This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rose Marie Payan, Jose P. Mestre, Lois Baker, Jesus "Metro" Martinez, Vuong G. Thuy, Blythe F. Hinitz, Dennis St. Sauver, Anni Low, Maria Lombardo, and Teresa Mardenborough.
(1978). Communication Education and the Teaching of English as a Second Language. Changes in the field of teaching English as a second language (TESL), especially in the last two decades, have included increased recognition of the language needs of learners in numerous circumstances and have resulted in greater attention to the problems of language minority groups in the United States. TESL today is strong and growing, has achieved professional status, and has expanded in teaching, teacher training, and research. Three current areas of TESL of potential interest to teachers of speech are programs for bilingual children, for children in immigrant groups, and for minority children who speak a nonstandard dialect such as Black English. Basic resources for TESL teachers include a wide array of professional groups, professional publications, commercial texts and materials, and other aids. The recent stress on communicative competence has led to increased collaboration between ESL and speech or language arts teachers and has had an impact on TESL curriculum design, practical exercises, and testing programs. Descriptors: Bilingual Education, Black Dialects, Communicative Competence (Languages), Educational History
(1978). A Guide to Decision Making for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this guide is designed to assist educational agencies at the national, state, and local levels in determining priorities for development of materials needed for bilingual vocational training programs. (CE 019 071 contains a handbook for developers of bilingual vocational instructional materials.) The information is divided into four chapters. Chapter 1 discusses the process of identifying appropriate language groups. Chapter 2 provides guidelines for selecting appropriate vocations for which bilingual materials should be designed. Overall curricular concerns (the entire course of instruction or program, including methodologies, techniques, and materials) are addressed in chapter 3. Chapter 4 summarizes recommendations which are discussed throughout the guide. Some additional conclusions relevant to the development and dissemination of bilingual vocational materials are also included. Descriptors: Administrator Guides, Bilingual Education, Curriculum Development, Decision Making
(1979). Research Studies on the Approaches to Beginning Reading for Bilingual Students. This survey of research on bilingualism focuses on a controversy over methods for teaching reading, namely, should non-readers achieve literacy in their native language before learning to read a second language? As a report of the results of various studies shows, both proponents of prior native language literacy and proponents of prior second language literacy have much evidence to support their views. It is concluded that social, economic, and political issues have been the confounding factors in determining which is the more desirable precedence. The experimental design of a number of studies is also called into question. It is concluded that further research must be conducted with firm control of variables in order to determine if one method is in fact superior to the other. A compilation of studies on the subject of reading alternatives for bilingual students and a bibliography are appended. Descriptors: Bilingual Education, Bilingualism, English (Second Language), Language Research
(1976). Ilustres hispanos de los EE. UU. (Famous Hispanics of the U.S.). A teacher's guide and black line masters for student activity sheets for Hispanic cultural enrichment education are presented. Designed for students from elementary school through high school, the materials concern 12 short biographies of Americans of Hispanic descent. The subjects are successful contemporary personalities who have become famous in their respective fields and spokesmen for the Hispanic communities of this country. The teacher's guide provides an overview of the program with emphasis on the enrichment activities. Summaries of the stories are included, and suggestions for using the materials in a bilingual classroom are offered. A bibliography is designed to help bilingual teachers to find other sources. Student activity sheets concern comprehension, vocabulary, and creative exercises. The comprehension skill sheets focus on: (1) recalling and locating details of the story, (2) recognizing the main theme or idea of the story, and (3) an interpretive question that calls for value judgments by the student and provides practice for writing. Two of the vocabulary sheets provide an introductory comparison of English and Spanish, and vocabulary puzzles approach some of the more unique and difficult words in each story from a game format. The creative activity sheets provide a variety of enrichment skills emphasizing Hispanic arts and culture as well as the personalities featured in the stories. Descriptors: Bilingual Education, Bilingual Instructional Materials, Biographies, Creative Activities
(1978). Books in Spanish for Children and Young Adults: An Annotated Guide (Libros Infantiles y Juveniles en Espanol: Una Guia Anotada). Intended to aid teachers, librarians, and others in the selection of Spanish-language books for children in grades K-12, the annotated guide includes books by Hispanic authors which highlight the lifestyle, folklore, heroes, history, fiction, poetry, theatre, and classical literature of Hispanic cultures. Most books included in the guide have been published since 1973. Still in print as of January 1978, all the books are readily available and widely read by children in Spanish-speaking countries. Textbooks and translations are not included. The books in the guide have their origins in Aregentina, the Caribbean region, Chile, Colombia, Costa Rica, Cuba, Ecuador, Guatemala, Mexico, Peru, Puerto Rico, Spain, Uruguay, and Venezuela. The listings are organized by country; within country, by genre; and within genre, by author. Each citation includes: publishing data; a tenative grade level assignment; a descriptive and evaluative annotation; and a designation of the book as outstanding, marginal, or not recommended. Appendices list the names and addresses of book leaders in Spanish-speaking countries and of United States book dealers specializing in books from Spanish speaking countries. Author, title, and subject indices are included. Descriptors: Adolescent Literature, Adolescents, Bilingual Education, Books
