This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lilliam M. Malave, Judy Stobbe, James A. Jaramillo, Rebeca Valdivia, Laurie R. Weaver, Laura Franklin, Los Angeles. National Dissemination and Assessment Center. California State Univ., Laura Landry, Sheri Kallembach, and Yolanda N. Padron.
(1981). Social Studies: Level Two–Interaction. Resource Book = Araling Panlipunan: Ikalawana Antas–Pakikisalamuha. Hanguang Aklat. This Pilipino resource book contains 15 open-ended stories and numerous drawings about the theme and interaction that pertain to a social studies curriculum for grades three and four developed by the Asian American Bilingual Center. The Center is a project of the Berkeley, California Unified School District and California State University. The book accompanies a teacher's guide. Descriptors: Aesthetic Education, Bilingual Education, Cultural Interrelationships, Elementary Education
(1996). Common Geometry Shapes/Formas Geometricas: An Introductory-English Lesson & Introductory Spanish Lesson. A lesson plan for first-grade children beginning to learn English describes an activity using manipulatives and visual aids to develop recognition of three geometric shapes (circle, square, rectangle), their names, and a few additional words in English (e.g., "bag,""table,""door"). Students are grouped at tables of four to six and provided with name-marked items of the appropriate shape. When directed by the teacher, students match the shape indicated with the corresponding item on the table, then practice pronunciation of the English word. Subsequently, students are instructed to bring the items to a central location, and are encouraged to find other similar shapes within the classroom. [More] Descriptors: Bilingual Education, Class Activities, Classroom Techniques, English (Second Language)
(1996). Annotated Teacher Resource Bibliography for Working Effectively with Limited English Proficient Students with Interrupted Formal Education. This annotated bibliography lists 48 resources intended for elementary and secondary level educators with a student population that includes limited-English-proficient (LEP) students, often over the traditional age for their educational level, who have not had continuous formal education. These students may have limited or no literacy in their native language or English, and often have difficulty in reaching their potential. The bibliography identifies areas of inquiry important for this population. The first section cites source of information on the needs and characteristics of this group. The second section cites resources on model programs, those both specifically for newcomers and others. Section three addresses instructional issues, both general and for literacy. Several additional documents and contact persons or organizations are also listed. [More] Descriptors: Annotated Bibliographies, Bilingual Education Programs, Educational Needs, Educational Strategies
(1980). Pilipino Kindergarten Language Arts–Needs. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Mga Pangangailangan. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The "Needs Kit" includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self- discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Discovery Learning
(1990). The Amish, A Bilingual-Multicultural Phenomenon. The Amish people are Christian separatists who speak a non-standard German dialect (Pennsylvania German) and practice a set of religious beliefs that separate them from wider society. There are approximately 100,000 Amish living in over 30 states, with the largest single settlement located in Ohio. Amish children are often educated in public schools and, although very bright, face language and cultural barriers and should be recognized as "at risk ESL students. Educators can take several steps that will decrease the effects of these barriers. First, the Amish child's background and self concept must be appreciated and respected in the school. Second, when testing or evaluating Amish children, cultural and language differences should be considered. Third, schools with Amish enrollments should accumulate extensive readings and resources on the Amish and their culture. Fourth, communication with the Amish community should be fostered via parents, community leaders and Amish school officials. Finally, educators should understand the basic psychological make-up of the Amish child, which is quiet, shy, hardworking, exacting and group-minded socially, and should also be aware of the Amish culture. Descriptors: Amish, Bilingual Education, Cultural Awareness, English (Second Language)
(1994). Profile of Effective Bilingual Teaching, Kindergarten. Video Facilitator's Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. The guide, intended to accompany a 26-minute videotape recording, gives background information to assist in discussion of effective classroom practices appropriate to linguistically and culturally diverse students in kindergarten. The first part reviews briefly the basic principles of effective instruction in multicultural/bilingual classrooms. The second part outlines some effective strategies for a bilingual classroom, using quotations from the video and focus questions as a basis for discussion. The strategies examined include thematic instruction, the language development approach, collaborative/cooperative learning, classroom organization, and a number of literacy development strategies and activities. A brief list of resources is included. Appended materials include suggested activities to be incorporated into 2-hour, half-day, and 1-day workshops based on the videotape. [More] Descriptors: Bilingual Education, Class Activities, Classroom Techniques, Cooperative Learning
