This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jose A. Cardenas, John M. Devine, Dale Mann, Joseph Cillizza, Sylvia Gil, Kay Jagoda Caragonne, Irene Kwok, Guadalupe San Miguel, Ruth C. Roberts, and Elwood B. Traylor.
(1975). A Perspective of Oral Language Development in Federal Programs. Two basic reasons for including Oral Language Development in the instructional program are (1) to prepare students for reading instruction, and (2) to teach students how to communicate effectively in real-life situations. A child is expected to have had five or six years oral practice in a language before learning to read. When children have developed their linguistic skills in Spanish, they should first learn to read in that language. Proponents of Title I Migrant and ESAA programs have emphasized oral language development in programmatic guidelines. However, guidelines for various state and federal programs differ, and they should be examined carefully in light of each school district's goals. An oral language program must identify students who will benefit most from the program and also select its administrator and teachers with care. Effective implementation of an oral language program calls for a sensitive teacher, thorough planning, support of administrators and fellow teachers, adequate materials and resources, an assistant (if possible), and staff development based on teacher requests. [More] Descriptors: Audiolingual Skills, Bilingual Education, Educational Strategies, Elementary Education
(1972). Assessing Bilingual Language Ability in the Mexican-American Preschool Child. The current emphasis on "teaching in the language of the child" has led to a demand for bilingual programs in Mexican-American communities. Ninety preschool children, assumed to be Spanish speaking, were referred to a summer program for amelioration of English language deficiency. Spanish and English versions of the Preschool Language Scale were administered to determine language dominance, developmental status, and areas of deficiency. Results indicate that prime consideration should be given to the assessment of the preschool child's language status before assuming competency or dominance in any language or deciding to establish a bilingual program. [Not available in hard copy due to marginal legibility of original document.] [More] Descriptors: Bilingual Education, Bilingual Students, Language Ability, Language Acquisition
(1976). Lau Remedies Outlined. The understanding of two principles is important if school districts are to develop comprehensive plans responsive to the Lau v. Nichols remedies specified by the Department of Health, Education, and Welfare (HEW) in ways that both adhere to the spirit of the Lau decision and allow the school district to develop coherent educational programs for all students. First, it should be understood that the remedies are minimal and that they have been drawn to adhere to the narrowest legal interpretation on the basis of the most promising current knowledge and thought relating to the education of children of limited English-speaking ability and cannot require bilingual, multicultural programs for all children. Second, an acceptable plan must include realistic time-outcome expectations; a plan can be rejected for projecting unrealistic expectations. The development of an elementary-level compliance plan calls for four phases: student identification, student language assessment, analysis of achievement data, and creation of program offerings. The process at the secondary level is the same except that program offerings can include a wider array of options. A sample community language survey form is included. [More] Descriptors: Academic Achievement, Bilingual Education, Community Surveys, Educational Assessment
(1975). PAL Measures Language Dominance. The Primary Acquisition of Languages Oral Language Dominance Measure (PAL) developed by the El Paso Independent School District determines a child's structural proficiency in English and Spanish and measures language dominance to aid in placing pupils in bilingual programs. PAL consists of four components, including an examiner's manual containing directions for administering and scoring the test, a picture book containing three cartoon-type pictures used in administering the test, a scoring book containing the English questions and spaces for recording and scoring the child's responses in English, and a scoring booklet containing the Spanish questions and spaces for recording and scoring the child's responses in Spanish. PAL is administered to one child at a time by a bilingual person who has undergone special training. When scoring is completed for all children, language dominance is established by converting the English and Spanish scores into language levels. Each child is then classified as Spanish dominant, bilingual, or English dominant. PAL is an economical instrument that provides valuable information on levels of language proficiency; however, it does require specialized training, particularly for the scoring process. [More] Descriptors: Bilingual Education, Bilingual Students, Elementary Education, Language Learning Levels
(1975). An Introduction to the Rand Corporation's Study of the Change Agent Programs Sponsored by the U.S. Office of Education. The papers in this symposium reported methodology and results from the field case analysis portion of an ongoing study of federally-sponsored change agent programs being conducted by the Rand Corporation. The study is a several-year exploration of projects designed to introduce and spread innovative school practices. The study examined the following federal change agent programs: (a) Elementary and Secondary Education Act Title III, Innovative Projects; (b) Elementary and Secondary Education Act Title VII, Bilingual Projects; (c) Vocational Education Act, Part D, Exemplary Programs; and (d) the Right to Read Program. The research strategy produced survey data-based exploration of 293 change agent projects, followed by an intensive case analysis-based exploration of 29 projects. The symposium dealt with the methodology and results from the second fieldwork phase of the study. [More] Descriptors: Bilingual Education, Change Agents, Educational Innovation, Elementary Education
