This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Tanya Suarez Kniefel, A. Harry Passow, Josue Cruz, Virginia H. Ormsby, Inc. Encyclopaedia Britannica, Max S. Castillo, Joshua A. Fishman, Don Milam, Alyce J. Nafziger, and Kenneth R. Stafford.
(1970). The Effects of Bilingual/Bicultural Instruction Among Spanish-Speaking, English-Speaking, and Sioux-Speaking Kindergarten Children. A Report of Statistical Findings and Recommendations for Educational Unit No. 18, Scottsbluff, Nebraska. A bilingual program was implemented to meet the educational needs of Spanish American and Indian children with noted deficiencies in English and/or their native languages. The program components were an English Oral Language Program coupled with concept reinforcement in the vernacular for kindergarten children using non-standard English, along with a Spanish Oral Language Program for non-Spanish-speaking kindergarten children and for children with a basic structure and phonology in Spanish. Language instruction was provided on a differentiated basis, depending on diagnostic measures. Proficiency in both languages was ascertained with pre- and post-testing. Parental attitudes toward bilingual/bicultural programs and student attitudes toward their own and other cultural characteristics were also measured. Although statistical findings did not indicate highly significant gains in student achievement, the trend was in a positive direction. It was strongly recommended that both program components be continued after careful examination and revision. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Kindergarten Children
(1970). [Films in French.]. This list of approximately 100 educational films in French covers a wide variety of topics including films for use in social studies, language arts, humanities, physical and natural sciences, safety and health, and fine arts classes. Many films feature life patterns among particular ethnic groups. Catalogue numbers and sale prices of films in both black and white and in color are included. Subject matter is suitable for elementary and secondary education provided students are linguistically prepared. Descriptors: Audiovisual Aids, Bilingual Education, Elementary Schools, Films
(1968). Guidelines for Implementing an Effective Language Program for Disadvantaged Mexican-Americans in the Elementary School; Guidelines for Implementing an Effective Workshop on ESOL. A bilingual language program for Mexican American students in elementary schools and a workshop for teachers of English for Speakers of Other Languages are outlined to aid effective implementation of such activities. Guidelines include goals and objectives; administration and organization; methods, techniques, and activities; and evaluation. The guidelines for a workshop also contain an additional section on courses of study and materials. Both sets of guidelines offer examples of evaluation instruments. [More] Descriptors: Activities, Administrative Organization, Administrator Guides, Bilingual Education
(1968). Language Problems of Developing Nations. Most of the papers in this collection were presented at a conference on language problems of the developing nations at Airlie House, Warrenton, Virginia in November 1966. This conference was one of the several organized and sponsored by the Committee on Sociolinguistics of the Social Science Research Council in its effort to promote interdisciplinary research and training. The phenomena of the birth and rebirth of nations, peoples, and languages are not only provocative but basic to an understanding of social change, national integration, and language development. The introductory section of this volume presents papers by J.A. Fishman, J. Das Gupta, and C.A. Ferguson. Part II (Language and National Development) contains papers by J.A. Fishman, H. Kloss, D. Rustow, A. Tabouret-Keller, P. Alexandre, C.F. Gallagher, J. Das Gupta, J.J. Gumperz, B. Jernudd, A.A. Mazrui, J.N. Paden, and P.L.van den Berghe. Selections in Part III (Language Planning, Standardization, and Policy) are by R.G. Armstrong, H. Blanc, C.A. Ferguson, E. Haugen, J.V. Neustupny, E. Polome, A. Valdman, W.H. Whiteley, S.A.Wurm, and P. Zima. Part IV (Literature and Education) papers are by J. Bowers, D.H. Burns, L. Harries, R. B. Le Page, H. Passin, C.H. Prator, and J. Rubin. Part V (Integrative Summary) is by J.A. Fishman. Author and subject indexes conclude the volume. Descriptors: Anthropology, Applied Linguistics, Bilingual Education, Developing Nations
