This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Dabney Narvaez, Luisa Chavez, Sheryl Linda Santos, Rodolfo Jacobson, CA. Div. of Career and Continuing Education. Los Angeles Unified School District, Armando Lujan Trujillo, Luis C. Moll, Paul E. Martinez, Jill M. Zachman, and Isaura Santiago Santiago.
(1981). Towards the Practice of Culturally Relevant Teaching. The central concept underlying the approach and strategies offered here is culture as process, that is, the knowledge people use in their everyday life situations. A presupposition is that all human knowledge is cultural. Conceptual patterns are identified within the learner's cognitive framework which will be of importance in teacher-learner interaction. The topic is then developed in three parts–the theoretical construct, the teacher-learner model, and application of theory. Considering the school and classroom as a culture system, the first part deals with the learning process, different learning styles and "cognitive maps" or intellectual frameworks, as well as with a variety of cultural backgrounds. The teacher-learner model attempts to provide a procedure by which teachers might narrow the distance between the cognitive maps of teacher and learner, and design the encounter so that the learner would find reception both possible and acceptable. The application of the theory is presented in outline form with a brief illustration from a social studies lesson. In general, the methodology is said to change the use of "culture" from a supplementary aid activity to the primary vehicle of instruction. Descriptors: Bilingual Education, Cognitive Style, Cultural Awareness, Educational Anthropology
(1981). Electricity. A Bilingual Text = Electricidad. Un Texto Bilingue. This booklet is a course of instruction in electricity in a two-column, English-Spanish format. Following an introduction to electricity and a lesson on safety, the booklet contains 21 units covering the following topics: ways to produce electricity; basic circuits; electrical measurements; electric generators; transformers, symbols and components; color codes; Ohm's Law; meters; the electron tube; diodes and transistors; sound waves; communication by radio; project planning, measurement, and layout; tools and equipment; drilling and punching holes; soldering; fasteners; finishing materials; and careers in electricity. Each unit provides information illustrated by line drawings and photographs and a review section consisting of words used in the lesson, discussion topics, and test questions. A glossary and a list of abbreviations and symbols used in electricity trades are included in the booklet. Descriptors: Bilingual Education, Bilingual Instructional Materials, Career Education, Electrical Occupations
(1981). Matching the Cognitive Styles of Bilingual Students. In response to practical questions about bilingual student needs, this paper addresses three issues. First, it describes a conceptual framework identified as "educational cognitive style" whereby the characteristics of bilingual learners and the modes of understanding of an educational task can be modeled and therefore matched. Second, it illustrates a technique formulated by Dr. Joseph E. Hill for determining the degree of match between the educational cognitive styles of bilingual students and the mode of understanding of a famous work of Hispanic children's literature, ("Santiago" by Pura Belpre). Finally, based on the results of the degree of match, it suggests some useful and practical strategies that the practitioner and curriculum specialist might employ in augmenting the educational cognitive style of the bilingual learner and/or the educational environment in which bilingual instruction is conducted. Descriptors: Bilingual Education, Bilingual Students, Childrens Literature, Cognitive Measurement
(1981). The Implementation of a Bilingual Instruction Model: The "New" Concurrent Approach. There are pros and cons to the use of a concurrent approach, that is using two or more languages in the same context. The new concurrent approach (NCA) advocated here resulted from a desire to bring together the child's two languages in a way that would further the child's language development and, at the same time, lead to satisfactory school performance. The following issues are addressed: (1) the extent to which the child's native language must be developed for success in learning a second language; (2) the extent to which the home language should be used in school; (3) the extent to which first language maintenance in the primary grades would not interfere with the transition to English in postprimary education; (4) the extent to which the use of both languages would lead to an understanding of the bilingual functioning of some sectors of our society; and (5) the extent to which school subjects could be learned through two languages. These issues are discussed in terms of the curriculum, the social situation of the classroom, the content lesson, and various aspects of staff development and teacher training. Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), English (Second Language)
(1982). Issues of Language Assessment: Foundations and Research. Proceedings of the Annual Language Assessment Institute (1st, Evanston, Illinois, June 17-20, 1981). The following papers are included in this volume dealing with issues and research in language assessment: (1) "Sociolinguistic Foundations of Language Assessment," by J. L. Ornstein-Galicia; (2) "Language Proficiency Assessment: Research Findings and Their Application," by C. Rivera and C. Simich; (3) "The Role of Grammar in a Communicative Approach to Second Language Teaching and Testing," by M. Swain and M. Canale; (4) "Dilemmas in Diagnosis," by R. L. Thorndike; (5) "Language Proficiency Assessment: Issues and Definitions," by R. E. Baecher; (6) "Foreign Language and Bilingual Assessment: Issues Approaches," by P. Woodford; (7) "Integrating Language Assessment with Teaching Performance in Subject Areas," by G. D. Keller; (8) "On Assessing the Oral Language Ability of Limited-English Proficient Students: The Linguistic Bases of the Noncomparability of Different Language Proficiency Assessment Measures," by B. Wald; (9) "Language Assessment Practices and Policies at Colleges and Universities," by S. Seidner; and (10) "Data Collection and Language Assessment Policy," by S. Duron. [More] Descriptors: Bilingual Education, Communicative Competence (Languages), Educational Diagnosis, Language Proficiency
