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, Marietta Saravia Shore, Dale W. Berry, Paul Kahn, Warren Balinsky, Janis S. Gershman, Raymond Paul Koegel, Richard Sherrington, Phyllis Hodes, and Harold Rosenblatt.
(1976). I Learn To Read. Grade 2. This textbook is the second in the official reading 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 elementary schools in the United States which have Vietnamese students. This grade two reader contains 57 lessons and 7 games, with a song at the end of each of the 8 chapters. The chapter headings are as follows: (1) Housing; (2) Family Life; (3) Eating and Drinking; (4) Clothing; (5) The Human Body; (6) Domestic Animals; (7) Schools, Student Life; (8) Seven Games. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. Descriptors: Bilingual Education, Elementary Education, Grade 2, Indochinese
(1976). Coorientation and Identification: A Transactional Approach to the Formative Evaluation of Educational Television Programming. This study provides a theoretical focus for evaluating media communication, a generic model which operationalizes this focus, and a case study which documents how this model was applied in the evaluation of the effectiveness of "Carrascolendas," a bilingual television program for children. The core of the model involves two indexes: "identification," which assesses viewers' affective involvement with characters, and "coorientation," which gauges viewers' understanding of a dramatic sequence, as well as the implications of this understanding for predicted viewer attention. These constructs are operationalized and integrated with a method of structurally analyzing the format of television programming. A multiple discriminant analysis of the coorientation and identification scores yielded significant intergroup differences across the variables of sex, grade, ethnicity, and city. Combined with the results of the structural analysis, these differences pinpointed desirable program modifications in the areas of character age and ethnicity, message complexity, and message format. Descriptors: Bilingual Education, Childrens Television, Doctoral Dissertations, Educational Television
(1976). Plight of the Chicago Schools: A Profile of and Interview with the New Superintendent Joseph Hannan. This paper presents a profile of and an interview with the new superintendent of the Chicago Public Schools, Joseph Hannan. The problems confronting the new superintendent are the same as those faced by the previous superintendent except for the decrease in school enrollment and a financial crisis stemming from a depressed economy. Hannan views his role as an expediter and Provider of services and refers to himself as both a reactor and an implementer. He does not embrace the concept of co-superintendent; one an educator, and the other an administrator, but believes there should be only one administrative leader. One of the most pressing tasks facing his administration is to bring about a positive feeling towards the Chicago public schools. A major goal of the Chicago Board of Education in his view, is administrative reorganization, but his number one priority is in the area of reading improvement and the development of cognitive skills. With regard to desegregation, Hannan believes the critical need lies with the provision of good schools in all neighborhoods and the provision of alternatives so that if parents and children want to go to different locations they can do it. [More] Descriptors: Bilingual Education, Educational Finance, Educational Policy, Educational Practices
(1975). The College Bound Program; Evaluation Period, School Year 1974-1975. This report contains a description and evaluation of the College Bound Program. It was designed to enhance the cognitive abilities of 9,300 high school students who were eligible for Title I funds. The program was conducted in 24 high schools with approximately one fourth of the subjects at each grade level. The evaluation was designed to investigate the effectiveness of the reading, mathematics, science, social science, and bilingual components of the program. Test results revealed that the project improved standardized test scores in all areas. Statistically significant gains were obtained for the reading, mathematics, social studies, science, bilingual reading, and bilingual science components for all grade levels and for the ninth grade bilingual social science component. [More] Descriptors: Bilingual Education, Cognitive Objectives, College Bound Students, College Preparation
(1975). Integrated Bilingual Demonstration Project for High Schools; 1974-1975. This evaluation report is a description of an integrated bilingual-bicultural program which attempted to improve student achievement in oral and literate mastery of both Spanish and English. The program was funded under the Elementary Secondary Education Act, Title VII and was in its third year of operation in New York City. Two hundred ninth and tenth grade Spanish dominant students participated in the program. Students were selected for the program by both referral from guidance counselors and voluntary enrollment. The objectives of the program were to improve language proficiency and academic achievement in mathematics, social studies, and science bilingual curricula. Other program objectives were improvement in school attendance, decline of the number of dropouts, and a decrease of student referrals to the guidance office for disciplinary problems. Teacher-made tests in mathematics, social studies, and science were administered at the end of the school year. Speaking and comprehension in English, and reading in Spanish were assessed by standardized tests in Spanish. All students in the project demonstrated improvement in these areas. The students also had fewer disciplinary problems and guidance referrals than the school as a whole. Additionally, significant improvement in speaking and English comprehension was achieved by the students. [More] Descriptors: Attendance, Bilingual Education, Compensatory Education, Grade 10
