Bibliography: Bilingual Education (page 643 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Armando Rodriguez, Muriel R. Saville, Patricia G. Adkins, Robert L. Hillerich, Alan B. Exelrod, Heinz Kloss, Jacob Ornstein, Mamie Sizemore, Ernesto Galarza, and Washington Inter-Agency Committee on Mexican American Affairs.

Exelrod, Alan B. (1973). Litigating the Rights of the Bilingual School Child to Equal Educational Opportunity. In the Lau vs. Nichols case, a suit was brought by Chinese-speaking students against the San Francisco Unified School District, asking the district to implement programs in Chinese that would permit them to learn English. The basic claim of these non-English-speaking children is that in refusing to meet their learning needs, the district is violating their right to adequate educational opportunity under the equal protection clause of the Constitution. The social, economic, and political discrimination against the Chinese and Mexican-Americans forced them into an isolation that has resulted in large communities of non-English-speaking students in California and the Southwest. Since language is an integral part of the ethnic culture of the students involved, discrimination based on language is one manifestation of discrimination based on national origin. In the Lau case, the Ninth Circuit Court ruled that there could be no state action unless the school district had had a specific intent to discriminate. However, the Supreme Court on other occasions has found a seemingly nondiscriminatory policy to be a violation of equal protection when it had a discriminatory impact. It is possible to find both the teachers and the funds to implement the required programs, and the question now is to what extent the courts will become involved in the education process.   [More]  Descriptors: Bilingual Education, Chinese Americans, Court Litigation, Educational Discrimination

Saville, Muriel R. (1969). Curriculum Guide for Teachers of English in Kindergartens for Navajo Children. In September 1969 the Bureau of Indian Affairs is instituting a bilingual-bicultural kindergarten program on the Navajo Reservation. A major aim of the program is to develop and implement a curriculum in which Navajo is the primary medium of instruction and English is taught as a second language. While the teaching of English is only one part of the total kindergarten curriculum, it is a part upon which future school achievement and social mobility largely depend. This preliminary guide outlines the distinctive sounds of English which need to be mastered, the basic sentence patterns of the language, and a vocabulary sufficient for classroom procedures and beginning reading texts. The content and ordering of the language lessons are based on a contrastive analysis of Navajo and English, which allows the prediction and description of problems the speakers of one will have in learning the other. This curriculum outline will be the basis of forthcoming teaching materials being prepared by the author.   [More]  Descriptors: Bilingual Education, Bilingual Students, Contrastive Linguistics, Curriculum Guides

Levenson, Stanley (1969). TEBRETSOL: The LEA (Teaching Beginning Reading to Speakers of Other Languages: The Language Experience Approach). Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts.   [More]  Descriptors: Acculturation, Beginning Reading, Bilingual Education, Bilingual Students

Rodriguez, Armando (1969). The Mexican-American and His Language. The need for Mexican American students to become fluent in Spanish as well as proficient in English has become of prime importance in the Southwest. There are several substantial reasons why it is imperative that Mexican American youngsters become fluent in Spanish. The student's capabilities in Spanish will be important in his search for a self-image. Language fluency will strengthen his retention of his cultural heritage. The communication level which he must achieve in school, home, employment, and social relations will be strengthened. Our Nation will have conserved and used a valuable human resource. The image of the United States as a Nation with a commitment to recognition and concern for the richness of differences in people–not just racial but linguistic and cultural–will be reinforced. Prior to achieving any of the above, the Mexican American must recognize the values of fluency of Spanish, followed quickly by acceptance and use of this language by the Anglo.   [More]  Descriptors: Anglo Americans, Bilingual Education, Bilingualism, Communications

Inter-Agency Committee on Mexican American Affairs, Washington, DC. (1967). The Mexican American, A New Focus on Opportunity. Testimony Presented at the Cabinet Committee Hearings on Mexican American Affairs (El Paso, Texas, October 26-28, 1967). Statements presented at the Cabinet Committee Hearings' on Mexican American Affairs by 52 men and women of divergent backgrounds and professions on the problems facing Mexican Americans are given. The topics covered are in the areas of agriculture; labor; health, education, and welfare; the war on poverty; and the general improvement of the economic and social conditions of the Mexican American. Positive attitudes and action for consideration and incorporation into governmental policy and social structure are reflected in their testimony.   [More]  Descriptors: Bilingual Education, Community Action, Cultural Differences, Educational Problems