(1975). A Graduate Training Program Developed for Elementary School Spanish-English Bilingual Teachers (A 1969-1975 Research and Development Study). Part I, Bilingual Teacher and Trainer Institute Follow Up. This study is addressed to the graduate level needs of prospective elementary school bilingual teachers who did not graduate from bilingual programs at the Bachelor's level, and to the development of a model for training those prospective teachers. An evaluation was performed to determine which curriculum areas of the New Mexico University Bilingual Teacher and Teacher Trainer Institute were perceived as effective and ineffective by participants. Two questionnaires of differing formats were devised for this purpose. After the participants had completed and returned the first questionnaire, they were interviewed concerning their responses. The second questionnaire was adapted to the respondent's reaction to the format of the first questionnaire. Another interview was held with each participant to clear up some items. Also, an interrogation letter was sent to seven bilingual program directors in New Mexico about what would consitute a good graduate program for bilingual teachers. The study showed that the following three main areas should be a minimum graduate component for the preparation of teachers for bilingual/bicultural (Spanish/English) programs: (1) culture, (2) language, and (3) pedagogy. The results from this study represent the voice of teachers in bilingual/bicultural programs and should be taken a serious mandate. (Appended are 11 items representing legislation, graduate programs, a proposal, the Bilingual Program Director's input, certification criteria, letters, and guidelines.) [More] Descriptors: Bilingual Education, Bilingual Teachers, Cultural Education, English
(1974). Laubach Literacy Program of Dysart Community Center, El Mirage, Arizona. This program, included in "Effective Reading Programs…," serves predominantly Spanish-speaking and low-income people in a small Mexican-American community of about 3500. Begun in 1968, the program is designed to teach English as a second language along with concomitant values of better home and community life, as well as health and consumer information. Instruction focuses simultaneously on reading, writing, and speaking English. The method emphasized is one-to-one tutoring, supported by volunteers from a nearby retirement community. Laubach Literacy Program materials are used, including readers, teachers' manuals, and tests, as well as supplementary readers and a weekly newspaper. Pictures, objects, flashcards, charts, and games are widely used teaching aids. Complete records of attendance and student achievement are kept. Since the program is financed entirely by contributions, an extensive public relations effort is made to keep supporters aware of the center's needs and accomplishments. In this regard, close cooperation is maintained with local schools, the PTA, and church leaders. [More] Descriptors: Adult Basic Education, Adult Reading Programs, Bilingual Education, Community Involvement
(1975). A Look at the Residue: The Accidental/Incidental Contribution of Observational Field Research Methodology to the Understanding of the Social System of Woodmound (an Elementary School). The focus of this study was the differential effects of a bilingual teacher and a nonbilingual teacher on the activity and interaction systems of classes where approximately 80 percent of the children were from bilingual homes. Special emphasis is on the general effects of teacher behavior on learning. Two teachers in an open-classroom school were observed for a year. A narrative of class activities was developed. The analysis of the data described (a) relations between levels of instruction, (b) inconsistencies in curricular packages, (c) visual transmission of teacher norms, (d) time-of-day variables related to teacher-student interaction, (e) ambiguous teacher-specialist relationships, and (f) observer influences on teacher activity and teacher-student interaction. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(). Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.11; The Informal Reading Inventory. Teacher Corps Bilingual Project. The introduction of this teaching module states that successful construction and implementation of a reading curriculum which meets and satisfies the growth potential of individual students depends on the teacher's ability to assess individual needs. The Individual Reading Inventory (IRI) provides a diagnostic framework for integrating and synthesizing previous modules into cohesive reading programs. The purpose of this module is to enable participants to (a) define the four reading levels that the IRI measures; and (b) analyze the reading behavior of students based on the informational yield of an IRI, and determine at what level the students function. 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
(1967). The 1967 Summer Conference, Western States Small Schools Project for New Mexico, a Report. A summer conference sponsored by the New Mexico States Small Schools Project was held in Santa Fe in August of 1967. Several speakers described language-learning projects for bilingual children emphasizing use of the Miami Linguistic Readers in New Mexico schools. Mr. Rowan Stutz discussed work-orientation information presented to students in small schools under the Career Selection Education Program. Dr. Madeline Hunter spoke on innovations in education with particular reference to nongrading, team teaching, individualized instruction, and programmed learning. Additional presentations dealt with programmed instruction and flexible scheduling. Dialogue on educational innovations concluded the conference. Panel discussions were held in conjunction with the presentations on bilingual programs and career selection. [More] Descriptors: Bilingual Education, Career Planning, Conference Reports, Educational Innovation