(1980). Conference Proceedings, the Education of Hispanics: "Issues for the 80's" (San Francisco, CA, January 15-18, 1980). The conference on the education of Hispanics was one of five regional conferences sponsored by the U.S. Office of Education in conjuction with regional offices of education. Conference participants attempted to analyze the federal government's commitment to establishing and implementing equal educational opportunities for Hispanic students, and to identify steps and make recommendations to give form and substance to that commitment. They also attempted to encourage the federal government to solve certain educational problems through the redirection of existing resources towards more effective uses. Participants specifically focused on the current status of the education of Hispanics in the areas of the census, politics, employment, the media, and finance, and made numerous recommendations for federal, state, and local action in all five areas of focus. Among the speakers were: Dr. Lorenza Calvillo Schmidt, California State Board of Education; Dr. Rene Cardenas, Bilingual Children's Television; Dr. Joseph O. Garcia, University of New Mexico; Ruben W. Espinosa, California Finance Reform Project; Hermilio Gloria, Office of Equal Employment Opportunity Commission; and Ester Estrada, Community Education and Activation Program. Descriptors: Bilingual Education, Census Figures, Demography, Educational Finance
(1979). Design, Development, and Evaluation of Career Education Materials for Adult Farmworkers with Limited English-Speaking Ability Who Return to Formal Education. Final Report, Volume II – Curriculum Guide and Career Education Manual, Part I. This document contains the curriculum guide and the first seven monographs of the career education manual which was developed to assist the instructor in presenting a career-awareness course to adult, limited-English-speaking farmworkers. (The last nine monographs of the career education manual are found in CE 024 590.) The curriculum guide is divided into three sections. The first section is composed of four introductory units designed to enhance student self-awareness; the second section is composed of fifteen career cluster units intended to acquaint the student with information about career areas. Unit objectives, content information, and motivational exercises are included with each unit. The third section includes instructor notes keyed to each unit. The career education manual contains career monographs written at the 5th-grade reading level in both English and Spanish to facilitate comprehension for persons with limited reading ability. The seven monographs included in this document provide information on occupations in the areas of agriculture, manufacturing, marketing/distribution, consumer/homemaking, public service, and personal service. The guide and the career education manual have been used successfully with persons aged seventeen and upward during 1978-79 at two cooperating sites in California. (See CE 024 588 for final project report.) Descriptors: Adult Education, Adults, Agricultural Laborers, Bilingual Education
(1980). Language Proficiency Testing: Let's Listen to What the Kids Say!. In an effort to comply with bilingual instruction requirements, school districts throughout California will soon be involved in testing vast numbers of children to determine language proficiency and language dominance. Many language tests will require a child to repeat a sentence or a phrase in exactly the same manner that is stated by an examiner or on a tape. Examiners with some experience in administering these tests will recognize a tendency of many children to repeat sentences in a manner that is similar but not exactly the same as the original statement, yet in a manner that does not actually alter the meaning of the entire statement. The variations tend to fall into two major categories: changes in syntax and changes in vocabulary. Many of the changes in syntax can be attributed to an ethnic dialect or even a child dialect, such as "The boys was busy," for "The boys were busy." A sample vocabulary change is the substitution of "dad" for "father." The adult's purpose in the testing activity may be to determine the child's ability to produce the correct sounds of a given language, but the child may not be interested in the adults' purposes. The child may be reconstructing reality or meaning as Piaget suggests children do. Test administrators should listen intelligently to these changes and give full credit in all cases where no changes in meaning have resulted. Descriptors: Bilingual Education, Child Language, Comprehension, Dialects
(1978). Education Concerns of Asian and Pacific Americans. 1978 Conference Report. Five national issues considered to be the most important to Asian and Pacific Americans' (APA) education priorities are discussed in this report. These include the need to: (1) increase Federal assistance and improve access for APAs; (2) gather more data and research on APA education needs; (3) promote more Asian and Pacific American participation in decision making; (4) increase availability and implementation of multicultural education; and (5) improve services of bilingual/bicultural and multicultural education to APAs. A variety of solutions are recommended. Specific tasks to be assumed by participating organizations and projected dates for completion are detailed. Also included in this report is a list of conference coordinators and participants. [More] Descriptors: Affirmative Action, Asian Americans, Bilingual Education, Conference Reports