Adkins, Patricia G. (1968). Reverse Borrowings of English Corruptions of Spanish. A brief glimpse of the on-going process of loanword borrowing in a bilingual culture is accompanied by frequent examples. The phenomenon described as "reverse borrowings of English corruptions" refers to linguistic occurrences in which the native speaker adapts a loanword which is, in fact, a corrupted version of his native language which he does not recognize.   [More]  Descriptors: Associative Learning, Bilingual Education, Bilingualism, Cultural Context

Ewton, Ralph W., Jr., Ed.; Ornstein, Jacob, Ed. (1970). Studies in Language and Linguistics 1969-70. The eleven essays in the present volume are by faculty members at the University of Texas at El Paso and deal generally with issues peculiar to the American Southwest. It is hoped, however, that the collection contains "enough that is of universal interest to avoid the taint of parochialism." Essays discuss (1) problems involved in teaching in bilingual situations: Patricia G. Adkins, "The Linguistic Puzzle of Figurative Language and the ESL Student," and Ray Past, "Does Johnny's Teacher Need Linguistics?"; (2) questions of linguistic theory and methodology: Edward L. Blansitt, Jr., "Phonology, Grammar, and Semology," and William M. Russell, "The Inverse Dictionary: A New Tool for Linguists"; (3) Spanish in the American Southwest: Dolores Brown, "A Two-Syllable Affective Affirmation in Spoken Spanish," Jack Emory Davis, "Annotated Bibliography and American Spanish," Charles Elerick, "The Contrastive Semology of Spanish and English Verbs of Visual Perception," Jacob Ornstein, "Sociolinguistics and New Perspectives in the Study of Southwest Spanish," John M. Sharp, "The Origin of Some Non-Standard Lexical Items in the Spanish of E. Paso," and Lurline H. Coltharp, "Some Additions: Lexicon of the Tongue of the Tirilones"; and (4) American Indian languages: Don H. Burgess, "Tarahumara Phonology (Rocoroibo Dialect)." Descriptors: American Indian Languages, Bibliographies, Bilingual Education, Contrastive Linguistics

Galarza, Ernesto (1968). Zoo-Risa [Fun at the Zoo]. This Spanish language picture and rhyme book about animals in the zoo was designed for Spanish-speaking students in grades 1 through 5. It is intended to meet the early reading needs of these students and to establish a foundation for the acquisition of reading skills. It may be used in compensatory education classes for Spanish-speaking students, as a supplementary reader in Spanish classes, or in mixed classes composed of bilingual and English-speaking students. The Spanish used in the book follows the best Mexican usage. A Spanish-English dictionary listing individual words and some phrases is included. Photographs of the animals are used throughout the text. Descriptors: Bilingual Education, Bilingual Students, Books, Childrens Literature

Kreidler, Carol J., Ed. (1966). On Teaching English to Speakers of Other Languages. Series II. The papers in this volume, read at the second national TESOL (Teaching English to Speakers of Other Languages) conference, are grouped by general subject as follows: (1) TESOL as a Professional Field–C.H. Prator, J.M. Cowan, T.W. Russell, J.E. Alatis; (2) Reports on Special Programs–H. Thompson, A.D. Nance, D. Pantell, P. Rojas, R.F. Robinett, B.E. Robinson, E. Ott, S. Hill, M. Finocchiaro; (3) Some Key Concepts and Current Concerns–W.F. Twaddell, R. Lado, V.F. Allen, B.W. Robinett, C.W. Kreidler, P. Strevens, J.D. Bowen, R.B. Lees, M. Joos, A.L. Becker, J.A. Fishman; and (4) Materials and Aids: Their Preparation and Use–K. Croft, F.C. Johnson, S. Ohannessian. The Conference Program is appended. See AL 002 208 for Series I and AL 002 064 for Series III. Papers from TESOL Conferences held after 1966 have appeared in the "TESOL Quarterly" as separate articles, not in series form.   [More]  Descriptors: Bilingual Education, Bilingualism, Culture, Employment Opportunities