(1976). Corrective Reading, Corrective Mathematics and Bilingual Instruction of Pregnant School Age Girls. This is an evaluation of a program designed to provide continuity of instruction in reading and mathematics for pregnant school age girls in New York City. The program was designed to provide instruction for monolingual and bilingual (English-Spanish) students. Selected students were two or more years retarded in reading and/or mathematics. Spanish speaking students received English as a second language instruction. Nine hundred pregnant school age girls participated in the program. Seven hundred and fifty were involved in reading and mathematics programs. One hundred and fifty were involved in bilingual instruction. Three hundred students were in grades 7, 8, and 9. Six hundred students were in grades 10, 11, and 12. Diagnostic testing using the Individual Pupil Monitoring System (IPMS) was implemented. As a result of this program more than 80% of the students involved achieved mastery of at least one instructional objective in reading and/or mathematics. Evidence showed, however, that many students had mastered a significant number of objectives prior to instruction. Problems associated with the program included excessive absence and delivery of baby as well as staffing problems, a lack of sufficient materials and equipment and the late arrival of diagnostic materials. Appendices include tables of detailed information on criterion referenced tests used in the program. [More] Descriptors: Bilingual Education, Bilingual Students, Pregnant Students, Program Descriptions
(1976). American Holidays for Spanish Students in the United States. Three handouts give the history of three holidays celebrated in the United States: Christmas, Halloween, and St. Valentine's Day. Each holiday is described in Spanish and in English for use in bilingual classrooms. [More] Descriptors: American Culture, Bilingual Education, Bilingual Students, Cultural Awareness
(1974). The Content Analysis of 125 Title VII Bilingual Programs Funded in 1969 and 1970. The purpose of the research discussed in this final report is to identify and record significant process variables which were judged to be relevant to the attainment of commonly shared objectives for students of the 130 bilingual programs funded in the first two years of Title VII (1969 and 1970) of the Elementary and Secondary Education Act. This research had two objectives: to develop an instrument on which to record each individual program's process variables, and then to describe the variations across projects through a summary of the various strategies which the bilingual programs stated they were following in their second year of operation. This report contains the summary tables and discussion of the characteristics and procedures which the bilingual programs indicated in their documents, and which 46% of the total projects verified they were following in their second year. The format of the results is given in terms of (1) the questions asked, (2) the table giving results, and (3) interpretation of results. In the tables, the second year data of projects funded in both 1960 and 1970 are combined. However, the data from verified projects are presented separately from the data of unverified projects. There were 58 verified projects and 67 unverified projects. The unverified projects are those which are based only on information for the project documents. The research presented here does not include data on the outcomes related to the processes. The appendices included the following: a bibliography, 1969 and 1970 projects grouped by language, culture and grade, the content analysis schedule for bilingual programs, a draft of the schedule, and the consultants' ratings of assumptions. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Content Analysis
(1976). Sarah J. Hale High School-Project SABER. Project SABER, which operated in Sarah J. Hale High School in South Brooklyn, New York, consisted of bilingual instructional and supportive services to 9th and 10th grade Spanish language students. Students received bilingual instruction in social studies, science, math, and Spanish. All the SABER students received English as a second language instruction for two periods per day. In the major subjects, class size was kept under twenty. Students were programmed to receive individual and small group instruction from the resource teachers. The resource teachers were also involved in developing and translating instructional materials in Spanish. Parental involvement and staff development were also part of the project. The SABER students did not make any significant gains in reading and English language proficiency as demonstrated by standardized instruments. However, the SABER students did meet most of the objectives for academic performance on teacher made or city wide examinations. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Influences
