This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Betty L. Criscoe, William F. Mackey, Hamden. Connecticut Staff Development Cooperative, Joan T. Feeley, Jo Amandes, H. Prentice Baptiste, 1973, Reston National Association of Secondary School Principals, Reyko Ruth Shiraishi, and Arlington Center for Applied Linguistics.
(1976). Identification and Supplementary Instruction for Handicapped Children in a Regular Bilingual Program. Early identification and supplementary instruction for the Mexican American child who is also handicapped are essential. The purposes of the Ability Development Programs are to identify the child with existing and/or potentially handicapping conditions, to develop and test supplementary materials, and to determine the efficacy of supplementary instruction within the regular bilingual classroom. In the first project for Four-Year-Olds, completed in 1975, 40 out of 99 children enrolled had some type of problem, 29 severe enough to interfere with learning. Following five months of supplementary instruction, the experimental group out-performed the comparison group not receiving supplementary instruction and were learning at the level of non-handicapped peers. In the second project for Five-Year-Olds, scheduled for completion in 1977, materials for continuous observation and supplementary instruction on a lesson-by lesson basis are in initial developmental stages. Materials developed for these projects include "Supplementary Activities for Four-Year-Olds,""Observation-Action-Activity Cards for Five-Yearolds," two teacher manuals, "Working with Parents of Handicapped Children," and "How to Fill Your Toy Shelves without Emptying Your Pocketbook"; and two assessment instruments, the "Spanish/English Language Performance Screening" (S/ELPS) and the "Observational Checklists for Referral" (OCR). Development and evaluation data for the S/ELPS and OCR are reported as well as the results of the completed project with Four-Year-Olds. [More] Descriptors: Ability Identification, Academic Ability, Bilingual Education, Diagnostic Tests
(1977). Bilingual-Bicultural Curriculum for Grade 1 – Social Studies. Connecticut Migratory Children's Program. This curriculum guide is part of a series designed by the Connecticut Migratory Children's Program to assist bilingual teachers in providing a coordinated program of studies for pre-school through grade three students whose dominant language is Spanish. Formal descriptions of skills and activities are written in English, but materials to be used directly with children are in Spanish. This guide is designed for grade one social studies. It is divided into two main sections. Section one, "Units, Skills, and Vocabulary," is centered around these units: (1) Myself, (2) My School, (3) My Family, (4) My Home, (5) My Community, (6) Transportation, (7) Communication, and (8) Animals. For each unit, vocabulary and appropriate skills and concepts are listed. Section two contains activities to accompany the development of the concepts associated with the topics in section one. The activities are graphically illustrated. Descriptors: Biculturalism, Bilingual Education, Concept Formation, Curriculum Guides
(1974). Some Characteristics of an Effective Language Learning Program. CATESOL Occasional Papers, No. 1. Children learn a second language quickly and easily simply by being exposed to it. Adults generally learn more slowly and less well. It is hypothesized that the brain in youth is extremely plastic, but hardens with adolescence and adulthood and becomes less receptive. Children learn in an active way, during play, and the language is reinforced by pleasure and by corresponding activities. Adults usually learn passively in a classroom involving only audiovisual methods and memory. Accordingly, the following characteristics of effective language learning programs are suggesged. For children: Native-speaking teachers, several hours of instruction or exposure daily, linguistically unstructured activities, no corrections until the child is fluent, cultural lessons may or may not be used, supportive home-school environment. For adults: A well-trained, dynamic and patient teacher, students with expressed goals, daily or frequent classes that are both small and homogeneous, linguistically and methodologically sound textbooks, acting out situations in the language, varied modalities of presentation, minimum of correction, outside practice, availability of tutors, individualized instruction, explication of purposes and goals of a learning activity. [More] Descriptors: Adult Education, Bilingual Education, Child Development, English Instruction
(1972). Training Migrant Paraprofessionals in the Bilingual Mini Head Start, April 1972. The Bilingual Mini-Head Start program which offers service to migrant children and their families over a 6,000 mile circuit using a totally paraprofessional teaching staff, consists of 6 components: instruction, staff training, parent and community involvement, materials development, relocating delivery system, and management. An interim evaluation of the program's progress during 1971-72 was conducted. Because of the project design and data collection timetable, many of the program's objectives could not be assessed at the time as to whether they were being met. When this was the case, it was indicated that data collection had not been completed. Preliminary findings were reported when the preliminary data yield information felt to be a useful indicator of program progress. Instructional goals for children could not be assessed until post-testing was done. However, based on available records, all the process goals concerning the instructional program to be offered were being met. Training goals were being met although on a delayed schedule. Goals for materials development were either being met or were substantially completed, with the exception of the development of the cultural heritage materials which was behind schedule. Goals for carrying out a relocating program delivery system were met beyond the minimum standard set, and far beyond the level of comparable programs in offering continuity to moving families. [More] Descriptors: Bilingual Education, Community Involvement, Curriculum Development, Delivery Systems
