This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Robert B. Kaplan, Denise Marie DeValle, Mary Purbhoo, Joan T. Feeley, Mary Finacchiaro, Jan Zobel, Bernard Spolsky, Stan Shapson, Vivian Horner, and Tecwyn Ellis.
(1971). Teaching English to Speakers of Other Languages: Problems and Priorities, English Record. Adapted from the address given by the current national president of TESOL–Teaching English to Speakers of Other Languages–at the first meeting of the New York Affiliate, November 11, 1970. Descriptors: Bilingual Education, Educational Diagnosis, Educational Policy, English (Second Language)
(1971). The Limits of Language Education, Linguistic Reporter. Descriptors: Applied Linguistics, Bilingual Education, Cultural Pluralism, Educational Objectives
(1969). Welsh-Medium Nursery Schools, 1968, a Survey. Pamphlet No. 16. This pamphlet summarizes findings of a survey of Welsh-medium nursery education in Wales as of 1968. Information about premises, equipment, and activities was collected by means of questionnaires, interviews, and visits to sample schools. The survey covers voluntary Welsh-medium nursery schools, but local authority-maintained classes were included for comparative purposes. Growth of the movement is discussed, as well as problems of space and budget. The background of the teachers and students is also discussed. The primary motivation is seen to be the desire to preserve the Welsh language and culture, but interest and support was also found in non-Welsh homes. Based on an assessment of students' progress, it is concluded that the voluntary Welsh-medium nursery schools promote bilingualism without detriment to academic progress; that this movement is still primarily a middle-class movement; and that Welsh-medium nursery education should be incorporated into the state-supported system. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Cultural Influences
(1974). Transition from Italian: The First Year. This report describes the first year of a two-year experimental, transitional kindergarten program for children whose mother tongue is Italian. Begun in Toronto, Canada as the result of pressure from both the ethnic community and from educators, the program is designed to run for the two years of kindergarten (junior and senior). The bilingual teacher, with the help of a bilingual teaching assistant, conducts classes using mainly Italian. English is introduced gradually with the intention that by the third year of school (i.e., grade 1), the pupils will be able to enter a regular program and learn to read and write in English. Comparisons made between the experimental group and children of similar backgrounds in regular English kindergarten programs revealed two major differences, favoring the experimental group: availability of the mother tongue resulted in a larger proportion of children participating in group conversations and in their parents having more contact with the school. Appendix A consists of background reports relating to the implementation of the program, and Appendix B contains copies of the observation schedules, teachers' rating instruments, and parents' questionnaires used for the project. Findings are detailed in Appendix C. [More] Descriptors: Bilingual Education, Bilingual Students, English, English (Second Language)
(1968). Pre-Lessons for Use with an Oral Language Program. Five pre-lessons provide a set of brief daily activities for children encountering school, and perhaps a teacher who speaks standard English, for the first time. These activities should increase the likelihood that the children will feel comfortable, and will respond vocally and enthusiastically during subsequent systematic instruction in standard American English. The teacher can conduct the pre-lessons effectively with almost no preparation. Pre-lessons contain both instructions and lessons; the rationale for each day's lesson is given in narrative form, followed by a numbered outline of the steps in the lesson. There is a development from teacher-led to pupil-led activities, and from almost no dependence on verbal instruction to preliminary testing for such dependence. A critical difference between the pre-lessons and directed instruction in language is that the children are not expected to produce or understand specific utterances during most of the pre-lessons. They are especially recommended for the first few days of school prior to beginning other oral language instructional programs. These activities have been pilot-tested with six groups of preschool children. Appendices contain instructions for making mats out of newspapers and the text of an introductory speech in English, Spanish, and Navajo. [More] Descriptors: Bilingual Education, Childrens Games, Class Activities, Early Childhood Education
