete it may vary, depending on the maturational level of the children and the amount of time devoted to the lessons. [More] Descriptors: Bilingual Education, Dialects, English (Second Language), Experiential Learning
(1970). A Study in Child Care (Case Study from Volume II-B): "We Come with the Dust and We Go with the Wind." Day Care Programs Reprint Series. Approximately 468 children of migrant agricultural workers in the state of Washington are served in the nine Northwest Rural Opportunities (NRO) day care centers described here. A community organization program was also formed by the NRO system. Ninety percent of the families served are Chicano, and all are below the poverty level. These aspects of the day care program are particularly noteworthy: the trailer facilities (formerly used as mobile units, now permanently located); the educational program for children from 1 month through 5 years of age, which is based on the special needs of migrant children and uses a combination of approaches to adequately prepare the children for public school; and teacher training which insures that new curriculum is introduced efficiently and uniformly throughout the NRO system. Information is presented on the background of the system, basic program (including health, parent education, and community involvement), organization, staff, volunteer help, and budget. An appendix contains samples of the daily schedule, curriculum materials, infant behavior goals, and teacher training materials. [More] Descriptors: Bilingual Education, Day Care, Developmental Programs, Disadvantaged
(). An Instructional Model for Teaching "University" English to Mexican-American Bilinguals. The data and observations offered here represent a model for the organization of relevant facts of Spanish and English for use in teaching English composition to bilingual Mexican-Americans. This approach, amplified to include material from many facets of the grammars of Spanish and English, can provide the basis for teaching English to bilinguals in a way that respects bilingualism as an asset and as an accomplishment, while helping the student draw the lines that distinguish his two languages. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, English
(1972). Report on a Project to Apply Sociolinguistic Research Findings to Educational Needs of Mexican American Bilingual/Biculturals. According to this report, the accomplishments of the Sociolinguistics Studies on Southwest Bilingualism have been to (1) elicit a corpus of the speech (Spanish, English, and Mixed) of several hundred young adults and set up taxonomies of leading variables in both languages; (2) devise and apply a Sociolinguistic Background Questionnaire with over 90 demographic, attitudinal, and language usage items; (3) established working hypotheses for correlating such data with school performance records; and (4) develop a tentative working model (rational bilingualism) to correlate social and educational factors with language skills. Applications of the growing data bank are anticipated in programs aimed at curricular change for culturally and linguistically divergent pupils and students, special texts and programs intended for bilinguals in both Spanish and English, and attitudinal profiles of bilinguals/biculturals useful in understanding and coping with the special problems of this population and related ones (Puerto Rican, Cuban, and other Spanish-English speakers). [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Classification
(). Modular Sequence: English as a Second Language, Methods and Techniques. TTP 001.01 TESOL Overview. Teacher Corps Bilingual Project. This learning module is designed to provide the student with insights into the nature and goals of TESOL (Teaching English to Speakers of Other Languages) and the means to achieve these goals by enabling him to: (a) explain accurately the rationale for each component of TESOL, (b) justify the teaching of English as a second language through a linguistic orientation which takes into account the native language or dialect background of the learner, and (c) assess his own needs for acquiring new competencies in terms of recommended guidelines for teachers of English as a second language. Several required and optional activities are listed to assist the student in attaining the module objective. Both pre- and post-assessment instruments are included. Remediation activities are not included but are to be negotiated with the course instructor or module coordinator. [More] Descriptors: Bilingual Education, Competency Based Teacher Education, English (Second Language), Instructional Materials
(1972). Otros amigos, otras culturas: Libro de lectura 2, nivel 2 (Other Friends, Other Cultures: Reader 2, Level 2). This reading textbook was designed for the elementary school Spanish-speaking student. It contains short passages which provide an initiation into knowledge of other countries and ways of life to encourage development of the senses of friendship, curiosity, and solidarity. See FL 004 069 for the accompanying workbook. Descriptors: Basic Reading, Beginning Reading, Biculturalism, Bilingual Education
(1967). English as a Second Language for Speakers of Spanish. The fact that many Spanish speaking pupils are seriously limited in English or may not speak English at all presents a difficult problem for their teachers in English speaking schools. This document presents some of the current knowledge concerning the nature of language and how it is learned in non-technical terms. Examples of lessons, techniques, and materials are given which teachers can use to carry out the kind of systematic English program that is described. Annotated bibliographies present listings of books for teachers, instructional materials, charts and pictures, and equipment along with a bibliography of materials related to the teaching of English as a second language. Descriptors: Annotated Bibliographies, Bilingual Education, Curriculum, English (Second Language)
(1973). Statement of Henry M. Ramirez, Chairman, Cabinet Committee on Opportunities for Spanish Speaking People, Before the Subcommittee of the Committee on Government Operations, House of Representatives, July 23, 1973. On July 23, 1973, Dr. Henry M. Ramirez, Chariman of the Cabinet Committee on Opportunities for Spanish Speaking People, spoke before the Subcommittee of the Committee on Government Operations. Dr. Ramirez outlined why the Cabinet Committee is needed, gave examples of the Committee's accomplishments, and discussed future plans to assure that Federal programs reach the Spanish speaking. According to Dr. Ramirez, the Cabinet Committee was established to advise Federal departments and agencies on appropriate actions to assure that Federal programs reach the Spanish speaking people. Since its establishment in 1969, the Committee has accomplished; the distribution of $47 million to first time grantees for programs run by the Spanish speaking for the Spanish speaking; the establishment of Project Alpha to deal with job opportunities at the local level and Project Blue at the national level; effective data collection and reporting systems; the improvement of employment opportunities through Project Beta; strengthening the President's 16-point Program by helping to institutionalize it into the Federal structure; and getting agencies to be cognizant of Spanish speaking needs. In the future, the plans are to increase equal educational opportunities and the number of Spanish Americans on the Federal Register through local recruitment. [More] Descriptors: Agencies, Agency Role, Bilingual Education, Educational Opportunities