(1994). A Guide to PAVE Facilitator Training. This guide to Promoting Access to Vocational Education (PAVE) Facilitator Training provides an overview of an 18-month training program for new facilitators working to improve services for vocational students with limited English proficiency (LEP) on their campuses. The guide covers all major topics addressed in facilitator training sessions. Part 1 introduces PAVE's philosophy and goals, and examines the facilitator's role within the large context of the project. Part 2 describes the essential components of a successful LEP vocational program through a survey of model programs, with emphases on the Bilingual Vocational Training format, widely viewed as the ideal program for meeting the needs of LEP vocational students. Part 3 examines the impact of cultural issues on program planning and allows facilitators to assess their own cultural sensitivity. Part 4 surveys curricular elements of a successful LEP vocational program that incorporates both language and vocational training and is grounded in cooperative learning strategies and an awareness of workplace realities. In part 5, facilitators learn when, why, and how to evaluate a program and how to create an evaluation instrument. Part 6 examines the facilitator's role as an agent of change, using theories of change management developed for business and industry. Finally, a comprehensive resources list guides readers to sources of funding, materials, texts, and additional information such as on-line networks. [More] Descriptors: Adult Vocational Education, Bilingual Education Programs, Change Agents, Community Colleges
(1995). Assessing Science Knowledge in an English/Spanish Bilingual Elementary School, Cognosos. Anecdotal evidence from teachers who teach in bilingual or second language settings indicates that there is a potential for loss of subject matter. This loss is particularly troubling within the context of science learning. This article reviews several projects aimed at developing an understanding of the implications of bilingual instruction in student outcomes and for student success. Twenty students were asked to read four different texts in Spanish: one narrative, and three expository texts which covered science concepts. Children were asked to read and recall the texts in the language in which they felt most comfortable. They were then interviewed in groups about reading in science. In addition, the children's English language California Achievement Test (CAT) scores in reading, vocabulary, and mathematics were collated. All reading scores in Spanish, the second language, significantly intercorrelated (ranging from .83 to a low of .78) and significant relationships existed between the CAT vocabulary measures (in English) and two of the reading scores and between the CAT reading scores in English and three of the Spanish reading passages. It is concluded that the children in the study indicate they are potentially proficient users and doers of science, that this using and doing is visible through literacy-related activities and materials, and is potentially masked by performance assessment. Contains 10 references. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Schools, Bilingual Students
(1994). Effective Bilingual and ESL Teachers: Characteristics and the Oral Language Proficiency Levels of Their Students. A study investigated the characteristics of elementary school (kindergarten and grades 1-2) teachers of limited-English-proficient (LEP) students and the oral language proficiency of students in the classrooms of identified effective bilingual and English-as-a-Second-Language (ESL) teachers. The study involved (1) a district-wide survey of parents, teachers, and administrators to identify effective instructional characteristics of bilingual and ESL teachers and (2) measurement of the English and Spanish proficiency levels of students in relation to their participation in effective or very effective classrooms in six schools. Results indicate that while the students made statistically significant gains in two languages, there were no statistically significant gains associated with participation in very effective versus effective classrooms. Possible reasons for these findings are discussed. [More] Descriptors: Achievement Gains, Bilingual Education, English (Second Language), Grade 1