(1970). Urban Education in the 1970's. The reported failure of urban schools has been well documented by various government commissions. To remedy this situation, quality and equality of education must be insured. Research and development on disadvantaged populations has increased in an effort to reverse the effects of traditional pedagogical methods. Numerous programs for early intervention show that changes can be effected but that these effects have little long-term stability. But that does not mean that compensatory education is not a promising method; rather, that adequate methods and understanding are still to come. Various strategies and models for improving urban education are compensatory education, desegregation, model subsystems, parallel systems, total systems reform, and new systems development. In addition, some programs attempt to change the student himself, his family, and the schools in new ways. College programs for disadvantaged youth try to prepare students for advanced study. The greatest policy problem is desegregation. Increase in federal aid raises the hope that urban education will receive not only more funds but also more attention. This paper was prepared for a book entitled "Urban Education in the 1970's," edited by A. Harry Passow, to be published by Teachers College Press, Fall 1970. [Not available in hard copy due to marginal legibility of the original document.] [More] Descriptors: Bilingual Education, Community Control, Compensatory Education, Decentralization
(1970). Teaching Initial Reading in Navajo: Report of a Conference of Educators Held at Kayenta, January 30-31, 1970. Navajo Reading Study, Progress Report No. 6. This report includes descriptions of ongoing reading programs for Navajo students in Rough Rock, Rock Point, and Navajo Community College, presented by teacher-participants in the conference on reading held in Kayenta, Arizona, January 30-31, 1970. Also included are reports from the Navajo Reading Study staff and a discussion of the problems of the various reading programs. See ED 035 484, Report No. 3, a bibliography of Navajo reading materials, and AL 002 547, Report No. 5, a study of Navajo language maintenance in six-year-olds. [Not available in hard copy due to marginal legibility of original document.] Descriptors: Beginning Reading, Bilingual Education, Community Attitudes, Conference Reports
(1970). Types of Bilingualism and Performance of Navaho Children in School, Phase I. Final Report. The purposes of this first phase of a proposed two-phase study were (1) to collect necessary baseline data for the completion of the total two-part study, and (2) to note the effects on school achievement of one year's instruction in English given to kindergarten Navaho-speaking monolinguals. The following groups from the Window Rock-Ft. Defiance schools were selected: kindergarten Navaho-speaking monolinguals, kindergarten compound bilinguals (Navaho-English), kindergarten Navaho-speaking monolinguals who received on year's concentrated instruction in English, first-grade Navaho-speaking monolinguals, first-grade English-speaking monolinguals, and first-grade compound bilinguals. Measures of intelligence and achievement were obtained. Analysis of variance and Sheffe's technique were used to test for differences in order to meet the second objective of this project. Aside from getting baseline data and finding expected differences (e.g., English-speaking monolinguals scored higher in achievement than Navaho-speaking monolinguals), the most promising discovery was the positive influence of instruction in English on school performance. In light of this, it is important to determine the long-term effects of early concentrated English instruction in a school setting. [More] Descriptors: Achievement Tests, American Indians, Bilingual Education, Bilingual Students
(1969). Catalogo de peliculas educativas y otros materiales audiovisuales (Catalogue of Educational Films and other Audiovisual Materials). This catalogue of educational films and other audiovisual materials consists predominantly of films in Spanish and English which are intended for use in elementary and secondary schools. A wide variety of topics including films for social studies, language arts, humanities, physical and natural sciences, safety and health, agriculture, physical education, and vocational training is classified by film type. Overhead transparencies, overlays, 8mm, 16mm, and 35mm film are further subclassified according to student age and interest factors. Relevant acquisition data are included. [More] Descriptors: Audiovisual Aids, Bilingual Education, Elementary Schools, English
(1967). An Early Childhood Education Model: A Bilingual Approach. To aid school adjustment of children from low income families of Mexican descent, this program has developed new methods for teaching English as a second language while preserving and reinforcing children's use of Spanish. The classroom model emphasizes learning cognitive concepts and exploring the child's attitudes towards these concepts. Sensory-perceptual skills and language skills are systematically presented to develop children's thinking processes. An instructional program, based on this model, consists of a sequenced series of lessons, initially presented in Spanish and later in English. This developmental approach includes training in visual, auditory, and motor skills. The child learns a sequential pattern of language and speech concepts in both Spanish and English, with content selected to relate to the child and his environment. Instruction is individualized when appropriate. It is important that teachers structure and sequence learning activities which match individual learning abilities so that each child may develop to his potential. [More] Descriptors: Behavioral Objectives, Bilingual Education, Cognitive Processes, Compensatory Education