(1977). A Descriptive Review of Commercial Bilingual Materials. This review of commercial bilingual materials lists materials produced by sixty-six publishing houses and other educational suppliers. The materials are listed in order of the company that produces them, and are designed to be used with Spanish-speaking children. Materials listed include books, films, records, cassettes, and kits, and are printed in Spanish, English, or in both languages. Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Bilingualism
(1975). The Oral English of Mexican American Spanish-Speaking Students in a Monolingual and Bilingual School Setting: An Analysis of Syntactic and Morphological Development. In order to compare methods of instructing Spanish-speaking children in oral English, 11 children were randomly assigned to the control group–instruction conducted in English using the Peabody Development Kit (PDK)–while 12 children were assigned to the experimental group–bilingual instruction using the PDK. At the outset, all children were reading English at least one grade level below grade placement, were experiencing difficulty in speaking fluently in English, came from homes where Spanish was the dominant language, and had similar English syntactical performance. The pretest and posttest sequence measured English morphology and syntax. Results of the posttests supported the null hypothesis–that there would be no significant difference in morphological development. Tape-recorded samples of oral language (the children telling stories) showed that the control group gained two more T-units than did the experimental group but that the control group remained static in the number of words used per T-unit, while the experimental group increased by two words. (The hypothesis for syntax could not be accepted or rejected.) [More] Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, English (Second Language)
(1978). Schedules for Language Background, Behavior and Policy Profiles. Three questionnaires are offered as language planning aids. These instruments measure variables in language background, language behavior, and language policy, particularly in situations where two or more dialects of languages are used. The first questionnaire asks 60 questions designed to form a language background profile of an individual. The second elicits an individual's history of language behavior on a time scale. The third questionnaire is a guide to obtaining a sociolinguistic community profile for language policy and educational programs. [More] Descriptors: Bilingual Education, Bilingualism, Data Collection, Educational Planning
(1976). A Legal Memorandum, April 1976. This issue of "Legal Memorandum" attempts to define some of the legal obligations of school districts to students for whom English is a second language. The Civil Rights Act prohibited discrimination in any federally funded program and an HEW directive reinforced this. HEW instructed school districts with more than 5 per cent national origin-minority students with English difficulties to take affirmative steps to rectify the language deficiency. In the case of Lau v. Nichols the Supreme Court affirmed Title VI, and HEW's Office of Civil Rights appointed a Task Force to develop an outline of educational approaches constituting "affirmative steps." School districts had either to include these strategies or prove their own methods as effective as the Task Force findings, most of which rely on bilingual-bicultural programs. The Equal Educational Opportunities Act makes it illegal to deny educational opportunity through failure to take appropriate action to overcome language barriers. It is possible that federal courts will equate "appropriate action" with Title VI "affirmative steps." Under the 14th Amendment, in the face of "de jure" and "de facto" segregation of ethnic minorities, federal district courts have been willing to order construction of bilingual-bicultural programs. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingual Students
(1975). Developing Language Via Visual Literacy. Elementary and secondary teachers are recognizing that today's children are products of a visual era who bring visual literacy to their school language learning. Visual resources may be developed and used as a valuable motivational technique. The following programs utilizing this approach are outlined: Dorothy Lopez' development of polaroid picture-taking to stimulate special education children; Debes and William's "pictures first, then words" reading programs for bilingual children; Miriam Offenberg's use of slide-sound productions in visual composition; and Judie Vishonski's inclusion of slide-sound productions, super-8 movie film, and black and white photographs as writing stimuli in her curriculum for seventh-graders. Descriptors: Aesthetic Education, Bilingual Education, Elementary Secondary Education, Grade 7
(1972). Evaluation of Progress in Bilingual Mini-Head Start, October 1972. The Bilingual Mini-Head Start program aims to maintain contacts with migrant children from their home base through a series of northern work locations. The project has served migrant children over a 6,000 mile circuit in three different states, showing its flexibility at each site in adapting to take advantage of local programs as well as providing continuity through a continuation of the bilingual curriculum with the mobile teaching staff. This paper presents a final progress report for the 1971-72 program year. Program progress is discussed by objective for the instructional, teacher training, parent and community, materials development, relocating delivery systems, and management components. Overall, the project has achieved its objectives. [More] Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Early Childhood Education