(1981). The Relation of Topic/Situation Sensitivity to the Study of Language Proficiency. This paper reports on a study comparing oral English proficiency as conventionally measured by instruments currently used in many school districts throughout the United States, with Spanish language abilities of individuals with Spanish language background. Oral language proficiency is defined as the results of a quantitative measure applied to a speech sample, while language abilities are defined as what a speaker can actually do with the language. The first section of the paper deals with theoretical and practical concerns in language proficiency assessment (LPA), with emphasis on the content of language proficiency and the effect of situational context on language. The focus of the study reported in the second part of the papers is how language proficiency measures currently used to classify speakers relate to those speakers' language abilities. For this purpose, fifth and sixth graders of Hispanic background, generally from bilingual classrooms, were chosen as subjects of the research. The major concern of the research was to sample and describe the language abilities of these students in both Spanish and English. The final phase of the study was a test situation, that is, simulation of usual conditions of LPA administration. The results were compared with speech obtained in situations in the previous phase of the study. Descriptors: Bilingual Education, Communicative Competence (Languages), Elementary Education, English (Second Language)
(1981). The Microethnographic Study of Bilingual Schooling. This paper discusses several interrelated features of microethnography that are relevant and useful for the study of bilingual schooling. It is argued that an interactional approach provides a powerful way to study systematically the organization of bilingual learning environment, identify areas of difficulty, and suggest concrete interventions for beneficial change. A recent study conducted in a bilingual school is used to illustrate the following key aspects of microethnography: (1) the use of videotape as a data collection tool, (2) the participation of teachers as co-researchers, (3) the study of context as an interactional notion, (4) the use of communicative activities as unit of analysis, and (5) a focus on the role of the adult in the construction of learning environments. It is shown that microethnographic studies provide valuable insights into how learning is mediated by the adults in the classroom and how concrete activities of communication shape the way children cope cognitively with different learning tasks. This information can be used to help teachers in bilingual programs coordinate the organization of lessons in two languages so that the children can take advantage of all their existing and developing skills as they participate in formal lessons. Descriptors: Bilingual Education, Classroom Communication, Classroom Environment, Classroom Observation Techniques
(1981). Metalworking. A Bilingual Text = Trabajo en Metal. Un Texto Bilingue. This booklet is a course of instruction in metal working in a two-column, English-Spanish format. Following an introduction to metal working and a lesson on safety, the booklet contains 17 units organized in 2 parts. Part 1, bench metal work, covers metals, processes, and tools; cutting; filling; drilling; grinding; bending and shaping; threading; fastening; and finishing metal. Part 2, applied metalwork, covers sheet metal; art metal; forging; heat treating; metal casting; lathe work; welding and brazing; and careers in metal working. Each unit provides information illustrated by line drawings and photographs and a review section consisting of words used in the lesson, discussion topics, and test questions. A glossary is included in the booklet. Descriptors: Bilingual Education, Bilingual Instructional Materials, Career Education, Learning Modules
(1981). The Assessment of Language Proficiency in Bilingual Children: An Analysis of Theories and Instrumentation. The three parts of a theory used in the design of a language proficiency test–linguistic components, communicative skills, and the sociolinguistic domain–are described in relation to language proficiency and testing models. In line with this discussion, a review of test formats is made with some assessment of the advantages and disadvantages of each one. Finally, a brief overview is provided of several instruments that have been developed to test language proficiency and dominance. In conclusion, test development from a combination of the three theories outlined at the beginning of the study is advocated. Descriptors: Applied Linguistics, Bilingual Education, Bilingualism, Communicative Competence (Languages)
(1981). Sharing Social Meaning in the Bilingual Classroom: A Study of Requests. This paper describes how two four-year-old children who are becoming bilingual (Spanish and English) make requests in the classroom. Emerging patterns include: (1) a tendency to rely more heavily on requests for action and attention then requests for information and permission, (2) a tendency to make requests of peers more frequently than of teachers, (3) overall competence in making requests of most types in both languages with one language favored depending upon playmates and activities, (4) discourse patterns for the children were different in each language, and (5) a high level of success by both children in making requests in both languages with teachers and peers. Judging from the children's strong reliance on certain request types more than others, it appears that for children becoming bilingual, certain requests may be more useful or needed in carrying on classroom conversation. In addition, the results suggest that very young second language speakers quickly learn to make the distinction between teacher talk and peer talk not only in their native language, but also in their second language. Descriptors: Bilingual Education, Classroom Communication, Communicative Competence (Languages), Discourse Analysis