(1972). Report of an Urban Education Reform Experiment: Problems and Promises. Section II: Project Evaluation. Supplement to the Final Report of the 5th Cycle Teacher Corps Project. This document recounts the efforts of an urban college of education (the one at the University of Illinois/Chicago Circle) to develop a cooperative program in urban teacher education. It deals with the origin of the project, operational problems encountered, solutions attempted, critical functions of systematic evaluation. Also included are statements of conclusion by the development coordinator. (Related document is SP 007 730.) Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Community Involvement
(). Modular Sequence: English as a Second Language, Methods and Techniques. Instructor's Guide. Teacher Corps Bilingual Project. This instructor's guide for a modular sequence in English as a second language is itself in modular format. It presents the rationale for, and the objectives and organization of, the sequence modules as well as management guidelines for the instructor, including checklist forms for each module in sequence. The objective of the entire sequence is to provide teachers with a theoretical background and with practical training in the methodology of teaching English as a second language, which can be adapted to meet the needs, interests, and capabilities of the linguistically different student. [More] Descriptors: Bilingual Education, Competency Based Teacher Education, English (Second Language), Learning Modules
(1973). Region One Right-to-Read Project: 1972-73 Evaluation Report. The Right-to-Read Project was introduced into 7 school districts in Region 1 (Texas) in September 1972. Bilingual program materials developed under an Elementary and Secondary Education Act (ESEA) Title VII grant were placed in 34 kindergarten classrooms with an enrollment of approximately 900 students. Because of late enrollments, the number of classrooms increased to 38 and the number of students to 1,000. The materials placed in the classrooms were the first year of a sequential, 4-year program for Mexican American children with little or no knowledge of English. They consist of: (1) Spanish Reading–Region One Literacy Lessons (ROLL), and (2) English as a Second Language–Region One Curriculum Kit (ROCK). Project personnel included 5 staff members and 38 classroom teachers. The program had 7 objectives such as: students must demonstrate they can relate sounds to compose words in their native language; students in the Spanish Reading Program will demonstrate an awareness that the correspondence between letters and sound is not always one-to-one; students in the English as a Second Language Program will be able to generate orally at least 3/4 of the sentence patterns contained in the ROCK I Kit. A goal established for the project was for each classroom to complete reading the 5th booklet in the Spanish Reading Program series by the end of the school year. Fifteen percent of the classrooms actually finished booklet #5, and an additional 17% had started it. The English as a Second Language program progressed as planned, with approximately 65% of the classrooms completing over 90% of the 128 lessons in the program and 85% completing 80%. [More] Descriptors: Bilingual Education, English (Second Language), Kindergarten Children, Mexican Americans
(1971). Carrascolendas: Evaluation of a Bilingual Television Series. Final Report. "Carrascolendas" was a thirty-program television series designed to aid in the bilingual instruction of Mexican-American children in the first and second grades. A systematic evaluation of the production and the effect of the series is presented here. Evaluation of the process of program development noted that the series was completed and did reflect the intended instructional objectives. Some suggestions for improvement included: Modification of the time schedule to allow for more feedback and revision of the programs, an improved definition of the responsibilities of supervisory staff members, and a closer working relationship between the curriculum and production supervisors. A field experiment involving children from the target audience population and a survey of schools that used the programs showed statistically significant learning gains among television viewers in English tests of multicultural social environment, English language skills, physical environment, and cognitive development. The survey of schools, although indicating a major use of the program, did reveal a possible shortcoming in that a significant number of schools, even in predominantly Mexican-American areas, had no knowledge of the program's availability. [More] Descriptors: Bilingual Education, Comparative Analysis, Conventional Instruction, Educational Television
(1972). Spanish Alphabet Book 1: Spanish Phonetic Reading Program. This manual presents a Spanish phonetic reading program based upon pictures which provide clues to each fundamental speech sound in the language. Pupils are thus able, through auditory and visual discrimination exercises, to match a Spanish speech sound with its proper alphabet symbol. For related documents, see FL 003 749, FL 003 750, and FL 003 751. Descriptors: Beginning Reading, Bilingual Education, Elementary School Students, Guides
(1972). Preschools for Mexican Americans: Research and Curriculum. Current preschool programs for Mexican American children are examined. Programs are categorized as either experimental or as non-experimental. The emphasis of the experimental section is upon research findings, while the emphasis of the non-experimental section is upon the curriculum and its implementation. Six studies are discussed in the experimental section: the findings suggest that bilingual instruction is not superior to English or Spanish instruction in terms of student achievement. However, one study showed successful social adjustment on the part of Mexican American children involved in bilingual programs. Findings also showed integrated classrooms to facilitate achievement gains for Mexican Americans. Seventeen programs are discussed in the non-experimental section. Findings indicate that in some cases acquisition of a specific English vocabulary enables a greater percentage of Mexican American children than normal to progress to subsequent grades in school. Three outstanding features of these preschool programs are a bilingual approach, a greater degree of parental involvement than in most preschool programs, and an awareness and appreciation of the Mexican American cultural heritage. [More] Descriptors: Bilingual Education, Disadvantaged, Disadvantaged Youth, Experimental Programs