This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Dina Feitelson, Julieta Stewart, Grace E. Lee, Peter B. Martin, Washington InterAmerica Research Associates, Inc. Development Associates, Jo-Ann Sainz, Rosalie M. Aguilar, John B. Tsu, and Catherine Biggins.
(1978). Graciela Camina a la Escuela (Graciela Walks to School). Rules of traffic safety constitute the theme of this booklet, intended as reading material for Spanish speaking elementary school children. The document was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Both the Spanish language and content have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. In the story a little girl, Graciela, walks with her older brother Hector so that he can show her the safest way to go to school. On the way Hector explains traffic light colors, walk and no walk signs, and the buttons that pedestrians can use to activate traffic light signals. Hector cautions Graciela to never cross in the middle of the street, wait on the sidewalk until the light changes, and always look both ways before crossing. He also instructs her on the "correct" side of the street to walk on when there are no sidewalks. Simple black and white illustrations give a "coloring book" appearance to the document. Several learning exercises are provided at the conclusion of the story. Descriptors: Bilingual Education, Child Language, Childrens Literature, Elementary Education
(1976). Mother Tongue or Second Language? On the Teaching of Reading in Multilingual Societies. The nine articles in this publication report on what is currently taking place in the teaching of reading in multilingual societies. The topics covered are: curriculum development and evaluation in two languages (Pilipino and English) in the Philippines, the teaching of English as a second language in Malaysia, problems and progress in teaching English as a foreign language in Indonesia, the revival of the Hebrew language in Israel, developing a language curriculum in Afghanistan, developing materials for beginning reading in Hindi, reading and reading instruction in Korea, the problems of beginning and developmental reading in Nigerian primary schools, and teaching reading in a foreign language. Descriptors: Beginning Reading, Bilingual Education, Curriculum Development, Developmental Reading
(1978). Handbook for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this handbook is intended to assist instructional materials developers and teachers in designing or adapting existing materials for selected-language speakers and vocations. (CE 019 070 contains a guide for assisting decision makers in determining priorities for development of materials needed for bilingual vocational training programs.) This handbook has been divided into five sections. The first section contains a single instructional unit (taken from a seventy-five-unit Nursing Assistant course) which was selected to illustrate the developmental process and to serve as a model for producing similar units. This model unit contains vocational exercises, vocational English pattern practice drills, and special bilingual vocational exercises. A detailed explanation of the process used in developing the model unit is found in the second section. In addition to explaining the basic concepts related to materials development, section 2 describes the vocational and English language materials used in the unit, emphasizing the way integration of the two was achieved. Special suggestions are included for the development of bilingual vocational exercises which effectively combine the vocational, English, and native language of the course. Section 3 provides a list delineating the step-by-step procedure to be followed in developing a unit. Section 4 provides additional vocational English exercises for beginning units, and section 5 explains transitional approaches for advanced units. A checklist for assessing the adequacy of materials is also provided. Descriptors: Bilingual Education, Curriculum Development, Guides, Instructional Materials
(1977). Ethnic Profile, Fall 1977 [and] Enrollment in E.S.L. (Courses in English As a Second Language). The ethnic profile of the bilingual Hostos Community College of the City University of New York (CUNY) was based on 1,147 student responses (41.3%) to a registration questionnaire in fall 1977. Of the 86.4% listing themselves as Hispanic, 43.4% were Puerto Rican, 30.2% Dominican, and 6.5% Ecuadorian. Of the 13.46% non-Hispanic, 11.4% were black. Male/female distributions were almost equal in each category, except that there were 3.8% more Puerto Rican females and 5.05% more Ecuadorian males. Hispanic enrollment was 72.2% in l976, more than twice that of any other CUNY college, and increased from 45.7% in l972 to the present 86.4%. Correspondingly, enrollment in English as a second language courses rose from 741 in 1975 to 1,299 in 1977, a proportionate rise from 28% to 47%. In the same time period the college minority population increased only 3.7%, from 95.0% to 98.7%, but the Hispanic population increased 28.3% in the same time period. Descriptors: Bilingual Education, Bilingual Schools, Blacks, Community Colleges