(1981). The Development of Culturally Relevant Spanish Literacy Materials. A number of issues related to the production of literacy materials for the Chicano children of New Mexico are discussed. First, a historical survey gives some idea of the way in which instructional materials available for use with Spanish-speaking children have contributed to cultural estrangement and alienation from their own particular home and community culture. Following this, a discussion of sociolinguistic issues indicates what is involved in the preparation of instructional materials designed to move children into bilingualism, bi-literacy, and biculturality. In a final section, the "Tierra de Encanto" reading series is reviewed and indications are given on the way it was particularized to meet the needs of Spanish-speaking children in New Mexico. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Background
(1981). Multicultural Approaches to Word Decoding and Vocabulary Development: Learning to Read in the Content Areas in the U. S. A. Questioning the process by which language minority students are taught literacy in the United States, this paper argues that language skills, including reading, should not be taught in isolation, and that learning, not literacy, should be the guiding force for educators. The paper first discusses the special reading problems of the language minority students. It then reviews several traditional methods (and their limitations) of introducing such students to the basic English reading vocabulary–phonics, whole word approach, visual/motor approach, visual approach, and auditory approach. The paper next proposes that bilingual students learning to read in English in mixed language groups might benefit from a multicultural reading approach that allows them ample opportunity to perceive and conceptualize aspects of the language by using a dynamic, interdisciplinary model that includes a sequential, spiraled, cumulative approach. The paper also provides suggestions for teaching methods, materials, and enrichment activities for use with this model. Descriptors: Bilingual Education, Bilingual Students, Content Area Reading, Cultural Awareness
(1981). Music for the Bilingual Classroom: An Interdisciplinary Approach. Music promotes cultural awareness and appreciation as well as improvement in language skills. The six objectives developed for using music in the bilingual classroom have to do with: (1) enhancing self-concept, (2) fostering group identity and cultural pride, (3) building positive intercultural attitudes, (4) providing enriching experiences in oral language development, (5) strengthening linguistic skills, and (6) supplementing content areas. In line with these objectives, a methodology for presenting a song in a foreign language is presented and applied to a popular Spanish song, "De Colores." Several follow-up activities are suggested as ways to achieve varied objectives in the areas of oral language development, reading, listening skills, grammar skills, social studies, art, and creative writing. A list of selected resources in music for the Spanish-English classroom concludes the discussion. Descriptors: Biculturalism, Bilingual Education, Class Activities, Cross Cultural Training
(1982). Integrating Oral History into the Bilingual Social Studies: An Instructional Technique That Is Successful. Oral history is but one of several methods of examining history, yet it holds powerful implications as a tool of instruction within the bilingual classroom. The most compelling rationale for integrating oral history techniques into bilingual social studies is that generally oral history has remained virtually isolated from most bilingual elementary classrooms. It is an exciting teaching strategy which can develop a variety of skills and competencies in learners and is a refreshing approach not only to bilingual social studies, but also to language arts and other subject areas. Socialization is enhanced as students and teachers work jointly and as students go out into their various communities and become involved in the interview process. Interaction with interviewees and consequent listening, editing, and transcription expose students to different terminology, dialects, etc. After bilingual teachers become familiar with oral history techniques, they can conduct interviews with local citizens and take two or three students along so that all are involved in the learning process. Students can interview different family members and gear their interviews toward various themes such as immigration, religious attitudes, musicology, etc. Oral history projects should conclude with a planned finale–a little publication of excerpts, an exhibit, or an honoring of narrators. Descriptors: Bilingual Education, Bilingual Teachers, Community Resources, Elementary Education
(1981). Woodworking. A Bilingual Text = Carpinteria. Un Texto Bilingue. This booklet is a course of instruction in woodworking in a two-column, English-Spanish format. Following an introduction to woodworking and a lesson on safety, the booklet contains 19 units covering the following topics: wood; planning; laying out project parts; hand saws; planes; chisels and gouges; wood files and forming tools; boring holes in wood; drilling holes in wood; using nails; wood screws; gluing and clamping; assembly; preparing for a finish; applying a finish; the jig saw; the drill press; the belt-and-disc sander; and careers in woodworking. Each unit provides information illustrated by line drawings and photographs and a review section consisting of words used in the lesson, discussion topics, and test questions. A glossary is included in the booklet. Descriptors: Bilingual Education, Bilingual Instructional Materials, Cabinetmaking, Career Education