This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jean M. Baker, Arnulfo G. Ramirez, Harry Berendzen, John Haddox, Robert L. Politzer, Tove Skutnabb-Kangas, D. Gareth Edwards, Jay Moskowitz, Bonnie Z. Kupinsky, and Anne M. Milne.
(1973). An Error Analysis of the Spoken English of Mexican-American Pupils in a Bilingual School and a Monolingual School. Research and Development Memorandum No. 103. The study sought to (1) furnish data to be used in further language-error analyses and studies of causes of errors in language acquisition, (2) provide specific data for a basis in constructing pedagogical materials and proficiency tests to be used in teaching English to Mexican American children, and (3) determine whether bilingual or monolingual schooling affects the number and/or the patterning of errors. The sample consisted of 61 Mexican American children attending a monolingual school and 59 Mexican American children attending a bilingual school. The children were shown a silent movie and then asked to tell the story. Their answers were recorded on tape and transcribed. The deviations from standard English were described and categorized into errors in morphology, syntax, and vocabulary and counted as to their relative frequency in order to determine differences due to such independent variables as grade, sex, and type of schooling. Comparisons of frequency were based on comparisons made as to correct usage percentage within the 2 most frequent error categories and overall comparisons of all error frequency made as to number of errors per number of words. Major findings were (1) that deviations apparently were the result of the expected Spanish interference, the improper application of standard English rules, and the influence of nonstandard English dialects and (2) that children in the bilingual school did not differ significantly from those in the monolingual school with respect to frequency of deviations from standard English. [More] Descriptors: Bilingual Education, Error Patterns, Language Acquisition, Mexican Americans
(1970). Los Chicanos: An Awakening People. Southwestern Studies, Monograph No. 28. In this monograph on the Chicanos, a history of the injustice and humiliation that many Spanish-speaking persons have endured is given. Also discussed are such subjects as education, acculturation, identity, and values. The monograph, which takes the form of a literature review, also provides a discussion about opportunities and actions needed to further the Chicano cause. Descriptors: Acculturation, Activism, Bilingual Education, Citations (References)
(1980). Minority Language Maintenance and the Ethnic Mother Tongue School, Modern Language Journal. Examines the contributions of bilingual schools to minority language maintenance and stresses the inadvisability of relying on schools alone for this task. Uses the concepts of "primary and secondary reward systems" to argue that scholastic achievements cannot have any lasting impact without the sociopolitical and economic rewards of the primary system. Descriptors: Bilingual Education, Bilingual Schools, Ethnicity, Language Maintenance
(1982). Teaching Poetry en Dos Languages, Teachers and Writers Magazine. Shares some approaches and suggests poems that can be used to inspire discussion and creative writing in bilingual classes. Descriptors: Bilingual Education, Bilingual Students, Classroom Techniques, Creative Writing
(1984). Welsh-Medium Education, Journal of Multilingual and Multicultural Development. Examines the effect in the primary and secondary school levels of teaching through the medium of Welsh and the response of the University of Wales. The media and the educational system are two formal social organizations which help the threatened Welsh language to survive. Another would be the establishment of a Welsh-medium university. Descriptors: Bilingual Education, Educational Policy, Elementary Secondary Education, Language Maintenance
(1983). Implications of State Programs: The Case of Special Needs Pupils, Education and Urban Society. Examined how six states provide educational services to students with special needs. Focuses on program models, requirements, financial support, and control mechanisms. Contrasts state approaches to the federal approach to providing services to similar populations. Descriptors: Bilingual Education, Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education
(1975). A Survey of the Current Study and Teaching of North American Indian Languages in the United States and Canada. CAL-ERIC/CLL Series on Languages and Linguistics, No. 17. This survey attempts to bring together as much information as possible on the current study and teaching of North American Indian languages in the United States and Canada. The primary source of data for this survey was a questionnaire distributed in the spring of 1973 to 61 universities and colleges in the U.S. and Canada. Other sources were publications, conferences, and correspondence with individuals working with these languages. An overview of the study of North American Indian languages is presented first, outlining the contributions of several generations of linguists and leading up to a discussion of the present situation. Some current trends are identified through discussion of a representative group of recently instituted programs. Three appendices present the collected data. Appendix A lists American Indian language courses and other types of programs of 101 universities and colleges in the U.S. and Canada. In Appendix B, materials useful for the study of Amerindian languages are cited. Appendix C indicates persons who are making significant contributions to the study of American Indian languages. Also included are statistics relating to the present number of speakers in the major language groups and the recommendations of the Conference on Priorities in American Indian Language Work, held in Eugene, Oregon, in August 1973. [More] Descriptors: American Indian Languages, Bilingual Education, Bilingualism, College Language Programs