Hillerich, Robert L.; Thorn, Florence H. (1969). ERMAS: Experiment in Reading for Mexican American Students. The first year of an ESEA/Title III experimental program to teach beginning reading in Spanish to 300 Mexican-American first graders in Corpus Christi, Texas, was described. While learning to read in Spanish, the children simultaneously learned English through aural-oral approach, with the goal of reading in both languages by the end of grade 2. A control group of 300 children received all instruction in English. They used the McKee Reading for Meaning series beginning with Getting Ready to Read which teaches reading through oral context combined with letter-sound associations for initial consonants. The experimental group received instruction in Spanish and English and used Preparandose Para Leer, an experimental Spanish program taking the same approach as Getting Ready to Read, but using the 14 Spanish consonants. This group began transition to reading in English after they completed the prereading skills in Spanish and were actually reading Spanish stories. Then they read stories in both English and Spanish. The program will continue through grade 2, when testing will be done. Some preliminary observations of the program's value and references are given.   [More]  Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Bilingual Teachers

New York City Board of Education, Brooklyn, NY. (1969). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. Mid-Year Report, February 1969. The Language Development Project is designed to provide assistance to disadvantaged primary-grade children who are learning English as a second language or who use non-standard speech patterns. Materials and special teaching techniques used in the project were originally developed at the Southwest Educational Development Laboratory (SEDL) for use with English as a second language learners in San Antonio, Texas. SEDL materials in the areas of "Self-Concept" and "Science" were purchased from the Laboratory, and the children use these special language development materials on a daily basis. In addition, they receive assistance in language development during their other instructional time. This document contains a list of schools and staff involved in the project, a schedule of workshops and visitations, an outline of the duties of the demonstration teachers, and a comprehensive evaluation of The Language Development Program's first year (1967-68). See related documents AL 002 353 and 354 for subsequent reports.   [More]  Descriptors: Bilingual Education, Disadvantaged Youth, English (Second Language), Inservice Teacher Education

New York City Board of Education, Brooklyn, NY. (1969). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. End-Year Report, June 30, 1969. The format of this report is similar to that of other reports on The Language Development Project. See AL 002 352 and 354 for descriptions of the project and the format of the reports. [Not available in hard copy due to marginal legibility of the original document.]   [More]  Descriptors: Bilingual Education, Disadvantaged Youth, English (Second Language), Inservice Teacher Education

New York City Board of Education, Brooklyn, NY. (1970). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. Mid-Year Report, January 31, 1970. This document comprises a report on The Language Development Project during the first half of the 1969-70 school year. It contains sections on the background of the project; its organization, staff training, and activities; materials used in the project; evaluation; and plans for the Spring term. Appended are various schedules for teacher training workshops, visitations, and monthly meetings, agendas for workshops and the Winter Leadership Conference, and several memoranda and forms that were sent out during the Fall term. See related documents AL 002 352 and 353.   [More]  Descriptors: Bilingual Education, Disadvantaged Youth, English (Second Language), Inservice Teacher Education

Kloss, Heinz (1969). Research Possibilities on Group Bilingualism: A Report. This report examines the problems involved in researching institutional and socio-cultural bilingualism and contains suggestions for about 60 projects and related case studies. These projects are presented under the following headings: (1) The Service, Methodological and Geographical Aspects, (2) Inventories, (3) Problems of Conceptualization and Classification Common to All or Most Countries, (4) Heterogeneous Polities, (5) Problems of the Nation State and of the Monolingual Society, (6) Socio-Cultural Bilingualism, and (7) Language Planning.   [More]  Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Interference (Language)

Sizemore, Mamie, Ed.; Blossom, Grace, Ed. (1969). The Fourth Communication Skill: Writing, Arizona English Bulletin. The teacher of bilingual students can avoid many pitfalls by evaluating the student's ability to understand, speak, and read, as well as his ability to write, and by giving written assignments that are realistic in terms of ultimate writing objectives. The basic goal of learning English–for self-expression–can be achieved only by proceeding through a series of steps. Therefore, teachers of bilingual students must plan a program that develops writing habits through sequential exercises based on material which is familiar to the student and which emphasizes the main structures of the English language. Such a plan would guide students through many exercises from copying and taking dictation through writing answers to oral questions and constructing sentences from cue words to writing resumes and letters, and, finally, constructing compositions that are several paragraphs long. All writing should be corrected by the student under the teacher's direction, and oral discussion should be preliminary to any writing assignment. Descriptors: Bilingual Education, Communication Skills, English Instruction, English (Second Language)

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