(1979). Evaluation of a Grade Six Late Immersion Program. ERIBC Reports. A report is presented of an evaluation study that was set up to monitor the effects of a bilingual program on students' progress in all subject areas, its effects on student attitudes towards the French language and culture, and the patterns of language usage in the bilingual classroom. The sample for the study consisted of three groups: a treatment group of two sixth grade bilingual classes, and two comparison groups comprised of sixth grade classes and a ninth grade class from a regular program. Standard tests and observation procedures were used to collect data. Analysis of the data indicated the following: (1) the treatment group performed as well as the comparison grade six class in subjects other than French, and better than both comparison groups in French; (2) the treatment group maintained more positive attitudes toward the French language and culture than the sixth grade comparison group; and (3) by the end of the year, the greatest percentage of French language used in the bilingual classroom was related to course content. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Classroom Communication
(1980). The Needs and Expectations of the Indochinese in America. Since 1975, 300,000 Indochinese refugees have come to the United States. They continue to arrive at the rate of 14,000 per month. Although the efforts of the American government and people were laudable at the outset of Indochinese resettlement, the refugees have not been able to acculturate and become an integral part of American society. They have met with alienation and hostility and have, in self-defense, withdrawn into their ethnic enclave. Culture shock has taken a tremendous psychological toll on the refugees. Refugees have not been given equal opportunities for employment. Government funded Indochinese programs have in effect excluded Indochinese from obtaining positions in the higher echelon. Bilingual Indochinese educational programs have been sorely lacking in materials and personnel. The establishment of organizations to plan and implement assistance programs with Indochinese leadership and participation, a national policy that reflects the needs of the refugees, improved and expanded educational programs, and study of the factors leading to the success and failure of Indochinese resettlement can all help to begin to fulfill the needs of the refugees. Descriptors: Acculturation, Adult Basic Education, Bilingual Education, Elementary Secondary Education
(1978). Bibliography of Selected Resources for the International Year of the Child. This bibliography addresses some of the needs of the many participants in the International Year of the Child (1979), and provides data regarding sources of information about young children which are available in the United States. The materials included in this bibliography have been selected from a large number of sources and provide information on topics such as bilingualism, cross cultural studies, exceptional children, child rights/child abuse, international education, miniorities, and multi-cultural/multi-ethnic materials. Author's name, the title, publisher or producer, place of publication, number of pages, and an annotation are provided for each entry. Addresses of sources of further information are included. [More] Descriptors: Bilingual Education, Child Abuse, Children, Cross Cultural Studies
(1979). Bibliography of Currently Available Vocational Education Curriculum Materials for Use with Students of Limited English Proficiency. Supplement to the Final Report, A Project to Provide Teacher Training and Resources for Vocational Educators of Limited English-Speaking Students: An Assessment of Needs, Programs and Instructional Resources. This bibliography contains curriculum materials for vocational education programs in English and Spanish. In the first section, Monolingual (Language other than English), materials are listed for five vocational areas: (1) occupational areas (accounting, agribusiness, allied health, clothing, etc.); (2) miscellaneous; (3) mathematics; (4) vocational skills; and (5) materials for other related areas (career education, career guidance, finding a job, consumer education, and drivers education). In the second area, vocational English as a second language (ESL), materials are listed for occupational areas (automotive, secretarial and commerical, technical, etc.); and for career, consumer, and survival skills education. A final section provides the addresses for publishers cited in the bibliography. Descriptors: Bibliographies, Bilingual Education, Career Education, Consumer Education
(1980). Some Factors Affecting the Technical Education of College Age Hispanics. This study investigates factors which may adversely affect the technical education of Hispanic bilinguals. Hispanic bilingual students (N=36) majoring in science or engineering at the University of Massachusetts were given a variety of exams in both English and Spanish aimed at ascertaining the level of certain mathematically related skills. An English version of the exams was also administered to 38 monolingual science and engineering majors. Results indicate that math performance is very dependent upon language proficiency for bilinguals, but not for monolinguals. Descriptors: Algebra, Bilingual Education, Bilingual Students, Cognitive Processes
(1980). The Relationship of Student and Home Variables to Language Proficiency and Reading Achievement of Bilingual Children. This study explores the relationship between different home and school variables and reading achievement in bilingual children. The subjects of the study are 130 first- and third-grade children attending bilingual programs. Language proficiency and dominance tests were administered to the children and a questionnaire was sent to their parents. The findings suggest that length of residence in the U. S. is one of the main variables in determining achievement in L2. The discussion relates the methodology and findings to implications for bilingual instruction as well as to research needs that could help teachers and school systems understand and serve better the needs of culturally and linguistically different children. Descriptors: Bilingual Education, Bilingual Students, Elementary Education, English (Second Language)