(1992). Performance Assessment of Language Minority Students. Performance assessment of language minority students is a complex process that requires the application of theoretically defensible procedures that are carefully designed and systematically implemented. Due to the differences between language minority students in the schools and those English-as-a-Second-Language/English-as-a-foreign-language students typically studied by language testing researchers, performance assessment in the schools must involve utilization of procedures that are more authentic, more functional, more descriptive, and more individualized than those typically recommended by second language testing researchers. This paper proposes a descriptive approach to performance assessment that is theoretically defensible and psychometrically sufficient. The characteristics necessary for successful performance assessment, the assessment process, and actual assessment techniques are discussed. Responses to the paper by J. Michael O'Malley and Cecilia Naverette are appended. [More] Descriptors: Bilingual Education Programs, Elementary Secondary Education, Language Proficiency, Language Research
(1980). Social Studies Introductory Level–Needs. Teacher's Guide & Resource Book = Araling Panlipunan: Intro–Pangangarlangn. Aug Patnubay Ng Guro at Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. The Introductory Level is designed for pre-kindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Physical Needs," develops concepts pertaining to the importance of good hygiene, exercise, and nutrition. Unit 2, "Emotional Needs," develops the themes "People need love and respect" and "Love and respect are demonstrated in many ways." The third and final unit, "Environmental Needs," examines the role of living and nonliving things in the environment and their interrelationships. The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Affective Behavior, Bilingual Education, Concept Formation, Curriculum Development
(1994). Practical Ideas and Resources for Offering a Quality Group Program to Spanish-Speaking Families and Their Infants and Toddlers. This conference presentation describes services to Spanish speaking families developed by the Hope Infant Family Support Program in San Marcos, California. It discusses the program's evolution from one-on-one translation, to a more bilingual program, to monolingual Spanish, and shares the pitfalls and the successful strategies encountered in offering family-centered services in Spanish. Advantages of teaching a child in his natural language are listed, along with strategies for implementing such an instructional program. Sample program materials are provided, such as a sample schedule of learning activities, lyrics to children's Spanish songs, and instructions for arts and crafts activities. The importance of fathers' participation is emphasized. A list of publishers of picture books and other resources is offered. Descriptors: Bilingual Education Programs, Early Intervention, Family Involvement, Instructional Development
(1994). Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions. A survey investigated the attitudes of 52 elementary school teachers of limited-English-proficient (LEP) students concerning their preference for product- or process-oriented writing strategies for this population. The teachers were administered a questionnaire on which they indicated preference, on a four-point scale, for 28 product- and process-oriented writing strategies identified as most commonly used by English-monolingual and bilingual students during the composing process. Results indicate the teachers perceived the process-oriented strategies as most important for teaching LEP students, in contrast to earlier studies that suggest process-oriented writing strategies are little used in the English-as-a-Second-Language classroom. In addition, years of teaching experience had little effect on preference for process-oriented vs. product-oriented strategies. [More] Descriptors: Bilingual Education, Classroom Techniques, Elementary Education, Elementary School Teachers
(1992). Students with Limited English Proficiency: Selected Resources for Vocational Preparation. Volume 2. This volume of resource listings is intended to assist state and local administrators of vocational special needs programs, special needs educators, counselors, researchers, policymakers, and others in locating resources for developing or improving programs and services for youth and adults with limited English proficiency. Materials listed in this guide include 85 publications; 21 newsletters; 2 journals; 22 agencies, associations, and organizations; 18 centers for educational information and services; 9 clearinghouses; 3 computer-based information networks; and 7 databases. The entries are categorized by the following cluster headings of the common components of exemplary programs: program administration, curriculum and instruction, comprehensive support services, formalized articulation and communication, and occupational experience. Resources on general literature and model programs and practices are also included. For each entry, an annotation, the price, ordering information, and address are provided. Listings are indexed by title and by author. [More] Descriptors: Adult Basic Education, Bilingual Education, Educational Resources, English (Second Language)
(1980). Pilipino Kindergarten Language Arts–Identity. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pagkakakilanlan. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The "Identity Kit" includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self- discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Discovery Learning