(1968). Barriers to Successful Reading for Second-Language Students at the Secondary Level, TESOL Quarterly. The author examines some statistics which indicate entire classrooms of Indian students at the junior high school level are reading at the second or third grade level, and are graduated from high school with perhaps intermediate grade reading ability. Various surveys seem to have established that children are able to achieve at grade level through the primary grades but their level of achievement from that point on is an endless downward spiral. In the intermediate grades, the carefully controlled content and vocabulary breaks down; the children are expected to learn, at a faster rate, more complex materials in various content areas. At this point also, instruction in reading usually stops. That the principles of teaching English as a second language should be observed is obvious, and lack of facility with English handicaps the child in learning to read English. However, it cannot be said that the ability to speak English will insure ability to read English. Teaching oral English and teaching reading are not identical processes and do not have the same purposes. Further, the processes and aims of initial reading instruction and advanced reading instruction are not the same. At higher levels, the students should equate words not with sounds but with meanings. They should explore, interpret, and extend the concepts represented in writing in order to develop the conceptual basis for abstraction in English. [More] Descriptors: American Indians, Bilingual Education, Bilingual Students, Cultural Differences
(1974). Special Competencies for Teachers of Preschool Chicano Children: Rationale, Content, and Assessment, Young Children. Competency-based criteria in Chicano preschool teacher training and credentialling must be specifically tailored to the Mexican American culture. Presented are: (1) a set of specific competencies focusing on verbal and interactional behavior, self concept, and parental involvement; and (2) an assessment process for measuring teacher competencies. Descriptors: Bilingual Education, Competency Based Teacher Education, Cultural Awareness, Mexican Americans
(1965). What's Wrong with Julio?. Julio is a Spanish-speaking child, along with other Spanish speakers, in an American school where the first language is English. Problems encountered by him, in addition to the language barrier, are exemplified in this young reader's book. The need for parental support and participation in the school life of a youngster, particularly with the bilingual child, is pointed out. Illustrations complement the narrative on every page, and Spanish words and names are interspersed throughout to relate to the Spanish speaker and to acquaint the non-Spanish speaker with differences between the 2 languages. Descriptors: Bilingual Education, Bilingual Teachers, Books, Childrens Literature
(1970). American Indian Education, A Selected Bibliography. Supplement No. 1. Documents on American Indian education have been compiled in this 2-part bibliography, which is a supplement to ED 030 780. Part I of the supplement contains abstracts of 176 documents cited in "Research in Education" from September of 1969 through September of 1970. Part II contains 81 citations (some annotated) which have appeared in "Current Index to Journals in Education" from January of 1969 through June of 1970. Citations are indexed by subject using terms from the "Thesaurus of ERIC Descriptors." The entries include a wide variety of resource materials (research and program reports, guides, books, articles, etc.) which examine the cultural and socioeconomic problems and educational developments relative to American Indians. Price information and availabilities are provided for documents listed in Part I, and complete journal citations are provided for documents listed in Part II. [More] Descriptors: American Indians, Annotated Bibliographies, Bilingual Education, Cultural Differences
(1974). Chronicle of Race and Schools, February-April, 1974, Integrated Education. A review on both the Federal level and on a State-by-State basic of the latest and the greatest developments in the field of school integration and race relations embracing the period February- April, 1974. Descriptors: Bilingual Education, Court Litigation, Faculty Integration, Federal Courts
(1968). Programs Available for Strengthening the Education of Spanish-Speaking Students. The purposes of the guide are: (1) to provide information concerning Federal funds available for training educational personnel to work in areas with high concentrations of bilingual students; and (2) to provide familiarization with programs available for bilingual students, as well as programs for research into their educational problems. Also included is a list of scholarships available for Spanish-speaking students. Relevant Federal legislation is listed, along with the purpose of each act, availability of funds, and eligibility. Guidelines for writing and evaluating proposals for Federal funds are included. A bibliography is given to provide information concerning Federal funding offered by the U.S. Office of Education, and the procedures for applying for these funds. [More] Descriptors: Adult Vocational Education, Bilingual Education, Bilingual Students, Directories