(1973). Four Reports from the Annual Eastern Regional Migrant Education Conference (4th, Greensboro, North Carolina, March 13-16, 1973). (1) State Coordinators Meeting, (2) Pre-K and Kindergarten, (3) Interstate Migrant Project for Elementary School Children, and (4) Interstate Proposal Considerations–Secondary Personnel. Migrant coordinators from 21 Eastern Stream States attended the Eastern Regional Migrant Education Conference. These four reports briefly summarize the: State coordinators meeting, discussions on pre-K and kindergarten, Interstate Migrant Project for elementary school children, Bilingual Migrant Project, and interstate proposal considerations as identified by the participants. Among the topics covered are the: audit findings and recommendations; National Program Guidelines; migrant program funding and assessment; standardized reporting procedures; regional parent advisory committees; current status of the Migrant Student Record Transfer System; Interstate Migrant Project's goals, objectives, and activities (i.e., staff development, social studies, and reading, language, and math skills); early childhood project development, parental involvement or "Homestart", inservice training, and program guidelines; and Bilingual Migrant Project's objectives, activities, and evaluation. Some of the interstate proposal considerations involve needs, goals, objectives, program areas, facilities, personnel needs and duties, uses of special equipment, major curriculum materials, supportive services, evaluation instruments, dissemination of information, selection of migrants, parent's role, interstate visitation, and beginning and ending dates. Descriptors: Bilingual Education, Conference Reports, Early Childhood Education, Educational Needs
(1975). Effects of a Bilingual/Bicultural Career Guidance Project on the Occupational Aspirations of Puerto Rican Adolescents. This study examined the effects of a career project on the level of occupational aspirations of bilingual/bicultural Puerto Rican adolescents. The experimental treatment utilized role modeling techniques, field trips and group discussions. The career guidance project consisted of six lessons and involved career role models and counselors who were both bilingual and bicultural. The subjects in the study were Ruerto Rican boys and girls. The experimental group experienced the career guidance project, while a comparison group received no experimental manipulation, but instead engaged in work-experience activities. Two dimensions of occupational aspirations, level of occupational aspiration and level of occupational choices, were examined. Instruments were administered to both groups before and after the project; four weeks later, the instruments were again given to both groups. On the basis of the findings, it was concluded that the career guidance project did have an effect on raising occupational aspirations. In addition, the girls' level of occupational aspiration was affected more than that of the boys. The project, however, did not influence students' occupational choices. Descriptors: Adolescents, Attitude Change, Biculturalism, Bilingual Education
(1975). What Languages Do Bilingual Children Use with Whom? Research Evidence and Implications for Education. There is wide variability in the type and degree of bilingualism exhibited by persons from the various Spanish-speaking groups in the USA. Within particular subcultural groups, there is significant variability among individuals in the use of language patterns. An empirical study investigated the use of language pattern in specified social contexts among two generations in three distinct Spanish-speaking groups: New York Puerto Ricans, Central Texas Mexican-Americans, and Miami Cuban-Americans. A total of 295 families participated in the study. The Central Texas Mexican-Americans showed the greatest degree of displacement of Spanish by English as well as by "Spanglish," and the New York Puerto Ricans the greatest degree of "mother tongue" maintenance. Previous research suggests that language use are positively related. Contextual language use is an important factor which interacts with language learning and with academic achievement. It behooves teachers of persons from Spanish-speaking backgrounds to assess the language proficiency and the contextual use of language patterns of their students and to gear their curriculum accordingly. Contextual language use may be assessed by teachers through interviews and by behavioral observations, and the resulting data may be used to individualize instruction. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Bilingualism
(1979). Multiculturalizing Teacher Education at the University of Houston. The prime considerations used in developing a multicultural teacher education program are discussed. The assembling of a faculty not only knowledgeable in concepts and strategies of multiculturalism but also composed of individuals of different ethnic and racial backgrounds was the first priority. The curriculum was developed along state certification guidelines and was based on the competency based system. A description is given of how students move through this program and the philosophy underlying developmental decisions is presented. Descriptors: Bilingual Education, Competency Based Teacher Education, Curriculum Development, Faculty Development
(1975). Meeting the English Language Needs of Indochinese Students. Educational Administrator Series, No. 2. Indochinese Refugee Education Guides. This guide is intended to assist school administrators in their initial planning for meeting the needs of Vietnamese and other Indochinese refugees entering their schools. To insure that the students can participate in the activities of the school and community as rapidly as possible, teaching the English language must be given high priority, and at the same time the students' cognitive development must be monitored. The guide answers the following questions: (1) Can the school expect Indochinese children to adjust to the school without special provision? (2) How much English can we expect Vietnamese students to know when they come to the school? (3) What models exist for organizing instruction in English for speakers of another language? (4) How much time should be budgeted for the teaching of English? (5) What pitfalls should a school avoid in attempting to meet the English needs of Indochinese students? (6) Where can a school turn for help in teaching English to Vietnamese students? An annotated bibliography follows the text. [More] Descriptors: Acculturation, Administrator Guides, Annotated Bibliographies, Biculturalism