(1973). ERIC/CRESS News Letter, Volume 8, Nos. 1, 2, & 3, 1973. The "ERIC/CRESS News Letter" disseminates current information pertaining to ERIC/CRESS (Educational Research Information Center/Clearinghouse on Rural Education and Small Schools) scope areas–American Indian, Mexican American, migrant, outdoor, and rural education and small schools. Three issues of the newsletter published during 1973 are compiled in this publication. Articles in the first issue are: "The Hispano and New Mexico Education"; "A Cultural Research and Information Center"; "Teacher Guide Book to Aid Navajo Language Instruction"; and "Issues in Rural Education: Innovation". Among the articles in the second issue are: "Issues in Rural Education: Student Needs"; "Directory of Computer-Readable Data Bases"; "Teaching Spanish Is Unharmful to English Mastery"; and"Computer Bibliography Service". "The Sixteen-Point Program", included in the third issue gives each point and the most recent action taken on each point. Also included is "Issues in Rural Education: Student Transportation", a brief overview of bus routing in rural areas. The article "have you tRIEd lately?" is included in each issue. This article lists selected publications in each of CRESS' scope areas which have appeared in "Research in Education" (RIE) in the February through August 1973 issues. [More] Descriptors: American Indians, Bilingual Education, Federal Programs, Mexican Americans
(1970). Teaching Non-English Speaking First Graders To Read, Elem Engl. Includes an 18-item bibliography on reading instruction for non-English-speaking first graders. Descriptors: Bilingual Education, Early Childhood Education, Grade 1, Language Handicaps
(1969). Education "for" American Indians: Threat or Promise?, Florida F L Rep. Results of this Carnegie Corporation of New York sponsored research project in literacy training among the Cherokee Indians of Eastern Oklahoma indicate that alienation rather than lack of opportunity is the chief difficulty in American Indian education. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. Descriptors: American Indian Culture, American Indians, Bilingual Education, Community Role
(1968). A Study of Attitudinal Changes in Mexican-American Parents Toward the Schools, Int Reading Assn Conf Proc Pt 1. Descriptors: Behavior Change, Behavioral Science Research, Bilingual Education, Mexican Americans
(1961). The Presentation of Welsh as a Second Language: Some Suggestions. Pamphlet No. 8. This pamphlet offers some suggestions on the use of Welsh as a second language in Welsh schools. In the present-day situation the goal of a bilingual Wales is far from realized; it appears that equal fluency in both languages is seldom achieved. A case is made for: (1) thorough grounding in a child's home language before the introduction of a second; and (2) the introduction of the second language at an early age. It is also noted that the precarious position of Welsh vs. English calls for special handling of English as a second language in Welsh-speaking Wales. Attention is drawn to the need for the introduction of Welsh in nursery schools. Suggestions are made for the use of nursery rhymes, songs, etc, and for considerate and sympathetic teaching to insure a positive attitude in the child. It appears that the whole school system needs to be adjusted to achieve the bilingual goal. Finally, consideration is given to the teaching of Welsh as a second language to older children. The Bilingual Translation Method is advocated for this purpose, and the structural approach is also discussed. Finally, true bilingualism is seen as possible only through an adequate number of contact hours with each language. [More] Descriptors: Bilingual Education, Educational Objectives, Educational Planning, Educational Policy
(1970). Communication Begins with Attitude, National Elementary Principal. Describes a sequential, cumulative set of experiences designed to promote personal effectiveness and communication skills in children. Allegedly, as pupils learn to articulate their feelings, the teacher will begin to know his students, to understand and meet their needs as individuals. Descriptors: Biculturalism, Bilingual Education, Board of Education Role, Classroom Communication
(1970). The Mexican-American School Child, Illinois Schools Journal. Descriptors: American Culture, Bilingual Education, Cultural Differences, Disadvantaged Youth
(1971). Predator or Pedagogue?: The Teacher of the Bilingual Child, English Record. Advocates the development of bidimensional bilingual schools and classes, an increasing understanding of the non-Anglo-American cultures in the United States, and a recognition that students with a grasp of "playground English" cannot cope with academic English in the classroom. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary School Students
(1969). A Bilingual Oral Language and Conceptual Development Program for Spanish-Speaking Pre-School Children, TESOL Quart. Paper presented at the TESOL Convention, March 1969. The author is Associate Director of the Michigan Migrant Interdisciplinary Program at the University of Michigan. Descriptors: Bilingual Education, Concept Teaching, Conversational Language Courses, Language Programs
(1971). Composition at the Advanced Level: A Teacher's Guide to Connected Paragraph Construction for Advanced Level Foreign Students, English Record. Descriptors: Bilingual Education, College Curriculum, College Students, Curriculum Development