(1984). Why Aren't All Children in the Nordic Countries Bilingual?, Journal of Multilingual and Multicultural Development. Examines three Nordic bilingual programs: (1) immersion, where majority children with a high status mother tongue learn a second language; (2) submersion, where minority children with a low status mother tongue are forced to learn the majority language; and (3) language shelter, where minority children learn the majority language as a second language. Descriptors: Bilingual Education Programs, Bilingualism, Finnish, Immersion Programs
(1972). Teaching Cross-Cultural Understanding. Fundamental prerequisites for successful cross-cultural instruction in language programs are outlined in this paper. Attainment of instructional objectives is seen to be dependent on teacher attitudes and educational preparation. Problems confronting language teachers attempting to attain a measure of sophistication in the theory of cross-cultural instruction are discussed. Several successful bilingual programs for young children are briefly reviewed. Concluding remarks point out that the teaching of culture requires both precept and example. [More] Descriptors: Bilingual Education, Cross Cultural Training, Educational Objectives, Instructional Program Divisions
(1983). Beyond the Language Needs of Children from Minority Cultures, Educational Perspectives. The problems of cultural discontinuity are discussed, showing that it is the lack of understanding of acceptable conventions in day-to-day classroom interactions that cause great difficulty. This is a factor of considerable significance because it results in a form of handicap for the uninitiated student. Descriptors: Bilingual Education, Cultural Awareness, Cultural Context, Cultural Differences
(1983). Bilingual Reading Instruction in Kindergarten, Reading Teacher. Describes and evaluates an English-Hebrew program designed to develop biliteracy in kindergarten children. Descriptors: Bilingual Education, Bilingual Students, Cultural Differences, English (Second Language)
(1971). Final Evaluation Report for ABRAZO – Title VII Bilingual Project, 1970-71. Project ABRAZO, 1 of 5 speciality projects funded by the U.S. Office of Education under Title VII of the Elementary and Secondary Education Act of 1965, was designed to conduct research in areas of cognitive and affective learning generalizable to the 130 operational bilingual programs across the country. ABRAZO's goals were (1) to study the self-concept of Mexican American children in grades K through 6 and (2) to implement and to evaluate several strategies hypothesized to contribute to the development of a positive self-image in Mexican American children, grades K through 6. Operational components were established in 4 elementary schools of the San Jose Unified School District in San Jose, California. These schools service approximately 1,500 students in neighborhoods with a 50% or more Mexican American population. The study sample was 90% Mexican American and Anglo (12 Blacks, 16 Orientals, 11 other were included). This 3-section final evaluation report includes (1) a summary and discussion of the extensive data base established by collecting data from teachers, parents, and students in areas of organizational climate attitudes, self-concept, and student achievement; (2) an evaluation of each of the 11 ABRAZO components; and (3) a discussion of findings and recommendations of the evaluation with a view toward providing a constructive critique of the project. Four appendixes containing data on teacher in-service, the "Friend" component, and a separate classroom observation study related to student self-concept are included. [More] Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Cognitive Development
(1981). Elementary French Immersion Children's Use of Orthographic Structure for Reading, Canadian Modern Language Review. Describes a reading experiment with two groups of English speaking children attending French immersion programs. The two groups, from grades 3 and 6 respectively, were tested in both English and French for their ability to recognize spelling patterns and to make positive transfers from one language to the other. Descriptors: Bilingual Education, Elementary Education, English, French
(1972). The First Indian Bilingual Projects, Title VII Meeting: A Report, Language in American Indian Education. The purpose of the First Indian Bilingual Projects, Title VII Meeting was to discuss experiences and exchange ideas on the development of evaluation design and measurable objectives, the involvement of parents and community, and the development of materials. Sessions were held on unobtrusive measures, measuring language dominance, parent and community involvement, small group instruction for the classroom, and materials development. Suggestions included that at least 2 meetings be held per year; that the entire project staff be given an opportunity for input and agreement in the area of evaluation; that more community members be present for future meetings; that native speakers be trained to become bilingual teachers; and that presentation, display, and demonstration of project-developed materials be a major part of future meetings. [More] Descriptors: American Indians, Bilingual Education, Community Involvement, Educational Programs
(1971). They Help Each Other Learn: A Group Participation and Leadership Training Manual. This manual was designed for second grade children learning in small groups under an open classroom approach in which leadership and active participation are encouraged. It was intended especially for bilingual classrooms where children have a good opportunity to learn a second language from one another. Some instructions appear in Spanish although the text is basically in English. The manual is divided into five lessons: Rationale for Small Group Instruction and Child Leaders, Reading and Understanding the Group Instructions, Distributing Materials and Cleaning Up the Work Area, Helping Each Other, and Evaluating the Group Activity. An appendix includes a report of reactions to the program. [More] Descriptors: Bilingual Education, Bilingualism, Class Activities, English