(1974). Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 1, March 1974. An early childhood education program for children of migrant and seasonal farm workers, the project provides a supplemental tutoring program, offered outside of regular school hours, by bilingual adult paraprofessionals who are former migrants or seasonal farm workers. Composed of a "mobile" and a "stationary" program, the project focuses on: (1) developing the child's ability to understand and use both Spanish and English in oral communication, (2) giving bicultural instruction, and (3) reinforcing the child's learning of the basic academic skills of reading and mathematics. In the mobile program, migrant adults are recruited in La Grulla (Texas) and employed year-round to serve the children as they relocate to various work stops. The stationary program serves both migrant children on an in and out basis, and children of seasonal farm workers in permanent locations operating year-round in Connell and Moses Lake, Washington. Covering the stationary program's progress from February 1 through March 31, 1974, this report is limited to reporting on the "start-up" objectives. These include the institutional objective involving coordination with public school personnel, contact with parents, and student enrollment; and the procedural objectives involving recruitment orientation and initial staff training. Since the mobile program is not scheduled for implementation until April 1974, it is not covered. [More] Descriptors: Bilingual Education, Early Childhood Education, Enrollment, Interstate Programs
(1975). Chinese New Year Materials for Elementary Teachers. This is a resource book designed to be used by teachers in Chinese bilingual bicultural programs. The materials in the book are based on Chinese New Year customs still observed in Chinese-American communities. The resource book contains five types of materials: (1) a general introduction to the Chinese New Year, including the Chinese Lunar Year and the Cycle of the Twelve Animals, (2) Chinese New Year stories, written in both Cantonese and English, (3) Chinese New Year songs, in both Cantonese and English, (4) recipes for the Chinese New Year, and (5) art projects. [More] Descriptors: Bilingual Education, Cantonese, Chinese, Chinese Americans
(1975). No One Single Solution. Recently a great deal of attention has been given to Chicano education. Much of the agitation for Chicano recognition within the educational system has been spearheaded by the youth in the public schools and by a small number of older and respectable Chicano activists and educators. This paper analyzes various educational reforms suggested by some influential educational leaders. The educational ideas of 8 Chicano and 1 Anglo leaders who appeared before the Select Committee on Equal Educational Opportunity of the U.S. Senate in Washington, D.C., on August 18-21, 1970 are examined. The ideals of these educators and some of the underlying assumptions that they make about the nature of changes schools can make and the nature of social change are discussed, pointing out the direction Chicano educators are going. These leaders' ideas display a shift away from the cultural determinist perspective, which has dominated sociological and anthropological literature since the late 50's. Only one of the 9 educators used a variation of the cultural determinist theory as an analytical framework. The others favored the structural-environmental determinist theory or a variation of it. Descriptors: Adults, Attitudes, Bilingual Education, Change Agents
(1974). Practical Cantonese for Teachers. Level 1. This handbook, the first of two levels, is designed to help teachers refine and expand their language skills in spoken Cantonese. The handbook is written in spoken Cantonese form, which means that many Chinese characters are included that represent Cantonese expressions not found in standard written Chinese. The handbook is divided into 15 units, each containing pattern drills, practice of common terms and expressions, and conversations. The contents include vocabulary items and dialogues useful in a school setting; the principal topics are names, the school building, classroom items, directions, colors, the playground, parent-teacher conferences, and Parts of the body. An outline of Cantonese phonetic symbols is provided. The appendix includes a list of classifiers, a list of the titles of school staff and officials, and a sample Progress report for evaluating individual students. [More] Descriptors: Bilingual Education, Cantonese, Chinese, Inservice Teacher Education
(1973). The Influence of Phonological Characteristics Upon Orthography in Mexican-American Second Graders. This 1970-71 study compared the relationship of pronunciation to spelling, in English and Spanish, for Mexican American second graders in Corpus Christi and San Antonio, Texas. The investigator selected 78 children from 5 participating schools: 2 in San Antonio and 3 in Corpus Christi. The public schools from which the samples were drawn are located in educationally, economically, and culturally similar neighborhoods. A second aspect of the research compared the type of instruction, bilingual or monolingual, the former represented by the Corpus Christi sample, the latter by San Antonio. The Gloria and David Oral Bilingual Test — Spanish and English was used as the assessment instrument. Main conclusions of the study were that: the sample involving bilingual instruction did significantly better in English phonology; other factors besides sex, age, home language, number of siblings, and type of instruction may have influenced test results. It was recommended that bilingual instruction be used to teach children whose home language is Spanish. The appendices included such things as taped spelling tests in English and Spanish and Spanish and English test in phonemic notation. [More] Descriptors: Bilingual Education, English (Second Language), Grade 2, Language Skills