(1976). An Evaluation of the 1975-76 Chinese-Canadian Bi-Cultural Program. A Chinese-Canadian bi-cultural program was carried out in two Toronto public schools which had high percentages of students with a Chinese background. The program was designed to: (1) provide the children of the Chinese parents with educationally sound opportunities to learn the culture and language of their adopted country; (2) preserve the culture and language of their Chinese national origin; (3) eliminate the necessity for Chinese parents to enroll their children in a Chinese school after regular school hours; and (4) prevent or minimize the communication gap between the Chinese parents and children. This report presents a brief description of the program and the results of questionnaires completed by 130 students, 160 parents, and 20 teachers involved in the program. Most students, parents, and teachers agreed that the program was successful in making students more aware of Chinese culture, but some teachers felt that the program was less successful in relating Canadian and Chinese culture. Parents (especially Chinese-responding) were most favourable to program continuation and indicated a desire for more instruction in Chinese writing, reading, and conversation. Among the teaching staff there was generally a very wide range of opinion about the program, and some differences appeared to exist between the two schools. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chinese
(1976). College Bound Program, 1975-76. The College Bound Program was designed to help educationally disadvantaged and linguistically isolated 9th to 12th grade pupils improve their skills in reading and mathematics. Students were exposed to 40 minutes of daily instruction, five days per week, for a full year in both subject areas. Each day's exposure was remedial in orientation and served to supplement regular or tax-levy teaching. Instruction for all pupils was individualized, utilizing either standardized achievement or criterion-referenced instruments for diagnosis and evaluation. Instructional prescriptions to correct deficits were either commercial or teacher-prepared. Major findings of the program evaluation were: (1) students in grades 9 through 12 showed highly significant gains in both reading and mathematics, and (2) the bilingual students who were administered the criterion-referenced tests failed to realize the criterion level of mastery of at least five instructional objectives in both reading and mathematics. Among the factors that may have been contributed to the positive results of the program may be the use of individualized instruction as the chief teaching method, and the use of a diagnostic-prescriptive approach. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, High School Students
(1969). The Use of Photographic Stills: A Format for English Language Programmes, Educ Telev Int. Descriptors: Bilingual Education, Developing Nations, Educational Television, English (Second Language)
(1977). Oral Reading of Bilingual Yiddish/English Children. The current movement toward observing both the process of reading in other languages and the areas of language interference is an important element in the education task. In a study which examined and described the observable process of oral reading by six bilingual children whose first and dominant language was Yiddish, the Reading Miscue Inventory (RMI) was used as an instrument for analysis. The children (seven and eight years old) read aloud stories from a group of instructional reading texts in English and from a nonoverlapping set of selected story books in Yiddish. They then retold the stories in their own words. Data were tape recorded and analyzed. The study showed the RMI to be completely useful with a language having a different alphabetical and directional system. Results showed that silent correcting had occurred, that subjects gave significant evidence of processing print but that a gap existed between receptive and productive processing, that subjects were adept at gaining information from alternate sources, and that they felt no great need for their oral reading to sound like natural language. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Education
(1976). Assessment of the Status of Bilingual Vocational Training for Adults. Final Report-Phase I. Volume II: Selected Annotated Bibliography. This selected bibliography is the second volume of a three-volume report on the status of bilingual vocational training (BVT) for adults in the United States. The basic finding of the literature search was that little effort has been devoted to the topic of BVT, per se. Thus, the bibliography is quite limited and the works selected for inclusion are among the most relevant ones for program planners and administrators. The works are arranged into the following groupings: "The Effects of Bilingual Instruction: Evaluation and Research Findings"; "Needs: General and Specific"; "General Background on Linguistics and Bilingualism"; "Legislation"; and "Bibliographies". [More] Descriptors: Adult Vocational Education, Annotated Bibliographies, Bilingual Education, Bilingualism
(1975). Site Visitation: Choctaw Language Teaching Program, Mississippi Choctaw Agency Schools, Philadelphia, Mississippi, August 7, 8, 1975. A Report. Research and Evaluation Report Series No. 23-C. A site visitation of the Bilingual Program at Choctaw Agency indicated that the program would be implemented during the 1975-76 school year. The program will involve teaching the reading and writing of the Choctaw language combined with teaching English as a Second Language (ESL). A structured approach will be used in teaching ESL to the Choctaw Indian students beginning with kindergarten and continuing through third grade. The strategy for teaching the Choctaw language will adhere to a technique called "Parity Bilingual Program". This technique utilizes the symbolic approach. Focusing on K-1, the methodology is to involve learning one symbol and one sound together. Other symbols and sounds will be developed from the original symbol. The acquisition of skills from this method would then be transferred to that of reading and writing the English language. This report presents a sample lesson plan. [More] Descriptors: American Indian Languages, Bilingual Education, Choctaw, Elementary Education