(1978). A Bibliography of Bilingual-Bicultural Preschool Material for the Spanish Speaking Child. Supplement I. This bibliography was prepared for use by teachers and paraprofessionals working in early childhood programs serving Spanish-speaking children throughout the United States. Items in the bibliography are grouped into three major categories: (1) staff development (containing only materials which have been identified as instructional for the preschool staff rather than the preschool children); (2) instructional materials (listing materials which can be used separately to develop specific skills or a range of skills in children or teaching personnel); and supplemental materials (workbooks, audio-visual materials, storybooks, tests and other materials). The annotated listings describe the item, indicate who the item is designed for, and how it might be used. Entries are listed alphabetically by title within each category. Two indices are included: a general index and a subject index. Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education
(1977). English Reading for Asian Students. This paper discusses the importance of bilingual-bicultural programs–which provide instruction in the student's native language and culture and in the American language and culture–in helping Asian-American students to succeed in the dominant culture. Teachers in such programs need to be sensitive to students' home environment, educational background, cultural values and priorities, and linguistic development. The paper discusses factors in the home environment which may affect students' ability to speak and read English; provides a brief description of values, cognitive styles, and learning modalities which are common to many Asian groups; and outlines some linguistic variables in the Chinese, Japanese, Korean, and Vietnamese languages. Final sections of the paper deal with difficulties which English phonology poses for Asian students, effective ways of helping Asian students to reconstruct English syntax, and the importance of assisting Asian students in interpreting what they read in the light of American culture. Descriptors: Asian Americans, Biculturalism, Bilingual Education, Cross Cultural Training
(1978). Dos Amigos… (Two Friends…). Intended for supplementary reading material for Spanish speaking children in elementary grades, this illustrated Spanish text was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Both language and content have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. The story centers around Teresita Tortilla who one day encounters a strange newcomer on the kitchen table. He is square and white with corners the color of coffee and he calls himself Pablo Pan. Teresita and Pablo become better acquainted and learn all about each other. They discuss the grain families they come from and find they are related. They discover what each is used for and compare their similarities. Once strangers, Teresita Tortilla and Pablo Pan become good friends. Descriptors: Bilingual Education, Child Language, Childrens Literature, Elementary Education
(1979). Literacy: A Tool for Assisting the Hispanic Inmate. Excerpts from transcribed tape recordings of conversations between two reading specialists and 23 Hispanic inmates at a New Jersey correctional institution reveal that many of these inmates believe that a lack of functional literacy was partly responsible for their present condition. Literacy, then, might be a valuable tool for preventing recidivism among these and similar inmates. Because traditional methods of reading instruction have not been successful with the student-inmate, a new approach is necessary. One such approach is Easy Steps to Reading Improvement (ESTRI), a method of teaching decoding skills and vocabulary development ESTRI teaches one systematic approach to word decoding and teaches no exceptions to the rules. It holds that word decoding is not a part of the reading process itself, since no one reads for the purpose of decoding words. ESTRI capitalizes on the listening abilities of learners and leads them to mastery of the decoding process, an essential adjunct to intelligent and independent reading. Through the use of this approach, inmates can develop the necessary reading skills for successfully meeting the demands placed upon them by society. Descriptors: Bilingual Education, Correctional Education, Delinquency, English (Second Language)
(1977). SLATE (Support for Learning and Teaching of English). Volume 2. These newsletters, produced during the second year of activity of a standing committee of the National Council of Teachers of English, focus on standardized testing as it affects the teaching of English. The first newsletter describes committee activities and priorities and includes a bibliography of information on tests and evaluation. The other seven deal in turn with specific issues: minimal competencies and measures of competence, how to interpret standardized test results, phonics instruction, competency testing and bilingual/bicultural students, implications of the national Assessment of Educational Progress, strategies of response to the minimum competency movement, and implications of the Scholastic Aptitude Test score-decline report. (AA) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation). [More] Descriptors: Bilingual Education, Competency Based Education, Elementary Secondary Education, English Instruction
(1979). Bilingual Vocational Instructor Training Program to Prepare 60 In-Service Instructors in Secretarial/Industrial Skills: Program Performance Report, July 1, 1978 to June 30, 1979. The objectives of the Bilingual Vocational Instructor Training Program focused on meeting the critical need for trained bilingual instructors and job counselors at San Francisco Bay Area adult vocational training centers. This descriptive report considers the accomplishments of the program in terms of the 54 Spanish- or Chinese-speaking individuals that completed the program and obtained positions in a variety of vocational education settings, and their attitudinal and instructional changes. Next, the major activities of the two-semester training program are outlined, including classes 15 hours per week, practicums, guest lectures, and attendance at professional conferences. Additionally, the principal problems that were encountered are identified. Subsequent sections examine publicity activities, dissemination, progress on data collection and evaluation plans, and staff employment, utilization, and development. The bulk of the document consists of appendices containing materials used in the project and illustrating various project aspects. The eight appendices contain: (1) documents pertaining to program operations; (2) a description of program participants; (3) course descriptions and outlines; (4) inventory of materials produced by program participants; (5) a report on the jobs and job placement of participants; (6) evaluation forms and reports; (7) advisory committee information; and (8) materials related to staff development. Descriptors: Bilingual Education, Bilingual Teachers, Career Counseling, Higher Education
(1978). Demystifying the Concept of Culture: Theoretical and Conceptual Tools, Monograph I. This monograph describes some concepts and methods developed in anthropology which may help parents, teachers, and other educators clarify their own cultural perspectives. Emphasis is placed on the role that these concepts and methods can play in helping educators, particularly bilingual teachers, deal more effectively with culture based educational problems. Specific topics addressed ethnocentrism; (3) ideal culture and real culture; (4) explicit culture and implicit definitions of culture and its personal nature; (2) cultural relativity and ethnocentrism; (3) cultural insider and cultural outsider; and (6) views of culture as culture; (5) cultural insider and cultural outsider; and (6) views of culture as fixed and changing. Taken into consideration is the role of the teacher as a cultural transmitter. The effectiveness of using the cross cultural perspective of anthropology with students and in training programs for administrators and teachers is also discussed. Descriptors: Bilingual Education, Cross Cultural Studies, Cross Cultural Training, Cultural Awareness
(1977). Claremont Reading Conference 41st Yearbook: All Things Considered…; Proceedings of the Claremont Reading Conference (44th, Claremont, California, January 1977). The articles in this collection approach the question of what is fundamental in reading in a variety of ways. The topics covered in the 30 articles include the following: teaching and learning, structural imagination and professional staff development, Zen and the art of reading, learning and learning disabilities, Piaget and Hamlet, the political economy of education, neurometric assessment of learning disabilities, uses of popular culture in the multicultural classroom, criterion-referenced tests and the reading miscue inventory, family patterns of reading problems, the teacher's role in the process of prediction, survival literacy, nature study, and managing the educational technology. Notes on the contributors are appended. Descriptors: Bilingual Education, Educational Technology, Elementary Secondary Education, Language Acquisition
(1977). Un Viaje al Aeropuerto (A Trip to the Airport). This illustrated, bilingual Spanish-English intermediate reader describes a class trip to an airport, in which the class tours the airport, and learns about airport activities, the parts of an airplane, and other related topics. Each page of the text is illustrated with a drawing. The narrative is followed by a list of 24 suggested learning activities and 40 vocabulary items relating to airplanes and airports, as well as a few classroom games. Descriptors: Aircraft Pilots, Airports, Aviation Vocabulary, Bilingual Education
(1975). Le Bilinguisme chez l'Enfant et l'Apprentissage d'une Langue Seconde: Bibliographie Analytique (Child Bilingualism and Second Language Learning: A Descriptive Bibliography). This annotated bibliography on child bilingualism and second language acquisition contains 1,661 references. Preceding the bibliographic entries are a list of the major conceptual fields covered by the bibliography, a subject index and an index of languages, countries and peoples dealt with in the bibliography. The indices refer to the entries in the bibliography by number. Each entry in the text includes the date and source of publication and a list of key subject terms in English. The appendix, which contains 222 of the total number of references, refers to important works in the area of child language with no particular connection to bilingualism. French and English versions of the front matter, introduction, and list of major conceptual fields are provided side-by-side. Descriptors: Annotated Bibliographies, Bilingual Education, Bilingual Students, Bilingualism
(1976). Multicultural Education: An Annotated Bibliography. This classified, annotated bibliography of recent works on multicultural education was compiled from an ERIC computer search and from manual searches at various university libraries. Each reference is listed in one of eight topical areas. These include: bibliographies on multicultural education; rationale and theory; program strategies; models; curriculum development; teacher education and training; community involvement; and evaluation and testing. Citations are accompanied by brief (usually under 100 words) annotations. Descriptors: Annotated Bibliographies, Bilingual Education, Community Involvement, Cultural Education